METHODOLOGY OF THE CONCEPT OF «COMMUNICATIVE-SPEECH COMPETENCE» IN THE MODERN EDUCATIONAL PROCESS

Abstract

Nowadays, the issue of students' speech skills becomes especially relevant in connection with the adoption of a new legal framework for the Ukrainian language, the new Law of Ukraine «On ensuring the functioning of the Ukrainian language as the state language». Professional communicative and speech competence, according to leading domestic and foreign scholars, is considered a multifactorial formation that enables successful professional activity, and in their work, scientists have combined traditional approaches to teaching linguistic disciplines (structural, normative, competence) with the latest (communicative-discursological, projective, etc.). Thorough material on scientific research in this area has been collected. Theoretical principles of the category «communicative-speech competence» are considered. Metacommunicative competences are singled out, which allow mobilizing the internal potential of the personality for the external (professional) realization of the communicative-speech potential. The importance of forming professional competencies of participants in the educational process with the help of such competencies as: self-regulatory, optimizing, cultural and ethical, self-educational is substantiated. It was found that a student philologist should not only have verbal communication, but also should respect, defend and appreciate the word as a personally important field. Emphasis is placed on the fact that during distance learning on the basis of self-organized communication, the concept of "communicative-speech competence" should be considered not so much as a desired result, but as an existing intention of the individual. It is emphasized that in the process of formation of communicative-speech competences of future teachers to change the structural approach, which is partially justified at the beginning of language learning, it is necessary to apply innovative discourse-oriented methods.