• O. L. Moroz Kherson State Maritime Academy
  • V. V. Bondarenko Kherson State Maritime Academy
Keywords: professional training, professionally-oriented communication, active learning, content and language integrated learning, critical thinking, Maritime English


The article reveals the cognitive component contents of the professionallyoriented communicative competency structure of future seafarers. It also suggests the description of the peculiarities of its formation and development during the English language lessons. It is proposed that communicative competency structure analysis with the component description promotes the understanding of its essence and, in such a way, enables the search of more effective means of its formation and refinement. The cognitive component of the professionally-oriented communicative competency structure is acknowledged in the paper, together with the linguistic and the strategic ones, as one of the core structural components. It means, that we consider it as the one without which it is completely impossible to carry out the professional activity as it is included into the list of minimum required competencies of future seafarers. The component includes required professional knowledge, skills and abilities (like ship stability features, ship arrangement, rules of the road, etc.). That’s why we believe that the extent to which the component is developed influences the successful performance of all stages of the professional activity. In the article it is also claimed that the formation of the cognitive component of professionally-oriented communicative competency structure should be carried out on the basis of the principle of early professional orientation of the English language teaching. It is also suggested the list of possible measures for the principle realization. Such early professional orientation of the foreign language teaching considerably motivates the students and promotes their interest to the discipline, helps to enlarge students’ professional vocabulary and provides for the integration of professional knowledge into language competency. It is stated that, though the process of the cognitive component formation should be carried out continuously through all educational period in the higher maritime educational institution, each stage of the educational process is characterized by specific peculiar features which must be taken into consideration when planning the lessons and teaching activities. It has been proved that students’ ability to critical thinking is one of the criterion showing the cognitive component level, so we suggest that the content integrated learning should be carried out together with the active learning strategies involved.


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How to Cite
Moroz, O. L., & Bondarenko, V. V. (2020). COGNITIVE COMPONENT OF PROFESSIONALLY-ORIENTED COMMUNICATIVE COMPETENCY OF FUTURE SEAFARERS. Bulletin of Zaporizhzhia National University. Pedagogical Sciences, (1), 161-166. Retrieved from