CREOLIZED TEXTS AS A TOOL FOR DEVELOPING COMMUNICATIVE COMPETENCE OF LANGUAGE STUDENTS
DOI:
https://doi.org/10.18623/rvd.v23.6634Keywords:
Communicative Competence, Creolized Texts, Multimodal Format, Foreign Language Education, Higher EducationAbstract
The present study examines the pedagogical potential of creolized texts as an effective tool for developing communicative competence among students of language-oriented training programs. In the context of digital transformation and the dominance of multimodal communication, students increasingly rely on visual and hybrid forms of information representation. This tendency requires the modernization of traditional approaches to foreign language teaching. In particular, representatives of generation Z, who grew up in a digitally and visually saturated environment, demonstrate a clear preference for multimodal and interactive forms of communication, which makes the use of creolized texts especially relevant in modern language education. The research is based on a comprehensive theoretical analysis of communicative competence and creolized texts as well as an empirical pedagogical experiment involving the integration of creolized texts into English language instruction at a higher education institution. The experiment involved 25 undergraduate linguistics students with an intermediate (B1) level of English proficiency. Diagnostic assessment conducted before and after the intervention revealed a stable positive dynamic in the development of linguistic, sociolinguistic, and pragmatic components of communicative competence. The purpose of this research is to theoretically and empirically substantiate the effectiveness of creolized texts in developing communicative competence among language students. The study aims to examine students’ age-related and psychological characteristics; analyze the concept, structure, and stages of communicative competence; explore the didactic potential of creolized texts; design targeted exercises; and compare the experimental results. The findings confirm that the systematic use of creolized texts enhances students’ motivation, supports deeper comprehension of meaning, improves coherence and expressiveness of written discourse, and contributes to more effective and sustainable language learning outcomes. The results of the study also open up prospects for further research, including the study of creolized texts in digital learning environments, their role in the development of intercultural communicative competence and their effectiveness in relation to various levels of language proficiency and educational contexts.
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