MANAGEMENT OF DEVELOPMENT OF COMMUNICATIVE COMPETENCES OF SCHOOLCHILDREN IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE

ABSTRACT

The article deals with the importance of managing the development of communicative competences of schoolchildren in the process of teaching a foreign language. The relevance of the topic is conditioned by the need to prepare students for successful communication in a multilingual society. The paper analyses the main components of communicative competence, including lexical, grammatical, sociocultural and strategic components.

АННОТАЦИЯ

В статье рассматривается важность управления развитием коммуникативных компетенций школьников в процессе обучения иностранному языку. Актуальность темы обусловлена необходимостью подготовки учащихся к успешной коммуникации в многоязычном обществе. В работе анализируются основные компоненты коммуникативной компетенции, включая лексическую, грамматическую, социокультурную и стратегическую составляющие.

Keywords: communicative competencies, teaching methods, managing, learning a foreign language, learning technology.

Ключевые слова: коммуникативные компетенции, методы обучения, управление, изучение иностранного языка, технология обучения, инновации.

In our work we talk about communicative competence, and it is considered to be among the main categories of modern theory and practice of teaching foreign languages and, in particular, English as a foreign language.

Between the 1970s and 1990s, several de scriptive models of foreign language communication competence were developed [1, с. 23].

Problems of theoretical and practical approaches to the formation of communicative competence continue to be developed in the works of foreign pedagogues: D. Wilkins, A. Harding, P. Hartman, D. Johnson, N. Kerr, J. Jr. Hill, M. Long, P. Porter and others.

In the domestic linguistics, the term «communicative competence» was introduced into scientific usage by M.N. Vyatyutnev. He proposed a pony communicative competence as the choice and implementation of programs of behavior according to the ability of a person to orient themselves in a given environment of communication; the ability to classify situations in accordance with the topic, tasks, communicative attitudes arising from scientists before talking, as well as during the conversation in the process of mutual adaptation».

The communicative approach in teaching a foreign language was based on the idea that one of the most important functions of language is the function of communication, or communicative function.

In other words, in the communicative approach to foreign language learning, the practical use of language is not only a goal but also a means to achieve this goal. The teaching of a foreign language is based on certain principles:

The use of language, while vocabulary and grammar are considered only as aspects of the language being learned that help students to solve specific practical speaking problems.

2) The principle of active learning. Communicatively implies the use of language in speech, and speech, in turn, is a kind of activity.

3) Situational principle. Any foreign language lesson is based on and through situations. In other words, the situation should be as close to real communication as possible and should also encourage students to speak in a foreign language.

Communicative foreign language learning is implemented through the use of learning technologies, and also involves the use of various methods and means of learning that will be discussed below.

Out of the variety of classifications of teaching methods existing in joint didactics, the specificity of the educational subject «foreign language» most corresponds to the one that comes from the level of assimilation of the material, on the one hand, and how students are doing with this material on the other.

The main methods and techniques for teaching a foreign language are currently:

1) explanatory and illustrative;

2) training for the formation of automated phonetic, grammatical and lexical skills for speaking;

3) training for the formation of automated phonetic, grammatical and lexical skills, to understand speech by listening and reading;

4) practice in the use of linguistic (phonetic, grammatical, lexical) material for speaking under similar conditions;

5) Practice in language material recognition to understand speech by listening and reading in new conditions;

6) Speech-seeking activity in speech, that is, the practice of expressing one’s thoughts in a new situation;

7) Speech-searching activity in listening and reading, i.e. self-controlled listening and reading of unfamiliar texts [2, с. 188].

The analysis of the methods and techniques presented shows that they vary in content.

Today, every person and state in general is interested in the practical mastery of a foreign language, ensuring access to the world market, familiarization with the world culture. Therefore, the priority objective is communication competence [3, с. 107]. Mastering communicative competence in a foreign language is an even more difficult task than mastering communicative competence in one’s own language, since it is the communicative competence that is an indicator of individual self-development [4, c. 44]. The concept of «learning technology» is not currently accepted. On the one hand, learning technology is a set of tools and means for processing, presenting, modifying and presenting educational information, on the other hand, is the science of how a teacher influences pupil in the process of teaching using the necessary technical or informational means. The pedagogical skill of the teacher is to select the required content, apply optimal methods and means of learning in accordance with the program and educational objectives [5, c. 13].

The aim of our research was to reveal the theoretical basis of communicative competence and modern pedagogical technologies, as well as to develop classes using teaching technology in cooperation and project method in the formation of communicative competence.

Список литературы:

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2. Щукин А.Н. Современные интенсивные методы и технологии обучения иностранным языкам: М.: Филоматис, 2010. – 188 с.
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