The essence and structure of the formation of foreign language communicative competence of specialists

Abstract

Competence, contextual and personal-activity approaches are the basis for studying students’ foreign language communicative competence.

The purpose of the article is to determine the essence of the concept of «foreign language communicative competence» and characterize its structural components based on the literature analysis.

Research methods: analysis of psychological-pedagogical and methodological literature, systematization and generalization of various views and approaches of scientists regarding the definition of the essence of the concept and structure of foreign language communicative competence.

Foreign language communicative competence is considered as a complex, multi-component education, where in the process of language training the emphasis is on the professional orientation of foreign language communicative competence of students. Foreign language communicative competence is understood as integrative personal-professional education, which determines the student’s ability and readiness to creatively solve practice-oriented and information-communicative tasks in the field of professional activity and foreign language professionally oriented communication. Determinant in the structure of foreign language communicative competence of students is its professional orientation. The author identified the following competencies in the structure of foreign language communicative competence of students: linguistic (mastery of vocabulary, grammar, phonetics, spelling); discursive (mastery of the logic of the organization of speech and written texts); conversational (ability to speak coherently, without tension, at a natural pace, without long pauses to find language forms in receiving and transmitting professional information); pragmatic (ability to convey communicative content in accordance with the social context); information technology (the ability to search for foreign language communicative professionally relevant information from various sources, productively use foreign language information Internet resources in the process of professional activity); strategic (ability to use verbal and nonverbal professional communication strategies to compensate for the lack of knowledge in real language communication); socio-cultural (knowledge of the socio-cultural context in which the language is used, the ability to build foreign language professional communication adequate to these features); personal and creative (ability to increase the level of foreign language proficiency, ability to self-development in the process of independent search and creative activity). Given the complex, integrative and professional- oriented nature of foreign language communicative competence of students, cognitive, operational- effective, emotional-volitional, motivational-value and reflective components were identified.