The existence of humanity is unthinkable without communicative activity. Regardless of gender, age, education, social status, territorial and national origin and many other data characterizing a human personality, we constantly request, transmit and store information, i.e. We are actively engaged in communication activities. This is explained by the fact that during communication a person acquires universal human experience, values, knowledge and methods of activity. Thus, a person is formed as a personality and a subject of activity. In this sense, communication becomes the most important factor in personal development.

Any communication is, first of all, communication, those. exchange of information that is significant for the participants in communication.

The very concept of “communication” (from the Latin communication - message, connection, path of communication, and this word, in turn, comes from communico - making common, connecting, communicating) denotes the semantic aspect of social interaction.

French scientist A.N. Perret-Clemont characterizes communication as a general understanding of the connections of individual actions in relation to the collective product and the subsequent implementation of these connections in the structure of a new joint action, ensuring the mediation of subject-object relations due to the emerging subject-subject relations. Communication includes the following stages:

1) planning;

2) establishing contact;

3) exchange of information;

4) reflection.

Researchers I.N. Gorelov, V.R. Zhitnikov, L.A. Shkatov define communication as an act of communication (or communicative act). According to teachers, communication includes the following components:

1) communicants (communicating, usually at least two people);

2) an action that implies communication (speaking, gesturing, facial expressions, etc.);

5) communication channel (speech, hearing, visual, visual-verbal);

6) motives of communicants (goals, intentions, motivations).

Scientists consider communicative acts themselves according to their types and distinguish the following varieties:

2) by the form of contact (direct, indirect);

3) by type of connection (bidirectional, unidirectional);

4) according to the degree of mutual correspondence between communicants (high, satisfactory, insignificant, unsatisfactory, negative);

5) according to the results (from negative to positive).

Researchers M.Ya. Demyanenko, K.A. Lazarenko identifies five main components in speech communication:

1) communication situation;

2) sender of speech;

3) recipient of speech;

4) conditions for the occurrence of speech action;

5) voice message.

Speech communication includes the sender of speech, the recipient of speech, their speech activity and the message as a product of speech.

The communication channel here corresponds to the conditions for the flow of speech action, the transmitter and receiver correspond to the properties of the speech mechanisms of the communicants. In verbal communication, the communication situation is taken into account.

In the educational process, the situation is set by the teacher. The subject of speech activity is thoughts that are expressed in connection with certain motives within a certain topic. The motivation to speak can be both internal (coming from the needs of the person himself) and external (coming from another person). The situation itself may contain contradictions that will be resolved in the process of communicative interaction. This situation is called problematic. The dynamism of the situation depends on the activity of the communicants, their interest in communication, common interests, their attitude towards each other, towards the situation.

A person’s ability to communicate is generally defined in psychological and pedagogical research as communicativeness.

Communicativeness is the motivation of any student’s action, performing it out of internal motivation, and not external stimulation.

Communicativeness is the connection between communication and all other types of student activities - social, sports, artistic, etc.

Communicativeness is constant novelty and heuristic, when arbitrary memorization and reproduction of what has been memorized are excluded, when not a single phrase should be repeated in the same form even twice.

In order to be communicative, a person must master certain communication skills.

Based on the concept of communication built by G.M. Andreeva, there is a complex of communication skills, the mastery of which contributes to the development and formation of a personality capable of productive communication.

Distinguishes the following types of skills:

1) interpersonal communication;

2) interpersonal interaction;

3) interpersonal perception.

The first type of skills includes the use of verbal and non-verbal means of communication, the transfer of rational and emotional information, etc. The second type of skills is the ability to establish feedback, to interpret meaning in connection with changes in the environment. The third type is characterized by the ability to perceive the interlocutor’s position, hear him, as well as improvisational skills, which includes the ability to engage in communication without prior preparation and organize it. Possession of these skills in combination ensures communicative communication.

According to E.M. Alifanova, “competence is a set of familiar knowledge, abilities, skills, and competence is the quality of mastery of them, this is how competence is manifested in activity.” Competencies can be key, i.e. supporting sets of knowledge, abilities, skills, qualities. The modern core of key competencies is the personal component.

Communicative competence includes the following structural elements:

· knowledge of ways to interact with others;

· ability and skills to use language tools in oral speech in accordance with the terms of communication;

· practical mastery of dialogic and monologue speech;

· mastery of oral and writing;

· knowledge of the norms of speech etiquette in situations of educational and everyday communication;

· Possession of skills to work in a group, team;

· ability to carry out educational cooperation;

· possession of various social roles;

· the ability to critically, but not categorically, evaluate the thoughts and actions of other people, etc.

