PSYCHOLOGICAL-PEDAGOGICAL AND LINGUODIDACTIC FOUNDATIONS OF FORMING COMMUNICATIVE AND INTEGRATED COMPETENCE IN STUDENTS OF NON-PHILOLOGICAL FIELDS IN A BILINGUAL ENVIRONMENT
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Abstract:
The article examines the psychological-pedagogical and linguodidactic foundations for the formation of communicative and integrated competence among students of non-philological fields of study in the context of bilingualism and a multicultural educational environment. Special attention is paid to the problems of mastering the culture of Russian speech by future teachers studying under conditions of active bilingualism. Based on an analysis of the results of a diagnostic (ascertaining) experiment, typical difficulties faced by students are identified, including adherence to the norms of the Russian literary language, intonational organization of utterances, and the construction of coherent texts of various genres and styles. The necessity of shifting from a predominantly knowledge-based model of instruction to a competence-based and personality-activity approach aimed at developing communicative, sociocultural, and professionally significant skills is substantiated.
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