Volume 02 Issue 11-2022
1
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
01-10
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
We focus on the concept of "key competencies". Core competencies can be defined as those that every person in
society should have and that could be applied in different situations. Thus, key competencies are characterized as
universal and applicable in different situations of competence.
KEYWORDS
Competence, Value-semantic competences, Social and labor competencies, General cultural competencies,
Communicative competencies, Compensatory competence;
INTRODUCTION
The term "competence" comes from the Latin word
"competentis", which means "capable". This term is
widely used in various fields of practical and scientific
activity. After analyzing the methodological literature,
it can be seen that competence is understood in a
complex way. However, in teaching foreign languages,
the term "competence" can be understood narrowly -
as a set of knowledge, skills and abilities that are
Research Article
THE ROLE AND PLACE OF COMPENSATORY COMPETENCE IN THE
SYSTEM OF OTHER COMPETENCES IN MASTERING A FOREIGN
LANGUAGE
Submission Date:
October 30, 2022,
Accepted Date:
November 05, 2022,
Published Date:
November 08, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue11-01
Ishonkulov Sherzod Usmonovich
An English teacher of the “Foreign languages” department, Karshi Engineering Economic Institiute
,
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 02 Issue 11-2022
2
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
01-10
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
formed in the process of teaching a foreign language,
and broadly - as practice-oriented possession of speech
skills, language knowledge and skills. In general,
competence is interpreted as a component of foreign
language skills and knowledge, which ensure the
comprehensive development of certain skills.
Literature review. The new competence-based model
of the educational process involves the creation of
certain conditions for the formation of linguistic
competencies, "learners' reflection of knowledge and
communication experience in a foreign language,
which serve to form a professional linguistic
personality."
Competence is not limited to skills or only knowledge.
Competence is the sphere of relations that exist
between knowledge in theory and action in practice.
Analyzing various lists of competencies, one should
note their creative (creative) orientation.
Competences implement certain functions identified
on the basis of an analysis of their place and role in
learning:
•
be a condition for emdiving the student's
personal meanings in teaching and a means of
overcoming the student's alienation from
education;
•
reflect social demand on young citizens who are
prepared to participate in everyday life;
•
to set the experience of the subject activity of the
student, which is necessary for the formation of his
practical preparedness and ability in relation to real
objects of reality;
•
to set real objects of the surrounding reality for the
target complex application of skills, knowledge
and methods of activity;
•
to be part of the content of different academic
subjects and educational areas as meta-subject
elements of the content of education;
•
correlate theoretical knowledge with their
practical use in solving specific problems;
•
represent integral characteristics of the quality of
student training and serve as a means of organizing
a comprehensive personally and socially significant
educational control.
•
It is likely that some competencies are more
significant and general than others. There is a
problem of typology of competencies, as well as
their hierarchy. With the division of the content of
education into general meta-subject, inter-subject
and subject, three levels are built:
•
key competencies relate to the meta-subject
content of education;
•
general subject competences relate to a certain
range of educational areas and academic subjects;
•
subject competencies - private in relation to the
two previous levels of competence, which have a
Volume 02 Issue 11-2022
3
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
01-10
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
certain description and the possibility of formation
within the framework of academic subjects.
Discussion and result. We focus on the concept of "key
competencies"[1]. Core competencies can be defined
as those that every person in society should have and
that could be applied in different situations. Thus, key
competencies are characterized as universal and
applicable in different situations of competence. The
list of key competencies is primarily based on the
structural representation of personal and social
experience, the main goals of general education, as
well as the main activities of the student, which allow
him to master social experience, gain practical skills in
modern society. Taking into account these positions,
the following groups of key competencies are defined:
•
Value-semantic
competences.
These
are
competencies that associated with the student's
value orientations, his ability to see and
understand the world around him, navigate in this
world, realize his purpose and role, be able to
choose semantic and target settings for his actions
and actions, make decisions. Such competencies
provide
a
mechanism
for
student
self-
determination in situations of educational and
other activities. The life program of the student as
a whole and his individual educational trajectory
depend on them.
•
General cultural competencies. Experience and
knowledge of activities in the field of universal and
national culture; spiritual and moral foundations of
mankind, human life and individual peoples;
cultural foundations of social, family, public
traditions and phenomena; the role of religion and
science in human life; competencies in the cultural,
leisure and household sphere, for example,
possession of effective ways of organizing free
time.
