Elements of communicative competence. The concept of communicative competence of a person and the characteristics of its structure and main components. An integrated approach to the formation of communicative competence
Communicative competence usually refers to the ability to establish and maintain the necessary contacts with other people. The competence includes a set of knowledge, skills and abilities that ensure effective communication. This kind of competence involves the ability to change the depth and circle of communication, to understand and be understood by communication partners. Communicative competence is a developing and largely conscious experience of communication between people, which is formed in the conditions of direct interaction. The process of improving communicative competence is associated with personality development. The means of regulating communicative acts are part of human culture, and their appropriation and enrichment occurs according to the same laws as the development and augmentation of cultural heritage as a whole. In many ways, the acquisition of communicative experience occurs not only in the course of direct interaction. From literature, theater, cinema, a person also receives information about the nature of communicative situations, problems 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.
Communicative competence is directly related to the characteristics of a person's social roles.
Communicative competence presupposes adaptability and freedom of use of verbal and non-verbal means of communication and can be considered as a category that regulates the system of a person's relationship to himself, the natural and social world.
Thus, both individual and personal qualities and socio-cultural and historical experience contribute to the formation of competence in communication.
One of the tasks of communicative competence is the assessment of cognitive resources that provide adequate analysis and interpretation of situations. To diagnose this assessment, by now there is a large block of techniques based on the analysis of "free descriptions" of various communicative situations. Another method of studying communicative competence is observation in natural or specially organized game situations with the involvement of technical means and a meaningful analysis of the information received. Depending on the objectives of the study, it is possible to take into account the rate of speech, intonation, pauses, non-verbal techniques, facial expressions and pantomime, the organization of the communicative space. One of the diagnostic parameters may be the number of techniques used, another - the adequacy of their application. Of course, such a diagnostic system is quite laborious, and its high-quality implementation requires a lot of time and a high qualification of the observer. The difficulty in assessing communicative competence also lies in the fact that in the process of communication people are guided by a complex system of rules for regulating joint actions. And if the situation of interaction can be analyzed, then the rules by which people enter this situation are not always realized.
One of the means of developing communicative competence is social and psychological training (SPT). This relatively new scientific and practical direction of psychology is currently receiving intensive development as an integral and important part of the system of psychological service. With all the variety of specific forms of SPT, they all have a unifying feature - this is a means of influence aimed at developing certain knowledge, skills and experience in the field of interpersonal communication. We can say that psychologically, this means the following:
- development of a system of skills and communication skills;
- correction of the existing system of interpersonal communication;
- creation of personal prerequisites for successful communication.
Analysis of the possible impacts of socio-psychological training reveals that in the process group work the deep personal educations of the training participants are also touched upon. After all, a person receives new concrete information about himself. And this information affects such personal variables as values, motives, attitudes. All this speaks in favor of the fact that SPT can be associated with the process of personality development, or rather, with the beginning of this process. Indeed, the new information about oneself and others received in the training, as a rule, acutely emotionally mediated, prompts to rethink the existing self-concept and the concept of “other”.
Mastering in-depth communication is both a means and a result of the impact within the SPT.
Personal development consists not only in building the highest levels of its structure, but in weakening the existing and ineffective ones.
Thus, we can say that the development of competence in communication presupposes an adequate choice and use of the entire set of tools focused on the development of personal subject-subject sides of communication and subject-object components of this process.
In the broadest sense, the competence of a person in communication can be defined as his competence in interpersonal perception, interpersonal communication and interpersonal interaction.
Communication in interpersonal communication is not identical to simply the exchange of information, because:
- certain interpersonal relationships arise between people;
- these relationships are changeable;
- "thought is not equal to the direct meaning of the word."
A special feature of human communication is the presence of barriers that prevent the penetration of information. The emergence of barriers, however, is quite logical, because communication is an impact. In the case of a successful impact, a person may experience some changes in his view of the world. Not everyone is ready for this and wants this, because such changes violate his stability, opinion about himself, other people, so a person will defend himself from exposure.
It is understandable that not every communication impact is threatening. On the contrary, there are a large number of situations in which the information received is positive, strengthening the person's position, giving him emotional satisfaction. Thus, a person must be able to recognize useful and harmful information. How can this be done?
Let's follow the emergence of barriers. Speech in human communication is the main method of influence. If the listener trusts the speaker as much as possible, then he fully accepts the speaker's thoughts, while protecting himself from the speaker's influences, the listener “lets go” of his trust very carefully. Consequently, not every speaker inspires and acts when faced with counter psychological activity, which is the basis for the emergence of barriers to communication. These barriers include: avoidance, authority, misunderstanding. Thus, the methods of protection against exposure are:
- avoidance of contact with sources of exposure;
- orientation to one's own culture, logic, style, language and misunderstanding of a foreign language, semantic field, style and logic.
Accordingly, to overcome barriers, it is necessary:
- attract and hold the attention of a communication partner;
- use a universal feedback mechanism in order to clarify the understanding of the situation, words, feelings and logic of the interlocutor;
Looking at the interactive side, researchers examine different types of interaction situations in the course of communication. In its most general form, one can single out the dichotomous division into competition and cooperation, proposed by Deutsch. Various types of interactions can be captured through observation. In one of the most well-known observation schemes, developed by R. Bales, the following categories are distinguished by which interaction can be described: the area of \u200b\u200bthe problem statement, the area of \u200b\u200bproblem solving, the area of \u200b\u200bpositive emotions, the area of \u200b\u200bnegative emotions. Considering the interactive side of communication, it is necessary to take into account the parameters and characteristics of the situation in which the interaction takes place. Currently, the situational approach, in which the parameters of the situation act as the starting point for the analysis of communication, is increasingly being developed.
§ 18.6. CHOICE OF A SUBJECTIVE-OPTIMUM LIFE WAY
A person's awareness of his subjectively optimal life path is an important element of his personal maturity. This is clearly stated in the definitions indicating the absence of such awareness - "unlucky" or even "dissolute" person. The social experience of many generations of people, reflected in these expressions, shows that each person, with all the variety of possible directions of movement in life, has one direction intended specifically for him, that is, his "own" path.
