Communicative competence ability. Communicative competence. Communication competencies of a business person
a complex personal characteristic, including communication abilities and skills, psychol. knowledge in the field of O., personality traits, psychol. conditions accompanying the process of O. In modern. abroad. psychology, a number of approaches to the study of the problem of the content and development of the communicative competence of the subjects of social interaction are distinguished. Psychologists of the behavioral direction associate K. to. with the expansion of the thesaurus of behavioral patterns that ensure success in O., with the development of decomp. 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 cognitive sphere of the subject, knowledge in the field of human psychology, proper cognitive psychology, as well as social thinking, social perception and social imagination. In humanistic psychology, proclaiming in quality. The main value of the exclusive in a person, and emphasizing the facilitative nature of interactions, K. K. 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. Psychology of the new wave, focused on the development of psychol. human potential through the use of a variety of deep psychol. practitioner, considers O. as a space for the presentation and testing of subjective models of managing one's own activity and that of a partner. Here, K. K. 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, with the ability to construct a positive reality of interaction. In quality pledge K. to. optimization of internal is considered. mental environment of the individual. Competent relations in O. imply that their participants are sufficiently satisfied jointly def. content, measure and form of control and affiliation, as well as capable and psychologically ready to work on their change or constructive interruption of contact. Selman (Selman) proposed his model of K. K. taking into account the cognitive, emotional and motivational components. With t. sp. other psychologists, the presence of a variety of communicative skills and abilities expands the ability of the subject to enter into competent relationships, but does not guarantee such. K. to. 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 for the subject. K. to. can be considered as the ability to construct and creatively transform both the O.'s situation and one's own internal. and ext. activity aimed at positive experimentation in the interactive space. In the fatherland psychology, the development of the problem of K. to. in the main. was conducted as part of research on the success of joint activities and the effectiveness of socio-psychol. 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. Meanings, personal values, deep motivations, sociogenic needs, and reserves of knowledge, skills, and abilities are primarily involved in the formation of social behavior. K. to. is defined: a) as a complex personal characteristic, as a set of abilities, skills, psychol. knowledge and communicative personal qualities, which manifests itself in decomp. situations O.; b) as an internal system. personal resources that ensure the construction of an effective communicative action in situations of interpersonal interaction, involving 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) . K. k. is associated with the semantization of one's behavior for others in the interpersonal experience of life, provides the subject with a sense of satisfaction with himself as the 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 stress vulnerability, frustration and anxiety (M. Yu. Kondratiev, G. A. Kovalev). In terms of content, social cohesion can be represented as an integrative characteristic of a person that determines his potential as a successful subject of social interaction. K. k. includes motivational, cognitive, personal and behavioral components. The motivational component is formed by the need for positive contacts, motives for the development of competence, semantic attitudes to “be a successful” partner of interaction, as well as the values of O. 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 human relationships (drawn from fiction, art, history, life experience) and special psychology. knowledge. In quality the personal component is meanings, the image of the other as a partner of interaction, social and 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. K. k. 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 K. to. is the orientation towards the support of the Self of the interaction partner, his positive self-attitude. Lit .: Emelyanov Yu. N. Theory of formation and practice of improving communicative competence. L., 1991; Kunitsyna V. N., Kazarinova N. V., Pogolsha V. M. Interpersonal communication. SPb., 2001; Petrovskaya L. A. Competence in communication. Socio-psychological training. M., 1989; Rean A. A., Kolominsky Ya. A. Social pedagogical psychology. SPb., 1999; Shcherbakova TN Psychological competence of the 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 Bodalev A.A. and was interpreted as the ability to establish and maintain effective contacts with other people in the presence of internal resources (knowledge and skills).
The sociological encyclopedia specifies that communicative competence is “... orientation in various situations of communication, based on:
1. knowledge and sensory experience of the individual;
2. the ability to interact effectively with others,
3. thanks to the understanding of oneself and others, with a constant modification of mental states, interpersonal relationships and conditions of the social environment.
Kunitsina V.N. defines communicative competence simply as "the success of communication".
By definition, V.I. Zhukov, communicative competence is “a psychological characteristic of a person as a person, which is manifested in his communication with people or “the ability to establish and maintain the necessary contacts with people”. The composition of the so-understood communicative competence includes a set of knowledge, skills and abilities that ensure the successful flow of communicative processes in a person.
