ΠšΠ°Ρ„Π΅Π΄Ρ€Π° iΠ½ΠΎΠ·Π΅ΠΌΠ½ΠΈΡ… ΠΌΠΎΠ²

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Author: search.filters.author.Shcherbyna, S.Subject: search.filters.subject.communicative competence

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    Навчання Ρ–Π½Ρ‚Π΅Ρ€Π°ΠΊΡ†Ρ–Ρ— як засіб інтСнсифікаціїї процСсу формування Ρ–Π½ΡˆΠΎΠΌΠΎΠ²Π½ΠΎΡ— ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΡ— ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†Ρ–Ρ— студСнтів
    (Π Π’Π’ Π¦Π”ΠŸΠ£ Ρ–ΠΌ. Π’. Π’ΠΈΠ½Π½ΠΈΡ‡Π΅Π½ΠΊΠ°, 2021) Π©Π΅Ρ€Π±ΠΈΠ½Π°, Π‘. Π’.; Π“ΠΎΠ»ΠΎΠ²ΠΊΠΎ, Π†. О.; Π“Π°Π²Ρ€ΠΈΠ»Π΅Π½ΠΊΠΎ, О. М.; Shcherbyna, S.; Golovko, I.; Havrylenko, O.
    Π£ статті Ρ€ΠΎΠ·Π³Π»ΡΠ΄Π°ΡŽΡ‚ΡŒΡΡ Π²Π°ΠΆΠ»ΠΈΠ²Ρ– питання Π°ΠΊΡ‚ΠΈΠ²Ρ–Π·Π°Ρ†Ρ–Ρ— процСсу навчання ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΡ— ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†Ρ–Ρ—. Π’Π°ΠΊΠΎΠΆ Π²ΠΈΠ²Ρ‡Π°Ρ”Ρ‚ΡŒΡΡ процСс ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ†Ρ–Ρ— Ρ–Π½ΠΎΠ·Π΅ΠΌΠ½ΠΎΡŽ мовою, як Π½Π°Π΄Π·Π²ΠΈΡ‡Π°ΠΉΠ½ΠΎ складнС явищС, Ρ‰ΠΎ Π²ΠΈΡ…ΠΎΠ΄ΠΈΡ‚ΡŒ Π΄Π°Π»Π΅ΠΊΠΎ Π·Π° ΠΌΠ΅ΠΆΡ– лінгвістичного Π°Π½Π°Π»Ρ–Π·Ρƒ. Π£ статті Π°ΠΊΡ†Π΅Π½Ρ‚ΡƒΡ”Ρ‚ΡŒΡΡ ΡƒΠ²Π°Π³Π° Π½Π° ΠΏΡ€ΠΈΠ½Ρ†ΠΈΠΏΠΎΠ²ΠΈΡ… полоТСннях ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎ-ΠΎΡ€Ρ–Ρ”Π½Ρ‚ΠΎΠ²Π°Π½ΠΎΠ³ΠΎ навчання Π· використанням сучасних ΠΌΠ΅Ρ‚ΠΎΠ΄Ρ–Π² Ρ‚Π° засобів формування Ρƒ студСнтів ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΡ— ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†Ρ–Ρ—. Π”ΠΎΠΊΠ»Π°Π΄Π½ΠΎ Ρ€ΠΎΠ·Π³Π»ΡΠ΄Π°ΡŽΡ‚ΡŒΡΡ психологічні Ρ‚Π° ΠΌΠ΅Ρ‚ΠΎΠ΄ΠΈΡ‡Π½Ρ– аспСкти формування Ρ‚Π°ΠΊΠΎΡ— ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†Ρ–Ρ—, Π·ΠΎΠΊΡ€Π΅ΠΌΠ° Ρ‡Π΅Ρ€Π΅Π· Ρ–Π½Ρ‚Π΅Π½ΡΠΈΡ„Ρ–ΠΊΠ°Ρ†Ρ–ΡŽ Ρ–Π½Ρ‚Π΅Ρ€Π°ΠΊΡ‚ΠΈΠ²Π½ΠΈΡ… ΠΏΡ€ΠΈΠΉΠΎΠΌΡ–Π² Ρ€ΠΎΠ±ΠΎΡ‚ΠΈ Ρ‚Π° навчання Π΄Ρ–Π°Π»ΠΎΠ³Ρ–Ρ‡Π½ΠΎΠΌΡƒ мовлСнню Π½Π° заняттях Π· Ρ–Π½ΠΎΠ·Π΅ΠΌΠ½ΠΎΡ— ΠΌΠΎΠ²ΠΈ.
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    Computer assisted language learning in the development of communicative competence
    (Π Π’Π’ Π¦Π”ΠŸΠ£ Ρ–ΠΌ. Π’. Π’ΠΈΠ½Π½ΠΈΡ‡Π΅Π½ΠΊΠ°, 2017) Shcherbyna, S.; Π©Π΅Ρ€Π±ΠΈΠ½Π°, Π‘. Π’.