•
Educational and cognitive competencies. This is a
set of student competencies in the field of
independent cognitive activity, which includes
elements
of
general
educational,
logical,
methodological, activity.
•
They include ways to organize planning, goal
setting, analysis, reflection and self-evaluation.
Within the framework of these competencies, the
requirements
of
functional
literacy
are
determined: possession of measurement skills, the
ability to distinguish conjectures from facts, the
use of statistical, probabilistic and other methods
of cognition.
•
Information competencies. Skills of activity in
relation to information in educational fields and
subjects, as well as in the surrounding world.
Possession of modern information technologies
(Internet, mass media, audio - video recording, e-
mail); media (computer, telephone, fax, TV, tape
recorder, printer, modem, etc.); search, analysis
and selection of the necessary information, as well
Volume 02 Issue 11-2022
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(ISSN
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VOLUME
02
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Pages:
01-10
SJIF
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(2022:
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)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
as
its
preservation,
transformation
and
transmission.
•
Social and labor competencies. Acting as a client
citizen,
observer,
family
member,
voter,
representative, buyer, consumer, and producer.
Rights and obligations in matters of law and
economics, in the field of professional self-
determination. The competencies of personal self-
improvement are aimed at mastering the ways of
spiritual,
physical
and
intellectual
self-
development, emotional self-support and self-
regulation. The student masters the methods of
activity in his own abilities and interests. This is
expressed in the development of personal
qualities,
continuous
self-knowledge,
the
formation of psychological literacy, a culture of
behavior and thinking. These competencies include
taking care of one's own health, personal hygiene
rules, internal ecological culture, sexual literacy,
and ways of living safely.
•
Communicative competencies. To master these
competencies in the educational process, a
sufficient and necessary number of real
communication objects and ways of working with
them are fixed for a student of each level of
education in each subject or educational area being
studied.
Among the considered key competencies, along with
communicative
competence,
compensatory
competence is of the greatest interest. Despite the fact
that communicative competence is one of the most
significant, since communication is a determining
factor in the development of a person and it is
communication that determines sociocultural life,
compensatory competence in modern conditions of a
language deficit is gaining more and more popularity
and relevance.
Compensatory competence is a component of
communicative competence and provides full-fledged
foreign language communication with insufficient
knowledge of language means, and also, according to
Professor A. N. Shukina, “insufficient speech and social
experience of communication in a foreign language
environment” [2]
Compensatory competence is the readiness and ability,
using one's own foreign language speech experience,
to get out of a difficult situation in the process of
personal and intercultural communication associated
with a lack of language means.
In order to more clearly present the structure of the
compensatory competence, it is necessary to highlight
the components that will help to understand the
essence of this competence and the ways of its
formation. Compensatory competence includes:
•
knowledge of the structural elements of a foreign
language necessary for communication, as well as
Volume 02 Issue 11-2022
5
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
11
Pages:
01-10
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
skills and abilities that can be used in situations of
oral and written communication;
•
knowledge and possession of a set of speech
formulas necessary for communication in a foreign
language;
•
the ability to realize speech intention to establish
contact with partners;
•
knowledge of linguistic and speech national and
cultural features of the language;
•
knowledge about verbal means of compensation
and the situation of communicative difficulties in
the process of foreign language communication;
•
knowledge about the non-verbal elements of
communicative behavior used to fill the gaps of a
linguistic, pragmatic and socio-cultural nature;
•
knowledge about the non-verbal elements of
communicative behavior used to fill the gaps of a
linguistic, pragmatic and socio-cultural nature;
The basis of compensatory competence, according to
many linguist researchers, consists of three blocks of
linguistic knowledge and communication skills and
abilities:
1) Lexical;
2) Grammatical;
3) Oral speech.
The first block includes knowledge of the lexical
structural elements of the language necessary for
communication in the studied foreign language (root,
suffix, word formation); speech organizing formulas
necessary when communicating in a foreign language
(speech clichés, linking words); non-verbal elements of
communicative behavior of representatives of the
studied foreign-language culture, used to fill in the
gaps of a linguistic and pragmatic nature. This block
also includes the skills and abilities to use the lexical
structural elements of the language in situations of oral
communication; use non-verbal means to overcome a
communication difficulty, replace an unknown word or
concept with a synonym or description of a concept,
guess the meaning from familiar elements (suffix, root,
etc.), simplify the phrase based on known words.