The communicative competence of a person is mainly formed on the basis of the experience of communication between people, it 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 provides situational adaptability and freedom to use verbal and non-verbal 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 behavioral characteristics 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 needs for positive contacts, motives for developing competence, semantic attitudes to “be 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 obtained in the learning process, as well as meanings, the image of the other as a partner of interaction, social and 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. However, among this diversity, the following components clearly stand out:
Communicative knowledge;
Communication skills;
Communication skills.
Communicative knowledge is knowledge about what communication is, what are its types, phases, patterns of development. This is knowledge about what communication methods and techniques exist, what effect they have, what are their capabilities and limitations. It is also knowing which methods work for different people and different situations. This area also includes knowledge about the degree of development of certain communication skills and about which methods are effective in their own performance, and which are not effective.
Communication skills: the ability to organize the text of a message in 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 distinguished: the ability to build communication on a humane, democratic basis, to initiate a favorable emotional - the psychological atmosphere, the ability to 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, the ability to actively listen, - and a group of social-perceptual skills: the ability to adequately perceive and evaluate the behavior of a partner in communication, to recognize him by non-verbal signals states, desires and motives of behavior, to make an adequate image of the other as a person, the ability to make a favorable impression.
Communicative 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 considered from a different angle.
Exploring the concept of communicative competence, Labunskaya V.A. highlights three components:
1. accuracy (correctness) of perception of other people;
2. development of non-verbal means of communication;
3. possession of oral and written speech.
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:
The ability of a person 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 their value orientations, needs;
Techniques for working with people;
Perceptual possibilities.
Petrovskaya L.A. draws attention to three aspects of communicative competence. Competence in all types of communication consists in achieving three levels of adequacy of partners - communicative, interactive and perceptual. Therefore, we can talk about different types of competence in communication.
Petrovskaya L.A. also notes that communicative competence (competence in communication) implies the willingness 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 an adequate change of psychological positions is one of the essential indicators of competent communication.
Ezova S.A. also considers communicative competence in terms 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 (content of communication) through traditional and virtual interaction;
b) in building relationships;
c) in the choice of tactics of behavior;
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 skills. Vasilyeva G.S. The structure of communicative competence includes three types of such abilities: gnostic, expressive and interactive.
Kryuchkova O.V. communicative competence is understood as the totality of a person's communication abilities, which are manifested in his communication with people and allow him to achieve his goals:
1. The ability to accurately perceive the situation of communication and assess the likelihood of achieving its goals in it.
2. The ability to correctly understand and evaluate people.
3. The ability to choose means and methods of communication in such a way that they correspond to the situation, partners and 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 the communicative behavior of people.
7. Ability to maintain and maintain good relationships with people.
8. The ability to leave people with a favorable impression of themselves.
About highly developed communicative competence, according to O.V. Kryuchkova, we can talk only if a person has these abilities and shows them in communication with people.
The development of communicative competence in ontogenesis occurs as the character and direction of mental and general activity develop. The nature of the communicative activity of an individual depends on his communicative competence, the communicative values recognized by him, on the specifics of 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 difference in the understanding of 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 circle of communication, to understand and be understandable for a communication partner. Communicative competence is formed in conditions of direct interaction, therefore, it is the result of the 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, features of interpersonal interaction and ways to solve 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.
The 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 communicative process is understood as "an information process between people as active subjects, taking into account the relationship between partners" . That is, there is a "narrow" concept of "communication". However, "communication" is often understood as a synonym for communication, emphasizing that "communicative influence is ... the psychological influence 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", which 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 situations of communication, based on the knowledge and life experience of the individual;
the ability to effectively interact with others through understanding oneself and others with a 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 a partner, in a situation;
· willingness and ability to build contact with people ;
· internal means of regulation of communicative actions ;
Knowledge, skills and abilities of constructive communication;
· internal resources necessary to build an effective communicative action in a certain range of situations of interpersonal interaction.
Thus, communicative competence appears as a structural phenomenon, including values, motives, attitudes, socio-psychological stereotypes, knowledge, skills, as integral components.
V.Ya. Lyaudis, A.M. Matyushkina, A.Ya. Ponomarev distinguish two types of activities and, accordingly, two types of tasks: creative (productive) and routine (reproductive), are reflected in the analysis of the communication process. A situation that requires going beyond stereotypes, attitudes, roles that have developed always involves productive communication. Reproductive, or standardized communication involves interaction "according to the standard", "according to the scenario". You can also talk about external, behavioral, operational-technical and individual semantic communication. A.B. Dobrovich in his works distinguishes between conventional, primitive, manipulative, standardized, game, business and spiritual communication.