A person is born with an individual set of intellectual and emotional inclinations, which are subsequently transformed into abilities, interests, motives of behavior and activity. Having been included in those spheres of life for which he has the necessary inclinations, a person turns out to be the most trained. He develops faster and demonstrates success, obviously exceeding the average level. We will designate this hypothetical set of inclinations as development potential.
At the pragmatic level, a subjectively optimal path can be interpreted as such a life path that, in terms of its conditions and requirements for a person, fully corresponds to his development potential. At the metaphorical level, he is nothing more than a deep-psychological readiness for a purely individual mission, for the implementation of which, for the benefit of others and for his pleasure, this person came into this world.
The preparedness of the life path, unfortunately, does not mean its obvious predestination. The path is chosen by a person, proceeding from rational grounds or by the will of circumstances, that is, for reasons that have practically nothing to do with his real inclinations. Therefore, selection errors are highly probable. In adolescence, they are inevitable, since the experience of testing oneself in various activities is still small, and the accuracy of self-understanding is minimal. The flexibility of the developing psyche, in principle, allows young people to adapt to any, even the most unsuitable type of occupation.
The fallacy of the chosen direction of life becomes expressed in adulthood. Long-term adherence to the “wrong” path leads to a gap between conscious behavior and the needs inherent in the development potential. This gap is subjectively expressed in the appearance of dysphoric experiences and increased neuropsychic tension.
The most striking manifestations of adult "bad luck" are the so-called "burnout syndrome" in professions associated with public activities, as well as the "midlife crisis" attributed by different authors to the age in the range from 35 to 45 years. The peculiarity of this crisis is that it is gradually formed in socially and psychologically well-off people. For a long time, the psychological discomfort that grows as the crisis develops has no logical basis for them: in the subjective sense, individually, everything in life is good, but in general it is bad. The disguise of the inner cause of discomfort makes it impossible to purposefully combat it and ultimately leads to extraordinary actions and behavior.
In the evolution of the animal world, some differences have developed in the mental makeup of the male and female individuals, which are significant for the problem we are discussing. In particular, we are talking about a lower average compliance to learning, rigidity of methods of mental activity and behavior, a narrow focus of the makings of development potential in a male individual. Because of this, men are much more likely not to find "their" path and are not able to fully adapt to the path they have already taken.
The first step from the crisis towards “one's own” path is the awareness of the experienced dysphoric states as a consequence of the systemic crisis of one's life as such, and not as a situational set of particular difficulties. With all the relativity of subjective self-assessment, we can recommend for self-diagnosis several sensory (ie, formed by the subconscious) indicators that reveal the fact of following through life “not in one's own way”:
1. A sense of persistent bad luck, "everything goes against ...". The experience of failure is due to the fact that “not one's own” goal, a goal lying outside “one's own” path, does not trigger the work of subconscious thinking. Thus, the results of the work of conscious thinking are not supplemented by generalized data (for the entire volume of information available in a person's experience on the problem being solved) in the form of intuition. Limiting the information basis of the decision to be made only by its conscious part sharply reduces the adequacy of planning and determines the resulting low success of the action.
2. Tired of achievement, unpleasant fatigue as a constant experience. The tediousness of “not one’s own” action is explained by the fact that the subconscious mind denies him direct interest as the most effective stimulator of working capacity, and the activity performed mainly due to volitional tension is extremely energy-consuming and therefore tiring.
3. Lack of full satisfaction (joy, pride, jubilation) in achieving success, joylessness of long-awaited events or victories. The subjective joylessness of success can be considered the most accurate indication of the erroneousness of the actions taken. It can be understood as a message from the subconscious that the goal achieved was not really “yours”. Therefore, in the sense of progressing along the individual path of life, there is no achievement, and therefore the emotional reinforcement of the work performed is not included.
The deep meaning of the listed indicators lies in the fact that they unobtrusively create such subjective conditions that push a person to abandon activities that are, according to their requirements and probable results, “not his own”.
The mechanism of the crisis is the loss of dynamism in personality development. Uncertainty of one's own "I" and one's future is the leading problem of youth. It is solved by testing oneself in various cases and situations (hence the teenage “I want to know everything”, “I must try everything in life”). As a result of such efforts, the young man is gradually determined with what he is. And thus falls into a psychological trap with far-reaching consequences. His subjective “I” becomes a very local territory, reliably cut off from “not-I” (from uncertainty) by prohibitions and self-prohibitions. The overdetermination of the present becomes, over time, the leading problem of adulthood. The cessation of changes in oneself and in the world is the end of life.
Part of the overall loss of psychological dynamism is the ossification of the picture of the surrounding world. In fact, as many people as there are in something different pictures of the world, including those directly opposite in their fundamental positions, and ideas about the personality of each other. However, for any adult it seems self-evident and does not need any justification that his ideas about himself and the world around him are quite accurate and, most importantly, objective, and any deviations from them in a partner in life are evidence of poor knowledge of the "real" life, weakness of mind or dishonesty.
In these circumstances, the position of the person in midlife crisis is truly dramatic. All his attempts to logically correct his joyless life are fundamentally doomed to failure. The diffuse feeling that “everything is not as it should be”, the feeling of “loss of the meaning of life” arise because, given the perception of one's capabilities in this subjective world, the striving for a “correct” life (energetic, effective and joyful) in principle cannot be satisfied.
The specific forms of the adult's acquisition of "his" life path can be infinitely varied. Therefore, let us outline at least the main stages of such an acquisition. It seems that, in its expanded form, the search for a path consists of three successive stages: awareness of the crisis, self-identification, reorientation.
