The article presents methodological materials for teaching professional foreign language (Russian), which stimulate foreign students' communicative competence in the sphere of educational and professional communication.
This approach also provided feedback to improve students' communicative competence.
The study findings revealed that this parameter of personal potential determines rather the qualitative nature of students' communicative competence development.
The analysis highlights the reciprocal relationship between the nature of explanations and the students' communicative processes in the evolving discourse.
The paper focuses on non-language-majoring students' communicative competence development, taking into account ambiguity tolerance as an explanatory factor of foreign language learning.
Over 1,500 for-profit brick-and-mortar schools in China, and a number of public schools there, aiming to teach students communicative English rather than English for test-taking purposes, have signed up as 8D World customers so far.
Moderated regressions for effects of prior knowledge and situational uncertainty on students' communicative behaviours indicate that advanced knowledge structures do not affect the mere quantity of a student's verbal contributions.
Yet, research articles that directly underscore the value of video approaches in our research context, specifically an examination of students' communicative resources in science education in culturally and linguistically diverse classrooms, are few-and-far-between.
Though the teachers perceived the test impact generally similarly across type of school, teachers from both types of school showed opposite attitudes towards fostering students' communicative competence in class, and teaching approaches and materials to listening comprehension.
It valorizes the use of both the non-verbal and the verbal in students' communicative repertoires, and supports viewing and conceptualizing these as tool boxes full of resources, versus seeing them as students lacking the ability to verbally communicate in classroom sanctioned languages.
