虚拟学习环境对交际能力形成水平的影响

S. Revutska, V. Liutyi, O. Bohdanova
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引用次数: 0

摘要

本文探讨了以虚拟环境取代传统教育环境的问题。虚拟学习环境的使用对外语交际能力水平有不同程度的影响。本文的目的是证实在教育机构的教育过程中应用虚拟学习环境的有效性,并描述其对外语交际能力水平的影响程度。作者在乌克兰国民警卫队国家学院语言、翻译和战略传播系的基础上进行了研究和实验工作,以确定使用虚拟教育环境对外语交际能力水平的影响程度。他们提出了“外语工作交际能力形成模型”,认为适当的外语专业交际能力水平是指在遵守目的语语法规则的情况下,从外语来源(通过阅读和听力)获得必要的信息,并通过用目的语(通过说和写)发出口头和书面信息来形成自己的思想的能力。以连贯和逻辑的形式(在证明话语能力形成的水平上)使用必要的相关词汇单位(在表明语言能力形成的水平上),使用适当的言语和非言语交际策略(在证明战略能力形成的水平上),并遵循习俗、规则、目的语本族语者的某一社会的信仰和原则(在证明社会文化能力形成的水平上)。本文介绍了基于认知标准、动机-价值标准和控制-评价标准的外语工作交际能力形成的教学实验结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Impact of virtual learning environment on the level of communicative competence formation
The paper deals with the issue of replacing the traditional educational environment with a virtual one. The use of a virtual learning environment has different effects on the level of competence in foreign language communication. The purpose of the article is to substantiate the effectiveness of applying a virtual learning environment to the educational process of educational institutions and to describe the degree of its impact on the level of competence in foreign language communication. The authors conducted their research and experimental work on the basis of the Department of Philology, Translation, and Strategic Communications of the National Academy of the National Guard of Ukraine to identify the degree of influence of the use of virtual educational environments on the level of competence in foreign language communication. They developed the “Model of formation of a foreign language job communicative competence” based on the fact that the appropriate level of competence in a foreign language professional communication means the ability to obtain a necessary information from foreign sources (while reading and listening) and to formulate oneʼs thoughts by making oral and written messages in the target language (while speaking and writing) while following the grammatical rules of the target language, using the necessary fund of relevant lexical units (at the level that would indicate the creation of linguistic competence) in a coherent and logical form (at the level that would testify to the formation of discourse competence), using appropriate verbal and non-verbal communication strategies (at the level that would testify to the formation of strategic competence) and following the customs, rules, beliefs and principles of a certain society of the target language native speakers (at the level that would testify to the formation of sociocultural competence). The article presents the results of the pedagogical experiment on the formation of foreign language job communication competence based on three criteria (cognitive, motivational-value, and control-evaluative).
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