THEORETICAL FOUNDATIONS FOR ENHANCING THE EFFECTIVENESS OF INTEGRATIVE TEACHING METHODS IN DEVELOPING STUDENTS’ COMMUNICATIVE SKILLS
Keywords:
communicative skills, integrative teaching methods, interdisciplinary integration, communicative competence, collaborative learning, dialogic teaching, reflective feedback, assessment criteria.Abstract
The article examines the theoretical foundations for enhancing the effectiveness of
integrative teaching methods in developing students’ communicative skills. Using a
theoretical and comparative analysis method, the study compares scholarly perspectives
on communicative competence, curriculum content integration, collaborative learning,
and dialogic teaching. Based on the analysis, clearly defined communication objectives, the
mutual interdependence of participants’ contributions, meaningful dialogue, and
reflective feedback are identified as essential pedagogical conditions for realizing the
communicative potential of interdisciplinary content. To assess communicative outcomes,
the study proposes considering clarity and coherence of expression, argumentation, active
listening, meaningful responses, and each participant’s individual contribution to a shared
conclusion. The theoretical findings provide a basis for designing integrative learning
tasks and require further empirical validation.
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