Questions of Formation of Communicative Competence of Future

Specialists in the Field of Tourism

Sergey Yekimov

, Victoria Tsypko

, Viktoriia Nianko

, Serhii Haponenko

and Mykola Lapmeka

Publishing House “Education and Science” s.r.o., Olstynska 607/1, Praha 8, 18100, Czech Republic

Department "Tourism" National Transport University, Kyiv, Ukraine

Dniprovsk State Technical University, Dnipropetrovsk region, Kamianske, Ukraine

Ukraine Kamenets-Podilskyi National university Ivan Ogienko, Kamenets-Podilskyi, Ukraine

Department "Computer, Engineering Graphics and Design"National Transport University, Kyiv, Ukraine

Keywords: Tourism, training of specialists, communication competence, learning foreign languages, future specialists.

Abstract: The article deals with issues related to the formation of communicative competence among graduates of higher

educational institutions in the specialty "Tourism". The role of motivation for independent educational

activities of students to learn foreign languages is shown. As well as the importance of foreign language skills

for further professional activities for future specialists in the tourism sector.

1 INTRODUCTION

The theoretical study of the problems of training

specialists in various fields for interpersonal

communication, at present, indicates the importance

of studying the role of such elements as methods,

forms and means of learning foreign languages in the

linguodidactics of higher education, which contribute

to the formation of future specialists ' communicative

competence in foreign languages.

According To Bitter, N. V. & Kolupanova, I. A.

& Zhidkova, I. V. (2015), Sándorová, Zuzana. (2019)

in the modern globalized world, the level of

development of international business contacts, the

creation of enterprises with foreign capital, the

development of international integration in various

spheres of public activity makes it necessary to have

a good command of foreign languages as a

communication tool for professionals of any profile,

taking into account the characteristics of the specialty

or profession.

According to Báez-García, Alberto & Flores

Muñoz, Francisco & Josué, Gutiérrez-Barroso.

(2018), higher professional education should be based

on the model of future professional activities. This

condition determines the application of the principle

of contextual modeling as the main principle that

regulates the content component of the educational

process.

The new level of interpersonal communication

among professionals determines, in our opinion, the

need for transformational transformations of the

entire system of professional training and the

introduction of foreign language teaching, taking into

account the specific features of the future profession.

According To Anchondo, Ercilia. (2018), Báez-

García, Alberto & Flores Muñoz, Francisco & Josué,

Gutiérrez-Barroso. (2018), Morozova, Nonna &

Kulichenko, Raisa & Penkov, Vladimir & Kurin,

Andrey. (2018) for future professionals working in

tourism, it is very important to form an appropriate

understanding of their future profession, and the need

to learn a foreign language, as well as the need for this

to grow social and subject competence in order to

further introduce them to the professional

environment from educational activities.

According to Angelova, Gergana. (2020) the use

of the principles of contextual modeling of the social

and subject component of the upcoming professional

activity contributes to the emergence of a more

adequate concept of the diversity of the spectrum of

social and professional communications of a tourist

industry employee, awareness of the main issues of

his upcoming work and the acquisition of relevant

practical experience.

For the successful formation of professional

competencies, specialists in the tourism industry,

such as hotel managers, guides, travel agents, tour

operators, airline staff, have a need for

communication skills in a foreign language.

228

Yekimov, S., Tsypko, V., Nianko, V., Haponenko, S. and Lapmeka, M.

Questions of Formation of Communicative Competence of Future Specialists in the Field of Tourism.

DOI: 10.5220/0010697400003169

In Proceedings of the International Scientiﬁc-Practical Conference "Ensuring the Stability and Security of Socio-Economic Systems: Overcoming the Threats of the Crisis Space" (SES 2021),

pages 228-231

ISBN: 978-989-758-546-3

Recently, more attention has been paid to the

problems of learning foreign languages as a tool for

communication interaction Menggo, Sebastianus &

Suparwa, I & Astawa, I. (2019), Baglay, Oksana.

(2020) however, at present, the level of foreign

language proficiency of graduates of non-language

specialties of higher educational institutions does not

fully meet the requirements of the labor market.

