Volume 13 - Issue 73
/ January 2024
373
http:// www.amazoniainvestiga.info ISSN 2322 - 6307
DOI: https://doi.org/10.34069/AI/2024.73.01.31
How to Cite:
Kravchuk, O., Kochubei, M., Chovriy, S., Koycheva, T., & Pishun, S. (2024). Formation of professional communication of non-
language specialists in higher education institutions. Amazonia Investiga, 13(73), 373-386.
https://doi.org/10.34069/AI/2024.73.01.31
Formation of professional communication of non-language specialists
in higher education institutions
Формування професійної комунікації фахівців немовних спеціальностей у закладах вищої
освіти
Received: December 21, 2023 Accepted: January 28, 2024
Written by:
Olena Kravchuk1
https://orcid.org/0009-0008-8229-1927
Mykola Kochubei2
https://orcid.org/0009-0009-6116-0714
Sofiya Chovriy3
https://orcid.org/0000-0001-9271-004X
Tetyana Koycheva4
https://orcid.org/0000-0002-5518-4260
Serhii Pishun5
https://orcid.org/0000-0002-5748-6641
Abstract
The article reveals the meaning of the concept of
"communication", and shows the effectiveness of
professional communication and the
communication space of non-language specialists
in higher education institutions. The experimental
research (ascertainment stage) made it possible to
find out the existing level of formation of
professional communication of specialists of non-
language specialties in institutions of higher
education, to single out shortcomings in the
formation of professional communication of
specialists, to single out the main factors affecting
the insufficient development of professional
communication of specialists and to develop in
institutions of higher education necessary ways to
overcome the insufficient development of the
formation of professional communication of non-
language specialists. Diagnosing the
communicative competence of future specialists in
non-language majors in institutions of higher
1
Leading Specialist of the Faculty of Training Specialists for Criminal Police Units, Odesa State University of Internal Affairs,
Ukraine. WoS Researcher ID: JWQ-0818-2024
2
Graduate Student of the Pedagogics and Education Management Department, Pavlo Tychyna Uman State Pedagogical University,
Ukraine. WoS Researcher ID: JWP-8602-2024
3
Candidate of Pedagogical Sciences, Associate Professor, Associate Professor at the Department of Theory and Methodology of
Primary Education, Mukachevo State University, Ukraine. WoS Researcher ID: CAJ-1660-2022
4
Doctor of Pedagogical Sciences, Full Professor, Professor of the Department of Pedagogy, State Institution “South Ukrainian
National Pedagogical University named after K. D. Ushynsky”, Ukraine. WoS Researcher ID: S-2661-2018
5
Candidate of Pedagogical Sciences, Assistant Professor, Primary Education Pedagogics and Psychology Department, Oleksandr
Dovzhenko Hlukhiv National Pedagogical University, Ukraine. WoS Researcher ID: JXL-8936-2024
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education was carried out and the structure of
communicative competence was shown. At the
formative stage of the experiment, to determine the
actual level of formation of individual components
of the communicative competence of future
specialists, a diagnostic study was conducted using
the diagnosis of the levels of formation of the
components: cognitive-strategic, motivational-
value, and activity-corrective. The rules of
pedagogical communication for future specialists of
non-language specialties have been developed.
Keywords: professional communication,
professional activity, non-language specialists,
higher education institutions, interaction of
subjects.
Introduction
The functional role of communication acquires a
special and necessary social-practical and
theoretical-methodological actualization at the
current stage of socio-economic and political
development, which is caused by its total
penetration into all spheres of social life. This led
to the establishment of new communicative
processes, structures, and forms, which ensured a
qualitative change in the social and
communicative environment in the modern
world (Kozakov et al., 2017).
By the trends of human development and the
demands of society, professional education
undergoes innovative and constant changes. The
communicative competence of specialists has
gained special importance in the modern
information society and provides the extremely
important ability to negotiate, cooperate, and
solve complex socio-cultural and scientific-
technical problems. The communicative
competence of future specialists in this context is
the key to realizing their potential (Kraievska,
2015).
The basis of the goals of education is
communicative requirements for the individual,
especially in higher education institutions of
pedagogical direction. It is in the educational
environment of these institutions that the
formation of the pedagogical educational system
of attitudes of the student of higher education
towards himself, the environment, and the ability
to self-determine in life and pedagogical
situations takes place.
