INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 10, issue 1, February 2025
https://wordlyknowledge.uz/index.php/IJSR
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251
M.E. Tovosharov
Teacher at the Sanarkand Institute of Veterinary Medicine
G.Sh.Dusmamadova
O'zbekiston finlandiya pedagogika instituti
PRIORITIES FOR THE FORMATION OF COMMUNICATIVE COMPETENCIES OF
STUDENTS OF NON-PHILOLOGICAL EDUCATION
Annotatsiya:
Ushbu maqola nofilolog ta'lim yo‘nalishi talabalarining kommunikativ
kompetentsiyalarini shakllantirishning ustivor yo‘nalishlari bag'ishlangan. Olimlarning tegishli
mavzu bo‘yicha olib borgan ilmiy tadqiqotlari va misollar yordamida maqolaning mazmuni
ochib berilgan.
Аннотация:
Данная статья посвящена приоритетам развития коммуникативных
компетенций студентов нефилологического образования. Содержание статьи объясняется
с помощью научных исследований и примеров, проведенных учеными по данной теме.
Resume:
This article is devoted to the priorities of the development of communicative
competencies of students of non-philological education. The content of the article is explained
with the help of scientific research and examples carried out by scientists on the topic.
Keywords:
communicative concept, competence, thinking, cognitive, facts, basis, information,
information, formation, analysis, conclusion.
The communicative competence of non-philological students usually means the ability to
establish and maintain the necessary connections with other people. Competence includes a set
of knowledge, skills, and competencies that enable effective communication. This type of
competence includes the ability to change the depth and scope of communication, to be
understood and understood by communication partners. Communicative competence is the
experience of developing and largely conscious communication between people that is formed in
the context of direct interaction. The process of improving the communicative competence of
students of non-philological education is associated with personal development. The means of
regulating communicative movements are part of human culture, and their assimilation and
enrichment is in accordance with the same laws as the development and reproduction of the
entire cultural heritage occurs. In many ways, the acquisition of a communicative experience
only occurs in the process of direct interaction. One also learns from literature, theater, and
cinema about the nature of communicative situations, problems of interpersonal relationships,
and how to solve them. In the process of mastering the communicative sphere, a person receives
from the cultural environment the means of analyzing communicative situations in verbal and
visual forms. The communicative competence of students of non-philological education is
directly related to the characteristics of human social roles.
One of the tasks of communicative competence is to assess the knowledge resources that
provide adequate analysis and interpretation of these situations. To make a diagnosis at this price,
there is now a large block of techniques based on the analysis of “free descriptions” of various
INTERNATIONAL JOURNAL OF SCIENTIFIC RESEARCHERS
ISSN: 3030-332X Impact factor: 8,293
Volume 10, issue 1, February 2025
https://wordlyknowledge.uz/index.php/IJSR
worldly knowledge
Index:
google scholar, research gate, research bib, zenodo, open aire.
https://scholar.google.com/scholar?hl=ru&as_sdt=0%2C5&q=wosjournals.com&btnG
https://www.researchgate.net/profile/Worldly-Knowledge
https://journalseeker.researchbib.com/view/issn/3030-332X
252
communicative situations. Another way to study communicative competence is to observe and
meaningfully analyze the data obtained in natural or specially organized game situations using
technical means.
One of the tools for developing communicative competence is social and psychological
training. This relatively new scientific and practical direction of psychology is currently
undergoing intensive development as an integral and important part of the psychological service
system. With the diversity of their specific forms, they all have a unifying feature - a means of
influence aimed at developing certain knowledge, skills and experiences in the field of
interpersonal communication. Psychologically, this means:
- development of skills and communication skills;
- correction of the existing system of interpersonal communication;
- creating personal conditions for successful communication.
Educational competencies are divided into basic (general) and special (scientific)
competencies. Basic competencies include communicative competence, information competence
competence, personal self-development competence, socially active civic competence, general
cultural competence, mathematical literacy, knowledge and use of science and technology news.
The main content of communicative competence of students of non-philological
education is to master the native language and a foreign language in order to communicate in
society and to use it effectively in communication, to express their ideas clearly and clearly
orally and in writing. to be able to ask and answer questions logically based on the topic, to be
socially flexible, to follow the culture of communication, to work in a team, to defend one's
position in dialogue, respecting the opinion of the interlocutor , to be able to convince him, to
manage his passions in different conflict situations, to make the necessary decisions in resolving
problems and disagreements.
Resolution of the President of the Republic of Uzbekistan.
Decree of the President of the Republic of Uzbekistan dated July 11, 2019 No PF-5763 "On
measures to reform governance in higher and secondary special education"
Used website.
https://adu.uz/uz/news/article/1565
List of used literature:
1. Theory and history of pedagogy. R.Mavlonova. - Tashkent, science and technology. 2010.
2.
Pedagogy. Pedagogical textbook of M.Kh. Tokhtakhodjaeva, 2010, Tashkent.
