DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN LANGUAGE TEACHING
Nurzhanova Zh.Zh., Sarsebayeva Zh.A.
The article deals
with one of the most important objects of education, which is the communicative
competence development of students. This competence is essential in the process
of foreign language learning. Its development is supposed to be foreign
language acquisition and its using in a situation of communication.
How we know, communication
is the most important concept that describes human world. Perhaps diversity of
functions and roles of communication in the people’s life determines the
special status of this phenomenon. According of this, communicative function of
communication between people it has some specific character. We suppose
communication is an inter subjectival process, that has not just a motion of information
but at least its active exchange. In such process the general sense is
determined and the partners can affect each other. The effectiveness of
communication is measured by this influence .
As a result of
information exchange, communicative influence is possible when the communicator
and the recipient have a similar system of codification and decodification. Learning either native or foreign language is
a personal interest that appears in a social cooperation and communication [1,
1]. I think that, the success of communication is not based only on the wish of
a speaker to enter in contact, but on the ability of adequate realization of
speech intention. Such activity depends on the level of linguistic units
proficiency and the ability to use them the concrete situation of communication. However, the knowledge of some
language elements doesn’t mean “language proficiency as the instrument of
communication”. The unity of language and speech as instrument (language) and
means (speech) of its realization is reached by the proficiency o f communicative
competence [2, 56].
Speech is a polymorphous activity
that is presented different forms such as external, internal, monolog, dialog,
written, verbal and so on. From my point of view, it’s important for understanding
the specificity of foreign language learning. There is the main difference
between “language” and “speech”. Language is the system of relative symbols,
using for transfer o f the combination of sounds. These sounds have special
sense and meaning for people. Speech is the complex of pronounceable or
perceptible sounds that have as sense and meaning as the corresponding system
of written symbols.
I think, the
language is the same for all people, who use it, but the speech has individual
specific. The psychology of every man or the group of people, exposed in speech
has some specific. Language expresses the psychology of nation if it is native its
native not only for those who live today, but for other people, who lived a
long time ago and spoke this language. The native language exists in a single
of communicative functions, but it’s the way for man to “appropriate” social
experience, and then it’s the instrument for expressing his own thoughts.
Learning of the native language, he is “appropriate” the tool o f knowledge
about reality. The man satisfies his specific human needs such as cognitive,
communicative and others in this process [3, 499].
The foreign
language has some features in comparison with other things. Learning of a
foreign language, a person doesn’t get immediate knowledge about reality. A
language is an instrument of expressing thoughts about objective reality, which
features and principles are the subjects of another discipline. In this way
language has no subject, it’s impossible for discipline. The specific of foreign
language as a subject is endlessness and unlimited. In fact, if we compare
foreign language with another subject, every subject has fixed thematic units,
that satisfies student who has known it. Learning a foreign language, a student
has to know units “Tenses” or he / she doesn’t understand unit “Gerund”. He or
she should know everything. But nobody knows what “everything” is if it’s the
endlessness of a language.
Language in both
ways has some features such as in homogeneity. In wide sense it has a complex
of conceptions, for example “language system”, “language ability”, etc. Current
society needs pedagogy, as a way to form stable components of creative style of
a person’s mentality. It’s necessary for its intellectual and psychological
development. Such direction of pedagogy helps to develop a student as a
creative person. It should change cardinally forms and principles of pedagogic
activity in the way of teaching foreign language. Earlier the teaching of
language was comparably abstractive and theorized, but today it has applied
character. Kopilova notes that one of the most serious and universal method of
learning of a foreign language is a linguosocial and cultural method. It
supposes to appeal to such component as social and cultural sphere. Person is
the result of culture. Language is the result of culture too. This method
considers two aspects of communication. They are lingual and intercultural [4,
34]. Today language is not only “the word stock, but the way to express
yourself”. It serves for “the purpose of communication and can express all
complex of knowledge and conceptions about the world.
In the opinion of
linguosocial and cultural representatives language is a powerful social tool,
that forms human stream in ethnos, creates the nation by the keeping and
transfer culture, traditions, social self-actualization of this speech complex.
