Kekosh M. Pedagogical communication in teaching foreign languages to primary school children

The dissertation gives the integral analysis of pedagogical communication in teaching foreign languages to primary school children and on this basis the role of pedagogical communication in improving the process of learning foreign languages in primary school is theoretically substantiated and experimentally proved. It is proved that the effectiveness of the teacher’s work in teaching foreign languages is determined by pedagogical communication, established in the process of joint activities of a teacher and pupils. The characteristic features of the communicative dimension of pedagogical discourse are substantiated. The characteristic features of the communicative dimension of pedagogical discourse are substantiated, its strategies, goals, tactics are characterized. The functions of the communicatively oriented language of a teacher and the constituent components of the communicative space of interpersonal relations are presented. The structure of communicative competence of a foreign language teacher is analysed as a complex system, which is determined by pedagogical communicative competence and foreign language communicative competence, which are complemented by verbal and nonverbal competences, ICT competence and inclusive communicative competence. The scientific novelty and theoretical significance of the dissertation lies in the fact, that for the first time, the author: - theoretically substantiates and experimentally tests the influence of pedagogical communication on foreign languages learning by primary school children; - specifies the content and structure of professional and pedagogical communication of foreign language teachers (mastery of verbal means of communication, use of nonverbal means, communicative literacy); - formulates the essence of communicative competence of a foreign language teacher in primary school (foreign language communicative competence and professional-pedagogical communicative competence); - determines the peculiarities of communicative processes in the perception of primary school children in the process of foreign language learning; - highlights practical approaches of communicative interaction of teachers, parents and pupils in the process of learning a foreign language; - describes the role of pedagogical communication as a factor in improving the effectiveness of teaching foreign languages to children with special educational needs; - specifies the content of the concepts “communication”, “discourse”, “non- verbal communication”, “communicative competence”.