Дидактичні умови формування мовленнєвої компетентності студентів філологічних спеціальностей в освітньому середовищі закладів вищої освіти

Abstract

Дисертаційна робота є теоретико-експериментальним дослідженням проблеми формування мовленнєвої компетентності студентів філологічних спеціальностей в освітньому середовищі закладів вищої освіти. У дисертації розкрито суть поняття «мовленнєва компетентність студентів філологічних спеціальностей»; визначено особливості її формування. Теоретично обґрунтовано та експериментально перевірено дидактичні умови формування мовленнєвої компетентності студентів філологічних спеціальностей в освітньому середовищі закладів вищої освіти; конкретизовано критерії, показники та рівні сформованості мовленнєвої компетентності студентів філологічних спеціальностей в освітньому середовищі закладів вищої освіти.

Диссертационная работа является теоретико-экспериментальным исследованием проблемы формирования речевой компетентности студентов филологических специальностей в образовательной среде высших учебных заведений. В диссертации раскрыто суть понятия «речевая компетентность студентов филологических специальностей»; определено ее особенности. Теоретически обосновано и экспериментально проверено реализацию дидактических условий формирования речевой компетентности студентов филологических специальностей в образовательной среде высших учебных заведений; конкетизированы критерии, показатели и уровни сформированности речевой компетентности студентов филологических специальностей в образовательной среде высших учебных заведений.

The dissertation is a theoretical and experimental study of didactic conditions of speech competence formation of students of philological specialties in educational environment of higher education institutions. Based on the scientific literature analysis, the conceptual and terminological apparatus of the problem of speech competence formation of students of philological specialties in educational environment of higher education instititions was determined. The essence of the concept of "speech competence of students of philological specialties" is defined as an integral quality of a higher education applicant, which includes interconnected competences (linguistic, communicative, socio-cultural, informational, linguistic and cultural, psycholinguistic), the formation of which is characterized by motivation and needs of speech competence formation, acquired knowledge, skills, implies its creative self-development, self-realization and reflection. The components of speech competence formation of students of philological specialties in educational environment of higher education instititions are: target-motivational, content-operational, emotional-volitional, evaluative. The peculiarities of speech competence formation of students of philological specialties in educational environment of higher education instititions are distinguished: in the context of two structures (internal and external); in the context of situationalism, speech and thinking activity, functionality, individualization, novelty and intercultural dialogue; in using a systematic approach of teaching as one of the main tools of the method of scientific knowledge; in the context of a cognitive and communicative approach during different types of speech activity: reading, listening, speaking and writing. The criteria and indicators of speech competence formation of students of philological specialties in educational environment of higher education institutions are specified: motivational (presence of positive motivation for speech competence formation) cognitive (systematic and soundness of theoretical and practical knowledge regarding speech competence formation), operational (skills development, necessary for organizing, implementation, evaluation, improvement of speech competence formation), personality-reflection (introspection and reflexes) I); and the levels of speech competence development of students of philological specialties in educational environment of higher education institutions (high, medium, low), which contribute to the positive dynamics of speech competence formation of students of philological specialties. The didactic conditions of speech competence formation of students of philological specialties in educational environment of higher education institutions have been determined: actualization of motivational and value basis of speech competence formation of students of philological specialties; creation of speech and informational educational environment for students of philological specialties; realization of reflective dynamics assessment of speech competence performance of students of philological specialties. The algorithm of stages of didactic conditions realization is substantiated: target, procedural, evaluative and effective. The realization of didactic conditions of speech competence formation of students of philological specialties in educational environment of higher education instititions at the target, theoretical and procedural, and evaluative and effective stages of the developed algorithm was experimentally tested. The realization of the first didactic condition is actualization of the motivational and valuable basis of speech competence formation of students of philological specialties, occurred through the creation and development of positive motivation for success, professional motives, cognitive and professional interests, as well as self-determination and realization of the set goals can be effective. To realize the second didactic condition – the creation of speech and informational educational environment for students of philological specialties, the following was done: additional psychological and pedagogical and methodological preparation of the teaching staff; individual routes of mastering of "Pedagogy" and "Pedagogy of higher education" disciplines were constructed; the gradual “immersion” of students into educational and educational-professional situations was realized, which contributed to the formation of the ability to care for the language expressiveness, its correctness, purity during the implementation of the special course of “Speech Competence Formation of Students of Philological Specialties in Higher Education Environment”. To realize the third didactic condition – realization of reflective estimation of dynamics of efficiency of speech competence formation of students of philological specialties, complex psychological and pedagogical diagnostics of speech abilities of students was carried out, which included control, checking, accumulation of statistics data, their analysis, detection; a system of diagnostic criteria for the detection of linguistic talent and indicators of speech competence have been developed and applied. The effectiveness of the developed didactic conditions was experimentally proved, as the result of the pedagogical experiment resulted in quantitative changes of indicators, which showed significant qualitative transformations in the consciousness and behavior of students of philological specialties, which testified the significant positive dynamics of their speech competence formation. Quantitative indicators in the experimental group were the statistical confirmation of this: the number of students with high level of education increased by 31.3%; by 26.3% - with an average level; by 57.6% the number of students of philological specialties with the initial level of their speech competence formation decreased. The dynamics of changes of respective indicators in the control groups is much lower. The study does not exhaust all aspects of the problem outlined. The prospect of further scientific research is the question of speech competence formation of students of non-philological specialties in educational environment of higher education instititions.