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This study aimed to assess the effectiveness of the Think-Pair-Share (TPS) technique in enhancing students' critical thinking skills and to explore students' perceptions of its application in speaking classes. Using a Classroom Action Research (CAR) design based on Kurt Lewin's model, the study followed the steps of planning, acting, observing, and reflecting. The research was conducted with 30 second-grade students (12 male and 18 female) from SMAN, Aceh, Indonesia, in the 2023/2024 academic year, selected through purposive sampling. Data collection methods included classroom observations, questionnaires, and student interviews, with the analysis carried out using descriptive and qualitative statistics. The findings indicated a significant improvement in students' critical thinking skills, as shown by the increase in performance from Cycle 1 (66.6%) to Cycle 2 (70%). Moreover, the results of the questionnaires demonstrated that students responded positively to the TPS technique. Therefore, the study concludes that the TPS technique effectively promotes critical thinking skills in speaking classes, offering cognitive and engagement benefits.

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Copyright of Rastros Rostros is the property of Universidad Cooperativa de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents a theoretical analysis of the social and communicative competences in children in preschool age. The aim of the research is to determine the features of the social and communicative competences during preschool age. A theoretical analysis of various scientific views on the subject has been made. Communicative competences are examined through M. Lisina’s concept in communication with adults and peers. As a result of the study, the following three main groups of social-communicative competences of children in preschool age, have been identified: 1) skills related to the social development of the child’s personality; 2) skills related to the communication with adults on a situational inter personal, situational-practical, extra situational-cognitive and extra situational inter personal level and communication with peers on an emotional-practical and praktikal level; 3) skills related to general knowledge and ethics. In practice, these features can be rendered into account in the organisation of the educational work in kindergarten for the development of the children’s social and communicative competences. These can also be useful for parents in raising and educating children. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to provide evidence that online well-designed educational tasks can provide more relevant and richer active learning environment for business English learners. The benefits of online tasks, as an education tool, became more apparent and gained more importance during the events related to the Covid-19 pandemic. The task design is based on task-based interactions and in a sequence of tasks with the support of an online learning management system (LMS). The findings suggest that online task-based learning (and would-be blended learning in the future) enables meaningful and authentic activities promoting interactions and communicative competences to prepare for learners of business English to enter the workplace. Design/methodology/approach – The overarching aim of the study is to explore how task-design-utilizing online LMS could contribute to enhancing the learning process and to the development of the learner's communicative competences. The study included two aspects, namely: (1) the design of online tasks and (2) pilot evaluation. The task design involved tasks that required interactions between the learners. The pilot evaluation relied on data collection via questionnaires. Findings – Two aspects relating to the findings: (1) a description of the teaching initiatives which was designed to see how blended learning and online tasks can enhance learning and develop the skills of the learners: with questioning techniques targeting communication skills, simulated workplace situations and timely feedback and peer influence; (2) the findings of the pilot study evaluation to see the actual implementation of online tasks. The students' responses corroborate the teachers' comments. The findings of this research showed that LMS tasks, which were designed for this study, helped the learners to enhance their competence in business English. Such competences included communicative skills needed for learners to enter the workplace such as interpersonal skills, presentation skills and negotiation skills in contexts. These findings lead to significant recommendations regarding the way forward for developing active blended learning. Research limitations/implications – Firstly, teachers need to be trained and involved in designing such online tasks and materials to be used in active blended learning. More training in language teaching methodologies should be investigated to adapt the transition from a traditional to a computer-assisted language learning teacher. This helps teachers to design and implement online simulated workplace tasks. Secondly, time for the use of online tasks should be allocated satisfactorily. This can be achieved by building online learning sessions into class schedule or developing active blended courses. The time for the use of online simulated tasks should be allocated satisfactorily with lab or simulation room, in which students would be shown how to access the online tasks designed on the university LMS and the way to practice with different kinds of tasks. Originality/value – In this study context, the online tasks design can initiate at activity-level blending to support face-to-face (F2F) activities, for example, online activities to support tasks for the topic Make a request or Offer for help. This can be extended to course-level blending when more online activities are designed to use with F2F activities such as online comparing and contrasting tasks to develop skills in connections with the awareness of cultures. The findings of the research suggest to develop and to implement online tasks alongside with classroom learning and teaching to enable the objectives of business English programme at university for preparing learners to enter the workplace. The recent pandemic highlighted the need for effective methodologies for active blended learning. It is now required that professionals in higher education to collect evidence base to inform future practice of such methodologies. Further significant research efforts should be directed towards collecting such evidence of the effectiveness and improvements of such methods. The support of higher education management professionals in securing funding for such research will be essential.

