DIAGNOSTIC SYSTEM FOR ASSESSING FOREIGN LANGUAGE COMPETENCE OF FUTURE MASTER’S STUDENTS IN ECONOMICS
ДІАГНОСТИЧНА СИСТЕМА ОЦІНЮВАННЯ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ МАГІСТРІВ З ЕКОНОМІКИ
DOI:
https://doi.org/10.31110/2616-650X-vol13i8-001Keywords:
foreign language competence, diagnostic system, criteria and indicators, master’s students in economics, professional trainingAbstract
The article presents the results of a study aimed at developing and substantiating a diagnostic system for assessing the foreign language competence of future master’s students in economics. The study is based on the principles of the competence-based approach and the concept of integrative language education, which views foreign language training as a process of developing a holistic ability to communicate effectively in professional and intercultural contexts. From this perspective, foreign language competence is considered not only as the mastery of grammatical structures and vocabulary, but also as a multidimensional phenomenon that combines cognitive, communicative, social, and reflective dimensions. The purpose of this research was to develop a system of criteria and indicators that comprehensively reflect the level of foreign language competence among learners. The study demonstrates that the proposed model ensures the complexity and multidimensionality of measuring foreign language competence, as it enables the assessment of not only language accuracy and lexical range but also the ability for communicative interaction, intercultural adaptation, task-oriented performance, the production of coherent and genre-appropriate texts, and the implementation of reflective self-analysis. It is demonstrated that the diagnostic system serves not only as a measurement tool but also as a developmental instrument, aiming to shape an autonomous and culturally sensitive foreign language user. The scientific novelty lies in substantiating a comprehensive diagnostic model that integrates various dimensions of foreign language training and addresses the needs of economics specialties. The practical value lies in the possibility of applying the developed system to enhance educational programs, refine the learning process, and establish more objective assessment mechanisms in higher education.
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