    Recent development in foreign language education have indicated a trend towards the development of communicative competence among foreign language students. This paper provides the review of the literature concerning the use of CALL as a means of promoting the acquisition of communicative competence in the foreign language and culture. Providing experiences for contact with language in context may prove difficult for foreign language teachers. Constrained by lack of sufficient access to the target culture, teachers often rely on textbooks and classroom materials in teaching language. These materials may not necessarily provide the required environment for the acquisition of communicative competence. The goals of communicative competence demand that teachers and students should be familiar with and knowledgeable of the target language and culture. Recent technological multimedia tools, which utilize audio-visual formats, can provide many of the contextual cues that traditional textbook formats cannot. The linear nature of textbooks affords students a rather restricted experience of the content and does not allow for navigational freedom or interactivity that modern technological tools provide learners. Contrary to multimedia formats, traditional textbooks, linear and non-interactive, may not provide the appropriate context for the acquisition of communicative competence. Computer Assisted Language Learning, or CALL, has became increasingly popular within the foreign language domain. Recently researches have begun investigating CALL and its benefits in promoting the acquisition of competence in the second language and culture. Educational multimedia software products include electronic textbook, slide library, guided tour, light table, or a reference library. The review of the literature concerning integrative CALL environments for foreign language learning indicates that much more research is necessary before the nature of this context can be fully understood in its relation to the acquisition of foreign language classroom, the transfer of power from teacher to learner has emerged as an important trend, indicating a shift from teacher controlled learning to student initiated investigation. Another theme arising from the literature regards the ability of multimedia environments to provide learners with authentic content that is carefully manipulated to meet their individual needs. Бучасні ΠΏΠΎΠ΄Ρ–Ρ— Π² контСксті вивчСння Ρ–Π½ΠΎΠ·Π΅ΠΌΠ½ΠΎΡ— ΠΌΠΎΠ²ΠΈ ΡΠ²Ρ–Π΄Ρ‡Π°Ρ‚ΡŒ ΠΏΡ€ΠΎ Ρ‚Π΅Π½Π΄Π΅Π½Ρ†Ρ–ΡŽ Π΄ΠΎ Ρ€ΠΎΠ·Π²ΠΈΡ‚ΠΊΡƒ ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΡ— ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†Ρ–Ρ— Ρƒ студСнтів. Π”Π°Π½Π° Ρ€ΠΎΠ±ΠΎΡ‚Π° прСдставляє огляд Π»Ρ–Ρ‚Π΅Ρ€Π°Ρ‚ΡƒΡ€ΠΈ, пов’язаної Ρ–Π· застосуванням ΠΊΠΎΠΌΠΏβ€™ΡŽΡ‚Π΅Ρ€Ρ–Π² Ρƒ Π²ΠΈΠ²Ρ‡Π΅Π½Π½Ρ– Ρ–Π½ΠΎΠ·Π΅ΠΌΠ½ΠΎΡ— ΠΌΠΎΠ²ΠΈ Π· ΠΌΠ΅Ρ‚ΠΎΡŽ Ρ€ΠΎΠ·Π²ΠΈΡ‚ΠΊΡƒ Π½Π°Π²ΠΈΡ‡ΠΎΠΊ ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΡ— ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†Ρ–Ρ—. Π‘ΠΎΠ²Ρ€Π΅ΠΌΠ΅Π½Π½Ρ‹Π΅ события Π² контСкстС изучСния иностранного языка ΡΠ²ΠΈΠ΄Π΅Ρ‚Π΅Π»ΡŒΡΡ‚Π²ΡƒΡŽΡ‚ ΠΎ Ρ‚Π΅Π½Π΄Π΅Π½Ρ†ΠΈΠΈ ΠΊ Ρ€Π°Π·Π²ΠΈΡ‚ΠΈΡŽ ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†ΠΈΠΈ студСнтов. Данная Ρ€Π°Π±ΠΎΡ‚Π° прСдставляСт ΠΎΠ±Π·ΠΎΡ€ Π»ΠΈΡ‚Π΅Ρ€Π°Ρ‚ΡƒΡ€Ρ‹, связанной с использованиСм ΠΊΠΎΠΌΠΏΡŒΡŽΡ‚Π΅Ρ€ΠΎΠ² Π² ΠΈΠ·ΡƒΡ‡Π΅Π½ΠΈΠΈ иностранного языка с Ρ†Π΅Π»ΡŒΡŽ развития Π½Π°Π²Ρ‹ΠΊΠΎΠ² ΠΊΠΎΠΌΠΌΡƒΠ½ΠΈΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΠΉ ΠΊΠΎΠΌΠΏΠ΅Ρ‚Π΅Π½Ρ†ΠΈΠΈ.