The second block includes knowledge of grammatical
phenomena necessary for communication, speech
organizing formulas required when communicating in
a foreign language (building a question, exclamations,
forms of imperative mood); skills and abilities to use
grammatical structures in situations of oral and written
communication, restructure your statement, for
example, instead of a complex sentence, use simple
sentences, ask your partner for help with a request:
repeat what was said, explain the meaning of an
incomprehensible word, etc.
The third block is represented by knowledge of
national cultural features of linguistic and speech
phenomena, verbal means of compensation in a
situation of communicative difficulty in the process of
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
02
I
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Pages:
01-10
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
foreign language communication, the structure of oral
communication, features of the conversation,
providing the necessary format of foreign language
communication; the ability to realize speech intention,
which allows you to establish contact and mutual
understanding between communicants, ignore lexical
and semantic difficulties that do not affect
understanding, use questioning and dictionary
substitutions in the process of verbal communication,
use facial expressions, gestures that replace, for
example, the expression of emotions, in including
based on the national cultural characteristics of the
country of the language being studied, to competently
conduct a dialogue, taking into account the structure
of oral communication.
In the structure of compensatory competence, along
with knowledge, skills and abilities, it is necessary to
highlight the abilities that should be formed and
developed in students in the framework of profile-
oriented teaching of a foreign language: adequate
response to statements in the process of oral foreign
language communication, taking into account the
national and cultural characteristics of the interlocutor;
implementation of speech intention, which allows you
to establish contact and understanding between
partners of different languages; the speaker's
adaptation to any unfamiliar foreign language
situation, a certain speed necessary to make the right
decision.
Thus, the formation of compensatory competence is
one of the primary tasks in teaching foreign language
communication, since it helps students develop speech
contact, vary the language form in accordance with the
communicative intention, and carry out lingua-stylistic
correction of foreign language oral and written
speech, which, of course, ensures continuity with
professional foreign language education. Important
elements in the structure of compensatory
competence, according to the researchers of this
problem,
are
compensatory
strategies
and
compensatory skills.
A compensatory strategy is an activity to implement a
certain number of goals and means, leading to the
achievement of the main initial goal
–
compensation
for an interrupted communication process due to a
lack of language resources, and compensatory skills
are the ability to get out of a situation in a shortage of
language resources in the process of generating or
perceiving a foreign language statements.
Compensatory strategies can be:
•
cooperative (the interlocutor helps in solving the
problem);
•
non-cooperative (the trainee tries to cope with the
problem on his own);
•
linguistic (compensation of language and speech
plans production);
Volume 02 Issue 11-2022
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VOLUME
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Pages:
01-10
SJIF
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METADATA
IF
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Publisher:
Oscar Publishing Services
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•
paralinguistic
(use
of
non-verbal
means
communications - gestures, facial expressions,
gaze, intonation, drawings, timbre, etc.)[3]
In the group of strategies aimed at overcoming the
deficit linguistic means in the process of speaking, we
can distinguish:
•
use of synonyms;
•
transition to the native language (in this case, you
can pronounce the word in a "foreign manner");
•
use of non-verbal code: gestures or facial
expressions;
•
simplification of the statement;
•
omission of information;
•
creation of new words by one of the well-known
word-formation methods;
•
using a paraphrase or description.
Australian experts in the field of non-verbalism have
noticed that verbal communication in a conversation
takes less than 35%, and more than 65% of the
information will be transmitted using non-verbal
means. Possession of non-verbal means of intercultural
communication suggests one of the ways to overcome
communication failures. Among the non-verbal means
of communication are: paralinguistic (diction, tempo,
intonation); extra linguistic (laughter, crying); kinetic
(gestures, facial expressions); proximal (poses,
movements). Like verbal means of communication,
non-verbal means have national features. With special
care, you need to treat gestures and facial expressions
while in an unfamiliar country.
The same gesture can be interpreted differently in
different countries. That is, with the help of an
accepted gesture of approval for one country, you can
insult the interlocutor while in another country. The
use of gestures equivalent in form, but different in
content, leads to their erroneous understanding and
transfer of the erroneous meaning to the accompanied
word, which misinforms the interlocutor. Therefore,
the study of national characteristics of non-verbal
communication is necessary for everyone who masters
a foreign language, including for the formation of
compensatory skills.
