Akeshova Madina Murzakhanovna
PhD, senior teacher, 87011592395, madina_shakh@mail.ru
Akeshova Nasiba Murzakhanovna
Master of English Philology, 87011009696, akeshova_86@mail.ru
A.Yassawi International Kazakh-Turkish University, Turkestan,
SOME BASES OF FORMATION INFORMATIONAL COMMUNICATIVE COMPETENCE
Түйін. Қазақстан Республикасындағы қазіргі кездегі білім беруді модернизациялау жағдайында жоғары білікті
мамандарды даярлау, олардың ақпараттық коммуникативтік құзыреттілігін қалыптастырудың өзектілігі жоғары
және ауқымды жедел зерттеуді қажет ететін бағыты болып табылады. Зерттеудің өзектілігі болашақ маманның
кәсіби-сауатты тұлғасын қалыптастыру қажеттілігімен; болашақ мамандарды кәсіби даярлаудың тұтас жүйесін
құрудың; болашақ маманның ақпараттық коммуникативтік құзыреттілігін қалыптастырудың; оқыту формалары
мен әдістерін жетілдірудің қажеттілігімен анықталады. Зерттеу нәтижелері оқу міндеттерін шешуде, шығар-
машылық деңгейде ойлайтын маман қалыптастыруда, өзгермелі жағдайда кәсіби іс-әрекетке жылдам бейімделетін
болашақ мамандардың ақпараттық коммуникативтік құзыреттілігін қалыптастыруда қолданудың маңыздылығын
көрсетеді.
Резюме. В современных условиях модернизации казахстанского образования профессиональная подготовка
специалистов и формирование их информационно - коммуникативной и профессиональной компетенции приобрета-
ет особую актуальность и является предметом интенсивных научных исследований. Актуальность исследования
определяется потребностью на подготовку профессионального специалиста; необходимостью создания системы
профессиональной подготовки будущих специалистов; потребностью формирования информационно-коммуника-
тивной компетенции будущего специалиста, совершенствования форм, методов и средств обучения с применением
информационных технологий. Анализ исследования показывает эффективность и необходимость формирования ин-
формационно-коммуникативной компетенции специалистов для решения учебных задач, формирования специалиста
с критическим и творческим мышлением, способного эффективно функционировать в меняющихся условиях профес-
сиональной деятельности.
Summary. In the modern conditions of modernization of educational system the training of highly skilled specialists and
formation of their informational-communicative and professional competence gets a special urgency and is a subject of intensive
scientific researches. The successful decision of this problem is impossible without cardinal revision of traditionally developed
system of professional training, deep reorganization of teaching and educational process, without the analysis of all factors
providing its quality. For this purpose it is necessary not only to update programs and the maintenance of professional training
of the future specialists, but also to develop qualitatively new methods of teaching, to create new, methodical maintenance of
teaching and educational process according to modern requirements. The research urgency is defined by the social order of
a society in professional-competent personality of the future specialists; requirement of system of perfection of professional
training and working out of the forms, methods and means of formation of informational-communicative competence of the
future specialists.
Domestic education undergoes changes caused
by the entry into the all-European Bologna process,
the need of solving problems ensuring the quality of
higher education, the change of a pedagogical paradigm
– a set of methodological installations accepted by the
scientific pedagogical community where the main value
is a personality, his moral position, level of civility and
competency.
The necessity of raising the issue about ensuring
education process with fuller socially integrated results
is caused by the changes occurring in the world in
the areas of education correlated to a global problem
of ensuring the entry of a person in the social world,
his productive adaptation in this world. The concept
«competence» acted as the general definition of such
integrated social and personal behavioral phenomenon
as result of education in aggregate of motivational and
valuable, cognitive components [1].
As it is known, the term «competence» was entered
by Noam Chomsky, the American linguist, due to his
research of generating / generative grammar problems.
Originally, this term designated an ability necessary
for performing certain, – mainly linguistic – activities
in a foreign language. A competent speaker/ listener
(according to Chomsky) should: form and understand
unlimited number of sentences according to the models;
have judgments about the statement, i.e. to see formal
similarity or distinction in meanings of two sentences. N.
Chomsky entered the term «competence» (competence)
for the designation of linguistic competence as abilities
of a person to use language and opposed it against the
term «use» («speechproduction») (performance) [2].
The word “competent” was originated from the
Latin word “competere” denoting the meaning «to be
capable». Competence means «rather qualified, trained,
capable to a certain kind of activity». M. A. Choshanov
considers that the term «competency» is insufficiently
settled in domestic pedagogics and in the majority of
cases is used intuitively for the expression of sufficient
level of qualification and professionalism of specialist. In
his opinion, competence assumes continuous updating of
knowledge, possession of new information for successful
application of this knowledge in concrete conditions, i.e.
possession of operational and mobile knowledge. A.
M. Choshanov understands competence as a potential
readiness to solve problems knowledgeably. It includes
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substantial (knowledge) and procedural (ability)
components and assumes knowledge of the essence of a
problem and an ability to solve it [3].
