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2.2. Ways of applying communicative competence into action
The effectiveness of the development of students' communicative competence depends on properly selected teaching methods, that is, on the way the teacher and the student interact to achieve the goals.
It is possible to carry out work on the formation of communicative competence with students using various forms and methods of work.
Discussion - an exchange of views on a specific problem. Through the discussion, students acquire new knowledge, become stronger in their own opinion, and learn to defend it. The main function of the educational discussion is to stimulate the cognitive process.
Conversation - the leading function of this method - is encouraging, but with no less success, it performs other functions. The method of conversation in the teacher’s practice is used to solve complex tasks of learning new things, consolidating material, developing creative abilities, and forming general educational skills, which enables students to understand the problem from different perspectives.
Lecture dialogue. The content here is presented through a series of questions that students must answer directly during the lecture. The dialogue method consists in a collective search for truth (the correct answer, solving a problem situation) through a dialogue between the social educator and the audience. This method has common features with the problematic method; however, the subject of the dialogue may not necessarily be a controversial position or a problematic issue. The teacher can ask the pupils a question regarding one or more problematic situations, clarify knowledge of standards and the like. Here the correct answer may not be immediately found; it will be necessary to find out the opinions of several people.
Brainstorming - it is recommended to conduct both with teachers and with children. During the “brainstorming”, criticism is prohibited and any idea, even comic or obviously ridiculous, is encouraged. All ideas expressed are recorded for subsequent consideration by a group of experts. After approval of the decision, “idea generators” are distributed to his opponents and supporters in order to identify weaknesses and correct them.
Communicative training is the next type of socio-psychological training aimed at developing social competence. Communicative training is aimed at developing the following basic skills: make contact, initiating it; stimulate the partner to clarify his position, proposals, statements; listen, hear and understand what the partner had in mind; to perceive and understand what the partner is not able to express; align emotional stress in conversation, negotiations, discussions, etc.
Seminars - conferences. Seminars are such a form of training organization, in which the independent work of students with educational literature and other didactic means on a series of questions, problems and tasks dominates at the preparation stage, and during the seminar there is an active discussion, discussion and speech of students, where they are led by a teacher make a generalization.
The implementation of the conditions for providing intensive speech practice in a relatively free creative atmosphere is facilitated by the use of role play. Role-based communication has great potential for improving knowledge through the formation and activation of students' skills and creative thinking, cognitive and communicative activities.
Business games are specially created situations that simulate reality, from which students are invited to find a way out. They suggest the organization of verbal communication on artificially recreated situations of a production and professional nature. Their goal is the formation of professional communication skills among students, the development of creative independence and initiative on the basis of joint collective activity, the stimulation of students' interest in their professional activities and the desire for self-improvement.
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