The formation of language competence of students on the grammar of the English language

Foreign languages not only accelerate the formation of foreign language communication, but also positively affect the overall development of a person, therefore grammar plays an important role in the formation of communicative competence [2, с. 8].

Teaching foreign languages in general and English in particular has undergone many changes in teaching methods, especially in recent decades, which is the reason for the development of a variety of innovative approaches and methods. Teaching a language is a dynamic, constantly changing process in which there are no fixed standards in comparison with other subjects.

The main purpose of teaching foreign languages at a university is to develop communicative competence. Students' acquisition of communicative competence is focused on the formation of such a level of knowledge of a foreign language that will allow it to be used to meet professional needs, realize personal and business qualities and further self-education. In the process of forming communicative competence, students use the means of the language - its vocabulary and grammar - to build statements that would be understandable to the addressee. However, knowledge of only vocabulary and grammar is not enough for communication in a given language to be successful: one must also know the conditions for using particular language units and their combinations.

In the framework of the competency-based approach, grammatical phenomena, from the point of view of communication, are studied and assimilated not as separate structures, but as means of expressing certain thoughts, relationships, communicative intentions [2, с. 9].

Grammatical competence within the framework of a communicative approach is considered as the ability to understand and express thoughts in the process of communication and recognition of correctly formulated phrases and sentences in accordance with the principles that accumulate lexical elements into meaningful phrases and sentences [3, с. 5].

The information component of updating grammatical competence can be represented in the form of the following skills:

• -    the ability of students to independently search for ways and solutions to the educational task;

• -    skills to master constantly changing information technologies;

• -    the ability to achieve a level of informed competence.

It seems that the comparison of the grammatical constructions of voiced written and spoken English, the logical processing of language grammatical material, the conscious and active mastery of the grammatical side of spontaneous speech contribute to a more solid assimilation of knowledge and are in accordance with the principle of consciousness and activity of learning [4, с. 2].

So, the content of training is correlated with the activities of the teacher and students, addressed to the educational material. In addition, all these components of the learning content are in close interconnection with each other, and in their selection and organization this provision should be taken into account.

Thus, the process of forming the competency of updating grammatical competencies among students of a technical university helps to increase motivation for mastering the material and improve the skills of grammatical competence in an interactive form of work [1, с. 6].

It is obvious that the role of the teacher, who understands and accepts the dynamics of innovative development, is changing, developing the ability of future specialists to develop fundamentally new competencies that are adequate to modern changing reality.