The realization that life has reached a dead end and that further existence in its previous form is impossible requires considerable courage from a person. Moreover, the subconscious, fulfilling its protective function, exposes to the consciousness a set of "obvious" minor problems (I am such an anxious person ... relations with employees do not develop ... children do not obey me ... etc.). It is much easier for a consciousness that has ceased to change for an infinitely long time to delve into any set of petty pseudo-problems than to understand that it is impossible to live like this any longer. At the peak of experiencing the meaninglessness of their existence, every adult has the opportunity to choose from three decisions:
1. Fear the inevitable shocks of the old way of life, "pull yourself together" and pretend that everything is in order. To engage in something frenzied: work, fishing, order in the house, reading, etc. In fact, this is the path of a fine degradation of the soul, its death, followed by the destruction of the body (high blood pressure, heart attack, stroke, ulcer, hormonal disorders) to wait will not make itself especially long.
2. "Knock out a wedge with a wedge", drown out the feeling of meaninglessness of life with more intense experiences. The wretchedness of the goal itself gives rise to the wretchedness of the means used in this: alcohol, the desire for risk as such, a riotous lifestyle, less often drug use. Suicide is the most radical of this kind.
3. Begin to consistently destroy your old world. In the shell of the usual ideas, of course, it is bad - and stuffy, and musty, and cramped. But, on the other hand, it protects against the unknown and the dangers and adversities associated with it. Therefore, anyone who decides to free himself from it must be prepared for the fact that at first "at large" he will be met mainly only by new difficulties and problems. True, they will be qualitatively different from those in his past world.
Self-identification consists in full, active and, accordingly, not distorted outward expression and awareness of one's “I”. Everyone, probably, is familiar with bitter-sweet thoughts like: "Oh, if only I could ... (some subjectively attractive action), but after all ... (motivation why this should not be done)." Until all that is attractive is actually tasted, illusion cannot be separated from truth. Only with the full expression of oneself outward can one fully see whether it is you.
Communication with a professional psychologist (consultant, psychotherapist) can significantly help accelerate self-identification. Not "voiced" judgments about oneself and the world can remain inconsistent and contradictory for an arbitrarily long time - the person himself does not notice this. As with many other tasks, accurate self-understanding requires an external action (story) directed to the outside world (to the consultant). At the same time, the task of the consultant is to serve as a smart mirror in which the client can see all of himself without the usual distortions, retouching and "white spots".
Reorientation is understood as a search (discovery for oneself) of a new orienting basis in the perception and assessment of the circumstances and situations of the world. While a person looks around him with his “old” eyes, he will be able to see only what he has seen before: the old world, old problems, the old inability to somehow resolve them. A person trying to get out of a crisis in life always asks a consultant: "So what should I do?" But the complexity of the answer lies precisely in the fact that the entire set of actions available to this person at the moment is an organic element of his previous life, and their use can only lead to its temporary resuscitation. The only adequate action in a crisis is the rejection of stereotypical for oneself, "obvious" and "objectively conditioned" expectations, attitudes and reactions.
Mistakes in the choice and subsequent correction of the subjectively optimal life path are inevitable and, in this sense, normal. Overcoming a life crisis (with the help of its awareness, self-identification, reorientation) leads to a fuller and more accurate understanding of "one's" path, the experience of the meaningfulness of one's life and satisfaction with it.
§ 18.7. CONDITIONALLY-COMPENSATOR WAYS IN SELF-REALIZATION
One of the most important is self-realization in the field of professional activity. For various reasons, self-realization can follow the path of conditional compensation for the subjective complexity of professional activity.
In this area, the phenomenon of "emotional burnout" is known among psychotherapists who conduct socio-psychological training. It consists in the therapist's gradual loss of the ability to be steadily and diversely included by his emotions in the training process. Experienced doctors have a specific "detachment" from the patient's experiences and suffering when they perform necessary but painful medical procedures. The same “detachment” can be characteristic of law enforcement officials who perform some standard actions against violators.
The most fully professional-specific mechanisms of psychological defense are described by us for major political figures, high-ranking civil servants. As a result of observing their behavior and public appearances, at least three specific types of defense mechanisms were identified. The following conventional names are used to denote them: “I am exceptional”, “Life is a game” and “Everything is bad with you”.
The defense mechanism "I – exceptional". The difficulty of moving up the career ladder pushes people who have achieved certain success on this path to perceive themselves as not quite ordinary, in some way especially gifted, different from ordinary people. The higher the rank occupied by a person in any hierarchical system, the less he is inclined to identify himself with the "people", with the "masses." Senior officials in a large organization tend to stop listening to advice from below, relying entirely on their personal experience and intuition.
The reason for this kind of experience is the mismatch between the enormous difficulty of achieving a high status and the real possibility of losing it at once.
The emerging experience of one's own exclusiveness and therefore fundamental irreplaceability at the helm of power serves to reduce this kind of anxiety. A particular, but quite indicative example of the action of the mechanism under consideration is the excessive attention that is currently being paid by the supreme power to the fate of the remains of the last Russian emperor and his family: only he, as the supreme leader, is one (out of hundreds of thousands of people who died in that period) is "A symbol of repentance and reconciliation."
Defense mechanism "You are bad." Its action is closely related to the very essence of the phenomenon of leadership. A leader is a figure who appears in a difficult situation for the sake of overcoming a problem that is significant for a group of people. Therefore, it is much easier to lead when the group and the population are clearly in a bad state, when anxiety and confusion dominate in the socio-psychological climate, but there is still hope for a favorable outcome. A striking example of this can be some Russian leaders who act decisively and effectively in public only in extreme situations such as a putsch or an election campaign. Such situations are their element. It is here, on the verge of life and death, that they acquire justified popularity among the masses. When an ordinary, "sluggish" life comes, these leaders disappear from television screens, become socially passive, from time to time attracting the attention of society to themselves by unexpected and not always adequate actions.