The objective of this research is to analyze the pedagogical strengths that intercultural dialogue provides, by being able to offer instruction in the service of social welfare. The study uses a methodology of basic type, of descriptive, propositional design. For the diagnosis, the survey is used as an information management technique; a questionnaire with a Likert scale was used as an instrument. The shortcomings of societies that favor selfish self-absorption by preventing relationships mediated through the word are identified. While education is presented as preparation to live together in the best way, when collective encounters are mediated by tolerance, respect, validation of the rational and sensitive condition of otherness. Therefore, an instructional model based on the purpose of teaching communication skills is proposed, capable of educating because it teaches coexistence with others. Skills that reduce aggressiveness in favor of fair ways of coexistence. [ABSTRACT FROM AUTHOR]

The text presents the study guide "Students' written texts in the junior high school stage of basic education" authored by Snezhanka Georgieva and is intended for students who are preparing to acquire a professional qualification for teachers of Bulgarian language and literature. Modern methodological research and productive innovative solutions for practice are presented. The theoretical statements are supported by rich illustrative material. [ABSTRACT FROM AUTHOR]

The content of the algorithm of interactive learning methods, which consists of five main stages: informational-analytical, categorical-conceptual, problem-content, visual-presentational, result-reflective, has been studied. The informational and analytical stage of interactive learning includes: brainstorming, «Sinquain», method of associations, method of one word. The categorical-conceptual stage of interactive learning includes: debates, group discussion, method of exaggerations, method of questions. The problem-content stage of interactive learning includes: business game, research game, case method, «Stairs», dialogue. The visual-presentational stage of interactive learning includes: «Fishbone», memory cards, «Decision Tree», project method. The productive and reflective stage of interactive learning includes: analysis of business situations, liberal club, role play. [ABSTRACT FROM AUTHOR]

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Copyright of Adult Education Discourses / Dyskursy Młodych Andragogów is the property of University of Zielona Gora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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In the search for the consolidation of the educational quality policy, the Colombian government is concerned with strengthening competency-based training, its design, implementation, monitoring and evaluation in all cycles of the school system; it is part of the permanent improvement of academic performance. Particularly in technical secondary education, training is provided in labour competences aimed at a real articulation of knowledge and know-how. Recognising the practice and symbolic load contained in the development of communicative competences in students and teachers under study and the institutional processes undertaken for the improvement of academic performance constitutes the research effort. Dissonant perspectives on academic performance converge in a public educational institution in the municipality of Los Patios, Norte de Santander. The study assumes a qualitative perspective in order to interpret the meanings and sense of the information obtained in the field research. The methodology corresponds to the interpretative method, qualitative approach of the Symbolic Interactionism research method, its techniques and procedures. They were conceived as a means to carry out the qualitative analysis of social reality, with which to fragment, conceptualise and integrate the data in order to achieve an inductive theorisation process. The interview and documentary review constituted the data search techniques. In order to enrich and give depth to the knowledge, the results of the different techniques used for data collection, i.e. interview and self-reporting, were compared in this study. Similarly, the results were contrasted with the theories that explain the phenomenon studied, which gave rise to the presentation of the orientations towards communicative competences from their social representations. [ABSTRACT FROM AUTHOR]

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In the present research, an approach to the act of conversing in the academic environment is made in order to strengthen the communicative competencies of first semester students of the Faculty of Human Sciences and Fine Arts of the University of Quindío. It is pertinent to clarify that these are transversal competencies, that is, their development is necessary in all areas of knowledge. This work was carried out in four phases: in the first phase, a diagnosis was made, in which some deficiencies and strengths were evidenced with respect to argumentation and comprehension; in the second phase, strategies were designed for the development of the competencies; in the third phase, the intervention proposal was implemented. Finally, the evaluation was carried out, which was positive and the students were able to strengthen their competencies, interpreting, conversing and interacting in a critical manner. [ABSTRACT FROM AUTHOR]

