Innovative Approaches to Teaching Сommunicative Сompetence in

Foreign Languages

L. Pavlova

, S. Pesina

Yu. Vtorushina

Yu. Baryshnikova

and T. Baklykova

Nosov Magnitogorsk State Technical University, Magnitogorsk, Russia

Keywords: Communicative Competence, Problem Solving, Developing Reading Skills, Cognitive Competence,

Learner’s Autonomy, Modern British Novels, Digital Skills.

Abstract: The article is devoted to the problem of developing communicative competence in a foreign language of

university students by using innovative methods and interactive task formats. The authors believe that the

emphasis should be placed on developing cognitive skills of learners, their autonomy and teamwork skills, as

well as their digital competence. While teaching and assessing students’ communicative competence, the

teacher should provide communicative situations which are based on solving a problem, developing critical

thinking, analyzing data and using modern technologies to collaborate with other learners. The authors aim

to explore how modern British novels can be used in order to increase students’ academic motivation, actively

involve them in learning and effectively develop all components of their communicative competence (i.e.

linguistic, discourse, sociocultural, cognitive and strategic competences). Results of the research presented in

the article offer proof that the new approach to creating tasks has a positive effect on the acquisition of a

foreign language and the development of students’ abilities and skills of different nature.

1 INTRODUCTION

Nowadays digital competence has become essential

for the specialists working in the humanitarian field.

NMSTU is a participant in the federal project

"Human Resources for the Digital Economy" that

aims to train highly qualified personnel with digital

competencies and skills to personalize the

educational process. One of the conditions for the

successful integration of information and

communication technologies into the educational

process is competent methodological support of

educational activities. We see the solution to this

problem not only in updating the programs of

academic disciplines in terms of integrating digital

skills into all their components, but it is also

necessary to introduce innovative, interactive

teaching methods into the traditional form of

education, new assignment formats aimed at

developing students' skills to independently extract

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knowledge, critically interpret the received

information, develop the cognitive and educational

autonomy of students and their ability to work in a

team, as well as to develop students’ digital skills and

abilities. The competence-based model of education

uses such new educational technologies as problem-

based learning technology, game technologies,

project-based learning technologies, and interactive

technologies. It is necessary to use technologies that

would make it possible to mobilize students, to

activate their communicative and cognitive activity,

otherwise it is impossible to form internal motivation

that ensures successful mastering of a foreign

language. Thus, the main motives should be

communicative and cognitive ones, and training

should be based on the active forms of work. When

conducting training sessions, it is necessary to ensure

the development of students' skills in teamwork,

interpersonal communication, decision-making, etc.

The development of all these skills allows to

468

Pavlova, L., Pesina, S., Vtorushina, Y., Baryshnikova, Y. and Baklykova, T.

Innovative Approaches to Teaching Communicative Competence in Foreign Languages.

DOI: 10.5220/0010670400003223

In Proceedings of the 1st International Scientiﬁc Forum on Sustainable Development of Socio-economic Systems (WFSDS 2021), pages 468-474

ISBN: 978-989-758-597-5

implement new educational technologies. All of the

above determines the relevance of the chosen topic.

The article aims to describe the system of work to

develop foreign language communicative

competence of linguistic students using modern

technologies and new assignment formats.

In accordance with the goal, the following

research objectives were set:

 to determine the factors that activate the

educational and cognitive activity of students,

taking into account the specifics of teaching

foreign languages at the university;

 to elaborate a methodology for the

development of foreign language

communicative competence of students using

active forms of work based on the material of

modern British novels;

 to conduct experimental training in order to

determine the effectiveness of the elaborated

methodology for the development of foreign

language communicative competence of

students.

2 MANUSCRIPT PREPARATION

The material of the research is the actual problems of

the professional training of modern specialists in the

field of linguistics, in particular, the development of

their foreign language communicative competence,

educational and cognitive autonomy and digital

literacy.

In our article we rely on the following research

methods: theoretical analysis of the literature on the

research problem; study of teaching experience in

domestic and foreign practice; linguistic and cultural

analysis of the texts of modern British novels;

pedagogical experiment (teaching) and methods of

statistical processing of experimental data.

