Language education as the basis for the development of the communicative competence in future teachers

Abstract

The article is devoted to the search for ways to develop the communicative competence of future teachers in the educational process at the university. One of these ways may be to improve the process of language training of students, the formation of general and professionally significant skills and skills of speech behavior. The article defines the components of language competence as the basis of communicative competence, the directions of language and speech training, describes the ways and techniques of forming the communicative skills of future teachers, including using information and communication technologies in the process of studying linguistic disciplines. Thus, communicative competence includes not only a high level of knowledge and proficiency in language means, but also a communicative (and speech) situation: the definition of all its components, the planning of speech interaction depending on the specific conditions of communication (place and time), communicative intentions, personality of communicators (age, status, features of information perception, etc.), the implementation of the plan, the use of flexible response techniques, playing along or countering, etc. For this purpose, tasks of an analytical and constructive nature are offered: analysis of literary texts (the speech situation and the interaction of its participants are studied), modeling of various communicative situations (parent meeting, job interview, meeting-acquaintance, etc.), role-playing games. An important role here is played by the ability to initiate communication, listen, find common points of interaction, show empathy, emotionally color the dialogue, be attentive and flexible, respond adequately to the interlocutor's remarks, etc. All this contributes to the formation of not only communicative, but also personal qualities of future specialists.