The impact of foreign language pragma-professional communicative competence on the job performance of IT specialists


Views: 181 / PDF downloads: 45

Authors

  • K.T. Zhaiykbay Kazakh Ablai Khan University of International Relations and World Languages
  • T.A. Kulgildinova L.N. Gumilyov Eurasian National University
  • G. Mamayeva L.N. Gumilyov Eurasian National University

Keywords:

IT specialists, pragma-professional communicative competence, foreign language, job performance, impact.

Abstract

This study examines the impact of foreign language pragma-professional communicative competence on the job performance of IT specialists. Pragma-professional communicative competence refers to the ability to effectively communicate technical information in a professional setting. The research suggests that IT specialists with higher levels of pragma-professional communicative competence are more likely to be perceived as effective communicators by their peers and managers, have higher job satisfaction, successfully complete projects on time and within

budget, and have greater chances of being promoted within their organizations. The study

concludes that having high levels of pragma-professional communicative competence is crucial for the success of IT specialists in their field, but it's not the only factor for job performance, job- specific technical skills, experience, and problem-solving abilities also play a role. The research design was a mixed approach: focus group interview and correlation. The correlation shows that PPCC has a significant impact on successful project competition and effective collaboration.

Downloads

Published

15.03.2023

How to Cite

Zhaiykbay, K., Kulgildinova, T., & Mamayeva, G. (2023). The impact of foreign language pragma-professional communicative competence on the job performance of IT specialists. Bulletin of L.N. Gumilyov Eurasian National University. Pedagogy. Psychology. Sociology Series., 142(1), 63–69. Retrieved from https://bulpedps.enu.kz/index.php/main/article/view/308

Issue

Section

Pedagogy