3 FINDINGS AND DISCUSSION

In this study, we focus on the technology of problem-

based reading teaching based on the material of

modern British novels. The technology of problem-

based learning is focused on posing problem

questions, solving problem situations in the process

of developing students' foreign language

communicative competence. At the beginning of the

study, it is necessary to consider the main factors that

activate the educational and cognitive activity of

students in a foreign language lesson. The following

factors can be identified:

 approach to the process of mastering a foreign

language as a process of acquiring knowledge;

 functional orientation of the process of

teaching a foreign language, which means that

language means are acquired immediately in

the activity;

 reliance on group forms of education, when

optimal conditions are created for the self-

realization of each student, stimulating speech

creativity and developing the ability to self-

esteem;

 -the learning process becomes more effective if

students understand what they are learning, are

aware of the purpose of their work, realize the

cognitive and communicative value of the

material being studied, and interact equally

with the teacher and with other students;

 organization and implementation of active

forms of education, as well as active forms of

the lesson (Galskova, 2017).

The study explores these factors in the light that

corresponds to the specifics of teaching foreign

languages at university. As examples, we cite some

tasks that were developed by us taking into account

the above factors based on modern British novels.

Participation of NMSTU in the Russian-British

project “Contemporary British Literature in the

Educational Process in Russian Universities "allows

us to build practical classes in the study of English on

the material of modern original works of fiction by

British authors selected by experts in the field of

literature from the University of Oxford.

The approach to the process of mastering a foreign

language as to the process of acquiring knowledge

implies that students are active agents of their

educational and cognitive activities. Language

teaching is teaching students to solve certain

communicative tasks of a cognitive, behavioral,

problematic nature. For training to be a cognitive

process, educational material should present to the

student’s personal significance. Another important

point is setting the problem to the student in the form

of insufficient initial data, choosing one of several

options, or overcoming obstacles on the way to

solving a communicative task.

In this study we will consider how the teacher can

implement these tasks in home reading classes based

on the novel by Julia Darling "The Taxi Driver's

Daughter" (Darling, 2004), which tells about the

crisis in the family of a driver named Mac, his wife

Louise and their two teenage daughters Karis and

Stella.

Innovative Approaches to Teaching Communicative Competence in Foreign Languages

469

Communicative competence is an integrative

quality of a person. Setting foreign language

communicative competence as a goal of foreign

language teaching emphasizes the focus of the

learning process on communication and cognition.

Foreign language communicative competence

includes speech competence, linguistic, social and

cultural, educational and cognitive, and

compensatory (Galskova, 2017). Next, we will

consider how the teacher can effectively develop

these competencies in the process of teaching

university students reading skills in the framework of

the problem approach.

Let us start with speech competence, which

involves the development of communication skills in

four types of speech activity, namely speaking,

reading, listening and writing. Although in this study

we focus on teaching reading, it should be clarified

that, since foreign language communicative

competence is integrative in nature, we consider it is

necessary to simultaneously develop not only reading

skills, but also speaking and, if possible, writing.

When elaborating tasks for the speech competence

development, we relied on the following

methodological principles, reflecting the features of

teaching reading as a type of speech activity.

First, teaching reading should be teaching speech

activity aimed at solving certain communicative

cognitive problems (Pulekha, 2016; Solovova, 2014).

Speech activity is known to be realized in the form of

specific acts of verbal communication, the result of

which is the solution of this problem. Reading should

provide verbal communication.

Second, teaching reading should take place as an

active learning process. Cognitive activity of students

is stimulated by completing the problem-search

assignments. Being focused on obtaining

information, reading is a cognitive activity, which

also determines the educational and upbringing

function.

Third, teaching reading should become the basis

for the development of skills that integrate speech

skills at the level of reception and production in both

oral and written speech. While reading the perception

of the material should lead to the productive activity

of students, the expression of value judgments and

their own thoughts about what they have read.

In the search for adequate forms of work during

practical classes we proceeded from the fact that

teaching reading is built as a system of problem-

search communication tasks that develop universal,

general cultural (Konopatskaya and Fakhrutdinova,

2015) and professional competencies of students and

form internal cognitive motives of educational

activity necessary for successful learning.

We believe that one of the most important types

of work on a work read is the discussion of various

issues of a problematic nature. The use of content

questions leads to the literal reading of fragments of

the text and does not contribute much to the formation

of a mechanism for the independent construction of a

statement. Problem questions allow not only to check

the content of what has been read, but also to discuss

the motives of the behavior of the characters, their

actions. For example, working on The Taxi Driver's

Daughter allows us to discuss issues such as A

Typical Family, Parents and Children, Difficult

Teenagers, School Bullying, Crime and Punishment,

Truancy, etc.

In our opinion, it is important to base problem

tasks on the examination of the same events from

different points of view. Conflict situations should be

chosen as a basis, for example, a father's visit to

school due to absenteeism and poor performance of

his daughter. Students read letters from the main

characters (father and two daughters), which they sent

to the editorial office. The student's task is to write the

answers, taking into account three different points of

view. Let's give an example of this task:

Read the letters which Mac, Caris and Stella sent

to the Agony Aunt Column. Write a reply to the

letters taking into account the feelings of all the

members of the family.

