Components of communicative competence. The evolution of the formation of the terms communicative competence and communicative competence Give a precise definition of the concept of communicative competence

The main task of the secondary general education system is to prepare schoolchildren for life in society, providing them with the necessary knowledge and communication skills. Based on this, teachers and parents need to consider the formation of communicative competence of schoolchildren as the basis for successful social activity of the individual.

Definition of communicative competence

What does this term represent? Communication competence is a combination of skills in successful communication and interaction of one person with others. These skills include fluency, public speaking, and the ability to connect with different types of people. Also, communicative competence is the possession of certain knowledge and skills.

The list of necessary components for successful communication depends on the situation. For example, interacting with others in a formal setting presents a set of stricter rules for the exchange of information than talking in an informal setting. Therefore, communicative competence is divided into formalized and informal. Each of them has its own system of requirements and includes a number of components. Without them, it is impossible to develop communicative competence. These include a rich vocabulary, competent oral and written speech, knowledge and application of ethics, communication strategies, the ability to establish contact with different types of people and analyze their behavior. These components also include the ability to resolve conflicts, listen to the interlocutor and show interest in him, self-confidence and even acting skills.

Foreign language communicative competence as a key to success in the context of globalization

In our age of globalization, knowledge of foreign languages ​​plays an important role in professional and personal growth. Foreign language communicative competence includes not just the use of basic vocabulary, but also knowledge of colloquial, professional words and expressions, an understanding of the culture, laws and behavior of other peoples. This is especially true in modern Russian society, which has become more mobile and has international contacts at all levels. In addition, foreign languages ​​are capable of developing thinking and raising both the educational and cultural level of students. It is worth noting that the most favorable period for children to learn foreign languages ​​is from 4 to 10 years of age. Older students find it more difficult to learn new words and grammar.

Foreign language communicative competence is in demand in many areas of professional activity. Therefore, the study of foreign languages ​​and the culture of other peoples is given special attention in educational institutions.

School is the starting place for the development of communicative competence

Secondary education is the foundation through which a person receives the necessary knowledge about life in society. From the first days, schoolchildren are taught according to a certain system so that the students’ communicative competencies allow them to interact with other members of society and be successful in any social environment.

Children are shown how to write letters, fill out forms, and express their thoughts orally and in writing. They learn to discuss, listen, answer questions and analyze various texts in their native, state and foreign languages.

The development of communicative competence allows schoolchildren to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a primary task in the field of education.

It is worth noting that primary education shapes the personal qualities of schoolchildren. Therefore, the first years of school should be especially productive. Even in primary school, schoolchildren must become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.

Bilateral work with difficult students to improve their communication

Schools often deal with difficult children. Not all students exhibit exemplary behavior. If one part of schoolchildren is able to behave in a disciplined manner, then the other does not want to follow generally accepted rules of ethics. Difficult students often behave defiantly, can fight even during classes, do not absorb information well, are not collected and are unable to clearly formulate their thoughts. This is largely due to parents’ improper upbringing of their children. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.

Many parents place responsibility for their children's behavior on teachers. They believe that a student’s communicative competencies in most cases depend on teachers and the atmosphere at school. However, parental upbringing has no less influence on a child than time spent in an educational institution. Therefore, it is necessary to develop children’s interest in academic subjects both at school and at home. Bilateral work with students will certainly bear fruit. It makes them more disciplined, educated and open to dialogue.

Creating conditions for the development of children at school and at home

The task of teachers and parents of primary school students is to create an environment for children in which they would like to learn, develop and act. It is important that the child experiences pleasure from new knowledge and opportunities.

Group activities, events, and games play an important role in elementary school. They help students adapt to society and feel part of the social environment. Such activities improve the communicative competencies of younger schoolchildren, making them more relaxed and sociable. However, conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extracurricular activities for children in various sections and groups, where each child will receive special attention. Communication between elders and children is also important. It should be friendly. A child should be able to share impressions and stories, not be shy to express his feelings and thoughts, and also find out from his parents what interesting things happened to them, or ask questions to which he does not know the answers.

Ethics of communication in the formation of communicative competence

One component to developing communication skills is ethics. This also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a given environment. In elementary school, students differ markedly from each other in manners. Of course, this is connected with the upbringing of children by parents. Hoping that bad behavior will change their studies at school, relatives continue to make mistakes. They don't teach the basic thing: communication ethics. At school, it is difficult for teachers to cope with ill-mannered children; such students are noticeably behind in development from other schoolchildren. Consequently, such graduates will have difficulty adapting to adult life, because they absolutely do not know how to behave correctly in society and build personal and professional connections.