The article analyzes the problems of preparing and creating a professionally oriented course book on French as a second foreign language, taking into account that authentic teaching materials are difficult for elementary level Russian-speaking students. The purpose of developing a specialized course book on a second foreign language in the professional sphere is in line with the modern Russian society demand for training bachelors of non-linguistic majors who can speak several foreign languages in their field. This demand is explained by the lack of such specialists, which confirms the relevance of the study. “Syllabus for teaching French as a second foreign language for students of the economic university majoring in restaurant business” has been designed as well as an experimental course book, the purpose of which is the acquisition of specific foreign-language communicative competencies required in this professional field. The article objectively explores the specificity and difficulties in organizing the process of teaching French as a second foreign language after English or German. The authors explored in detail goals, principles, methods and techniques of professionally-oriented training in language activities, presented in national and foreign methodological literature. The authors presented and gave scientific reasons for content selection and methodological organization of educational materials in their course book. The authors used various methods of scientific research: the study of authentic course books and materials in Restaurant Business, comparative analysis, questionnaires, experiential learning and experiment. The analysis of the experiment and experiential learning results clearly showed a high level of performance and mastery of the communicative competence in the experimental groups.

During the COVID-19 epidemic, the experience of distance learning placed the teaching and learning process in a different, previously untested educational context, in which students autonomously follow the learning process under the guidance of their teachers. Prior to this experience, organizational and structural considerations governed how technology was used, with teachers integrating web-based learning to supplement traditional classroom instruction. During the emergency remote teaching it was not a question of upgrading previously established web-based learning practices, but of introducing new methodologies and approaches. This paper focuses on distance foreign language teaching in secondary schools and the unique aspects of developing communicative competences at a distance. We discuss the difficulties that teachers have encountered when returning to the classroom and highlight the benefits that allow teachers to develop new dimensions of web-based learning practices. The purpose of the survey was to look at how students perceived distance learning in terms of developing their communicative competences and their linguistic basis (grammar and vocabulary). We were also interested in how other factors influenced their experience, how distance education encouraged their autonomy, and what kind of changes they perceived in themselves and their teachers during the learning process. The findings indicate that while distance foreign language teaching provided students with a variety of opportunities to develop their communication competences and encourage their autonomy, they also faced significant difficulties in their use of technology and in self-regulation of their learning, which in light of innovative teaching and learning approaches poses additional challenges for the future. [ABSTRACT FROM AUTHOR]

The аrticle deаls with the wаys of tаckling the problems of primаry school foreign lаnguаges teаchers’ re-trаining аbroаd; It аlso exаmines the issues of quаlity аnd efficiency of foreign lаnguаges teаchers аs well аs the implementаtion of concept of innovаtive educаtion for pre-school аnd primаry school teаchers аnd future foreign lаnguаges teаchers. There are two main reasons behind the introduction of foreign languages in primary classrooms. The first is the belief that ‘the younger the better’, the idea that young children are intrinsically better language learners, and will therefore become more proficient more quickly. The second is that in an increasingly globalized world, intercultural competence is essential, and that it is important to awaken children’s interests in other people and cultures at a time when they are open and receptive. Advantages in early learning of foreign languages, as well as methods and approaches conducing the formation of communicative competences in foreign languages for pre-school and elementary school children are considered in this article.

Introduction. This article is devoted to the analysis of the process improving communicative qualities of graduates and future subject teachers through the integration of educational and extracurricular activities. The authors analyze main directions of implementation of interpersonal, group and organizational communication in teacher training. The purpose of the article is to substantiate the effectiveness of the program of developing communicative competences on the basis of project activities in the student scientific community by creating special diagnostic tools. Materials and Methods. As a methodological substantiation of the study, the competence approach is considered; the implementation of the latter, in conjunction with the systemic, innovation-technological, qualitative, activity-oriented and personality-oriented approaches, provides a higher qualitative level of vocational training of future teachers. At the theoretical stage of the study, the foreign and Russian pedagogical theory, practices, standards and solutions to the stated research problem were analyzed. To confirm the effectiveness of the experimental results, methods of mathematical statistical analysis were applied and a special diagnosis was created, compiled in accordance with the Professional Standard of the teacher based on content analysis of the contents of the answers, in terms of the availability of linguistic units of positive and negative connotations. The practical part of the research involved the student scientific community of the Pedagogical Institute. Results. Based on the created model for the content of the communicative competence of the future teacher, the author’s 72-hour program was developed for 6-month extra-curricular activities. It contained various forms of work: the implementation of brainstorming methods, communicative battles, a round table, essay writing, scientific stand-up, intellectual play, etc. The peculiarity of the program was that in each case, up to three roles were considered: coordinator, creative person, participant. The study presents a new perspective on the monitoring of the quality of education, in particular, the author’s diagnosis of analysis of communicative skills aimed at achieving goals of pedagogical activity . Discussion and Conclusion. Practical application of the provisions identified in the study on the integration of educational and extracurricular activities for the formation of communicative qualities of students can be realized in the organization of the educational and educational space of a higher educational institution of the pedagogical profile. The qualitative approach used in the study to analyze the labor intensity of educational disciplines in terms of counting credit units to estimate competencies can be applied as one of the indicators of monitoring basic educational programs. The study will be useful for teacher trainers wishing to improve the educational space of various learning or ganizations for this profile of training.

