Abstract. In this study, we focus on empathy as a multifaceted concept, underscoring the professionally significant qualities graduates obtain in order to successfully solve new issues and professional problems. This research assesses the application of a set of empathy-focused communicative exercises, simulation games, and videos that possess both a general and professional focus as a way of enhancing the effectiveness of the languagelearning environment. Thus, in this paper, we consider empathy as a socio-psychological trait that includes the ability to recognize another person’s emotional state and mentally merge into that person’s thoughts, feelings, and actions, as well as the ability to apply it into interaction. The components of empathy reveal the skills and techniques for its development: an ability to adequately analyze and interpret the state of a person, the ability to listen empathically in a dialogue, and the ability to show empathy in verbal and non-verbal forms of communication. The methodological grounds for this research involve an interactive approach in teaching foreign languages with the possibility of integration with traditional methods, the dialoguebased content of teaching foreign languages, and the theory of intercultural communication using learning support technologies. “Emotional Response Scale” developed by A. Mehrabian, N. Epstein, as well as “Technique for diagnosing the level of the ability development to interpret non-verbal behaviour in interpersonal communication” by V.A. Labynskaya are implemented in this study. These methods are a modern and powerful tool for empathy parameter estimation. Based on the research objectives, we diagnosed empathic skills coming to the conclusion that the process for developing empathy is more pronounced in average- and high-empathy subjects than in low-empathy subjects. The results obtained reinforce the view that simulation games and the use of video courses contribute to the increase in empathic skills, of communicative activity, demonstrating a more proactive attitude in the classroom, an initiative in training, tolerance, and amiability; an increased interest in the acquisition of knowledge and applying professional empathic skills in practical activities.
Keywords: empathy, professional empathic skills, empathyfocused communicative exercises, language-learning environment
Oksana B. Poletaeva1, Natalya V. Vojtik2, Ramsia A. Absaljamova3, Ekaterina A. Lobanova4
1٫2٫3٫4University of Tyumen Tyumen, Russia
1e-mail: email@example.com ORCID id: 0000-0002-4925-1420
2e-mail: firstname.lastname@example.org ORCID id: 0000-0003-3428-1843
3e-mail: email@example.com ORCID id: 0000-0003-2703-3921
4e-mail: firstname.lastname@example.org ORCID id: 0000-0001-7316-6464
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