“Dear editor! I’m writing to ask you for advice.

A letter from Caris: “My mother stole a shoe from

the shop and assaulted a policeman. My mother is a

thief! She said she didn’t know what she was doing. I

sometimes wonder if any of the birthday presents my

mother gave me were stolen. I know my mom talked

about the crime to my sister behind my back. I have

questions no one will answer. There is no one I can

confide in.”

A letter from Mac: “My wife is in prison for

shoplifting. She hit a police officer with the stolen

shoe. I’m ashamed of my wife. I’m afraid of the

future. I have driven taxis for 18 years. I earn my

living by hard graft! Now it seems to me other taxi

drivers laugh at me. I’m trying to think positive and

I’m trying to understand! … My mother-in-law has

moved in. But she is no help. She’s a bad influence

on my younger daughter. She lets her stay off school.”

A letter from Stella: “…I feel abandoned. My

mother is in prison. It’s a short sentence… The

trouble is that my younger sister won’t listen to me or

our dad. Now that my mother is in prison I feel there

is no one I can confide in.”

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Tasks of this kind solve the upbringing issues,

teach students to understand the state of mind of the

characters in the text and empathize with them, enrich

their sensual experience.

Another type of tasks that we use in our home

reading classes is to comment on the text. For

comments students are given a number of statements

in the direct speech of the characters (or the words of

the author) and the question about how these words

characterize them. Students should evaluate the

statements based on their ideas about the world,

compare different points of view. Students can also

be given a task to expand or refute this idea. Example:

 What do teachers know? Look at me – I left

school with nothing. She’s probably too clever

for them?

 Mac wishes that children were like Ikea

furniture… he could pack them into a box and

keep them under bed.

 He sometimes feels as if his interior is unlit, or

not charged like other people’s.

Another task that gives students the opportunity to

learn how to respond to the content of the text, to

correlate the author's position with their own point of

view is the task "Ask the writer a question". The form

of this task can be individual tasks that stimulate

communication activities in English in real

communication with the writer and his environment

through the use of modern information and

communication technologies. Most modern writers

have their own websites on the Internet, or there are

pages created by fans of the writer. In this case, you

can use the site http://juliadarling.co.uk, where

friends and readers of Julia Darling communicate,

since the writer herself died in 2005. Students can

leave their comments on the web page, expressing

their understanding of the work. Also, as a task,

students can ask questions to other readers or people

who knew the writer intimately. In addition to the fact

that such tasks have a high communicative value and

provide real communication practice with readers

from around the world, they also contribute to the

development of students ' digital competencies.

The dramatization of the passage, prepared by the

students themselves, is also characterized by a fairly

high level of problem solving. The method of

dramatization allows students to create such

conditions under which they must somehow act in

relation to the speech material, think through the

script, use their imagination, create their own speech

product, working in a team. The method of

dramatization relies on the personal experience of

students, thereby giving a personal meaning to the

educational work, helps the student to open up,

relying on their sense of empathy towards the actors

in the scenario and the situation being played. The

method of dramatization includes the external side:

the problem situation and the search for its solution,

and the internal side: personal experience, emotions,

planning. Dramatization can have both a

reproductive-productive and a productive (creative)

character.

Here is an example of productive dramatization.

With a partner, plan a reporter’s interview with

one of the book characters. Think of things you would

like to know about the character that were not in the

book. Think of questions and brainstorm answers.

Write the interview in the form of questions and

answers and act it out for the class.

Let's turn to the consideration of the possibilities

of developing language competence within the

framework of the problem approach. Language

competence means proficiency in language tools in

accordance with the topics and situations of

communication, knowledge of the linguistic

phenomena of a foreign language and different ways

of expressing thoughts in the native and foreign

languages. We believe that in home reading classes,

the emphasis should be placed as much as possible on

the productive activities of students, so if possible, we

should give a communicative character to lexical

exercises. Here is an example of such an exercise:

Find expressions which describe the way Mac

drives a taxi and the way he feels about it (e.g. to drive

like a man in a pot of treacle, to shake one’s head, to

long for trips to the airport, to half listen to the radio,

to answer quiz questions out loud, to crave

acceleration, to roar out of the airport, to swerve in

the slow lane, to drive recklessly). What is his attitude

towards taxi-driving? Which words and expressions

show that he was weary of driving a taxi?