A modern institution of higher education aims to
create fundamentally new models of
communication as a basic institution. Modern
institutions of higher education intensively join
the unified communication system of society,
which in turn dynamically interacts with the
socio-cultural global environment. In society,
communication processes lead to the creation of
social and communication space in institutions of
higher education. At the same time, the current
state of functioning of institutions of higher
education is characterized by a constant,
intensive increase in social and communication
own space, which can characterize the totality of
communication infrastructure, intellectual
resources, information, and information
technologies and includes various categories of
subjects. At the same time, the social and
communication space of a higher education
institution is a component of the communication
space (Bilychenko, 2021).
The process of formation of professional
communication of non-language specialists in
institutions of higher education has significant
shortcomings: lack of perception of professional
communication as a value, lack of motivation of
the majority of students of higher education for
professional mastery of communication,
ignoring the communicative potential of
educational professional disciplines,
inconsistency of the content of communication-
oriented disciplines, lack of methodology
complex formation of structural components of
professional communication of non-language
specialists.
The study of the problem of the formation of
professional communication of non-language
specialists in institutions of higher education
requires the identification of pedagogical
conditions for the effectiveness of the specified
process and consideration of this urgent issue
taking into account modern trends in the
development of the information society.
Kravchuk, O., Kochubei, M., Chovriy, S., Koycheva, T., Pishun, S. / Volume 13 - Issue 73: 373-386 / January, 2024
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Literature review
The system-creating character of professional
communication of specialists in institutions of
higher education as a phenomenon that is the
basis of social human life completely determines
the attempts of systematic research by various
scientists.
Therefore, based on the comprehensive approach
of the formation of professional communication
of non-language specialists in higher education
institutions, the theory of communication can
count on obtaining the desired results – to
develop successfully, to reflect all the complexity
and diversity of communicative reality, to be
constantly enriched and improved with new
knowledge. This methodological approach
enabled O. Kraievska (2015) not only to
systematize the source base of the studied
phenomenon, but also to single out
methodological techniques for the proposed
scientific problem; create a model of
communication competence formation of future
agricultural managers; justify and experimentally
verify the developed pedagogical conditions for
the effective formation of communicative
competence of future specialists.
The research of O. Bilychenko (2021) is
interesting, where the place of digital strategy is
highlighted in the functioning of the social and
communication space of a higher education
institution, the need for the use of digital tools,
the transition to new, digital learning models is
substantiated in the university educational
process, the peculiarities of the social and
communication space of a higher education
institution are revealed.
The research of O. Kiryanova (2019) is devoted
to the formation of motives for self-education in
the process of communication between a student
of higher education and a teacher of a higher
school and the professional communication of
non-language specialists. The scientist
theoretically substantiated the pedagogical
conditions for the formation of the principles and
motives of self-education of future specialists in
the process of learning. Also, the ways of
forming communicative competence of future
specialists and pedagogical conditions were
considered by K. Kasiarum (2019).
Communicative competence is defined as "based
on knowledge and sensory experience, the ability
of an individual to orient himself in situations of
pedagogical communication in order to solve
communicative tasks, the readiness to understand
the motives and strategies of behavior of both his
own and communication partners, the ability to
carry out effective communication within the
limits of business communication in order to
solve professional tasks and the appropriate level
of mastering communication technologies".
O. Shkurenko (2016), the state of the formation
of professional-pedagogical communication was
investigated, and the theoretical foundations of
the formation of professional-pedagogical
communication in the future primary school
teacher were highlighted, which is presented as
the main component of the professional training
of the future specialist.
In turn, scientists А. Tsang, A. Paran & W. Lau
(2023) in their articles consider the problem of
the language and non-language benefits of
literature in foreign language education.
S. Marinov, M. Soulé & J. Cots (2021) examine
the role of context, understood here as a site for
social practices in particular settings, before and
during study abroad in the development of
students’ plurilingual identities. In particular, we
focus on different levels of contextual constraints
and opportunities to which students who are non-
language majors refer in semi-structured
interviews.
Educators C. Nguyen & T. Nguyen (2020) in
their work «Non-language-major students’
autonomy in learning English in Vietnam» focus
on the fact that the English language is one of the
international languages used for communication
and learning worldwide.
Interrogating the construct of communicative
competence in language assessment contexts is
considered by C. Elder, T. McNamara, H. Kim,
J. Pill & T. Sato (2017). They emphasize that
models of communicative competence in a
second language invoked in defining the
construct of widely used tests of communicative
language ability have drawn largely on the work
of language specialists. The risk of exclusive
reliance on language expertise to conceptualize,
design, and administer language tests is that test
scores may carry meanings that are misaligned
with the values of non-language specialists, that
is, those without language expertise but perhaps
with expert knowledge in the domain of concern.
Neglect of the perspective of lay (i.e., non-
linguistic) judges on language and
communication is a serious validity concern,
since they are the ultimate arbiters of what
matters for effective communication in the
relevant context of language use.
