Contents theme: Developing linguistic competence in the system of primary school education Introduction

2. The methods of teaching linguistic competence for students
Knowledge is the totality of facts needed to complete a task or job. This is a broader concept than just skills, as it includes an intellectual context.
Skills are the ability of a person to use all the techniques, methods or means that this subject owns to achieve a specific task or goal. This includes both physical strength and special training. The only thing that should unite them is the accuracy of action and concreteness [
An ability is something that a person is endowed with from birth, in this case one can use a synonym for giftedness [ 2001].
Behavior stereotypes are a practiced action needed to complete a task [ 2001].
Behavior includes not only received hereditary reactions to various situational provocations. Our behavior reflects our feedback to the world, our upbringing is manifested, and with it our ethical and moral values, moral principles.
Effort is the conscious use of the body's moral, mental and physical resources in a certain direction. Effort is what is the driving force in doing any work. Effort can be compared to an engine that can bring success to a person, even without certain abilities or inclinations in this area.
We adhere to the views put forward in his works. He points out the need to distinguish between such concepts as "competence", "competence" and "educational competence".The introduction of the concept of "competence" in the educational process will help to deal with a typical school problem, why students, having excellent theoretical knowledge, face difficulties in their practical application or in solving problematic problems.
In this regard, competencies should be distinguished from educational competencies, from those that create a student's personality so that he can realize not only personal, but also social needs in his future life, so that he can meet the state order.
For example, until a certain life stage, an individual will not be able to realize any competence, but this is not a reason to prevent a young citizen from gaining informational knowledge from this educational area. Then we should talk about educational competence.
Educational competence - the requirements for educational training, which includes various skills, skills, knowledge and life experience of a student connected together, necessary to create personal and socially significant products of activity.
Competencies for a student are that still very distant and vague image of his future life, that beacon or landmark aimed at mastering the necessary knowledge. But in the learning process, the student lays the beginnings of those "adult" competencies that he, living in the present, masters only from an educational point of view.
Educational competencies will not belong to all types of activities in which a mature specialist can participate, but only to those that are part of general educational areas and academic subjects. Such competencies reflect the subject-activity component of general education and are designed to ensure the comprehensive achievement of its goals. For example, a student at school gets acquainted with the competence of the voter, but in full, he will be able to use its components after graduation, so at school it is educational in nature.
There is no single list of key competencies, since they primarily reflect the nature of the social order, and in each country and region they may have their own.
Skills, skills and knowledge that every person should have, which will be universal and acceptable in various life situations, are commonly called key competencies.
Under them, one can also understand knowledge, skills of a supra-subject orientation, the formation and development of which takes place in all subject areas of the school course. The main component of all competencies is the ability of the child to have a set of actions or ways of action. It is this ability to act that is the basis of all competencies. The embodiment of competencies in the educational process occurs in the course of performing a wide variety of activities, which means that it would be advisable to include in the competency structure, in addition to knowledge, skills and abilities aimed at developing the activity structure, the sphere of emotional and motivational orientation.
Considering the goals of education, social and personal experience, as well as the main activities that will help the student to master new social experience, gain new life skills and master the skills of practical activity,
following groups of key educational competencies.
1)Value-semantic competencies are competencies related to the social life of a student, helping to navigate the world around them, see their purpose, understand their role in the surrounding reality, be able to make choices, explain the reason for their actions and actions, and also be responsible for the decisions taken. solutions. These competencies teach reflection, self-determination in any activity.
2)General cultural competencies are competencies that convey to a young citizen the entire cultural, social experience of society, lay the spiritual and moral foundations in it, convey family, social phenomena and traditions, introduce religion and culture not only of their homeland, but of the whole world.
3)Educational and cognitive competencies are general educational activities that include independent search activity, the ability to set a goal and achieve it, the ability to analyze and reflect on the work performed. Competence that allows you to master various learning skills, in particular independent learning activities, the ability to obtain knowledge from the surrounding reality, use various sources of information, see facts and conjectures, the ability to see a problem and draw up a plan to solve this problem.
4)Information competencies - these competencies teach the child to master modern information tools, technologies, to be able to select the necessary information from the stream, save it and transmit it.
5)Communicative competencies include knowledge of various languages, skills of working in a team and group, performing various social roles.
6)Social and labor competencies are the performance of various social roles.
7)Personal competencies are competencies aimed at personal self-improvement, as well as competencies related to environmental culture and health culture.
Of course, this list of key competencies is not complete and final, it only shows what the concept of "competence" includes. The example of general cultural competence shows that in order to successfully transfer the cultural heritage to the younger generation in the future, it is now necessary to become the bearer of cultural values.
We, adults, schools, higher or professional educational institutions, must now prepare our students for life in the 21st century, developing in them such personality traits as dynamism, mobility and constructiveness.
