Cognitive-Conceptual Model for Developing Foreign Language Communicative Competence in Non-Linguistic University Students


  • Alla Evtyugina Department of Russian and Foreign Languages, Russian State Vocational Pedagogical University, Ekaterinburg, Russian Federation
  • Aizhanna Zhuminova Department of Journalism and Translation, “Turan” University, Almaty, Kazakhstan, Russian Federation
  • Elena Grishina Department of Foreign Languages, Ural Institute of State Fire Service of EMERCOM of Russia, Ekaterinburg, Russian Federation
  • Irina Kondyurina Department of Russian and Foreign Languages, Russian State Vocational Pedagogical University, Ekaterinburg, Russian Federation
  • Marina Sturikova Department of Russian and Foreign Languages, Russian State Vocational Pedagogical University, Ekaterinburg, Russian Federation



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


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.


Download data is not yet available.


Biserova, G. K., & Shagivaleeva, G. R. (2019). Socio-psychological adaptation of international students to learning and professional activities. Space and Culture, India, 6(5), 99-114.

Celce-Murcia, M. (2008). Rethinking the role of communicative competence in language teaching. In Intercultural language use and language learning (pp. 41-57). Springer, Dordrecht.

Daokuan, H. (2016). Jieshao yimen xinxing kexue — kuawenhua de jiaoji. Waiguo yuyan yu wenxue, 2, 70-73.

Deardorff, D. K. (2009). The Sage handbook of intercultural competence. Sage.

Dudeney, G., & Hockly, N. (2016). How to Teach English with Technology. Pearson Education Limited.

Dunn, J. (2016). Computational learning of construction grammars. Language and cognition, 9(2), 254-292.

Entwistle, J. (2017). Emotional labour. In D. Richardson (Ed.), The International Encyclopedia of Geography: People, the Earth, Environment and Technology (pp. 1-3). Wiley-Blackwell.

Entwistle, N., & Ramsden, P. (2015). Understanding student learning (Routledge revivals). Routledge.

Evdokimova, M. G. (2017). Innovative system of professionally oriented foreign language teaching in a non-linguistic university. Biblio-Globus Publ.

Goh, C. M., & Aryadoust, V. (2016). Learner listening: New insights and directions from empirical studies. International Journal of Listening, 30(1-2), 1-7.

Goswami, U., & Bryant, P. (2007). Children’s cognitive development and learning. University of Cambridge.

Jacobson, M. J. (2020). Complexity conceptual perspectives for research about educational complex systems. The Journal of Experimental Education, 88(3), 375-381.

Kecskes, I. (2014). Evaluative function of situation-bound utterances. In G. Thompsom & L. Alba-Juez (Eds.), Evaluation in Context (pp. 137-150). John Benjamins Publishing Company. Retrieved from

Kosareva, L., Evreeva, O., & Zakirova, O. (2019). Formation of language competence: Modern issues and strategies in the area of cross-cultural communication. Space and Culture, India, 7(3), 149-159.

Kuprina, T. V., Beketova, A. P., & Minasyan, S. M. (2019). Self-organising systems in the context of academic environment. The Education and Science Journal, 21(1), 150-166.

Lasekan, O. (2020). Using the Interpersonal Relationship Communication Approach to Assess Language Dominance in both Written and Oral Communication among Multilinguals. Space and Culture, India, 8(1), 164-176.

Lewis, M., Gough, C., Martínez, R., Powell, M., Marks, J., Woolard, G. C., & Ribisch, K. H. (1997). Implementing the lexical approach: Putting theory into practice, 3(1), 223-232. Hove: Language Teaching Publications. Retrieved from

Li, Y., & He, Z. (2019). Environmental Adaptation Theory and application in Standard Language Competence Model. Ekoloji, 28(107), 2779-2782.

Li, Y., Yang, X., & Cheng, L. (2017). The enlightenment of specialised foreign language talents training in the US to our country. Journal of Anshan Normal University, 1, 11.

Lynch, T. (2011). Academic listening in the 21st century: Reviewing a decade of research. Journal of English for Academic Purposes, 10(2), 79-88.

Marsh D. (2002). Content and Language Integrated Learning: The European Dimension - Actions, Trends and Foresight Potential. Oxford Univ. Press.

Maxom, M. (2010). Teaching English as a foreign language for dummies. John Wiley & Sons.

Oudeyer, P. Y., Gottlieb, J. & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Progress in brain research, 229, 257-284.

Resnick, L. B., & Science National Research Council (US). Committee on Research in Mathematics. (1987). Education and learning to think. National Academy Press.

Rivers, W. M. (1983). Communicating naturally in a second language: Theory and practice in language teaching. Cambridge University Press.

Sergeeva, N. N. (2014). Foreign language communicative competence in the field of professional activity: Model and method development. Procedia-Social and Behavioral Sciences, 154, 250-253.

Sinkus, T. (2019). The Development of Professional English Language Competence in Business Administration Studies. Rural Environment. Education. Personality. (REEP), 12, 173-181.

Soboleva, A. V., & Obdalova, O. A. (2015). Strategies in interpretation of culture-specific units by Russian EFL students. Procedia-Social and Behavioral Sciences, 200, 69-76.

Srinivasan, R. T. (2018). Introduction: South Asia from Postcolonial to World Anglophone. Interventions, 20(3), 309-316.

Suryani, A., Soedarso, S., Diani, K. T. & Rosmawati, R. (2020). English teaching in social and cultural contexts: Language teachers as cultural managers. LLT Journal: A Journal on Language and Language Teaching, 23(2), 273-292.

Tobias, S., & Everson, H. T. (2002). Knowing what you know and what you don’t: further research on metacognitive knowledge monitoring: research report 2002-3. College Entrance Examination Board.

Traxler, J. (2018). Current State of Mobile Learning. In M. Ally (Ed.), Mobile Learning: Transforming the Delivery of Education and Training (pp. 9-25). AU Press.

Vujičić, L., & Tambolaš, A. Č. (2019). Educational Paradigm and Professional Development: Dimensions of the Culture of Educational Institution. In J. Lepičnik Vodopivec, L. Jančec, & T. Štemberger (Eds.), Implicit Pedagogy for Optimised Learning in Contemporary Education (pp. 77-103). IGI Global.

Ud Din, K., & Akhlaq, M. W. (2019). Influence of English Language in Political Awareness of South Asian Societies: A Comparative Study of India, Pakistan and Bangladesh. South Asian Studies, 34(1), 213-225. Retrieved from

Warner, C., & Dupuy, B. (2018). Moving toward multiliteracies in foreign language teaching: Past and present perspectives… and beyond. Foreign Language Annals, 51(1), 116-128.




How to Cite

Evtyugina, A., Zhuminova, A., Grishina, E., Kondyurina, I., & Sturikova, M. (2020). Cognitive-Conceptual Model for Developing Foreign Language Communicative Competence in Non-Linguistic University Students. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 8(Special issue), 69–77.