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So, the scientists investigated the state of
formation of professional-pedagogical
communication, found out the ways of forming
the communicative competence of future
specialists and pedagogical conditions, and
considered the need for a favorable social and
communication space for quality education in
general in the institution of higher education.
The study of the problem of the formation of
professional communication of non-language
specialists in higher education institutions
requires consideration of this topical issue, taking
into account modern trends in updating the
methodology of complex formation of structural
components of professional communication of
non-language specialists, identifying
pedagogical conditions for the effectiveness of
the specified process.
The aim of the study. To conduct an
experimental study with the aim of clarifying the
existing level of formation of professional
communication of non-language specialists in
institutions of higher education and to show ways
of forming their communicative competence, to
single out shortcomings, the main factors
affecting the insufficient development of
professional communication of specialists of
non-language specialties in institutions of higher
education and to develop the necessary ways to
overcome the insufficient development of the
formation of professional communication in
institutions of higher education.
Methodology
To achieve the goal, the following research
methods were used in the research process:
− theoretical (analysis of methodical,
psychological, pedagogical, philosophical
literature, comparison, synthesis, modeling,
generalization, systematization) made it
possible to determine the structure of
professional communication of non-
language specialists in higher education
institutions, the essence of the main research
concepts;
− empirical (testing, pedagogical experiment,
observation) made it possible to determine
the level of formation of professional
communication of non-language specialists
in higher education institutions;
− mathematical statistics (quantitative and
qualitative analysis of experimental data;
verification of statistical hypotheses
according to the Wilcoxon, Fisher, Pearson
criteria) made it possible to prove the
homogeneity of the control and
experimental groups, to find correlations
between the components of professional
communication of non-language specialists,
to show the reliability and significance of
experimental data.
Experimental research base. The research was
conducted during 2022-2023. 132 students of
higher education were involved.
When determining the sample of subjects, the
general specificity of the subject of the study was
taken into account. The sample was formed by
random selection using the technical procedure
for calculating the selection step.
The research was carried out in two stages. The
first stage included the analysis of psychological
and pedagogical literature on the specified
problem. Here, a diagnosis of the formation of
professional communication of non-language
specialists in institutions of higher education was
carried out, with the aim of determining its level;
The II stage included the development, research,
and implementation of pedagogical conditions
for the formation of professional communication
of non-language specialists in higher education
institutions.
The reliability and validity of the obtained
results, and the objectivity of their assessment
were ensured by the methodological soundness
of the initial positions and the qualitative
mechanism for evaluating the quality under
study, the use of a complex of complementary
research methods, and the involvement of a
group of respondents from a higher educational
institution in the analysis of its results.
To assess the homogeneity of experimental and
control data, statistical processing was performed
using MS Excel and SPSS (Statistical Package
for Social Science).
Results and discussion
1. The content of the concept of
"communication" in scientific literature.
The analysis of literary sources shows that the
very term communication "highlights to the
highest extent a complex and multifaceted
phenomenon that permeates not only the social
organism, but also operates outside the
boundaries of society as such, that is, in nature."
The concept of "communication" is presented by
scientists as:
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1) connection of one place with another;
2) message path;
3) transmission from person to person of
information carried out using language;
4) communication;
5) signaling methods of communication in
animals.
The term "communication" still does not have a
generally accepted definition. American
researchers F. Dance and K. Larson did the
calculations and found out that there are about
126 definitions of the term "communication".
The emergence of the concept of
"communication" in scientific literature is
associated with the founder of American
sociology, Charles Cooley, at the beginning of
the 20th century. considered communication to
be a mechanism by which the development of
human relations, and the existence of society
becomes possible, in his opinion, communication
includes all symbols of the mind in space along
with the methods of their transmission and
preservation in time. Communication includes
the latest achievements in conquering space and
time, communication, facial expressions,
gestures, words, tone of voice, printing, writing,
and telephone. There is no clear line between the
outside world and the means of communication.
The system of standard symbols appears with the
birth of the external world and is intended only
for the transmission of thoughts. It is from it that
the development of communication begins
(Kozakov et al., 2017).
The most common is the understanding of the
concept of communication, which "comes from
the Latin communicatio – unity, transmission,
connection, message related to the Latin verb
communico – to make common, to communicate,
to connect, derived from Lat. communis –
common and is used today to denote the
connection of any objects of the material and
spiritual world. It also means communication,
message, news, interaction, exchange of
information in society, creation and
dissemination of information, and means of
communication (Calderón & Castillo, 2015).
