Invariable Content Components of Communication Competence Formation
Author`s Contribution:
- Simon Kuznets Kharkiv National University of Economics
Background and aim of study:
Developed scope of inter-connected elements of the
pedagogic system (goal, pedagogic principles, content,
methods, forms) affects directly the efficiency of
communication competence formation (CCF). The
content is one of the main elements of the pedagogic
system which presupposes the formed system of a
personality’s knowledge, skills ad habits. It is
elaborated according to the pedagogic goal and
principles, determines the choice of the appropriate
methods and forms of the educational activity.
Research methods:
We consider the philosophical notion of “experience”
as the solid grounds for outlining the invariable
components of communication. This presumption is
based on the fact that formation of professional and
personal qualities infers acquiring certain experience.
Our research is based on the structure of social
experience (I. Lerner) which encompasses knowledge
as an object of cognition, experience of realising
activity as well as emotional and value attitudes to
people and the surrounding world. Thus the notion
“experience” involves cognitive, psycho-emotional and
behavioural personality spheres. Besides, we have
elaborated the content components in accordance with
the communication structure that presents interrelated
aspects, i.e. perception, information and interaction
Results:
On the basis of the outlined directions we have outlined
1) value and motivational, 2) conceptual and
gnosilogical, 3) communication and behavioural
invariable content components of CCF.
Value and motivational component presupposes getting
students' interest in acquiring communication
competence, formation of value-based bearings
(tolerance, urge for eliminating conflicts, focus on
collaboration with partners and enlarging
communication contacts). It is characterised by strong
motivation, sense of purpose and determination,
willingness to value professional orientation.
Conceptual and gnosiological component accumulates
theoretical knowledge acquired by students in the
process of studying philosophical, socio-cultural,
psychological, linguistic and other aspects of
communication. Thus, the philosophical aspect reveals
the objective processes happening in the world, basics
of dialogue philosophy, principles of interaction on the
interpersonal and international levels. Empathy and
tolerance grounded on acknowledging the equality of
all cultural and social layers allow avoiding
misunderstandings. The socio-cultural aspect
emphasises the necessity to observe social norms of
business etiquette in cross-cultural settings and mind
national peculiarities, which results in realising cultural
values, improving and developing inner potential and
acquiring the ability for self-reflexion. The
psychological aspect studies personal perception of
information and possible emotional reactions, basics of
effective listening and constructive critics. It allows a
personality to release themselves from stereotyping and
generalising, to get accustomed to tolerant attitudes as
for cultural differences and psychological peculiarities.
The linguistic aspect considers texts as cultural
phenomena, importance of speech flexibility, mastering
verbal and non-verbal codes of communication.
Sensitivity level to certain topics, political correctness
as well as background knowledge streamline smooth
interaction.
Practical application of the acquired knowledge, skills
and habits in various standard and non-standard
professional situations is implied through
communication and behavioural component. Its content
includes a set of tasks to develop elocution, speech
culture, formation of monologue and dialogue speech,
analysis of personal and others' interaction experience.
Conclusion:
So the peculiarities of CCF are exposed on the level of
each component: value and motivational, conceptual
and gnosilogical, communication and behavioural. The
acquired skills and habits of the value and motivational
component give grounds to form the necessary
professional and personal qualities of specialists. The
conceptual and gnosilogical component orientates
future specialists at multi-aspect studying of the object.
Communication and behavioural component gives
realisation to acquiring practical communication
experience. Content components determine the optimal
nature of the pedagogic system and influence its other
elements.
DOI and UDC:
DOI: 10.26697/ijes.2018.3-4.08; UDC: 378:005.95
Information about the authors:
Oleksenko Olena Oleksiivna – Doctor of Philosophy
in Pedagogy; Associate Professor of the Department of
Pedagogy and Foreign Philology, Simon Kuznets
Kharkiv National University of Economics, Kharkiv,
Ukraine.