In the context of the problem of the effectiveness of communication, it is advisable to recall such a phenomenon in human interaction as a role. The role of fixing a certain position that this or that individual occupies in the system of interpersonal relations. In psychology, formal, intra-group, interpersonal and individual roles are distinguished. A formal role is a behavior that is built in accordance with the learned expectations from the environment associated with the performance of a particular social function (seller, buyer, student, teacher, subordinate, leader, etc.). An intragroup role is a behavior that requires taking into account the expectations proposed by group members based on established relationships. Interpersonal roles are behaviors that involve taking into account the expectations offered by another person based on established relationships.
There are other classifications of roles: active roles that are currently being performed and latent roles that do not appear in this situation; institutions associated with the official requirements of the organization, and spontaneous, associated with spontaneously emerging relationships, but all this somehow intersects with the above.
A person is always in contact with another - a real, imaginary, chosen, imposed, etc. partner. The invariant components of communication are such components as partner-participants, situation, task. Variability is associated with the characteristics of the components themselves - communication partners, situations, communication goals. Therefore, competence in communication involves the development of the skills of adequate self-esteem, the orientation of a person in himself - his own psychological potential, the potential of a partner, in a situation and a 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. Orientation of a person, first of all, to positive qualities in another person is important in effective communication, because it contributes to the disclosure of the personal potential of the person with whom we communicate. The role of cognitive processes in the structure of communicative competence is emphasized, first of all, thinking - the ability to analyze actions, to see the motives that prompt them. The condition for successful communication of a person with other people is socio-psychological perception, which includes identification, empathy, social reflection (1).
Thus, we can say that communicative competence includes not only the personal properties of the individual, but also cognitive processes and the emotional sphere 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 situation of communication, which is caused by differences between partners (social, political, religious, professional, which give rise to different interpretations of the same concepts that cause different attitudes, worldviews, worldviews). Barriers in communication can also be of a psychological nature, reflecting the individual psychological characteristics of those who communicate, their existing relationships: from friendship to hostility towards each other.
The transfer of any information is possible only through signs, more precisely, sign systems. Distinguish between verbal and non-verbal communications using different sign systems. Accordingly, it is possible to single out the verbal and non-verbal 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 being developed - the art of persuasion through speech. Another type of communication includes the following sign systems: optical-kinetic - it includes gestures, facial expressions, pantomime; para - and extralinguistic. The first is the vocalization system, i.e. voice quality, its range, tonality. The second is the inclusion of pauses in speech, other inclusions, 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 implies the ability to interpret non-verbal manifestations of other people. Here a serious problem arises: if in verbal communication each word has a more or less definite content, then in a non-verbal communication system it is not only difficult to match the content with a sign, but also to single out 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. Birdwistle proposed a unit of human tilorukhiv - kin, or kinem. "A separate kin has no independent meaning; when it changes, the whole structure changes" . He owns the idea of constructing a dictionary of tilorukhiv, that is, a certain meaning was assigned to a certain tilorukh. But Birdwhistle himself came to the conclusion that it was not yet possible to build a vocabulary of tylorukhiv that would satisfy: the very concept of kina turned out to be rather vague and controversial.
B. Ekman (25) proposed a version of the analysis of non-verbal communication, in which emotions were recorded by external and x ("sign") manifestations of the face, which made it possible, to a certain extent, to register one or another character of non-verbal communication.
Although it is possible to describe a certain "catalog" of gestures in various national cultures, the problem of interpreting non-verbal communication still remains unresolved.
The interactive side of communication is a conditional 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 implies that the mutual understanding achieved is realized in new joint attempts to develop the activity further, to organize it. The participation of many people at the same time in this activity means that everyone must make their own special contribution to it, which allows us to interpret the interaction as the organization of joint activities. The interactive side of communication is the construction of a common strategy of interaction, where it is important not only to exchange information, but also to organize an "exchange of actions", plan a common activity. With such planning, it is possible to regulate the actions of one individual by "plans that have formed in the head of another", which makes the activity truly joint, when its carriers no longer act as a separate individual, but as a group. Thus, we can say that the interactive side of communication is a certain means of combining individual efforts in specific forms of joint activity. Accordingly, the interactive component of communicative competence can be interpreted as the ability to organize joint actions that allow partners to implement some common activity for them.