The authors in this introductory part analyze problem of students’ communicative competencies as well as possibilities for their abetment in teaching process. In this paper we have presented a review of previous tangent research of students’ communicative competencies in teaching process. The aim of the research is to identify dimensions of teachers’ role in encouraging of students’ communication competences in teaching, based on the sample of 275 teachers. In the research we have applied the scale for assessment of teacher role in encouraging the development of students’ communicative competence in teaching. The research results clearly show that the dimensions of teacher’s role in encouraging the development of student’s communicative competences are directed to: 1) encouraging cooperation and toleration in communication, 2) encouraging free thinking in teaching and learning process, and 3) encouraging empathy in communication. The authors in this paper do suggest that a team of experts should be involved (pedagogue, andragogue, psychologist, sociologist, communicologist) in the process f creation and realization of the unique program for teacher’s continual professional training in the field of improvement of communication quality and improvement of exhortation development of student’s communicative competences in the teaching process.

Errors are inevitable in the foreign language learning process. They are indications to educators of the unlearnt knowledge and problematic areas of the learners. For this reason, it is important to investigate and classify the most frequent errors produced by non-native speakers of English. The present research investigated the spoken errors of university level learners. A classification of spoken errors using the Common European Framework for Language's (CEFL) (2001) on the communicative language competences was developed to shed light into the diffi culties which learners experience in their learning progress. Data were collected from 40 EFL learners through in class observations and recordings. The results of revealed that the most prevalent errors were produced in the main category of linguistic competences. Within the linguistic competence the most prevalent errors were produced in the sub category of lexical competence followed by grammatical competence, functional competence, phonological competence, sociolinguistic competence, pragmatic competence and lastly semantic competence. The fi ndings have implications for educators to understand the problems which learners encounter and set more realistic expectations for themselves and their learners. [ABSTRACT FROM AUTHOR]

The relevance of this work is determined by introducing new standards of teaching foreign languages as well as the severization of requirements to the quality of Chinese language acquisition by the students of higher educational institutions. The goal of this paper is to study modern innovative methods and technologies of teaching and then use them in the teaching and learning activities, as well as to increase the students' motivation to learning Chinese. The leading approach to this problem is the problemthematic approach. The main material for the study was the following modern educational technologies: the project method, the debate method and the talk show technique. The key findings of the study are the systematization of the main mechanisms and principles of using modern educational technology at the classes of Chinese. The materials of this article may be helpful for school and university teachers of Chinese at the advanced level, as well as for educators and developers of educational materials.

The article describes one of several projects aimed at development of communicative competence of students of the 8-th and 9-th grades of school. Implementation stages of the "Report as a Genre of Oral Presentation of Information" project are described. The goal of the project is studying of the rules of creating, presenting and evaluating academic reports. The genre is defined by three types of academic reports described in I.V. Nikolayenko's thesis: popular science report, academic science classification based report and academic science comparative-based report. The article contains some results of students' project activity: classification table with different kinds of academic reports, statements in the academic report genre made by the participants on different stages of the project, the analysis of the statements made by the students according to criteria which were developed within the project. The subject and key communicative competence skills acquired by students in different stages of the project are listed.

Author/s Oksana Polyakova Ruzana Galstyan-Sargsyan Universidad Católica de Valenica, Spain ABSTRACT As labour markets continue to change rapidly, the learning environments continue to be unchallenged in the provision of new professionals across the world. This change has compelled the need for students to attain communicative competences in non-linguistic institutions of higher education. In order to address this issue, we propose a novel approach to communicative competences integration into the curriculum development of a specialised foreign language course. For this purpose, we combine students’ needs analysis with a personalised English for specific purposes (ESP) course design that motivates them to learn more about technical and professional environments through a skill-based routing. Additionally, we provide a scale for measuring training outcomes as well as suggest first results from the piloting phase of the teaching experience. The findings of the study highlight usefulness of the customised competence training experience.

This article presents the results of an interpretive case study of a group of students in the English Basic V course from the Philology and Languages, English Bachelor’s degree program at the Universidad Nacional. The study relates the analysis of students’ sociolinguistic and strategic competences elicited through chat-based activities aimed at developing and practicing these two competences. It can be useful for teachers of English as a pedagogical resource to practice communicative skills with students in an innovative way and for researchers investigating the development of different English communicative competences in a ludic way using online chat.

