Features of University Teachers’ Communicative-Speaking Competence

Keywords: professional and communicative-speaking competence, verbal communication, intellectual communication, communicative-speaking, social-perceptual and interactive abilities, specialists in science and education


The article clarifies the specifics and peculiarities of communicative-speaking competence as the key tool of university teachers’ professional communication. The empirical research revealing development of speech communicative means and their influence on professional self-fulfilment is summarised.

Peculiarities of the modern linguistic politics are also analyzed. The article reveals the essence of three present-day specific conflicts in the field of speech communication, which are related to losses by young generations of linguistic landmarks, violations of ethical aspects of speech communication, dependence on cyberspace, disappearance of understood boundaries between reality and virtuality. Teachers’ professional work is usually accompanied by professional communication, determined by work goals and providing speech-mediated interactions of communicating actors at professional task solving. This is the main means of teachers’ work that cannot be replaced by some other means and practical activities cannot be performed without it. As for its content, such communication is connected with goals and objectives of their professional work: professional training of students as future specialists and social actors. By its nature, professional communication is a specific activity: “activity in activity”. The key means of its implementation is communicative-speaking competence of communicating actors.

In the broad sense, communicative-speaking competence is specialists’ integral ability to use verbal interactions; it is a defining psychological tool for their communicative-speaking activities.

The article states that communicative-speaking competence is a leading constituent in teachers’ professional competence because of its importance for social practice and its pedagogical significance for establishing of effective and psychologically equal interactions between teachers and their students. The model of communicative-speech competence, created by us during researching, unites three main groups of skills and abilities: communicative-speaking, social-perceptual and interactive, which are its main structural components. They are characterized by a number of characteristics: they are self-consistent, interdependent and hierarchically organized. As communicative means creating a psychic link between interlocutors, they are of a communicative nature as for their content and form.

Communicative-speaking competence also has three integral characteristics determining quality of university teachers’ professional interactions: didactic intention, creative orientation and pedagogical flexibility.

The notion on “professional speaking” or “professional language”, proposed by O.O. Leontiev, means that a teacher possesses thesaurus common with other communicants (a similar system of language, concepts, semantic meanings); has correct, figurative, emotional, stylistically determined speech; corresponding facial expressions, gesticulation, kinetics; numerous verbal and non-verbal strategies and tactics, united in the communicative aspect of interactions.

Such “professional language” of a specialist in science and education means professional interactions between teachers and students and it is implemented as an intellectual creative activity associated with “intellectual” communication and including “emotional intelligence”. “Intellectual” verbal communication within the educational process means economical, but complete and systematic, transfer of knowledge from its carriers to future specialists.

The performed research has determined regularities and peculiarities of communicative-speaking competence of professionals in sociological sciences depending on a number of objective and subjective factors: specialists’ ages, their personality, general and special education, compulsory nature of interactions, constant training, a degree of taking into account of modern requirements to a specific profession and, finally, a type of their leading activity.


Download data is not yet available.