A significant portion of those in power are not, in their psychological makeup, true leaders. They "went into power" and ended up in it in a sense situationally - such is the time of troubles. It is precisely for this kind of leaders that an involuntary desire to create more comfortable conditions for their activity is characteristic by strengthening, forcing, and in part provoking neuropsychic tension in others. In the leader's public speech, an obvious indicator of such a desire is the fixation on the depiction, sometimes grotesque, of the existing problems, troubles and difficulties, but especially the predicted additional hardships for the population.
Defense mechanism "Life is a game". The well-being of very large groups of the population largely depends on the actions and decisions of those in power. Erroneous or insufficiently professional actions of the former can pose a threat to the integrity and stability of the state. The constant awareness of this would be a powerful stressor for them. The psychological mechanism “Life is a game” serves as a defense against it: many leaders form an attitude towards their activities as a specific game for a limited circle of people. And like any game, it can be played successfully or with mistakes and defeats. But in any case, it really affects the interests of the players, as it were. For any active participant in the game, its rules and conditions, the behavior of other players, etc. are very important.Therefore, it is quite natural that in the speeches of political leaders of different ranks, the proportion of statements on internal party, factional, political personalities, regulations and the procedures, displacement and appointment of certain personalities, that is, in fact, on technological ("game") moments that are not directly related to the interests and needs of voters.
Psychological defense mechanisms, formed at an involuntary level, are an important component of a person's systemic adaptation to the general and specific conditions of his life and work. The conditionally compensatory character of this form of psychological adaptation is given by its primary focus on preserving the subjective comfort of the individual, and not on the objective tasks of activity. Timely detection of the action of protective mechanisms, establishing the reasons for their launch are prerequisites for increasing the efficiency of activities while maintaining the integrity and harmony of the "I".
Chapter 19. PERSONALITY IN THE GROUP
The concept of a person's communicative competence is important not only for theory, but also for the practice of communication. In theory
on the technical 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 the named above.
It cannot be said that in the modern science of communications, the problem of a person's communicative competence has been ignored. On the contrary, in recent decades more and more works have been devoted to it. Among the scientists who have developed various aspects of this problem, we will name Yu. N. Emelyanov, A. A. Bodalev, Yu. N. Zhukov,
N. Yu. Khryashchev, II Seregin, FI Sharkov, MA Vasilik and his colleagues, etc. However, until now, many of the theoretical and practical problems in the area under consideration have not received an adequate solution. The most important of them are the following.
Firstly, it is the task of strictly defining the concept of “communicative competence of an individual”, delimiting it from related concepts, such as communicative efficiency and communicative effectiveness. Secondly, it is the task of determining the parameters of communicative competence. Thirdly, the task of measuring and assessing the communicative competence of specialists in various fields of activity.
The first two tasks belong to the subject area of \u200b\u200bcommunication theory. Let's turn to their solution.
Several approaches to understanding communicative competence have been presented in the scientific literature. So, M. A. Vasilik defines it as follows: “Communicative competence is a certain level of formation of personal and professional experience interaction with others, which an individual needs in order to function successfully in a professional environment and society within the framework of his abilities and social status ”. FI Sharkov understands communicative competence as "the ability to choose a communicative code that ensures adequate perception and targeted transmission of information in a specific 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 argumentation, 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 communication codes.
In addition, you can make additional comments on the definition proposed by M.A.Vasilik and his colleagues. If we discard the specifying elements, this concept represents communicative competence as a certain level of formation of the experience of the subject's interaction with other subjects. This interpretation of the category under consideration is vulnerable on several grounds. First, the very link between the category of competence and the verbal construction “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 denotes a certain area of \u200b\u200bresponsibility, a range of responsibilities, a function or a set of functions assigned to a social subject in the system of social functioning (social competence) or social division of labor (professional competence).
There are two possible understandings of competence - normative and terminal. The normative understanding interprets the category of competence as a property of the 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 (incompetence) 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 implements his competence at a lower value of the normative interval, he is less competent. If it is higher, his competence is higher. The terminal understanding of competence interprets the norm not as an interval, but as a certain strictly specified value. With this approach, only two states of realization of the competence of an individual in any sphere of activity are possible - competence and incompetence. We will further 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 characteristic of the quality of the implementation of competence in a particular field of activity. /\u003e Considering the category of competence, we can distinguish 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 set 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 corresponding 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 by a social subject of the functions of a communicative actor.
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 inherently relational. Depending on the normative range of one or another element of society, one and the same person can be recognized as communicatively competent in one community and incompetent in another.
In the general case, the communicative competence of an individual 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 an 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 general, special communicative competence is also required. The latter is a kind of "aerobatics" of communicative knowledge, skills and abilities that are necessary for a communicator 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 performance 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. Communicative efficiency is understood to mean reduced to a single denominator (value or otherwise) the ratio of communication effects corresponding to the communicator's goal and the resources used by the communicator to achieve these goals in this interaction. By its content, the concept of communicative competence is closest to the concept of a person's communicative qualifications.
Moving on to solving the second of the tasks we have designated for this section, we note that attempts to form a list of parameters of a person's communicative competence in the scientific literature can be found even more than formulations of the definition of this category. These lists are more or less detailed. Thus, FI Sharkov designates only one parameter - the ability to communicate - as the main component of communicative competence. II Seregina identifies two main characteristics of it - "first, the ability to communicate with other people (sociability), and secondly, the possession and ability to operate with semantic information." Auto team
the moat, 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 communication language; the ability to come into contact with people, taking into account their gender and age, socio-cultural, status characteristics; the ability to behave adequately to the situation and use its specifics to achieve their own communication goals; the ability to influence the interlocutor in such a way as to win him over 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 your own communication strategy depending on this assessment; the ability to evoke in the interlocutor a positive perception of his own personality.
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. As a result, the sets of characteristics of communicative competence proposed by various authors are eclectic, do not have a systemic character, and are not necessary and sufficient.
To avoid these problems, it is necessary to turn to the transactional model of the communicative personality developed above. It is on this model that the structure of the person's communicative competence proposed by us is based.