It should be noted that the language of the book

"Taxi Driver's Daughter", on the one hand, is quite

simple and clear, and on the other hand, the author

uses many original metaphors, epithets, comparisons,

allusions and symbols. These stylistic characteristics

of the text make it possible to develop the ability to

evaluate not only the content of the text, but also its

language features, form, and, in general, the skill of

its execution (Solovova, 2014). As they read, students

are asked to identify the stylistic techniques used by

the author, explain how they help to understand the

inner state of the characters, their attitude to what is

happening, and analyze the effectiveness of their use.

Examples of such expressions include the following:

in a dutiful navy jacket; Stella takes off her practical

school shoes, ties the straps and throws them up; a

huge suitcase covered with boastful stickers from all

Innovative Approaches to Teaching Communicative Competence in Foreign Languages

471

over the world; friendliness has been squeezed out of

it; house looks unloved, and many others.

The process of forming social and cultural

competence based on the material of modern British

novels passes through all levels of the structure of the

secondary language personality, each of which

corresponds to its own content-knowledge, practical

skills and skills of intercultural communication

(Millrood and Maximova, 2016; Vetrinskaya and

Dmitrenko, 2017; Pesina et al., 2020). First, as our

analysis of the modern novels texts shows, such

linguistic units of the verbal-semantic level as non-

equivalent and background vocabulary, nominative

units, as well as grammatical means are the reflection

of the specifics of widely represented cultural values.

To form the linguistic and cognitive level of the

language personality, it is necessary for the student to

have mastered the sum of knowledge about the

picture of the world. Units of this level can be

represented in the form of idioms, proverbs and

sayings, which are found in large numbers in the texts

of novels. In addition, students at the linguistic and

cognitive level form subject-specific knowledge

about the national peculiarities of everyday life, the

natural and climatic conditions of the country of the

language being studied, etc., as well as knowledge of

behavior scenarios in social situations and means of

expressing speech etiquette in typical situations of

everyday communication (Nasarova and Pesina,

2016). Based on the material of novels, we can

introduce cultural concepts of a cognitive nature and

teach students to see their manifestations in the

cultural picture of the world (the concepts of "home“,

”common sense“, ”challenge“, ”good will“, ”friend“,

”friendship“, ”privacy", etc.).

The units of the pragmatic level represent the

communicative needs determined by the entire

paradigm of the social behavior of the individual. The

modern novel is not only a special way of mastering

reality, but also in terms of displaying reality is a way

of expressing the national mentality. At the pragmatic

level, students can form a knowledge of cultural

values and the forms of their manifestation in the

models of behavior and speech of heroes (Pavlova,

Baryshnikova and Artamonova, 2019; Solonchak and

Pesina, 2015) knowledge about the ways of

manifestation of cultural values in the structure of

speech acts (Byram and Michael, 2020; Karamalak

and Pesina, 2017); knowledge of the concepts of

psychological-behavioral and moral-evaluative

character and their manifestations in the cultural

picture of the world (the concepts of "success”,"

politeness”, "wealth", "individualism", etc.); the idea

of the English national character; the idea of the

national features of English humor, as well as the

ability to identify the manifestations of cultural values

in the speech and non-speech behavior of the

characters; the ability to build verbal behavior in

accordance with the norms of English culture, etc.

(Baryshnikova, Yemets and Vtorushina, 2018).

The foreign language picture of the world is

boundless and changeable in its essence, which

makes it impossible to create a complete list of

cultural knowledge of a verbal and non-verbal nature,

sufficient for its mastery (Pesina, Kiva-Khamzina and

Rubanova, 2019). In this regard, it is important for

students to learn to independently master the

language means and cultural concepts. For this

purpose they need to have a way of mastering this

knowledge, which can serve as reflection (Pavlova et

al., 2014). In accordance with this, students need to

develop practical skills and reflection skills that are

part of the socio-cultural competence. Within the

framework of this study, we consider relevant the

following skills: the ability to enter a reflexive

position in the process of carrying out any activity;

the ability to recognize gaps in knowledge for their

further filling; the ability to understand the reflected

situation to find ideas about such situations in their

own experience; the ability to understand the reasons

and motives for actions carried out in the reflected

situation; the ability to bring the reflected situation

under different categories, to consider it from

different positions.

The forming process of reflection affects not only

the cognitive, but also the emotional level of the

secondary language personality, as it leads to the

development of empathy, tolerance, the ability to

understand the feelings and motives of a

representative of a foreign language culture, ensuring

the emotional readiness of the student to conduct an

intercultural dialogue (Makhmutova, Andreeva and

Dmitrenko, 2016). The novels reflect not just the

reality, but also the attitude to it, because there is

always a hidden assessment and emotiveness in it.