Babych, N.D. (1990). Osnovy kultury movlennia [Bases of culture of speech]. Lviv : Svit [in Ukrainian].
Ylyn, E.P. (2008). Motyvatsyia y motyvy [Motivation and motives]. Sankt-Peterburh : Pyter [in Russian].
Yvanova, E.M. (2011). Psykholohyia professyonalnoi deiatelnosty [Psychology of professional activity]. Moscow : Perse [in Russian].
Korniiaka, O.M. (2015). Komunikatyvnyi aspekt profesiinoho samozdiisnennia vykladacha vyshchoishkoly [Communicative aspect of professional selffulfi lment of teacher of higher school]. Aktualni problemy psykholohii. T. VI: Psykhofi ziolohiia. Psykholohiia pratsi. Eksperymentalna psykholohiia – Actual problems of psychology. psychophysiology. Psychology of work. Experimental psychology. (Vol. 6), (pp. 71–82) [in Ukrainian].
Korniiaka, O.M. (2016), Komunikatyvna kompetentnist yak vyznachalnyi chynnyk profesiinoho samozdiisnennia vykladacha vyshchoi shkoly [Communicative competence as determinative of professional self-fulfi lment of teacher of higher school]. Aktualni problemy psykholohii. T. VI: Psykhofi ziolohiia. Psykholohiia pratsi. Eksperymentalna psykholohiia – Actual problems of psychology. psychophysiology. Psychology of work. Experimental psychology, (Vol. 6), (pp. 16. 82–92) [in Ukrainian].
Kokun, O.M. (2013). Zhyttieve ta profesiine samozdiisnennia yak predmet doslidzhennia suchasnoi psykholohii [Vital and professional self-realization as a subject of study of modern psychology]. Praktychna psykholohiia ta sotsialna robota – Practical psychology and social work, 9, 1–5 [in Ukrainian].
Lytvyntseva, N.A. (1994). Zhenskaia psykholohyia [Women’s psychology]. Moscow : AO «Byznes-shkola «Yntel-syntez» [in Russian].
Leontev, A.A. (2007). Psykholohyia obshchenyia [Psychology of communication]. Moscow : Smysl ; Yzdatelskyi tsentr «Akademyia» [in Russian].
Pylhun, M.A. (2018). Russkaia nauchnaia rech: status y perspektyvy razvytyia [Russian scientifi c speech: status and development prospects]. Voprosy psykholynhvystyky – Journal of Psycholinguistics, 1(35), 169–172 [in Russian].
Petrova, E.A. (1998). Zhesty v pedahohycheskom protsesse [Testicity in the pedagogical process]. Moscow : Moskovskoe horodskoe pedahohycheskoe obshchestvo [in Russian].
Samokhvalova, A.H. (2012). Delovoe obshchenye: sekretы эffektyvnыkh komunykatsyi [Business communication: the secrets of effective communication]. Sankt-Peterburh : Rech [in Russian].
Psykholohycheskye osnovy professyonalnoi deiatelnosty [Psychological foundations of professional activity] (2007). In V.A. Bodrov (Ed.). Moscow: PER SE ; Lohos [in Russian].
Fetyskyn, N.P., Kozlov, V.V., & Manuilov, G.M. (2002). Sotsyalno-psykholohycheskaia dyahnostyka razvytyia lychnosty y malykh hrupp [Socio-psychological diagnosis of personality development and small groups]. Moscow : Yzd-vo Ynstytuta Psykhoterapyy [in Russian].
Psykholohyia obshchenyia. Эntsyklopedycheskyi slovar [Psychology of communication. Encyclopedic Dictionary] (2011). In A.A. Bodalev (Ed.). Moscow : Yzd-vo «Kohyto-Tsentr» [in Russian].
Starovoitenko, E.B. (2007). Kulturnaia psykholohyia lychnosty [Cultural psychology of personality]. Moscow : Akademycheskyi Proekt ; Haudeamus [in Russian].
Shalahinov, B. (2016). Natsionalno-kulturnyi suverenitet ta suchasna merezhna tsyvilizatsiia [National and cultural sovereignty and modern networkcivilization]. Vsesvit – Universe, 7–8, 217–218 [in Ukrainian].
Bennet, M. (1998). Basic concepts of Intercultural Communication: Selected Readings. Yarmouth.
Hymes, D. (1972). On Communicative Competence. In J.B. Pride & J. Holmes (Eds.). New York : Harmondsworth : Penguin.
Olegchuvakin.ru/wordhappiness. htmI – category/publicism. Orgovanyi-Gajdos, J. (2016). Main Features of the Training Programme for Teachers’ Professional Development on Problem Solving. Teachers’ Professional Development on Problem Solving. Sense Publishers, Rotterdam. doi: 10.1007/978-94-6300-711-5_3
Skaalvik, E.M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15–37. doi: 10.1007/s 11218-016-9363-9

Abstract views: 212
PDF Downloads: 173
How to Cite
Korniyaka, O. (2018). Features of University Teachers’ Communicative-Speaking Competence. PSYCHOLINGUISTICS, 24(1), 183-206. https://doi.org/10.31470/2309-1797-2018-24-1-183-206