Communicative competence ability. Communicative competence. Communication competencies of a business person
complex personal characteristics, including communication abilities and skills, psychol. knowledge in the field of O., personality traits, psychol. states accompanying the process of O. In modern times. abroad. Psychology identifies a number of approaches to studying the problem of the content and development of communicative competence of subjects of social interaction. Psychologists of the behavioral school associate physical education with the expansion of the thesaurus of behavioral patterns that ensure success in physical activity and with the development of various skills. ways and means of managing the O. situation and the ability to form flexible models of behavior in specific situations. Cognitive psychology emphasizes the dependence of cognitive behavior on the complexity of the subject’s cognitive sphere, knowledge in the field of human psychology, cognitive behavior itself, as well as social thinking, social perception, and social imagination. In humanistic psychology, which proclaims in quality. The main value is exclusive in a person, and emphasizing the facilitative nature of interactions, CC is associated with the value, creative, subjective potential of the participants and their ability to maintain open, developing interpersonal relationships that provide the opportunity for personal growth. New wave psychology, focused on the development of psychology. human potential through the use of a variety of deep psychol. practitioner, considers O. as a space for presentation and testing of subjective models of managing one’s own activity and the activity of a partner. Here, CC is associated primarily with the development of the ability of subjective control, the formation of a positive image of the world, attitudes towards success and prosperity, and the ability to construct a positive reality of interaction. In quality collateral K.K. optimization of internal is considered. psychic the individual's environment. Competent relationships in O. imply that their participants are sufficiently satisfied with their joint definition. content, measure and form of control and affiliation, as well as the ability and psychological readiness to work on changing them or constructively interrupting contact. Selman proposed his model of K.K. taking into account the cognitive, emotional and motivational components. From view other psychologists, the presence of a variety of communication skills expands the subject’s ability to enter into competent relationships, but does not guarantee them. Communication is associated not so much with a high level of “communicative skill” and brilliant results, but with the ability to maintain relationships at the level of certainty desired by the subject. K.K. can be considered as the ability to construct and creatively transform both O.’s situation and one’s own internal. and ext. activities aimed at positive experimentation in the interactive space. In Fatherland psychology development of the problem of K.K. in the main. was conducted as part of research into the success of joint activities and the effectiveness of socio-psychological. training. L.A. Petrovskaya considered competence as an attribute of O. in the subject-subject paradigm, including def. level of development of communicative, social-perceptual and integrative skills. First of all, meanings, personal values, deep motivations, sociogenic needs, and reserves of knowledge, skills, and abilities are involved in the formation of social behavior. K. k. is defined: a) as a complex personal characteristic, as a set of abilities, skills, psychol. knowledge and communicative personal qualities, which are manifested in various situations O.; b) as a system of internal personal resources that ensure the construction of effective communicative action in situations of interpersonal interaction, presupposing situational adaptability and fluency in verbal and non-verbal means of social behavior (Yu. N. Emelyanov, V. I. Zhukov, V. A. Labunskaya, L. A. Petrovskaya) . CC is associated with the semantization of one’s behavior for others in the interpersonal experience of life, provides the subject with a feeling of satisfaction with himself as a subject of social partnership. Ultimately, a high level of communicative competence ensures success in society and accordingly increases a person’s self-esteem; on the contrary, low communicative competence correlates with increased vulnerability to stress, frustration and anxiety (M. Yu. Kondratyev, G. A. Kovalev). In terms of content, social interaction can be presented as an integrative characteristic of a person that determines his potential as a successful subject of social interaction. K. to. includes motivational, cognitive, personal and behavioral components. The motivational component is formed by the need for positive contacts, motives for developing competence, semantic attitudes of “being a successful” partner of interaction, as well as O.’s values and goals. The cognitive component includes social perception, imagination and thinking; social-perceptual gestalts, cognitive style and individual level of cognitive complexity, as well as reflective, evaluative and analytical abilities. The cognitive component includes knowledge from the field of relationships between people (gained from fiction, art, history, existential experience) and special psychol. knowledge. In quality the personal component consists of meanings, the image of the other as an interaction partner, social-perceptual abilities, personal characteristics, forming the communicative potential of the individual. At the behavioral level it is individual system optimal models of interpersonal interaction, as well as subjective control of communicative behavior. KK is operationalized in successful constructive acts of interpersonal interaction; sense of self-competence; the ability to flexibly and adequately dynamically transform O.’s situation, one’s own communicative activity and the partner’s behavior. One of the manifestations of coercion is an orientation toward supporting the interaction partner’s self and his positive self-attitude. Lit.: Emelyanov Yu. N. The theory of formation and practice of improving communicative competence. L., 1991; Kunitsyna V.N., Kazarinova N.V., Pogolsha V.M. Interpersonal communication. St. Petersburg, 2001; Petrovskaya L. A. Competence in communication. Social-psychological training. M., 1989; Rean A. A., Kolominsky Ya. A. Social educational psychology. St. Petersburg, 1999; Shcherbakova T. N. Psychological competence of a teacher: content, mechanisms and conditions of development. Rostov-n/D, 2005; Witkin H. A. Personality through perception. N. Y., 1954. T. N. Shcherbakova
The concept of “communicative competence” was first used by A.A. Bodalev. and was interpreted as the ability to establish and maintain effective contacts with other people in the presence internal resources(knowledge and skills).
The sociological encyclopedia specifies that communicative competence is “... orientation in different situations communication based on:
1. knowledge and sensory experience of the individual;
2. the ability to effectively interact with others,
3. through understanding oneself and others, with constant modification mental states, interpersonal relationships and social environmental conditions.”
Kunitsina V.N. defines communicative competence simply as “successful communication.”
According to the definition of V.I. Zhukov, communicative competence is “a psychological characteristic of a person as an individual, which manifests itself in his communication with people or “the ability to establish and maintain the necessary contacts with people.” The composition of communicative competence so understood includes a set of knowledge, skills and abilities that ensure the successful course of communicative processes in a person.”
A person’s communicative competence is predominantly formed on the basis of the experience of communication between people and is formed directly in the conditions of interaction. In addition, a person acquires the ability to behave in communication on the basis of examples from literature, theater, cinema, and the media.
Communicative competence is an integral personal quality that ensures situational adaptability and freedom of use of verbal and nonverbal means of communication, the ability to adequately reflect the mental states and personality of another person, correctly assess his actions, and predict on their basis the characteristics of the behavior of the perceived person.