The future of every person depends on communicative competence, because we all live in a social environment that dictates to us certain rules of behavior. From early childhood, you should think about the proper upbringing of your children if you want your child to be successful and have an active life position. Therefore, all components of communicative competence should be taken into account by parents, relatives, educators and teachers when teaching schoolchildren and spending time with them.

Ways to develop communicative competence

Communication skills must be constantly developed in a comprehensive manner. It is desirable that the child learns something new every day and expands his vocabulary. In order for complex words to remain in memory, you can draw images that symbolize new things, or print ready-made pictures. Many people remember new things visually better. Literacy also needs to be developed. It is necessary to teach the child not only to write correctly, but also to present it orally and analyze.

To develop a student’s communicative competence, it is necessary to instill in him a love of knowledge. Having a broad outlook and being well read only increases your vocabulary, forms clear, beautiful speech, and teaches your child to think and analyze, which will make him more self-confident and collected. It will always be interesting for peers to communicate with such children, and they will be able to express out loud what they want to convey to others.

Communicative competence improves significantly when schoolchildren take acting courses and participate in performances and concerts. In a creative atmosphere, children will be more relaxed and sociable than at a school desk.

The role of reading in the formation of communicative competence

A good environment for developing communication skills is literature classes at school. Reading books takes a special place. However, with increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of devoting time to doing useful things and reading. Virtual games negatively affect the child’s psyche, making him socially inadapted, passive and even aggressive. Needless to say, children who spend time on gadgets do not want to learn, read and develop at all. In such conditions, students’ communicative competencies do not develop. Therefore, parents should think about the negative impact of modern technology on the child and about more useful and developmental activities for the student. It is worth trying to instill in students a love of reading, since it is books that enrich the vocabulary with new words. Well-read children are more literate, collected, with a broad outlook and good memory. In addition, classical literature confronts children with various images of heroes, and they begin to understand what good and evil are, learn that they will have to answer for their actions, and learn from the mistakes of others.

The ability to resolve conflicts as one of the components of social adaptation

Forming the communicative competence of schoolchildren also includes the ability to resolve controversial issues, because in the future such moments are unlikely to bypass anyone, and for a successful dialogue you need to be prepared for various turns. For this purpose, classes in public speaking and discussions, acting courses, knowledge of the psychology of various types of people, the ability to decipher and understand facial expressions and gestures are suitable.

External qualities are also important for creating the image of a strong person who is ready to resolve a conflict. Therefore, playing sports is highly desirable for every person, especially for males.

To resolve controversial issues, you also need the ability to listen, put yourself in the position of your opponent, and approach the problem wisely. In such cases, one should not forget about ethics and manners, especially in a formal setting. After all, many issues can be resolved. The ability to maintain your calm and wisdom in conflict situations will help in most cases to defeat your opponents.

An integrated approach to the formation of communicative competence

As mentioned above, to adapt in society it is necessary to possess various communication skills and knowledge. To form them, we need an integrated approach to students, especially to younger schoolchildren, since at their age a way of thinking begins to take shape and principles of behavior are formed.

The system for the development of communicative competence includes speech, language, sociocultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This is knowledge of language, grammar, stylistics, an enriched vocabulary, a broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good manners, tolerance, knowledge of ethics and much more.

An integrated approach should be applied not only within the school walls, but also at home, because the child spends a lot of time there. Both parents and teachers need to understand the importance of communication skills. Both personal and professional growth of a person depend on them.

Changes in the education system to improve communication among schoolchildren

It is worth noting that in recent years training has undergone a number of changes and the approach to it has changed greatly. Much attention is paid to improving the communicative qualities of schoolchildren. After all, a student must graduate from secondary education ready for adult life, and therefore be able to interact with other people. It is for this reason that a new teaching system is being introduced.

Now school is perceived as an educational institution for obtaining not only knowledge, but also understanding. And the priority is not information, but communication. The priority is the personal development of students. This is especially true for the educational system of primary school students, for whom a whole system for developing communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving adaptation in society of each student, but also at increasing the desire for knowledge. With this approach to learning, modern schoolchildren learn to be active and sociable, which makes them more adaptable in society.

The role of schoolchildren’s interaction with others in creating communication skills

The formation of communicative competence is impossible without the efforts of teachers, parents and the children themselves. And the basis for the development of skills for interacting with society is the personal experience of students’ communication with other persons. This means that every interaction a child has with other people either makes him more communicative and competent, or worsens his understanding of conversational style and behavior. The student’s environment plays a big role here. His parents, relatives, friends, acquaintances, classmates, teachers - they all influence the development of the child’s communicative competence. He, like a sponge, absorbs the words he hears and the actions performed in front of him. It is very important to explain to schoolchildren in a timely manner what is acceptable and what is unacceptable, so that they do not have a false idea of ​​communicative competence. This requires the ability to convey information to students in a way that is understandable, non-critical, and non-offensive. This way, interacting with others will be a positive rather than a negative experience for the student.