So intercultural communication means “adequate understanding of two interlocutor
or people from different national culture, who exchange the information”. Then
their languages become “the symbol of belonging its native - speaker to special
society” M. Hyde thinks, it needs the complex of skills to vary language means,
depending on communicative situation, speech etiquette, rules of politeness and
so on for forming an intercultural competence. In this meaning the intercultural
communicative competence should be formed in special way. This is discovered by
I.I. Khaleyeva, E.F.Tarasova,V.P.Furmanova, and etc. [5, 23]. Khaleyeva thinks,
communicative competence means adequate interpretation communicative intension
of interlocutor as readiness and skills to join to “identification” and of
conceptual and pragmatic features of member
from another linguosociety, to conceptualization “the another society’s world”
by means of social communication. So it has to have not only lingual, but
conceptual system for successful intercultural communication.
Communicative
method is usually used for foreign language learning and based on such
principles as authenticity of communication, interactivity of language learning
in cultural context and humanization of education. The first principle supposes
that final objective of foreign language learning is to develop communicative
competence. It means the learning of free orientation in a foreign community
and the ability to react in an adequate manner in different situations. The main
idea of this principle is to create the real situations for stimulation of the
learning material and to help for adequate behavior. The principle of
interactivity supposes to have the real cooperation. The main accent is to
develop the ability of communication and group work. The third principle of
communication is inclusion person to spiritual values of other culture by
personal communication. This feature is realized in the development of linguocross-cultural
knowledge and skills. In real language experience communicative method is used
for communication without fear. Man who knows grammar constructions and
600-1000 words can come to an understanding in foreign country [6, 72].
There are many
types of methods of teaching. Individual approach is the key point of this
method. The development of four acquirements such as reading, writing, speech
and listening are the aim of all British methods. It is based on the using
audio, video and interactive resources. Because of different methods
(especially language technology). British courses promotes the forming of
necessary skills. No doubt, the main merit of British scientists is the
creation of courses based on authenticable material; they point out stylistics,
their aim is to teach “situational” and «alive» English by ‘‘life” examples of
almost real characters. Intensive methods are the most popular today. The
intensification is seemed in science in generally as increase of productivity
of labour without increase of time’s expenses. In educational process the
intensification probably includes increase of extent teachable material without
increase of time’s expenses and efforts of student and teacher, the increase of
period of adoption. Great possibility of intensification education was put in
the theory of systematic gradual development of mental actions [7, 45].
Sum up all of
this, the communicative competence development of students in the process of
foreign language learning is of the most important objects of education. On the
one side, it is the development of thinking that helps to solve a lot of
problems. For example, to understand psychological content of action and
another external human demonstration, to predict possible ways of other
people’s behavior in the context of different situations, to project efficient
and rational ways of communication with other people, to think absolutely, to
understand the reasons of own behavior, to trust own feelings and to express
them. On the other side, development of communicative competence is connected
with establishment of balance between intellectual and emotional sides of
person.
In conclusion, development
of communicative competence is supposed to be foreign language acquisition and
its using in a situation of communication. The perspective form of the
development of communicative competence for foreign language learning is the
implementation of gaming and role-playing elements in education.
REFERENCES
1. Gusakova_N., “DEVELOPMENT OF COMMUNICATIVE COMPETENCE AS AN OBJECT OF FOREIGN LANGUAGE TEACHING” Russia,
Belgorod State National Reseach University, 2009.-1p.
2. Elizarova, G.V. Formation of
intercultural competence of students in the learning process of foreign
communication, 2001.- 56 p.
3. Honigmann, J. J. Culture and
personality [Text] / J. J. Honigman. - New York : Harper, 1954. - 499 p. illus.
4. Kopilova.,Communicative competence,
Europe, 2005.-34p
5. Hutmacher, W. Key competencies
for Europe [Text] : report of the Symposium, Berne, 27-30 March 1996 y.- 23p.
6. W. Hutmacher ; Council for
Cultural Co-operation (CDCC) A Secondary Education for Europe. - Strasburg,
1997. - 72 p.
7. Hutmacher, W. The shift of
communication competence model in the context of information and multicultural
society. Europe, France, 2003, - 45p.