A comprehensive study of communicative competence is found in the works of I.N. Zotova. In her opinion, communicative competence is a complex education consisting of three components: emotional-motivational, cognitive and behavioral components.
The emotional and motivational component is formed by the need for positive contacts, motives for developing competence, semantic attitudes of “being a successful” partner of interaction, as well as communication values and goals.
The cognitive component includes knowledge from the field of human relationships and special psychological knowledge received in the learning process, as well as meanings, the image of the other as an interaction partner, social-perceptual abilities, personal characteristics that form the communicative potential of the individual.
At the behavioral level, this is an individual system of optimal models of interpersonal interaction, as well as subjective control of communicative behavior.
As a result of the analysis of the works of various authors studying communicative competence, Zotova I.N. concludes that the structure includes quite diverse elements. At the same time, among this diversity the following components clearly stand out:
Communication knowledge;
Communication skills;
Communication skills.
Communicative knowledge is knowledge about what communication is, what its types, phases, patterns of development are. This is knowledge about what communication methods and techniques exist, what effect they have, what their capabilities and limitations are. It is also knowledge about what methods are effective in relation to different people and different situations. This area also includes knowledge about the degree of development of certain communication skills and which methods are effective in one’s own execution and which are not effective.
Communication skills: the ability to organize the text of a message into an adequate form, speech skills, the ability to harmonize external and internal manifestations, the ability to receive feedback, the ability to overcome communication barriers, etc. A group of interactive skills is identified: the ability to build communication on a humane, democratic basis, to initiate a favorable emotional and psychological atmosphere, the ability of self-control and self-regulation, the ability to organize cooperation, the ability to be guided by the principles and rules of professional ethics and etiquette, skills active listening, - and a group of social-perceptual skills: the ability to adequately perceive and evaluate a partner’s behavior in communication, recognize his state, desires and motives of behavior from non-verbal signals, create an adequate image of another as a person, the ability to make a favorable impression.
Communication abilities as individual psychological properties of a person that meet the requirements of communicative activity and ensure its rapid and successful implementation.
In the works of other researchers, the above components and components of communicative competence are considered separately. There are also studies where the components of communicative competence are viewed from a different angle.
Exploring the concept of communicative competence, Labunskaya V.A. distinguishes three components in it:
1. accuracy (correctness) of other people’s perceptions;
2. development of non-verbal means of communication;
3. proficiency in oral and written language.
Emelyanov Yu.N. characterizes the qualitative originality of the concept of communicative competence, he believes that communicative competence is a combination of the following qualities:
A person’s ability to take on and perform various social roles;
Ability to adapt to social groups and situations
Ability to be fluent in verbal and non-verbal means of communication;
The ability to organize and manage “interpersonal space” in the process of proactive and active communication with people;
Awareness of your value orientations and needs;
Techniques for working with people;
Perceptual capabilities.
Petrovskaya L.A. draws attention to three aspects of communicative competence. Competence in all types of communication lies in achieving three levels of adequacy of partners - communicative, interactive and perceptual. Therefore, we can talk about different types of communication competence.
Petrovskaya L.A. also notes that communicative competence (competence in communication) presupposes the readiness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. The author believes that flexibility in adequately changing psychological positions is one of the essential indicators of competent communication.
Ezova S.A. also considers communicative competence from the point of view of its components. She believes that communicative competence includes a person’s ability to apply knowledge, skills, personal qualities:
a) in the construction and transmission of a message (the content of communication) through traditional and virtual interaction;
b) in building relationships;
c) in choosing behavioral tactics;
d) in forms of communication with a partner.
Thus, Ezova S.A., like many other authors, believe that the main factor of communicative competence is communication abilities. Vasilyeva G.S. Communicative competence includes three types of such abilities: gnostic, expressive and interactive.
Kryuchkova O.V. Communicative competence means the totality of a person’s communicative abilities, which are manifested in his communication with people and allow him to achieve his goals:
1. The ability to accurately perceive a communication situation and assess the likelihood of achieving goals in it.
2. The ability to correctly understand and evaluate people.
3. The ability to choose means and techniques of communication in such a way that they correspond to the situation, partners and assigned tasks.
4. The ability to adapt to the individual characteristics of partners, choosing adequate means of communication with them both at the verbal and non-verbal levels.
5. The ability to influence the mental state of people.
6. The ability to change people's communicative behavior.
7. Ability to maintain and maintain good relationships with people.
8. The ability to leave people with a favorable impression of yourself.
About highly developed communicative competence, according to O.V. Kryuchkova, speech can only take place if a person has these abilities and demonstrates them in communication with people.
The development of communicative competence in ontogenesis occurs as the nature and direction of mental and general activity develops. The nature of an individual’s communicative activity depends on his communicative competence, the communicative values he recognizes, and the specifics of his motivation and communication needs.
Thus, communicative competence is an integral, relatively stable, holistic psychological formation, manifested in individual psychological, personal characteristics in the behavior and communication of a particular individual. Despite the differences in understanding the components of communicative competence, all authors agree that, in essence, communicative competence is the ability to establish and maintain the necessary contacts with other people.
Communicative competence: essence, structure, development
The concept of communicative competence. Communicative competence is understood as the ability to establish and maintain the necessary contacts with other people, a certain set of knowledge, skills and abilities that ensure effective communication (7). It involves the ability to change the depth and range of communication, to understand and be understandable to a communication partner. Communicative competence is formed in conditions of direct interaction, therefore it is the result of experience of communication between people. This experience is acquired not only in the process of direct interaction, but also indirectly, including through literature, theater, cinema, from which a person receives information about the nature of communicative situations, the features of interpersonal interaction and methods of solving them. In the process of mastering the communicative sphere, a person borrows from the cultural environment the means of analyzing communicative situations in the form of verbal and visual forms.
Structure of communicative competence. If we rely on the structure of communication accepted in social psychology, which includes perceptual, communicative and interactive aspects (1), then communicative competence can be considered as a component of communication. Then the communication process is understood as " information process between people as active subjects, taking into account the relationships between partners." That is, a "narrow" concept of "communication" arises. However, "communication" is often understood as a synonym for communication, emphasizing that "communicative influence is... the psychological impact of one communicant on another in order to change his behavior." This means that there is a change in the very type of relationship that has developed between the participants in communications. There is also a broad understanding of “communication” that is used in connection with the development of the system of mass communications in society.
