Structural-functional model of foreign-language communicative competence formation

graduate student

3rd course, Institute of economy and management

Belgorod state university

Russia, Belgorod STRUCTURAL-FUNCTIONAL MODEL OF FOREIGN-LANGUAGE

COMMUNICATIVE COMPETENCE FORMATION

Within this research special attention should be paid to the term "communicative competence" which entered D. Hymes and treats it as internal knowledge of situational relevance of language and as the abilities allowing to be the participant of speech activity. One of the first D. Hymes paid attention that language proficiency assumes knowledge not only lexicon and grammar, but also social conditions of their use [2, p. 180].

The leading role of language researching is occupied by foreign-language communicative competence which can be treated as ability and readiness of future teacher or teacher of a foreign language to act as the secondary language personality in various situations of communication, i.e. to participate in cross-cultural communication [1, p. 70].

As a result of the analysis of theoretical and practical justifications of the main characteristics, technologies, methods of foreign-language communicative competence formation, it is revealed that FLCC formation is absent within competence-based approach in human resource management of educational institution. The lack of theoretical model leads to the fact that the foreign-language communicative competence is absent in a set of the main professional competences of the teacher, except for language teachers. The developed structural-functional model of the components influencing of foreign-language communicative competence formation of pedagogical employees of the higher school is aimed at the international development of the university, increase its positions in the world rankings, and the most important – improvement of internal work of establishment for the purpose of full dedication of employees.

The principles of model of foreign-language communicative competence formation are: dialogueness, variability, integrity. Thus, the success of FLCC formation can be reached only at full-fledged simultaneous coverage of all components.

Components of structural-functional model influencing over foreign-language communicative competence formation of pedagogical employees of the higher school are:

• 1)    The substantial component is carried out through educational activity and also additional education within what there takes place obtaining the main knowledge, skills in the field of a foreign language. The substantial component includes 6 main language aspects: grammar, lexicon, speaking, audition, reading and letter.

• 2)    The motivational and target component assumes implementation of the common didactic goal – development of the competence. As a result of successful foreign-language communicative competence formation every teacher should possess the main professional competences and foreign-language communicative competence at the same level. Besides achievement of the common didactic goal it is necessary to pay attention to motivation of teachers which can consist in the following: high professional vocation, increase in education level and culture, respect of people around and colleagues, achievement of high prosperity, social activity.

• 3)    The organizational and technological component of this model is presented by set of methods and forms of education for development of foreign-language communicative competence in teachers of the higher school. This component is implemented through the following elements: lectures (lectures conferences, lectures press conferences, lectures visualization, problem lectures, lectures with in advance planned mistakes); seminars (a seminar debate, the developed conversation on the basis of the plan of seminar occupation which is in advance handed to students, a question-answer seminar, a business game, the organization of a group discussion, a debate, modeling of situations with search of alternative decisions, a case method, storytelling, dialogues, writing of the essay and letters,

drawing up crossword puzzles and tests, creation of the presentations, the solution of situational tasks (cases); passing of training courses on a foreign language, professional development, master classes, seminars and also exchange programs for teachers. Within process of teachers training use of such didactic means (materials) as manuals, methodical recommendations about disciplines "Foreign language", the control training tests, standard and legal acts, the presentations. Each activity allows teacher to take root into language space and to improve the knowledge, to confirm abilities and to fulfill skills. In addition, the substantial component includes formation of linguocultural and sociocultural elements of foreign-language communicative competence without which FLCC cannot be considered as completely created.

• 4)    The estimated component of model includes means (procedure) of assessment of the components influencing of foreign-language communicative competence formation of pedagogical employees of the higher school which can be reflected in the following elements: motivational and valuable: a leaf of a self-assessment of formation of foreign-language communicative competence after passing of a language course, after professional development passing; operational and activity: expert leaf of estimation of content of characteristics of the teacher, tests on identification of communicative abilities; cognitive: diagnostics of level of proficiency in the main aspects of language, tests on the studied subjects or modules, etc. Means of assessment is testing by determination of level of foreign-language communicative competence formation, the author's techniques considering everything features of the organization and personnel often act.

In the investigation, we deeply plunged into factors, principles and functions of structural-functional model of the components influencing foreign-language communicative competence formation of pedagogical employees of the higher school that helped to see a full-fledged picture of formation of FLCC.