title: Ð¤Ð¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð² Ð¼Ð½Ð¾Ð³Ð¾ÑÐ·ÑÑÐ½ÑÑ ÑÑÑÐ´ÐµÐ½ÑÐµÑÐºÐ¸Ñ Ð³ÑÑÐ¿Ð¿Ð°Ñ
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð±Ð°ÐºÐ°Ð»Ð°Ð²ÑÐ°
titleType: Subtitle
title: Formation of foreign language communicative competence in multilingual student groups
Creators: name: ÐÐ°Ð³ÑÐ¸Ð¹, ÐÐ»Ð°Ð´Ð°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2023
Subjects: Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð°Ñ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð°Ñ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ñ
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foreign language communicative competence
multilingual student group
characteristics of a multilingual group
lingua sociocultural method

description: ÐÐ°Ð½Ð½Ð°Ñ ÐÐÐ  Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð²Ð¾Ð¿ÑÐ¾ÑÑ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ñ ÑÑÑÐ´ÐµÐ½ÑÐ¾Ð² Ð¼Ð½Ð¾Ð³Ð¾ÑÐ·ÑÑÐ½ÑÑ Ð³ÑÑÐ¿Ð¿. Ð Ð°ÑÑÐ¼Ð°ÑÑÐ¸Ð²Ð°ÑÑÑÑ Ð¿Ð¾Ð½ÑÑÐ¸Ðµ Ð¸ ÑÑÑÑÐºÑÑÑÐ° Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸, Ð° ÑÐ°ÐºÐ¶Ðµ Ð²ÑÐ´ÐµÐ»ÑÑÑÑÑ Ð¾ÑÐ¾Ð±ÐµÐ½Ð½Ð¾ÑÑÐ¸ Ð¼Ð½Ð¾Ð³Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÑÑÑÐ´ÐµÐ½ÑÐµÑÐºÐ¾Ð¹ Ð³ÑÑÐ¿Ð¿Ñ. ÐÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð¼ÐµÑÐ¾Ð´Ñ Ð¾Ð±ÑÑÐµÐ½Ð¸Ñ Ð¸Ð½Ð¾ÑÑÑÐ°Ð½Ð½Ð¾Ð¼Ñ ÑÐ·ÑÐºÑ Ð¸ Ð²ÑÐ±ÑÐ°Ð½ Ð»Ð¸Ð½Ð³Ð²Ð¾ÑÐ¾ÑÐ¸Ð¾ÐºÑÐ»ÑÑÑÑÐ½ÑÐ¹ Ð¼ÐµÑÐ¾Ð´, ÐºÐ°Ðº Ð½Ð°Ð¸Ð±Ð¾Ð»ÐµÐµ ÑÑÑÐµÐºÑÐ¸Ð²Ð½Ð¾ ÑÐ¾ÑÐ¼Ð¸ÑÑÑÑÐ¸Ð¹ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½ÑÑ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½ÑÑ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ñ.Â  Ð¡ÑÐ¾ÑÐ¼ÑÐ»Ð¸ÑÐ¾Ð²Ð°Ð½Ñ Ð·Ð°Ð´Ð°Ð½Ð¸Ñ Ð² ÑÐ°Ð¼ÐºÐ°Ñ Ð»Ð¸Ð½Ð³Ð²Ð¾ÑÐ¾ÑÐ¸Ð¾ÐºÑÐ»ÑÑÑÑÐ½Ð¾Ð³Ð¾ Ð¼ÐµÑÐ¾Ð´Ð°. ÐÐ¿Ð¸ÑÐ°Ð½ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½Ñ, Ð²ÐºÐ»ÑÑÐ°ÑÑÐ¸Ð¹ Ð² ÑÐµÐ±Ñ Ð·Ð°Ð´Ð°Ð½Ð¸Ñ Ð´Ð»Ñ ÑÐ°Ð·Ð²Ð¸ÑÐ¸Ñ ÐºÐ°Ð¶Ð´Ð¾Ð¹ Ð¸Ð· ÑÑÐ±ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¹, Ð²ÑÐ¾Ð´ÑÑÐµÐ¹ Ð² ÑÑÑÑÐºÑÑÑÑ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸. Ð ÐµÐ·ÑÐ»ÑÑÐ°ÑÑ Ð´Ð°Ð½Ð½Ð¾Ð³Ð¾ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½ÑÐ° Ð¿ÑÐµÐ´ÑÑÐ°Ð²Ð»ÐµÐ½Ñ Ð² Ð²Ð¸Ð´Ðµ ÑÑÐ°ÑÐ¸ÑÑÐ¸ÑÐµÑÐºÐ¸Ñ Ð´Ð°Ð½Ð½ÑÑ, Ð´ÐµÐ¼Ð¾Ð½ÑÑÑÐ¸ÑÑÑÑÐ¸Ñ Ð¸Ð·Ð¼ÐµÐ½ÐµÐ½Ð¸Ðµ ÑÑÐ¾Ð²Ð½Ñ Ð¸Ð½Ð¾ÑÐ·ÑÑÐ½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð¾Ð±ÑÑÐ°ÐµÐ¼ÑÑ, Ð° ÑÐ°ÐºÐ¶Ðµ Ð² Ð²Ð¸Ð´Ðµ Ð¾Ð±Ð¾Ð±ÑÐµÐ½Ð¸Ñ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÐ¾Ð².
description: This final qualification work is devoted to the formation of foreign language communicative competence among students of multilingual groups. The concept and structure of foreign language communicative competence are considered, as well as features of a multilingual student group. Methods of teaching a foreign language are analyzed and the lingua sociocultural method is chosen as the most effective for foreign language communicative competence formation. Tasks within the framework of the lingua sociocultural method are formulated. A pedagogical experiment, including tasks for each of the sub competencies of foreign language communicative competence development is described. The results of this experiment are presented in the form of statistical data demonstrating the change in the level of foreign language communicative competence of multilingual students.