The following components of communicative competence are distinguished:
· orientation in various communication situations, based on the knowledge and life experience of the individual;
· the ability to effectively interact with others through understanding oneself and others with constant modification of mental states, interpersonal relationships and conditions of the social environment;
· adequate orientation of a person in himself - his own psychological potential, the potential of his partner, in the situation;
· willingness and ability to build contact with people;
· internal funds regulation of communicative actions;
· knowledge, skills and abilities of constructive communication;
· internal resources necessary for building effective communicative action in a certain range of situations of interpersonal interaction.
Thus, communicative competence appears as a structural phenomenon, including component values, motives, attitudes, socio-psychological stereotypes, knowledge, skills.
V.Ya. Lyaudis, A.M. Matyushkina, A.Ya. Ponomarev distinguishes two types of activity and, accordingly, two types of tasks: creative (productive) and routine (reproductive), which are reflected in the analysis of the communication process. A situation that requires going beyond the stereotypes, attitudes, and roles that have developed always presupposes productive communication. Reproductive, or standardized communication involves interaction “according to the standard”, “according to the script”. We can also talk about external, behavioral, operational-technical and individual-semantic communication. A.B. Dobrovich in his works distinguishes between conventional, primitive, manipulative, standardized, playful, business and spiritual communication.
In the context of the problem of effective communication, it is advisable to recall such a phenomenon in human interaction as a role. The role of fixing a certain position that one or another individual occupies in the system of interpersonal relations. In psychology, formal, intragroup, interpersonal and individual roles are distinguished. A formal role is behavior that is built in accordance with the learned expectations from the environment related to the performance of a particular social function (seller, buyer, student, teacher, subordinate, manager, etc.). An intragroup role is a behavior that requires taking into account the expectations proposed by group members based on existing relationships. Interpersonal roles are behavior that involves taking into account the expectations proposed by another person based on the existing relationship.
There are other classifications of roles: active roles, which are performed in this moment and latent roles that do not appear in a given situation; Institutionalized, associated with the official requirements of the organization, and spontaneous, associated with spontaneously emerging relationships, but all this one way or another intersects with the above.
A person is always in contact with another - a real, imaginary, chosen, imposed partner, etc. The invariant components of communication are such components as partners-participants, situation, task. Variability is associated with the characteristics of the components themselves - communication partners, situations, communication goals. Therefore, competence in communication presupposes the development of skills of adequate self-esteem, a person’s orientation in himself - his own psychological potential, the potential of his partner, in the situation and task (15).
The main qualitative characteristic of all these “psychological tools” is considered to be a “general focus” on a person, which in turn is the basis for effective communication. The orientation of the individual is primarily towards positive traits in another person is important in effective communication because it helps to reveal the personal potential of the person with whom we are communicating. The role of cognitive processes in the structure of communicative competence is emphasized, primarily thinking - the ability to analyze actions, see the motives that encourage them. The condition for successful communication between a person and other people is considered to be socio-psychological perception, which includes identification, empathy, and social reflection (1).
Thus, we can say that communicative competence includes not only the personal properties of the individual, but also the cognitive processes and emotional sphere that are organized in a certain way.
One of the components of communicative competence is the ability to recognize and overcome communication barriers. Such barriers can arise, for example, in the absence of understanding of the communication situation, which is caused by differences between partners (social, political, religious, professional, which give rise to different interpretations of the same concepts, causing different attitudes, worldviews, worldviews). Barriers to communication can also be psychological in nature, reflecting individual psychological characteristics those who communicate, their existing relationships: from friendship to hostility towards each other.
The transmission of any information is possible only through signs, or rather, sign systems. There are verbal and nonverbal communications that use different sign systems. Accordingly, we can distinguish the verbal and nonverbal levels of the communicative component of competence in communication. Verbal communication uses human speech, natural sound language, as a sign system, i.e. a system of phonetic sounds, including two principles: lexical and syntactic.
A set of certain measures aimed at increasing the effectiveness of speech influence is called “persuasive communication”, on the basis of which the so-called experimental rhetoric is developed - the art of persuasion through speech. Another type of communication includes the following sign systems: optical-kinetic - this includes gestures, facial expressions, pantomime; para - and extralingual. The first is the vocalization system, i.e. voice quality, range, tonality. The second is the inclusion of pauses and other inclusions in speech, the pace of speech; organization of space and time of the communicative process, visual contact: frequency of exchange of glances, duration, change of static and dynamic gaze, avoidance of it, etc.
It is clear that communicative competence also presupposes the ability to interpret the nonverbal manifestations of other people. A serious problem arises here: if in verbal communication each word has more or less definite content, then in a non-verbal communication system it is not only difficult to match the content to a sign, but also to identify a sign in general, that is, a unit of analysis in this communication system.
There have been several attempts in social psychology to solve this problem.
K. Birdwhistle proposed a unit of human body - kin, or kinemu. “An individual kin has no independent meaning; when it changes, the entire structure changes.” He came up with the idea of constructing a dictionary of tilorukhs, that is, a certain meaning was assigned to a certain tilorukh. But Birdwhistle himself came to the conclusion that it has not yet been possible to build a dictionary of tilorukhs that would satisfy them: the very concept of kin turned out to be quite vague and controversial.
B. Ekman (25) proposed a variant of the analysis of nonverbal communication, in which emotions were recorded by the external ("sign") manifestations of the face, which made it possible, to a certain extent, to register one or another character of nonverbal communication.
Although it is possible to describe a certain “catalog” of gestures in various national cultures, the problem of interpreting nonverbal communication still remains unresolved.
The interactive side of communication is a conventional term denoting the characteristics of those components of communication associated with the interaction of people, with the direct organization of their joint activities. If the communicative process exists on the basis of some joint activity, then the exchange of knowledge and ideas about this activity inevitably presupposes that the achieved mutual understanding is realized in new joint attempts to develop the activity further and organize it. The participation of many people in this activity at the same time means that everyone must make their own special contribution to it, which allows interaction to be interpreted as the organization of joint activity. The interactive side of communication is the construction of a general interaction strategy, where it is important not only to exchange information, but also to organize an “exchange of actions”, to plan general activities. With such planning, it is possible to regulate the actions of one individual by “plans that were formed in the head of another,” which makes the activity truly joint, when its bearers will no longer act as a separate individual, but as a group. Thus, we can say that the interactive side of communication represents a certain means of combining individual efforts into specific forms joint activities. Accordingly, it is possible to interpret the interactive component of communicative competence as the ability to organize joint actions that allow partners to implement some common activity.
