Foreign language communicative competence of the future pharmacists at foreign language classes

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Foreign language communicative competence of the future pharmacists at foreign language classes

Chornous V.

Abstract

The article reveals the theoretical and practical aspects of the formation of foreign language communicative competence offuture pharmacists. Based on the analysis of scientific works, the essence of the concept of “communicative competence” is considered, which is defined as a set of abilities, knowledge, skills, attitude, values, initiatives and communicative experience of an individual, necessary for understanding others and producing one's own programs of speech behavior, adequate to goals, spheres, communication situations. It was established that communicative competence is one of the components of the professional culture of medical specialists.

The structure offoreign language communicative activity is defined, which is described as a set of learning goals in various types of speech activity: listening, speaking, reading, writing, speech knowledge, skills and practical experience as a result of communicative activity in communication.

The main principles of the formation of foreign language communicative competence in the process of training future pharmacists are highlighted: the principal of integration and complexity of the educational process, integrity, humanization, professionally oriented communicative orientation of the process of learning a foreign language, the principle of activation of cognitive activity, interactivity, unity of theoretical and practical training. The main components of lexical and grammatical competence in the speech of future specialists are lexical and grammatical knowledge, skills and awareness, speech skills in dialogic and monologue speech.

Features of the formation offoreign language communicative competence offuture pharmacists are outlined, which allow to improve the activity of educational process.

It has been proven that the formation of foreign language communicative competence in future specialists is of practical importance and enables the specialist to orient himself in the field of international communication in the future.

Key words: foreign language communicative competence, professional activity, training of future pharmacists, content of foreign language learning.

Анотація

Чорноус В. П. Іншомовна комунікативна компетентнсть майбутніх фармацевтів на заняттях з іноземної мови

У статті розкрито теоретичні та практичні аспекти формування іншомовної комунікативної компетентності майбутніх фармацевтів. На основі аналізу наукових праць розглядається сутність поняття «комунікативна компетентність», яка визначається як сукупність здібностей, знань, умінь, навичок, ставлень, цінностей, ініціатив та комунікативного досвіду особистості, необхідних для розуміння чужих та продукування власних програм мовленнєвої поведінки, адекватних цілям, сферам, ситуаціям спілкування. Встановлено, що комунікативна компетентність є однією із складових професійної культури фахівців медичного профілю.

Визначено структуру іншомовної комунікативної діяльності, яка описується як сукупність цілей навчання у різних видах мовленнєвої діяльності: аудіюванні, говорінні, читанні, письмі, мовленнєвих знань, умінь і навичок та практичного досвіду як результату комунікативної діяльності в спілкуванні.

Виділено основні принципи формування іншомовної комунікативної компетентності у процесі підготовки майбутніх фармацевтів: принцип інтеграції і комплексності навчального процесу, цілісності, гуманізації, професійно- орієнтованої комунікативної направленості процесу навчання іноземної мови, принцип активізації пізнавальної діяльності, інтерактивності, єдності теоретичної та практичної підготовки. Основними компонентами лексико- граматичної компетентності у говорінні майбутніх спеціалістів виступають лексичні і граматичні знання, навички та усвідомленість, мовленнєві уміння у діалогічному і монологічному мовленні.

Окреслено особливості формування іншомовної комунікативної компетентності майбутніх фармацевтів, які дозволяють покращити діяльність навчально-виховного процесу.

Доведено, що формування іншомовної комунікативної компетентності у майбутніх спеціалістів має практичне значення і дає можливість фахівцю у майбутньому орієнтуватись у сфері міжнародного спілкування.

Ключові слова: іншомовна комунікативна компетентність, професійна активність, підготовка майбутніх фармацевтів, зміст навчання іноземної мови.

On the tasks of a modern higher school is to prepare competent, competitive specialist, who is able to solve problems successfully, think flexibly, non-standard and be able to adapt to rapidly changing living conditions in multicultural environment. In the condition of Ukraine's integration into European, economic, political, cultural and educational structures society needs specialists who are not only competent in their profession, but also possess a sufficient level of foreign language communicative competence.

Today the foreign language communicative competence of the individual becomes a leading goal of foreign language learning by students of higher educational institutions of various fields of training, and the use of a foreign language as a means of intercultural communication and enrichment of professional training experience is the final result.

In today's realities the introduction of professionally oriented English language training in institutions of higher education for pharmacists is due to the rapid growth of the social demand for highly qualified specialists who speak English and are ready for international communication and cooperation. However, despite the importance of English language competence in the training of future pharmacists, its role in the process of professional education is still not fully disclosed. The actuality of the issue of competence formation among pharmacy students is determined by the fact that, despite the existence of a significant number of studies on teaching English language professional competence, there contradictions between: growing requirements for professional training of pharmacists in the context of Ukraine's integration into the world community and insufficient orientation of domestic institutions of higher education to international standards; the objective need of the community of pharmacists for effective training of future specialists for professional foreign language communication and the insufficient level of methodological support for this process. Therefore, the main goal of learning English for professional training should be the formation of foreign language professionally oriented competence in pharmacist students, in particular, mastering knowledge of the systematic organization of the English language and the regularities of its functioning in the field of pharmacology; growth of auditory skills to improve communicative competence; development of linguistic and grammatical competence, in particular knowledge of lexical and grammatical means of language and the ability to use them in the conditions of professional activity.

