Theoretical foundations of modern communicative methods of teaching foreign languages to university students

Abstract

This article is devoted to the theoretical foundations of modern communicative methods of teaching foreign languages to students of higher educational institutions. The purpose of the study is to systematize and analyze the key principles underlying the communicative approach to teaching foreign languages in the university environment. The paper uses methods of theoretical analysis, synthesis, generalization and systematization of scientific literature on the problems of research. The material for the study was the works of domestic and foreign scientists in the field of linguodidactics, psycholinguistics and methods of teaching foreign languages. The results of the study indicate that the communicative methodology of teaching foreign languages is based on a number of fundamental principles: the principle of communicative orientation, the principle of situationality, the principle of authenticity, the principle of interactivity and the principle of functionality. The implementation of these principles in the practice of teaching foreign languages at the university contributes to the formation of students' communicative competence, including linguistic, sociolinguistic, discursive, strategic and socio-cultural components. At the same time, special attention is paid to the development of spontaneous speech skills in various communicative situations, as close as possible to the real conditions of intercultural communication. The theoretical significance of the research lies in the systematization and deepening of scientific ideas about the conceptual foundations of communicative methods of teaching foreign languages. The practical value of the work lies in the possibility of using its results in the development of curricula, manuals and didactic materials for teaching foreign languages in higher education. The prospects for further research are related to the empirical verification of the effectiveness of the communicative approach in the context of the Russian higher education system.