Such a component of communicative competence is the perceptual component. This is the side of competence on the basis of which joint activities and the communication process are built.
Conventionally, the perceptual component of competence in communication can be called the ability to adequately perceive one person by another, but this is only conditionally: the word “perception” itself does not reflect the complexity of this phenomenon. The perceptual component of communicative competence acts as a regulator of the communication process. A person’s choice of one or another line of behavior in each specific situation involves the perception and assessment of partners, himself and the situational context as a whole.
In the process of interpersonal perception and cognition, a number of “effects” arise: primacy, novelty, halo. The phenomena of stereotyping and causal attribution also play an important role.
So, summarizing the above points of view on the phenomenon of communicative competence, we can conclude that communicative competence acts as an integral quality of the individual, performs the function of adaptation and adequate functioning of the individual in society, contains attitudes, stereotypes, communication positions, roles, values, etc. .P. personality, "instrument of the aggregate" creative potential of the individual.
The issue of developing communicative competence can be considered in two aspects: firstly, in the process of socialization and education; secondly, through specially organized socio-psychological training.
Regarding the first, a person draws from the cultural environment the means of analyzing communicative situations in the form of verbal and visual forms, both symbolic and figurative, which gives it the opportunity to synthesize and classify various episodes of social interaction. It is clear that in the course of spontaneous mastery of the “language” of the social-perceptual sphere, inadequate cognitive schemes can be formed as the causes of inadequate communicative actions, which, in turn, can lead to ineffectiveness in a communication situation. Most often, this occurs under the condition of a person’s “one-sided” introduction to a specific subculture, its mastery of only certain layers of cultural wealth, and only the expansion of the sphere of social contacts and inclusion in new channels of communication can correct existing deformations. “Acquaintance with socio-psychological literature can play a role: this enriches the vocabulary and streamlines classification tools.”
According to L.A. Petrovskaya, analytical observation of communicative interaction, both real and presented in artistic form, provides not only the opportunity to “train” acquired cognitive tools, but also contributes to mastering the means of regulating one’s own communicative behavior. In particular, the observation process allows us to identify a system of rules, guided by which people organize their interactions. By focusing on the output of the interaction, the observer can understand which rules promote and which hinder the successful flow of communication processes. This can serve as the basis for the formation own system"rules of effective communication." To an even greater extent, analytical observation influences the operational composition of communicative actions. .
According to L.A. Petrovskaya, important point The process of developing communication skills at a certain stage of personality development is the mental replay of one’s behavior in various situations. Planning your actions “in your mind” is an integral part of communicative action and proceeds normally. Such planning in the imagination, as a rule, immediately precedes the actual execution, but it can also occur in advance, often far behind the implementation in behavior, while in others, mental playback occurs not before, but after the completion of the communicative act. And the imaginary does not always come true, but the “behavioral templates” created in it can be actualized in other situations. This leads, on the one hand, to the impression of spontaneity of some deeply thought-out actions, and on the other hand, to actions that are quite rational and such that cannot be explained. A person’s ability to act “in the mind” can be purposefully used to improve communication in a situation of socio-psychological training. .
Towards defining strategic guidelines for improving communication in practical work can be approached from different points of view. “One of them highlights enrichment, completeness, polyformity as a guideline.” In this case, the main thing in the development of competent communication is the focus on acquiring a rich, diverse palette of psychological positions, means that help the partners to fully express themselves, all aspects of their adequacy - perceptual, communicative, interactive. In this sense, the development of communication competence among adults inevitably involves a double process: on the one hand, it is the acquisition of new knowledge, skills and experience, and on the other hand, it is a correction, a change in already established forms and means of communication. When considering communicative competence, it is inappropriate to limit the range of possible forms of socio-psychological influence to any one of the above types, since real communication is multifaceted.
Another approach to determining the fundamental guidelines for the practice of developing competent communication is possible from the psychological problems that arise. Such difficulties can be defined as basic communication difficulties. Their origins originate, on the one hand, from the peculiarities of the psychological nature of man and human relationships, and on the other hand, they can be associated with the uniqueness of the social context. In some cases, the basic difficulties of communication have the nature of dichotomies, the measure of a harmonious combination of the poles of which is achieved with difficulties. These are, for example: autonomy - preferences, stability - variability, normativity - improvisation, integrity - mosaic, reflexivity - spontaneity, etc.
Thus, communicative competence has several sources of development in the process of developing a person’s personality: transmission of communication skills in the process of interpersonal interaction with other people, mastery of cultural heritage, observation of the behavior of other people and analysis of acts of communication, playing out communicative situations in the imagination. The development of communicative competence in the process of socio-psychological training is possible from the point of view of two approaches: the focus on acquiring a rich, diverse palette of communication and overcoming difficulties that may arise in the process of communication.
Based on the above, we can draw the following conclusions on the problem of communicative competence.
Communicative competence is a system of internal resources for effective interaction: communication positions, roles, stereotypes, attitudes, knowledge, skills. Effective communication always involves a spontaneous and creative process, therefore effective communication is communication that develops. In addition to personal characteristics, communicative competence includes characteristics of cognitive processes and emotional sphere. In general, communicative competence is associated with the adequate use of the entire palette of capabilities. Analysis of the concept of communicative competence allows us to identify problems in substantiating the criteria for effective communication and adequate correspondence between the forms of communication and the communication situation.
In the process of personality formation, the development of communicative competence has several sources: identification with an adult, assimilation of cultural heritage, observation of the behavior of other people, imagining communicative situations. The current state of social processes allows us to state the fact that the natural formation of communicative competence does not meet the requirements of social reality. This problem can be solved by the targeted formation of communicative competence in the process of socio-psychological training. In domestic social psychology, there are two reasons for constructing this type of training: the focus on acquiring a rich and varied palette of communication and training psychological counseling difficulties in communication.