Analysis of recent publications. The analysis the latest researches and publications show the deepened interest of scientists in determining the peculiarities of the organization of training of health care specialists and its content and quality management of medical education, professionally significant, communicative qualities of future pharmacists. Speech activity and communication were studied by L. Vygotsky, V. Humbaldt, M. Jinkin, I. Zimnya, O. Leontiev, L. Palamar, V. Skalkin; the works of the following scientists are devoted to the problem of foreign language competence and its formation: A. Andrienko, E. Bibikova, N. Izoria, M. Kenel, S. Kozak, N. Kopylova, M. Svein, N. Chomsky; the peculiarities of teaching English foe special purposes were studied by I. Berman, V. Bushibinder, T. Dudley-Evans, J. Manby, N. Mykytenko, D. Williams, T. Hutchinson and others. N. Borysko, I. Girenko, G. Hry- nyuk, A. Koval, R. Martynova devoted their research to the content of foreign language learning for professional communication; communicative approach to learning foreign languages was described by L. Birkun, S. Brumfit, L. Golybenko, L. Johnson, T. Duchenko, G. Kitaihorodska, T. Levchenko, J. Manby, E. Passov and others.

In scientific and pedagogical literature there is no single approach to defining the structure of foreign language communicative competence. In general, the structure of foreign language communicative competence can be presented as a set of such components as linguistic, sociolinguistic and pragmatic competence.

N. Bidyuk defines foreign language communicative competence as a set of abilities, knowledge, skills, attitudes, values, initiatives and communicative experience of an individual, necessary for understanding others and producing one's own programs of speech behavior, adequate goals, spheres, situations of communication. The author considers the structure of foreign language communicative competence as a set of learning goals in various types of speech activity (listening, speaking, reading, writing), knowledge (speech language, paralinguistic, linguistic ethnology, moral and ethical), skills, abilities (language, speech, communicative, gnostic, perceptual, paralinguistic, etnolinguistic, organizational) and experience (communicative, methodical, technological) as a result of communicative activity in communication [1, 160].

According to M. Kenel, the components of the structure of foreign language communicative competence are: discursive competence (the ability to combine separate sentences into a coherent oral or written message, discourse, using various syntactic and semantic means); sociolinguistic competence (ability to perform a speech act and discourse in accordance with a certain sociolinguistic context of foreign language communication); strategic competence (the ability to choose an adequate discourse strategy in order to increase the effectiveness of foreign language communication); linguistic competence (the ability to understand and produce previously learned or similar expressions as well as the potential ability to understand new expressions of a foreign language environment) [6, 2-27].

S. Wilson and C. Sabee believe that communicative competence is studied by a large number of scientists from different fields in different contexts precisely because such beliefs are generally accepted in modern western society: a) within any given situation, not everything that can be said or done is equally competent; b) success in personal and professional relationships largely depends on communicative competence; c) most people show incompetence in at least a few situations and a smaller number of people are generally considered incompetent in many situations [8].

Therefore, the analysis of psychological and pedagogical studies shows that the problem of the development of the communicative competence was giving one of the leading places in educational activity in the works of foreign and domestic scientists. But, despite the significant interest of scientists in this problem, the issue of foreign language communicative competence as an important component in the professional activity of the future pharmacists has not been sufficiently developed. In this connection, the problem of developing foreign language communicative competence in the professional training of the future pharmacist becomes urgent.

The purpose of the article is to reveal the content of the concept and the constituent structures of the foreign language communicative competence of the future pharmacists and to investigate the peculiarities of its formation.

Competence is a holistic quality of a person, which based on knowledge, abilities, skills, experience and personal qualities, reflects the desire, readiness and ability to solve problems and of real practical activity. The individual takes responsibility for the effectiveness of his work, presents it through the prism of his own value system. Individual competence is manifested in successfully implemented competence in a certain activity that is significant for the individual [3]. foreign language communicative professional

Competence is alienated from the subject, a predetermined social norm (requirement) for a student's educational training, necessary for his high-quality productive activity in a certain field, that is a socially fixed result. Therefore, competence should be understood as a given requirement, the standard of a student's educational training, and competence as his really formed personal qualities and minimal experience of practical activities [2].

