Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

UDС 81-13 
FORMATION COMMUNICATIVE COMPETENCE OF STUDENTS IN THE TEACHING 
FOREIGN LANGUAGE 
O.Z. Nazirova, teacher, Tashkent State Technical Institute, Tashkent 
 
Аннотация. Ушбу мақолада талабаларнинг чет тилини ўқитишда коммуникатив 
компетенциясини шакллантириш масаласи ёритиб берилган. 
Калит сўзлар: компетенция, коммуникатив ёндашув, инновация, интерактив технология. 
Аннотация. В данной статье освещен вопрос формирования коммуникативной 
компетенции студентов в преподавании иностранного языка. 
Ключевые слова: компетентность, коммуникативный подход, инновация, интерактивные 
технологии. 
Abstract. In this article covers the issue of formation of communicative competence of students in 
teaching foreign language. 
Key words: competence, communicative approach, innovation, interactive technology. 

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XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
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In the modern world, the ability of people to interact with each other plays an increasingly 
important role – this determines the effectiveness of work and the level of relationships. An important 
component of successful speech communication at the personal level is the formation of communicative 
competence: "The presence of a person's communicative competence allows him to interact with other 
people in everyday, educational, industrial, cultural and other spheres of life, using various sign systems 
(among which the language, of course, occupies a dominant position)".
The term "communicative competence" (Latin competentia, from competo – I achieve, 
correspond, fit]) was introduced by the American anthropolinguist D.Hymes (1972), who believed that 
the utterance has its own rules, which are subject to the rules of grammar and the acquisition of which 
provides the ability to use language in the process of communication. 
This approach to learning appeared in the 70s-80s of the last century as a result of numerous 
independent research and development both in Europe and in the United States [1]. On the one hand, 
this is because the creation of the European economic community has significantly increased the 
demand for foreign languages, especially in Europe. This increased demand has led to teachers having 
to change their approach to teaching foreign languages. Traditional methods, such as grammatical 
translation, meant that students begin to learn a foreign language several years before they have to use it 
in real life. But these attitudes were not suitable for adult students who were busy with work, and for 
students who did not yet have sufficiently developed learning abilities. As a result, it became clear that 
for these categories of students need an approach with a higher rate of return. 
Working on grammar and vocabulary, you can submit communication units in a complex way. 
Students should be aware that grammatical forms are necessary for performing a communicative task, 
and that the relationship between form and its use in speech is very important. Grammar is mastered in 
the process of communication in the language: the student first remembers words, expressions, language 
formulas and only then begins to understand what they are in the grammatical sense.
However, the communicative approach, first of all, focuses not on the correctness of language 
structures (although this aspect also remains important), but on other parameters: 
• the interaction of participants in the process of communication, that is, awareness of possible 
options for the development of dialogues; 
• understanding and achieving a common communicative goal; 
• trying to explain and express things in different ways, that is, the development of the 
rephrasing skill; 
• expanding the competence of one participant in communication by communicating with other 
participants. 
The processes of direct implementation of the language system and norms in practice have come 
into the orbit of linguists’ attention. It became clear that when language functions in communication, it 
is not an abstract norm or system that is implemented, but those variants of it that are represented in 
speakers, listeners, readers and writers in everyday communication. The object of research was, 
therefore, what is commonly called speech in linguistics - any written or spoken text. It is important to 
note that speech was not considered in itself, but in the whole set of factors that generated it: who, with 
whom, how and for what purpose communicates.
The central concept of linguistic pragmatics, and with it the methodology, has become a 
communicative situation, including all the listed and other factors that affect the nature, goals and 
methods of communication. This led to a real revolution in the methodology of language teaching, 
namely, to the development and formation of a communicative approach, the purpose of which was to 
teach communication in a foreign language, close in its qualities and characteristics to how native 
speakers use this language. Since all operations with language are understood in accordance with the 
pragmatic theory as an action, the methodological system of the communicative approach also considers 
the learning process as an action performed with and on the language. It follows that this 
methodological concept assumes a greater activity of students and loading the maximum number of 
channels for receiving information as a prerequisite for successful memorization and further use of 
language information [2].
The goal of teaching communication “as in life” defines a number of other points that are 
extremely important in the communicative method. Real communication situations are connected not 

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