List of used literature
1. Andreeva G.M. Social psychology., M, ed. "Aspect of Progress", 2000; 2. Bern E. Transactional analysis and psychotherapy, St. Petersburg, "Brotherhood", 1994; 3. Bodalev A.A. Personality and communication, M, 1982; 4. Introduction to practical social psychology (edited by Yu.M. Zhukov, L.A. Petrovskaya, O.V. Solovyova), M., "Smysl", 1996; 5. Grekhnev V.S. Culture of pedagogical communication, M, "Enlightenment", 1990; 6. Dobrovich A.B. To the educator about psychology and psychohygiene of communication, M, "Enlightenment", 1987; 7. Zhukov Yu.M., Petrovskaya L.A., Rastyannikov P.V. Diagnostics and development of competence in communication, M., 1990; 8. Kan-Kalik V.A. To the teacher about pedagogical communication: a book for teachers, M., "Enlightenment", 1987; 9. Team. Personality. Communication: a dictionary of social and psychological concepts (edited by E.S. Kuzmin and V.E. Semenov), Leningrad, Lenizdat, 1987; 10. Brief psychological dictionary (under the general editorship of A.V. Petrovsky, M.G. Yaroshevsky), M., Politizdat, 1985; 11. Krizhanskaya Yu.S., Tretyakov V.P. Grammar of Communication, L, 1990; 12. Leontyev A.N. Selected psychological works, M., "Pedagogy", 1983; 13. Basics of constructive communication. Reader. Compiled by: T.G. Grigorieva, T.P. Usoltsev. Publisher: "Perfection", M., 1997; 14. Petrovskaya L.A. "On the question of the nature of conflict competence." Bulletin of Moscow State University "Psychology", No. 4, 1997 15. Petrovskaya L.A. Competence in communication, M., 1989; 16. Petrovsky V.A. Phenomena of subjectivity in personality development, Samara, 1997; 17. Psychological studies of communication (edited by B.F. Lomov, A.V. Belyaev, V.N. Nosulenko, M, "Science", 1985; 18. Psychological Dictionary (edited by V.P. Zinchenko, B .G. Meshcheryakov) - 2nd edition, M., "Pedagogy - press", 1996; 19. Psychology of education (edited by V.A. Petrovsky), M., "Aspect press", 1995; 20. Raigorodsky D.Ya. Theories of personality in Western European and American psychology. Reader on personality psychology. Samara, Publishing House "Bakhrakh", 1996; 21. Learning to communicate with a child: a guide for educators kindergarten(V.A. Petrovsky, A.M. Vinogradova, L.M. Klarina, etc.), M, "Prosveshchenie", 1993; 22. Hall S., Lindsay Personality Theories, M., "KSP+", 1997; 23. Kjell, D. Ziegler Theories of Personality, St. Petersburg, "Peter", 1997; 24. Cherepanova I.Yu. House of the Witch. Languages of the creative unconscious, M., "KSP+", 1996; 25. Ekman P. Psychology of lies. - St. Petersburg, 1999
The concept of an individual’s communicative competence is important not only for the theory, but also for the practice of communication. In theory
On the theoretical level, it develops an understanding of the communicative personality, more fully reveals the characteristics of its functioning in the system social interactions. At the application level, both this category itself and its methods practical use are necessary for assessing the quality of functioning of professional communicators, for personnel management, for organizing a system for training specialists, for analyzing conflict and crisis situations, and for many management tasks associated with the above.
It cannot be said that in modern communication science the problem of an individual’s communicative competence has been ignored. On the contrary, in recent decades more and more works have been devoted to it. Among the scientists who developed various aspects of this problem, we name Yu. N. Emelyanov, A. A. Bodalev, Yu. N. Zhukov,
N. Yu. Khryashchev, I. I. Seregin, F. I. Sharkov, M. A. Vasilik and his colleagues, etc. However, to date, many of the theoretical and practical problems in the area under consideration have not received an adequate solution. Among the most important of them are the following.
Firstly, this is the task of strictly defining the concept of “personal communicative competence”, distinguishing it from related concepts, such as communicative effectiveness and communicative effectiveness. Secondly, this is the task of determining the parameters of communicative competence. Thirdly, the task of measuring and assessing the communicative competence of specialists in different areas activities.
The first two tasks belong to the subject area of communication theory. Let's turn to their solution.
The scientific literature presents several approaches to understanding communicative competence. Thus, M.A. Vasilik defines it as follows: “Communicative competence represents a certain level of formation of personal and professional experience interaction with others, which an individual requires in order to function successfully in a professional environment and society within the limits of his abilities and social status.” F. I. Sharkov understands communicative competence as “the ability to choose a communicative code that ensures adequate perception and targeted transmission of information in a specific situation.”
Neither definition can be considered satisfactory due to the following factors. First of all, they do not rely on a basic understanding of the category of competence as such. Meanwhile, in the phrase “communicative competence” the adjective “communicative” is a predicate of the basic concept of “competence”. Further, the above definitions are based on incompletely adequate ideas about the communicative personality as a social subject implementing communicative practices. The first of the definitions actually expands communicative practices to the entire field of social practices of the individual. As a result, without any argumentation, an individual’s communicative competence is equated to a much broader category - social competence. The second definition, on the contrary, unreasonably narrows the understanding of the category under consideration, reducing it only to the ability to select communicative codes.
In addition, additional comments can be made to the definition proposed by M. A. Vasilik and his colleagues. If we discard the clarifying elements, this concept represents communicative competence as a certain level of formation of the experience of interaction of a subject with other subjects. This interpretation of the category in question is vulnerable for several reasons. Firstly, the very link between the category of competence and the verbal construct “level of development” is questionable.
experience." Secondly, this concept confines communicative competence only to personal experience, leaving out such important components of a communicative personality as knowledge and abilities.
Competence in its most general form is understood as having knowledge that allows one to judge something and express a strong, authoritative opinion. In a broader sense, competence is the ability of a subject to realize his competence in a particular field of activity.
Competence in this context means a certain area of responsibility, range of responsibilities, function or set of functions assigned to social subject in the system of social functioning ( social competence) or social division of labor (professional competence).
There are two possible understandings of competence - normative and terminal. The normative understanding interprets the category of competence as the property of a subject to realize his competence within the limits that are socially recognized (normal) in a given society (community). Going beyond the normative interval both from below (undercompetence) and from above (hypercompetence) is considered abnormal and falls under the category of incompetence. With this understanding, the subject’s competence has a certain extended nature and it is possible to raise the question of greater or lesser competence. If a subject realizes his competence at a lower value of the normative interval, he is less competent. If at a higher level, his competence is higher. The terminal understanding of competence interprets the norm not as an interval, but as some strictly specified value. With this approach, only two states of realizing an individual’s competence in any field of activity are possible - competence and incompetence. In what follows we will use the normative understanding of the category of competence. Based on this understanding, we can formulate the so-called metric definition of competence: by the competence of the subject we will
understand the measure of implementation of his competence, or, in other words, the characteristics of the quality of implementation of competence in a particular field of activity. />Considering the category of competence, we can distinguish general and special competence.
