COMMUNICATIVE COMPETENCE AS THE SUBJECT OF EDUCATIONAL RESEARCH

• Main Authors: Yuliya I. Аleyevskaya, Natalia L. Ashirbagina, Nataliya A. Meshcheryakova
• Format: Article
• Language: Russian
• Published: National Research Mordova State University; MRSU 2016-09-01
• Series: Integraciâ Obrazovaniâ
• Subjects: competence; competency-based learning; communicative competence; pedagogical education; multilevel training
• Online Access: http://edumag.mrsu.ru/index.php/en/articles-en/61-16-3/466-10-15507-1991-9468-084-020-201603-05

Introduction: the issue of development of the communicative competence is well studied in pedagogical theory and practice. Nevertheless there is no consensus among researchers regarding the interpretation of the notion. This fact determines the relevance of the subject in the context of the reform of the national higher education. The labour market puts forward increasing requirements to graduates’ adaption potential within the system “human – human”. This draws special attention to the problem of communicative co mpetence. Materials and Methods: the authors carried out a sociological research on the communicative component of the competence cluster among master’s degree students who specialise in pedagogical education in order to determine “the importance of weight indicators” of separate competencies. Results: the authors substantiate the necessity of broadening a communicative competence in conditions of transition to a multilevel system of higher education; define its essence and structure taking into account the generic unity of Bachelor’s and Master’s degree programmes. The article presents the informative content of communication components in accordance with the proposed structure of communicative competence, containing motivation-value-based, cognitive, activity-based, reflective and evaluative components. The authors show the potential of communicative competence in the context of the new federal state educational standards (FGOS VO 3+). Further the authors make analysis of the requirements set to graduates upon completion of undergraduate and graduate programmes in “Pedagogical Education”, specify the role of separate competencies in extending graduates’ communicative competence. Discussion and Conclusions: the results of the research presented in the article enable to specify the structure and content of the communicative competence of a university graduate, reflecting the willingness and ability to productive communication in a professional environment in accordance with specialisation and level of training. This structure will provide in the future the possibility to identify and justify the pedagogical conditions of extending communicative competence of students; to determine the performance criteria and the levels of its formation from the standpoint of system unity between the undergraduate and graduate levels.