European International Journal of Pedagogics
18
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TYPE
Original Research
PAGE NO.
18-20
DOI
OPEN ACCESS
SUBMITED
04 December 2024
ACCEPTED
06 January 2025
PUBLISHED
08 February 2025
VOLUME
Vol.05 Issue02 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Optimizing the Process of
Developing
Communication Skills in
Prospective Engineers by
Applying Analytical
Thinking
Mavlanova Moxira Umrbek kizi
Senior Teacher of Tashkent University of Architecture and Civil
Engineering, Uzbekistan
Abstract:
As a result of a detailed analysis of scientific
sources, it was concluded that the terms "competence"
and
“communicative
competence”
are
often
interpreted similarly, have many commonalities, but the
concept of "competence" has a broader meaning. In this
dissertation research, the term "competence" is
considered as a set of knowledge, skills, competences
and personal motives aimed at solving standard and
non-standard theoretical and practical problems within
any activity. By competence we mean that a person has
the appropriate powers; this is a systematic unit of the
level of knowledge, experience, behavioral skills and
ability to act that fully corresponds to the requirements
of a certain professional activity.
Keywords:
Communicative competence, interaction,
activity.
Introduction:
N.V. Solomina defines the considered
concept as a complex form that can incorporate simpler
types of competences, namely: linguistic, speech,
subject,
cultural,
pragmatic,
lexicographic,
sociolinguistic, etc. [7].
Researcher
O.S.Zorina
states
that
having
communicative competence means the ability to know
communication algorithms, set them up, and thereby
effectively manage the communication process. The
transformation of knowledge about these parameters
into the ability to apply them in practice is an important
personal quality, regardless of the chosen professional
activity [1].
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European International Journal of Pedagogics
Local researcher A.T.Nurmanov is the leading factor of
effective communicative competence, which means
the result of the interaction of subjects, taking into
account the achievement of mutual understanding
between them, ensuring their personal and creative
development, taking into account their appropriate
use, methods of communication suitable for a
particular situation. [6].
Communicative competence, A.S. Nikulina, is an
integrative quality of a person that reflects the level of
formation of interpersonal interaction experience
obtained as a result of a person's conscious choice of
an individual communicative strategy to achieve
personal important goals [2].
Psychologist and teacher A.G. Asmolov said that
communicative competence helps a person to realize
himself successfully as a subject of his process, has a
positive effect on the establishment and maintenance
of
benevolent
relations
in
co-creation
and
cooperation, and encourages effective solving of self-
management problems. process and contribute to the
stable dynamics of communicative activity through the
successful exchange of semantic relations between
communicants, values that predetermine the self-
development, self-creation and self-determination of a
person [5].
T.N.Shcherbakova
determines
communicative
competence with a positive experience in an
interactive space due to the convenient or "easy"
feature [8]. The psychologist pays special attention to
the importance of communicative competence in the
educational process, which he considers to be the main
condition for the successful interaction and
cooperation of students.
Below we refer to the existing definitions of the
concept of "communicative competence" within the
professional activity of a teacher.
Researcher N.L. According to Gimpel, the teacher's
communicative competence is an integral part of his
professional competence, which reflects the level of
pedagogical orientation, is based on professional
communicative knowledge, skills, abilities and
attitudes and is formed in a specially organized social
environment. [ 4].
Local researchers M.B. Urazova and S.S. Magdieva
refers to communicative competence as the most
important and required competencies of a modern
teacher and the ability to effectively interact with
other people through it [10],
Researcher H.A. Yolbarsova states that communicative
competence refers to the system of personal qualities
of future engineers based on readiness for
professional, thinking and empathy [ 9].
N.D. Desyaeva stated that the development of
communicative competence in future engineers is to
develop their skills to solve professional problems with
the help of speech activity [11].
In our opinion, V.I. Teslenko's opinion cannot be denied.