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 conditional: 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. The choice by a person of one or another line of behavior in each specific situation involves the perception and assessment of partners, oneself 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 personality, performs the function of adaptation and adequate functioning of the personality in society, contains attitudes, stereotypes, positions of communication, roles, values, etc. .P. personality, "a tool to aggregate" the creative potential of the individual.
The question of the development of communicative competence can be considered in two aspects: firstly, in the process of socialization and education; secondly, by means of a 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 makes it possible 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 inefficiency in a communication situation. Most often this happens under the condition of a "one-sided" familiarization of a person with a specific subculture, the development 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. "Familiarity with socio-psychological literature can play its role: it enriches the dictionary, streamlines classifying means."
According to L.A. Petrovskaya, the analytical observation of communicative interaction, both real and presented in an artistic form, provides not only the opportunity to "train" the acquired cognitive means, but also contributes to mastering the means of regulating one's own communicative behavior. In particular, the process of observation makes it possible to identify a system of rules, guided by which people organize their interaction. Focusing on the output of the interaction, the observer can understand which rules contribute and which hinder the successful flow of communication processes. This can serve as the basis for the formation of their own system of "rules of effective communication". To an even greater extent, analytical observation affects the operational composition of communicative actions. .
According to L.A. Petrovskaya, an important moment in the process of developing communication skills at a certain stage of the formation of a personality is the mental reproduction of one's behavior in various situations. Planning your actions "in the mind" is an integral part of the communicative action, it 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 embodiment in behavior, and the mental playback of others is carried out not before, but after the completion of the communicative act. And the imaginary is not always embodied in reality, but the "behavioral blanks" created in it can be actualized in other situations. This leads, on the one hand, to the impression of the immediacy of some deeply thought-out actions, and, on the other hand, to actions that are quite rational and that cannot be explained. The ability of a person to act "in the mind" can be purposefully used to improve communication in a situation of socio-psychological training. .
The definition of 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, tools that help partners complete their self-expression, all aspects of their adequacy - perceptual, communicative, interactive. In this sense, the development of communication competence of 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. Considering communicative competence, it is inappropriate to limit the range of possible forms of socio-psychological influence to 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 side of 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 a person and human relations, and on the other hand, they can be associated with the peculiarity of the social context. In a number of cases, the basic difficulties of communication have the character of dichotomies, the measure of the harmonious combination of the poles of which is achieved by those 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 becoming a person's personality: the transmission of communicative skills in the process of interpersonal interaction with other people, mastering the cultural heritage, observing the behavior of other people and analyzing acts of communication, playing 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: focus on acquiring a rich and diverse palette of communication and overcoming difficulties that may arise in the process of communication.
Based on the foregoing, the following conclusions can be drawn 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, so effective communication is communication that develops. In addition to personal characteristics, communicative competence includes features of cognitive processes and the emotional sphere. In general, communicative competence is associated with the adequate use of the entire palette of possibilities. Analysis of the concept of communicative competence allows us to identify the problems of substantiating the criteria for effective communication and adequate correspondence between the forms of communication and the situation of communication.
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, playing communicative situations in the imagination. 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 purposeful formation of communicative competence in the process of socio-psychological training. In domestic social psychology, there are two reasons for building this kind of training: the focus on acquiring a rich and varied palette of communication and training in psychological counseling for communication difficulties.
