Self-assessment as the component of foreign language communicative competence in professional interaction
Автор: Alferova Yulia I., Malakhova Marina N., Smerdina Evgenia Yu.
Статья в выпуске: 3 (82), 2020 года.
Introduction. The topic of the research is current due to its insufficient development in the field of teaching foreign languages in a non-linguistic institute. The paper concerns the practice of students’ assessing their communicative competences through certain types of self-guided learning. The aim is to outline the strategies used by the learners to estimate their communicative competence, in particular: dealing with video- and audio-materials in the computer classroom; studying new words (at the stage of building lexical skills as an integral component of foreign language communicative competence); and also to analyze the relation between self-assessment and setting personal goals. Маterials and Methods. The study of self-assessment and analysis of its results is carried out on the basis of such types of self-guided activity as self-study of video- and audio-materials in a computer classroom, work with periodical publications and questioning (diaries, portfolio, etc.). The paper contains several kinds of questionnaires: general; devoted to particular topics; according to the method of working with certain aspect of communicative competence. The following methods were employed: study of scientific literature, analysis, questioning. Results and Discussion. The ways of applying self-assessment in particular learning activity were examined. The authors managed to establish the interconnection between self-assessment and setting further personal goals in studying a foreign language (for example, within a particular topic). Conclusions. Self-assessment leads to students’ awareness of necessity to set personal goals (for example, expand lexicon, improve grammar, etc.). The authors describe the character of connection between self-assessment and setting of further personal goals according to the type of learning activity, aspect of foreign language professional communication under study. This connection is most evident in self-study of video- and audio-materials in a computer classroom; this connection is more deferred in self-study of periodical publications and writing annotations. Filling in the brief questionnaires at the end of the lesson helps the students to summarize “today’s” experience of communicating in a foreign language and analyze effectiveness of their work at the lesson and set the goals for the next time; while questioning conducted for establishing basic strategies of studying a particular aspect of foreign language professional communication enables the learners to view the results of their work in a more global way and set long-term goals.
Self-assessment, communicative competence, questioning, cadet of the higher educational institution of the ministry of internal affairs, european language portfolio, personal goals, professional communication, consciousness
Короткий адрес: https://readera.org/149125090
IDR: 149125090 | DOI: 10.24411/1999-6241-2020-13012