The Lesson as a Communicative Event: A Pedagogical Phenomenon Through the Eyes of Higher Education Students

Дружененко, Раїса Сергіївна (2026) The Lesson as a Communicative Event: A Pedagogical Phenomenon Through the Eyes of Higher Education Students Педагогічні науки (114). pp. 56-61. ISSN 2663-2772

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Abstract

The aim of this study is to present the results of an experimental investigation regarding how higher education students specializing in language and literature perceive the communicative nature of the modern Ukrainian language lesson and the teacher's communicative role within it. It also seeks to formulate scientific conclusions to inform the development of practical steps for fostering the professional communicative competence of future specialists. To achieve this aim, the study employed the analysis of specialized academic sources; the theoretical interpretation and synthesis of relevant scientific concepts; surveys of higher education students; and observations of Ukrainian language lessons conducted by student teachers. We obtained the study results based on respondents' answers to questionnaire items regarding the communicative event, communicative situation, communicative aspect of the modern Ukrainian language lesson, the teacher's communicative functions during the lesson, the interdependence of teacher-student communication and learning outcomes, and so forth.Conclusions. 1. Students demonstrate a partial understanding of the concepts of "communicative event" and "communicative situation," sometimes conflating the two. They view the primary goal of communication as the exchange of information and interaction, while overlooking the functions of perception and influence on the student. 2. Although students universally perceive the lesson as a communicative event, their justifications for this view proved somewhat narrow and superficial.4. The teacher's role as an active communicator in Ukrainian language lessons is only partially understood. Certain communicative functions—such as establishing contact, eliciting action, coordination, fostering understanding, regulation, and exerting influence—remain outside the scope of this awareness. Furthermore, the concepts of "language functions" and "communicative functions" are occasionally conflated. 5. Although the respondents recognized that effective student learning depends on the teacher's level of communication, only 25% of them described themselves as successful communicators.6. The experiment demonstrated that, within the system of professional training for future teachers, particular attention should be paid to thoroughly substantiating the fundamental principles regarding teacher-student communication during lessons—and, consequently, the issue of developing professional communicative competence. 7. We consider it necessary to subsequently develop and pilot a specialized methodology for fostering professional communicative competence among future Ukrainian language teachers, grounded in communicative didactics and communicative methodology, to ensure optimal preparation for their professional practice.

Item Type:	Article
Uncontrolled Keywords:	teacher's professional communicative competence; methodology of teaching the Ukrainian language; Ukrainian language lesson; teacher's communicative functions; communicative event; communicative situation; survey; general secondary education institutions in Kyiv
Subjects:	Статті у базах даних > Index Copernicus Статті у періодичних виданнях > Фахові (входять до переліку фахових, затверджений МОН)
Divisions:	Це архівні підрозділи Київського університету імені Бориса Грінченка > Факультет української філології, культури і мистецтва > Кафедра української мови
Depositing User:	Раїса Сергіївна Дружененко
Date Deposited:	10 Jul 2026 15:56
Last Modified:	10 Jul 2026 15:56
URI:	https://elibrary.kubg.edu.ua/id/eprint/59210

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