Email this article Development of professional intercultural foreign language communicative competence of students of “Agricultural Engineering” programme in the conditions of content and language integrated learning
- Authors: Baydikova T.V.1
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Affiliations:
- Voronezh State Agrarian University named after Emperor Peter the Great
- Issue: Vol 25, No 186 (2020)
- Pages: 64-76
- Section: ТЕОРИЯ И МЕТОДИКА ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ В АГРАРНОМ ВУЗЕ
- URL: https://bakhtiniada.ru/1810-0201/article/view/298628
- DOI: https://doi.org/10.20310/1810-0201-2020-25-186-64-76
- ID: 298628
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Abstract
The work is devoted to determining the purpose of professional foreign language teaching to students of an agrarian university in the conditions of content and language integrated learning. Based on the study of the history of the issue of determining the purpose of foreign language teaching at different stages, it was concluded that the main result of teaching should be the development of students’ professional intercultural foreign language communicative competence. This type of competence in work is understood as the ability and willingness of agrarian university students to use a foreign language as a mean of professional communication with representatives of different countries and cultures, taking into account the specifics of intercultural interaction, as well as a mean of cognition and professional development. Structurally, intercultural professional foreign language communicative competence includes three blocks: professional, intercultural, and foreign language communicative. Foreign language communicative competence represents the ability and willingness of students to use a foreign language as a mean of communication, cognition and development. It will reflect the professional orientation of teaching and include linguistic, speech, sociocultural, strategic and educational-cognitive components. Intercultural competence represents the ability and willingness to interact with representatives of different countries and cultures, aimed at establishing professional intercultural contacts, resolving conflict situations in the field of intercultural communication, and achieving the goals of intercultural interaction. All these three blocks of professional intercultural foreign language communicative competence exist separately only for descriptive purposes and are in close interconnection with each other. We also consider professional foreign language communicative competence as a level category consisting of value-motivational, cognitive, communicative and reflective components. Each of the components is described in detail.
About the authors
T. V. Baydikova
Voronezh State Agrarian University named after Emperor Peter the Great
Author for correspondence.
Email: november22@rambler.ru
ORCID iD: 0000-0002-2821-8250
Senior Lecturer of Russian and Foreign Languages Department
1 Michurina St., Voronezh 394087, Russian FederationReferences
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