Vyhranka T. The Didactic Conditions of Speech Competence Formation of Students of Philological Specialties in the Educational Environment of Higher Education Institution

The dissertation is a theoretical and experimental study of didactic conditions of speech competence formation of students of philological specialties in educational environment of higher education institutions. Study object: the process of philological specialties in educational environment of higher education institutions. Study subject: content, forms and methods of philological specialties in educational environment of higher education institutions. Goal of research: theoretical substantiation and experimental testing of didactic conditions of philological specialties in educational environment of higher education institutions. Scientific novelty of the dissertation lies in the following: for the first time didactic conditions of philological specialties in educational environment of higher education institutions (actualization of motivation and value basis for philological specialty students’ speech competence formation, creation of speech and information environment for philological specialty students; implementation of reflective assessment of the dynamics of performance of philological specialty students’ speech competence formation) are theoretically substantiated and experimentally tested; the main point of “philological specialty students’ speech competence” conceptual construct is specified; criteria and indicators of philological specialty students’ speech competence formation in the educational environment of the higher educational establishments are elucidated: motivational (presence of positive motivation for the formation of speech competence), cognitive (consistency and thoroughness of theoretical and practical knowledge to form speech competence), operational (development of skills necessary for the organization, accomplishment, assessment, and enhancement of speech competence formation), and personal and reflexive (self-reflection and reflection); rates of philological specialty students’ speech competence formation (advanced, intermediate, elementary) which contribute to the positive dynamics of philological specialty students’ speech competence formation are distinguished; forms, methods, and training resources which develop the above-mentioned competency acquired further development. Practical results of the research lie in the development of methodological support of the educational process of philological specialty students, where specialists-to-be become acquainted with didactic grounds of speech competence, creation of instructional guidelines for teachers who provide the organization of educational process for the philological specialty students when forming speech competencies. Theoretical and methodological results obtained in the work can serve as a conceptual mark when creating training packages, compiling students’ books and instructional guidelines for students and philologists-to be; and expanding, supplementing and updating the contents of such disciplines as “Pedagogy”, “Culture of Communication”, and “Art of Teaching”.