International Journal Of Literature And Languages
64
https://theusajournals.com/index.php/ijll
VOLUME
Vol.05 Issue04 2025
PAGE NO.
64-66
10.37547/ijll/Volume05Issue04-16
The Concept Of "Social-Communicative Competence"
And Its Theoretical Description
Gulnar Kunnazarova
Independent researcher at the Nukus State Pedagogical Institute named after Ajiniyaz, Uzbekistan
Received:
25 February 2025;
Accepted:
21 March 2025;
Published:
24 April 2025
Abstract:
In any scientific discussion, a set of key concepts is used to explain the essence of the problem. The
theoretical explanation of these key concepts ensures a comprehensive understanding of the issue at hand.
Therefore, researchers in all fields pay close attention to the explanation of these key concepts. In exploring the
problem of increasing students' social-communicative activity, a number of concepts occupy a central place. This
article describes the essence of key concepts related to social-communicative competence.
Keywords:
Competence, social competence, communicative competence, social-communicative competence.
Introduction:
From the experience of developed
countries, it is known that international relations are a
key factor in ensuring a country's development. The
successful establishment of international relations on a
broad scale relies on the ability to cooperate, which
requires knowledge of the history, culture, and
language characteristics of the cooperating countries.
In the years following independence, Uzbekistan's
foreign policy has prioritized building cooperation with
developed countries based on mutual respect. The
successful achievement of cooperation relies on
individuals such as diplomats, businesspeople, and
specialists having a profound and excellent command
of foreign languages. This has led to an increasing
interest in learning foreign languages among members
of society, including the youth. This interest needs to
be nurtured further, especially in the context of
learning foreign languages, particularly English,
through which students' social-communicative activity
can be enhanced. Educational institutions face an
important task of promoting such an interest, using
literary
works
to
increase
students'
social-
communicative activity. Educational activities in the
spiritual and educational domain should differ from
ordinary academic lessons, where students are given
more freedom to present, share experiences, and
engage in various activities.
In shaping an individual's personality, social-
communicative competence plays a significant role.
Therefore, social-communicative competence helps an
individual find their place in society, both in micro and
macro environments.
In pedagogical theory, the concept of competence is
viewed as a set of knowledge and skills that determine
labor productivity; the ability to perform tasks; a
combination of personal qualities; and an integral set
of knowledge and professional traits. According to
Sh.U. Qosimov, communicative competence is a
professional quality, and its main components are
emotional
stability
(related
to
adaptability),
extraversion (related to status and effective
leadership), the ability to design direct and reverse
communication, speech skills, listening ability,
rewarding abilities, tact, and the ability to "smooth"
communication.
The structure of communicative competence is quite
complex, multi-level, and multi-faceted. Here, we will
focus on the components of communicative
competence that are directly related to the pedagogical
process and have been deeply studied in scientific and
pedagogical literature.
G.M. Kodjaspirova divides communicative competence
into three components. The first component is the
future teacher's self-perception of their value. The
second component involves the ability to analyze texts
and speeches, ask questions, respond, engage in
International Journal Of Literature And Languages
65
https://theusajournals.com/index.php/ijll
International Journal Of Literature And Languages (ISSN: 2771-2834)
dialogues and monologues, defend viewpoints, and
reflect on perspectives. The third component is the
culture of communication, which involves knowledge,
skills, and competencies related to appropriate
behavior in various communication situations.
For students in the field of social sciences, social-
communicative competence in English language
education is a critical part of pedagogical activities that
must be organized systematically, purposefully, and
consistently to achieve the desired outcome.
In studying this research topic, literary works that
reflect social issues are selected to consider students'
professional and psychological characteristics. The
subject matter of these works includes "vivid
conversations" between the characters, which helps
develop students' social-communicative competence
by providing insight into their inner feelings, life
aspirations, and experiences.
In evaluating the literary works for their aesthetic
value, emphasis is placed on their moral and ethical
impact. This includes how an individual perceives
themselves as a member of society, their ability to
reconcile their desires with the collective interests, the
ability to listen to the opinions of others, support
differing viewpoints, and propose suggestions when
conflicts arise.
Literary works used in this study are drawn from world
literature, Uzbek literature, and Karakalpak literature.
Based on these works, the methodological foundation
for the research is established. It is noteworthy that
competence is a combination of both moral-ethical
(social
competence),
volitional
(volitional
competence), and emotional (reactivity and quick
emotional response) qualities. We argue that
emphasizing the dominance of competence as one of
the criteria is essential, as competence is an integral
part of an individual's stable character traits.
In our opinion, when evaluating a person's
competence, it is essential to consider their consistent
achievements and the weight of these achievements.
The ability to evaluate an individual's internal potential
realistically is important for assessing their lasting
achievements.
In exploring the issue of enhancing students' social-
communicative activity through the English language,
social competence emerges as a key concept. Literary
works play an essential role as theoretical and
pedagogical tools for developing students' social-
communicative activity.
Social competence refers to an individual's active
participation in social relationships. In order to organize
social relationships, an individual must possess specific
skills. "The ability to express one's emotions and
feelings, collaborate in familiar or unfamiliar settings,
cooperate with peers and adults, assist others, and
manage their emotional state according to the
situation" are important qualities in the development
of social competence.
In most pedagogical, psychological, and sociological
studies, the concept of "communicative competence"
is often analyzed in terms of "communicative
competence." In both cases, these qualities manifest in
communication, either direct or mediated by mass
communication and information technologies.
Communication refers to the exchange of information
between two or more individuals, which differs from
interaction. The difference between interaction and
communication is that at least one participant in
communication has a clear purpose. The following skills
are considered part of communication competencies:
•
Easy initiation of contact.
•
Support of the conversation.
•
The ability to listen to others.
•
The ability to express one's point of view.
•
The ability to defend and maintain one's
position.
•
The ability to reach a consensus.
Various needs are the sources of an individual's
communicative activity during the communication
process. These include: the need to express oneself;
the need to receive information from others; the need
to transmit information to others; the need to
eliminate stress or worry (in physical competence
terms); the need to influence others' ideas, behavior,
or life plans; the need to achieve cooperation; the need
to care for others; and the need to share emotions such
as joy, sorrow, etc.
O.V. Vychegjanina and E.L. Nikitina view social-
communicative competence as a set of personal
qualities that define an individual's ability to interact
harmoniously with others. Through this competence,
individuals engage in effective activities with others,
establish social connections, express their views,
respect the values recognized by society, and work with
others to solve various social problems.
Thus, social-communicative competence reflects the
individual's ability to exchange information in the
process of social relationships. The result of this
process indicates the alignment of an individual's
interests with those of the surrounding social entities.
In the era of global information exchange, the
individual's achievement of social-communicative
competence has become crucial.
International Journal Of Literature And Languages
66
https://theusajournals.com/index.php/ijll
International Journal Of Literature And Languages (ISSN: 2771-2834)
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