Exercises developed in accordance with the
methodological the principles of visibility, taking into
account native culture, isolating specific guidelines, a
differentiated approach, the possibility of imitation,
situational correlation of non-verbal means, will be a
means of teaching the skills and abilities of non-verbal
behavior. The level of development of compensatory
competence depends on the level of formation of
other components of communicative competence, i.e.
the higher the level of formed socio-cultural, language,
speech, educational and cognitive competencies, the
higher the level of development of compensatory
competence, and vice versa.
Volume 02 Issue 11-2022
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VOLUME
02
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Pages:
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SJIF
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FACTOR
(2022:
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OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
The
structure
of
compensatory
competence,
according to the researcher, includes cognitive, activity
and motivational-value components. The content of
the motivational-value component of compensatory
competence is largely similar for all types of speech
activity, since the need for successful solution
communicative tasks, even with minimal experience in
solving them, is natural.
The content of the components of compensatory
competence is proposed to be grouped into
compensatory strategies for the convenience of
practical mastery. Linguistic strategies include
methods of using synonyms, antonyms, substitute
words, generic concepts, word formation, using words
from other foreign languages, transliterating words of
the native language, paraphrasing, etc.; extra linguistic
strategies combine the techniques of graphic-
expressive text design, inserting drawings and graphs,
using auxiliary tools (dictionaries, reference books,
teaching aids, sample letters, computer spell checkers,
computer templates, etc.).
The most significant for the development of
compensatory
competence
are
communicative
transfer exercises, for example, when one type of text
is used in different specific circumstances (speech
situations), which creates the possibility of transferring
the general structure/scheme to different conditions
and filling it with relevant details. Such exercises allow
you to fix in memory the general structure of the text,
typical phrases, design techniques, independent of the
specific situation; they form a universal algorithm for
producing text of a certain genre. [4]
As criteria for the formation of compensatory
competence, its structural components are accepted:
cognitive, activity and motivational-value. An indicator
of a cognitive criterion is the amount of students'
knowledge about communication etiquette, about
strategies for getting out of difficult situations. The
indicators of the activity criterion reflect the
achievement of the goal of communication,
normativity in the compositional design of the text, the
use of etiquette formulas and the design of the text,
the ability to create messages in a foreign language.
Indicators of the motivational-value criterion indicate
the willingness to use a foreign language as a means of
self-development in personal, educational and
professional areas; attitude to compensatory
competence as personally significant; desire to master
new compensatory resources; self-assessment of their
level of formation of compensatory competence;
flexibility and autonomy in the use of compensatory
resources in a variety of communication situations;
productivity of applied compensatory resources.
The formation of compensatory competence occurs,
on the one hand, due to the development of
knowledge, skills and abilities, and on the other hand,
due to replenishment of the set of compensatory
strategies and the formation of compensatory skills.
Volume 02 Issue 11-2022
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American Journal Of Philological Sciences
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VOLUME
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Pages:
01-10
SJIF
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OCLC
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1121105677
METADATA
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Publisher:
Oscar Publishing Services
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The content of compensatory competence training as
a means of overcoming socio-cultural interference
includes: knowledge of verbal/non-verbal means of
compensation,
knowledge
of
compensatory
strategies, compensatory skills, motives and attitude
to activity.
Semantic and cognitive-conceptual strategies help in
search for meanings in the socio-cultural context,
selection and accumulation of linguistic means,
expansion of the language base, and systematization
of the language being studied into an orderly system,
mastery of the corresponding system of concepts,
understanding of national and cultural specifics at the
level of intercultural communication. [5].
CONCLUSION
Thus, the development of compensatory competence
will allow students in the field of speaking - to simplify
the phrase through the use of known words, speech
patterns; change or amend your speech; use facial
expressions, gestures, colloquial formulas, repetitions,
synonymous expressions of the same thought,
introductory
words,
paraphrase,
description,
synonyms / antonyms, equivalent replacements for
additions, clarifications, clarifications of thoughts,
rhetorical questions.
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Антоненко
//
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Горанская
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II.
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Пассов Е.И. Программа –
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Антоненко, С. П. Обучение компенсаторным
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Антоненко
//
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