The first is closely related to the processes of socialization and can also be designated as the social competence of an individual. By general or social competence we understand the ability of a social subject to be normal (that is, within the range specified social norms) function in society.
Special (professional) competence is the ability of a social subject to function normally (that is, within the range specified by the relevant social norms) in a specialized field of activity and in a professional community, to effectively implement specialized (professional, job, etc.) competence. Special competence is a function special education, professional socialization and professional experience.
Communicative competence in its most general form can be defined as the ability of an individual to function normally (that is, within the range specified by relevant social norms) as a communicative actor. Or, if we use the metric version of the definition, by communicative competence we will understand the quality of performance by a social subject of the functions of a communicative actor.
Fundamentally important for this understanding of communicative competence is its closure to a normative range. This closure means that the category of communicative competence is relative in nature. Depending on the normative range of a particular element of society, the same person can be recognized as communicatively competent in one community and incompetent in another.
Communicative competence of an individual in general case consists of two components - general and special communicative competence. For most individuals, those whose professional activities are not related to the organization and implementation of communication, general communicative competence coincides with communicative competence as such.
General communicative competence is part of the social competence of an individual. It characterizes an individual’s ability to communicate in various situations and is implemented at the level of ordinary communications, everyday practices of information interaction in both the domestic and professional spheres. For professional communicators, in addition to general competence, special communicative competence is also required. The latter represents a kind of “aerobatics” of communicative knowledge, skills and abilities that are necessary for a communicator to perform professional functions. Special communicative competence, like any special competence, requires special training.
The category of communicative competence should not be confused with the categories of communicative effectiveness or communicative effectiveness. Communicative effectiveness should be understood as the measure of achievement of the communicator’s goal as a result of the interaction initiated by him. Communicative effectiveness means the ratio of the effects of communication, reduced to a single denominator (cost or otherwise), corresponding to the goals of the communicator, and the resources used by the communicator to achieve these goals in a given interaction. In its content, the concept of communicative competence is closest to the concept of communicative qualifications of an individual.
Moving on to solving the second of the tasks we have outlined for this section, we note that attempts to formulate a list of parameters of an individual’s communicative competence in the scientific literature can be found even more than formulations of the definition of this category. These lists are more or less detailed. Thus, F.I. Sharkov designates only one parameter - the ability to communicate - as the main component of communicative competence. I. I. Seregina identifies two of its main characteristics - “firstly, the ability to communicate with other people (communication skills), and secondly, the possession and ability to operate with semantic information.” Auto team
under the leadership of M.A. Vasilik offers as many as eight components of communicative competence: knowledge of the norms and rules of communication (business, everyday, holiday, etc.); high level speech development, allowing a person to freely transmit and perceive information in the process of communication; understanding non-verbal language of communication; the ability to come into contact with people, taking into account their gender, age, socio-cultural, and status characteristics; the ability to behave appropriately to the situation and use its specifics to achieve one’s own communicative goals; the ability to influence your interlocutor in such a way as to win him over to your side and convince him of the strength of your arguments; the ability to correctly assess the interlocutor as a person, as a potential competitor or partner, and to choose one’s own communication strategy depending on this assessment; the ability to evoke a positive perception of one’s own personality in the interlocutor.
The methodological weakness of these lists, despite the fact that many positions in them are beyond doubt, lies in the fact that they seem to “hang in the air” and are not based on systematic ideas about the structure of a communicative personality. And as a result, the sets of characteristics of communicative competence proposed by various authors are eclectic, do not have a systematic nature, and are not necessary and sufficient.
To avoid these problems, it is necessary to turn to the transactional model of the communicative personality developed above. It is on this model that our proposed structure of individual communicative competence is based.
There are two possible approaches to constructing block diagram communicative personality - broad and narrow.
A broad or integrated approach involves using all elements of the transactional model of a communicative personality that potentially fall under the definition of communicative competence to form the required structure. Like impressions
The analysis shows that these components function as part of the habilitation, resource-cognitive and operational blocks of characteristics of a communicative personality. As a result, the complex structural model of an individual’s communicative competence takes on the following form.
Communicative competence of the individual (complex structural model)
| Habilitation | Cognitive | Operating room |
| competence | competence | competence |
| level of development | level of knowledge | level of skills and |
| the parameters are | coding rules, | how to define the characteristics |
| ra perceptual- | codes and codes | tera and pragmatic |
| ness; | systems, providing | communication parameters |
| level of development | adequate | catative situation for |
| the parameters are | />new coding | selection of relevant |
| ra speedre- | and decoding | her communicative |
| agitation on | information during | funds; |
| incentives outside | communicative | practical level |
| worm environment; | interactions; | mastery of code systems |
| level of development | level of knowledge | topics verbal and non- |
| the parameters are | approval rules | verbal communication- |
| ra attentive- | signs leading to | tions; coding skills |
| ness; | development of texts; | and decode, user |
| level of development | level of knowledge of norms | be individual |
| Tosti mnemic- | and rules of application | stock of verbal |
| parametric | knowledge of one or another | and non-verbal means |
| pa (parameter | signs and iconic | to ensure effective |
| memory); | systems in various | tive communication; |
| level of development | communicative | level of skills and |
| the parameters are | situations; | alignment skills |
| ra abilities | level of knowledge | discourse in accordance |
| for processing | new elements | norms and rules, |
| arrays | culture/subculture | given by cultures |
| information | ry of society or ka- | context of the commu- |
| various | any of its parts, | nication; |
| volume; | within which | level of skills and |
| level of development | carried out | kov of varying commu- |
| the parameters are | interaction, | by nicative means |
| ra empathy; | including norms, | in the process of interaction |
| level of development | values, beliefs | actions depending on |
| the parameters are | tions, stereotypes, | speakers communica- |
| ra of charm; | prejudices, etc.; | tive situation; |
| Habilitation | Cognitive | Operating room |
| competence | competence | competence |
| level | level of knowledge | level of skills and |
| development | characteristics | channel selection skills |
| parameter | main channels | communication, adequate |
| introspection | communications, by | communicative goals |
| and reflexive | which can ne- | ra and relevant situation |
| ness; | be communicated | tions of interaction; |
| level of development | nie; | level of skills and |
| toasty para- | level of knowledge | kov communicative |
| meters trans | criteria and methods | introspection and reflection |
| mitativity | own assessment | these; |
| (capabilities | communicative | level of skills and |
| to the transfer of information | competence, | skills of assessing commu- |
| formations) | communicative | //nicative practices |
| | specific characteristics | and communicative |
| | and communicative | competence |
| | competence | communication partners; |
| | communication partners | level of skills and |
| | nication; | Skills for identifying and overcoming communication noise and communication barriers |
A narrow or operational approach from the entire complex of characteristics of a communicative personality leaves only the operational block - the block of skills and abilities - as the basis for building a model of communicative competence. The methodological basis for such a limitation is that the sphere of communication skills is the last, highest level of the transactional model, built above all other levels. In this case, the logic is implemented: the more a person’s communicative skills correspond to socially recognized norms, the more they are developed within the normative range, the greater the communicative competence of a given person.
