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CNAA / Theses / 2009 / June /

Communication Competences development at the pupils from vocational education in the framework of foreign language teaching/learning


Author: Afanas Aliona
Degree:doctor of pedagogics
Speciality: 13.00.01 - General Pedagogics
Year:2009
Scientific adviser: Nicolae Silistraru
doctor habilitat, professor, Institute of Education Sciences
Institution:
Scientific council:

Status

The thesis was presented on the 9 June, 2009
Approved by NCAA on the 1 October, 2009

Abstract

Adobe PDF document0.38 Mb / in romanian

Keywords

communication, didactical communication, initial vocational education, applied French language, communication competences, vocational competences, curriculum, general competences/objectives/of reference/specific, linguistic competence: lexical sub-competence, grammatical sub-competence, phonological sub-competence, orthographical sub-competence, pronouncing sub-competence, socio-linguistic competence, pragmatic competence: discursive sub-competence, functional sub-competence, educational activity

Summary

Learning of the foreign language with professional aspect contributes to the development of the skills, knowledge and professional behaviour, through fields’ exploration of the other disciplines with different content. The vocational competences are developed during the teaching/learning process of the foreign language with professional aspect. Herein, there is contoured the necessity for elaboration of a development model for pupils’ communication competences within the framework of teaching/learning of foreign languages in vocational education. The instrumental French language is more concentrated on the reception of the specific texts than on their production in day by day activity situations. The necessity of a functional French work becomes more stressed today for a few categories of persons in general and for pupils from vocational education in special.

The theoretical part of the study is valuable for establishment of the competences types (linguistic competences, sociolinguistic competences, pragmatic competences) implemented based on a curriculum for the applied French language, concentrated on the competence concept, elaborated by the author. The competences’ types specific to vocational education are delimited within this study.

The practical part touch the pedagogical experiment’s stages: for formation concluding, for validation and elaboration of a model for communication competences development at pupils from vocational education within teaching/learning of the foreign language and also the explanation of the theoretical competences model.

Within the pedagogical framework there were established the levels for competences development at pupils from vocational education during the teaching/learning of the foreign language.

The elaborated model represents a methodological support for initial vocational development of the pupils and for professional continuous development of the didactical staff, creating necessary conditions for reinstatement of the national system for vocational education with the European education.