UDC 37.091.12.011.3-051:811]:378.147
DOI: https://doi.org/10.59694/ped_sciences.2025.14.140
PEDAGOGICAL CONDITIONS FOR THE EFFICIENT FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN STUDENTS OF NON-LINGUISTIC SPECIALITIES
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SERGEIEVA Viktoriia Yevhenivna
Candidate of Pedagogical Sciences, Associate
Professor, Associate Professor of the Department of
Romance and Germanic Philology, Luhansk Taras
Shevchenko National University.
ORCID іD: https://orcid.org/0000-0001-6842-0253
Abstract:
This article presents the results of a pedagogical study aimed at identifying, theoretically substantiating, and experimentally validating a set of pedagogical conditions for the effective development of foreign language communicative competence among students of non-language majors at higher education institutions. The relevance of the research is determined by the growing demand for specialists capable of professional communication in a foreign language, as well as by the need to modernize approaches to foreign language instruction in non-philological educational contexts.
The study clarifies the essence and structure of foreign language communicative competence, which is conceptualized as an integrative personal formation encompassing linguistic, speech, sociocultural, strategic, and professionally oriented components. The need to implement a system of pedagogical conditions that stimulate students’ cognitive activity, increase their motivation for language learning, and foster intercultural communicative competence and learner autonomy is emphasized.
The proposed pedagogical conditions include: motivational-value orientation of the educational process, aimed at shaping an informed and purposeful attitude to language acquisition as a tool of professional self-realization; professionally oriented didactics, ensuring the contentrelated and lexical alignment of learning materials with students’ future professional domains; a communicative-activity approach, based on the principles of interactive language use and meaningful speech production; digital integration, involving the use of modern educational platforms, online resources, and multimedia tools; and pedagogical support for the development of student autonomy in language learning.
The article provides detailed examples of the practical implementation of each condition within the educational process, highlighting effective forms, methods, and tools that contributed to increased speech activity, improved foreign language proficiency, and enhanced professional relevance of language skills.
Keywords: foreign language communicative competence, pedagogical conditions, nonlanguage majors, professional training, digital technologies, learner autonomy, intercultural communication.
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