The school’s modern approach to developing students’ communicative competence

The new education system helps schoolchildren not only become diligent, but also feel part of society. It involves children in the learning process, they become interested in learning and applying their skills in practice.

Increasingly, group educational games, classes with psychologists, individual work with children, the introduction of new teaching methods, and the practical application of the experience of foreign educational institutions are being used in primary schools.

However, it is worth remembering that the formation of students’ communicative competence includes not only knowledge and skills. No less significant factors influencing behavior are the experience gained within the walls of the parental home and school, the values ​​and interests of the child himself. To develop communicative competence, the comprehensive development of children and the correct approach to the upbringing and training of the younger generation are necessary.

complex personal characteristics, including communication abilities and skills, psychol. knowledge in the field of O., personality traits, psychol. states accompanying the process of O. In modern times. abroad Psychology identifies a number of approaches to studying the problem of the content and development of communicative competence of subjects of social interaction. Psychologists of the behavioral school associate physical education with the expansion of the thesaurus of behavioral patterns that ensure success in physical activity and with the development of various skills. ways and means of managing the O. situation and the ability to form flexible models of behavior in specific situations. Cognitive psychology emphasizes the dependence of cognitive behavior on the complexity of the subject’s cognitive sphere, knowledge in the field of human psychology, cognitive behavior itself, as well as social thinking, social perception, and social imagination. In humanistic psychology, which proclaims in quality. the main value of the exclusive in a person, and emphasizing the facilitative nature of interactions, CC is associated with the value, creative, subjective potential of the participants and their ability to maintain open, developing interpersonal relationships that provide the opportunity for personal growth. New wave psychology, focused on the development of psychology. human potential through the use of a variety of deep psychol. practitioner, considers O. as a space for presentation and testing of subjective models of managing one’s own activity and the activity of a partner. Here, CC is associated primarily with the development of the ability of subjective control, the formation of a positive image of the world, attitudes towards success and prosperity, and the ability to construct a positive reality of interaction. In quality collateral K.K. optimization of internal is considered. psychic the individual's environment. Competent relationships in O. imply that their participants are sufficiently satisfied with their joint definition. content, measure and form of control and affiliation, and are also able and psychologically ready to work on changing them or constructively interrupting contact. Selman proposed his model of K.K. taking into account the cognitive, emotional and motivational components. From view other psychologists, the presence of a variety of communication skills expands the subject’s ability to enter into competent relationships, but does not guarantee them. Communication is associated not so much with a high level of “communicative skill” and brilliant results, but with the ability to maintain relationships at the level of certainty desired by the subject. K.K. can be considered as the ability to construct and creatively transform both O.’s situation and one’s own internal. and ext. activities aimed at positive experimentation in the interactive space. In Fatherland psychology development of the problem of K.K. in the main. was conducted as part of research into the success of joint activities and the effectiveness of socio-psychological. training. L.A. Petrovskaya considered competence as an attribute of O. in the subject-subject paradigm, including def. level of development of communicative, social-perceptual and integrative skills. First of all, meanings, personal values, deep motivations, sociogenic needs, and reserves of knowledge, skills, and abilities are involved in the formation of social behavior. K. k. is defined: a) as a complex personal characteristic, as a set of abilities, skills, psychol. knowledge and communicative personal qualities, which are manifested in various situations O.; b) as a system of internal personal resources that ensure the construction of effective communicative action in situations of interpersonal interaction, presupposing situational adaptability and fluency in verbal and non-verbal means of social behavior (Yu. N. Emelyanov, V. I. Zhukov, V. A. Labunskaya, L. A. Petrovskaya) . CC is associated with the semantization of one’s behavior for others in the interpersonal experience of life, provides the subject with a feeling of satisfaction with himself as a subject of social partnership. Ultimately, a high level of communicative competence ensures success in society and accordingly increases a person’s self-esteem; on the contrary, low communicative competence correlates with increased vulnerability to stress, frustration and anxiety (M. Yu. Kondratyev, G. A. Kovalev). In terms of content, social interaction can be presented as an integrative characteristic of a person that determines his potential as a successful subject of social interaction. K. to. includes motivational, cognitive, personal and behavioral components. The motivational component is formed by the need for positive contacts, motives for developing competence, semantic attitudes of “being a successful” partner of interaction, as well as O.’s values ​​and goals. The cognitive component includes social perception, imagination and thinking; social-perceptual gestalts, cognitive style and individual level of cognitive complexity, as well as reflective, evaluative and analytical abilities. The cognitive component includes knowledge from the field of relationships between people (gained from fiction, art, history, existential experience) and special psychol. knowledge. In quality The personal component consists of meanings, the image of the other as an interaction partner, social-perceptual abilities, personal characteristics that form the communicative potential of the individual. At the behavioral level, this is an individual system of optimal models of interpersonal interaction, as well as subjective control of communicative behavior. KK is operationalized in successful constructive acts of interpersonal interaction; sense of self-competence; the ability to flexibly and adequately dynamically transform O.’s situation, one’s own communicative activity and the partner’s behavior. One of the manifestations of coercion is an orientation toward supporting the interaction partner’s self and his positive self-attitude. Lit.: Emelyanov Yu. N. The theory of formation and practice of improving communicative competence. L., 1991; Kunitsyna V.N., Kazarinova N.V., Pogolsha V.M. Interpersonal communication. St. Petersburg, 2001; Petrovskaya L. A. Competence in communication. Social-psychological training. M., 1989; Rean A. A., Kolominsky Ya. A. Social educational psychology. St. Petersburg, 1999; Shcherbakova T. N. Psychological competence of a teacher: content, mechanisms and conditions of development. Rostov-n/D, 2005; Witkin H. A. Personality through perception. N. Y., 1954. T. N. Shcherbakova

