Adaptation of the communicative approach to teaching English in higher education
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.04.12Keywords:
academic achievement, communicative approach, communicative skills, English language teaching, higher education.Abstract
The article examines the effectiveness of adapting the communicative approach to teaching English in higher education. The aim of the study is to determine the impact of new methodologies on the development of students' communicative competencies. To achieve this goal, the following methods were used: surveys, testing, observation, and semi-structured interviews. Statistical analysis included the Levene's test, the Mann-Whitney test, ANOVA, and correlation analysis. The results showed a significant improvement in students' communicative skills: the average scores in grammar knowledge tests increased from 72.4 to 85.6 and lexical skills improved from 68.7 to 82.5. Other communicative skills also improved: speaking increased from 70.3 to 83.8 (p < 0.01) and listening improved from 65.2 to 80.1 (p < 0.01). The practical significance of the results lies in the potential integration of communicative methods into curricula to enhance the quality of language education. Prospects for further research include evaluating the long-term effectiveness of the communicative approach and its adaptation to different forms of learning, including online and blended formats.
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