Особливості формування комунікативної компетентності студентів-філологів у процесі вивчення англійської мови (The pecularities of formation of students-philologists communicative competence in the process of studying English)

Abstract

У статті відображено сутність та компонентний склад комунікативної компетентності. Проаналізовано основні підходи та принципи організації процесу навчання англійської мови. Визначено параметри та рівні сформованості кому нікативної компетентності студентів-філологів. Висвітлено методи та прийоми організації процесу навчання англійської мови у вищій школі. Запропоновано приклади вправ, які спрямовані на розвиток комунікативної компетентності. (The article shows the different approaches to the interpretation of the term «communicative competence». The urgency of the issue of communicative competence of students-philologists in the process of studying English from the perspective of the present was highlighted. The component structure of communicative competence (speech, lingual, discourse, sociocultural and sociolinguistic competences) was determined. The contents and characteristics of competence approach (personal and general social value of knowledge, skills, qualities; a clear effective system of criteria for measuring the level of formation and development of competence; the creation of some unusual problem situations; the creation of an appropriate learning environment; organization of the process of studying based on research, problem, partially-search methods; using modern ICT in the process of studying) and communicative approach (teaching communication through interaction in English; using authentic materials in educational situations; using personal experience) to the process of studying English were clarified. The basic principles of English training (individual experience; level differentiation; age approach; problem-situational training; stimulation of independence in the process of studying; development of creativity and moral sphere of personality; actualization of the results of studying) were highlighted. The parameters of communicative competence (perceptual, interactive, linguistic-communicative) were determined. The levels of students-philologists’ communicative competence (high, medium, low) were determined. The methods and techniques of the process of studying English in high school were highlighted. The examples of exercises aimed at developing students-philologists’ communicative competence were suggested.