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 (under the editorship of Yu.M. Zhukov, L.A. Petrovskaya, O.V. Solovieva), M., "Meaning", 1996; 5. Grekhnev V.S. Culture of pedagogical communication, M, "Enlightenment", 1990; 6. Dobrovich A.B. Educator about the 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 the teacher, M., "Enlightenment", 1987; 9. Team. Personality. Communication: a dictionary of socio-psychological concepts (under the editorship of E.S. Kuzmin and V.E. Semenov), L., Lenizdat, 1987; 10. A 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. Leontiev A.N. Selected psychological works, M., "Pedagogy", 1983; 13. Fundamentals of constructive communication. Reader. Compiled by: T.G. Grigorieva, T.P. Usoltsev. Publisher: "Perfection", M., 1997; 14. Petrovskaya L.A. "To 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 (ed. B.F. Lomov, A.V. Belyaev, V.N. Nosulenko, M, "Nauka", 1985; 18. Psychological dictionary (ed. V.P. Zinchenko, B .G. Meshcheryakova) - 2nd edition, M., "Pedagogy - press", 1996; 19. Psychology of education (under the editorship of V.A. Petrovsky), M., "Aspect press", 1995; 20. Raygorodsky D.Ya. Personality Theories 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 a kindergarten teacher (V.A. Vinogradova, L.M. Klarina, etc.), M, "Enlightenment", 1993; 22. Hall S., Lindsay Theories of Personality, M., "KSP +", 1997; 23. Kjell, D. Ziegler Theories of Personality , St. Petersburg, "Peter", 1997; 24. Cherepanova I.Yu. House of the Sorceress. Languages of the Creative Unconscious, M., "KSP +", 1996; 25. Ekman P. Psychology of Lies. - St. Petersburg, 1999
The concept of communicative competence of a person is important not only for the theory, but also for the practice of communication. In theory
On the theoretical plane, it develops an understanding of the communicative personality, more fully reveals the characteristics of its functioning in the system of social interactions. At the applied level, both this category itself and the methods of its practical use are necessary for assessing the quality of the 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 these.
It cannot be said that in the modern science of communications the problem of the communicative competence of the individual is ignored. On the contrary, more and more works have been devoted to it in recent decades. Among the scientists who developed various aspects of this problem, we will 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, until now, many of the theoretical and practical problems in this area have not received an adequate solution. The following are among the most important of them.
Firstly, this is the task of a strict definition of the concept of "personal communicative competence", delimiting it from related concepts, such as communicative effectiveness and communicative effectiveness. Secondly, this is the task of determining the parameters of communicative competence. Thirdly, it is the task of measuring and evaluating the communicative competence of specialists in various fields of activity.
The subject area of communication theory includes the first two tasks. Let's take a look at their decision.
The scientific literature presents several approaches to understanding communicative competence. So, M. A. Vasilyk defines it as follows: “Communicative competence is a certain level of formation of personal and professional experience of interaction with others, which is required for an individual in order to successfully function in a professional environment and society within the framework of his abilities and social status.” F. I. Sharkov understands communicative competence as “the ability to choose a communicative code that provides adequate perception and purposeful transmission of information in a particular 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 not fully adequate ideas about the communicative personality as a social subject that implements 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 argument, the communicative competence of a person 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 choose communicative codes.
In addition, additional comments can be made on 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 subject's experience of interaction with other subjects. This interpretation of the category under consideration is vulnerable for several reasons. Firstly, the very linkage of the category of competence with the verbal construction “the level of formation
experience." Secondly, this concept closes 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 the possession of knowledge that allows one to judge something, to express a weighty 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, terms of reference, function or set of functions assigned to a social subject in the system of social functioning (social competence) or social division of labor (professional competence).
Two understandings of competence are possible - normative and terminal. Normative understanding interprets the category of competence as a 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 competence of the subject has a certain extended character, and it is possible to raise the question of greater or lesser competence. If the 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 realization of the competence of an individual in any field of activity are possible - competence and incompetence. In the future, 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: under the competence of the subject we will
to understand the measure of the implementation of his competence, or, in other words, the characteristics of the quality of the implementation of competence in a particular field of activity. /> Considering the category of competence, we can distinguish between general and special competence.
The first is closely related to the processes of socialization and can also be designated as the social competence of the individual. By general or social competence, we mean the ability of a social subject to function normally (that is, within the range specified by social norms) 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 the professional community, to effectively implement specialized (professional, job, etc.) competence. Special competence is a function of special education, professional socialization and professional experience.
Communicative competence in its most general form can be defined as the ability of a person to function normally (that is, within the range specified by the relevant social norms) as a communicative actor. Or, if we use the metric version of the definition, by communicative competence we mean the quality of the performance of the functions of a communicative actor by a social subject.
Fundamentally important for this understanding of communicative competence is its closeness to the normative range. This isolation means that the category of communicative competence is by its nature relative. Depending on the normative range of this or that element of society, the same person can be recognized as communicatively competent in one community and incompetent in another.