Discussing such important concepts based on the text

of novels can not only form students ' understanding

of the national and cultural content of these concepts,

but also their attitude to them. Therefore, the use of

modern novels allows us to create moments of

emotional involvement in the activity, when

intellectual activity is experienced emotionally. This

helps students not only to be aware of their own

emotions and feelings, but also to learn how to

manage them and, ultimately, to form the empathy

that is necessary for effective cross-cultural

communication.

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472

Let's turn to the consideration of educational and

cognitive competencies as components of

communicative competence. Educational and

cognitive competence is understood as the ability to

independently master a foreign language using

modern technologies. This competence is based on

the following components: ability to use rational

methods of cognitive activity, awareness of oneself as

a subject of this activity, readiness to solve problem-

cognitive tasks, development of such a quality of

personality as independence.

Consider these components:

 preparation for the learning process and active

participation in it (take notes, use a dictionary,

make a response plan);

 use of methods of active learning (active

reading) and, accordingly, the activation of

cognitive processes (analysis, comparison,

generalization, search);

 self-orientation in the task, the organization of

their communicative and cognitive activities

(planning statements, formulating thoughts

using a certain set of language tools);

 organization of their communication and

cognitive activities (work in pairs, groups,

individually, check, assess and correct their

work).

Independence is based on the skills and abilities

of cognitive activity. Independence is a dynamic

category and develops gradually in the process of

mastering students ' conscious methods of action for

the accumulation, combination, generalization and

use of foreign-language educational material in

educational and cognitive activities.

Considering educational and cognitive

competence as the ability to master a foreign

language independently, it is impossible not to touch

on such an aspect as the use of modern technologies

in this process. Performing the tasks developed by us,

students carry out independent search, analysis,

selection, processing, critical comprehension,

subsequent use of information or its transfer in

accordance with the communicative situation and

personal significance.

The forming process of compensatory

competence is integrated with the forming process of

educational and cognitive competence and involves

the formation of skills to use linguistic and contextual

guesswork, skills of paraphrasing and clarification,

the use of words-descriptions of abstract concepts, the

use of explanations, as well as the use of facial

expressions and gestures in the case of a lack of

language means to express communicative intent.

4 RESULTS

We will analyze the results of experimental training

on the development of foreign language

communicative competence of third-year students

majoring "Linguistics", the profile "Translation and

Translation Studies" in the "Nosov Magnitogorsk

State Technical University" during the 2020-2021

academic year. Two experimental groups (EG-1 and

EG-2) and two control groups (CG-1 and CG-2)

participated in the experimental training, in which the

training was conducted according to the developed

methodology.

The assessment of the development level of the

components of foreign language communicative

competence was carried out according to the

following criteria:

 the ability to use lexical and grammatical

material constructing an utterance in English;

 the ability to extract information about the

culture of the country of the target language

from the linguistic units of the text of a modern

novel;

 the ability to choose language forms in

connection with the factors of the

communicative situation;

 the ability to build a dialogue in accordance

with the norms of English-speaking culture;

 the ability to extract from the text of a modern

British novel background information about

the culture of the country of the language being

studied;

 the ability to independently search, analyze and

apply information to solve communicative and

cognitive problems using digital technologies.

The results of the experimental teaching showed

that all the students of the experimental groups had a

significant increase in the level of formation of the

skills that are part of the foreign language

communicative competence practically according to

all the identified criteria. On average, this increase

was 41.2%. At the same time, the students of the

control groups, on average, improved their results by

only 9% compared to the initial assessment test.

We believe that, in general, the results of

experimental training have shown the effectiveness of

the methodology we have developed for the

development of foreign language communicative

competence based on modern British novels.

Innovative Approaches to Teaching Communicative Competence in Foreign Languages

473

5 CONCLUSIONS

Completing the consideration of this problem, we

come to the following conclusions:

 Modern educational technologies used in the

process of foreign language education at the

university should be innovative and mobilize

students, activate their communicative and

cognitive activity and internal motivation,

ensuring the successful mastering of foreign

language communicative competence. When

conducting training sessions, it is necessary to

develop students' skills of teamwork,

interpersonal communication, decision-

making, etc. For this, the teacher should

provide factors that activate the educational

and cognitive activity of students, taking into

account the specifics of teaching foreign

languages at the university.

 The conducted educational experiment

confirmed the effectiveness of the system of

work elaborated by the authors to develop the

foreign language communicative competence

of linguistic students using modern

technologies and new formats of assignments

based on the material of modern British novels.

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