THE CONCEPTS OF “COMMUNICATIVE COMPETENCE” AND “GAMIFICATION OF ENGLISH LEARNING FOR SPECIAL PURPOSE” IN SCIENTIFIC DISCOURSE

Alona Yurzhenko

Abstract


The article defines the essence of the concepts of "competence" and "competence in learning". These concepts’ understanding by different researchers is highlighted, differences and similarities of these concepts definition by scientists are shown. The concepts of "communicative competence" and "professional communicative competence" are defined, their features are outlined. Our study also examines the problem of losing interest in the learning as one of the main issues of modern pedagogy, analyzes a relatively new motivation tool "gamification". The definitions of this concept by different researchers are given. It is highlighted that the most appropriate one is the usage of gaming practices and mechanisms in a non-gaming context to engage users to solve different problems. It is also noted that to solve the problem of the effectiveness of professional training, the use of the gamification approach in learning the maritime English for professional purpose is proposed during the creation of e-courses in the system of blended education, which involves the harmonious combination of traditional learning and online learning using e learning environment. In our research we consider the gamification approach in the informational and educational environment. In our article the advantages of using the gamification approach comparing to other approaches are also outlined.

Keywords


communicative competence; gamification; English for professional purpose; e-courses; blended learning

Full Text:

PDF

References


Darling-Hammond, L. (2009). Teacher Education and the American Future. Journal of Teacher Education, 61 (1-2), 35–47. doi: http://doi.org/10.1177/0022487109348024

Khoruzhyi, H. (2018). Competency models in higher education and business: foreign experience. Philosophical sciences, 1 (117), 131–147. Available at: http://visnik.knteu.kiev.ua/files/2018/01/13.pdf

Trubachova, D. V. (2016). The didactic conditions of formation of communicative activity of the future foreign language teachers in the study of philological disciplines. Kyiv, 23. Available at: http://undip.org.ua/files/autoref/автореферат%20Трубачова.pdf

Elken, M., Gornitzka, A., Maassen, P., Vukasovic, M. (2011). European Integration and the Transformation of Higher Education. Oslo: University of Oslo, 57.

Yanczur, M. S. (2012). Profesiina oriyentaciya i metodyka profesiinoyi roboty. Kyiv: Slovo, 464.

Rouse, M. (2008). Developing Inclusive Practice: A Role for Teachers and Teacher Education? Education in the North, 16. Available at: http://www.abdn.ac.uk/eitn/journal/46/

Maassen, P., Stensaker, B. (2010). The knowledge triangle, European higher education policy logics and policy implications. Higher Education, 61 (6), 757–769. doi: http://doi.org/10.1007/s10734-010-9360-4

Ortynskyi, V. L. (2009). Pedahohika vyshchoi shkoly. Kyiv: Tsentr uchbovoi literatury, 472.

Figueroa, J. (2015). Using Gamification to Enhance Second Language Learning. Digital Education Review, 27, 32–54. Available at: https://files.eric.ed.gov/fulltext/EJ1065005.pdf Last accessed: 14.11.2018

Li, X. (2017). Motivation-oriented Scenario-based Gamification Design Method using the User Requirements Notation Modeling. Tampere, 75. Available at: https://pdfs.semanticscholar.org/9c2d/05b76caa969c77588cf5718bb998a1a34c8e.pdf




DOI: http://dx.doi.org/10.21303/2504-5571.2018.00803



Copyright (c) 2018 Alona Yurzhenko

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2504-5571 (Online), ISSN 2504-5563 (Print)