The concept of foreign language communicative competence

Some researchers distinguish speech communication and technical communication.

Technical is a set of devices that provide reception and delivery of information. Speech communication includes the sender of the speech, the recipient of the speech, their speech activity and the message as a product of speech, i.e. the situation of communication. All speech characteristics and other components of the communicative act contribute to its (successful or unsuccessful) implementation. When speaking with others, we choose from an extensive inventory (in modern linguistics they sometimes say: fields) of possible means of verbal and non-verbal communication, those means that seem most suitable for us to express our thoughts in a given situation. This is a socially significant choice. This process is both endless and infinitely diverse. Speech communication contains the following properties.

• •    speech is a part of communicative culture and culture in general;

• •    speech contributes to the formation of the social role of the communicant;

• •    mutual public recognition occurs with the help of speech communicants;

• •    social meanings are created in speech communication.

At present, unfortunately, many graduates of universities of a non-linguistic profile have an insufficient level of formation of a foreign-language communicative competence. This is primarily due to the peculiarities of teaching a foreign language in a non-linguistic university, as many researchers rightly pointed out dealing with the problems of teaching a foreign language in non-linguistic universities.1

Foreign-language     commutative     competence     facilitates communication with representatives of other peoples and cultures. When teaching a foreign language in the educational process, the situation is set by the teacher. The subject of speech activity are thoughts that are expressed in connection with certain motives within a certain topic. The motivation for speech can be both internal (coming from the needs of the person himself) and external (coming from another person). The situation itself may contain contradictions that will be resolved in the process of communicative interaction. This situation is called problematic. The dynamism of the situation depends on the activity of the communicants, their interest in communication, community of interests, language, their relationship to each other, to the situation. Based on the concept of communication, a complex of communicative skills is distinguished, the mastering of which contributes to the development and formation of a personality capable of productive communication. The following types of skills are distinguished in the literature:

• •    interpersonal communication;

• •    interpersonal interaction;

• •    interpersonal perception.

Interpersonal communication is the use of non-verbal means of communication, the transmission of rational and emotional information, etc. Interpersonal interaction uses the ability to establish feedback. Interpersonal perception is characterized by the ability to perceive the position of the interlocutor, to hear him.

One of the main criteria for the formation of a person's communicative competence is reflection, when a person is able to assess his position in accordance with the position and interests of the interlocutor. It is necessary that a person has also formed the ability to establish a connection with a partner, analyze his messages, adequately react to them, skillfully using writing, listening, reading.

The use of communicative methods in teaching a foreign language is an objective necessity dictated by the laws of any teaching. As you know, everything that a person learns, he acquires in order to use in future activities. It is also known that the use of knowledge, skills, abilities is based on the transfer of communication

In accordance with the communicative method, teaching varies depending on the level of the trainees. First of all, the educational process relies on content that helps to navigate in the world of a foreign culture, develops its own world of vision of different cultures. Students act as active partners in communication, they are encouraged to consciously and independently use language and speech means. Classes are of a social nature, frontal work is replaced by partner, individual and group work.

Working on the communicative method, the active use of textbooks and manuals with a communicative orientation in the educational process gives positive results in teaching a foreign language.

The linguistic component of the foreign language communicative competence of students is the knowledge of language means, including grammar, vocabulary and phonetics, and the readiness to use them both in oral and written communication. The problem is that the use of language for communicative purposes is a more complex phenomenon than the mental knowledge of foreign language means in the form of rules or the use of language means in the process of communication.

The strategic component of communicative competence ensures decisionmaking on the best way to achieve a communicative goal in a situation requiring flexibility in the use of linguistic means, adaptation to the individual characteristics of other participants in oral or written communication, as well as speech interaction [25, p. 108].

This definition shows that the function of the strategic component goes beyond providing simple compensation in the face of a language deficit and is directly related to the development of a goal, plan, means and course of communication in order to avoid communication failures. The strategic component of communicative competence plays a specific role in communication situations complicated by the cultural differences of the participants.

The intercultural component of communicative competence combines sociolinguistic and sociocultural knowledge, contributing to the comprehensive development of the personality of students, strengthening the sense of national belonging, enriching the communicative experience with contact with other cultures, forming a tolerant attitude towards cultural diversity and creating the basis for fruitful interaction with representatives of other cultures through the language being studied.

Younger school age is the most favorable for starting to learn a foreign language. At this stage, the foundations of foreign language communicative competence are laid, which is understood as the ability and willingness to carry out interpersonal and intercultural communication with native speakers in a given standard, the program limits, which provides for the formation of linguistic, speech, socio-cultural, compensatory and educational-cognitive communicative competence.

The goal of teaching a foreign language in primary grades is to develop the ability to communicate in a foreign language, taking into account the speech capabilities and needs of students. It is at the initial stage of mastering a foreign language that it is very important to show students the practical application of their knowledge, skills and abilities. For this, it is not enough for the teacher to saturate the lesson with exercises, it is necessary to provide students with the opportunity to think, solve some problems and reason about possible ways to solve these problems.

The communicative competence of students is purposefully formed not only in the class, but also outside the classroom, using a variety of forms, methods and techniques of work. The new tasks set before the teacher in teaching a foreign language imply changes in the requirements for the level of language acquisition, the content and organization of the material, the use of adequate forms and types of control in different variants of its study.