The operational structural model of a communicative personality has the following form:
Communicative competence of an individual (operational structural model): the level of skills in determining the nature and pragmatic parameters of a communicative situation in order to select the communicative means relevant to it; level of practical knowledge of code systems of verbal and non-verbal communication; skills to encode and decode, use an individual reserve of verbal and nonverbal means to ensure effective communication; the level of skills in constructing discourse in accordance with the norms and rules set by the cultural context of communication; the level of abilities and skills of varying communicative means in the process of interaction, depending on the dynamics of the communicative situation; level of skills in choosing communication channels that are adequate to the communicator’s goals and relevant to the interaction situation; level of skills of communicative introspection and reflection; the level of skills in assessing communicative practices and communicative competence of communication partners; level of skills and abilities to identify and overcome communication noise and communication barriers.
Both models of an individual’s communicative competence (complex and operational) can be used in practice to assess the communicative competence of specialists of any profile, management personnel, and professional communicators. However, due to less labor intensity, in practice it is more often recommended to use the operational model. The complex model is used in particularly complex communication situations - when planning anti-crisis communications, when selecting key communicators to solve particularly important tasks, when investigating the causes and factors of emergency incidents and crisis situations, etc.
To these components, which characterize the personality as a potential communicative actor from the point of view of the parameters of his consciousness and, more broadly, his psyche, one more component must be added. This component has a different ontological nature than all
discussed above. It characterizes the real practices and objective characteristics of the individual as a possible communicator or recipient and, thus, belongs to the world of being, not consciousness. This component reflects the actual biological, socio-demographic and social phenomenology of the subject of communication - the communicative personality. It can be designated as a phenomenological component. It is undoubtedly necessary among the characteristics of the phenomenon under consideration, although, as mentioned above, it has a fundamentally different nature compared to the other components. Indeed, the nature of a person’s functioning as a source or recipient of messages in the communicative process depends not only on his motives, knowledge of codes and the ability to apply them, but also on such parameters as gender, age, social status, and finally appearance.
The main task of the secondary general education system is to prepare schoolchildren for life in society, providing them with the necessary knowledge and communication skills. Based on this, teachers and parents need to consider the formation of communicative competence of schoolchildren as the basis for successful social activity of the individual.
Definition of communicative competence
What does this term represent? Communication competence is a combination of skills in successful communication and interaction of one person with others. These skills include fluency, public speaking, and the ability to connect with others. different types of people. Also, communicative competence is the possession of certain knowledge and skills.
The list of necessary components for successful communication depends on the situation. For example, interacting with others in a formal setting presents a set of stricter rules for the exchange of information than talking in an informal setting. Therefore, communicative competence is divided into formalized and informal. Each of them has its own system of requirements and includes a number of components. Without them, it is impossible to develop communicative competence. These include a rich vocabulary, competent oral and written language, knowledge and application of ethics, communication strategies, the ability to establish contact with different types of people and analyze their behavior. These components also include the ability to resolve conflicts, listen to the interlocutor and show interest in him, self-confidence and even acting skills.
Foreign language communicative competence as a key to success in the context of globalization
In our age of globalization, knowledge plays an important role in professional and personal growth. foreign languages. Foreign language communicative competence includes not just the use of basic vocabulary, but also knowledge of colloquial, professional words and expressions, an understanding of the culture, laws and behavior of other peoples. This is especially true in modern Russian society, which has become more mobile and has international contacts at all levels. In addition, foreign languages are capable of developing thinking and raising both the educational and cultural level of students. It is worth noting that the most favorable period teaching children foreign languages - ages 4 to 10 years. Older students find it more difficult to learn new words and grammar.
Foreign language communicative competence is in demand in many areas professional activity. Therefore, the study of foreign languages and the culture of other peoples is given Special attention V educational institutions.
School is the starting place for the development of communicative competence
Secondary education is the foundation through which a person receives the necessary knowledge about life in society. From the first days, schoolchildren are taught according to a certain system so that the students’ communicative competencies allow them to interact with other members of society and be successful in any social environment.
Children are shown how to write letters, fill out forms, and express their thoughts orally and in writing. They learn to discuss, listen, answer questions and analyze various texts in their native, state and foreign languages.
The development of communicative competence allows schoolchildren to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a primary task in the field of education.
It is worth noting that primary education shapes the personal qualities of schoolchildren. Therefore, the first years of school should be especially productive. Even in primary school, schoolchildren must become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.
Bilateral work with difficult students to improve their communication
Schools often deal with difficult children. Not all students exhibit exemplary behavior. If one part of schoolchildren is able to behave in a disciplined manner, then the other does not want to follow generally accepted rules of ethics. Difficult students often behave defiantly, can get into fights even during classes, do not absorb information well, and are characterized by lack of composure and the inability to clearly formulate their thoughts. This is largely due to parents’ improper upbringing of their children. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.
Many parents place responsibility for their children's behavior on teachers. They believe that a student’s communicative competencies in most cases depend on teachers and the atmosphere at school. However, parental upbringing has no less influence on a child than time spent in an educational institution. Therefore, it is necessary to develop children’s interest in academic subjects both at school and at home. Bilateral work with students will certainly bear fruit. It makes them more disciplined, educated and open to dialogue.
Creating conditions for the development of children at school and at home
The task of teachers and parents of primary school students is to create an environment for children in which they would like to learn, develop and act. It is important that the child experiences pleasure from new knowledge and opportunities.
