Results
Based on the study and generalization of research in the field of the content of foreign language professional communicative
competence, the main components of FLPCC were identified: linguistic (the ability to apply and analyze the acquired knowledge
of language and speech; to build grammatically, syntactically and stylistically correct oral and written speech in a foreign
language), regulatory (the ability to independently carry out educational, cognitive and professional activities by means of a
foreign language), intercultural (the ability to understand the socio-cultural characteristics of another nation through the study of
its language) and communicative (the ability to carry out domestic and professional communication in 4 types of speech activity:
speaking, listening, reading and writing) competence.
The pedagogical experiment included stating, forming and control stages. At the stating stage was carried out the initial
diagnostics of the foreign language professional communicative competence formation level as a key performance indicator of
achieving the goals of foreign language education was performed among the students of 3
rd
-4
th
courses of study of the faculty
of coastal missile and artillery troops and special training (4 groups, 14 persons each). The experimental and control groups (2
groups of 28 cadets) were formed.
Based on the main components of the FLPCC, the main criteria, indicators and methods for assessing the levels of formation
of the FLPCC were determined:
-
performance-speech criterion (reflecting performance in professional communication knowledge and skills obtained in
the training course); its indicators: the expansion of active vocabulary, fluency development, reducing the number of grammatical
errors, an increase in linguistic and sociocultural knowledge in the field of professional activities; the assessment method is a
comprehensive test used for mid-term assessment of cadets at the end of the academic year and developed on the basis of the
STANAG test, used since the 1970s by NATO member countries and partners, reissued in 2010 to determine the level of foreign
language proficiency of military specialists;
- motivation-activity criterion (evaluating the desire of students to independently improve the level of their foreign language
training and FLPCC); indicators: awareness of the practical significance of mastering the foreign language and its improvement
for a modern military specialist, increasing speech activity, intensification of the use of authentic foreign language materials in
everyday, educational, research activities; evaluation method – a questionnaire on the methodology of diagnostics of the
orientation of educational motivation developed by T.D. Dubovitskaya [5], which includes 20 statements and answer options (+,
-) and the implementation of individual projects in the foreign language training.
Table 1 – Results of assessing the FLPCC formation levels at the stating stage of the experiment, (in %)
experimental group
control group
criteria/ levels
high
medium
low
high
medium
low
performance -speech
14,28
39,27
57,12
10,71
35,71
53,55
motivation-activity
7,14
32,13
60,69
7,14
35,71
57,12
At the forming stage, the author's EMC was implemented, which included a syllabus, a thematic plan, and a printed and
electronic course-book "English for divers" developed for them, corresponding to the specifics of cadets’ professional education
for 3 and 4 courses of training.
At the control level the final assessment of students’ FLPCC formation level (high, medium, low) was carried out via
standard interim test on the performance-speech criterion, and by means of observation of speaking activity in the classroom,
personal interest in self-study, participation in individual projects and research work with the use of a foreign language on the
motivation-activity criterion.
Table 2 – Dynamics of performance-speech criteria indicators, (in %)
experimental group
control group
levels
stating stage
control stage
stating stage
control stage
high
14,28
24,99
10,71
14,28
medium
39,27
60,69
35,71
39,27
low
57,12
14,28
53,55
46,41
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131
Table 3 – Dynamics of motivation-activity criteria indicators, (in %)
experimental group
control group
levels
stating stage
control stage
stating stage
control stage
high
7,14
24,99
7,14
10,71
medium
32,13
42,84
35,71
28,56
low
60,69
32,13
57,12
64,26
The data presented in tables 2 and 3 show that the teaching materials and methods used in the experimental group
significantly increased the differences in the dynamics of increasing the level of FLPCC. Thus, the indicator of a high level of
performance-speech criterion in the experimental group increased by 10.71%, and in the control group only by 3.57%; the
average level – by 21.42% in the experimental group and by 3.56 % in the control group.
As for the motivation-activity criterion, the percentage of high-level cadets in the experimental group increased by almost
18%, and in the control group – by 3%. The number of mid-level cadets increased by almost 10% in the experimental group and
decreased by 7% in the control group. At the same time, interest in the study of cadets in the experimental group with a low level
of motivation increased significantly (by 28.56%), and in the control group it decreased by 7.14%.
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