According to Hasanova, Gulshan &

Samandarova, Mukarram. (2020), the traditional

approach to the study of foreign languages based on

the translation of texts in the studied specialty and

memorization of lexical units has a number of

disadvantages due to the presence of the following

factors:

1) Insufficient use of foreign languages by

students;

2) requirements imposed by employers of

interactive competence for students;

3) the Need to optimize the organization of the

educational process in teaching foreign

languages, generalization of methodological

tools and techniques designed to improve

communication skills.

According to Rizakhojayeva, Gulnara &

Akeshova, M.M. & Rysbekova, A.K. &

Karpykbayeva, A.S. & Jazdykbayeva, M.B. &

Baltabayeva, Alyona. (2017) the process of modeling

the socio-subject aspect of the upcoming professional

activity of students should be closely correlated with

the application of a professional approach, since it

requires determining the necessary list of skills,

knowledge and skills, as well as the type of problems

that are adequate for future professional activity.

Adjusting the content of the educational process of

teaching foreign languages leads to an increase in the

quality of tourist services.

According to Pletsan, Khrystyna. (2019),

Maikovska V., & O., Semenog. (2020) professionally

oriented foreign language learning should provide for

active interaction between all participants in the

learning process, during which communication skills

are improved in relation to solving various

professional problems.

According to Honcharova, O. M. (2019) in the

process of learning foreign languages, taking into

account the professional bias, the methods and

content of training should correspond to the

prerequisites for the need for in-depth study of a

foreign language. The following principles can be

considered as a basis:

1) Purposefully motivating the study of foreign

languages;

2) Aspect-integrated approach to the learning

process;

3) Professional orientation of the educational

process.

Among which, in our opinion, motivation is the

most important.

It is defined by the need for study and research,

the need to influence the environment, the need for

self-realization, and the need for interpersonal

communication. If you do not adhere to the above

principles of learning the principles of teaching

foreign languages, the learning process will not be

effective enough.

There are various methods of learning and

acquiring new knowledge, however, in our opinion,

success in learning will be achieved only if students

are motivated to do so. Students should be aware that

learning foreign languages is not just about adding

vocabulary, getting the necessary set of knowledge

that can be used in the future to search for information

on the Internet, conduct business negotiations, etc.

According to Korchagina, G. (2018) the

organization of training sessions for learning foreign

languages should be based on the following

principles:

1) the nature of training should be active.

Activation of conversational and mental activity

is the key to successful study. Students should not

only be able to write and read, but also be able to use

their cognitive abilities and knowledge of the world

around them to navigate the flow of information.

2) Training should be developmental. When

acquiring new knowledge, students should

apply previously acquired knowledge;

3) the Study of foreign languages should be

regular and purposeful.

Students should experience positive emotions

from the process of learning foreign languages,

and the teacher, in turn, should provide all

possible assistance.

2 METHODS

In this research work, an analytical method was

applied, through the use of which the problems

studied in it were studied in their development and

unity. Taking into account the tasks and goals of the

work done, the structural and functional method of

scientific research was applied. This ultimately

allowed us to study a number of problems related to

the formation of communicative competence in future

specialists of the tourism industry.

Questions of Formation of Communicative Competence of Future Specialists in the Field of Tourism

229

Table 1: Results of a questionnaire survey to identify the motives for learning foreign languages.

Motivations for learning

Number of students

Total as

a percentage

1 2 3 4

1. Be educated and literate, a person, as well as

to expand their erudition

59 63 66 67 70

2. Learn to understand s

oken forei

n lan

e83726256 75

3. To communicate with foreign business

artners and tourists

85 69 50 49 69,5

4. For the development of creative

inde

endence in future

rofessional activities

35 40 48 57 49,5

5. For reading foreign language literature in

order to im

rove knowled

e of tourism

31 36 38 45 41

3 RESULTS

As part of this study, we studied the problem of

motivation of foreign language learning by students

of the specialty "Tourism" studying at the Dnipro

national University. At the beginning of the study, we

conducted a survey of students of 1-4 courses in

which 364 students participated (1st year 98 people,

2nd year 97 people, 3rd year 88 people, 4th year 81

people) (table 1).

