Business game as an effective method of managing the development of communicative and professional competences of philologists-translators

Authors

DOI:

https://doi.org/10.17162/au.v13i1.1324

Keywords:

Communication, linguistics, business game, philology.

Abstract

The aim of this work was to study the effectiveness of the business game as a tool for managing the development of communicative and professional competencies of philologists-translators. The work involved the following research methods: analysis of methods of building communicative and professional competencies of philologists; ways to measure them; requirements for business games. The method of observation and comparison was also used. The study showed that business game has a positive effect on the development of students’ ability to communicate and confidently maintain dialogue on professional topics. It also helps to increase the level of foreign language proficiency and arouses interest in learning. Business game can be used productively in the formation of linguistic, sociolinguistic and pragmatic components of communicative and professional competencies of philologists. It was also found that the business game is an effective tool for determining the level of these competencies. Therefore, it can be considered an effective method of managing the development of communicative and professional competencies of philologists. The results of this study can be useful for researchers and educators striving to find effective methods of teaching and managing the process of competence development.

Downloads

Download data is not yet available.

References

Al-Amri, M. (2020). The role of identity styles and social support from peers on emotional engagement in the English as a foreign language learning. Apples: Journal of Applied Language Studies, 14 (2). https://doi.org/10.47862/apples.99135

Alisaari, J., & Heikkola, L. M. (2020). How Finnish teachers understand multilingual learners’ language learning. Apples-Journal of Applied Language Studies, 14 (2). https://doi.org/10.47862/apples.99138

Alkamel, M. A. A., & Chouthaiwale, S. S. (2018). The use of ICT tools in English language teaching and learning: A literature review. Veda’s Journal of English Language and Literature, 5 (2), 29-33.

An, Y. (2020). Designing Effective Gamified Learning Experiences. International Journal of Technology in Education, 3 (2), 62-69.

Baldwin, R., & Apelgren, B. M. (2018). Can Do and Cannot Do–CEFR inspired examination and assessment in a Swedish higher education context. Apples: Journal of Applied Language Studies, 12 (2). https://doi.org/10.17011/apples/urn.201809144127

Bardel, C., Erickson, G., & Österberg, R. (2019). Learning, teaching and assessment of second foreign languages in Swedish lower secondary school–dilemmas and prospects. Apples: Journal of Applied Language Studies, 13 (1). https://doi.org/10.17011/apples/urn.201903011687

Benne, C. (2021). Tolle lege. Embodied reading and the “scene of reading”. Language Sciences, 84, 101357. https://doi.org/10.1016/j.langsci.2021.101357

Borger, L. (2019). Assessing interactional skills in a paired speaking test: Raters’ interpretation of the construct. Apples-Journal of Applied Language Studies, 13 (1), 151-174. https://doi.org/10.17011/apples/urn.201903011694

Boudadi, N. A., & Gutiérrez-Colón, M. (2020). Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019. The EuroCALL Review, 28 (1), 57-69. https://doi.org/10.4995/eurocall.2020.12974

Cummins, F. (2021). Language as a problem. Language Sciences, 88, 101433. https://doi.org/10.1016/j.langsci.2021.101433

Czauderna, A., & Guardiola, E. (2021). Remote Collaboration in Higher Game Development Education. Online Practices and Learning Processes of Students between Professional Routines and Psychosocial Challenges. Higher Education Studies, 11 (2). https://doi.org/10.5539/hes.v11n2p1

Dube, E. (2015). Using Games in Business Education: An Evaluation Experiment Comparing Games to Other Selected Methods in Teaching Sustainable Development Concepts. International Journal for Business Education, 155, 32-40.

Dwyer, S. C. (2019). University Educators' Experiences of Teaching Abroad: The Promotion of Cross-Cultural Competence. Canadian Journal for the Scholarship of Teaching and Learning, 10(3). https://doi.org/10.5206/cjsotl-rcacea.2019.3.9476

EFSET. (2022). The CEFR and EF SET. https://www.efset.org/cefr/

Fernández, S. S., & Andersen, H. L. (2019). Oral proficiency in second and third foreign languages in the Danish education system. Apples: Journal of Applied Language Studies, 13 (1). https://doi.org/10.17011/apples/urn.201903011689

