Speech-creative text transformation as a method of developing students’ communicative competence
DOI:
https://doi.org/10.33910/1992-6464-2026-220-101-109Keywords:
communicative competence, speech-creative activity, text, text transformation, crossword, cluster, speech-creative mapsAbstract
Introduction. This article focuses on developing students’ communicative competence within contemporary Russian language pedagogy. The study aims to determine the potential of using speech-creative text transformation in language education designed to foster individuals who are proficient in all types of speech activity.
Materials and Methods. The study relies on the communicative-activity approach, which requires understanding the role and functions of language units in speech practice through the activation of reading, listening, writing, and speaking. Communicative competence is defined as a combination of linguistic knowledge, the ability to use language means in accordance with communicative goals, and proficiency in all types of speech activity. Text serves as the dominant element in developing students’ communicative competence, acting as a universal vehicle for education, training, and personal development. Working with text actively engages students in speech-creative activity related to text perception, reproduction, and production.
Results. The authors propose speech-creative text transformation as an effective method for developing communicative competence. Such transformation includes retelling or presenting a text, creating a text based on the original, and filling in speech-creative maps. The proposed transformation activities enable students not only to understand the text but also to expand their vocabulary and enrich their speech-creative experience by creating a text based on the results of experimental work designed to solve specific didactic problems.
Conclusions. The study relies on an example of a speech-creative lesson in high school to examine the potential of using speech-creative text transformation as a teaching technique that fosters students’ communicative competence. It is concluded that text transformation activities — such as compiling crosswords and clusters, or filling in associative, metaphorical, and mnemonic maps — not only facilitate text comprehension but also foster the speech-creative development of students proficient in all types of speech activity.
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