LINGUODIDACTIC FOUNDATIONS OF THE FORMATION OF PROFESSIONALLY ORIENTED FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF HIGHER EDUCATION STUDENTS

Abstract

The article examines the issue of developing professionally oriented foreign language communicative competence among students of higher education institutions in the context of the modernization of the educational process and increasing requirements for intercultural professional interaction. It is substantiated that modern higher education requires a shift from the reproductive acquisition of language material to the formation of students’ ability to act effectively in real professionally determined communicative situations. In this context, foreign language communicative competence is interpreted as an integrated system of linguistic, speech, sociocultural, and pragmatic components that ensure readiness for professional and intercultural communication. The scientific foundations for understanding the essence of foreign language communicative competence, its structure, and the conditions for its formation among students of different specializations are analyzed. It is established that the effectiveness of this process is determined by the professional orientation of instruction, which presupposes the integration of language training with the content of future professional activity, the modeling of authentic communicative situations, and the use of specialized instructional materials. The article outlines the linguodidactic principles of forming the specified competence, among which the cognitive-communicative, psycholinguistic, and sociocultural approaches play a leading role. The importance of interactive teaching methods is emphasized, in particular project-based learning, role-playing, digital storytelling, and the use of multimedia technologies. It is proved that the integration of digital educational resources, authentic materials, and problem-based tasks enhances the effectiveness of foreign language communicative competence development. Considerable attention is paid to the development of terminological awareness, the ability to engage in reasoned professional communication, and intercultural interaction. It is concluded that the formation of foreign language communicative competence requires the integration of linguistic, professional, and digital components of instruction.