The formation of соmmunicative competence in teaching foreign languages

Аннотация

The following article deals with the fact that the main purpose of teaching a foreign language is the formation and development of communicative competence, and in the process of the main goal’s achievement, educational and developmental goals are implemented. The structure and components of communicative competence are singled out in the article. Key words: communicative competence, linguistic component, pragmatic, discursive, strategic, skills and abilities The educational importance of the study of foreign languages, and their pro- fessional function in the labor market as a whole has increased significantly in the twenty-first century. This, in its turn, led to increased motivation in their study. The socio-cultural context of studying foreign languages has also changed signifi- cantly. Knowledge of a foreign language is a very capacious and multidimensional concept. First of all, it is linguistic knowledge, i.e. the knowledge of the language system and the ability to use it for communication purposes. The basis for owning a foreign language is the ability and readiness to assess the situation of communication and to make an adequate decision regarding speech behavior. Naturally, this is unthinkable without knowledge of the so-called “objec- tive” parameters of communication and their possession of them. Firstly, it is the knowledge of the subject, knowledge of social relationships, and the conditions for their implementation. In addition, this is the knowledge of understanding and possession of extra-linguistic and paralinguistic elements of speech. Two types of competence in the field of a foreign language are considered: a) general competences and b) communicative competences. General competenc- es include: ability to learn, existential competence, declarative knowledge, skills and abilities. Communicative competence includes: linguistic component - lexical, phonological, syntactical knowledge and skills, sociolinguistic component, prag- matic component - knowledge, skills relating to the linguistic system and its soci- olinguistic variation [1, p.35]. STARS International University 417 The introduction of a communicative-oriented approach into the practice of teaching foreign languages was undertaken to preserve and multiply the rich lin- guistic and cultural heritage of different nations, for an intensive exchange of tech- nical and scientific information, cultural achievements, ideas, labor, and increased mobility of people. The key principle of this approach was the orientation toward mastering the language as a means of communication in real-life situations rele- vant to students [2, p.56]. The following components of communicative competence are distinguished: -grammatical competence or linguistic competence; -sociolinguistic competence; - discourse competence; -sociocultural competence [3, p. 107]. In teaching foreign languages, the formation of communicative competence acts as the leading one, since it most accurately reflects the subject area of “For- eign Language”. As K.M Levitan points out, the success of any activity depends on the fact whether the subject of the activity possesses communicative competence that includes the ability to listen and hear, watch and see, read and in all cases ad- equately understand the perceived text [4, p.89]. According to Kabardov M.K, communicative competence is the assimilation of ethno-social and psychological standards, stereotypes of behavior, mastery of the “technique” of communication [5, p.103]. I.A Zimnaya defines it as “mastery of complex communicative skills and abilities, the formation of adequate skills in new social structures, knowledge of cultural norms and restrictions in communication, knowledge of customs, traditions, eti- quette in the sphere of communication, observance of propriety and good man- ners; orientation in communicative means inherent in the national mentality, mas- tering the role repertoire within the framework of this profession “[6, p.13]. Communicative competence is one of the key competencies and its formation must be provided by all subject areas of education, including the means of the subject “foreign language”. The formation of a foreign communicative compe- tence is an integrative goal at all stages of teaching foreign languages [7, p. 88]. N.D. Galskova points out the following components of communicative compe- tence: -knowledge of the system of the studied language and skills of operating with linguistic (lexical grammatical and phonetic) means of communication formed on their basis - which is a linguistic component of communicative competence; -knowledge, skills, and abilities that allow understanding and generating foreign language statements in accordance with the specific situation of communication, speech, and communicative intention, which is a pragmatic component of com- municative competence; -knowledge, skills and abilities that allow one to carry out speech and non-verbal communication with native spe