The Realization of Common European Competence in Modern Foreign Language Education

By Askarova, Gulnar | International Journal of Communication Research, January-March 2014 | Go to article overview

The Realization of Common European Competence in Modern Foreign Language Education


Askarova, Gulnar, International Journal of Communication Research


Now at the wake of social renewal, striving for an open society and integration into the world of cultural and educational space is a generalization of the experience of bilingual and multilingual education, including foreign languages. Foreign language nowadays transformed into a leading discipline, standing in a row with special objects, as the value of the graduates on the labour market in the active development of international contacts is largely determined by the level of language training for young professionals.

The aim of higher foreign language education is defined as the formation of professionals who know a foreign language in accordance with the Common European Framework of Languages.1 Achieving this aim is possible through the formation of a specialist, who owns the base of a foreign language in accordance with the requirements of the Common European Framework, as well as the foreign language for academic purposes, a foreign language for special purposes, the introduction of the planning of the educational process in foreign languages, adopted by the countries of the European Council, the formation of new content learning, correlated with the international and national standards. Cross-cultural communicative theory of foreign language education2 at the present stage meets the requirements of social order, it prepares students for the practical use of language as a means of communication, provides them with intercultural communicative competence.

As we know, the traditional paradigm of knowledge-formal education has been replaced by competence.3 Competence approach in teaching foreign languages is an association of language skills and practice of linguistic activity, a synthesis of all forms of competence. The new paradigm of education involves the creation of conditions for the formation of core competencies. For different areas and specialties identified general and specific jurisdiction. For the special language profile it is defined communicative competence, which is a multidimensional and multilevel phenomenon.

The usage of language and its study include human actions in the implementation process in which he as a subject of social work develops a number of competencies: general and communicative. They are based on competencies that provide a solution to problems in various conditions, taking into account the various constraints and implemented in the activities and processes to the generation and the perception of the texts in connection with certain topics and areas of communication and the use of appropriate strategies. Learning a foreign language leads to the further development and modification of these competencies. Thus, it seems legitimate to speak of the competence approach3 in the teaching of foreign languages. Competencies provide a solution to problems in various conditions and implemented in activities aimed at the generation and perception of the texts in connection with certain topics and areas of communication and the use of appropriate strategies.

Competence approach allows existing in Lingvodidactics contradiction between the assimilation of disparate knowledge about language learning and the need for an interconnected kind of speech activity, the complex formation of communicative competence.

Achieving the primary aim of foreign language education is possible through the formation of communicative competence, components which include linguistic, sociolinguistic, pragmatic competence.3

The formation of linguistic competence is based on the text. Widely used by tables, charts and rules followed by training activities. Therefore, the predominant language in the presentation of the material at levels Al and A2 is an inductive way. The language material is organized according to the concentration, which at different stages of learning are different in terms of material and the nature of its location. Language material contained in the lexical, semantic, morphological and syntactic fields of one level gradually expands and becomes more complex. …

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