The history of the formation of the scientific
study and analysis of the concept of
"communication" unfolds against the
background of constantly changing real
problems.
The idea of "division of labor" became the first
theoretical step in substantiating the concept of
"communication", which was formulated as a
scientific hypothesis by the English scientist A.
Smith (1723–1790), who believed that
communication is a necessary prerequisite for
any division of labor in any field , which makes
it possible to structure economic activity by
organizing collective work. "Communication",
in his opinion, is unity, connection, transfer,
message, message, exchange of information,
interaction in society, a means of
communication, distribution, and creation of
information.
As a social phenomenon, the communication of
any subject to the object expresses the unilinear
orientation of the information influence, and the
reaction or feedback of the object to the influence
is not expected.
Therefore, the definition of the concepts of
"communication" "can be grouped on three
grounds: first, communication is considered as a
connection between different objects. Such a
non-categorical definition is characteristic
mainly for the everyday understanding of
communication. Secondly, communication is
understood as an analogue of communication.
Thirdly, communication is understood as an
analogue of influence" (Kozakov et al., 2017).
2. Effectiveness of professional
communication and communication
space of non-language specialists in
higher education institutions.
Professional communication of non-language
specialists in institutions of higher education sets
requirements for the teacher's personality
qualities, which are specific. The most important
requirement is communicativeness as a necessary
prerequisite for active and successful work with
pedagogical information of specialists in non-
language specialties in institutions of higher
education: information aimed at educating and
training students of higher education
(Álvarez Valencia & Michelson, 2023).
Communicative pedagogical professional
activity of specialists of non-language majors in
institutions of higher education is an activity with
the help of which the teacher, through
communication, organizes the exchange of
information, transfers knowledge, manages the
cognitive and practical activities of students of
higher education, and regulates mutual relations
between them (Haukås et al., 2022).
The higher the productivity of communication,
the greater the number of means of perception
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and sources of information involved in a certain
pedagogical situation. This happens because
information is received not by one, but by
different channels of perception: auditory, visual,
and tactile.
Effective professional communication of
specialists of non-language majors in institutions
of higher education is the one that is productive
in pedagogical communication – it is an
interpersonal, equal interaction based on
cooperation and dialogue, aimed at unifying the
common efforts of subjects and their
coordination for the purpose of individual
satisfaction of each student of higher education
and increasing the level of his activity in joint
collective activities in the institution of higher
education (Mukan et al., 2020).
3. Communication space and
communication environment.
We consider the communication space of non-
language specialists in higher education
institutions as:
− an educational sphere in which, with the help
of communications, information exchange is
carried out;
− an educational space where the
communicative process takes place;
− a system of communicative multiple
connections between various
communication agents, which can be
represented by social institutions, groups of
people, and individuals.
The communication space is characterized by the
number of interactions, intensity, and distance
between agents of communicative interaction.
The structural basis of the communication space
is the social and communication space of the
institution of higher education. It appears in the
form of a complex multi-element formation.
We understand the professional communication
of any non-language specialist in a higher
education institution as the exchange of
educational information with the help of modern
information and communication tools, and the
exchange of documentation through certain
communication channels.
Communication environment is not equivalent to
communication space. Thus, students of higher
education, existing in the same communication
space, can move from one communication
environment to another. Sometimes these
environments are extremely heterogeneous, but
the student of higher education perceives them as
a single entity. Students of higher education can
be simultaneously in different (for example, in
the virtual reality communication environment)
communication environments: computer games,
communication on the Internet, etc.).
The communication space of non-language
specialists in institutions of higher education acts
as a basic institution for the creation of new
communication models (Hernández-Jorge et al.,
2022).
In the conditions of the activation of the
information flow in institutions of higher
education, the goal of the student's activity is the
production, accumulation, distribution, and
preservation of the entire amount of knowledge,
regardless of the location of the user, providing
various forms of access to them (Bilychenko,
2021).
One of the main tasks facing institutions of
higher education is to provide the state with
competitive specialists who have a high level of
professional training. And the formation of
professionally significant communication skills
and abilities in future specialists is one of the
main trends in improving the educational
process. It is difficult to overestimate the role of
communication in the professional activity of
non-language specialists. Effective professional
communication of a non-linguistic specialist is
the basis of the successful activity of a modern
person. The professionalism of a specialist
depends primarily on his style of communication,
communicative qualities, integral sensitivity to
the object of communication, the power of
influence on the behavior of other people, and the
process and result of professional activity.
Through the actions of the individual, the
communicative side of communication is
manifested, it is through the actions that
conscious orientation to their meaningful
perception by other people takes place. It is not
just the movement of information that occurs in
the communicative process, but also an active
exchange of it, in which the significance of one
or another message plays the main role. In the
training of a specialist, the formation of
competent communication skills is important.
