Тошкент-2021 3 Февраль 2021 7-қисм Тошкент февраль 2021 йил. Тошкент: «Tadqiqot»

Key words: Communicative competence, communicative act, interlocutor.
The modern school is faced with tasks related to the conditions of the intellectual, spiritual and 
moral development of children, and the conditions for the training of an intelligent person who 
thinks in universal terms and inherits the experience of previous generations. 
Communicative competence - communication skills that allow a person to adequately comply 
with the norms and rules of life in society. The term “competency” (translated from Latin 
“Conformity”, “proportionality”) means a range of issues in which this competent person has 
knowledge and experience. 
Communicative competence - the ability to real communication is adequate to the goals, 
areas, situations of communication, readiness for verbal interaction and mutual understanding; 
these are skills, taking into account who we are talking to, where we are talking and for what 
purpose.
The following indicators are included in the concept of communicative competence:
- awareness of linguistic theory, its awareness as a system of rules and general requirements 
governing the use of language in speech; 
- knowledge of speech theory, possession of the main types of speech activity;
- proficiency in basic linguistic (identify, classify, etc.) and speech (select, update, etc.) 
skills; 
- ability to analyze the speech situation and, in accordance with it, choose the program (verbal 
and non verbal) of speech behavior. 
A decisive place in communicative competence is occupied by actually communicative 
abilities and skills - the ability to choose the desired language form, the way of expression 
depending on the conditions of the communicative act, i.e. skills of verbal communication in 
accordance with the communicative situation. The communicative approach to work on the 
development of speech, which has been established in the methodology of studying foreign 
languages, involves the introduction of a student into a speech situation and the ability to 
navigate it, i.e. clearly understand the interlocutor, speech conditions and communication tasks. 
Therefore, in the development of students’ speech, attention is paid both to creating conditions 
for students to obtain textual knowledge, and to mastering communicative and speech skills for 
communication. 
At present, the goal of teaching communicative competence is more multifaceted; it is aimed 
not only at transmitting information, but also, first of all, at expressing feelings, thoughts, 
will, and desires of a person; it requires the choice of not only other language units, but also 
extralinguistic conditions, under which communication takes place: who speaks, why speaks, 
with what speech task. 
The formation of communicative competence is characterized by the presence of the following 
criteria: a desire to make contact with others, be able to assess the situation of communication, the 
ability to organize the very course of a communicative act. 
The development of communicative competence in the study of foreign languages contributes 
to the versatile development of a linguistic personalityof a student, and also implies, in particular, 
the need for a harmonious combination of the educational activity itself, in the framework of 
which basic knowledge and skills are formed, with creative activities related to the development 
of individual makings of students, their cognitive activity, creative thinking, and the ability to 

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