However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality, oriented in modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation in him of high creative, ideological and behavioral qualities necessary for his inclusion in various types activities; assumes knowledge of languages, ways of interacting with surrounding and remote events and people; develops skills to work in a group, team, and mastery of various social roles. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.

Thus, possession of the listed skills, the ability to establish contact with other people and maintain it, was defined as communicative competence by a number of researchers - Yu.M. Zhukov, L.A. Petrovsky, P.V. Rastyannikov and others.

A.B. Dobrovich considers communicative competence as a constant readiness for contact. This is explained by scientists from the standpoint of consciousness and thinking. A person thinks and this means that he lives in dialogue mode, while a person is obliged to constantly take into account the changing situation in accordance with his intuitive expectations, as well as with the expectations of his partner.

V.A. Kan-Kalik, N.D. Nikandrov defined communicative competence as component human existence, which is present in all types of human activity. They emphasize that the problem is that not all people imagine how certain communicative acts can be realized. It follows from this that in order to perform these communicative acts, it is necessary to have certain skills and abilities. Accordingly, in the learning process, the target setting for the formation of an individual’s communicative competence must be determined in advance, and therefore methods and means of formation must be determined.

Modeling helps to most clearly and fully understand the process of developing communicative competence in younger schoolchildren.

The basis for developing a model for the formation of communicative competence of junior schoolchildren is the features of primary general education: the content of the educational order, including the federal state educational standard and the structure of communicative competence.

The model includes the presence of an educational order, a goal and interconnected blocks (see Fig. 1).

The model is represented by four interconnected components (blocks): target, content, organizational, and effective.

Based on the social order, the requirements of the state educational standard, the main tasks of developing communicative competence are:

· formation of a culture of oral and written speech;

· mastery of types of speech activity;

· mastery of various social roles;

· developing skills to work in a group (team);

Rice. 1. Structural-functional model of the formation of communicative competence of junior schoolchildren

Taking into account the purpose of communicative activity of junior schoolchildren, a content component is determined, which includes:

1) emotional (includes emotional responsiveness, empathy, sensitivity to others, the ability to empathize and compassion, attention to the actions of partners);

2) cognitive (related to the knowledge of another person, includes the ability to anticipate the behavior of another person, effectively solve various problems that arise between people);

3) behavioral (reflects the child’s ability to cooperate, joint activities, initiative, adequacy in communication, organizational skills, etc.).

The next block of communicative competence - organizational - contains: teaching methods, organizational forms, means of forming and developing communicative competence, teaching technologies.

Let's take a closer look at each of them.

Methods that promote the formation of communicative competence can be divided into three groups:

Methods of organizing and implementing educational and cognitive activities;

According to the source of transmission and perception of educational information;

verbal (story, conversation, lecture, discussions, conferences)

visual (illustrations, demonstrations)

practical (laboratory experiments, exercises)

According to the logic of transmission and perception of educational information;

inductive

deductive

reproductive

According to the degree of independent thinking of students;

problematic

problem-search

heuristic

By the nature of management of educational work;

independent work

work under the guidance of a teacher

Methods of stimulation and motivation of educational and cognitive activity;

Stimulating interest in learning;

educational games

educational discussions

creating an entertaining situation

creating a situation of success

Promoting duty and responsibility;

beliefs

presentation of demands

encouragement and reprimand

Methods of control and self-control in learning;

Oral control and self-control;

Written control and self-control;

Laboratory-practical control and self-control;

Forms of organization of educational and cognitive activities:

Frontal (the teacher works with all students at once at the same pace with common tasks);

Group (students work in groups created on various basis);

Individual (teacher interaction with one student);

Collective.

Means of formation and development of communicative competence:

Technical means;

Video materials;

Textbooks;

Directories;

Popular science literature;

Lecture notes;

Exercises;

Educational technologies that contribute to the formation and development of communicative competence:

Group;

Informational;

Problematic;

Communication.

In the effective component, we identified three levels of development of students’ educational and cognitive competence: high, medium and low. The level is the main criterion for assessing the effectiveness of the process of activating the educational and cognitive competence of students in the process of general education training.

Taking into account the direction of the process of activating educational and cognitive competence, we have identified the following criteria for assessing the communicative competence of primary school students:

· Emotional responsiveness, empathy, tolerance.

· Possession of specific skills, behavioral reactions, and the ability to resolve conflict situations.

· Developed skills of working in a group, performing various social roles in a team.

· Ability to introduce yourself.