Background. Simulation is used in the classroom as an effective way of connecting students to real-life scenarios and tasks. In foreign language teaching, simulations are used to develop students' communicative competences through authentic tasks and activities. In content classes, simulations generally work to develop students' professional competences related to the area of study. In Global Simulation, an entire course is transformed into a simulated world in which students take on real-life roles and responsibilities. This type of simulation makes it possible for students to develop both communicative and professional competencies simultaneously in a meaningful learning environment. Aim. This article focuses on presenting a Global Simulation carried out in an English for Health Sciences course that could be adapted to any English course for the Health Sciences area, especially those with students who will have contact with the community (e.g., Nursing, Medicine, Public Health, among others). Method. Immersed in a simulation of a center for disease control and health promotion, English for Health Sciences students are organized in teams of 5-6 with each student assigned a specific role within the team and center. Each team receives a total of three cases they must address through the design and implementation of an educational health campaign which is carried out within an authentic community. A survey was used at the end of the simulation to evaluate students' perceptions and experience. Results and Conclusion. Overall, students' perceptions were positive. Responses to the survey showed students find the simulation relevant and pertinent to their field of study and authentic in terms of the tasks and activities carried out. Likewise, they highlight development of professional competences and advantages to this type of English as a Foreign Language course as compared to a more traditional, teacher-centered approach, emphasizing improvement in their communicative competences, particularly in oral skills. [ABSTRACT FROM AUTHOR]

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As labour markets continue to change rapidly, the learning environments continue to be unchallenged in the provision of new professionals across the world. This change has compelled the need for students to attain communicative competences in non-linguistic institutions of higher education. In order to address this issue, we propose a novel approach to communicative competences integration into the curriculum development of a specialised foreign language course. For this purpose, we combine students' needs analysis with a personalised English for specific purposes (ESP) course design that motivates them to learn more about technical and professional environments through a skill-based routing. Additionally, we provide a scale for measuring training outcomes as well as suggest first results from the piloting phase of the teaching experience. The findings of the study highlight usefulness of the customised competence training experience. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we present the results of the documentary-bibliographic study, which goal was to determine, what strategies for the development in the students of textual communicative competences are available to the teacher in a social sciences and humanities postgraduate programs. The research was carried out from the focus on communicative competence. From the analysis made, it can be affirmed that for the successful development in postgraduate students of textual communicative com-petences, the teacher must take into account that their acquisition involves the mas-tery of the complex and specialized (scientific-academic) discursive style; it foresees obligatory appropriation of other communicative competences: linguistics, pragma-tic, paralinguistic, strategic, descriptive referential, representative, organizational, illocutionary; their teaching requires careful preparation: selection of the functional style of the language as a means of scientific communication and articulation around it of different forms of effective and practical learning; choice of didactic texts; coordination of reading and writing teaching actions; elaboration of the exer-cises of interpretation, paraphrase, commentary, annotations, recapitulation, limi-tation, description of the content, conceptual map, compendium-summary, etc.

The students whojoin the degree classes, at different colleges could not express their views in speech and writing. They require some training to improve their speaking and writing skills in English. For this purpose, many researchers had undertaken many studies using multimedia to improve the communicative competence of the students in English at the tertiary level. This paper describes the different studies undertaken by various researchers who used multimedia in teaching English. [ABSTRACT FROM AUTHOR]

The report presents the interactive approaches for the development of communicative competences by applying ICT and teamwork of training in Bulgarian language teaching in VIII grade. The proposed model is a lesson for the team create an email with the specific purpose and addressed. [ABSTRACT FROM AUTHOR]

The objective of this paper is to draw attention of the international pedagogical community to the relevance and the growing spread of one of the most important aspects for developing a creative personality, i.e. the project-based learning, into various educational systems in many countries across the world, including a system of secondary education in the Russian Federation. As a result of project-based learning a school graduate will be better prepared for life, will easily adapt to the changing conditions which will help him to easily navigate in different situations and organically blend in with various teams for collaborative work. [ABSTRACT FROM AUTHOR]

