Communicative Competence Development in Teaching Professional Discourse in Educational Establishments

Full Text (PDF, 271KB), PP.16-27

Views: 0 Downloads: 0


Olena Kyrpychenko 1,* Iryna Pushchyna 2 Yaroslav Kichuk 3 Nataliia Shevchenko 4 Olga Luchaninova 5 Viktor Koval 6

1. Classic Private University, Zaporizhzhia, Ukraine

2. «Zaporizhzhia Polytechnic» National University

3. Izmail State University of Humanities, Izmail, Ukraine

4. Communal Institution of Higher Education «Dnipro Academy of Continuing Education» of Dnipropetrovsk Regional Council, Dnipro, Ukraine

5. National Metallurgical Academy of Ukraine, Dnipro, Ukraine

6. Southern Scientific Center of National Academy of Sciences of Ukraine and Ministry of Education and Science of Ukraine, Odessa, Ukraine

* Corresponding author.


Received: 4 Mar. 2021 / Revised: 6 Apr. 2021 / Accepted: 19 May 2021 / Published: 8 Aug. 2021

Index Terms

Communicative competence, Economic discourse, Foreign language teaching, Higher education learning


The article is devoted to the question of communicative competence formation, represented in all spheres of professional application in higher education and states that the degree of its formation depends on a person's approach to behave in different social situations. This study examines the essence and structure of communicative competence, as well as the system of its formation while teaching a foreign language to higher education students of economics. Evaluation of the characteristics of developing communicative competence when working with economic texts is carried out as the main communicative unit on the example of the use of specific material in speech. The methodology of the formation of communicative competence among future economists is theoretically determined and experimentally tested through interaction with economic texts in English for professional purposes (49 students aged 17–20 years participated in the research). Analysis of linguistic, psychological, psycholinguistic and methodological bases of communicative competence formation, questionnaires of students and survey results gave grounds for the development of experimental methods of these competences formation by future economists in the process of studying modern foreign language.
The interactive methods of learning from economic texts were developed under a new concept of teaching foreign language for the formation of communicative competence and introduced in experimental groups of learners. The data indicated a significant increase in intermediate and high levels of future economists‟ communicative competences formation in groups with interactive classes.

Cite This Paper

Olena Kyrpychenko, Iryna Pushchyna, Yaroslav Kichuk, Nataliia Shevchenko, Olga Luchaninova, Viktor Koval, "Communicative Competence Development in Teaching Professional Discourse in Educational Establishments ", International Journal of Modern Education and Computer Science(IJMECS), Vol.13, No.4, pp. 16-27, 2021. DOI:10.5815/ijmecs.2021.04.02


[1] European Lifelong Guidance Policy Network (2015). Guidelines for Policies and Systems Development for Lifelong Guidance. A Reference Framework for the EU and for the Commission. Jyväskylä: Finnish Institutte for Educational Research.

[2] European Commission (2018). Council Recommendation on Key Competences for Lifelong Learning. Official Journal of the European Union, 61 (189), 1-3.

[3] Golovin, V.M. (2005). Translation of Economic Terminology. Kyiv: Science.

[4] Nenkov, N., Dyachenko, Y., Petrova, M., Bondarenko, G., Pustovit, V. (2017). Intelligent and Cognitive Technologies in Education of International Economic Relations Students and Human Resource Development in Enterprises: Methodology in Language.” European Journal of Sustainable Development, 6(4), 353-360.

[5] Ollenik, J. (2012). Fremdsprachen - Schlüsselqualifikation für den Beruf. Retrived from:

[6] Manjet, K., Marsani, F. N., Karupiah, P., & Abdullah, S. (2017). Exploring Malaysian Based Intercultural Knowledge and Behaviour among Secondary School Students through English Language Intercultural Reading Programme (ELIRP). Pertanika Journal of Social Sciences and Humanities, 25(3), 1383-1400.

[7] Savignon, S. J. (2018). Communicative competence. The TESOL encyclopedia of English language teaching (pp. 1-7).

[8] Hazen, B. T., Bradley, R. V., Bell, J. E., In, J., & Byrd, T. A. (2017). Enterprise architecture: A competence-based approach to achieving agility and firm performance. International Journal of Production Economics, 193, 566-577.

[9] Bratianu, C., Hadad, S., & Bejinaru, R. (2020). Paradigm shift in business education: a competence-based approach. Sustainability, 12(4), 1348.

[10] Bissenbayeva, Z., Ubniyazova, S., Saktaganov, B., Bimagambetova, Z., & Baytucaeva, A. (2013). Communicative competence development model. Procedia-Social and Behavioral Sciences, 82, 942-945.