Thus, after conducting a theoretical analysis of the concepts of communication and communicativeness, we can draw the following conclusions: communicative competence is not only the ability to understand others and generate one’s own statements, but also the possession of complex communication skills and abilities, knowledge of cultural norms and restrictions in communication, knowledge of customs , traditions, etiquette in the field of communication, observance of decency, good manners, orientation in communication means. Communicative competence is a generalizing communicative property of a person, which includes communication abilities, knowledge, skills, sensory and social experience in the field of business communication.

In this regard, the communicative approach requires new methods, forms and means of teaching, and a special organization of educational material in lessons in primary school.

The main task of the secondary general educational system is to prepare schoolchildren for life in society, providing them with the necessary knowledge and communication skills. Based on this, teachers and parents need to consider the formation of communicative competence of schoolchildren as the basis for successful social activity of the individual.

Definition of communicative competence

What does this term represent? Communication competence is a combination of skills in successful communication and interaction of one person with others. These skills include fluency, 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 components for successful communication depends on the situation. For example, interacting with others in a formal setting presents a set of stricter rules for the exchange of information than talking in an informal setting. Therefore, communicative competence is divided into formalized and informal. Each of them has its own system of requirements and includes a number of components. Without them, it is impossible to develop communicative competence. 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. These components also include the ability to resolve conflicts, listen to the interlocutor and show interest in him, self-confidence and even acting skills.

Foreign language communicative competence as a key to success in the context of globalization

In our age of globalization, knowledge of foreign languages ​​plays an important 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 understanding of the culture, laws and behavior of other peoples. This is especially relevant in modern Russian society, which has become more mobile and has international contacts all levels. In addition, foreign languages ​​are capable of developing thinking and raising both the educational and cultural level of students. It is worth noting that the most favorable period for children to learn foreign languages ​​is from 4 to 10 years of age. Older students find it more difficult to learn new words and grammar.

Foreign language communicative competence is in demand in many areas of professional activity. Therefore, special attention is paid to the study of foreign languages ​​and the culture of other peoples. educational institutions.

School is the starting place for the development of communicative competence

Secondary education is the foundation through which a person receives necessary knowledge about life in society. From the first days, schoolchildren are taught specific system so that students' communicative competencies 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 forms, and 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 schoolchildren to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a primary task in the field of education.

It is worth noting that elementary education forms the personal qualities of schoolchildren. Therefore, the first years of school should be especially productive. Even in primary school, schoolchildren must become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.

Bilateral work with difficult students to improve their communication

Schools often deal with difficult children. Not all students exhibit exemplary behavior. If one part of schoolchildren is able to behave in a disciplined manner, then the other does not want to follow generally accepted rules ethics. Difficult students often behave defiantly, can get into fights even during classes, do not absorb information well, and are characterized by lack of composure and the inability to clearly formulate their thoughts. This is largely due to parents’ improper upbringing of their children. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.

Many parents place responsibility for their children's behavior on teachers. They believe that a student’s communicative competencies in most cases depend on teachers and the atmosphere at school. However, parental upbringing has no less influence on a child than time spent in an educational institution. Therefore, develop children's interest in academic subjects necessary both at school and at home. Bilateral work with students will certainly bear fruit. It 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 that the child experiences pleasure from new knowledge and opportunities.

Group activities, events, and games play an important role in elementary school. They help students adapt to society and feel part of the social environment. Such activities improve the communicative competencies of younger schoolchildren, making them more relaxed and sociable. However, conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extracurricular activities for children in various sections and groups, where each child will receive special attention. Communication between elders and children is also important. It should be friendly. A child should be able to share impressions and stories, not be shy to express his feelings and thoughts, and also find out from his parents what interesting things happened to them, or ask questions to which he does not know the answers.

Ethics of communication in the formation of communicative competence

One component to developing communication skills is ethics. This also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a given environment. In elementary school, students differ markedly from each other in manners. Of course, this is connected with the upbringing of children by parents. Hoping that bad behavior will change their studies at school, relatives continue to make mistakes. They don't teach the basic thing: communication ethics. At school, it is difficult for teachers to cope with ill-mannered children; such students are noticeably behind other schoolchildren in development. Consequently, such graduates will have difficulty adapting to adult life, because they absolutely do not know how to behave correctly in society and build personal and professional connections.

The future of every person depends on communicative competence, because we all live in a social environment that dictates to us certain rules of behavior. From early childhood, you should think about the proper upbringing of your children if you want your child to be successful and have an active life. 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 a comprehensive manner. It is desirable that the child learns something new every day and expands his vocabulary. In order for complex words to remain in memory, you can draw images that symbolize new things, or print ready-made pictures. Many people remember new things visually better. Literacy also needs to be developed. It is necessary to teach the child not only to write correctly, but also to present it orally and analyze.

