MEANS OF FORMATION OF ENGLISH LANGUAGE COMMUNICATIVE COMPETENCE AMONG STUDENTS OF NON-LINGUISTIC SPECIALITIES

Abstract

The article is devoted to the analysis of effective means of the formation of English language communicative competence among students of non-linguistic specialities. The relevance of the study has been substantiated by the need to improve the English-language communicative competence of future specialists in various fields according to modern European integration processes. In order to achieve the goal of the study, methods of analysis, systematization, comparison, and generalization have been used. Approaches to the interpretation of the concepts “communicative competence” and “foreign language communicative competence” have been considered. The structure of the English-language communicative competence, which includes interrelated competencies, namely language, sociolinguistic, sociocultural, general educational, discursive, and compensatory, has been analyzed. The tools that contribute to the development of the English-language communicative competence among students of non-linguistic specialities have been identified and characterized, including role-playing games, the use of video materials, problem-based learning, reading and analysis of professional literature, and “flipped classroom”. It has been established that role-playing games contribute to the development of interpersonal communication by modelling real communicative situations. The use of video materials ensures the development of auditory and speech skills, sociocultural awareness and increases motivation for learning. Work with professionally oriented texts in English contributes to the acquisition of lexical and grammatical structures, the development of critical thinking and the formation of the ability to apply the acquired knowledge in professionally oriented communication. The “flipped classroom” model fosters students’ independence, engages students with authentic resources and combines receptive and productive language skills in the context of professional situations. Problem-based learning develops critical thinking, the ability to analyze information, express students’ own position in a reasoned manner, and make decisions in a foreign language. It has been concluded that the combination of these tools ensures the development of linguistic, communicative, and sociocultural competencies and prepares future specialists for effective communication in English.