Figueras, N. (2019). Developing and using tasks for the assessment of speaking. Apples-Journal of Applied Language Studies, 13 (1), 133-149. https://doi.org/10.17011/apples/urn.201903011693

Guihang, G., & Chen, Z. (2019). The analysis of the problems in business English teaching assessment system and suggestions for improvements. English Language Teaching, 12 (8), 44-53. https://doi.org/10.5539/elt.v12n8p44

Hildén, R., & Fröjdendahl, B. (2018). The dawn of assessment literacy: Exploring the conceptions of Finnish student teachers in foreign languages. Apples-Journal of Applied Language Studies, 12 (1), 1-24. https://doi.org/10.17011/apples/urn.201802201542

Ju, S. Y., & Mei, S. Y. (2018). Perceptions and practices of blended learning in foreign language teaching at USIM. European Journal of Social Sciences Education and Research. https://oarep.usim.edu.my/jspui/handle/123456789/12321

Liu, Z. Y., Shaikh, Z., & Gazizova, F. (2020). Using the concept of game-based learning in education. International Journal of Emerging Technologies in Learning (iJET), 15 (14), 53-64. https://doi.org/10.3991/ijet.v15i14.14675

Mäkipää, T. (2020). Feedback practices in language classes in Finnish general upper secondary schools. Apples-Journal of Applied Language Studies, 14 (1), 103-123. https://doi.org/10.17011/apples/urn.202006084002

Mitchell, R., & Myles, F. (2019). Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes. Apples: Journal of Applied Language Studies, 13 (1). https://doi.org/10.17011/apples/urn.201903011690

Nilsson, T., Harjanne, P., & Steuer, P. (2019). Between theory and practice: Foreign language teacher students’ cognition of oral proficiency and grammar teaching in Sweden. Apples-Journal of Applied Language Studies, 13 (1), 113-131. https://doi.org/10.17011/apples/urn.201903011692

Omari, K., Moussetad, M., Labriji, E., & Harchi, S. (2020). Proposal for a new tool to evaluate a serious game. International Journal of Emerging Technologies in Learning (iJET), 15 (17), 238-251. https://doi.org/10.3991/ijet.v15i17.15253

Ouariachi, T., & Elving, W. (2020). Accelerating the energy transition through serious gaming: Testing effects on awareness, knowledge and efficacy beliefs. Electronic Journal of e-Learning, 18 (5), 410-420. https://doi.org/10.34190/JEL.18.5.004

Pakula, H. M. (2019). Teaching speaking. Apples-Journal of Applied Language Studies, 13 (1), 95-111. https://doi.org/10.17011/apples/urn.201903011691

Strong, M. H., Burkholder, G. J., Solberg, E. G., Stellmack, A., Presson, W. D., & Seitz, J. B. (2020). Development and validation of a global competency framework for preparing new graduates for early career professional roles. Higher Learning Research Communications, 10 (2), 67-15. https://doi.org/10.18870/hlrc.v10i2.1205

Thongprayoon, T., Wangphasit, L., Yamrung, R., & Langka, W. (2020). Intercultural Communicative Language Learning Competencies of Undergraduate Students in an International Program in Thailand. Thaitesol Journal, 33 (2), 1-19.

Toth, J. (2018). Stakeholder beliefs in English-medium instruction for young learners in Sweden. Apples: Journal of Applied Language Studies, 12 (2). https://doi.org/10.17011/apples/urn.201809214208

Yang, X., Zeng, L., & Xu, Z. (2021). An investigation of the language learning strategies used by Brazilian students learning Chinese as a foreign language. Heliyon, 7 (7), e07476. https://doi.org/10.1016/j.heliyon.2021.e07476

Yekimov, S., Shven, Y., Karimov, H., Tolstova, A., & Chupryna, N. (2021). Improving environmental education among students of philology by the business game method. In: E3S Web of Conferences, 265. EDP Sciences. https://doi.org/10.1051/e3sconf/202126507004

Published

2022-12-02

How to Cite

Kravchenko, O. ., Kostanda, I. ., Shuliakov, I. ., Kuzmenko, Y. ., & Dolynskiy, I. . (2022). Business game as an effective method of managing the development of communicative and professional competences of philologists-translators. Apuntes Universitarios, 13(1), 209–223. https://doi.org/10.17162/au.v13i1.1324