Атты III халықаралық ғылыми-тәжірибелік конференция жинағЫ



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III TOM

Discussion 
Despite the great importance that foreign language argumentative and communicative 
skills have for modern professional specialist of any profile, to the process of its formation in 
the foreign language course is given little attention in linguistic universities and especially in 
non-linguistic ones. The lack of argumentative communicative competence is caused by several 
factors among which is the use of insufficiently effective approach in teaching argumentation. 
The level of argumentative communicative competence projected on argumentation of 
students and university graduates is not high enough for full participation in the intercultural 
educational process, and purposeful formation of intercultural communicative competence and 
argumentative communicative competence as its component is required. 
In this context it is relevant to emphasize the principles of dialogueness and 
informatization of education. Dialogueness of education involves a change in the way of being 
participants in an educational process that aims not just to reproduce information, but to joint 
search, information exchange, reflection. Informatization of education is connected with the use 
of computer and new technologies, receiving and analyzing information. 
The practical significance of the formation of argumentative communicative 
competence is determined by the transition of the modern system of assessing the quality of 
knowledge to a testing system that requires students the ability to reasonably state their point of 
view in a foreign language, both in speech and in written text, which requires knowledge, skills 
and abilities of argumentative communicative competence. 
Argumentative and communicative skills are based on mental operations such as 
analysis, synthesis and evaluation. The formation of mental abilities does not occur 
automatically, they need to be trained purposefully, preparing students for the solution of 
professional communicative tasks in real situations of communication. The formation of 
argumentative communicative competence occurs in the learning process, an important task of 
which is the creation of real and imaginary communicative situations through the method of 
solving situational-professional tasks. The main characteristics of the situational-professional 
tasks are 




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