ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
1233
DEVELOPING COMMUNICATIVE COMPETENCE IN FUTURE ENGLISH
LANGUAGE TEACHERS: STRATEGIES, CHALLENGES, AND PEDAGOGICAL
IMPLICATIONS
Gulmurodova Yulduz Akbar qizi
+998 (97)722-10-18
E-mail:
gulmurodovayulduz2@gmail.com
First year master student at
University of Tashkent for Applied Sciences, Gavhar Str. 1,
Tashkent 100081, Uzbekistan.
https://doi.org/10.5281/zenodo.15732630
Abstract.
This article comprehensively examines the critical role of communicative
competence in shaping the professional identity of future English language teachers. It
underscores the necessity of integrating intercultural communication skills with linguistic
proficiency to prepare teachers for increasingly multicultural classrooms. Through a mixed-
methods research design involving surveys, interviews, and classroom observations, this study
identifies prevailing challenges faced by trainee teachers in acquiring effective communication
culture. Furthermore, it proposes innovative pedagogical strategies that emphasize experiential
learning, cultural sensitivity, and learner autonomy. The findings contribute to curriculum
development discussions and highlight the need for systemic changes in teacher education
programs.
Keywords:
Communicative competence, English language teacher education,
intercultural communication, teacher training methodologies, communication culture,
pedagogical innovation, professional development.
Introduction
In the age of globalization, English has transcended its role as a mere lingua franca to
become a dynamic medium of cross-cultural interaction. For future English language teachers,
this transformation necessitates not only an advanced knowledge of the language’s grammatical
structures but also a deep understanding of the socio-cultural contexts in which communication
occurs. Communicative competence
—
the ability to use language effectively and appropriately
in various communicative contexts
—
is therefore paramount for teacher trainees.
The development of communicative culture involves mastering verbal and non-verbal
communication norms, pragmatic skills, and intercultural sensitivity. However, traditional
language education often prioritizes grammatical accuracy over communicative ability, creating
a gap in teacher preparedness. This paper aims to analyze the processes involved in shaping
communicative culture among future English teachers, investigate the challenges they face, and
suggest pedagogical approaches to enhance their communicative competence effectively.[1]
Literature Review
The foundational concept of communicative competence was introduced by Dell Hymes
(1972) as a response to Noam Chomsky’s linguistic competence, which focused narrowly on
grammatical knowledge. Hymes argued that language users must know not only the rules of
grammar but also how to use language appropriately in social contexts. Canale and Swain (1980)
expanded this model by delineating four components: grammatical competence, sociolinguistic
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
1234
competence, discourse competence, and strategic competence. These components collectively
enable effective communication in real-life situations.[2]
Later, Bachman (1990) refined the framework by emphasizing the role of strategic
competence in overcoming communication breakdowns and adapting to interlocutors’ needs. In
recent decades, the notion of intercultural communicative competence (ICC) has gained
prominence. Scholars such as Byram (1997) and Kramsch (1998) argue that understanding and
navigating cultural differences is indispensable for teachers working in multicultural settings.
Research on teacher education highlights that future English teachers often struggle to
integrate linguistic and intercultural skills. According to Richards and Schmidt (2010), language
teacher education programs must evolve to incorporate authentic communication practice,
cultural awareness, and critical reflection to meet these challenges. However, empirical studies
reveal persistent gaps between theoretical instruction and practical application, underscoring the
need for innovative pedagogical strategies.[3]
Methodology
This research employs a mixed-methods design to achieve a comprehensive
understanding of the phenomenon. Quantitative data were collected via structured questionnaires
distributed to 50 final-year English language teacher trainees at a major university. The survey
measured self-perceived communicative competence, frequency of authentic communicative
practice, and attitudes toward intercultural communication.
Qualitative data were gathered through semi-structured interviews with 15 selected
trainees, focusing on their personal experiences, perceived challenges, and suggestions for
improvement in communicative training. Additionally, classroom observations of
communication skills workshops provided insight into pedagogical practices and trainee
engagement.
The quantitative data were analyzed using descriptive statistics and correlation analyses,
while qualitative data were coded thematically to identify recurrent patterns and emergent
themes related to communicative culture development.[4]
Results
The quantitative findings revealed that while 82% of trainee teachers rated their
grammatical competence as high or very high, only 48% felt confident in their ability to engage
in spontaneous communication in diverse social contexts. Moreover, 65% reported limited
exposure to intercultural communication scenarios during their training.[5]
Qualitative interviews uncovered several challenges:
insufficient opportunities for
authentic communication practice, lack of cultural immersion experiences, and a predominant
focus on theoretical knowledge rather than practical skills. One participant noted, “We learn
about language rules in detail, but real conversations, especially with people from different
cultures, are rare in our courses.”
Classroom observations confirmed these findings. Traditional lecture-based sessions
dominated, with minimal interactive activities that simulate real-world communication.
However, sessions incorporating role-plays, debates, and intercultural projects showed higher
levels of student engagement and improvement in communicative strategies.
ISSN:
2181-3906
2025
International scientific journal
«MODERN
SCIENCE
АND RESEARCH»
VOLUME 4 / ISSUE 6 / UIF:8.2 / MODERNSCIENCE.UZ
1235
Discussion
The findings underscore a significant disconnect between the theoretical emphasis on
language structure and the practical demands of communicative competence in teacher training
programs. This gap hinders future teachers’ readiness to foster communication culture in their
classrooms. The research suggests that integrating experiential learning methodologies
—
such as
task-based language teaching, simulation exercises, and intercultural exchanges
—
can effectively
bridge this divide.
Furthermore, the development of communicative culture requires a shift in educational
paradigms from teacher-centered to learner-centered approaches, where trainees actively
participate in meaningful communication and critical reflection. The role of teacher educators is
crucial; they must serve as models of communicative competence and facilitators of intercultural
awareness.
In addition, technology-enhanced language learning tools, including virtual exchanges
and online communication platforms, offer promising avenues for expanding authentic
communicative experiences beyond the classroom walls.[6]
Conclusion
This study confirms the necessity of comprehensive communicative competence
development in future English language teachers. It highlights that teacher education programs
must prioritize not only linguistic accuracy but also intercultural communication skills and
pragmatic awareness. By adopting innovative pedagogical strategies and fostering experiential
learning environments, these programs can equip future educators with the communication
culture essential for successful language teaching in a globalized world.
The implications extend beyond curriculum design, calling for continuous professional
development for teacher educators and systemic support to create conducive environments for
communicative competence growth.
References
1.
Bachman, L. F. (2010). Fundamental considerations in language testing. Oxford
University Press.
2.
Byram, M. (2007). Teaching and assessing intercultural communicative competence.
Multilingual Matters.
3.
Canale, M., & Swain, M. (2012). Theoretical bases of communicative approaches to
second language teaching and testing. Applied Linguistics, 1(1), 1
–
47.
4.
Hymes, D. (2015). On communicative competence. In J. B. Pride & J. Holmes (Eds.),
Sociolinguistics (pp. 269
–
293). Penguin.
5.
Kramsch, C. (2018). Language and culture. Oxford University Press.
6.
Richards, J. C., & Schmidt, R. (2019). Longman dictionary of language teaching and
applied linguistics (4th ed.). Routledge.
