COGNITIVE-COMMUNICATIVE APPROACH IN THE ACQUISITION OF LEXICAL FOREIGN LANGUAGE COMPETENCE BY FUTURE AVIATION SPECIALISTS: THEORETICAL ASPECT

Abstract

The article considers the problem of applying a cognitive-communicative approach in the acquisition of lexical foreign language competence by future aviation specialists in the process of foreign language training. The relevance of the study is conditioned by necessity to prepare highly qualified specialists in the sphere of aviation, capable of effectively mastering English for Specific Purposes, where the English lexical competence of future aviation specialists is one of the components of foreign language competence, which must meet the requirements of the International Civil Aviation Organization. The main purpose of the article is to theoretically investigate the cognitive-communicative approach. To determine its role in the acquisition of lexical foreign language competence by future aviation specialists, the concepts of “cognitive-communicative approach” and “cognitive style” have been considered in the study. Determining the advantages of the outlined approach, we have come to the conclusion that the process of language acquisition, enriched with data from cognitive psychology and the cognitive approach, transforms professional English language training into a conscious learning process. The study focuses on the feasibility of using a cognitive-communicative approach in organizing active speech and cognitive activity of applicants in the process of studying foreign language vocabulary, since it provides intensification of the educational process, which is important under the conditions of reducing classroom hours and increasing the selfstudy work volume of the higher education applicants at Ukrainian State Flight Academy (Kropyvnytskyi), and involves solving practical tasks appropriate in the future professional activity. The objectives and methods of our study made it possible to interpret the concept of "the English language lexical competence of future aviation specialists", to distinguish three stages of training foreign language vocabulary (semantization and primary vocabulary consolidation, formation of skills, improvement of skills) and to identify characteristics for the selection criteria for exercises. To achieve the goals and implement the tasks of vocabulary mastery taking into account the requirements of the cognitive-communicative approach, we see the prospect of further scientific research in the development of exercises in accordance with the three stages of foreign language vocabulary training and exercises using mnemonics that will make it easier for future aviation specialists to memorize foreign language professional vocabulary.