The professional or scientific literacy of a
specialist is inevitably reflected in the attitude
towards the specialist of all who communicate
with him. And the future of a specialist depends
on the ability to communicate in a professional
environment.
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Academic literacy is also important, which is
achieved with the help of the comprehensive
development of the system of certain skills in the
learning process. The level of academic literacy
serves as a criterion that determines a specialist's
readiness for training, advanced training, and
scientific work.
Stages and factors of studying scientific sources
of information.
The task of higher education institutions in order
to form professional communication of non-
language specialists is to provide the future
specialist with the tools to work with literature,
quickly understand its structure, correctly record
and evaluate in a convenient form everything that
seems necessary and interesting for conducting
scientific research.
The stages of studying scientific sources of
information can be divided into:
− general introduction;
− reviewing the selected literature;
− in accordance with the order of study, the
content of the work, systematization and
processing of scientific sources of
information;
− according to the sequence of placement of
study material and reading of scientific
sources of information;
− selective reading of individual parts of
scientific sources of information;
− for the purpose of forming the text of a
scientific research paper, writing out the
necessary material by students;
− final recording and editing in the form of a
fragment of the text of a scientific work
(term (master's) work, article, dissertation,
monograph, etc.).
− critical assessment of what has been
recorded. It is worth selecting only scientific
facts in the process of processing the sources
of specialized literature (Yemelyanova et al.,
2022).
Therefore, the need for the formation of
professional communication of non-language
specialists in institutions of higher education is
determined by the following factors:
1) professional communication of specialists is
a prerequisite for successful activity;
2) the importance of specialist training in
modern conditions is growing;
3) professional communication of non-
language specialists is a necessary
component of self-improvement and self-
realization of an individual (Bielikova et al.,
2016).
4. Division of communications at the level of
a higher education institution.
We define the communication space of a student
of higher education as a communication system
of groups that have different values, statuses,
functions, and needs. In the institution of higher
education, communication is divided into levels.
The first level is students of higher education and
teachers who communicate in classrooms,
carrying out a constant process of knowledge
transfer.
The second level is deans and students of higher
education, students of higher education and the
control room, deans – control room – teachers
who carry out the process of organizing the
transfer of knowledge).
The third level is teachers – the management of
faculties, departments – the rectory, which
contribute to the definition of educational
technologies and their content.
The fourth level of communication is the
rectorate – the ministry.
Professional communication of non-language
specialists in higher education institutions
ensures the movement of educational
information in space and time with the help of
documentation in paper form and in digital form,
thanks to the constant development and
modernization of new information and
communication technologies. Integrating into the
global information space, modern institutions of
higher education cannot be competitive and
effective without offering their educational
services in the international information space.
At present, in institutions of higher education,
one of the most important places in the
improvement and formation of the educational
process is occupied by communication. Social
and communication processes, which are global,
actively influence the processes of exchange of
scientific, educational, educational information,
in the entire field of education, not only between
students of higher education and teachers within
the framework of one institution of higher
education, but also by involving others in the
exchange.
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5. The structure of professional
communication of non-language
specialists in institutions of higher
education.
The structure of professional communication of
non-linguistic specialists in institutions of higher
education includes the following two main
components: educational space and
communication environment, within which
digital structures and communication processes
ensure the purposeful circulation of professional
knowledge and social information in the space-
time continuum of society.
The study of the digital component between
system elements in a higher education institution
reveals the following functional properties:
− ensuring the process of exchange and
transmission of educational scientific
information;
− the ability to be a channel of formation,
accumulation, collection, and distribution of
information in space and time;
− the existence of a material medium that
affects the process of transmitting
educational information in space and time;
− the ability to be the result and means of
educational activity;
− support and provision of socialization
processes;
− promotion of the innovative process of
formation of new knowledge;
− directing information, with the aim of
ensuring the use of information and
communication technologies.
In the communication space of the institution of
higher education, the following four main
subjects with their own status, values, and
interests function: the state, the administration of
the institution of higher education, students of
higher education, and teachers (Bilychenko,
2021).
The components of pedagogical optimal
communication in institutions of higher
education are:
− the high authority of the teacher, their
respect and love for higher education
seekers, and the mutual return of the student,
which is the most important condition for the
success of pedagogical communication, the
entire educational process of the higher
school;
− techniques of communication and the human
psyche, the teacher must be trained as a
practical psychologist;
− experience accumulated in everyday
practice, which includes skill and mastery
(Vakulyk et al., 2022).
