Communication Models and Strategies of Professional Communication for Future Specialists in Language Education

   This work is devoted to the study of communication models and strategies of professional communication for future masters of language education.

   The relevance of this study is due to the need for future specialists to master professional communication, communication models and strategies for the successful implementation of professional activities.

   The purpose of this work is to review communication models and strategies for professional communication in the framework of the training of future specialists in language education.

   The objectives of the study included the analysis of scientific literature on the topic of work, a survey of future specialists in language education, and analysis of the results obtained.

   Thus, the communication models of Aristotle, Shannon-Weaver, Schramm, Berlo and the spiral communication model were considered. The Wilbur Schramm model is recognized as the most effective model for mastering professional communication by future specialized specialists in language education. This model illustrates the overall idea of the communication process and further generalizes the idea of the other four models. Coordinative, collaborative and counteractive strategies were recognized as the leading strategies of professional communication. According to the results of the survey, it turned out that the majority of respondents consider collaborative strategies to be the most effective in professional communication, since they allow building the most effective communication. The survey showed that the most valuable criteria for professional foreign language communication, the subjects consider the criteria of typicality, relevance, communicativeness and visibility. The respondents recognize dialogic communication as the most significant skill. The conclusion of this study is that future profile specialists in language education need to master professional communication strategies and knowledge of communication models for the effective implementation of their professional activities.

1. Harper, D. Communication. Etymology Dictionary. Boston, MA: McGraw-Hill, 2013. P. 56-57.

2. Lunenburg F. C. Communication: The process, barriers, and improving effectiveness // Schooling, 2010, 1 (1), 1-2.

3. Clarke A. Situational analysis. Grounded theory after postmodern turn. London: Sage, 2005. P. 78.

4. Zolotukhin S. A., Mashkina N. P., Sinkevich K. M., Laktionov V. V. Professional Communication Strategies in the Design Process of an Open Education Tutor // JOURNAL FOR EDUCATORS TEACHERS AND TRAINERS. 2021. Vol. 12. No 1. P. 48-56. URL: https://archives.palarch.nl/index.php/jae/article/view/995

5. Mashkina N. P., Tarasyuk N. A. Teoreticheskie polozheniya, obespechivayushchie effektivnost' formirovaniya strategij professional'nogo obshcheniya budushchih magistrov pedagogicheskogo obrazovaniya v polikul'turnoj srede [Theoretical provisions that ensure the effectiveness of the formation of professional communication strategies for future masters of pedagogical education in a multicultural environment]. Uchenye zapiski. Elektronnyj nauchnyj zhurnal Kurskogo gosudarstvennogo universiteta = Scientific notes. Electronic scientific journal of Kursk State University, 2018, is. 4 (48).

6. Mashkina N. P. Formirovanie mezhkul'turnoj kompetencii studentov v obrazovatel'noj organizacii vysshego obrazovaniya [Formation of intercultural competence of students in the educational organization of higher education]. Kursk, 2021. 100 p.

7. Verhoevena Piet, Zerfassb Ansgar, Tench Ralph. “Strategic Orientation of Communication Professionals in Europe” // International Journal of Strategic Communication, 2011, vol. 5, is. 2, pp. 95-117.

8. Holtzhausen Derina R., Zerfass Ansgar, “Strategic Communication Opportunities and Challenges of the Research Area”, 2014, pp. 3-17.

9. Tănăsescu Dorina, Lupu Maria-Magdalena, Petrescu Marius. Comunicarea integrată, Ed. Bibliotheca, Târgoviște. 2014. P. 29.

10. Antonino M. T. M., et al. (2016). Oral communication in context. Malabon City, Philippines: Mutya Publishing House, Inc.

11. Tyrheeva N. S. Formirovanie MKK pri obuchenii inostrannomu yazyku na yazykovyh kursah (na materiale francuzskogo yazyka, nachal'nyj etap). Avtoref. diss. kand. ped. nauk [Formation of the MCC when teaching a foreign language at language courses (based on the material of the French language, the initial stage). Cand. ped. sci. abstract diss.]. St. Petersbutg, 2007. 23 p.

12. Suhova N. A. Razvitie kul'turno-stranovedcheskoj kompetencii na osnove autentichnyh materialov. Diss. kand. ped. nauk [Development of cultural and regional competence based on authentic materials. Cand. ped. sci. diss.]. St. Petersbutg, 2001. 163 p.

13. Bim I. L. Metodika obucheniya inostrannym yazykam kak nauka i problemy shkol'nogo uchebnika [Methods of teaching foreign languages as a science and problems of a school text-book]. Moscow, Russkij yazyk Publ., 1977. 288 p.