MONOCENTRIC AND POLYCENTRIC APPROACHES IN THE FORMATION OF COMMUNICATIVE AND SPEECH COMPETENCE OF HUMANITIES STUDENTS

Abstract

In modern linguodidactic discourse, there is an increasing heterogeneity in the selection, scope and connections between methodological approaches aimed at forming the communicative and speech competence of students of humanitarian institutions of higher education. In this regard, the purpose of the article is to analyse such approaches between the extreme ways of their selection – mono- and polycentric. The publication outlines the main conceptual features of the definitions of “learning principle”, “approach”. Thorough material on scientific research in this area has been collected. In order to achieve the goal, the main methods were the comparative method, the method of extrapolating the essence of approaches to specific competencies that are being formed; the method of ranking, which determines the species-gender relations and the relationship of inclusion between approaches, the method of modelling and schematic representation of heterogeneous approaches. The scientific novelty of the study is that for the first time in one article an attempt was made to coordinate polycentric and monocentric approaches in the selection of linguodidactic approaches to the formation of communicative and speech competence of students of the College of Humanities and Education. For the first time, a monocentric approach in the formation of specific competencies, the need for competency and system-synergetic, personal-pragmatic, communicative-activity, discourse-centric approaches and the possibility of involving an indefinite set of peripheral approaches for specific functional ability to form specific components of communicative and speech competence within the framework were justified. The conclusions of the study are to recognize the heterogeneity in the classification and selection of methodological approaches in language didactics of higher education, the possibility of their framework delineation and polycentric content in each methodological situation or in achieving a narrow linguodidactic goal.