Volume 02 Issue 11-2022
38
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
38-42
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 problems of communicative-oriented teaching of a foreign language, namely formation of
foreign language communicative competence, its grammatical component at the middle stage of learning.
KEYWORDS
Communicative competence, grammatical component, stage of learning, foreign language, evaluation, motivational
tool, education system.
INTRODUCTION
Monitoring and evaluation of the level of foreign
language proficiency achieved student for a certain
period of study is the most important component of
the educational process. As you know, control
provides information to the teacher about the results
of the work of a group of students in in general and
each student individually, as well as the results of their
own activities. Control is an important motivational
tool for students and allows the teacher to make the
necessary adjustments to his work and training
program.
THE MAIN RESULTS AND FINDINGS
For a long time, the main object of control was
possession of the language system, and not the speech
Research Article
COMMUNICATIVE COMPETENCE IN A FOREIGN LANGUAGE AS THE
GOAL OF TEACHING A FOREIGN LANGUAGE IN A SECONDARY SCHOOL
Submission Date:
November 01, 2022,
Accepted Date:
November 10, 2022,
Published Date:
November 18, 2022
Crossref doi:
https://doi.org/10.37547/ijp/Volume02Issue11-07
Gulshoda U. Damirova
Lecturer 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
39
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
activity of the students. In other words, the education
system was dominated by "knowledge" or "KAS"
paradigm (“knowledge”, “ability” and “skills”). In
accordance with the new standards for basic general
education, the formation of a foreign language
communicative competence in schoolchildren is the
main goal teaching a foreign language at school [1].
Nomination of communicative competence as the
main practical goal teaching a foreign language has led
to the fact that the main object speech skills became
the final control, while language proficiency material is
considered mainly as one of the objects current and
intermediate control. Formation of a foreign language
communicative competence in communicating with
peers, children more than older or younger, as well as
with adults, in the process educational, socially useful,
teaching and research, creative and other activities is
one of the priorities basic general education [1]. In
Uzbekistan educational standard of basic general
education also states, that the formation of the
communicative competence of students is the main
general education school “ensures social competence
and taking into account the positions of other people,
a partner in communication or activity, skills listen and
engage in dialogue, participate in a collective
discussion of problems, the ability to integrate into a
peer group and build a productive interaction with
peers and adults” [1].
According to E.V. Bryzgalina, the transition to a
competency-based approach in education has 3 main
reasons:
1) Orientation of the results of education for the future
(the so-called advance education);
2) Understanding education as a way to increase
human capital;
3) Russia's entry into the Bologna process (2003),
which has the goal of forming a common educational
space among countries, included in its composition [2].
The term competence has become widespread time is
actively used in the methodology of teaching foreign
languages. This term was introduced into scientific use
by an American linguist, professor of linguistics at the
Massachusetts Institute of Technology, N. Chomsky
and received a detailed study in relation to learning
foreign languages in the framework of the research of
the Council of Europe [6], is used to indicate the ability
to perform a certain activity on the basis of knowledge,
skills, abilities, experience acquired during the training
work.
An important contribution to the development of the
theory of competence was made by D. Hymes, for the
first time included culture in the concept of
competence. It is in his work that the the interrelation
of communication and culture is traced. The author
claimed that ten community members behave and
evaluate the behavior of others in accordance with a
communication system that includes a linguistic code,
but is not limited to them. The scientist identified four
parameters of rule sets and mechanisms that underlie
human communicative behavior and determine
whether the statement is: 1) formally possible; 2) real
doable; 3) appropriate, adequate to the relevant
context; four) actually completed.
As A.V. Khutorskaya, in the content of training, one can
single out three main components: subject (distinctive
for each specific subject), interdisciplinary (distinctive
for some objects) and metasubject (characteristic of all
objects) [3]. Based on this, three levels of
competencies are distinguished: subject, general and
key.
Volume 02 Issue 11-2022
40
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Subject competencies include private competencies,
which are formed in the study of only one specific
subject.
Interdisciplinary
competencies
include
competencies that formed in the study of related
subjects. To core competencies, include competencies
that are formed in the study of the whole cycle items.
Communicative competence, as noted by A.A. Petrova
and T.A. Shkerin, has an over subject character and is
one of the key competencies of students [3].
In modern foreign, and more recently in domestic
method of teaching a foreign language, the concept is
more common foreign language communicative
competence. In domestic science there is a large
number
of
definitions
of
foreign
language
communicative competence. This indicates the
relevance of the problem under consideration and
indicates for discrepancies in the understanding of the
content of this term. foreign language communicative
competence, according to domestic researchers (I. L.
Bim, N. D. Galskova, R. P. Milrud, V. V. Safonova, E. N.
