Визначення особливостей формування професійно-комунікативної компетентності студенів-іноземців у процесі фахової підготовки

Abstract

У статті визначено особливості формування професійно-комунікативної компетентності студентів-іноземців. Крім того, схарактеризовано особливості підготовки іноземних громадян в українських навчальних закладах. Визначено, що в основі комунікативної компетентності лежить комунікативний підхід (комуніка-тивна діяльність); окреслено основні завдання організації навчання іноземних студентів, етапи навчання сту-дентів, шляхи адаптації у новому соціальному, культурному, побутовому середовищі. Peculiarities of determining the level of development of foreign students’ professional communicative competence are revealed in the article. Besides, features of teaching foreign citizens at Ukrainian higher educational institutions are described. It has been determined that the basis of communicative competence is a communicative approach (communi-cative activity). Communicative competence depends on the level of communication culture, which is the subject of human intercourse and interaction, and the latter is the subject of communicative competence. Communication culture is considered as a component of professional and pedagogical culture of a teacher, so it is identified with professional and pedagogical communication. Pedagogical culture is derived from the phenomenon of “culture”. In its contents and forms it represents an independent direction in the development of practical human activity, performs the function of preserving human experience in the creation of cultural subjects in all their diversity. Important pedagogical conditions of forming professional communicative competence of foreign students are the following: accordance of educational material content to students’ educational opportunities; systematic motivation of students to a master a subject; orientation of forms and methods of teaching at the gradual mastery of educational material by foreign students; preparing teachers to work with students-foreigners; creating comfortable linguodidactic environment, providing continuity in learning; the use of intersub-ject relations in the process of forming professional communicative competence; the organization of professionally ori-ented communicative activity of students aimed at the formation of professional and communicative competence; creating students’ positive motivation. The work of teachers should be focused on foreign students’ vocabulary expansion, over-coming speech barriers in interaction between a teacher and a student, which is associated with differences in building af-firmative and interrogative sentences, in pronunciation, auditory perception, etc. The final aim of education is the forma-tion of a certain level of foreign students’ communicative competence. In order to achieve this purpose it is necessary to determine a number of stages of teaching, their duration, the requirements and the main types of speech activity within a certain stage of students’ training.