At once we would like to allocate that the analysis
of researchers’ opinions requires a clarification of
the distinction between the concepts «competence»
and «competency». Many scientists-pedagogists treat
«competence» as the highest level of education. In the
English literature, there is a term competence (academic,
linguistic, cultural, professional competence).
In compliance with the norms of the Russian
language recorded in the explanatory dictionaries,
competence is «a circle of questions about which
somebody is knowledgeable «or «a circle of questions,
phenomena in which this person masters with
authoritativeness, knowledge, experience».
In other words, «competence» and «competency»
are two different concepts: competence is a phenomenon
(«a circle of questions») and competency is a property,
quality of a personality. From the viewpoint of practical
education experience, competency is an ability of a
personality to perform any activity, any actions. As
for the term competence, it is considered as a content
of education which is acquired by learner, forms his
competency in any area of activity. It is possible to say
that competence is a content of being well-educated.
N. Rozov defines the following aspects of
competence:
- a semantic aspect is an adequate judgment of a
situation in more general cultural context, that is, in a
context of available cultural patterns of understanding,
relation, assessments of such kind of situations;
- a problem-practical aspect is an adequacy of
recognition of situation, an adequate statement and
effective performance of purposes, tasks, norms in this
situation;
- a communicative aspect is an adequate
communication in such kind of situations and in an
occasion of such situations with the account of the
corresponding cultural patterns of communication and
interaction. A person can’t possess general cultural
competency if he isn’t competent (in three above
mentioned aspects) in situations beyond the scope of his
profession. Except that, if problem-practical aspect plays
a leading (but not only) role in professional competency,
semantic and communicative aspects play a leading role
in general cultural competency [4].
Having identified the essences of the concepts
«competency-competence» and the coherence between
them, we will pass to analyze the structure of the concept
of “informational communicative competence”. This
term began to be widely used in the theory of innovative
training technologies connected with teaching foreign
languages. It is certainly an important concept for
us since it reflects the final purpose, planned result of
studying a foreign language.
The concept of “informational communicative
competence” was entered by sociolinguists to expand
a circle of analysis of the concept «speech» which
is reduced by traditional linguistics to the studying
of linguistic competence, understood as speaker’s
knowledge of the language system.
In foreign researches, informational communicative
competence is understood as an ability to communicate
orally or in written form with a native speaker in real
situations, herewith preference is given to the transfer
of sense and the form of presenting information, more
precisely, the correctness of language means is minor in
relation to the meaning of utterances.
E.M.Vereshchagin and V.G.Kostomarov define the
concept “informational communicative competence”
through an opposition to the concept «linguistic». If
linguistic competence is an ability to form grammatically
correct phrases, communicative competence is
understood as a set of social, national-cultural rules and
values which determine what, when and how it is possible
to speak. On the basis of accentual-morphological
paradigms, grammatically correct phrases can be formed
by a discursive logical way, but communicatively-
correct phrases arise due to the possession of a set of
social instructions existing in a definite cultural and
linguistic community. Linguistic competence doesn’t
provide an opportunity of adequate participation in
communication with the help of studied language. An
adequate communication (not in classroom conditions,
but in the real environment, in a free communication with
native speakers) is possible only due to communicative
competence.
L.L.Fedorova defines informational communicative
competence irrespectively to the concepts “native//
nonnative language” as the sum of language skills and
knowledge of speaker// listener about the use of language
in changing situations and speech conditions. Тhat is, the
concept of informational communicative competence
means an ability of speaker to be the full member of a
certain speech collective (certainly, the hard-achieved
purpose in teaching a nonnative (foreign) language). The
considerations of L.L.Fedorova represent an interest for
the characteristics of formation stages of the concept of
informational communicative competence and reflect the
difficulty of formation of this ability [5].
By the term “informational communicative
competence”, it is accepted to understand not only an
ability to form a correct sentence, which is provided by
linguistic competence, but also the knowledge of using
this or that sentence under specific communication
conditions as well as an ability to interpret oral and written
texts correctly by taking into account informational
communication conditions. In this regard, for example,
F.Denningkhauz considers in the following way: «Speech
competence is not equal to communicative competence.
The concept «to know language» purely designates
a speech ability to build and understand infinite (or
almost infinite) number of grammatical and intelligent
sentences. A new communicative representation speaks
about an ability to use a speech in social interrelations for
the achievement of speech effect» [6].
In her book «Modern Method of Teaching Foreign
Languages», N.D. Galskova defines informational
communicative competence as an ability to organize
own verbal and nonverbal behavior adequate to
communication tasks. According to N.D. Galskovoy’s
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statement, development of an ability to communicate
happens when an ability to use linguistic means in
various communication situations is developed with
the purpose of establishing interaction as well as an
ability to evaluate, analyze a communication situation,
evaluate own communicative potential subjectively and
accept a necessary decision. Communication ability is
connected with such concept as social competence which
is understood as an ability to act in social situations
independently [7].