6. Experimental study.
Based on the fact that effective communication is
interpersonal, equal, interaction that is
productive in pedagogical communication and is
based on cooperation and dialogue, aimed at
unifying and coordinating the common efforts of
higher education seekers for the individual
satisfaction of everyone in joint collective
activities and in order to increase the level of
their activity (Kuchai et al., 2018) we conducted
research during 2022-2023. 432 students of
higher education were involved.
The research was carried out in two stages.
The first stage included the analysis of
psychological and pedagogical literature on the
specified problem. Here, a diagnosis of the
formation of professional communication of non-
language specialists in institutions of higher
education was carried out, with the aim of
determining its level.
The II stage included the development, research,
and implementation of pedagogical conditions
for the formation of professional communication
of non-language specialists in higher education
institutions, which we singled out as the most
effective:
− formation of motivation of future specialists
through a series of heuristic conversations
for communicative activity in the process of
professional training;
− step-by-step design of the content of the
formation of professional communication of
non-language specialists in institutions of
higher education based on integrative and
systemic approaches by introducing
communicative blocks into professional
disciplines and integrating and harmonizing
communication-oriented disciplines;
− application of the method of formation of
professional communication of non-
language specialists in institutions of higher
education with the use of information
technologies through the organization of
independent work of students, development
of informational and methodological
support.
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− involvement of future specialists in
communicative activities during the
mastering of professional disciplines;
− development of a complex of
communicative situational training.
We took into account that in order to conduct an
experiment, the selection of the base must meet
the requirement: all elements of the population
must have the same chance of being included in
the population of the sample.
Questionnaires, interviews, and surveys were
conducted among students of higher education in
the 3rd and 4th years of bachelor's degrees.
The purpose of the declarative experiment was to
determine the essence of the problem, to
determine the purpose of the study, to find out the
existing level of formation of professional
communication of specialists of non-language
specialties in institutions of higher education, to
single out shortcomings in the formation of
professional communication of specialists of
non-language specialties in institutions of higher
education.
The necessary groups for the experiment were
chosen so that they were sufficiently
representative from the point of view of the goals
of the experiment.
During the survey, applicants for higher
education were asked several questions:
1. Define communication.
2. Describe the essence of professional
communication of specialists.
3. Name the types of communication that
should be used in professional activities.
4. How does communication knowledge affect
the development of pedagogical skills?
We made the following conclusions after
analyzing the results of the survey:
− students were able to define the term
"communication" or "pedagogical
communication": EG – 19%; CG – 17%;
− the essence of professional communication
of specialists was revealed by: EG – 22%,
CG – 24% of respondents;
− showed communication knowledge that
affects the development of pedagogical
skills, highlighted the types of
communication that should be used in
professional activity by 17% of respondents;
− respondents claimed that knowledge of the
theoretical foundations of communication
will significantly affect the pedagogical skill
of a specialist (EG – 29%; CG – 30%).
During the experiment, it was found that the
majority of respondents experienced
problems when conducting training and
simulation classes, did not have the means of
communication (EG – 31%; CG – 32%);
− only 18% of students showed good
communication skills and abilities, but they
had problems due to their small vocabulary;
− a large number of higher education students
use slangisms, dialects, etc. in their
vocabulary (EG – 32%; CG – 33%).
The research conducted in institutions of higher
education proved that the future specialists of
non-language majors have insufficiently
developed skills to formulate the purpose of
future activity, professional communication
skills, reasonableness, and expediency of
professional communication; respondents cannot
effectively organize the educational process, and
form communicative situations.
The main factors affecting the insufficient
development of professional communication of
non-language specialists in institutions of higher
education were determined according to the
results of the questionnaire:
− insufficient number of literary sources in
institutions of higher education for
mastering the practical skills of professional
communication of non-language specialists;
− lack of theoretical knowledge of non-
language specialists on communication
problems;
− low level of practical skills and experience
of non-language specialists in the
application of professional communication
in practice.
7. Ways to overcome insufficient
development of professional
communication skills of non-language
specialists in higher education
institutions.
Having identified the main shortcomings and
factors that affect the insufficient development of
the professional communication of non-language
specialists in higher education institutions, we
offer ways to overcome this problem.
When training future specialists, you should:
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− emphasize the creation of conditions for
interaction;
− to encourage higher education seekers;
− direct the educational space to the
development of cooperation skills, to
collective work where it is appropriate in a
collective and informational environment.
This path, in the further professional activity of
each specialist, contributes to learning to
cooperate in the conditions of using
communication tools for various activities.
