N. Shlenskaya, E. Solovova, E. Lapteva, N. Pletneva
Friday 9 November 2018 by Libadmin2018


Developed communicative competence today is an urgent need of an individual, one of the ways for his intellectual, spiritual and professional self-affirmation and self-improvement. Its quality, according to the authors, is significantly determined by the nature and format of the teacher-student interaction in the classroom.
In order to track the relationship between the influence of the educational interaction format on the development of general cultural and professionally oriented competences of trainees, we conducted a study at the Peoples’ Friendship University (RUDN) and at the Russian Plekhanov University of Economics. 196 students of second and third courses took part in the experiment. Among the respondents, there were 116 girls and 80 boys aged 18-20, mostly citizens of the Russian Federation.
At the first stage of the study, during the interview with each of the participants: (1) their relation to the various models of communication between the teacher and student during the training session (2) the present level of development of their oral communicative competence were recorded. The written task-test, aimed at ascertaining the level of written communicative competence, was used as verification of the data obtained during the interview.
All the participants were divided into groups according to the preferences, which they expressed about the optimal communicative background in the class. At the same time, two control groups were formed, which included both supporters of the democratic model of communication and supporters of the authoritarian model. In each of the groups during the academic year, the teacher-student communication model was built within the framework of a proposed scheme. In one of the control groups, the interaction was organized within the framework of the authoritarian model, the second - within the framework of the democratic model. At the end of the course, the existing level of communicative competence was re-tested.
The obtained results allow concluding that in the experimental and control groups the participants’ communicative potential demonstrated different growth. In groups with a "single" format, the results turned out to be more positive, while the participants in the control groups demonstrated inconsistent results: from qualitative growth to stagnation
and even deterioration. Hence, it seems necessary to take into account the potential of the format of interaction between the "teacher-student" and the communicative competence of the students and their educational achievements.

Keywords: communicative competence, educational interaction, communicative potencial.

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