[11] Coccetta, F. (2018). Developing university students‟ multimodal communicative competence: Field research into multimodal text studies in English. System, 77, 19-27.

[12] Kisel, O. V., Dubskikh, A. I., Lomakina, Y. A., Butova, A. V., & Potrikeeva, E. S. (2019). Differentiated approach as a factor on development of students‟ professional communicative competence. Amazonia Investiga, 8(19), 287-297.

[13] Fantini, A. E. (2020). Reconceptualizing intercultural communicative competence: A multinational perspective. Research in Comparative and International Education, 15(1), 52-61.

[14] Elder, C., McNamara, T., Kim, H., Pill, J., & Sato, T. (2017). Interrogating the construct of communicative competence in language assessment contexts: What the non-language specialist can tell us. Language & Communication, 57, 14-21.

[15] Guzmán-Simón, F., Torres-Gordillo, J. J., & Caballero, K. (2020). Understanding Assessment Processes for Communicative Competence through an Analysis of Teachers‟ Reported Practice. Education Sciences, 10(4), 116.

[16] Dovhan, L. I. (2020). Organizational aspects of improving the process of teaching foreign languages to economics students. " Zhytomyr Ivan Franko state university journal. Pedagogical sciences", 1 (100), 53-60.

[17] Barry, T. (2017). Communicative strategies and tactics of speech manipulation in intercultural business discourse. Training, Language and Culture, 1(1), 28-45.

[18] Tareva, E. G., & Tarev, B. V. (2018). The assessment of students‟ professional communicative competence: New challenges and possible solutions. XLinguae, 11(2), 758-767.

[19] Schiller Bradley, AR. (1996). Essentials of economics. Schiller. McGraw: Hill Publishing Company.

[20] Nikolaeva, S. (ed.) (2003). European-wide recommendations on language education: study, teaching, evaluation. Kyiv: Lenvit.p320

[21] Sluzhynska, L.B. (2013). Features of the translation of economic terms in the German language. Philological treatises, 5 (4), 67–71.

[22] Yeshchenko, M., Koval, V., & Tsvirko, O. (2019). Economic policy priorities of the income regulation. Espacios, 40 (38), 11.

[23] Marchand, H. (1966). The categories and types of present-day English word formation. A Synchronic-diachronic approach. Munich: Beck.

[24] Millard, D.J. (2000). “Form-focused instruction in communicative language teaching: Implications for grammar textbooks.” TESL Canada Journal, 18(1), 47-57.

[25] Knyazyan, M., Mushynska, N. (2019). “The formation of translators‟ research competence at the universities of Ukraine.” Journal of Teaching English for Specific and Academic Purposes, 7(1), 85-94.

[26] Luchaninova, O., Koval, V., Deforzh, H., Nakonechna, L. & Golovnia, O. (2019). Formation of communicative competence of future specialists by means of group work. Espacios, 40 (41), 11.

[27] Garzone, G. (2000). Legal translation Functionalist Approaches: A Contradiction in Terms. High Season. Oxford University Press.

[28] Graddol, D. 2006. English next. Why global English may mean the end of „English as a Foreign Language‟. British Council.

[29] Tarnopolsky, O. (2012). Constructivist blended learning approach to teaching English for specific purposes. Versita, London.

[30] Pernarivska, T.P. (2019). Translation features of the of thespecial economic vocabulary. Transcarpathian philological studies, 8(1), 69-74.

[31] Lev-Ari, S. (2015). Comprehending non-native speakers: theory and evidence for adjustment in manner of processing. Frontiers in psychology, 5, 1546. doi:10.3389/fpsyg.2014.01546

[32] Jose, Paul E. (1988). Sequentiality of Speech Acts in Conversational Structure. Journal of Psycholinguistic Research, 17(1), 65–88.

[33] Zimnayay, I.A. (2003). Key competencies – A new paradigm of education result. Higher education today, 5, 35-41.

[34] Alvarez de la Granja, M. (Ed.). (2008). Fixed Expressions in Cross-Linguistic Perspective. A Multilingual and Multidisciplinary Approach. Hamburg: Verlag Dr. Kovac.

[35] Maina, E. M., Oboko, R. O., & Waiganjo, P. W. (2017). Using Machine Learning Techniques to Support Group Formation in an Online Collaborative Learning Environment. International Journal of Intelligent Systems and Applications, 9(3), 26–33.

[36] Liu, J. (2012). Research on Strategies and Patterns of Research Teaching. International Journal of Education and Management Engineering, 2(12), 67–72.

[37] Kamune, K. P., & Agrawal, A. (2015). Hybrid Approach to Pronominal Anaphora Resolution in English Newspaper Text. International Journal of Intelligent Systems and Applications, 7(2), 56–64.