Group activities, events, and games play an important role in elementary school. They help students adapt to society and feel part of the social environment. Such activities improve the communicative competencies of younger schoolchildren, making them more relaxed and sociable. However, conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extracurricular activities for children in various sections and groups, where each child will receive special attention. Communication between elders and children is also important. It should be friendly. A child should be able to share impressions and stories, not be shy to express his feelings and thoughts, and also find out from his parents what interesting things happened to them, or ask questions to which he does not know the answers.
Ethics of communication in the formation of communicative competence
One component to developing communication skills is ethics. This also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a given environment. In elementary school, students differ markedly from each other in manners. Of course, this is connected with the upbringing of children by parents. Hoping that bad behavior will change their studies at school, relatives continue to make mistakes. They don't teach the basic thing: communication ethics. At school, it is difficult for teachers to cope with ill-mannered children; such students are noticeably behind other schoolchildren in development. Consequently, such graduates will have difficulty adapting to adult life, because they absolutely do not know how to behave correctly in society and build personal and professional connections.
The future of every person depends on communicative competence, because we all live in a social environment that dictates to us certain rules of behavior. From early childhood, you should think about the proper upbringing of your children if you want your child to be successful and have an active life. life position. Therefore, all components of communicative competence should be taken into account by parents, relatives, educators and teachers when teaching schoolchildren and spending time with them.
Ways to develop communicative competence
Communication skills must be constantly developed in a comprehensive manner. It is desirable that the child learns something new every day and expands his vocabulary. In order for complex words to remain in memory, you can draw images that symbolize new things, or print ready-made pictures. Many people remember new things visually better. Literacy also needs to be developed. It is necessary to teach the child not only to write correctly, but also to present it orally and analyze.
To develop a student’s communicative competence, it is necessary to instill in him a love of knowledge. Broad outlook and well-readness only increase lexicon, form clear, beautiful speech, teach the child to think and analyze, which will make him more self-confident and collected. It will always be interesting for peers to communicate with such children, and they will be able to express out loud what they want to convey to others.
Communicative competence improves significantly when schoolchildren take courses acting, participate in staging plays and concerts. In a creative atmosphere, children will be more relaxed and sociable than at a school desk.
The role of reading in the formation of communicative competence
A good environment for developing communication skills is literature classes at school. Reading books takes a special place. However, with increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of devoting time to their studies useful things, by reading. Virtual games negatively affect the child’s psyche, making him socially inadapted, passive and even aggressive. Needless to say, children who spend time on gadgets do not want to learn, read and develop at all. In such conditions, students’ communicative competencies do not develop. Therefore, parents should think about the negative impact modern technology per child and about more useful and developmental activities for the student. It is worth trying to instill in students a love of reading, since it is books that enrich the vocabulary with new words. Well-read children are more literate, collected, with a broad outlook and good memory. In addition, classical literature confronts children with various images of heroes, and they begin to understand what good and evil are, learn that they will have to answer for their actions, and learn from the mistakes of others.
The ability to resolve conflicts as one of the components of social adaptation
Forming the communicative competence of schoolchildren also includes the ability to resolve controversial issues, because in the future such moments are unlikely to bypass anyone, and for a successful dialogue you need to be prepared for various turns. For this purpose, classes in public speaking and discussions, acting courses, knowledge of the peculiarities of psychology are suitable various types people, the ability to decipher and understand facial expressions and gestures.
External qualities are also important for creating the image of a strong person who is ready to resolve a conflict. Therefore, playing sports is highly desirable for every person, especially for males.
To resolve controversial issues, you also need the ability to listen, put yourself in the position of your opponent, and approach the problem wisely. In such cases, one should not forget about ethics and manners, especially in a formal setting. After all, many issues can be resolved. The ability to maintain your calm and wisdom in conflict situations will help in most cases to defeat your opponents.
An integrated approach to the formation of communicative competence
As mentioned above, to adapt in society it is necessary to possess various communication skills and knowledge. To form them, we need an integrated approach to students, especially to younger schoolchildren, since at their age a way of thinking begins to take shape and principles of behavior are formed.
The system for the development of communicative competence includes speech, language, sociocultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This is knowledge of language, grammar, stylistics, an enriched vocabulary, a broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good manners, tolerance, knowledge of ethics and much more.
An integrated approach should be applied not only within the school walls, but also at home, because the child spends a lot of time there. Both parents and teachers need to understand the importance of communication skills. Both personal and professional growth of a person depend on them.
Changes in the education system to improve communication among schoolchildren
It is worth noting that in last years training has undergone a number of changes and the approach to it has changed greatly. Improvement communication skills schoolchildren are given a lot of attention. After all, a student must graduate from secondary education ready for adult life, and therefore be able to interact with other people. It is for this reason that it is introduced new system teaching.
Now school is perceived as an educational institution for obtaining not only knowledge, but also understanding. And the priority is not information, but communication. The priority is the personal development of students. This especially applies to the educational system of schoolchildren junior classes, for which a whole system of developing communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving adaptation in society of each student, but also at increasing the desire for knowledge. With this approach to learning, modern schoolchildren learn to be active and sociable, which makes them more adaptable in society.
The role of schoolchildren’s interaction with others in creating communication skills
The formation of communicative competence is impossible without the efforts of teachers, parents and the children themselves. And the basis for the development of skills for interacting with society is the personal experience of students’ communication with other persons. This means that every interaction a child has with other people either makes him more communicative and competent, or worsens his understanding of conversational style and behavior. The student’s environment plays a big role here. His parents, relatives, friends, acquaintances, classmates, teachers - they all influence the development of the child’s communicative competence. He, like a sponge, absorbs the words he hears and the actions performed in front of him. It is very important to explain to schoolchildren in a timely manner what is acceptable and what is unacceptable, so that they do not have a false idea of communicative competence. This requires the ability to convey information to students in a way that is understandable, non-critical, and non-offensive. This way, interacting with others will be a positive rather than a negative experience for the student.
The school’s modern approach to developing students’ communicative competence
The new education system helps schoolchildren not only become diligent, but also feel part of society. It involves children in the learning process, they become interested in learning and applying their skills in practice.
Increasingly used in primary schools group educational games, classes with psychologists, individual work with children, introducing new teaching methods, putting into practice the experience of foreign educational institutions.
However, it is worth remembering that the formation of students’ communicative competence includes not only knowledge and skills. No less significant factors influencing behavior are the experience gained within the walls of the parental home and school, the values and interests of the child himself. To develop communicative competence, the comprehensive development of children and the correct approach to the upbringing and training of the younger generation are necessary.