The communicative competence of a person in the 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 the individual. It characterizes the ability of an individual to communicate in various situations and is implemented at the level of everyday communications, everyday practices of information interaction both in everyday life and in the professional sphere. For professional communicators, in addition to the general one, special communicative competence is also required. The latter is a kind of "aerobatics" of communicative knowledge, skills and abilities that a communicator needs 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 achieving the goal of the communicator as a result of the interaction initiated by him. By communicative efficiency is meant the ratio of communication effects, corresponding to the goal of the communicator, and the resources used by the communicator to achieve these goals in this interaction, reduced to a common denominator (cost or otherwise). In terms of its content, the concept of communicative competence is closest to the concept of communicative qualification of a person.
Turning to the solution of the second of the tasks we have identified for this section, we note that there are even more attempts to form a list of parameters of the communicative competence of a person in the scientific literature than the formulations of the definition of this category. These lists are more or less detailed. So, 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 (sociability), and secondly, the possession and ability to operate with semantic information." Auto team
The ditch under the guidance of M. A. Vasilik offers as many as eight components of communicative competence: knowledge of the norms and rules of communication (business, everyday, festive, etc.); a high level of speech development, which allows a person to freely transmit and perceive information in the process of communication; understanding of non-verbal language of communication; the ability to make contact with people, taking into account their gender, age, socio-cultural, status characteristics; the ability to behave adequately to the situation and use its specifics to achieve their own communicative goals; the ability to influence the interlocutor in such a way as to persuade him to his side, to convince him of the strength of his arguments; the ability to correctly assess the interlocutor as a person, as a potential competitor or partner, and choose their 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 not in doubt, lies in the fact that they seem to “hang in the air”, do not rely on systemic 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 systemic character, are not necessary and sufficient.
To avoid these problems, it is necessary to turn to the transactional model of a communicative personality developed above. It is on this model that the proposed structure of the communicative competence of the individual is based.
There are two possible approaches to constructing a structural scheme of a communicative personality - a broad and a narrow one.
A broad or complex approach involves using all elements of the transactional model of a communicative personality potentially falling under the definition of communicative competence to form the required structure. Like impressions
analysis, these components function as part of the habilitation, resource-cognitive and operational blocks of characteristics of a communicative personality. As a result, a complex structural model of a person's communicative competence acquires the following form.
Communicative competence of the individual (complex structural model)
| habilitation | cognitive | Operational |
| competence | competence | competence |
| level of development | level of knowledge | level of skills and |
| parameter- | coding rules, | kov definitions character- |
| ra perceptive- | codes and code | tera and pragmatic |
| news; | systems, providing | communication parameters |
| level of development | adequate | favorable situation for |
| parameter- | />new encoding | selection of relevant |
| ra speed- | and decoding | her communicative |
| campaigning on | information during | funds; |
| incentives out- | communicative | level of practical |
| shney environment; | interactions; | possession of code systems |
| level of development | level of knowledge | topics of verbal and non-verbal |
| parameter- | coordination rules | verbal communication- |
| ra attentive- | signs leading to | tions; coding skills |
| news; | development of texts; | and decode, user- |
| level of development | level of knowledge of the rules | be individual |
| toast mnemonic- | and application rules | stock of verbal |
| paramet- | niya these or those | and non-verbal means |
| ra (parameter | signs and iconic | to ensure the effect |
| memory); | systems in various | active communication; |
| level of development | communicative | skill level and |
| parameter- | situations; | skills of alignment |
| ra ability | level of knowledge | discourse in accordance |
| to processing | new elements | rules and regulations, |
| arrays | culture/subculture | given cultures- |
| information | ry society or | communication context |
| various | any of its parts, | nications; |
| volume; | within which | level of skills and |
| level of development | carried out | cov variation commu- |
| parameter- | interaction, | by native means |
| ra of empathy; | including the rules | in the process of interaction |
| level of development | values, belief | actions depending on |
| parameter- | ny, stereotypes, | speaker communication |
| ra charm; | prejudices, etc.; | active situation; |
| habilitation | cognitive | Operational |
| competence | competence | competence |
| level | level of knowledge | skill level and |
| development | characteristics | channel selection box |
| parameter | main channels | communications, adequate |
| introspection | communications, by | ny goals of communication |
| and reflective | which can not | ra and relevant situations |
| news; | be communicated | interactions; |
| level of development | nie; | level of skills and |
| toast couple- | level of knowledge | kov communicative |
| meter trans- | criteria and methods | introspection and reflection |
| mitativity | own | these; |
| (capabilities | communicative | skill level and |
| to transfer in- | competence, | communi- |
| formations) | communicative | />native practices |
| | characteristics | and communicative |
| | and communicative | competence |
| | competence | communication partners; |
| | communication partners | skill level and |
| | nications; | skills to identify and overcome communication noise and communication barriers |
A narrow or operational approach from the whole complex of characteristics of a communicative personality leaves only an operational block - a block of skills as a basis for building a model of communicative competence. The methodological grounds for such a limitation lie in the fact that the sphere of communicative skills and abilities is the last, highest level of the transactional model, built on top of all other levels. At the same time, the logic is realized: the more the communicative skills of the individual correspond to socially recognized norms, the more they are developed within the normative range, the greater the communicative competence of this individual.
