O potencial dos métodos TRIZ no desenvolvimento da competência comunicativa: um caso de estudantes universitários

Tatiana Zhukova; Vladimir Bogoslovskiy; Olga Semaeva; Daria Sukhorukova; Farida Temirova

doi:10.22633/rpge.v30i00.21261

Authors

Tatiana Zhukova Financial University under the Government of the Russian Federation https://orcid.org/0000-0002-2184-4814
Vladimir Bogoslovskiy Herzen University https://orcid.org/0000-0001-7071-244X
Olga Semaeva Financial University under the Government of the Russian Federation https://orcid.org/0000-0001-7457-1314
Daria Sukhorukova Financial University under the Government of the Russian Federation https://orcid.org/0000-0003-4712-9621
Farida Temirova National University of Science and Technology https://orcid.org/0009-0000-5749-023X

DOI:

https://doi.org/10.22633/rpge.v30i00.21261

Keywords:

Communicative competence, TRIZ methods, Foreign language teaching, Conflict resolution, Higher education

Abstract

This study examines the use of TRIZ (Theory of Inventive Problem Solving) methods to develop communicative competence among university students majoring in linguistics. The research responds to contemporary challenges—clip thinking, post-pandemic communication gaps, and exam-oriented learning—that reduce students' ability to analyze communicative situations and engage in spontaneous dialogue. Unlike routine discussion or role-play activities, TRIZ structures problem solving through contradiction analysis, causal reasoning, brainstorming, morphological analysis, and the focal-object method. A three-stage classroom study with second-year linguistics students was used to diagnose initial competence, implement TRIZ-based tasks, and compare the results. The findings indicate improvement in communicative achievement, flexibility of linguistic choices, and conflict-resolution strategies, although some students continued to rely on simplified grammar and incomplete task analysis. The article offers practical guidance for integrating TRIZ into foreign language instruction.

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Author Biographies

Tatiana Zhukova, Financial University under the Government of the Russian Federation

Financial University under the Government of the Russian Federation, Moscow – Russia. Ph.D. of Pedagogy, Associate Professor, Department of Foreign Languages and Intercultural Communication; National University of Science and Technology “MISIS”, Moscow – Russia. Ph.D. of Pedagogical Sciences, Professor of the Department of Foreign Languages in Communication Technologies.

Vladimir Bogoslovskiy , Herzen University

Herzen State Pedagogical University of Russia, St. Petersburg – Russia. Doctor of Pedagogical Sciences, Professor of the Department of Digital Education.

Olga Semaeva, Financial University under the Government of the Russian Federation

Financial University under the Government of the Russian Federation, Moscow – Russia. Ph.D. of Pedagogical Sciences, Associate Professor of the Department of Foreign Languages and Intercultural Communication.

Daria Sukhorukova, Financial University under the Government of the Russian Federation

Financial University under the Government of the Russian Federation, Moscow – Russia. Senior Lecturer, Department of Foreign Languages and Intercultural Communication.

Farida Temirova, National University of Science and Technology

National University of Science and Technology “MISIS”, Moscow – Russia. Master’s Degree student.

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