Volume 03 Issue 05-2023
73
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
05
P
AGES
:
73-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses the formation of communicative competence in English language teaching. To facilitate the
formation of communicative competence, teachers need to adopt a student-centric approach that focuses on
providing learners with authentic language input, opportunities for practice and feedback, adaptation to learners’
needs, teaching functional language use, and promoting intercultural communication. Additionally, teachers should
create a communicative classroom environment that encourages learners to communicate and express their ideas,
opinions, and feelings in English. With these factors in place, learners can develop their communicative competence
faster and more effectively, enabling them to communicate effectively in a variety of contexts and situations.
KEYWORDS
C
ommunicative competence, English language, feedback, adaptation, learners’ needs, teaching functional language,
encourages learners.
INTRODUCTION
English language teaching has always been a
challenging task as it involves cognitive, contextual,
and communicative aspects of learning. Therefore, the
formation of communicative competence in English
language teaching becomes an essential aspect of the
teaching methodology. Communicative competence
Research Article
FORMATION OF COMMUNICATIVE COMPETENCE IN ENGLISH
LANGUAGE TEACHING
Submission Date:
May 21, 2023,
Accepted Date:
May 26, 2023,
Published Date:
May 31, 2023
Crossref doi:
https://doi.org/10.37547/ajps/Volume03Issue05-13
Ilkhom Sh. Ablakulov
Assistant Teacher, The Department Of English Linguistics Faculty Of Foreign Philology National University Of
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 05-2023
74
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
05
P
AGES
:
73-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
refers to the ability to communicate effectively in a
particular language, and it involves both linguistic and
socio-pragmatic
competences.
Formation
of
communicative competence in English language
teaching is an intricate process that requires teachers
to adopt a student-centric approach that focuses on
functional language use, situational appropriateness,
and intercultural communication. In this article, we will
explore the factors that contribute to the formation of
communicative competence in English language
teaching.
THEORETICAL FRAMEWORK
Communicative competence is rooted in the socio-
cognitive theories of language acquisition, which
suggest that language is learned through interaction
with the environment and others. According to social
interactionism theory, the acquisition of language is an
active process where learners construct meaning
based on their experiences and interactions with
others. On the other hand, cognitive learning theory
suggests that learning is influenced by mental
processes, such as attention, memory, and motivation.
Therefore, communicative competence is developed
through a combination of social interaction, cognitive
processes, and motivation.
Communicative competence involves both linguistic
competence
and
socio-pragmatic
competence.
Linguistic competence refers to the knowledge of
grammar, syntax, vocabulary, and spelling. In contrast,
socio-pragmatic competence refers to the ability to use
language appropriately in various social contexts and
situations. Therefore, communicative competence
involves not only the mastery of language rules but
also the ability to apply them to achieve
communicative goals.
Factors
Contributing
to
the
Formation
of
Communicative Competence
1. Language Input and Exposure
Language input and exposure play a crucial role in the
formation of communicative competence. Learners
need to be exposed to authentic language input that
reflects real-life situations and contexts to develop
their linguistic and socio-pragmatic competencies.
Therefore, teachers need to provide learners with a
variety of language input sources, such as videos, audio
recordings, authentic texts, and discussions, that
expose them to different language functions,
structures, and styles. Additionally, learners should
have access to language input that matches their
proficiency level, interests, and needs to facilitate their
language acquisition.
2. Interaction and Feedback
Interaction and feedback are crucial in the formation of
communicative competence as they provide learners
with opportunities to practice their language skills and
Volume 03 Issue 05-2023
75
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
05
P
AGES
:
73-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
receive feedback on their performance. Teachers need
to create a communicative classroom environment
that encourages learners to express their ideas,
opinions, and feelings in English. Additionally, teachers
should provide learners with constructive feedback
that highlights their language strengths and
weaknesses and offers suggestions for improvement.
Feedback should be focused on both linguistic and
socio-pragmatic aspects of communication to develop
learners’ communicative competence holistically.
3. Adaptation to learners’ Needs
To facilitate the formation of communicative
competence, teachers need to adapt their teaching
methodology to learners' needs, preferences, and
styles. Teachers should consider learners' proficiency
level, learning style, cultural background, and
motivation when designing their lesson plans and
activities. Additionally, teachers should provide
learners with opportunities to practice their language
skills in authentic contexts that match their interests
and needs. This will help learners to develop their
communicative
competence
faster
and
more
effectively.
4. Functional Language Use
Functional language use is a critical aspect of
communicative competence as it involves the ability to
use language to achieve specific communicative goals.
Therefore, teachers should focus on teaching learners
the language functions that are relevant to their needs
and interests. This approach will ensure that learners
acquire the language skills they need to communicate
in real-life situations. Additionally, teachers should
provide learners with opportunities to practice using
functional language in different contexts and
situations
to
enhance
their
communicative
competence.
5. Intercultural Communication
Intercultural communication is an essential aspect of
communicative competence as it involves the ability to
communicate effectively across cultural boundaries.
Therefore, teachers should expose learners to diverse
cultural perspectives and practices that can impact
their communication. Additionally, teachers should
teach learners the cultural norms and values that
underpin communication in English-speaking cultures.
This will help learners to develop their socio-pragmatic
competence and become effective communicators in
multicultural settings.
CONCLUSION
The formation of communicative competence in
English language teaching is a complex process that
involves multiple factors, including language input,
interaction, adaptation to learners' needs, functional
language use, and intercultural communication. To
facilitate
the
formation
of
communicative
competence, teachers need to adopt a student-centric
Volume 03 Issue 05-2023
76
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
03
ISSUE
05
P
AGES
:
73-76
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
(2023:
6.
555
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
approach that focuses on providing learners with
authentic language input, opportunities for practice
and feedback, adaptation to learners’ needs, teaching
functional language use, and promoting intercultural
communication. Additionally, teachers should create a
communicative
classroom
environment
that
encourages learners to communicate and express their
ideas, opinions, and feelings in English. With these
factors in place, learners can develop their
communicative
competence
faster
and
more
effectively, enabling them to communicate effectively
in a variety of contexts and situations.
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Juraevna, N. N. (2021). Development of
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Khudoyberdiyevich, D. A., & Rakhmonqulovich,
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