Volume 02 Issue 11-2022
43
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article deals with the professional and communicative competence of a foreign language teacher and its didactic
significance and the use of a communicative technique dictated by the laws of any learning as well as the formation
of students' foreign language communicative competence in the full scope.
KEYWORDS
Communicative competence, professional competence, didactic significance, didactic significance, foreign language,
objective necessity.
INTRODUCTION
In the methodological literature of the last two
decades, the term "communicative" has been used
very often. This is due to the fact that the use of a
communicative technique is an objective necessity
dictated by the laws of any learning. As you know,
everything that a person learns, he or she acquires in
order to use it in future activities. The purpose of
teaching a foreign language is to teach foreign
language communication, which is realized in all types
of speech activity, i.e. in the formation of students'
foreign language communicative competence in the
full scope of this concept.
THE MAIN RESULTS AND FINDINGS
Research Article
PROFESSIONAL AND COMMUNICATIVE COMPETENCE OF A FOREIGN
LANGUAGE TEACHER AND ITS DIDACTIC SIGNIFICANCE
Submission Date:
November 01, 2022,
Accepted Date:
November 10, 2022,
Published Date:
November 18, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-08
Durdona Kh. Saydazimova
Associate Professor Tashkent State Pedagogical University Tashkent, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
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
44
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
N. Khomsky, in the study of problems of generative
grammar, for the first time used the term
"competence" (from Latin competere - to be capable
of something) with reference to W. Humboldt. Initially
under this concept implied the ability necessary to
perform a certain, predominantly linguistic activity in
the native language [1].
A number of researchers, including Himes, argue that
the communicative competence is the means by which
any child perceives, classifies the situations of
communication that develop around, and, in
accordance with this, determines what and how to tell
him [2].
In foreign studies, the study of the concept of
"communicative competence" is given a special place.
This competence is considered the ability to
communicate orally or in writing with a native speaker
of the target language real life situations, with special
attention paid to the transfer meaning, but the
correctness of the use of linguistic means and the form
of presentation information in relation to the meaning
of the statement are secondary.
Domestic publications of recent years have reflected
the
development
theory
of
communicative
competence as a theory of speech behavior, in
according to which it is supposed to teach the
language not so much as a system rules and not only
using them in speech, but also for the purposes of
productive communication, to establish cooperative
relationships with others, to coordination and
consistency of speech acts aimed at mastering social
contacts and the development of a behavior strategy
to avoid conflicts [3].
I.A. Zimnyaya considers communicative competence
also a goal education, although very remote, and not
achieved in the period of study. Wherein she interprets
communicative competence both as a result and as a
goal learning. Communicative competence, according
to I.A. Winter, it's 'formed the ability of a person to act
as a subject of communicative activities of
communication” [4]. But the specific purpose of
learning is considers learning to communicate in
certain regulated and expanding according to the
program, situations foreseen and not provided for by
the program topics. Thus, I.A. Zimnyaya believes that
communicative competence as an ability can only be
formed, developed and diagnosed. But one can only
teach communication in a foreign language [4].
Modern researchers consider the theory of
communicative competence from the standpoint of
the multidimensionality of this phenomenon (K.E.
Bezukladnikov, OK. Geikhman, I.A. Winter, V.V.
Safonova, E.N. Solovova and others). However, after
analyzing a number of works devoted to this issue, we
came to concluded that there is still no single definition
of the components communicative competence.
Representatives of different fields of knowledge are
suitable to the description of the structure of
communicative competence from the standpoint of
their own interests and highlight in it what is most
significant for this science.
Recently, the term "communicative competence" has
become widely be used in the theory of new learning
technologies related to learning foreign languages.
In the technological interpretation, the concept of
"communicative competence" is the ability to predict
the scenario and make a plan of speech actions taking
into account the individual characteristics of the
interlocutors, who are realized in their behavior
through fluency, style, speech creation, i.e. through
everything that distinguishes a native speaker from a
foreigner speaking a foreign language. The main
components of communicative competence in
Volume 02 Issue 11-2022
45
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
technological aspect are: grammatical competence;
sociolinguistic competence; utterance competence;
competence of speech strategy.
Grammatical competence (ownership of the linguistic
code) expressed in the ability to recognize lexical,
morphological, syntactic features of the language,
manipulate them at the word level;
Sociolinguistic competence - is the knowledge of social
rules for using the language, understanding the
participants in the communication of information,
which they exchange;
The competence of utterance is realized through the
ability to perceive or reproduce not a separate
statement, but a superphrasal unity.
Researchers I.A. Winter, G.V. Kolshansky, L.L.
