COMMUNICATIVE TOLERANCE FORMATION AT UNIVERSITY: PEDAGOGICAL AND PSYCHOLOGICAL ASPECTS
Abstract
The study explores the establishment of communicative tolerance (CT) as a crucial pedagogical and psychological factor in shaping the communicative competence of prospective professionals. It draws on the examination of various studies conducted by scholars from both domestic and international backgrounds.
Objective of the research. The primary goal of this paper is to elucidate the concept of "communicative tolerance" and to devise, validate and apply a pedagogical approach to cultivate CT among future psychologists in EFL university classes.
The authors' research introduces a new aspect by defining the core principle of "communicative tolerance" and outlining its structural elements, as well as devising a method for cultivating CT. The experimental study identified three fundamental levels of CT at both the outset and conclusion of the project.
The research introduces a novel concept of "communicative tolerance" and provides a clear definition of its structural components, along with the development of a technology for fostering CT. The study identified three levels of CT at both the initial and final stages of the experimental work.
Materials and methods utilized in the research included theoretical approaches such as analysis, systematization and generalization of scientific literature, as well as a review of federal documents. Empirical methods like observation and testing, sociological methods such as surveys and questioning, and mathematical and statistical techniques for both quantitative and qualitative data processing were employed. The methodology was based on the General Communicative Tolerance questionnaire by V.V. Boyko, complemented by a series of psychological diagnostic tests.
Research results. The study at Sevastopol State University included 35 fourth-year students. By applying educational methods, it was demonstrated that CT levels among students can rise by 14%. This research confirms the importance of continuously enhancing students' critical thinking in a university environment. The practical applications of these findings extend to enhancing the professional skills of educators through additional vocational training, job placement, and on-the-job training programs.
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