Psychology, psycholinguistics always addressed
and address to the identity of a person and each of them
is doing it from their positions. In designing new systems
of teaching foreign languages, first of all, a reliance on
the activity theory of assimilation, provisions of the
theory of speech activity, the communication theory
and the general pedagogical provisions about education,
upbringing which may be different in different countries
is carried out. It is known that the psyche of a person,
feature of his functioning and development of his psychic
functions act as an object of research in psychology.
The knowledge of these regularities allows specialist
studying foreign languages to build assimilation process
of knowledge, skills and abilities more effectively and
productively.
In their works, M. Canale, M. Swain and L.Bachman
write that there are four components of informational
communicative competence: grammatical, discursive,
sociolinguistic and strategic competence.
Grammatical competence includes the knowledge
of lexical units, rules of morphology, syntax, phonology
and semantic rules of grammar sentences.
Discursive competence reflects an ability to connect
sentences in a holistic statement and to form a coherent
text from the number of separate statements.
Grammatical competence has a deal with grammar
at the level of sentence, but discursive competence is
engaged in the coherence between sentences in a text.
Sociolinguistic competence includes in itself the
knowledge of sociocultural linguistic rules and rules of a
discourse, i.e. speech behavior.
Strategic competence has a connection with those
verbal and nonverbal strategies of communication which
can be brought into action in order to compensate for
failures in communication, arisen because of unforeseen
changes in real situations of communication or due to
insufficient competence [8].
S.Savinyon believes that the purpose of training
includes in itself not only that one which is necessary to
acquire, but also the level of acquisition of what has been
mastered. The success in the solution of communicative
tasks depends on readiness, a favor of a person to self-
expression, resourcefulness, an ingenuity in the use of
lexical and syntactic units which he knows [9].
In the book «Communicative competence: the
theory and practice of training» S.Savinyon describes four
components, constituting informational communicative
competence (Figure 1):
As we see, many researchers represent the structure
and the content of informational communicative
competence differently, isolating language, speech,
linguistic, ethno-cultural, pragmatic, sociolinguistic,
discursive, cultural studies, etc.
Therefore,
informational
communicative
competence can be understood as an integrated personal
characteristic of specialist including knowledge, abilities
and personal qualities ensuring successful performance
of his professional activity.
Figure1 – Components of informational communicative competence (according to S.Savignon)
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We consider informational communicative
competence as a system of inner resources (social
installations; knowledge in the area of psychology of a
personality, group, communication; abilities and skills
of interpersonal communication, a communication
position), necessary for construction and regulation
of effective communicative action and providing
adaptation in a certain circle of interpersonal interaction
situations [10].
A culture of future specialists is impossible without
a culture of communication, i.e. a communicative culture.
Its absence is an illness of many modern specialists,
in considerable degree it is reducing efficiency of their
professional activity. A communicative culture is based
on the communicative competencies, components of
which are communicative capacity, communicative
abilities and communicative knowledge adequate to
communicative tasks and are sufficient for their decision.
A communicative ability can be treated in two ways:
as natural endowments of a person in communication and
as a communicative productivity. There are «geniuses
of communication» and also specialists who hardly can
correspond to the simplest communicative tasks and
the most habitual professional situations. It is possible
to assume that the modern ecologist is rather gifted to
develop high communicative productivity in himself
even if he is not «the genius of communication». The
involuntary expressivity should be carried to the number
of communicative abilities or so called «ability of
spontaneous coding». It gives certain advantages in the
development of an ability to create purposely certain
signals (deliberate coding) [11].
Basic communicative skills: to formulate purposes
and tasks of communication; to possess skills and
receptions, tactics and strategies of communication; to
organize a communication and operate it; ability to carry
out business conversation; ability to carry out business
meeting; ability to speak publicly; ability to conduct
negotiations; to analyze conflicts and resolve them, etc.
Social psychologists began to use the term «
informational communicative competency» for a
designation of orientation in various communication
situations based on knowledge, abilities and skills,
sensual and social experience of an individual in the
sphere of interpersonal interaction.
From the psychological viewpoint, informational
communicative competence is, primarily, an ability of
a person to organize his speech activity adequately to
communication situations in its productive and receptive
kinds.
However, before communicating practically, we
should present ourselves, at least to some extent, the
thing which is necessary to acquire, i.e. the phenomenon
«communication».
In psychology, a communication is defined as
an interaction of two or more people, information
consisting in an exchange between them is of informative
or effectively-evaluating (emotionally-evaluating)
character, directed on coordination and association
of their efforts with a view to adjust relations and
achievements of a general result.
In an education framework, with psychological
and pedagogical bases of formation information
communicative competence is considered not only
as its constituent part assuming the existence of such
qualities of specialist which allow him to carry out
practical activity most effectively in changing social and
economic conditions, but also as a development means of
a personality. Being professionally competent, specialist
possesses not only certain knowledge and skills in any
area, but also an ability to use them adequately.
References
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