DEVELOPING COMMUNICATIVE COMPETENCE OF THE STUDENTS STUDYING INTERNATIONAL ECONOMIC RELATIONS WITH THE HELP OF CASE- STUDY METHOD - Научное сообщество
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DEVELOPING COMMUNICATIVE COMPETENCE OF THE STUDENTS STUDYING INTERNATIONAL ECONOMIC RELATIONS WITH THE HELP OF CASE- STUDY METHOD

22.03.2023 15:59

[4. Педагогические науки]

Автор: Неустроєва Гелена Олегівна, старший викладач кафедри міжкультурної комунікації та іноземної мови Національного технічного університету «Харківський політехнічний інститут»; Тимченко Галина Миколаївна, кандидат технічних наук, доцент кафедри «Прикладна математика» Національного технічного університету «Харківський політехнічний інститут»; Громов Вадим Олександрович, студент 2 курсу факультету Міжнародних економічних відносин та туристичного бізнесу, Харківський національний університет ім. В. Н.Каразіна



ORCID: 0000-0001-9183-7225 Gelena Neustroieva

ORCID: 0000-0002-7279-7173 Galina Timchenko 


One of the main goals of education in a modern university acquiring new developments of the world biggest establishments is to educate a competent competitive specialist who is able to correctly perceive and interpret information. The students of International Economic Relations specialties should own technologies of oral and written communication in different languages, as well as computer and telecommunication technologies and be able to put into practice mathematical and logics analyses that can improve educational and professional skills. Therefore, university economic education should be organized in such a way that students of International Economic Relations specialties can solve typical problems in all types of professional activities, find non-standard and effective solutions to problems, work in a team, conduct business negotiations, and enter into a dialogue with subordinates. The use of new technologies in teaching and the case-study method in particular can be helpful for the solution of these problems. The case-study method is defined as an active learning method that involves direct discussion of problematic business situations, their analysis, evaluation, selection of the best solution and drawing up a plan for its implementation. At the same time, the description of the practical situation requires a certain set of knowledge that is necessary when solving this problem. 

The preparatory stage includes a strict informative selection of educational material by the teacher and its presentation in the form of a lecture or lecture-presentation.  The organizational stage involves the introduction of a case, the division of students into groups and the distribution of active roles that students will play during the presentation of the problem. At the third stage, independent work of students with a case is carried out, where they study and analyze theoretical material. 

For example, the students received a situation or a problem (case) to hold the business negotiations between economists on the food problems of the region. The proposed case is aimed at developing students' competence for practical analysis of situations, developing the skills of public speech, argumentation, discussion and negotiations, mathematical analyses, the development of professionally important and significant personal traits of an economic specialist, the ability to work in a team. Before the students begin to solve the problem, the teacher issues methodological recommendations for working with the case. 

First, it is necessary to determine the purpose of the negotiations. Secondly, is it important to get detailed information about the participants, not only direct, but also indirect, that is, all those who may potentially be affected by this case. Third, analyze the financial, domestic and foreign policy and economic resources that the participants have. Then, agree with the opposing party on the place of negotiations. It should be a calm, comfortable and neutral space. After that, draw up a plan-regulation. Finally, make a brief overview of the current legal and cross cultural peculiarities in society that may hinder or, on the contrary, help to solve the case. 

The functions of the teacher include organizational, consulting and corrective activities.

 As a result of a practical lesson conducted by the case-study method, students get acquainted with the principles of information selection. The future specialists acquire oral public speaking skills in front of the audience, learn the principles of effective communication, i.e. ways to establish contact with the audience, learn the structure of communication (beginning, main part, and conclusion), get acquaintance with the methods of argumentation, and acquire the competences of communication and analysis. 

In addition, having certain rhetorical knowledge and experience, students will quickly be able to navigate in a real speech situation. Therefore, we can conclude that the introduction of the case-study method into the learning process is one of the ways to develop the communicative competence of students of International Economic Relations specialties.

Список використаних джерел 

1. Deesri, A. Games in the ESL and EFL Class / A. Deesri // The Internet TESL Journal. – 2002. - Vol. VIII, #9.

2. Kolmos, Almos, Fleming Fink, and Lone Krogh. The Aalborg PBL model – Progress, Diversity and Challenges / Kolmos, Almos, Fleming Fink, and Lone Krogh // Aalborg University Press – 2004.  

3. Palomba, Catherine A., and Trudy W. Banta. Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education / Palomba, Catherine A., and Trudy W. Banta // San Francosco, Jossey-Bass – 2013.

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