“The concept of competence includes not only cognitive and operational-technological components, but also motivational, ethical, social and behavioral ones” [Khutorskoy 2003].
That is, any competence always bears the personal qualities of a particular student, and there can be many such qualities, ranging from value (Why do I need this skill or action?) To evaluative (Will I be able to successfully implement this competence in life?). Competence cannot be reduced only to certain knowledge or skills, it is a bridge between knowledge in theory and action in practice. If we analyze various competencies, we can see their creative orientation, they all include the verb - to be able (to be able to extract, be able to find, etc.). At the same time, simple indications of skills are not enough to present in integrity all the knowledge, skills, experience
of the student in relation to his creative competencies.
Highlights the main functions of competencies:
- reflect the social need for an active civic consciousness;
- to help the student realize his personal goals in education;
- to teach to use the acquired knowledge, skills in the surrounding reality;
- to acquaint with the experience of a subject orientation, which is necessary for students for practical preparedness for real life;
- be part of the content of various academic subjects and educational areas as meta-subject elements of the content of education;
- combine theory and practice to achieve the set goals;
- represent integral characteristics of the quality of student training and serve as a means of organizing a comprehensive personally and socially significant educational control.
In connection with the above problems, the process of formation and development of the communicative competence of schoolchildren in the process of learning the English language is of great importance. The ability to use the language for communication requires a native speaker to know not only orthoepic or spelling norms, but also social and situational rules, rhetorical, moral and ethical norms.
In other words: Why and how to speak, for what purpose to transmit and receive information, what can be said and what is not, in different life situations - all these functions include communicative competence.
In the "Concept for the modernization of English education" and a number of other regulatory documents, one of the most important tasks is to produce students with developed communicative competence from the walls of educational institutions.
Such a subject, who knows the rules of communication, knows how to properly conduct a dialogue and dispute, can always take the position of another person or reasonably prove his case, because the level of development of this competence will depend on whether the graduate will be able to find his place in the reality surrounding him, whether he will be able to interact appropriately with communication partners. The competence-based approach to teaching the English language makes it possible to answer the question of what level its capabilities are in the communicative sphere: language (proficiency in the norms of the English literary language), linguistic (knowledge of the language), communicative (proficiency in linguistic means), sociocultural (proficiency in the culture of speech and ethics communication on a national-cultural basis) [ 2011].
Successful language proficiency also shows the successful formation of a linguistic personality, taking into account that the level of proficiency shows not only theoretical knowledge from different areas of the language, but also the opportunity to demonstrate one's practical actions in working on a word. The formation of communicative competence is possible only on the basis of linguistic and language competences.
In the science of teaching and upbringing, tasks are always first set to form a student's feeling of love for his native language or tasks aimed at developing and improving speech. But work on improving speech actions is carried out through the enrichment of his vocabulary, lexical stock, through the child’s ability to correctly and competently build his speech statements, combine words, make sentences and texts, use various stylistic means in his speech and, of course, be able to see, hear and find the main thing in the speech of their interlocutors.
Knowing a language does not just mean getting an A for a dictation or an essay, language proficiency is the ability to apply it, to know and be able to find different ways out of a variety of speech situations. Everyone who speaks the language should not only be familiar with various dictionaries and reference books on the English language, know and be able to use them in various cases that require verification.
“English Language from Theory to Practice” offers the following characterization of the content of each type of competence:
1. Language competence is something that is directly related to the role of the word, with its function; with the ability to build sentences in accordance with the norms of literature; with lexical, morphological, grammatical and phraseological norms.
2. Linguistic competencies - knowledge about the history of the native language; device and changes that occur in the language; know outstanding scientists in the field of linguistics; be able to see different parts of words and sentences; conduct different language tests.
3. Communicative competencies - the ability to understand the speech of your interlocutor; evaluate your speech be able to distinguish different styles of speech and types of texts; be able to choose or select the correct language or means of communication depending on the situation.
4. Cultural competencies - this is an acquaintance with the traditions of the language; etiquette; the value of the significance of the language for the people; national culture and the role of language in it [Bistrova 2000].
In order for children to master these competencies, of course, it is not enough to conduct one-time classes, work in these areas must be compiled in a system, must be painstaking and purposeful, and it must begin from the first days of the child's stay at school. The most effective development of these competencies is possible only with a system-activity approach, which is now widely used in the modern educational environment. The principle of this approach is to rely on the child's personal world, to build an educational process where the child is not a passive participant, but an active worker. In order for the above competencies to go through the path of successful development or formation, it is necessary that certain conditions are met:
- the child should have a need for speaking, a need to express his emotions, feelings, desires, he should not be afraid to speak;