International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Alla Evtyugina; Aizhanna Zhuminova; Elena Grishina; Irina Kondyurina; Marina Sturikova

doi:10.23947/2334-8496-2020-8-SI-69-77

Authors

Alla Evtyugina Department of Russian and Foreign Languages, Russian State Vocational Pedagogical University, Ekaterinburg, Russian Federation https://orcid.org/0000-0003-0776-7661
Aizhanna Zhuminova Department of Journalism and Translation, “Turan” University, Almaty, Kazakhstan, Russian Federation https://orcid.org/0000-0002-3797-0647
Elena Grishina Department of Foreign Languages, Ural Institute of State Fire Service of EMERCOM of Russia, Ekaterinburg, Russian Federation https://orcid.org/0000-0001-5325-0116
Irina Kondyurina Department of Russian and Foreign Languages, Russian State Vocational Pedagogical University, Ekaterinburg, Russian Federation https://orcid.org/0000-0003-1142-0353
Marina Sturikova Department of Russian and Foreign Languages, Russian State Vocational Pedagogical University, Ekaterinburg, Russian Federation https://orcid.org/0000-0002-5089-1783

DOI:

https://doi.org/10.23947/2334-8496-2020-8-SI-69-77

Keywords:

pedagogical modelling, professional activity, intercultural communication, teaching method, competence

Abstract

This study is devoted to the foreign language communicative competence development among non-linguistic universities under-graduate students. This research covered the issue of foreign language education based on the cognitive-conceptual model for teaching English to non-linguistic university students. As the main research method, pedagogical modelling was chosen. The experiment was conducted at Russian State Vocational Pedagogical University, Ural Federal University named after the first President of Russia B.N. Yeltsin, and Ural Institute of State Fire Service of EMERCOM of Russia among 72 undergraduate students. The results of several curriculum-based tests showed that the percentage of correct determination of expressions with the context available increased from 54% to 93.2% in EG1, and from 41.9 to 85.5% in EG2. The overall students’ understanding of lexical units increased by 39.2% and 43.6%, respectively. The ratio of misunderstanding/understanding of speech utterances increased from 15/7 to 6/16, while the proportion of students who do not use/use various interpretation strategies changed from 8/14 to 3/19. The developed cognitive-conceptual methodology effectiveness for teaching foreign language communicative competence was proven. It can be applied to train students of various specialisations at different university degree levels.

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