Fedorova, D. Baake, K.D. Buntning, D.C. Kochan, Z.
Ulrich agree that the communicative competence is
the goal of learning. Another group of scientists (E. M.
Vereshchagin, M.N. Vyatyutnev, V. G. Kostomarov and
others)
define
language
and
communicative
competence as the goal of learning.
The speech strategy competence is used to
“compensate imperfect knowledge
of the rules,
imperfect possession of something, when not you can
remember the word and want to let the interlocutor
know that you intend continue communication, did not
understand any word" [5].
The documents developed for foreign language
teachers call: linguistic, sociolinguistic, sociocultural,
discursive, strategic competence.
Modern linguistics has a number of models
communicative
competence.
Different
methodologists describe the grammatical and
language, subject, professional, regional studies,
strategic, pragmatic and other competencies as
components
of
communicative
competencies.
According to the model proposed in the Council of
Europe document (1997), communicative competence
consists of three components: linguistic (includes
phonological, lexical, grammatical knowledge and
skills), sociolinguistic (determined by sociocultural
terms of language use, is the link between
communicative and other competencies) and
pragmatic (in addition to general competencies
includes extralinguistic elements that provide
communication (facial expressions, gestures, etc.).
There are studies in which, as part of the
communicative
competencies
distinguish
four
separate competencies in accordance with main types
of speech activity: competencies in speaking, reading,
listening, writing. M.V. Vyatyutnev identifies two
competencies - production and perception, in
accordance with the processes of generation and
speech reception [5]. Under the communicative
competence M.N. Vyatyutnev understands the ability
to choose and implement programs speech behavior
depending on the ability of a person to navigate in
communication environment; ability to classify
situations according to topics, tasks, communicative
attitudes that arise among the participants before the
conversation, as well as during a conversation in the
process of adaptation; knowledge of regional
character. A few years later, the author identifies three
levels of communicative competencies: beginner,
intermediate and advanced. He rightly emphasizes that
the level of communicative competence in the native
language is also different for different people, that
among native speakers there are no two people with
the same communicative competence, since their
social communicative activity is not the same. “Starting
with elementary competence in early age, a person in
his
development
goes
through
intermediate
Volume 02 Issue 11-2022
46
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
43-46
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
competencies, and already in adulthood he forms a
stable communicative language competence, but with
individual features” [5].
EAT. Vereshchagin and V.G. Kostomarov also
distinguish linguistic and communicative competence.
By language competence they mean “the ability of the
speaker to produce, on the basis of the rules taught to
him, a chain grammatically correct phrases (even
regardless of their content), and under communicative
- a set of social, national and cultural rules, assessments
and values that determine both acceptable form and
permissible content in speech in the target language"
[5].
The cognitive orientation of the teacher's personality is
manifested in the need for new knowledge, readiness
and ability on their own initiative set cognitive and
search tasks, in the ability to apply acquired knowledge
and skills in new situations, in practical activities.
CONCLUSION
The moral upbringing of the teacher implies a high level
development of collectivism, duty and responsibility,
exactingness to oneself and other people, honesty and
truthfulness, modesty, simplicity and other moral
qualities.
The labor upbringing of the teacher is characterized by
a high degree industriousness, skills and habit to work
- mental and physical, creative attitude to professional
activity.
The aesthetic upbringing of the teacher means a high
degree aesthetic development of his feelings, intellect,
activity and behavior. She is manifested in the
understanding of the essence of the aesthetic in real
life and in art, in the presence of aesthetic ideals that
correspond to generally accepted norms, in the
sufficient development of artistic abilities.
The didactic role of a foreign language teacher is to
implement the pedagogical functions we have
identified. The relationship of these functions with
other elements of the professionally oriented training
system foreign language teachers will be considered
by us in the following paragraphs research.
REFERENCES
1.
Andreev, V.I. Pedagogy: a training course for
creative self-development/ V.I. Andreev. - Kazan:
Center for Innovative Technologies, 2000.
2.
Aryan, M.A. Mechanisms and conditions of social
development of students by means of a foreign
language/ M.A. Aryan // Higher education in Russia.
- 2011.
3.
Bezukladnikov, K.E. Formation of linguodidactic
competencies of a future foreign language
teacher: monograph / K.E. Bezukladnikov; - Perm,
2008.
4.
Bovtenko, M.A. Professional information and
communication competence of a foreign language
teacher/ M.A. Bovtenko. - Novosibirsk: Publishing
House of NSTU, 2005.
5.
The Bologna process - from knowledge to action
through interest and aspiration: materials of the
international conference /S.M. Vdovin (editor-in-
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