Teslenko says that it is a communicative competence
that provides the teacher with the ability to listen and
access various forms of communication, participate in
collective discussion and problem solving, join the
community of professionals, establish effective
cooperation
and
collaboration
with
students,
colleagues, parents. [4]. Observation and analysis of the
educational process in some pedagogical higher
educational
institutions
showed
that
the
communicative and speech skills of students are far
from the level required for graduates of higher
educational institutions according to the requirements
of the time and State educational standards. This is
especially true for students in the undergraduate course
60111700 - English in foreign language groups. Often,
students who enter this course do not know enough
English at first, which negatively affects the further
development of their professional skills. Another
problem arises from this: due to poor vocabulary,
students neglect English and often switch to their
mother tongue, thus depriving themselves of primary
language practice. Such students feel insecure in the
classroom, they spend a long time looking for the
appropriate word for a certain communicative situation,
they are afraid to enter with classmates, contact the
teacher. The psychological factor also plays an
important role here. Often a student has the right
information, but is afraid to pronounce it in public.
Therefore, it is very important for future engineers to
pay attention not only to mastering the cycle of
compulsory professional education, but also to actively
develop speech, thinking, and increase communicative
competence.
Communicative competence activity is an important
component of professional compatibility of specialists.
If we talk about the teacher's specialty, then
communicative competence is the basis of his
professional direction.
Conducting targeted work on improving the
communicative competence of future engineers
includes determining the content and structure of this
concept. Researchers recognize that it is a complex
multicomponent whole that includes a number of
individual competencies. In the didactic literature that
we are studying, there are different parts of
communicative competence, their number varies from
three to seven. Thus, in the 1980s, British scientists M.
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European International Journal of Pedagogics
Kaneil and M. Swain identified four important
components of success [12].
1. Grammatical component - knowledge of vocabulary,
morphology, syntax, semantic rules, intonation
principles, pronunciation.
2. The socio-cultural component is the application of
the most appropriate statements for a given social and
cultural environment.
3. The discursive component is the consistent use of
language knowledge to continue.
4. The strategic component is the ability to
compensate for the imperfect acquisition of
grammatical and sociological rules in order to achieve
communicative goals.
According to Savignon, communicative competence
includes
grammatical
competence,
speech
competence (speech competence), speech strategy
competence, and socio-cultural competence [13].
REFERENCES
Zorina
O.S.
Development
of
communicative
competence of future engineers: Diss. ... sincere. ped.
Sciences. - Nizhny Novgorod, 2016. -235 p.
Nikulina A.S. Development of students' communicative
competence in the process of designing and
implementing a personal educational trajectory: dis. ...
sincere. ped. Sciences. - Saratov, 2020. - 203 p.
Gimpel N.L. Development of teacher's communicative
competence through socio-psychological training:
author. dis. ... sincere. ped. Sciences. - Kaliningrad,
2003. - 21 p.
Communicative
competence:
development,
development, assessment: monograph / V.I. Teslenko,
S.V. Latin lover. - Krasnoyarsk: GPU 2007. - 255 p. 43.
Asmolov A.G. Additional personal education in times of
change: cooperation, co-creation, self-creation //
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Nurmanov A.T. Pedagogical possibilities of training
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example of extracurricular activities): Dissertation
abstract. dis. ... Dr. Ped. Sciences. - Tashkent, 2017. -87
p.
7.Solomina N.V. Intertextual competence as a
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Contemporary communicative culture: research
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Novokuznetsk: RIO KuzGPA, 2007. - 244 p. - S. 172-176.
Shcherbakova
T.N.
Teacher's
communicative
competence as a professional resource. State and
municipal management // Uchenye zapiski SKAGS
9.Yulbarsova
H.A.
Technology
for
developing
communicative competence of future teachers based
on an integrative approach:
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of teaching Russian language and literature: Textbook. -
T., 2013. - 127 p.
11. Pedagogical rhetoric: a textbook for students of
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N.D. Desyaeva. - M.: Academy, 2013.-256b
12. Canale M., Swain M. A theory for communicative
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source:
https://www.researchgate.net/publication/31260438_
Theoretical_foundations_of_communicative_approach
es_of_second_language_teaching_and_testing
13. Safonova V.V. In the context of cultures and
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