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Abstract: Well-grounded diagnostics of students’ lingua-communicative culture plays an extremely important role in competence-based university education as it serves as the main index of the teaching methods efficiency and determines the tendencies and dynamics of the pedagogical process. The article aims to substantiate the significance and feasibility of the methods of diagnostics of the students’ lingua-communicative culture in the context of teaching different university subjects. The study is based on the combination of theoretical and empirical methods of investigation, pedagogical experiment and statistical procedures. The theoretical methods are represented by a systemic analysis of Russian and foreign scholarly papers and projects. The empirical methods include observation, interview, questioning and diagnostic methods. The article presents an original procedure of diagnostics of the students’ lingua-communicative culture including three stages: organization, evaluation and generalization (discussion). The first stage has resulted in a set of concrete diagnostic methods and statistical procedures relevant to the evaluation of emotive, cognitive, operational and reflexive lingua-communicative culture components selected on the basis of axiological, cognitive, praxeological and reflexive criteria and their indicators demonstrating changes in the students’ knowledge, communicative skills, intersubject relations and self-evaluation in the course of the education process. At the second and third stages, the study has identified and tested the diagnostic methods and statistical procedures performing diagnostic and evaluative functions (observation, interview, questioning, control and evaluation of lingua-communicative skills, diagnostics of personal traits and empathic abilities, expert evaluation and self-assessment, and statistical procedures). At the generalization stage, the authors assessed the efficiency of the method of diagnostics of the students’ linguo-communicative culture. The article argues that the use of the three-stage diagnostic method guarantees adequate evaluation and facilitates positive dynamics of the level of the students’ lingua-communicative culture within the frames of the competence-based education process.

About the author(s) :

Olga M. Osiyanova
Orenburg State University (Orenburg, Russia)
ORCID ID: https://orcid.org/0000-0003-1846-5378

Anna V. Osiyanova
Orenburg State University (Orenburg, Russia)
ORCID ID: https://orcid.org/0000-0001-8885-2731

Publication Timeline:

Date of receipt: 24.01.2023; date of publication: 30.06.2023

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