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What is meant bycommunicative competence?

First of all, it is a set of knowledge, skills and abilities that are necessary to perform a specific job.

1. Communicative competence is the possession of complex communication skills and abilities, the formation of adequate skills in new social structures, knowledge of cultural norms and restrictions in communication, knowledge of customs, traditions, etiquette in the field of communication, observance of decency, good manners, orientation in communication means.
2. Communicative competence is a generalizing communicative property of a person, including communication abilities, knowledge, skills, sensory and social experience in the field of communication (free encyclopediahttp://ru.wikipedia.org/wiki/ ).

Communicative competence allows, first of all, to communicate: transmit, receive, comprehend information, perceive, understand another person - and acts as a regulator of further relationships and contacts with other people.

The concept of communicative competence presupposes that a person is aware of:

• own needs and value orientations;
• your perceptual skills, that is, the ability to perceive the environment without subjective distortions;
• readiness to perceive new things in the external environment;
• your abilities to understand the norms and values ​​of other social groups and cultures;
• their feelings and mental states in connection with the influence of environmental factors.

Components of an individual’s communicative competence:

• knowledge of norms and rules of communication,
• a high level of speech development, allowing a person to transmit and reproduce information in the process of communication,
• understanding non-verbal language of communication,
• the ability to come into contact with people, taking into account their gender, age, socio-cultural, status characteristics,
• ability to convince an interlocutor,
• the ability to correctly assess the interlocutor as a person, as a competitor or partner,
• choose your own communication strategy depending on such an assessment,
• the ability to evoke a positive perception of one’s own personality in the interlocutor.

Communicative competence includes communication with people, skills of working in a group, and mastery of various social roles.

Modern society requires the ability to competently receive and process information, as well as create and evaluate it, and take into account feedback from the recipient of the information. All these skills can be realized if students master all types of speech activity: listening, reading, speaking and writing.

The main feature that characterizes the essence of communicative competence is the ability and willingness to engage in various types of (verbal, nonverbal, written, oral) communications in order to solve communication problems (searching, transmitting information, being understood, understanding, etc.). This is manifested in the desire to enter into dialogue, to address another with questions, judgments, statements, in the ability to introduce oneself, fill out questionnaires, conduct dialogue (written and oral), debate, the ability to ask questions to the interlocutor, construct answers to a given question, find verbal and non-verbal means of forming and formulating thoughts, etc.

The goals and objectives in the field of developing communicative competencies in my students include:

• teach the ability to logically and coherently construct a speech statement;
• teach the ability to express the essence of the issue being discussed;
• expand your horizons, expand your vocabulary;
• teach the ability to express thoughts in your own words;
• teach the ability to listen to your classmates, take into account the opinions of other people;
• teach the ability to work in a group;
• cultivate tolerance;
• teach the ability to present the results of one’s work in different ways, to apply skills, abilities, and methods of activity in practice.

Forms of speech communication:

Monologue forms speech communication	Dialogical forms speech communication
Giving a prepared speech	Conversation between teacher and student
Giving an unprepared speech	Conversation in pairs
Story	Conversation in groups
Retelling	Discussion
Message	Debate
Report	Negotiation
Ability to ask questions	Answers to questions
Ability to answer questions	Role play
Argumentation	Theatricalization
Association	Blitz tournament
Criticism	Training ring
Proof and refutation	Open mic
Defending your opinion	Project protection

I develop communicative competencies:

• through teaching the content of the subject;
• through the development of applied research skills;
• through the development of social and communication skills;
• through a person-centered approach;
• through the correction of speech defects.

