The role of communicative competence teaching English language in non-philological institutes

Recent years there has been growing interest on learning foreign languages. All learners look for an effective way that help to learn language easily so we can come across different approaches to learn language.

The task of the teacher in this process is to use in his pedagogical practice the widest possible range of various teaching methods and means that activate the educational and cognitive activities of students in the process of learning a foreign language; in stimulating interest in the subject and material being taught. The use of methods and tools will depend on many factors. It is not effective to constantly use traditional methods and training systems, it is advisable to experiment, try new techniques and tools, taking into account the requirements of today.

Thus, the methodological content of a modern lesson in a foreign language should be communicative - the focus of the educational process on bringing it closer to the real process of communication based on speech knowledge, skills and abilities. The need to ensure a communicative orientation of teaching students of non-linguistic universities requires the development and improvement of all types of speech foreign language activities. The main attention should be given to the development of skills to carry out all types of speech activity: listening -understanding (listening), speaking, reading, writing.

Languages are a fundamental element in the formation of the personality, group and individuals of a society. Languages are not only a means of communication, but an integral part of a person, his belonging to society.

Teaching foreign languages in the system of a non-linguistic university is considered as a mandatory component of continuing professional education. A university course in teaching foreign languages is communicatively oriented and professionally oriented and leads to the formation of a communicative professional competence.

The main characteristics of communicative competence. Changes in political and economic conditions led to a change in the requirements for a graduate of a non-linguistic university. Currently, a specialist in the labor market who speaks a foreign language at a fairly high level is in demand. Among the requirements for training a specialist, knowledge of a foreign language is in second place, second only to professional competence and ahead of knowledge of computer technology.

Until recently, the teaching of a foreign language was dominated by a structural approach, the purpose of which was to master the language as a grammatical and lexical system. In the process of learning a foreign language, students received an idea of its system and acquired the ability to use language material to compose grammatically correct language forms and structures. As a result of such training, the practical goal of mastering a foreign language was not achieved - the ability to communicate, the ability to adequately express one’s own thoughts and understand the interlocutor’s thoughts in a real situation.

The need that arose in society for real communication in a foreign language translated the goal of learning into a practical plane and prompted methodologists, psychologists, and linguists to develop a new methodology that combines teaching the language system with teaching to communicate in this language.

The development of such a technique began in the 70s. As a result of the desire of scientists in these years to find an effective teaching method that can overcome the obedience and disadvantages of already known methods, a communicative method arose. This method involves the orientation of training on the development of skills to practically use the learned foreign language, to correctly correlate language forms with the communicative functions performed by them.

The terms in the methodical literature of these years appeared: “types of speech activity”, “speech skill”, “speech skills”, “communicative orientation of tasks and exercises”, “conditionally communicative tasks” and others. The principle of communicativeness is correlated with the concept of “practical” in the name of a consciously practical method and with the first, as the main of the three main objectives of language teaching: practical, educational and developmental, reflected in the programs of the 70-80s on foreign languages for universities non-linguistic specialties.

It should be noted:

• 1.    Communication training should not displace language teaching as such, namely, “a language system that acts as a system of landmarks or an indicative basis in the process of speaking in a foreign language”. The latter approach is focused on "creating in the consciousness of the learner ... the mental (mental) equivalent of the system of the language being studied (that is, such a model of the language that is optimal from the point of view of grammatically" pure "speech in that language)" [207] . In this regard, the term "communicative-cognitive (or communicative-cognitive) activity" is applicable today.

• 2.    The communicative approach should not crowd out the personal approach, that is, the “approach from the point of view of the possibilities of selfexpression, self-actualization”, which ensures “the development of the learner’s personality”.

• 3.    A distinction is needed between “genuine communicativeness” and “pseudo-communicativeness” (for example, when training is replaced by “coaching”).

From the foregoing, it is concluded that the time of communication as a universal universal principle reigning without rivals in the methodology of teaching foreign languages, excluding (or at least crowding out) all other approaches, has passed. The introduction into practice of teaching personal and cognitive approaches in conjunction with the communicative should ensure the mastery of a foreign language for practical purposes.

Therefore, the modern methodology of teaching a foreign language is based on a rational set of several fundamental principles: communicatively active, cognitive (cognitive) and personal. Moreover, under the conditions of today's social order, the principle of “communicativeness” is the leading one in teaching a foreign language, subordinating all other principles.

Foreign language communication is diverse and multi-factorial, therefore, the process of learning it requires compliance with a number of conditions. It is assumed that in the course of mastering a new means of communication - a foreign language - the learner not only acquires communication skills as verbal interaction of people, as a communicative ability to adequate speech behavior in various communicative situations, but also develops intellectually, since he learns to communicate in a foreign language to another culture.

Sources used:

• 1.    Добрынина Д. В. Инновационные методы обучения студентов вузов как средство реализации интерактивной модели обучения // Вестник Бурятского государственного университета. – Улан-Удэ, 2010. № 5. С. 172176.

• 2.    Оскольская И. А. Некоторые аспекты интерактивных методов обучения иностранному языку в вузе // Педагогические науки. 2017. № 3 (84). С. 64-71.

• 3.    Смолкин, А.М. Методы активного обучения М-Высшая школа, 1991.

• 4.    Щукина, Г.И. Педагогические проблемы формирования познавательных интересов учащихся. / Г.И. Щукина. – М., 1988.

• 5.    Revers, W. Teaching foreign language skills. / – Chicago, London. – The University of Chicago press, 1981.

• 6.    Smith, K. Children's rights, assessment and the digital portfolio: Brighton Conference Selections IATEFL, 2001. – P. 55 - 69.

"Экономика и социум" №3(70) 2020