Basic components and ways of forming foreign-language communicative competence of non-philological training profile students

Abstract

The article is devoted to the disclosure of the concept of communicative readiness of non-philological training profile students to master a foreign language and its components, as well as to study the peculiarities of its formation. In addition, the results of theoretical substantiation and practical development of the problem of overcoming difficulties in learning a foreign language by non-philological training profile students based on a systematic approach are provided. It is noted that modern society needs a personality of a multicultural type, which is able and ready to interact effectively in the global multicultural space. It is determined that communicative readiness is an integrative and dynamic quality of a future specialist. It is analyzed that the formation of students’ communicative readiness for effective mastery of a foreign language is a process of purposeful, comprehensive and high-quality transformation of personality. The definitions and specific features of the formation of students’ communicative readiness to master a foreign language are specified. In this regard, the components of communicative readiness are characterized, which include motivational (aimed at stimulating and supporting communicative activity of students in the process of intercultural interaction), personal (includes a system of individual attitudes in interpersonal communication, moral values, communicative personality traits), cognitive (lingo-creative thinking, which determines the linguistic and mental abilities of the individual, knowledge and experience in the field of intercultural communication), emotional-value (emotional positive mood and emotional readiness of the individual for intercultural communication will contribute to its rapid acculturation) and activity component (includes communication tools, foreign language communication competence and socio-cultural qualities), as well as the main types of communication difficulties in learning a foreign language. The model of communicative readiness formation for mastering a foreign language is offered and the results of the research and experimental work on checking the effectiveness of this model of formation of communicative readiness are given. As a result of the research it was found that overcoming communicative difficulties that arise in the process of learning a foreign language by non-philological training profile students can occur at different levels: initial, operational, technical. Each of these levels is filled with its own content and basic criteria.