Content: Introduction Mainpart

2. Communicative method in the teaching FL.
The basis of any teaching process is communication. Language and speech combined together as means and methods of implementing various types of speech activity in order to interact with people. Modern scientists- define the communicative approach in teaching as an approach aimed at shaping the pupils' semantic perception and understanding of foreign speech, as well as mastering the linguistic material for constructing speech statements. A communicative approach in teaching foreign languages, above all, is designed to teach you how to navigate freely in a foreign language environment, and also to be able to respond adequately in various speech situations. The representative of the communicative method of learning. E.I.Passov¹ believed that communicativeness consists in the fact that our learning must be organized in such a way that, in terms of its basic qualities and features, it would be like a process of communication. Communicative method of teaching foreign languages today is the most popular in the world. And even those who vaguely imagine what this method is firmly believe that it is the most progressive and most effective method of teaching a foreign language. I.M.Kolker² dwells on the following point in detail: "in recent decades, the traditional teaching of foreign languages is usually opposed to communicative and intensive methods" According to the same point Of view. Winter "speech activity is a process of active, purposeful, mediated language and caused by the situation of communication, interaction between people (with each other)" Therefore, the author concludes, and the training of speech activity in a foreign language should be carried out from the position of formation and independent, determined by the fullness of its characteristics. The peculiarity of the activity type of training is that it is for its purpose and in its essence is associated primarily with a separate type of speech activity, therefore, we find its widespread use when it comes to teaching reading, listening, translation, etc. and only in one of the methods known to us, trying to cover the teaching of a foreign language in General, namely in the communicative method, we find the main signs of the activity type of training. The modern communicative method is a harmonious combination of many ways of teaching foreign languages, being, probably, at the top of the evolutionary pyramid of various educational methods. At the present stage of teaching foreign languages, most teachers-linguists consider the most effective "communicative "and criticize traditional methods, working on the principle of" from grammar to vocabulary, and then the transition to the exercises to consolidate." Artificially created exercises do not form the user of the language, and the person learning the language by this method is more likely to remain silent than utter the wrong phrase. And "communicativeness", on the contrary, is intended to “untie” the language.
Among the most frequently discussed issues are whether communicative learning can be applied at all stages of learning; whether it is equally suitable for teaching English as a second and as a foreign language; whether it requires a complete abandonment of the grammatical curriculum or only its revision and adaptation; how this approach can be evaluated; how it is suitable for teachers who are not native speakers; and how it can be used in case the student has to pass a grammar – oriented test. All of the above issues require further study and analysis. However, at the present stage of development of methods of teaching foreign languages communicative training in one or another of its embodiment is the most common, which undoubtedly contributes to the activities of the Council of Europe. The project “Common European framework of reference for languages", published in 2003, is based on the principles of communicative teaching. Study, teaching, assessment” ("Common European Framework of Reference: Learning; Teaching, Assessment”). “The communicative method of teaching English is more focused on practical needs: grammar – in a very limited form as needed, vocabulary – as needed for practical tasks, practice – in the form of dialogues and life situations, " Within wrote. The communicative approach to teaching foreign languages is based on the communicative theory of language. The purpose of language learning is what Hymes calls "communicative competence"³. Hymes coined the term to contrast the communicative point of view with the language of Chomsky's⁴ competence theory (Chomsky), which believed that language theory deals with the ideal speaker-listener in a completely homogeneous speech community. Such a perfect person perfectly knows the language and is not affected by factors such as limitations of memory, absent-mindedness, volatility of interest, etc. For Chomsky, the main task of language theory to characterize the abstract abilities of the speaker which enable him to produce grammatically correct utterances in a foreign language, Hymes believed this view is unproductive, because the theory of language must be seen as part of a more General theory of communication and culture. Hymes' theory of communicative competence has become a definition of what a speaker needs to know in order to be understood in a particular speech community. Another linguistic theory of communication that formed the basis of the communicative approach is the functional use of the Holliday language. "Linguistics deals with the description of speech acts or texts, while only through the study of language in action it is possible to consider all its functions and shades of meanings.” Proponents of the communicative approach believed that the assimilation of a foreign language occurs on the same principles – as the assimilation of linguistic means of expression of a function. For several years, this approach to learning has won a leading position in the Western European and American methodology, as well as in the domestic teaching methods. It is essential in determining the objectives of communicative training that at least two parties involved are involved in the interaction, where one of the parties has an intention (intention), and the other develops or reacts to it in one way or another. Discussion of real life situations attracts students, is of great interest and desire to share their ideas. The teacher directs students to perform a language task. The main place in the communicative teaching of a foreign language is occupied by game situations, work with a partner, tasks to find errors that not only allow you to increase the vocabulary, but also teach you to think analytically. Very important position of the teacher during the game and his ability to prepare the details of the game. According to the observations of E. N. Solovevoj⁵ the game in the classroom is able to simulate a real conversation that is so important for the communicative approach. In this paper, the communicative approach is, first of all, a pragmatic approach to the study of a foreign language. To a certain extent, it sacrifices the fundamental nature of knowledge in order to prepare the student for the use of a foreign language in life in a shorter time. The communicative approach assumes that the learning process is centered on the student. Therefore, the task of the teacher as an organizer of the educational process is to create an atmosphere in the classroom, conducive to communication and the implementation of communicative tasks. Speaking about educational materials used in communicative teaching of a foreign language, it should be noted their almost unlimited diversity. Proponents of the communicative approach consider educational materials as a way to influence the quality of educational communication and language use. Educational materials thus play a primary role in stimulating the communicative use of language. Traditionally, there are three main types of educational materials: text-based, based on the communicative task, realities. There are many textbooks focused on communicative teaching of a foreign language. The content of many of them on the selection and presentation of the material is not much different from traditional textbooks. Such textbooks are oriented towards a structured curriculum with minor changes that are supposed to explain their focus on communication.