Foreign language communicative competence (ICC) as an integral component of successful professional activity of a specialist..

University named after academician E.A.Buketov

Karaganda State University

Iskakova R.K,. Abdirakhmanova A.

Globalization and the speeding up of the integration processes in many areas of life in modern society increases the requirements for specialists. A modern professional should be claimed at both the regional and global labor market. The ability to competently solve production issues in foreign language communication situations occupy an important place in the list of competences of different kinds of experts. Foreign language communicative competence is put forward as one of the key factors for a successful career of a new generation of specialists. The level of training of professionals must comply with the requirements of state educational standards, and various educational programs. Evidence of demand for foreign language communicative competence may serve the European Community initiated the Bologna Process, the aim of which was to create a unified European educational space. [2, p.80] The main idea of the Bologna Declaration is the mobility of students, which is possible only in the presence of foreign language communicative competence.

For Kazakhstan the scientific community this question is particularly relevant. Kazakh (official language), Russian (language of interethnic communication) and English (the successful integration into the global economy), as well as motivating: [1] where the President of the Republic of Kazakhstan not only calls for possession of three languages proof is a state project "Trinity of languages". modern student through various educational programs, for example, the program "Bolashak" (programs that promote talented young people in getting quality education abroad) .But the lack of proficiency in foreign languages hinders the growth of mobility, both students and professionals.

Feature of preparation of experts in high school non-language professionals focused primarily on the acquisition of professional knowledge and foreign language communicative competence is not always realized by future experts as an important condition for their effective professional activity. Especially as a foreign language is taught in 1-2 years, when students have not yet formed an interest in professional activities. One of the factors in the need for the formation of students' foreign language communicative competence can be and what students and faculty of many universities in our country is becoming more mixed on national, linguistic and cultural characteristics. Students learn in an international communication. In this situation, the ability to quickly and correctly the perception of foreign speech, especially with the rapid pace of learning, it is the main point for a successful career start. Formation of CQI - a complex process, covering all stages and forms of education. At the moment, the main problems in the process of formation and development of KIC are: ограниченные возможности практики преподавания иностранных языков в не языковом вузе

- lack of classroom hours and a significant increase in the volume of independent work of students (at least 50% of teaching time)
- the inability of students to work independently
- workload of students majors
- is not always a sufficient level of language proficiency at the time of admission to high school
- the low level of motivation to learn a foreign language students - not linguists

Problems of formation of KIC dedicated work of many scientists. This study: Baydenko VA,.. VA Bolotov, IA Winter, Krajewski VV, D. Raven, VV Serikov, Chomsky, Khutorskoy AV, R. White. the following was investigated by scientists in Kazakhstan competence hike: Abdikarimova BA, Abdramanov Sh, Aganin K. K.A.Aymagambetovym, AM Aronov, KM Aryngazin, AA Beysenbaevoy, EI Burdin, IB, Vasilyeva, S.I.Kalievoy, NV Mirza, AK Mynbayev, LA Shkutin. [6, p.22]
Competence approach differs from the traditional approach to learning. As a result of the emphasis from teaching - on teaching and on the self becomes the main focus; and the acquisition of competencies becomes the leading goal. The task of high school teachers was not only to update the content of teaching foreign languages, but also to introduce new methods of formation of foreign language communicative competence. [7]

But clearly formulated the concept of "foreign language communicative competence", its constituent components, features of formation does not exist. The causes of uncertainty were the multidimensional nature of the term, and especially the translation. In the foreign pedagogy use one term «competence», and in the national co-exist two terms "competence" and "competence". Competence, according to AV The farm, a set of interrelated attributes (knowledge, skills, abilities), defined with respect to a certain range of objects and processes necessary to efficiently and effectively operate in relation to them. Competence same - it is the possession of a person suitably qualified, including his personal attitude to it [8, p.58-62]. According to the statement, IA Winter, competence is "formed by current personal quality as a knowledge-based, intellectually and personally due to the socio-professional human characteristics, his personal qualities" [5, p.35]. The methods of teaching a foreign language also oppose these concepts. Their distinction is based on the opposition of knowledge of the language system, designated in relation to linguistics Chomsky term "competence" and the use of language, that is, its use in specific situations [9 s.117-118]. As a consequence, communicative competence also has no single interpretation. MN Vyatyutnev clarifies the term "communicative competence - as the choice and implementation of programs of verbal behavior, depending on the person's ability to focus in a given situation of communication; ability to classify the situation depending on the topic, tasks, communication systems, resulting in students to talk, as well as during a conversation in the process of mutual adaptation "[3, p.38] NI Gez characterizes communicative competence 'as the capacity to use language in a variety of socially determined circumstances. "[4, s.17-24] Because foreign researchers were among the first defined the communicative competence have D. Hymes and A. Holliday. They argued that the «communicative competence» - the ability to voice communication in a variety of situations in the process of interaction with other participants to communicate properly using the linguistic system, following the rules of speech, and choosing an adequate situation of communication and communicative behavior. In the foreign procedure, the following competence components of communicative competence, (based on the Council of Europe specifications) J. proposed. Van Eck and Trimm [10 s.11-176]

• sociolinguistic competence (the ability to use and interpret language forms in accordance with the situation, context)
• discourse competence (the ability to understand and build logically separate statements in order to sense the communication)
• socio-cultural competence (a certain degree of familiarity with
socio-cultural context)
• social competence (willingness to interact with others, the ability to manage the situation)
• strategic competence (the ability to use verbal and non-verbal strategies to knowledge gaps)

All researchers anyway stress that competence is a property of the individual and reflects all aspects of the activity and results of the learning process. After analyzing a number of works we have come to the conclusion that a single interpretation of the term 'foreign language communicative competence' does not exist. It is clear that competence is a more general concept than the competence and knowledge beyond the scope of ownership, skills and abilities. This complex issue is under scrutiny by modern educators. All researchers anyway stress that competence is a property of the individual and reflects all aspects of the activity and results of the learning process. But we understand the concept of foreign language communicative competence as an individual property specialist who is aware of himself as the subject of the information field, ready for effective implementation of the professional activities of a foreign language.

Literature:
1. Nazarbayev NA Social modernization of Kazakhstan: Twenty Steps to the Universal Society of Labour // Kazakhstanskaya Pravda. - 2012. - № 218-219.-July 10
2. The Bologna Process: 2007-2009. Between London and Leuven / Louvain-la-Nevom / Under nauch.red.d-ra ped. Sciences, Professor VI Baydenko-IQAA-2010, p.115
3. Vyatyutnev MN Communicative orientation of teaching the Russian language in foreign schools // Russian language abroad. - 1977. -№ 6. c. 38-45.
4. Gez NI Formation of communicative competence as a foreign object methodical researches / Foreign languages at school. - 1985. - № 2. c. 17-24.
5. Winter IA Key competencies - the result of a new paradigm of education // Higher education today. - 2003. - № 5. - s. 34-42
6. Mirza NV The professional competence of the teacher. -M., 2008, p.254
7. Alexandria IV Speaking another professional communicative competence as the main purpose of training to professionally focused foreign language in vuzehttp: //fs.nashaucheba.ru/docs/60/index-6219556.html
8. The farm AV Key competences as a component of personality-oriented education paradigm // Education. - 2003. - number 2 - p.58 - 64
9. AN Shchukin Lingvodidaktichesky Encyclopedic Dictionary. - M: Astrel - 2007. -117 -118 with.
10. Van Ek, J.A., Trim J.L. Vantage. Cambridge University Press, 2002. - 176 c.