There are two possible approaches to building a structural diagram of a communicative personality - a wide and a narrow one.
A broad, or comprehensive approach assumes the use of all potentially falling under the definition of communicative competence elements of the transactional model of a communicative personality to form the required structure. How shows
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 takes on the following form.
Personality communicative competence (complex structural model)
| Habilitation | Cognitive | Operational |
| competence | competence | competence |
| level of development | level of knowledge | skill and skill level |
| parameters | coding rules, | determination of the characteristics |
| ra perceptual | codes and code | tera and pragmatic |
| nosti; | systems providing | parameters of communication |
| level of development | adequate | a rolling situation for |
| parameters | /\u003e new encoding | selection of relevant |
| ra speed | and decoding | her communicative |
| campaigning for | information during | funds; |
| incentives outside | communicative | level of practical |
| worm environment; | interactions; | ownership of code systems |
| level of development | level of knowledge | themes of verbal and non- |
| parameters | harmonization rules | verbal communication |
| ra attentive | signs leading to ob- | tion; skills to code |
| nosti; | development of texts; | and decode, user |
| level of development | level of knowledge of norms | be individual |
| mnemonic | and rules of application | stock of verbal |
| parameter | certain | and non-verbal means |
| ra (parameter | signs and iconic | to ensure effective |
| memory); | systems in various | active communication; |
| level of development | communicative | skill level and |
| parameters | situations; | alignment skills |
| ra ability | level of knowledge of basic | discourse in accordance |
| to processing | new elements | rules and regulations, |
| arrays | culture / subculture | given cultures |
| information | ry society or ka- | context of communication |
| different | some of its parts, | naming; |
| volume; | within which | skill and skill level |
| level of development | carried out | cov variation of commu- |
| parameters | interaction, | nicative means |
| ra of empathy; | including norms, | in the process of interaction |
| level of development | values, faith | effects depending on |
| parameters | nii, stereotypes, | communication dynamics |
| ra of charm; | prejudice, etc .; | tive situation; |
| Habilitation | Cognitive | Operational |
| competence | competence | competence |
| level | level of knowledge | skill level and |
| development | characteristics | good channel selection |
| parameter | main channels | communication, adequate |
| introspection | communications by | goals of communication |
| and reflexive | which can | ra and relevant situations |
| nosti; | communicate | tions of interaction; |
| level of development | nie; | skill and skill level |
| toes a couple | level of knowledge | kov communicative |
| meter trans | criteria and methods | introspection and reflex- |
| mitigations | assessment of own | these; |
| (ability | communicative | skill level and |
| to transfer information | competence, | good evaluation of commu- |
| formation) | communicative | /\u003e nikative practices |
| | characteristics | and communicative |
| | and communicative | competence |
| | competence | communication partners; |
| | communication partners | skill level and |
| | naming; | skills in identifying and overcoming communication noise and communication barriers |
A narrow or operational approach of the entire complex of characteristics of a communicative personality as a basis for building a model of communicative competence leaves only an operational block - a block of skills. Methodological foundations for such a limitation lies in the fact that the sphere of communication skills 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 a person correspond to socially recognized norms, the more they are developed within the normative range, the more communicative competence a given person has.
The operational structural model of a communicative personality is as follows:
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 for the choice of relevant communicative means; the level of practical knowledge of the code systems of verbal and non-verbal communication; skills to encode and decode, use an individual supply 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 abilities and skills of varying communicative means in the process of interaction, depending on the dynamics of the communicative situation; the level of abilities and skills in choosing communication channels that are adequate to the communicator's goal and relevant to the interaction situation; the level of skills and abilities of communicative introspection and reflection; the level of abilities and skills in assessing communication practices and communicative competence of communication partners; the level of abilities and skills of identification and overcoming communication 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 particularly important tasks, when investigating the causes and factors of emergencies and crisis situations, etc.
To these components, which characterize the personality as a potential communicative actor from the point of view of the parameters of his consciousness and, more broadly, the psyche, one must add one more component. 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 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.
EVOLUTION OF THE FORMATION OF TERMS
COMMUNICATIVE COMPETENCE
AND COMMUNICATIVE COMPETENCE
The modern concept of education aims to develop a personality capable of effectively realizing oneself in the future, including in future professional activities. In this regard, the problem of the formation of the communicative competence of schoolchildren in the process of teaching the Russian language is of particular importance. Using language as a means of communication requires the speaker to know social, situational and contextual rules that a native speaker must take into account. Why, what, where, when, as they say, what importance is attached to individual words and expressions, depending on specific circumstances - all this is regulated by communicative competence.
Analysis of modern scientific literature allows us to speak of communicative competence as an interdisciplinary phenomenon, in the definition of which there is no clear standardization. The reasons for the ambiguity of interpretations of this linguodidactic category can be called: a) the multidimensionality of the category under consideration, which, on the one hand, is characterized by the independence of its components, on the other hand, in the aggregate it represents a certain "set" of personal qualities, types of behavior, individualization of the course of the communicative act; b) features of the translation of this term: English "communicative competence" is designated both as "communicative competence" and as "communicative competence". The vagueness of the boundaries of the term leads to the presence of numerous definitions.
Communicative competence was considered by psychologists (G.M. Andreeva, Yu.N. Emelyanov, L.A. Petrovskaya), linguists (E.M.Bastrikova, N.V. Dolgopolova, G.I.Bezrodnykh) and methodologists (G.K. Selevko, N. V. Kuzmina, A. V. Mudrik).
The term "communicative competence" arose as "development of N. Chomsky's idea of \u200b\u200blinguistic competence - a limited set of grammatical rules that allow generating an unlimited number of correct sentences" (9,c ... 53). The idea turned out to be attractive for scientists working in the field of language testing, since linguistic competence could be accurately measured (tested) using the available measuring instruments (tests). Since linguistic competence significantly limited the object of language testing in the context of communicative language learning, ideas arose to expand this "construct", which was called "communicative competence" (L. Bachman).
