Linguistic propaedeutic component in the education system of future specialists
Journal Title: Педагогіка формування творчої особистості у вищій і загальноосвітній школах - Year 2018, Vol 61, Issue 1
Abstract
Foreign language training of future specialists is considered as a process of person’s upbringing that is aware of his/her place in society, capable of self-development, self-improvement and creative activity. This implies a new approach to the formation of professional competence, which is the basis of professionalism. Understanding language and culture in terms of their role in the spiritual organization of man, one can not only reveal its inextricable interrelation, but also empirically analyze the mechanism of this interconnection. Education of the XXI century is education for a person. Young people must be prepared for change and be able to adapt to the new needs of the labor market, possess information, act and make instant decisions that are possible on condition that the young generation has formed certain groups of competences, as the communicative competence − the ability to use language in a particular situation. Communicative speech competence is proved to consist of certain components: linguistic, sociolinguistic and pragmatic. Linguistic competences include lexical, phonological, syntactic knowledge and abilities as well as the other parameters of language as a system. Professional and linguistic competence covers psychological and pedagogical, part of which is methodological and philological competence. The issues of professional training of a future specialist are becoming more and more important considering the European integration of the Ukrainian education. The modern Ukrainian society is stated to need competent professionals who not only possess the professional knowledge, skills and abilities, but also are able to make responsible decisions in situations of choice, are characterized by mobility, constructiveness, ability to realize their creative abilities and have a creative style of thinking. Language was and remains the main means of the sociocodus − the main reality of national culture. Language education is proved to be based on such general and deductive principles as human-centeredness, humanism, natural correspondence; the unity of learning, development and upbringing; scientific knowledge; systematicness and consistency; awareness and accessibility; continuity and perspective; communication theory with practice; differentiation and individualization; cultural conformity; application of different forms of educational activity; implementation of interdisciplinary connections, etc.
Authors and Affiliations
Г. І. Шайнер, Л. П. Балацька
Keywords
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