Formation of communicative competence involve:

deep professional knowledge and mastery of the conceptual and categorical apparatus of a certain professional field and the corresponding systems of terms;

skillful professional use of language styles and genres in accordance with the place, time, circumstances, status and role characteristics of the partner;

knowledge of etiquette language formulas and the ability to use them in professional communication;

the ability to find, select, perceive, analyze and use information of a specialized field;

possession of interactive communication, a characteristic feature of which is the need for an immediate appropriate reaction to messages or information that is in the context of previous messages;

possession of the basics of rhetorical knowledge and skills;

the ability to assess the communicative situation quickly and at a high professional level, make decisions and plan communicative actions [5, 230].

Among the conditions that ensure the development of foreign language communicative competence, it should be noted the creation of a foreign language development environment and forms of organization of the educational process, which involve the use of interactive teaching methods. The development of communicative competence is actively promoted by the use of interactive learning methods, because communicative competence in the structure of foreign language communication means not just knowing the rules of communication, but the real use of knowledge to solve problems. In the process of learning a foreign language, when modeling the conditions of communication in classes, it reproduces the main parameters of communication: relations between language partners, linguistic factors, various situations as forms of communication functioning, attention is paid to dialogue speech [4].

The formation of the English language lexical competence of future pharmacists takes place by mastering the knowledge of commonly used and professional vocabulary (terms, stable terminological expressions, professional idioms, abbreviations, terminological neologisms). In the process of developing a subsystem of exercises, the following principles of vocabulary learning in the process of professionally oriented reading should be taken into account:

the principal of rational limitation of the vocabulary minimum at the level of appropriate medical terminology, which is directly related to the future professional activity of students;

the principle of relatedness of linguistic phenomena of Latin and English languages;

the principle of directed presentation of lexical units in the educational process, according to which lexical terminological units are presented for the purpose of forming receptive lexical skills, but the possibility of using them reproductively and productively in the process of performing professional functions in the future is not excluded;

the principle of taking into account the linguistic properties of lexical units, that is the semantics, structure and compatibility of terminological, medical, lexical units are taken into account;

the principal of taking into account didactic and psychological features of training, which requires sufficient repetition of medical terms in constantly changing combinations and contexts;

the principal of complex solution of didactic and methodical problems in the field of vocabulary learning: the tasks of forming a real dictionary, developing a potential vocabulary and developing the lexical guess of future pharmacists in the process of reading professional texts in English must be solved in a interrelated way;

the principles of reliance on lexical rules (semantics, conjugation) and the word formation rules of English medical terms based on word formation elements of Latin origin;

the principal of pictorial clarity with the use of mind maps for the purpose of defining terminological, lexical units;

the principle of the unity of learning vocabulary and speech activity, where the formation of lexical competence is directly related to reading as a type of speech activity [7].

Checking the mastery of grammar skills is carried out in the process of communicative and speech activity by means of multiple choice tests, gap filling tests and tests translation. The main signs of the formation of grammatical skills include: automatic reading of grammatical signs, selection of syntactic structures that correspond to communicative intentions; subconscious and mechanical act of the process of constructing the whole sentence; the ability to connect sentences within communicative units (the ability to grammatically agree on sentence members, agree on their forms in time, use syntactic synonymous structures); mastering the means of expressing connections and relationships between phrases and lexemes in speech.

The main components of lexical and grammatical competence in the speech of future specialists are lexical and grammatical knowledge, skills and awareness, speech skills in dialogue and monologue speech. Lexical and grammatical knowledge is the reproduction in the mind of a medical student of the results of knowledge of the lexical and grammatical systems of the language and the rules for using them. Knowledge of the forms, meanings, categories and semantic relations (paradigmatic, syntagmatic relations) of a lexical unit and grammatical structure, the ability to adequately use lexical and grammatical phenomena in speech activity ensure the success of constructing meaningful and coherent statements, solving a communicative task [7].

Modern methods and technologies of foreign language learning by students of medical institutions of higher education must meet the world and European standards of education, the requirements of society. That is why the course of learning the foreign language should focus on the formation and development of professionally oriented skills. For successful acquisition and further use of a foreign language, a student must master all types of speech (speaking, reading, listening, writing). And, therefore, the activity of a foreign language teacher in medical institutions of higher education should be accompanied by fully selected modern teaching methods and technologies, the latest methods of teaching a foreign language.

Conclusions

Foreign language communication is possible provided that the subjects of foreign language communication possess the language as a means of communication. The level of formation of subjects' foreign language communicative competence is a leading factor determining the level of effectiveness of the communicative process as a whole. The process of forming foreign language communicative competence should be aimed not only at equipping future specialists with a system of knowledge, abilities and skills necessary for effective communication in a foreign language, but also at forming a deeply thought out communicatively competent position of the future pharmacists, which will give the specialist the opportunity to self-determine, self-develop and self-improve in the European educational space, participate in its improvement and creation.

Therefore, the formation of foreign language communicative competence should include not only the acquisition by students of the basic system of knowledge, abilities and skills which are necessary for effective foreign language communication, but also the students' perceived communicative and competent position, which will contribute to their further professional development and self-improvement.

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