“Thus, L. Bachman was the first to deduce the term“ communicative competence ”and defines this term as a demonstrated area (areas) of successful communicative activity based on the acquired means and strategies of verbal communication, supported by language skills and speech skills” (5, p. 10) ...
There are various approaches to what to include in the composition of communicative competence.
So, D. Himes combined the following components with this concept:
· linguistic (language rules);
· socio-linguistic (rules of dialect speech);
· discursive (rules for constructing the meaning of a statement);
· strategic (rules for maintaining contact with the interlocutor).
The most detailed description of communicative competence belongs to L. Bachman. It uses the term "communicative language skill" and includes the following core competencies:
Linguistic (the implementation of statements is possible only on the basis of acquired knowledge and understanding of the language as a system);
Discourse (coherence, consistency, organization of the meaning of the statement);
Pragmatic (the ability to convey communicative content in accordance with the social context);
Colloquial (on the basis of linguistic and pragmatic competence, be able to speak coherently, without tension, at a natural pace, without prolonged pauses to search for linguistic forms);
· socio-linguistic (the ability to choose linguistic forms, “… to know when to speak, when not; with whom, when, where and in what manner”);
· Strategic (the ability to use communication strategies to compensate for missing knowledge in real language communication);
· verbal(readiness to create communicative content as a result of speech-thinking activity: the interaction of problem, knowledge and research) (5, p. 10).
The structure of communicative competence in its modern interpretation includes the following subcompetences in its content: linguistic (linguistic), sociolinguistic (speech), sociocultural, social (pragmatic), strategic (compensatory), discursive, subject. The same classification of the components of communicative competence is adhered to, etc.
“In Russian linguistics, the term“ communicative competence ”was introduced into scientific use. He proposed to understand communicative competence as the choice and implementation of speech behavior programs, depending on a person's ability to navigate in a particular communication environment; the ability to classify situations depending on the topic, tasks, communicative attitudes that arise in the speaker before the conversation, as well as during the conversation in the process of mutual adaptation " (3, p. 7).
As for the definition of the term "communicative competence" in the works of modern linguists and methodologists, then, by and large, there are no significant differences in its interpretation. Here are a few definitions for comparison:
1) G. And Bezrodnykh believes that “communicative competence is the knowledge, skills and abilities necessary to understand strangers and generate their own programs of speech behavior, adequate to the goals, areas, situations of communication” (3, p. 9).
2) According to the opinion, “communicative competence is the creative ability of a person to use the inventory of linguistic means (in the form of statements), which consists of knowledge and readiness for their adequate use” (2, p. 96).
3) claims that “ communicative competence is the ability and real readiness to communicate adequately to the goals, spheres and situations of communication, readiness for speech interaction and mutual understanding ”(4, p. 26).
4) sees in the communicative competence “the ability to understand and correctly construct different types of text, taking into account the specifics of a specific speech situation” (1, p. 117).
5) For communicative competence – “This is a set of conscious or unconscious linguistic and extralinguistic knowledge and skills, brought or not brought to automatism, and the ability to perform actions and operations with this knowledge in order to understand the perceived or generate an oral or written text suitable for understanding” (5, p. 11).
All the above definitions reveal the components of communicative competence: knowledge about the language system, formed on their basis, the ability to understand someone else's and produce your own text to achieve a certain communicative intention. In the future, we will use the definition (since it most fully reflects the essence of the concept under consideration) and by communicative competence we mean the ability and real readiness of a native speaker to communicate adequately to the goals, spheres and situations of communication, readiness for speech interaction and mutual understanding.
Along with the term "communicative competence" as a synonymous concept, the term "communicative competence" is increasingly used. Meanwhile, these concepts differ significantly from each other, which is recorded in the articles of explanatory dictionaries.
The Soviet Encyclopedic Dictionary (M., 1981) gives such a definition of the concept of "competence" (from Latin sompeto - I seek; I meet, I fit): 1) the terms of reference provided by law, charter or other act to a specific body or official. 2) Knowledge and experience in a particular area (the same dictionary, however, does not consider the concept of "competence"). The Explanatory Dictionary of the Russian Language by SI Ozhegov (Moscow, 1995) defines competence as awareness, authority, and competence as 1) a range of issues, phenomena in which a given person has authority, knowledge, experience; and 2) the terms of reference, the area of \u200b\u200bquestions or phenomena subject to someone's control. In the explanatory dictionary of D. N. Ushakov (Moscow, 2008), we find a similar definition of competence, as well as the formulation of the derivative adjective “competent”, that is, “knowledgeable, who is a recognized expert in any issue”. For the scientific lexicon of pedagogy, methodology, linguistics, these concepts are relatively new and, despite the semantic shades of each of the words, are most often understood and used as synonyms, sometimes replacing each other. However, this approach seems insufficiently justified, because the existence of two words in one language must be justified by something.
In modern linguistics, in contrast to communicative competence, communicative competence is defined as an integrative personal resource that ensures the success of communicative activity. This resource includes not only the components as measured by language testing, but also other components. These constituents are not part of the language test construct and cannot be measured by language tests. They are found at a higher - personal - level and include intelligence, general outlook, a system of interpersonal relations, special professional knowledge, as well as the potential for personal development and growth in the process of mastering language and communicative activity.
The term "communicative competence" was first used in 1965 by the American linguist D. Himes. This concept was developed and introduced by him as an alternative to the concepts of "ideal communicant" and "linguistic competence" proposed by N. Chomsky. By introducing a new concept of "communicative competence" D. Hymes attaches particular importance to situational conditioning, which may entail certain errors, reservations or errors in a person's speech (in this definition, competence is still \u003d competence in a broad sense).
A. Holliday defines communicative competence as internal readiness and ability for verbal communication (this is still too broad a concept that includes both competence and competence).