Aim of the research. This paper refers to the problem of language awareness and communicative competences of Polish students of the Japanese language. The aim of the paper is to introduce the main factors influencing Japanese language acquisition, primarily the influence of native language on second language learning, as well as the role of the lecturer in developing sodolinguistic competences of students. The presence of interlanguage in the first stages of foreign language learning is also discussed. Methodology. The research was conducted on the basis of a short survey analysis. The survey was carried out among Polish students learning Japanese at public university or private schools of Japanese located in Cracow. The number of the respondents was forty nine. Results. The respondents of the survey were asked to answer six questions and encouraged to add commentaries. The major domains of the research were: theoretical linguistic knowledge of the students, their awareness and attitude to the problem of Japanese politeness, their ability to adjust linguistic form to the listener and the situation, their ability to differentiate written and spoken Japanese. Moreover, by the analysis of five fossilization processes, the most common language mistakes in spontaneous communication with native speakers are presented. Conclusion. Analysis of the survey outcomes indicates the significance of the native language in foreign language learning. Its influence might be both positive and negative - on the one hand, well-developed language awareness and knowledge determine better orientation and acquisition of the second language, on the other hand, the native language might be regarded as a source of linguistic barriers and errors occurring as the outcomes of the analogical thinking. In this research, the role of the second language teacher is also underlined, as his/her personality, upbringing, experience and teaching methods influence learning activities of the students. [ABSTRACT FROM AUTHOR]

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Purpose: Feedback can significantly improve future performance. Reviewing one's performance by video is discussed as useful adjunct to debriefing, particularly for non-technical skills. Communicative competencies are an essential part of daily clinical practice; thus should be taught and assessed during undergraduate training. The aim of this study was to compare the educational value of video-assisted feedback versus oral feedback in communicative competencies in the surgical context. Methods: Fourth-year medical students completed a 210-min training unit of 'taking patient's history and obtaining informed consents prior to surgery' using role plays. Oral feedback was received directly thereafter using agenda-led, outcome-based guidelines (ALOBA). In the study group, the role plays were video-taped and reviewed thereafter. Afterwards, students completed two OSCE stations, where they were assessed regarding their communicative competencies and the content of the clinical scenario. Results: One-hundred students (49 receiving video-assisted feedback, 51 oral) participated in the study. Those receiving video-assisted feedback performed significantly better in overall score in both OSCE stations ( p < 0.001), in all five assessed communicative competencies at taking patient history ( p = 0.029 or better), and in 2 of 5 items at obtaining informed consent ( p = 0.008, <0.001). The educational effect size for both tasks was large. Conclusion: Using our methodology, video-assisted feedback offered a significant educational benefit over oral feedback alone during a simulated patient encounter in a surgical context. [ABSTRACT FROM AUTHOR]

The relevance of this work is determined by introducing new standards of teaching foreign languages as well as the severization of requirements to the quality of Chinese language acquisition by the students of higher educational institutions. The goal of this paper is to study modern innovative methods and technologies of teaching and then use them in the teaching and learning activities, as well as to increase the students' motivation to learning Chinese. The leading approach to this problem is the problemthematic approach. The main material for the study was the following modern educational technologies: the project method, the debate method and the talk show technique. The key findings of the study are the systematization of the main mechanisms and principles of using modern educational technology at the classes of Chinese. The materials of this article may be helpful for school and university teachers of Chinese at the advanced level, as well as for educators and developers of educational materials. [ABSTRACT FROM AUTHOR]

The author of the article considers the possibility of enhancing students' motivation and development of their communicative competences in a group work, carried out as a psycholinguistic training in the language of speciality. A psycholinguistic training is treated by the author as an active psychological as well as pedagogical method of influence which further on optimizes professional interaction, self-growth, development of leadership qualities and skills of cooperation. The training carried out in the language of speciality (namely English) signaficantly enhanced the participants' motivation to language learning, oral skills development, language barriers removing, as well as accumulation of positive experience towards oneself and others, communication at large. During the training group work all the participants demonstrated all the stages of group dynamic, high level of performance and emotional involvement into the process. As the author marks out, it is the emotional involvement that positively effected the participants' interaction, their self-realization and language barriers removing. In the training program the following methods were involved: discussion (braistorming, case study, method of synectics), role plays, business role plays, art-therapy and metaforization of the accumulated experience. The results of this experiment prove that such combined programs could be effectively applied in Higher education curriculum.

The article identifies (with the help of questionnaires) the most important communicative competences of a graduate and develops recommendations on strengthening the education level of students on the basis of development of professional and communicative competences.В статье с помощью анкетирования определены наиболее важные коммуникативные компетенции выпускника, разработаны рекомендации по усилению образовательного уровня студентов на основе развития профессиональных и коммуникативных компетенций.