COMMUNICATIVE COMPETENCE IN THE DIDACTICS OF A FOREIGN LANGUAGE

Abstract

This article examines the communicative competence in the didactics of a foreign language, the parameters that determine the speaker's skills in using the language are mentioned. The emphasis is placed on four areas of knowledge and skills of communicative competence. The article describes the stages of the formation of the communicative competence concept in domestic and foreign didactics. The relevance and successful use of the competence approach is emphasized. The description of the “communicative competence” concept is given. Various approaches to the definition of communicative competence and its structural components are considered. The ambiguity of the term interpretation is noted. The necessity of the formation and improvement of communicative competence in the totality of its components is revealed. The main structural components of communicative competence for successful communication are highlighted. Language training in the system of higher professional education should aim not just to acquire knowledge, skills and abilities, but also to contribute to the formation of students' ability to use a foreign language as a communication tool in further professional activities, not only in the dialogue of cultures, but also as a means of professional scientific and technical communication. Intercultural communicative competence is the ultimate goal of teaching a foreign language, it not only contributes to the integration of the domestic education system into the European and world intellectual community, but also increases the status of a graduate of a higher school in the world labor market.