Solovova, etc.),
–
ability and readiness for foreign
language communication with native speakers, eleven
perceptions and understanding of partners, adequate
and timely expressing their thoughts. In the work of
Baguzina E.I. given the following definition of this
concept:
"Foreign
language
communicative
competence - readiness and the ability of a person to
understand and generate foreign language statements
and information in accordance with a specific situation,
a specific target installation, communicative intention
and tasks of professional activities” [1].
The formation of communicative competence is
considered,
according
to
many
foreign
methodologists, the purpose of teaching a foreign
language. From development of the concepts of
intercultural learning, many foreign authors began to
single out “intercultural communicative competence”,
or "communicative competence in intercultural
communications", expanding the concepts of
"communication" and "situation" to "intercultural
communication" and "intercultural situation".
In
domestic
science,
I.A.
Winter
considers
communicative competence is also a goal of learning,
albeit a very distant one, and not achieved during the
course of study. At the same time, she interprets the
communicative competence both as a result and as a
learning goal.
In the history of the development of the concept of
foreign language communicative competence. There
were many approaches to its structuring. For example,
according to the concept of M. Canale and M. Swain,
structural
components
foreign
language
communicative
competence
are:
linguistic,
sociolinguistic and strategic competences [4]. L.F.
Bachman and O.S. Palmer believe that the main
components of a foreign language communicative
competence are linguistic, sociolinguistic, strategic and
pragmatic competencies. D. Hymes singled out in the
structure of foreign language communicative
competence only two components: linguistic and
sociocultural. In the Van concept Dyck distinguishes
five components of foreign language communicative
competencies: linguistic, sociolinguistic, discursive,
strategic and sociocultural [4].
In addition, it should be noted that foreign and
domestic researchers use to refer to structural
components
foreign
language
communicative
competence
various
terms:
"components",
"components",
"sub-competences"
or
simply
"competencies".
Based on the analysis of various points of view on the
structural organization of the concept of "foreign
language communicative competence" can be talk
Volume 02 Issue 11-2022
41
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
about two versions of its component composition: the
pan-European and Russian. Comparison of the Pan-
European and Russian options shows that the
components of foreign language communicative
competence have a lot in common. Russian version:
language, speech, sociocultural, compensatory,
educational and cognitive competencies. Pan-
European
option:
linguistic,
sociolinguistic,
sociocultural, discursive, strategic, social competences
[5].
Formation and improvement of foreign language
communicative competence occurs in all its
components. Consider the component composition of
communicative competence in more detail. Linguistic
(linguistic) competence refers to the ability to use
grammatically
correct
forms
and
syntactic
constructions and understand semantic segments in
speech, organized in accordance with existing norms
of a foreign language. Linguistic competence is the
main component of communicative competence.
Without knowledge words and rules for the formation
of grammatical forms, structuring meaningful phrases,
verbal communication is impossible.
Sociolinguistic competence is the ability to choose the
desired linguistic form, the way of expression,
depending on situation, communicative purpose and
intention of the speaker.
Discursive (speech) competence is understood as
improvement of communication skills in four types of
speech activities (speaking, listening, reading and
writing); planning skills their verbal and non-verbal
behavior. Students learn to speak fluently to speak
fluently and dynamically, to understand audible
speech. The main task teachers in the formation of
speech competence - to provide a wide speech practice
of communication.
Sociocultural competence implies a div of
knowledge about national and cultural characteristics
of the country of the language being studied, the
ability highlights the general and specific in the culture
of the native country and the country the language
being studied.
Social competence is manifested in the desire and
readiness interact with other people, the ability to
manage the situation. Strategic (compensatory)
competence is a complex of special skills and abilities,
which allows you to compensate for the lack of
knowledge language when receiving and transmitting
foreign language information.
Educational and cognitive competence is a set of
general and special educational skills and skills of
cognitive activity. Familiarization with the methods
and techniques available to students independent
study of languages and cultures, including using new
information technologies [5].
CONCLUSION
Thus, the formation of foreign language competence,
which contains the unity of such components as
speech, language, sociocultural, compensatory and
educational and cognitive competencies, is the main
goal of the process of teaching a foreign language in
modern school.
REFERENCES
1.
Baguzina E.I. Web quest technology as a didactic
tool for the formation of foreign language
communicative competence (on the example of
students of a non-linguistic university): author.
diss. .. cand. ped. Sciences. - M, 2012.
2.
Bryzgalina E.V. Competence-based approach and
the future of socio-humanitarian education //
Volume 02 Issue 11-2022
42
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
02
I
SSUE
11
Pages:
38-42
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.689
Publisher:
Oscar Publishing Services
Servi
Vestn. Volgograd state university Ser. 4, East.
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2013.
3.
Khutorskoy A.V. Key competencies as a
component of the personality-oriented paradigm
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IOSO RAO, 2002.
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Brown H. Douglas. Principles of Language
Learning and Teaching.
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New York: Pearson
Education, 2007.
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Cameron Lynne. Teaching Language to Young
Learners. Cambridge: Cambridge University Press,
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Common European Framework of Reference:
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