Virtual Communication and Social Networks Virtual Communication and Social Networks Виртуальная коммуникация и социальные сети 2782-4799 2782-4802 89115 10.21603/2782-4799-2024-3-3-231-244 KTUMHE Лингводидактика в социальных сетях Linguodidactics in Social Networks Лингводидактика в социальных сетях The Variety of Educational Communicative Situations of Virtual Urbanism as an Effective Tool for the Formation of Students’ Communicative Competence in Learning Foreign Languages in Russia, Kazakhstan and China Разнообразие образовательных коммуникативных ситуаций виртуального урбанизма как эффективный инструмент формирования коммуникативной компетентности учащихся при изучении иностранных языков в России, Казахстане и Китае https://orcid.org/0009-0003-1468-110X Баймахан Акнур Саттаровна Baymahan Aknur Sattarovna Бельгибаева Гульбаршын Капановна Bel'gibaeva Gul'barshyn Kapanovna Карабулатова Ирина Советовна Karabulatova Irina Sovetovna radogost2000@mail.ru Ху Дзядун Hu Jiadong Цзоу Дзиньна Zou Jinna Карагандинский университет имени академика Е. А. Букетова Караганда Казахстан Karaganda Buketov University Karaganda Kazakhstan Карагандинский университет имени академика Е. А. Букетова Караганда Казахстан Karaganda Buketov University Karaganda Kazakhstan Российский университет дружбы народов им. П. Лумумбы Москва Россия Peoples’ Friendship University of Russia named after Patrice Lumumba Moscow Russian Federation Московский государственный университет им. М. В. Ломоносова Москва Россия Lomonosov Moscow State University Moscow Russian Federation Московский государственный технический университет им. Н. Э. Баумана Москва Россия Bauman Moscow State Technical University Moscow Russian Federation Хэйлунцзянский университет Харбин Китайская Народная Республика Heilongjiang University Harbin China Даляньский политехнический университет Далянь Китайская Народная Республика Dalian University of Technology Dalian China Хэйлунцзянский университет Харбин Китайская Народная Республика Heilongjiang University Harbin China 01 10 2024 01 10 2024 3 3 231 244 05 06 2024 19 08 2024 https://moloprom.kemsu.ru/en/nauka/article/89115/view

Формирование коммуникативной компетентности на иностранных языках в современном электронно-цифровом обществе напрямую обусловлено достижениями компьютерной психолингвистики и нейролингводидактики, начиная от цифровой нейропедагогики, использующей естественный ландшафт для конструирования виртуальной окружающей среды с изменением речеповеденческого стандарта в условиях урбанистики и приоритета цифровой реальности. Цель – определить и обосновать методики использования цифровых образовательных ресурсов, поступательно формирующих коммуникативные компетенции путем погружения в виртуальную среду урбанистического общества. Гипотеза основана на понимании учащимися процесса обучения иностранным языкам с акцентуацией на специфике нейро­когнитивных связей при формировании коммуникативных компетенций с помощью компьютерно-­опосредованных цифровых технологий дидактического характера на электронных образовательных ресурсах разного типа в ситуации сопоставления реального и виртуального урбанистического пространства. Материалом исследования стали разнообразные обучающие коммуникативные ситуации виртуальной урбанистики. Сам процесс обучения иностранному языку является объектом настоящего исследования: от аналоговых ситуаций реальной среды города до симуляционного моделирования виртуального урбанистического пространства. В работе уточнены понятия коммуникативная компетенция, виртуальная урбанистика, цифровые технологии с указанием параметров основных классификаций.

The formation of foreign languages communicative competence in modern electronic and digital society is directly conditioned by the achievements of computer psycholinguistics, neurolinguistics, starting from digital neuropedagogy using the natural landscape to construct a virtual environment with a change in the speech and behavioral standard in urbanism and the priority of digital reality. The purpose of the study is to define and substantiate the methodology of digital educational resources, which gradually forms communicative competencies by immersing students in the virtual environment of urban society.The hypothesis is based on students' understanding of the process of learning foreign languages with an emphasis on the specifics of neurocognitive connections in the formation of communicative competencies using didactic computer-mediated digital technologies of various electronic educational resources by comparing real and virtual urban space. The research material is a variety of educational communicative situations of virtual urbanism. The object of this research is the process of learning a foreign language, including analog situations of the real city environment and simulation modeling of a virtual urban space. The study clarifies the concepts of communicative competence, virtual urbanism, digital technologies, indicating the parameters of the main classifications.

 коммуникативная компетентность цифровые технологии пост-педагогика нейро­дидактика обучение иностранному языку виртуальная урбанистика communicative competence digital technologies post-pedagogy neurodidactics foreign language teaching virtual urbanism

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