COMMUNICATIVE COMPETENCE IN THE CONTEXT OF ENGLISH LANGUAGE TEACHING

Abstract

Abstract. This article examines the concept of communicative competence as a key category in contemporary language teaching theory within the context of foreign language instruction. The relevance of the topic stems from the shift from the traditional model of education to a competence-based paradigm, the introduction of the Common European Framework of Reference for Languages (CEFR), and the need to develop pupils’ ability to engage in genuine intercultural communication. The author notes that the traditional model of education, which focuses on the rote learning of grammatical rules and lexical items, does not ensure an adequate level of proficiency in English in real-life situations, leading to a disconnect between academic knowledge and practical skills. The article analyses contemporary approaches to interpreting the concept of ‘communicative competence’, the structural components of communicative competence (linguistic, sociolinguistic, pragmatic, discursive, strategic and sociocultural), and provides a description and examples of how these manifest in the learning process, as well as the psychological and pedagogical conditions for its development in the process of learning English. Particular attention is paid to the analysis of contemporary approaches: the communicative approach (learning through communication), the competence-based approach (result-oriented – the ability to perform communicative tasks), and the interactive approach (constant interaction between learners). The article presents, in detail, the techniques and methods for developing communicative competence: interactive techniques (working in pairs and groups, role-plays), project-based learning, case studies and debates, working with authentic materials (articles, podcasts, videos), and the use of digital resources (language exchange platforms, virtual whiteboards, artificial intelligence tools). The psychological and pedagogical conditions for the successful development of communicative competence are identified, with a view to creating a safe environment with a low affective filter (Krashen, 1985). Based on a theoretical analysis, methodological recommendations are proposed for the effective development of communicative competence among learners. This article may be of interest to researchers, lecturers, students of language-related disciplines, and anyone interested in modern methods of teaching foreign languages.