The operational structural model of a communicative personality has the following form:
Communicative competence of a person (operational structural model): the level of skills and abilities to determine the nature and pragmatic parameters of a communicative situation in order to select relevant communication means; the level of practical knowledge of the code systems of verbal and non-verbal communication; the ability to encode and decode, use an individual stock of verbal and non-verbal means to ensure effective communication; the level of skills and abilities of building a discourse in accordance with the norms and rules set by the cultural context of communication; the level of skills and abilities of varying communicative means in the process of interaction depending on the dynamics of the communicative situation; the level of skills and abilities in choosing communication channels that are adequate to the goal of the communicator and relevant to the situation of interaction; the level of skills and abilities of communicative introspection and reflection; the level of skills and abilities for assessing communication practices and the communicative competence of communication partners; the level of skills and abilities to identify and overcome communicative noise and communication barriers.
Both models of a person's communicative competence (complex and operational) can be used in practice - to assess the communicative competence of specialists of any profile, management personnel, professional communicators. However, due to the lower labor intensity, in practice it is more often recommended to use the operational model. The complex model is used in especially difficult communication situations - when planning anti-crisis communications, when selecting key communicators for solving especially critical tasks, when investigating the causes and factors of emergencies and crisis situations, etc.
To these components that characterize the personality as a potential communicative actor in terms of the parameters of his consciousness and, more broadly, the 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 - a 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 the functioning of a person as a source or recipient of messages in the communicative process depends not only on her 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 the communicative competence of schoolchildren as the basis for successful social activity of the individual.
Definition of communicative competence
What is this term? Communicative competence is a combination of the skills of successful communication and interaction of one person with others. These skills include verbal literacy, oratory skills, and the ability to connect with 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, interaction with others in a formal setting is a set of stricter rules for the exchange of information than conversation in an informal setting. Therefore, communicative competence is divided into formalized and non-formalized. Each of them has its own system of requirements and includes a number of components. Without them, the formation of communicative competence is impossible. These include a rich vocabulary, competent oral and written speech, knowledge and application of ethics, communication strategies, the ability to establish contact with different types of people and analyze their behavior. Also, these components 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 of foreign languages plays an important role in professional and personal growth. Foreign language communicative competence includes not only the use of the basic lexicon, but also the 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 able to develop thinking, raise both the educational and cultural level of students. It should be noted that the most favorable period for teaching children foreign languages is the age from 4 to 10 years. Older students have a harder time learning new words and grammar.
Foreign language communicative competence is in demand in many areas of professional activity. Therefore, the study of foreign languages and the culture of other peoples is given special attention in educational institutions.
School is a 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 communicative competencies of students 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 questionnaires, 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 students to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a paramount task in the field of education.
It should be noted that primary education forms the personal qualities of students. Therefore, the first years of schooling should be especially productive. Even in the primary grades, students should 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 face difficult children. Not all students are exemplary. If one part of the schoolchildren is able to behave in a disciplined manner, then the other part does not want to follow the generally accepted rules of ethics. Difficult students often behave provocatively, they can fight even during classes, they do not absorb information well, they are distinguished by lack of concentration and inability to clearly articulate their thoughts. This is largely due to the improper upbringing of their children by parents. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.
Many parents place the responsibility for their children's behavior on teachers. They believe that the communicative competence of a student in most cases depends on teachers and the atmosphere at school. However, parental upbringing has no less impact on the child than the 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 enjoys new knowledge and opportunities.
An important role in elementary school is played by group classes, activities, games. They help students to adapt to society and feel part of the social environment. Such classes improve the communicative competence of younger students, make them more relaxed and sociable. However, the conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extra-curricular activities for children in various sections, groups, where each child will be given special attention. Communication between elders and children is also important. It must be friendly. The child should be able to share impressions and stories, not be shy to express their feelings and thoughts, and also to find out from their parents what interesting things happened to them, or to ask questions, the answers to which he does not know.