This can be expressed in the following table:

Applied aspect of educational communication	Research aspect of educational communication	Social and communicative aspect of educational communication	Personality-oriented (correctional) aspect of educational communication
1. Applied knowledge on the subject (facts, knowledge, concepts and their definitions, dates, etc.). 2. Understanding of educational material (cause-and-effect relationships, terminology). 3. Selection of the main and secondary; establishing interdisciplinary connections; searching and finding justification for conclusions and evidence. 4. Evaluation of the material being studied (topics, main provisions, theses).	1. The ability not only to answer a question, but also to pose it. See, formulate the problem. 2. The ability to structure educational material in a logical sequence. 3. The ability to plan educational activities in general and within the framework of the topic being studied. 4. Ability to work with reference and additional literature. 5. The quality of design of the material being studied. 6. Ability to present the material being studied.	1. Development of listening skills. 2. Development of the ability to participate in conversation. 3. Development of the ability to pose questions and formulate them qualitatively. 4. Development of the ability to discuss and present a question, topic, problem. 5. Development of skills of argumentation and justification as a personal quality of communicative communication.	1. Formation of communication skills. 2. Correction of psycho-speech defects. 3. Overcoming uncertainty and lack of faith in one’s own strength. 4. Formation of educational motivation. 5. Formation of involvement in a common cause. Ability to work in a group. 6. Building trust in others and in yourself. 7. Development of creativity. 8. Increased interest. 9. Goal setting and determining the path to your own achievements.

The existence of humanity is unthinkable without communicative activity. Regardless of gender, age, education, social status, territorial and national origin and many other data characterizing a human personality, we constantly request, transmit and store information, i.e. We are actively engaged in communication activities. This is explained by the fact that during communication a person acquires universal human experience, values, knowledge and methods of activity. Thus, a person is formed as a person and a subject of activity. In this sense, communication becomes the most important factor in personal development.

Any communication is, first of all, communication, those. exchange of information that is significant for the participants in communication.

The very concept of “communication” (from the Latin communication - message, connection, path of communication, and this word, in turn, comes from communico - making common, connecting, communicating) denotes the semantic aspect of social interaction.

French scientist A.N. Perret-Clemont characterizes communication as a general understanding of the connections of individual actions in relation to the collective product and the subsequent implementation of these connections in the structure of a new joint action, ensuring the mediation of subject-object relations due to the emerging subject-subject relations. Communication includes the following stages:

1) planning;

2) establishing contact;

3) exchange of information;

4) reflection.

Researchers I.N. Gorelov, V.R. Zhitnikov, L.A. Shkatov define communication as an act of communication (or communicative act). According to teachers, communication includes the following components:

1) communicators (communicating, usually at least two people);

2) an action that implies communication (speaking, gesturing, facial expressions, etc.);

5) communication channel (speech, hearing, visual, visual-verbal);

6) motives of communicants (goals, intentions, motivations).

Scientists consider communicative acts themselves according to their types and distinguish the following varieties:

2) by the form of contact (direct, indirect);

3) by type of connection (bidirectional, unidirectional);

4) according to the degree of mutual correspondence between communicants (high, satisfactory, insignificant, unsatisfactory, negative);

5) according to the results (from negative to positive).

Researchers M.Ya. Demyanenko, K.A. Lazarenko identifies five main components in speech communication:

1) communication situation;

2) sender of speech;

3) recipient of speech;

4) conditions for the occurrence of speech action;

5) voice message.

Speech communication includes the sender of speech, the recipient of speech, their speech activity and the message as a product of speech.

The communication channel here corresponds to the conditions for the speech action, the transmitter and receiver correspond to the properties of the speech mechanisms of the communicants. In verbal communication, the communication situation is taken into account.

In the educational process, the situation is set by the teacher. The subject of speech activity is thoughts that are expressed in connection with certain motives within a certain topic. The motivation to speak can be both internal (coming from the needs of the person himself) and external (coming from another person). The situation itself may contain contradictions that will be resolved in the process of communicative interaction. This situation is called problematic. The dynamism of the situation depends on the activity of the communicants, their interest in communication, common interests, their attitude towards each other, towards the situation.

A person’s ability to communicate is generally defined in psychological and pedagogical research as communicativeness.

Communicativeness is the motivation of any student’s action, performing it out of internal motivation, and not external stimulation.

Communicativeness is the connection between communication and all other types of student activities - social, sports, artistic, etc.

Communicativeness is constant novelty and heuristic, when arbitrary memorization and reproduction of what has been memorized is excluded, when not a single phrase should be repeated in the same form even twice.

In order to be communicative, a person must master certain communication skills.

Based on the concept of communication built by G.M. Andreeva, there is a complex of communication skills, the mastery of which contributes to the development and formation of a personality capable of productive communication.

