Formation of a culture of communication based on dialogues in English lessons at the junior level in secondary school Introduction Chapter Theoretical foundations for the development of communication skills in younger students

Chapter 1. Theoretical foundations for the development of communication skills in younger students
1.1 Approaches to the concept of communication skills, communicative competence
First of all, I considered it necessary to study the theoretical foundations for the development of communication skills in young schoolchildren.
First, what is communication? General - "transfer of information from person to person" , a complex multifaceted process of establishing and developing contacts between people (interpersonal communication) and groups (intergroup communication), generated by the needs of joint activities and including at least three different processes: communication ( exchange of information), interaction (exchange of actions) and social perception (perception and understanding of a partner) [2]. Without communication, human activity is impossible .
Communication - (from lat.communico - I make common, connect, communicate) - the semantic aspect of social interaction. Since any individual action is carried out in conditions of direct or indirect relations with other people, it includes (along with the physical) a communicative aspect. Actions consciously focused on their semantic perception by other people are sometimes called communicative actions. Distinguish between the process of communication and its constituent acts. The main functions of the communication process are to achieve a social community while maintaining the individuality of each of its elements. In separate acts of communication, managerial, informative and phatic (associated with establishing contacts) functions are realized, the first of which is genetically and structurally original. According to the ratio of these functions, messages are conditionally distinguished: incentive (persuasion, suggestion, order, request); informative (transmission of real or fictitious information); expressive (excitement of emotional experience); phatic (establishing and maintaining contact). In addition, communication processes and acts can be classified on other grounds. So, according to the type of relations between the participants, they differ: interpersonal, public, mass communications; by means of communication: speech (written and oral), paralinguistic (gesture, facial expressions, melody), material-sign communication (products of production, fine arts, etc.). [10] phatic (establishing and maintaining contact). In addition, communication processes and acts can be classified on other grounds. So, according to the type of relations between the participants, they differ: interpersonal, public, mass communications; by means of communication: speech (written and oral), paralinguistic (gesture, facial expressions, melody), material-sign communication (products of production, fine arts, etc.). 
According to I.P. Yakovlev, communication as a science should be understood as a scientific discipline about the place and role of communication in society, its development and structure, communication processes and means, etc.
According to S.V. Borisnev, communication should be understood as a socially conditioned process of transmission and perception of information in the conditions of interpersonal and mass communication through various channels using various communication means. 
According to M.S. Andrianov, communication should be understood as the semantic aspect of social interaction. 
According to Niklas Luhmann, communication should be understood as "a certain historically specific ongoing, context-dependent event", a specific operation that characterizes exclusively social systems, during which the redistribution of knowledge and ignorance occurs, and not communication or transmission of information or the transfer of "semantic" contents. from one psychic system possessing them to another. 
According to Baxter, as well as Sillars and Vangelisti, communication is the means by which people construct and maintain their relationships. 
Communication skills are the ability of a person to interact with other people, adequately interpreting the information received, as well as correctly transmitting it.
There is a synonymous concept in psychology: communicative competence. This is a set of such human skills that are adequate for a particular social environment and include: knowledge of limitations and cultural norms in communication; knowledge of traditions and customs; possession of etiquette; demonstration of good breeding; skillful use of communication tools. They are developed along with the social experience of a person, as well as with the help of additional study of psychology and other sciences. We receive some data in childhood along with education, when the boundaries of decent behavior are explained to us, as well as through the assimilation of the concepts of "good" and "evil". However, this is not enough, and in order to successfully establish a communication channel, it is necessary to meet certain parameters that the addressee expects from us, and they sometimes require additional efforts.
Communication skills: ability
There are a number of abilities that together provide a person with communicative competence.
· Ability to make a socio-psychological forecast of the situation of communication. Here, a person tunes in to the upcoming conversation, assesses how it can be perceived by those to whom he will turn, and, accordingly, model several behaviors depending on their reaction.
· Programming the process of communication. Here a person is already trying to translate the conversation into the direction he needs, which depends on the purpose of the conversation and his personal preferences. Of course, this is done carefully so as not to injure the personality of the interlocutors, with a degree of spontaneity and diplomacy.
· Communication management. A vivid manifestation of this skill can be seen daily on TV screens in various TV programs, where the presenter is in dialogue with the guest. Often the presenter is eager to get answers to those questions that his interlocutor does not want to talk about, but professionals in their field in most cases still place the guest in such a communicative situation that he cannot but tell about it. Sometimes you can meet enough strong-willed and bright personalities as interlocutors whom a journalist cannot persuade to talk about a topic that is unpleasant for them. 
Since we have already met the concept of competence, I would like to define it, as well as distinguish it from the concept of competence.
Competence (from lat.com petere - fit, fit) - the ability to apply knowledge, skills, successfully act on the basis of practical experience in solving problems of a general kind, also in a certain wide area. Competence is the basic quality of an individual, which includes a set of interrelated personality traits necessary for qualitatively productive activity. Competence is a set of interrelated basic personality traits, which includes the use of knowledge, skills and abilities in qualitatively productive activities. Private uses of the term:
Competence - the availability of knowledge and experience necessary for effective activity in a given subject area. 
What is communicative competence?
Communicative competence (from lat.communico - I make common, connect, communicate and competens (competentis) - capable) - a special quality of a speech personality acquired in the process of natural communication or specially organized training, consisting of several components, among which one can single out linguistic competence, subject competence, linguistic competence and pragmatic competence.
Language competence includes knowledge of language units and the rules for their connection, connection. Knowledge of grammar in abstraction from the generation of units of communicative purpose is only the basis for the implementation of acts of communication. From this point of view, linguistic competence has a distinctly two-sided character: it combines language and speech and characterizes a person as a person who knows the language and the ability to use the language based on grammatical rules.
Linguistic competence, in contrast to linguistic competence, has the character of knowledge related to linguistics as a science. This aspect is realized by persons who are specially engaged in linguistics.
Subject competence is an integral part of communicative competence. Language reflects in words the objects of the surrounding world and the relationship between them and forms a picture of the world in the mind of the speaker. Based on the active possession of general vocabulary, subject competence is formed.
Pragmatic competence is the ability to carry out speech activity due to communicative goals. pragmatic competence. involves the selection of linguistic material, the ability to use variable forms. Pragmatic speech, being a basic component of communicative competence, assumes that the speaker (writer) is capable of communication and can realize any statement, taking into account the conditions under which the act of speaking (listening, writing), the status of the addressee, the object of discussion, etc. On the other hand, pragmatic competence is the choice of the necessary forms, including variant ones, the choice of the type of speech, the consideration of functional and stylistic varieties.