Роль мовної компетенції у формуванні комунікативної компетентності майбутніх фахівців з економіки

Abstract

У статті досліджено роль мовної компетенції у формуванні комунікативної компетентності студентів економічного профілю навчання. Актуальність дослідження зумовлена тим, що питання формування комунікативної компетентності майбутніх економістів як невід’ємної складової професійної підготовки ще не набули належного обґрунтування й однозначного вирішення. Метою статті є дослідження ролі мовної компетенції у формуванні комунікативної компетентності майбутніх фахівців з економіки. Для досягнення зазначеної мети поставлено такі завдання: 1) визначити проблеми формування мовної особистості у закладі вищої освіти (ЗВО); 2) розкрити сутність понять «мовна компетенція» та «комунікативна компетентність»; 3) відзначити важливість формування комунікативної компетентності майбутніх фахівців. Результати дослідження. У статті охарактеризовано основні проблеми формування мовної особистості у закладі вищої освіти. Висвітлено погляди науковців на визначення сутності мовної, мовленнєвої і комунікативної компетенцій та комунікативної компетентності. Наголошено на важливості формування комунікативної компетентності майбутніх фахівців. Перспективним убачаємо дослідження субкомпетенцій та надкомпетенцій фахової компетентності майбутніх економістів.

High competitiveness in the labor market increases the requirements for the training of modern specialists in any field of the activity. Knowledge of the national language, the ability to draw up official documents, business negotiation skills, knowledge of business etiquette, the ability to grow professionally, self-improvement and self-education – these are the basic principles of the successful employment. Nowadays, one of the most important requirements is the development of linguistic competency, and on its basis the communicative competence of future economists. The relevance of the research is stipulated by the fact that the development of communicative competence of future economists as an integral part of training has not been properly substantiated as well as it hasn’t had any unambiguous solution. Purpose. The purpose of the article is to research the role of linguistic competency in the development of communicative competence of future economists. Results. Linguistic personality has been developed throughout life, but at the institution of higher education, linguistic skills have been actively developed and consolidated. There has been a process of mastering by students the professional terminology important for their further professional activity, motivation to master new information and enrichment of the vocabulary is going to be developed due to the learning of native and foreign languages. Issues of the development of the student's linguistic personality can be called: selection of the main and important from the flow of information; correct and clear, coherent expression of information in public; correct and clear expression of his opinion with clear justification; unforeseen involvement in the conversation. The development of the student’s linguistic personality is considered to be one of the most important tasks of professional training of future specialists at higher education establishments. In the world of science, there have been discussions about the similarity and differentiations of the concepts of «competency» and «competence». Competency is considered to be a set of knowledge, skills and abilities acquired in the learning process, and competence – as the ability to apply the acquired knowledge in practice. The level of the development of linguistic personality depends on the availability of appropriate competencies (language, speech, communication). Linguistic competency is an indicator of the level of awareness of the linguistic personality with the generally accepted rules of the language system, and speech competency – an indicator of skills in oral and written speech. Communicative competence is a set of knowledge about the effective use of acquired skills and abilities in specific communicative situations, taking into account the conditions, circumstances and social roles of communicators. Originality. The requirements of the real world determine the direction of professional training, therefore modern teachers face an important task – the development of a new model of specialist – mobile, highly qualified, highly intelligent, competitive personality. In addition to acquiring special knowledge and developing professional skills, the future economist must receive theoretical and practical linguistic training. The success of professional activity in the future depends on the level of development of the linguistic system of knowledge, practical speech skills and abilities, in particular, the ability to master the means and techniques of business communication. Thus, the main task of the modern educational system is to develop a set of organizational and methodological support of the educational process aimed at the formation and development of the necessary types of competencies in professional activities. The main ways of formation and development of linguistic competence are: translation activity, media education, understanding of tendencies of modern development of the Ukrainian language. The result of purposeful development of the linguistic personality of the future specialist in the field of economics should be the developed speech skills which are manifested in the ability to effectively overcome communication barriers, navigate in various professional situations, adhering to the rules and norms of business etiquette and culture of communication, documentation, etc. Conclusion. Linguistic competency is a major component of communicative competence and plays an important role in professional communication. The level of knowledge of the language, professional mobility, the ability to establish business contacts with partners determine the success and competitiveness of the modern specialist. We consider the research of subcompetencies and overcompetencies of professional competence of future economists as the promising one.