Distinguishes the following types of skills:

1) interpersonal communication;

2) interpersonal interaction;

3) interpersonal perception.

The first type of skills includes the use of verbal and non-verbal means of communication, the transfer of rational and emotional information, etc. The second type of skills is the ability to establish feedback, to interpret meaning in connection with changes in the environment. The third type is characterized by the ability to perceive the interlocutor’s position, hear him, as well as improvisational skill, which includes the ability to engage in communication without prior preparation and organize it. Possession of these skills in combination ensures communicative communication.

According to E.M. Alifanova, “competence is a set of familiar knowledge, abilities, skills, and competence is the quality of mastery of them, this is the way in which competence is manifested in activity.” Competencies can be key, i.e. supporting sets of knowledge, abilities, skills, qualities. The modern core of key competencies is the personal component.

Communicative competence includes the following structural elements:

· knowledge of ways to interact with others;

· ability and skills to use language means in oral speech in accordance with the conditions of communication;

· practical mastery of dialogic and monologue speech;

· mastering the culture of oral and written speech;

· knowledge of the norms of speech etiquette in situations of educational and everyday communication;

· Possession of skills to work in a group, team;

· ability to carry out educational cooperation;

· possession of various social roles;

· the ability to critically, but not categorically, evaluate the thoughts and actions of other people, etc.

However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities necessary for its inclusion in various types of activities; assumes knowledge of languages, ways of interacting with surrounding and remote events and people; develops skills to work in a group, team, and mastery of various social roles. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.

Thus, possession of the listed skills, the ability to establish contact with other people and maintain it, was defined as communicative competence by a number of researchers - Yu.M. Zhukov, L.A. Petrovsky, P.V. Rastyannikov and others.

A.B. Dobrovich considers communicative competence as a constant readiness for contact. This is explained by scientists from the standpoint of consciousness and thinking. A person thinks and this means that he lives in a dialogue mode, while a person is obliged to constantly take into account the changing situation in accordance with his intuitive expectations, as well as with the expectations of his partner.

V.A. Kan-Kalik, N.D. Nikandrov defined communicative competence as an integral part of human existence, which is present in all types of human activity. They emphasize that the problem is that not all people imagine how certain communicative acts can be realized. It follows from this that in order to perform these communicative acts, it is necessary to have certain skills and abilities. Accordingly, in the learning process, the target setting for the formation of an individual’s communicative competence must be determined in advance, and therefore methods and means of formation must be determined.

Modeling helps to most clearly and fully understand the process of developing communicative competence in younger schoolchildren.

The basis for developing a model for the formation of communicative competence of junior schoolchildren is the features of primary general education: the content of the educational order, including the federal state educational standard and the structure of communicative competence.

The model includes the presence of an educational order, a goal and interconnected blocks (see Fig. 1).

The model is represented by four interconnected components (blocks): target, content, organizational, and effective.

Based on the social order and the requirements of the state educational standard, the main tasks of developing communicative competence are:

· formation of a culture of oral and written speech;

· mastery of types of speech activity;

· mastery of various social roles;

· developing skills to work in a group (team);

Rice. 1. Structural-functional model of the formation of communicative competence of junior schoolchildren

Taking into account the purpose of communicative activity of junior schoolchildren, a content component is determined, which includes:

1) emotional (includes emotional responsiveness, empathy, sensitivity to others, the ability to empathize and compassion, attention to the actions of partners);

2) cognitive (related to the knowledge of another person, includes the ability to anticipate the behavior of another person, effectively solve various problems that arise between people);

3) behavioral (reflects the child’s ability to cooperate, work together, initiative, adequacy in communication, organizational skills, etc.).

The next block of communicative competence - organizational - contains: teaching methods, organizational forms, means of forming and developing communicative competence, teaching technologies.

Let's take a closer look at each of them.

Methods that promote the formation of communicative competence can be divided into three groups:

Methods of organizing and implementing educational and cognitive activities;

According to the source of transmission and perception of educational information;

verbal (story, conversation, lecture, discussions, conferences)

visual (illustrations, demonstrations)

practical (laboratory experiments, exercises)

According to the logic of transmission and perception of educational information;

inductive

deductive

reproductive

According to the degree of independent thinking of students;

problematic

problem-search

heuristic

By the nature of management of educational work;

independent work

work under the guidance of a teacher

Methods of stimulation and motivation of educational and cognitive activity;

Stimulating interest in learning;

educational games

educational discussions

creating an entertaining situation

creating a situation of success

Promoting duty and responsibility;

beliefs

presentation of demands

encouragement and reprimand

Methods of control and self-control in learning;

Oral control and self-control;

Written control and self-control;

Laboratory-practical control and self-control;

Forms of organization of educational and cognitive activities:

Frontal (the teacher works with all students at once at the same pace with common tasks);

Group (students work in groups created on various basis);

Individual (teacher interaction with one student);

Collective.

