Tukanayeva Aigul

Eurasian National University named after L.N. Gumilyov

Kazakhstan, Astana

The role of communicative competence in writing at the English lessons

The problem of formation of communicative competence have paid great attention to such Methodists as Sysoeva E. E., Milrud R. P., Halskov I. D. and many others. Communicative competence - the ability by means of the target language to carry out speech activity in accordance with the purposes and situation of communication within a particular sphere of activity.

Approach to formation of communicative competence, asserts Sysoeva E. E. [3,7], proclaimed in the modern system of education at all levels, involves the formation of a person's ability to use existing knowledge and skills to solve specific practical problems.

It's hard not to agree with the author that knowledge of writing gives the opportunity to use existing knowledge of a foreign language when communicating with native speakers using modern means of communication outside the language environment. The ability to correspond with peers, to write personal and official letters, fill out forms, forms of documents in a foreign language motivate students to active mastery of written communication in the target language.

Chomsky N. [4, 282-284] writes that the concept of communicative competence includes the skills of adequate use of foreign language in a specific situation of communication. Communicative competence is defined as creative ability of a person to use the inventory of linguistic resources (in the form of sayings and discourses), which consists of knowledge and preparedness for their adequate utilization. The acquisition of the communicative competence of the individual becomes the dominant purpose of learning.

At Sysoeva E. E. [3, 6], organization of educational process on the basis of the approach to formation of communicative competence implies:

• the use of knowledge, abilities and skills written

texts received by the students during the study of other disciplines and their personal life experience;

• acquisition in the course of foreign language teaching such skills and

skills that can be used in different spheres of activity associated with the processing and production of textual information.

Azarenkov D. I. [1, 55] believes that the content of communicative competence, which can be characterized as methodologically, psychologically and linguistically coherent unity of all the components, included the following interrelated sections:

• the spheres of communicative activity of the subject and its intellectual importance for students;

• situation and programs they are deployed (scenarios communicative events);

• communicative and social roles of the interlocutors in the situations of the program of the behavior of each role in accordance with the deployment of communication events;

• speech act, pragmatic goals;

• types of discourses / contexts and rules of their construction;

• lists of language lows.

In the recent literature, attempts were made to separate the two concepts: competence and competency. Shchukin A. N. gives the following definition of competence and competency: competence is the ability to perform any activity, including speech; competency is a substantial component of this ability in the form of knowledge, abilities and skills.

Thus, competence is a range of issues in which someone is knowledgeable, has the knowledge and some experience. Competence - an identity based on competence [5, 139].

Now we characterize the content of communicative competence, formed on the training in a foreign language and is the ultimate purpose of language learning and language acquisition (For Shchukin A. N.). The basis of communicative competence is a complex skill that allows you to participate in speech communication in its productive and receptive forms. Is based same communicative competence in a number of other competences [5, 139-140].

Socio-cultural competence A. N. Shchukin [5, 140] involves the pupils 'knowledge of national cultural characteristics of social and speech behavior of native speakers: their customs, etiquette, etc. the Result of familiarity with the culture of the target language and mastering the ways of intercultural communication is forming students' sociocultural competence as part of communicative competence.

Filatov V. N. proves that the written communicative competence, including mastery of written signs, content and form of written works limited to the part of the program of learning a foreign language in high school prior to skills:

• graphically correct letters;

• letters as an independent type of speech activity, i.e., upon completion of the basic course, students should be able, under the most typical communication situations and take excerpts from the text; to compose and record a plan of the read or listened text; write a short greeting, to wish; to complete the form; write a personal letter, etc.;

• writing as learning tools to other kinds of speech activity.

Sysoeva E. E. [3, 6] argues that the level of formation of communicative competence in writing depends not only on the level of proficiency in a specific foreign language, but also from the General level of education of the writer, as it is based on a General ability to work with information.

Communicative communicative competence is a continuous solution process by means of the target of the Russian language, non-verbal, behavioral, relevance to society and students themselves tasks, leading to the expansion of the boundaries of communication, willingness to interact with the partner in communication, the development of the language instinct and reflexive activities.

Thus, the role of writing in the formation of communicative competence when learning a foreign language is large, as it allows you to save linguistic and factual knowledge, serves as a reliable tool for thinking, encourages speaking, listening and reading in a foreign language.

Literature:

1. Azarenkov, D. I. the Basic components of communicative competence and their formation is at an advanced stage of training of students-not philologists / D. I. Azarenkov // Russian language abroad – 1990.- No. 4. P. 54-60

2. Solovova E. N. Methods of teaching foreign languages: a manual for students PED. universities and teachers / E. N. Solovova - M., 2002.- P. 187.

3. Sysoeva, E. V. Formation of communicative competence in writing in the foreign language teaching / E. E. Sysoeva // Foreign languages at school - 2006.- No. 7. S. 43-46.

4. Chomsky, N. Language and thought / N. Chomsky – M., 1972. - P.122.

5. Chomsky, N. Language and thought / N. Chomsky – M., 1972. - S. 282-284.

6. Schukin, A. N. The teaching of foreign languages. Theory and practice / A. N. Shchukin M., S. 138-143.