A. A. Bodalev was one of the first scientists in Russia to use the concept of communicative competence in his works.
The concept of communicative competence is defined by the authors in different ways: the ability to orientate in a communication situation (G. M. Andreeva); communicative flexibility of the speaker (O. AND. Muravyova); the speaker's system of internal resources, necessary for building effective communicative action in a certain range of situations of interpersonal interaction (L. A. Petrovskaya); a person's ability to establish and maintain the necessary contacts with other people (L. D. Stolyarenko); orientation in various situations of communication (G. FROM. Trofimova); language proficiency, the ability to navigate the object of communication to create a predictive model of behavior, empathy, personal characteristics (adequate self-esteem, social orientation) of the subject of communication (M. A. Khazanova) (7, p. 46).
A detailed definition of communicative competence was proposed by Yu. M. Zhukov. In his understanding, “communicative competence is a psychological characteristic of a person as a person, which manifests itself in communicating with people or“ the ability to establish and maintain the necessary contacts with people ”(9, p. 40). The structure of the so-understood communicative competence includes a set of knowledge, abilities and skills that ensure the successful course of communication processes in a person.
Yu. N. Emelyanov correlates communicative competence with a person's ability to take on and perform various social roles, adapt in social groups and situations, and be fluent in verbal and non-verbal communication. He refers to the essential signs of communicative competence the ability of a person to organize "interpersonal space" and manage it in the process of proactive and active communication with people (6,c. 54).
According to N. V. Kuzmina's definition, communicative competence is a complex of knowledge, linguistic and non-linguistic skills and communication skills acquired by a person in the course of natural socialization, training and education. An important role in this is played by natural data and the potential of the individual (8,c. 73).
There are also simpler definitions (Emelyanov Yu.N., Kalmykova E.I.), which make it possible to distinguish between the concepts of "communicative competence" and "communicative competence", which say that "competence" is a system of knowledge, skills, and "Competence" - the possession of this knowledge and skills in practice. Based on the data of the explanatory dictionaries, on the definitions of Yu.N. Emelyanov, E.I. Kalmykova, it is advisable to adhere to this, the most logically grounded point of view, and under the term "communicative competence" to understand the ability and real readiness to communicate adequately to goals, spheres and situations of communication, and under the term "communicative competence" - the level of a person's skill in interpersonal communication.
Communicative competence - this is possession of complex communication skills and abilities, the formation of adequate skills in new social structures, knowledge of cultural norms and restrictions in communication, knowledge of customs, traditions, etiquette in the field of communication, respect for decency, good breeding, orientation in communicative means inherent in the national, estate mentality and expressed within the framework of this profession.
Communicative competence is a generalizing communicative property of a person, which includes communicative abilities, knowledge, abilities and skills, sensory and social experience in the field of business communication.
Communicative competence consists of the abilities:
Communicative competence is an integral quality that synthesizes the general culture and its specific manifestations in professional activity. One of the conditions for communicative competence is the fulfillment of certain rules and requirements. The most significant of these rules are as follows:
Notes
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See what "Communicative competence" is in other dictionaries:
Communicative competence of teaching staff - Communicative competence - the quality of the employee's actions, ensuring the effective design of direct and feedback with another person; establishing contact with students (pupils, children) different ages, parents (persons ... Official terminology
Leader's communicative competence - Communicative competence - the quality of the leader's actions, ensuring effective interaction with various organizations, authorities and management, their representatives; possession of business correspondence; ability to negotiate, perform ... Official terminology
Professional communication: communicative competence - When determining the effectiveness of professional communication (P. o.) Are based on its characteristics as a unity of communication, social perception and interaction. The actual communicative competence (K. to.) Is associated with the ability to transmit ... ...
Competence of the leader in communication - The term “competence” is considered by some lawyers to be purely legal, however, in the psychological and social sciences over the past 10 years it has received a specific content as psychological, social, social psychological, communicative ... Encyclopedia of Modern Legal Psychology
Social competence - complex education, by rim is understood: the degree of adequacy and effectiveness of response to problematic life situations, the achievement of real goals in a special social context, the use of appropriate methods and positive development ... Psychology of communication. encyclopedic Dictionary
Communicative competence - a complex personal characteristic, including communication skills and abilities, psychol. knowledge in the field of O., personality traits, psychol. states accompanying the process O. In modern. abroad. psychology, a number of approaches to the study of ... ... Psychology of communication. encyclopedic Dictionary
COMMUNICATIVE COMPETENCE - COMMUNICATIVE COMPETENCE. Ability to solve communication problems, actual for students, in everyday life, educational, industrial and cultural life by means of a foreign language; the student's ability to use the facts of language and speech to achieve goals ... ...
COMPETENCE - COMPETENCE. A term that has become widespread in the literature on pedagogy and linguodidactics since the 60s of the last century to denote the ability of a person to perform any activity based on life experience and acquired ... ... New dictionary of methodological terms and concepts (theory and practice of teaching languages)
Psychological competence - the subject as a psychol. the phenomenon has been the subject of research for many decades. and abroad. psychologists working in the framework of decomp. directions and conceptual schemes. Psychol. competence is understood differently by different authors, starting with the amount ... ... Psychology of communication. encyclopedic Dictionary
COMPETENCE PROFESSIONAL - - an important component and indicator of a high level of professionalism. K. p. includes knowledge and erudition, which allows a person to competently judge the issues of the sphere of professional activity, to be well versed in a certain field, and also ... ... Encyclopedic Dictionary of Psychology and Pedagogy
Books
- Communicative competence in the professional field, Lipovaya Oksana. Competence is the most important resource for professionalism. It characterizes a person as a subject of specialized activity in the system of social development of labor, implying ...
- Communicative competence of a clinical psychologist, L. A. Dikaya. The textbook highlights the main and most important aspects of the problem of successful professional communication, and above all in the professional communication of a clinical psychologist. Benefit ...
The main task of the average general educational system is the preparation of schoolchildren for life in society, endowing 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 the successful social activity of an individual.
