Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students

Abstract

The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.

The Main Trends of Linguoecological Research

“…Among the developers of this direction are Volkova, (2020), who developed a methodological system for teaching language skills, and speech culture, and Gabdulchakov (2014), who was engaged in defining the basics of language personality formation. The research of Lebedev, Bespalova & Pinkovetskaia, (2021) in Russian linguistics covers this area of linguoecological research. Therefore, linguoecology is not limited to the description of the problem, it is aimed at solving problems at the micro-and macroecolinguistic levels.…”

The Influence of Formulaic Sequences on Students’ Oral Proficiency via Collocations and Idioms

“…According to Schmitt (2008), FS account for around forty percent of native-speaker speech, so teaching them has gained increasing momentum to reap the benefits for learners of English. Some scholars (Bui, 2021;Lebedev et al, 2020;Puimège & Peters, 2019) have asserted that FS play fundamental roles in written and spoken communication, whereas others (Butler, 2005;Kecskes, 2007;Stranovska et al, 2019) have held the opinion that the positive effects of FS are dubious. To name a few, McGuire and Larson-Hall (2017) have pointed out that FS encourage learners to gain oral proficiency in English once they are embedded in lessons in a balanced format.…”

“…Similarly, they can be an inspiration for others by being a flawless model in English. Speaking convincingly is also essential to connecting with other cultures and forming a mutual understanding for global peace (Lebedev et al, 2020;Yang, 2003). On the other hand, speaking is one of the most challenging skills to be developed for the learners.…”