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    Communicative approach in teaching speaking foreign language
    (ΠšΠ”ΠŸΠ£ Ρ–ΠΌ. Π’. Π’ΠΈΠ½Π½ΠΈΡ‡Π΅Π½ΠΊΠ°, 2015) Shcherbyna, S.; Π©Π΅Ρ€Π±ΠΈΠ½Π°, Π‘. Π’.
    The article is devoted to the problem of teaching speaking foreign language in non-linguistic high educational institutions. Some techniques to improve students’ speaking skills and to prevent boredom in teaching speaking are discussed. Three basic reasons to give students speaking tasks, which provoke them to speak and use all the known language means are revealed. The author suggests some important elements of the communicative approach: learners are provided with the language needed in order to perform the task, use the best language they can achieve the task and tasks provide students with just the right amount of challenge .The examples of different types of speaking activity that comply as far as possible with the characteristics necessary for communication are given. During the lessons, students communicate in the situations which make them use β€œlive” spoken English which corresponds to the European standards. Бтаття присвячСна ΠΏΡ€ΠΎΠ±Π»Π΅ΠΌΡ– навчання Π³ΠΎΠ²ΠΎΡ€Ρ–Π½Π½ΡŽ студСнтів Ρ–Π½ΠΎΠ·Π΅ΠΌΠ½ΠΎΡŽ мовою Π½Π° основі ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ‚ΠΈΠ²Π½ΠΎΠ³ΠΎ ΠΏΡ–Π΄Ρ…ΠΎΠ΄Ρƒ Ρƒ Π½Π΅ΠΌΠΎΠ²Π½ΠΈΡ… Π²ΠΈΡ‰ΠΈΡ… Π½Π°Π²Ρ‡Π°Π»ΡŒΠ½ΠΈΡ… Π·Π°ΠΊΠ»Π°Π΄Π°Ρ…. Розглянуто дСякі ΠΌΠ΅Ρ‚ΠΎΠ΄ΠΈ Ρ‰ΠΎΠ΄ΠΎ покращСння ΠΌΠΎΠ²Π½ΠΈΡ… Π½Π°Π²ΠΈΡ‡ΠΎΠΊ студСнтів Ρ‚Π° запобігання одноманітності Π½Π° заняттях Π· Ρ–Π½ΠΎΠ·Π΅ΠΌΠ½ΠΎΡ— ΠΌΠΎΠ²ΠΈ. НавСдСно основні ΡƒΠΌΠΎΠ²ΠΈ постановки ΠΌΠΎΠ²Π½ΠΈΡ… завдань студСнтам, Ρ‰ΠΎ ΡΠΏΠΎΠ½ΡƒΠΊΠ°ΡŽΡ‚ΡŒ Ρ—Ρ… Π΄ΠΎ висловлювань Ρ‚Π° використання усіх Π²Ρ–Π΄ΠΎΠΌΠΈΡ… ΠΌΠΎΠ²Π½ΠΈΡ… засобів. Автор ΠΏΡ€ΠΎΠΏΠΎΠ½ΡƒΡ” ΠΏΡ€ΠΈΠΊΠ»Π°Π΄ΠΈ Ρ€Ρ–Π·Π½ΠΈΡ… Π²ΠΈΠ΄Ρ–Π² ΠΌΠΎΠ²Π»Π΅Π½Π½Ρ”Π²ΠΎΡ— Π΄Ρ–ΡΠ»ΡŒΠ½ΠΎΡΡ‚Ρ–, які Π²Ρ–Π΄ΠΏΠΎΠ²Ρ–Π΄Π°ΡŽΡ‚ΡŒ ΡƒΠΌΠΎΠ²Π°ΠΌ ΠΊΠΎΠΌΡƒΠ½Ρ–ΠΊΠ°Ρ†Ρ–Ρ—. На заняттях студСнти ΠΎΠΏΠΈΠ½ΡΡŽΡ‚ΡŒΡΡ Π² ситуаціях, які ΡΠΏΠΎΠ½ΡƒΠΊΠ°ΡŽΡ‚ΡŒ Ρ—Ρ… Π΄ΠΎ вТивання Β«ΠΆΠΈΠ²ΠΎΡ—Β» Ρ€ΠΎΠ·ΠΌΠΎΠ²Π½ΠΎΡ— Π°Π½Π³Π»Ρ–ΠΉΡΡŒΠΊΠΎΡ— ΠΌΠΎΠ²ΠΈ, Ρ‰ΠΎ Π²Ρ–Π΄ΠΏΠΎΠ²Ρ–Π΄Π°Ρ” Ρ”Π²Ρ€ΠΎΠΏΠ΅ΠΉΡΡŒΠΊΠΈΠΌ стандартам.