Means of formation and development of communicative competence:

Technical means;

Video materials;

Textbooks;

Directories;

Popular science literature;

Lecture notes;

Exercises;

Educational technologies that contribute to the formation and development of communicative competence:

Group;

Information;

Problematic;

Communication.

In the effective component, we identified three levels of development of students’ educational and cognitive competence: high, medium and low. The level is the main criterion for assessing the effectiveness of the process of activating the educational and cognitive competence of students in the process of general education training.

Taking into account the direction of the process of activating educational and cognitive competence, we have identified the following criteria for assessing the communicative competence of primary school students:

· Emotional responsiveness, empathy, tolerance.

· Possession of specific skills, behavioral reactions, and the ability to resolve conflict situations.

· Developed skills of working in a group, performing various social roles in a team.

· Ability to introduce yourself.

Thus, after conducting a theoretical analysis of the concepts of communication and communicativeness, we can draw the following conclusions: communicative competence is not only the ability to understand others and generate one’s own statements, but also the possession of complex communication skills and abilities, knowledge of cultural norms and restrictions in communication, knowledge of customs , traditions, etiquette in the field of communication, observance of decency, good manners, orientation in communication means. Communicative competence is a generalizing communicative property of a person, which includes communication abilities, knowledge, skills, sensory and social experience in the field of business communication.

In this regard, the communicative approach requires new methods, forms and means of teaching, and a special organization of educational material in lessons in primary school.

In order for communication to be productive and contribute to the achievement of goals when communicating with people, every specialist in his professional activity must have communicative competence

Communicative competence is a system of internal components necessary to create effective communication in a certain range of situations as a result of interpersonal interaction. Competence in communication has universal characteristics and, at the same time, characteristics that are historically and culturally determined.

Competence in communication presupposes the willingness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the inertia of a position - the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. In general, competence in communication is usually associated with mastery not of any one position as the best, but with adequate inclusion in their spectrum. Flexibility in adequately changing psychological positions is one of the essential indicators of competent communication.

Competence in all types of communication lies in achieving three levels of adequacy of partners - communicative, interactive and perceptual. Therefore, we can talk about different types of communication competence. The personality should be aimed at acquiring a rich, diverse palette of psychological positions, means that help the fullness of self-expression of partners, all facets of their adequacy - perceptual, communicative, interactive.

A person’s realization of their subjectivity in communication is associated with the presence of the required level of communicative competence.

Communicative competence consists of the following abilities:

• 1. Give a socio-psychological forecast of the communicative situation in which you will communicate;
• 2. Socially and psychologically program the communication process, based on the uniqueness of the communicative situation;
• 3. Carry out socio-psychological management of communication processes in a communicative situation.

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes.

The communicative attitude of a partner is a unique program of individual behavior in the process of communication. The level of attitude can be predicted in the course of identifying: the subject-thematic interests of the partner, emotional and evaluative attitudes towards various events, attitude towards the form of communication, the inclusion of partners in the system of communicative interaction. This is determined by studying the frequency of communicative contacts, the type of temperament of the partner, his subject-practical preferences, and emotional assessments of forms of communication.

With this approach to characterizing communicative competence, it is advisable to consider communication as a system-integrating process that has the following components.

• * Communicative-diagnostic (diagnosis of the socio-psychological situation in the context of future communicative activity, identification of possible social, socio-psychological and other contradictions that individuals may encounter in communication)
• * Communication-programming (preparation of a communication program, development of texts for communication, choice of style, position and distance of communication
• * Communicative-organizational (organizing the attention of communication partners, stimulating their communicative activity, etc.)
• * Communicative-executive (diagnosis of the communicative situation in which the individual’s communication takes place, forecast of the development of this situation, carried out according to a pre-conceived individual communication program).

Each of these components requires a special socio-technological analysis, however, the framework for presenting the concept makes it possible to dwell only on the communicative and performing part. It is considered as the communicative and performing skill of the individual.

The communicative-performing skill of an individual manifests itself as two interrelated and yet relatively independent skills to find a communicative structure adequate to the topic of communication that corresponds to the purpose of communication, and the ability to realize the communicative plan directly in communication, i.e. demonstrate communicative and performing communication techniques. In the communicative and performing skills of an individual, many of his skills are manifested, and above all, the skills of emotional and psychological self-regulation as the management of his psychophysical organics, as a result of which the individual achieves an emotional and psychological state adequate to communicative and performing activities.

Emotional and psychological self-regulation creates the mood for communication in appropriate situations; the emotional mood for a communication situation means, first of all, the translation of a person’s everyday emotions into a tone appropriate to the interaction situation.