Definition of communicative competence
What is this term? Communication competence is a combination of the skills of successful communication and interaction of one person with others. These skills include literacy, public speaking 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 terms for successful communication depends on the situation. For example, interacting with others in a formal setting is a set of stricter rules for exchanging information than talking 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.
Foreign language communicative competence as the key to success in the context of globalization
In our age of globalization important role knowledge of foreign languages \u200b\u200bplays a role in professional and personal growth. Foreign language communicative competence includes not just the use of basic vocabulary, but also knowledge of colloquial, professional words and expressions, an idea of \u200b\u200bthe culture, laws and behavior of other peoples. This is especially true in today's Russian society, which has become more mobile and has international contacts at all levels. In addition, foreign languages \u200b\u200bare able to develop thinking, raise both the educational and cultural level of students. It is worth noting that the most favorable period for teaching children foreign languages \u200b\u200bis from 4 to 10 years old. Older schoolchildren find it more difficult to master new words and grammar.
Foreign language communicative competence is in demand in many areas of professional activity. Therefore, the study of foreign languages \u200b\u200band the culture of other nations 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 is worth noting that elementary education forms the personal qualities of schoolchildren. Therefore, the first years of schooling should be especially productive. Even in primary grades, schoolchildren should become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.
Two-way work with difficult students to improve their communication
In schools, they 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 does not want to follow the generally accepted rules of ethics. Difficult students often behave defiantly, they can fight even during classes, they do not absorb information well, are distinguished by incoherence and inability to clearly formulate their thoughts. This is largely due to the wrong parenting of their children. In such cases, an individual approach to each student is required, as well as work with difficult students after general classes.
Many parents hold teachers responsible for their children's behavior. They believe that the communicative competence of a student in most cases depends on teachers and the atmosphere in the school. However, parental education has as much impact on a child as 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. Two-sided work with students will certainly bear fruit. She 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 for the child to enjoy new knowledge and opportunities.
Group lessons, activities, games play an important role in primary school. They help students adapt to society and feel like part of the social environment. Such classes improve the communicative competencies of younger students, make them more relaxed and sociable. However, the conditions in educational institutions do not always help students open up. Therefore, parents should think about the extracurricular activities of children in various sections, groups, where each child will be given special attention. Also important is the very communication between elders and children. It should be friendly. The child should be able to share impressions and stories, not hesitate to express his feelings and thoughts, and also to find out from the parents what interesting things happened with them, or ask questions, the answers to which he does not know.
Ethics of communication in the formation of communicative competence
Ethics is one of the components for developing communication skills. Communication etiquette also applies to it. A child from childhood should learn from adults what behavior is acceptable and how to communicate in a particular environment. In elementary school, students differ markedly in manners. Of course, this is due to the upbringing of children by parents. Hoping that bad behavior will change school performance, relatives continue to make mistakes. They don't teach the basics: the ethics of communication. In school, it is difficult for teachers to cope with ill-bred children; such students are noticeably behind in development from other students. Consequently, such graduates will find it difficult to adapt to adulthood, because they do not know how to behave correctly in society and build personal and professional ties.
The future of every 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 correct 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 advisable that the child learns something new every day and replenishes his vocabulary. To keep complex words in 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.
To form the student's communicative competence, it is necessary to instill in him a love of knowledge. A broad outlook, erudition only increase the vocabulary, form a pure, 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 aloud what they want to convey to others.
Communicative competence improves significantly when schoolchildren take acting courses, participate in the staging of 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. Reading books takes a special place. However, with the increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of spending time on useful activities and reading. Virtual games negatively affect the child's psyche, make him socially unadapted, passive and even aggressive. Needless to say, children who spend time with gadgets do not want to learn, read and develop at all. In such conditions, the communicative competencies of students do 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 vocabulary 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 different 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 other people's mistakes.
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 be bypassed by anyone, and for a successful dialogue you need to be ready for various turns. For this, classes in public speaking and discussions, acting courses, 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 an image of a person who is strong and ready to resolve the conflict. Therefore, playing sports is highly desirable for every person, especially for males.
To resolve controversial issues, you also need the ability to listen, enter the position of the opponent, and approach the problem reasonably. Do not forget about ethics and manners in such cases, especially in a formal setting. After all, many issues can be resolved. The ability to remain calm and wisdom in conflict situations will help in most cases to defeat opponents.
An integrated approach to the formation of communicative competence
As mentioned above, in order to adapt in a society, it is necessary to possess 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, linguistic, sociocultural, compensatory and educational and cognitive aspects, each of which consists of certain components. This knowledge of language, grammar, stylistics, enriched vocabulary, broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good breeding, 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 need to understand the importance of communication skills. Both the personal and professional growth of a person depend on them.
Changes in the education system to improve student communication
It should be noted 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 that he 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 gaining not only knowledge, but also understanding. And they put at the head not information, but communication. The priority is the personal development of students. This is especially true of the educational system of primary school students, for whom a whole system of developing communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving adaptation in the society of each student, but also at increasing the desire for knowledge. With this approach to teaching, modern schoolchildren learn to be active, sociable, which makes them more adapted in 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 children themselves. And the basis for the development of skills of interaction with society is the personal experience of students' communication with others. This means that every connection a child has with other people makes him either communicative and competent, or worsens his understanding of speaking style and behavior. The environment of the student plays an important role here. His parents, relatives, friends, acquaintances, classmates, teachers - all of them influence the development of the child's communicative competence. He, like a sponge, absorbs the words that he hears, the actions performed 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 \u200b\u200bcommunicative competence. At the same time, it is necessary to be able to convey information to students in an understandable, non-critical and non-repulsive way. Thus, interacting with others will be a positive, not 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 like a part of society. She 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 used in primary schools.
However, it is worth remembering that the formation of students' communicative competence 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 \u200b\u200band interests of the child himself. For the formation of communicative competence, the all-round development of children and the correct approach to the upbringing and training of the younger generation are necessary.