In order to find out the state of understanding of
the importance and necessity of the formation of
professional communication of specialists of
non-language specialties in institutions of higher
education and to conduct an ascertaining
experiment among students of higher education,
we systematically conducted training seminars
on mastering innovative technologies by future
specialists. At such seminars, it is envisaged to
find out the state of the use of innovative
technologies in the educational space and prepare
specialists to conduct practical training using
interactive technologies.
8. Diagnosing the communicative
competence of future specialists of non-
language majors in institutions of higher
education.
The analysis of scientific works and the real state
of formation of professional communication of
non-language specialists in institutions of higher
education made it possible to identify: systemic
problems, in particular, the lack of
methodological recommendations with a full,
versatile consideration of all types of
communicative activity and an explanation of its
importance in professional activity; lack of
methodological focus on the formation of
components of communicative competence
during the study of professional disciplines, etc.
Recognition of the need to develop the
communicative competence of non-language
specialists in institutions of higher education has
a declarative rather than an applied nature.
Diagnostics of communicative training of future
specialists of non-language majors in institutions
of higher education revealed that only 6.8% of
respondents have a high level of communicative
competence, 35.6% have an average level, and
57.5% have a low level of communicative
competence, which indicates problems in their
professional preparation for future
communicative activities.
9. The structure of communicative
competence of future specialists in non-
language majors.
The study determined the structure of the
communicative competence of future non-
language specialists according to the structure of
communicative activity:
The motivational and value component of the
communicative competence of future specialists
in non-language specialties involves the
formation of motivation for foreign language
communication of professional value; motivation
for communication as a universal human value;
and motivation as the ability to motivate others
to general and professional communication.
The cognitive-strategic component of the
communicative competence of future specialists
in non-language specialties includes: knowledge
of the main sections of professional disciplines;
knowledge of non-verbal communication;
knowledge of symbolic communication; and
knowledge of a technical nature to ensure the
information and technical component of
communicative activity.
The activity-corrective component of the
communicative competence of future specialists
of non-language specialties based on a complex
system of motivation of communicative potential
is a practical manifestation in communicative
activity of knowledge of non-verbal, verbal,
information-technological, symbolic-symbolic,
emotional-sensual components of
communicative activity.
The criteria of communicative competence of
future agrarian managers are defined as:
motivational; cognitive; active.
The method of complex formation of structural
components of communicative competence
(motivational-value, cognitive-strategic,
activity-corrective) of future specialists in non-
language specialties with the use of information
technologies involves: the use of conversations;
portfolio, micro situation analysis methods,
communicative blocks, round table; video
method, case study, business game methods,
psychological training, etc.
A great positive influence on the method of
complex formation of structural components of
communicative competence is observed in the
use of information technologies YouTube, E-
mail, Skype, and the author's blog for the
formation of all components of communicative
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competence of future specialists of non-language
specialties.
The complexity of forming the structural
components of the communicative competence
of future specialists in non-language specialties
lies in the focus of the methodology on all
components, taking into account their features,
and on achieving the overall goal – the formation
of communicative competence.
The effectiveness of pedagogical conditions for
the formation of communicative competence of
future specialists in non-language specialties was
confirmed during the pedagogical experiment.
We determined the control and experimental
groups, taking into account validity and integrity.
At the formative stage of the experiment, to
determine the actual level of formation of
individual components of the communicative
competence of future specialists in non-language
specialties, a diagnostic study was conducted
using the author's method of diagnosing the
levels of formation of components: cognitive-
strategic, motivational-value, activity-corrective.
The correlations between the components of
competence in the control and experimental
groups, and the dynamics of changes in the levels
of communicative competence were studied. It
was found that the implementation of the
specified pedagogical conditions gave the
following results at the formative stage of the
experiment:
− compared to the level of the control group –
9.3% we observe an increase in the level of
communicative competence of the
experimental group;
− the number of respondents with a high level
is 8.7% higher in the experimental group
compared to the control group;
− compared to the control group, we observe a
26.1% lower number of respondents with a
low level than in the experimental group;
− the average number of respondents in the
experimental group is 17.4% higher than in
the control group.
We believe that the increase in the number of
future specialists in non-language specialties
with a high and medium level and a significant
decrease in the number of respondents with a low
level of communicative competence is
significant. This is a particularly important result.
The study showed that: the sample distributions
obtained in the experimental and control groups
are subject to a normal distribution, that is, the
experimental values are not random.
The significance of the differences between the
results of the experimental and control groups
was determined using the Fisher distribution and
the Pearson test. The homogeneity of these
groups was proven using the Wilcoxon test.
Correlations were established between the
components of communicative competence. It
was found that the correlation coefficient
between them is in the range of 0.75 – 0.8.