Based on the results of the survey, we conclude

that the majority of students start learning foreign

languages at school. However, about 2/3 of them have

a reduced interest in it due to lack of proper

motivation, lack of faith in success, low assessment

of their abilities, and uncertainty of their future

professional career. While learning foreign languages

as a means of achieving further professional growth,

many trainees have additional incentives to overcome

some psychological obstacles along the way, and they

are more interested in foreign languages, as well as

more motivated to study them.

In this study, we divided the motivations for

learning foreign languages into three groups.

In the first group we include cognitive motives.

The degree of cognitive motivation, according to our

point of view, should be considered the most

important factor that encourages learning.

Motives related to this group contribute to the

active participation of students in the educational

process, contribute to the appearance of positive

emotions during training, and help to manifest an

emotional and cognitive attitude towards learning.

Students are interested in participating in

educational activities, as well as learning foreign

languages for General personal development.

In the second group, we attributed the motives

associated with the presence of personal professional

interest, characterized by a formed stable interest in

learning foreign languages, based on an

understanding of its importance in the future during

professional activity. This attitude of students to the

study of foreign languages is based on the emergence

of a conscious understanding of the need to speak

foreign languages for interpersonal communication.

About 3/4 of all students who participated in the

survey want to learn to understand a foreign spoken

language. it should be noted that this indicator is

higher in Junior years than in senior years.

When conducting a detailed analysis of this group

of motives, we conclude that with a sufficiently high

level of motivation for direct contacts with the use of

foreign languages with tourists and business partners

for students of 1 year of study out of 98 people, 85 are

engaged in learning foreign languages for this

purpose. In the 3rd and 4th year of study, this

indicator decreases slightly, which in our opinion can

be explained by difficulties on the way to mastering

foreign languages. However, if these students are

given a real opportunity to communicate in foreign

languages during practical training in health resorts

and hotel complexes, this, in our opinion, will

strengthen the effect of the motives of the second

group.

In the third group of motives, we distinguish the

needs of society related to mastering the specialty.

The main ones are, in our opinion, the ability to

communicate with foreign business partners and

tourists using foreign languages (69.5%), to develop

creative independence, in future professional

activities (49.5%), to read foreign-language literature

in order to improve knowledge of tourism (41%).

Based on the analysis of this group of motives, we

conclude that there are significant requirements of

society for specialists working in tourism to have

appropriate competencies in the field of foreign

language proficiency to use when communicating

with tourists and business partners.

SES 2021 - INTERNATIONAL SCIENTIFIC-PRACTICAL CONFERENCE "ENSURING THE STABILITY AND SECURITY OF

SOCIO - ECONOMIC SYSTEMS: OVERCOMING THE THREATS OF THE CRISIS SPACE"

230

4 DISCUSSIONS

Based on the research, we conclude that for the

majority of students in the study group, understanding

the need to acquire communicative competence in the

field of foreign languages corresponds to the basic

professional requirements for employees of the

tourism industry, and the presence of students ' desire

for a creative approach to learning foreign languages

gives confidence in productive work on the formation

of foreign language communicative competence.

But at the same time, in our opinion, there are

opportunities to make the process even more

effective. Taking into account the fact that students

are not always sufficiently motivated to perform a

particular task that teachers set for them, an active

position of the teacher is required who competently

applies various ways to influence the motivation of

the student: the use of cases, an objective assessment

of students ' knowledge, the problematic content of

tasks, etc.

In our opinion, the learning process aimed at

increasing the motivation for learning foreign

languages can be presented as a combination of

various pedagogical technologies that make it

possible to create conditions for the formation of

communicative foreign language professional

competence, among which the most effective can be

thematic classes related to the upcoming professional

activity.

5 CONCLUSIONS

In our opinion, the training process should be based

on the following principles in order to form the

communicative competence of future specialists in

the tourism industry:

1) Apply effective techniques to motivate

independent educational activities of students;

2) Use classes in the form of discussions,

solutions of practical cases, conduct various

discussions.

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