The concept "communicative competence"

Today an indispensable component of continuing professional University education is teaching foreign languages. Course of Study foreign languages at universities is communicatively oriented and professionally oriented and leads to the formation of communicative professional competence. Due to trends globalization and internationalization functional significance foreign languages is increasing and communicative learning issues foreign languages are of particular importance. Development of a foreign language communicative competence of a specialist is the main purpose of teaching a foreign language. So what is communicative competence? Consider this concept from the moment occurrence of the term to this day. As will be explained below, components of communicative competence presented by N. Chomsky and to this day, in the process of evolution of the concept of “communicative competence ” became increasingly complex. In the writings of the American linguist N. Chomsky was introduced into active scientific usage, the term ˝ competence ’(this term was found in the works V. Humboldt and other linguists in connection with the study of problems generative / generative grammar), which arose as a development of the idea of linguistic competence. Under the linguistic competence of N. Khomsky understood the system of intellectual abilities, the system of knowledge and beliefs that develops in early childhood and in interaction with determines by many other factors ... behaviors˝ [1, p.15] . N. Khomsky singled out the concept of competence (innate ability to speech - competence) and speech production (real speech product -performance) [2, p.4] . A competent speaker / listener should, by N. Khomsky’s opinion, to form / understand an unlimited number of proposals for models and have a judgment on the utterance. According to N. Khomsky, speech generation is a process of consistent implementation semantic, grammatical and pragmatic rules that form native speaker based on innate cognitive structures, i.e. exist a kind of universal grammar, consisting of a complex of deep structures and explicating the basic properties of the human mind [3, p.44] .

Further this idea is developed in his works by A.R. Luria, the main emphasis he does on two sides of speech activity (coding and decoding speech communication) and calls the conditions of the psychological process understanding speech communication - understanding the word, structure and the whole messages [4].

According to the sociolinguistic approach associated with the names of J. Austin, J. Searle, who developed the logical-philosophical theory of speech 685 acts, it becomes important to take into account the pragmatic effect of the statement, competence is not an innate ability, but is formed in the result of the interaction of the individual with the social environment (the acquisition of this ability is provided by the social experience and needs of individuals in inextricable connection with the process of personality socialization) [3] .

Since linguistic competency significantly limited object of language testing in the context of communicative language learning,ideas arose of expanding this construct, which was called “Communicative competence” [5, p.47] . Communicative competence is the skills and abilities of adequate the use of lexical and grammatical means in a specific situation communication. Communicative competence is defined as creative the ability of a person to use the inventory of language tools (in the form of statements and discourses), which consists of knowledge and readiness for them adequate use. Cognitive, affective and intentional factors. Acquisition of communicative individual competence becomes the dominant goal of learning. Center teachers' attention is transferred from the structure or system of the language (like this took place in structural linguistics) on the structure of speech, different situationality and national-cultural specificity [3] . From the point of view of the theory of speech activity, components communicative competencies were called competencies in speaking, reading, writing, listening [6] . A functional approach to the language made it possible to talk about component the composition of communicative competence -grammatical, sociolinguistic, discourse (discursive), strategic competencies [5, 6] .

According to the communicative competency model S. Sauvignon, represented as an “inverted pyramid”, communicative competency includes grammar, discursive, strategic and sociocultural competence (the verge of the represented pyramid) [7] .

In domestic linguodidactics, the term ˝communicative competency˝ was introduced by M.N. Vyatyutnevym. He understands the communicative competency how to choose and implement speech behavior programs in depending on a person’s ability to navigate one way or another communication environment; ability to classify situations according to topics, tasks, communicative attitudes arising from the students before the conversation, as well as during a conversation students before the conversation, as well as during a conversation in the process of mutual adaptation˝ [8, p. 38] . This ability to select and implement speech communication and behavior programs carried out “against the background of the cultural context” [9] and acquired in The result of natural communication or specially organized learning˝ [10, p. 55] .

With all the variety of approaches to the study of structure communicative competence, the most common components are:

• •    linguistic (vocabulary, grammar, phonetics, spelling),

• •    discursive (construction of oral and written texts),

• •    pragmatic (successful achievement of a communicative goal),

• •    strategic (overcoming communication difficulties),

• •    sociocultural (compliance with sociocultural standards).

In conclude, Modern anthropocentric linguistics examines communicative competence as a phenomenal category reflecting normative knowledge of the semantics of linguistic units of different levels, mastery mechanisms for constructing and rephrasing statements, skill generate discourse of any length, in accordance with the cultural and speech situation, including parameters of the addressee, place, time and conditions communication, the ability to realize in foreign language the differences between the native and foreign language, carry out conscious and automatic transfer language means from one type of speech activity to another, from one situation to another.

Sources used:

• 1.    Хомский, Н. Язык и мышление / Н.Хомский. – М. : Изд-во Моск. ун-та, 1972. – 122 с.

• 2.    Chomsky, N. Aspects of the Theory of Syntax /N. Chomsky. – Cambridge: The M.I.T Press, 1965. – 251 p.

• 3.    Бастрикова,    Е.М.    Коммуникативная    компетенция    как

• 4.    Планарный доклад / Д. Дэвидсон, О.Д. Митрофанова // Русский язык и литература в общении народов мира: проблемы функционирования и преподавания. – М. : Рус. яз., 1990. – 27 с.

• 5.    Изаренков, Д.И. Базисные составляющие коммуникативной компетенции и их формирование на продвинутом этапе обучения студентов-нефилологов / Д.И. Изаренков // Русский язык за рубежом. – 1990. – № 4.60с.

лингводидактический феномен.

"Экономика и социум" №3(70) 2020