Between 0.6 and 0.8 is the correlation coefficient
between the levels of motivation for
communication. It turned out to be the closest
correlation between the communication
motivation of future specialists in non-language
specialties as a universal human value and
communication motivation.
The effectiveness of the formation of
communicative competence of future specialists
in non-language specialties was proven by our
experiment through the implementation of the
developed pedagogical conditions.
If the ascertaining stage of the experiment
indicated the low effectiveness of the
professional training of future specialists of non-
language majors for their future professional
communicative activities:
− 6.9% of future non-language specialists had
a high level of communicative competence;
− 57.5% of future specialists in non-language
specialties had a low level.
So, the results of the formative stage of the
experiment are as follows:
− 16.5% of the respondents in the
experimental group have a high level of
communicative competence,
− 52.5% of future specialists in non-language
majors have an average level,
− 31% – low level;
10. Rules of pedagogical communication for
future specialists of non-language majors.
As a result of the study, the rules of pedagogical
communication for future specialists of non-
language majors have been identified, which will
enable those seeking higher education to avoid
many mistakes in their professional activities
(Chagovets et al., 2020):
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− take into account in professional activities
that success in work always depends on the
culture of communication;
− model communication based on the needs
and interests of colleagues, not "from
yourself";
− take into account the psychological state of
an individual and the team as a whole;
− focus your speech on a specific person, and
not on an abstract group of people;
− use different types of communication;
− enter into communication with the
individual, organize it based on mutual
interests, and not from top to bottom;
− consider the opinion of the interlocutor, be
able to listen to colleagues;
− do not degrade the human dignity of the
interlocutor;
− try to understand the mood of the
interlocutors by organizing communication,
and modeling communication with them;
− analyze your actions and deeds, look at
yourself from the side;
− communication should prevent conflicts, not
lead to them;
− take into account the gender of the
interlocutor in the communication process;
− communication between interlocutors
should be systematic;
− keep the initiative of communicating with
interlocutors in your own hands;
− constantly look for means, new forms,
techniques, and methods, avoid stereotypes
in communication;
− smile as often as possible to the interlocutor:
it encourages productive communication,
gives positive emotions;
− in relation to a specific interlocutor,
overcome negative attitudes;
− avoid abstract criticism of the interlocutor in
the process of communication;
− strive for encouragement and approval in the
process of your communication with
interlocutors;
− keep the course of the situation in mind,
develop your communicative memory;
− openly express your attitude to interlocutors
in the team;
− develop the course and plan of the
conversation in advance, if there is a need for
an individual conversation with the
interlocutor;
− systematically analyze the communication
process;
− the center of attention of the communication
process should be the personality of the
interlocutor, his dignity;
− take into account the socio-psychological
growth of the interlocutor;
− think over the peculiarities of
communication and its course with
problematic interlocutors;
− in the process of communication, take into
account the individual characteristics of the
interlocutor, the manifestation of his
character, temperament;
− constantly improve your own speech – a
communication tool.
Conclusions
The study reveals the meaning of the concept
of "communication" in scientific literature, and
shows the effectiveness of professional
communication and the communication space
of non-language specialists in higher education
institutions.
We consider the communication space of non-
language specialists in higher education
institutions as: an educational sphere, an
educational space, a system of numerous
communicative connections between various
communication agents. The stages and factors
of the study of scientific sources of
information are singled out, the division of
communications at the level of a higher
education institution is made, and the structure
of professional communication of non-
linguistic specialists in higher education
institutions is disclosed.
The experimental research (ascertainment
stage) made it possible to find out the existing
level of formation of professional
communication of non-language specialists in
institutions of higher education, to single out
shortcomings in the formation of professional
communication of specialists, to single out the
main factors affecting the insufficient
development of professional communication
of specialists in non-language specialties in
institutions of higher education education
Ways to overcome the insufficient
development of professional communication
skills of non-language specialists in higher
education institutions have been developed.
Diagnosing the communicative competence of
future specialists in non-language majors in
higher education institutions was carried out.
and the structure of communicative
competence is shown. At the formative stage
of the experiment, to determine the actual level
of formation of individual components of the
communicative competence of future
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specialists in non-language specialties, a
diagnostic study was conducted with the help
of diagnosing the levels of formation of
components: cognitive-strategic, motivational-
value, activity-corrective. The effectiveness of
the formation of communicative competence
of future specialists in non-language
specialties was proven by our experiment.
The rules of pedagogical communication for
future specialists of non-language specialties
have been developed.
Further research will be directed at the
emerging features of the social and
communication space of higher education
institutions.
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