THE FORMATION OF СОMMUNICATIVE COMPETENCE IN TEACHING FOREIGN LANGUAGES

: The following article deals with the fact that the main purpose of teaching a foreign language is the formation and development of communicative competence, and in the process of the main goal’s achievement, educational and developmental goals are implemented. The structure and components of communicative competence are singled out in the article.

The educational importance of the study of foreign languages, and their professional function in the labor market as a whole has increased significantly in the twenty-first century. This, in its turn, led to increased motivation in their study. The socio-cultural context of studying foreign languages has also changed significantly. Knowledge of a foreign language is a very capacious and multidimensional concept. First of all, it is linguistic knowledge, i.e. the knowledge of the language system and the ability to use it for communication purposes.
The basis for owning a foreign language is the ability and readiness to assess the situation of communication and to make an adequate decision regarding speech behavior. Naturally, this is unthinkable without knowledge of the so-called "objective" parameters of communication and their possession of them. Firstly, it is the knowledge of the subject, knowledge of social relationships, and the conditions for their implementation. In addition, this is the knowledge of understanding and possession of extra-linguistic and paralinguistic elements of speech.
Two types of competence in the field of a foreign language are considered: a) general competences and b) communicative competences. General competences include: ability to learn, existential competence, declarative knowledge, skills and abilities. Communicative competence includes: linguistic component -lexical, phonological, syntactical knowledge and skills, sociolinguistic component, pragmatic component -knowledge, skills relating to the linguistic system and its sociolinguistic variation [

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The introduction of a communicative-oriented approach into the practice of teaching foreign languages was undertaken to preserve and multiply the rich linguistic and cultural heritage of different nations, for an intensive exchange of technical and scientific information, cultural achievements, ideas, labor, and increased mobility of people. The key principle of this approach was the orientation toward mastering the language as a means of communication in real-life situations relevant to students [2, p.56].
In teaching foreign languages, the formation of communicative competence acts as the leading one, since it most accurately reflects the subject area of "Foreign Language". As K.M Levitan points out, the success of any activity depends on the fact whether the subject of the activity possesses communicative competence that includes the ability to listen and hear, watch and see, read and in all cases adequately understand the perceived text [4, p.89].
According to Kabardov M.K, communicative competence is the assimilation of ethno-social and psychological standards, stereotypes of behavior, mastery of the "technique" of communication Communicative competence is one of the key competencies and its formation must be provided by all subject areas of education, including the means of the subject "foreign language". The formation of a foreign communicative competence is an integrative goal at all stages of teaching foreign languages [7, p. 88].
N.D. Galskova points out the following components of communicative competence: -knowledge of the system of the studied language and skills of operating with linguistic (lexical grammatical and phonetic) means of communication formed on their basis -which is a linguistic component of communicative competence; -knowledge, skills, and abilities that allow understanding and generating foreign language statements in accordance with the specific situation of communication, speech, and communicative intention, which is a pragmatic component of communicative competence; -knowledge, skills and abilities that allow one to carry out speech and non-verbal communication with native speakers of the language in accordance with the national and cultural characteristics of a foreign lingue society, which is a socio-cultural component of communicative competence [8, p. 3].
So, there are many approaches to the question "What does communicative competence include?". D. Hymes included grammatical, socio-linguistic, discursive and strategic competence, and some other authors included in this con-cept the rules of etiquette of communication, conditioned by cultural norms [9, p.269].
The most detailed description of communicative competence belongs to L.F. Bachmann. He included linguistic, discursive, colloquial, pragmatic, socio-linguistic, strategic, and intellectual competence. An important component of communicative competence is linguistic competence, which is a willingness to use a foreign language as an instrument of speech-activity [10, p.168].
The language proficiency assumes two main types of competence: a) linguistic (or general), studied and described primarily by linguists, and b) communicative, presupposing the choice and implementation of speech behavior programs depending on the person's ability to navigate in a communication environment, the ability to classify situations depending on the topic, tasks, communicative attitudes that the participants have before and during the conversation, as well as knowledge of the regional character. The content of these two components from the point of view of modern linguistics, psycholinguistics, and the theory of verbal communication gives a more or less complete idea of what it means to master the language.
Linguistic competence involves mastering a certain amount of formal knowledge and the corresponding skills associated with the various aspects of the language -vocabulary, phonetics, and grammar. According to S.F. Shatilov, linguistic competence in oral speech is a multifaceted phenomenon. It includes the purpose of teaching oral speech, its result, and the quality of interpersonal communication among representatives of multilingual cultures.
Linguistic competence is based on speech skills and abilities manifested in the intuitively correct use of linguistic material. The physiological basis of such possession forms a speech dynamic stereotype, i.e. speech dynamic connections at all levels of the language -phonetic, lexical, and grammatical. [11, p. 308].
Social competence is the desire and ability to interact with others, self-confidence, as well as the ability to put oneself in the place of another, the ability to cope with situations that is developed in society. It is very important to form a sense of tolerance to a point of view which is different from one's own.
Obviously, all kinds of communicative competence are interrelated and interdependent. Communicative competence presupposes the ability of a student to conduct speech activity based on automated skills (communicative skills) characterized by stability and flexibility.