STARS International University
417
Abstract:
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.
Key words
:
communicative competence, linguistic component, pragmatic, discursive,
strategic, skills and abilities
The educational importance of the study of foreign languages, and their pro-
fessional 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 signifi-
cantly. 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 “objec-
tive” 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 competenc-
es include: ability to learn, existential competence, declarative knowledge, skills
and abilities. Communicative competence includes: linguistic component - lexical,
phonological, syntactical knowledge and skills, sociolinguistic component, prag-
matic component - knowledge, skills relating to the linguistic system and its soci-
olinguistic variation [1, p.35].
THE FORMATION OF
СОMMUNICATIVE
COMPETENCE IN
TEACHING FOREIGN
LANGUAGES
https://doi.org/10.47689/STARS.univer-
sity-5-pp415-418
RADJABOVA DILNOZA
ANVAROVNA
TUIT named after
Mukhammad al-Khwarizmi
«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
418
The introduction of a communicative-oriented approach into the practice of
teaching foreign languages was undertaken to preserve and multiply the rich lin-
guistic and cultural heritage of different nations, for an intensive exchange of tech-
nical 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 rele-
vant to students [2, p.56].
The following components of communicative competence are distinguished:
-grammatical competence or linguistic competence;
-sociolinguistic competence;
- discourse competence;
-sociocultural competence [3, p. 107].
In teaching foreign languages, the formation of communicative competence
acts as the leading one, since it most accurately reflects the subject area of “For-
eign 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 ad-
equately 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 [5, p.103].
I.A Zimnaya defines it as “mastery of complex communicative skills and abilities,
the formation of adequate skills in new social structures, knowledge of cultural
norms and restrictions in communication, knowledge of customs, traditions, eti-
quette in the sphere of communication, observance of propriety and good man-
ners; orientation in communicative means inherent in the national mentality, mas-
tering the role repertoire within the framework of this profession “[6, p.13].
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 compe-
tence is an integrative goal at all stages of teaching foreign languages [7, p. 88].
N.D. Galskova points out the following components of communicative compe-
tence:
-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 com-
municative 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 na-
tional and cultural characteristics of a foreign lingue society, which is a socio-cul-
tural 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, discur-
sive and strategic competence, and some other authors included in this con-
STARS International University
419
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-linguis-
tic, strategic, and intellectual competence. An important component of communi-
cative 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) linguis-
tic (or general), studied and described primarily by linguists, and b) communica-
tive, 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 at-
titudes 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 knowl-
edge and the corresponding skills associated with the various aspects of the lan-
guage - 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 pos-
session 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-confi-
dence, 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 inter-
dependent. Communicative competence presupposes the ability of a student to
conduct speech activity based on automated skills (communicative skills) charac-
terized by stability and flexibility.
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xalqaro tajriba» 16 dekabr, 2022 yil.
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