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Ключевые
слова:
компетентность,
коммуникативная
компетенция,
компоненты
компетенции, коммуникативные цели
Abstract. The article discusses the scientific substantiation of the pedagogical conditions for the
formation of the communicative competence of students in foreign language lessons. The components of the
communicative competence of students in foreign language lessons are determined. Since recently, much
attention has been paid to the development of communication and competence. The works devoted to the
disclosure of the concept of competencies and the competence-based approach in modern education were
significant for our research.
Key words: competence, communicative competence, components of competence, communicative goals
The main principles on which the specifications for English are developed are a layered approach to the
presentation of lingvodactic units and a communicative-oriented approach to the selection of educational
content. This concept has become a leader in the field of foreign language teaching and has served as a platform
for creating curricula, study guides and teaching methods. The revolutionary thing for the problems of foreign
language teaching in this concept is that the apparatus of text formation at the level of sentences, i.e. grammar
and vocabulary, is no longer seen as a goal of self-study but as a means of achieving communicative goals.
In the modern method of teaching a foreign language, "communicative competence" is defined as the
ability to carry out speech activities by means of the target language in accordance with the goals and situation
of communication within a particular field of activity. It should be noted that the introduction of the concept
of "competence" and its components into the scientific circulation of domestic linguodidactics is associated
with the search for a more accurate definition of the goals of learning, with the identification of the content
component of such an ability in the form of knowledge, skills, abilities that allow you to participate in verbal
communication in its productive and receptive types. Communicative competence is based on a number of
other competencies: linguistic (linguistic), socio-cultural, strategic (compensatory), discursive, pragmatic.
Let's consider them in more detail. There are the following types of competences:
Grammatical competence or linguistic competence - a systematic knowledge of grammatical rules,
vocabulary units and phonology that transform lexical units into a meaningful statement. Linguistic
competence refers to the ability to construct grammatically correct forms and syntactic constructions, as well
as to understand semantic segments in speech organized according to existing norms of English and to use
them in the sense of native speakers. the isolated case uses them. The following components of communicative
competence are distinguished:
Linguistic competence is a key component of communicative competence. Verbal communication is not
possible without knowing the words and rules for forming grammatical forms, forming meaningful phrases.
Sociolonguistic competence - the ability to choose and use adequate linguistic forms and means
depending on the purpose and situation of communication, on the social roles of the participants in
communication, that is, on who is the communication partner. Sociolinguistic competence consists of the
ability to choose the desired linguistic form, method of expression depending on the conditions of the
communicative movement, the situation, the communicative purpose and intention of the speaker, the social
and functional role of communicators, their interdependence, and others.
Discoursive competence - the ability to build holistic, coherent and logical statements of different
functional styles in oral and written speech based on understanding different types of texts in reading and
listening; assumes the choice of linguistic means depending on the type of utterance. Discursive or verbal
competence is the ability to use a particular strategy to compose and interpret a text. As part of discursive
competence, the specification of written and oral texts and the tactics of speech behavior are considered.
However, the types of texts that a student can prepare and that he or she should interpret are distinguished.
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