THE PEDAGOGICAL AND LINGUODIDACTIC ESSENCE OF THE COMPETENCY-BASED APPROACH
Abstract
This article provides a theoretical and methodological analysis of the pedagogical and linguodidactic essence of the competency-based approach, one of the important methodological directions of the modern educational paradigm. The study clarifies the interrelationship between the concepts of “competence,” “competency,” and “competency-based approach,” as well as their substantive features in pedagogy and linguodidactics. The distinctive aspects of the competency-based approach compared to traditional knowledge-oriented paradigms, its potential for linking learning outcomes with practical activity, and its role in forming the learner’s independent, responsible, and communicative activity are elucidated. From the perspective of language education, the linguistic, speech, communicative, sociolinguistic, pragmatic, and strategic components of the competency-based approach are analyzed. In addition, the didactic conditions for implementing this approach in native language education, the changes in the activities of the teacher and the learner, the significance of tasks based on communicative situations, and the criteria for assessing competencies are substantiated. As a result of the research, it is proposed to interpret the pedagogical and linguodidactic essence of the competency-based approach as an integrative process.
Keywords
competence, competency, competency-based approach, pedagogy, linguodidactics, language education, communicative competence, linguistic competence, speech competence, pragmatic competence, sociolinguistic competence, learning outcome.How to Cite
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