Ethics of communication in the formation of communicative competence
One of the components for developing communication skills is ethics. It also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a particular 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 schooling will change bad behavior, relatives keep making mistakes. They do not teach the main thing: the ethics of communication. At school, it is difficult for teachers to cope with ill-bred children, such students are noticeably behind in development from other schoolchildren. Consequently, such graduates will have difficulty adapting to adult life, because they do not know how to properly behave in society and build personal and professional ties.
The future of each person depends on communicative competence, because we all live in a social environment that dictates certain rules of behavior to us. 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 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 an integrated manner. It is desirable that the child learn something new every day and replenish his vocabulary. To keep complex words in your memory, you can draw images that symbolize the new, or print ready-made pictures. Many people remember new things visually better. You also need to develop literacy. It is necessary to teach the child not only to write correctly, but also to express orally, analyze.
For the formation of the communicative competence of the student, it is necessary to instill in him a love of knowledge. A broad outlook, erudition only increase the vocabulary, form a 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 at times when schoolchildren take acting classes, participate in staging performances, 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
Literature lessons at school are a good environment for developing communication skills. A special place is occupied by reading books. 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 doing useful things, reading. Virtual games have a negative impact on the child's psyche, making him socially unadapted, 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, the communicative competence of students does not develop. Therefore, parents should think about the negative impact of modern technology on the child and about more useful and developing activities for the student. It is worth trying to instill in students a love of reading, since it is books that enrich the lexicon with new words. Well-read children are more literate, collected, with a broad outlook and a 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
The formation of 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, classes in oratory and discussions, acting classes, knowledge of the psychology of various types of people, the ability to decipher and understand facial expressions and gestures are suitable.
External qualities are also important for creating the image of a strong person who is ready to resolve the conflict. Therefore, sports are highly desirable for every person, especially for males.
To resolve controversial issues, it is also necessary to be able to listen, to enter into the position of the opponent, to approach the problem reasonably. Do not forget in such cases about ethics and manners, especially in a formal setting. After all, many issues are solvable. The ability to remain calm and wise in conflict situations will help in most cases to win over opponents.
An integrated approach to the formation of communicative competence
As mentioned above, in order to adapt in society, it is necessary to have various communication skills and knowledge. For their formation, an integrated approach to students is needed, especially to younger students, 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, socio-cultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This knowledge of the language, grammar, style, 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 walls of the school, but also at home, because the child spends a lot of time there. Both parents and teachers should understand the importance of mastering communication skills. Both personal and professional growth of a person depends on them.
Changes in the education system to improve student communication
It is worth noting that in recent years, training has undergone a number of changes and the approach to it has changed a lot. Much attention is paid to improving the communicative qualities of schoolchildren. After all, a student must graduate from secondary education already ready for adulthood, which means they must be able to interact with other people. It is for this reason that a new teaching system is being introduced.
Now the school is perceived as an educational institution for obtaining not only knowledge, but also understanding. And the focus is not on information, but on communication. The priority is the personal development of students. In particular, this applies to the educational system of primary school students, for whom a whole system for the formation of communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving the adaptation in the society of each student, but also at increasing the desire for knowledge. With this approach to learning, modern schoolchildren learn to be active, sociable, which makes them more adapted to society.
The role of students' interaction with others in building 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 communicating with other people. This means that every connection a child has with other people either makes him communicative and competent, or worsens his understanding of speaking style and behavior. This is where the student's environment plays an important role. 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 that he hears, the actions that take place in front of him. It is very important to explain to schoolchildren in time 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 an understandable, non-critical and not repulsive way. In this way, interaction with others will be a positive rather than a negative experience for the student.
The modern approach of the school in the formation of the communicative competence of students
The new education system helps students not only become diligent, but also feel part of society. It involves children in the learning process, it becomes interesting for them to learn and apply their skills in practice.
Increasingly, group developmental games, classes with psychologists, individual work with children, the introduction of new teaching methods, and the practical application of the experience of foreign educational institutions are being used in primary schools.
However, it is worth remembering that the formation of the communicative competence of students 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. The formation of communicative competence requires the comprehensive development of children and the right approach to the upbringing and education of the younger generation.