In the process of emotional and psychological self-regulation, three phases should be distinguished: long-term emotional “infection” with the problem, topic and materials of the upcoming communication situation; emotional and psychological identification at the stage of developing a model of one’s behavior and a program for upcoming communication; operational emotional and psychological restructuring in a communication environment.

Emotional and psychological self-regulation takes on the character of a holistic and complete act in unity with perceptual and expressive skills, which also form a necessary part of communicative and performing skills. It manifests itself in the ability to acutely and actively respond to changes in the communication environment, to rebuild communication taking into account changes in the emotional mood of partners. Psychological well-being and emotional state of an individual directly depend on the content and effectiveness of communication

Perceptual skills of an individual are manifested in the ability to manage and organize one’s perception: to correctly assess the socio-psychological mood of communication partners; establish the necessary contact; predict the “course” of communication based on first impressions. They allow the individual to correctly assess the emotional and psychological reactions of communication partners and even predict these reactions, avoiding those that will interfere with achieving the goal of communication

Expressive skills of communicative and performing activities are usually considered as a system of skills that create the unity of vocal, facial, visual and motor-physiological-psychological processes. At their core, these are skills of self-management in the expressive sphere of communicative and performing activities.

The connection between emotional and psychological self-regulation and expressiveness is an organic connection between the internal and external psychological. This desire ensures external behavior and expressive actions of the individual in communication. Expressive personality skills are manifested as a culture of speech utterances that correspond to the norms of oral speech, gestures and plastic postures, emotional and facial accompaniment of utterances, speech tone and speech volume

In diverse cases of communication, the invariant components are such components as partners-participants, situation, task. Variability is usually associated with a change in the nature of the components themselves - who the partner is, what the situation or task is and the uniqueness of the connections between them.

Communicative competence as knowledge of the norms and rules of communication, mastery of its technology, is an integral part of the broader concept of “personal communicative potential”

Communication potential is a characteristic of a person’s capabilities, which determine the quality of his communication. It includes, along with competence in communication, two more components: communicative properties of a person, which characterize the development of the need for communication, attitude towards the method of communication and communicative abilities - the ability to take the initiative in communication, the ability to be active, to respond emotionally to the state of communication partners, to formulate and implement your own individual communication program, the ability for self-stimulation and mutual stimulation in communication.

According to a number of psychologists, we can talk about the communicative culture of an individual as a system of qualities, including:

• 1. Creative thinking;
• 2. Culture of speech action;
• 3. A culture of self-tuning for communication and psycho-emotional regulation of one’s condition;
• 4. Culture of gestures and plastic movements;
• 5. The culture of perception of the communication partner’s communicative actions;
• 6. Culture of emotions.

The communicative culture of an individual, like communicative competence, does not arise out of nowhere, it is formed. But the basis of its formation is the experience of human communication. The main sources of acquiring communicative competence are: socionormative experience of folk culture; knowledge of the languages ​​of communication used by folk culture; experience of interpersonal communication in a non-holiday [form] sphere; experience of perceiving art. Socionormative experience is the basis of the cognitive component of the communicative competence of the individual as a subject of communication. At the same time, the actual existence of various forms of communication, which most often rely on a socio-normative conglomerate (an arbitrary mixture of communication norms borrowed from different national cultures, introduces the individual into a state of cognitive dissonance). And this gives rise to a contradiction between knowledge of the norms of communication in different forms of communication and the method suggested by the situation of a particular interaction. Dissonance is a source of individual psychological inhibition of a person’s activity in communication. The personality is excluded from the field of communication. A field of internal psychological tension arises. And this creates barriers to human understanding.

Communication experience occupies a special place in the structure of an individual’s communicative competence. On the one hand, it is social and includes internalized norms and values ​​of culture, on the other hand, it is individual, since it is based on individual communicative abilities and psychological events associated with communication in the life of an individual. The dynamic aspect of this experience is the processes of socialization and individualization, realized in communication, ensuring the social development of a person, as well as the adequacy of his reactions to the communication situation and their originality. In communication, a special role is played by mastering social roles: organizer, participant, etc. communication. And here the experience of perceiving art is very important.

Art reproduces a wide variety of models of human communication. Familiarity with these models lays the foundation for an individual’s communicative erudition. Possessing a certain level of communicative competence, a person enters into communication with a certain level of self-esteem and self-awareness. The personality becomes a personified subject of communication. This means not only the art of adapting to the situation and freedom of action, but also the ability to organize a personal communicative space and choose an individual communicative distance. The personification of communication also manifests itself at the action level - both as mastery of the code of situational communication, and as a sense of what is permissible in improvisations, the appropriateness of specific means of communication.

Thus, communicative competence is a necessary condition for the successful realization of personality.