To develop a student’s communicative competence, it is necessary to instill in him a love of knowledge. Having a broad outlook and being well read only increases your vocabulary, forms clear, beautiful speech, and teaches your 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 out loud what they want to convey to others.

Communicative competence improves significantly when schoolchildren take acting courses and participate in performances and 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

A good environment for developing communication skills is literature classes at school. Reading books takes a special place. However, with increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of devoting time to their studies useful things, by reading. Virtual games negatively affect the child’s psyche, making him socially inadapted, passive and even aggressive. Needless to say, children who spend time on gadgets do not want to learn, read and develop at all. In such conditions, students’ communicative competencies do not develop. Therefore, parents should think about negative impact modern technology per child and about more useful and developmental 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 good memory. In addition, classical literature confronts children with various 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 the mistakes of others.

The ability to resolve conflicts as one of the components of social adaptation

Forming the communicative competence of schoolchildren also includes the ability to resolve controversial issues, because in the future such moments are unlikely to bypass anyone, and for a successful dialogue you need to be prepared for various turns. For this purpose, classes in public speaking and discussions, acting courses, knowledge of the peculiarities of psychology are suitable various types people, the ability to decipher and understand facial expressions and gestures.

External qualities are also important for creating the image of a strong person who is ready to resolve a conflict. Therefore, playing sports is highly desirable for every person, especially for males.

To resolve controversial issues, you also need the ability to listen, put yourself in the position of your opponent, and approach the problem wisely. In such cases, one should not forget about ethics and manners, especially in a formal setting. After all, many issues can be resolved. The ability to maintain your calm and wisdom in conflict situations will help in most cases to defeat your opponents.

An integrated approach to the formation of communicative competence

As mentioned above, to adapt in society it is necessary to possess various communication skills and knowledge. To form them you need A complex approach to students, especially to younger schoolchildren, 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, language, sociocultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This is knowledge of language, grammar, stylistics, an enriched vocabulary, a broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good manners, tolerance, knowledge of ethics and much more.

An integrated approach should be applied not only within the school walls, 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 personal and professional growth of a person depend on them.

Changes in the education system to improve communication among schoolchildren

It is worth noting that in last years training has undergone a number of changes and the approach to it has changed greatly. Improvement communication skills schoolchildren are given a lot of attention. After all, a student must graduate from secondary education ready for adult life, and therefore be able to interact with other people. It is for this reason that it is introduced new system teaching.

Now school is perceived as educational institution to gain not only knowledge, but also understanding. And the priority is not information, but communication. The priority is the personal development of students. This is especially true for the educational system of primary school students, for whom a whole system for developing communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving adaptation in society of each student, but also at increasing the desire for knowledge. With this approach to learning modern schoolchildren they learn to be active and sociable, which makes them more adapted in society.

The role of schoolchildren’s interaction with others in creating communication skills

The formation of communicative competence is impossible without the efforts of teachers, parents and the children themselves. And the basis for developing skills for interacting with society is personal experience communication between students and others. This means that every interaction a child has with other people either makes him more communicative and competent, or worsens his understanding of conversational style and behavior. The student’s environment plays a big role here. His parents, relatives, friends, acquaintances, classmates, teachers - they all influence the development of the child’s communicative competence. He, like a sponge, absorbs the words he hears and the actions performed in front of him. It is very important to explain to schoolchildren in a timely manner what is acceptable and what is unacceptable, so that they do not have a false idea of ​​communicative competence. This requires the ability to convey information to students in a way that is understandable, non-critical, and non-offensive. This way, interacting with others will be a positive rather than a negative experience for the student.

The school’s modern approach to developing students’ communicative competence

The new education system helps schoolchildren not only become diligent, but also feel part of society. It involves children in the learning process, they become interested in learning and applying their skills in practice.

Increasingly used in primary schools group educational games, classes with psychologists, individual work with children, introduction of new teaching methods, practical application of the experience of foreign educational institutions.

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 ​​and interests of the child himself. To develop communicative competence it is necessary comprehensive development children and the right approach to the education and training of the younger generation.

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What is meant bycommunicative competence?

First of all, it is a set of knowledge, skills and abilities that are necessary to perform a specific job.

1. Communicative competence is the 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, observance of decency, good manners, orientation in communication means.
2. Communicative competence is a generalizing communicative property of a person, including communication abilities, knowledge, skills, sensory and social experience in the field of communication (free encyclopediahttp://ru.wikipedia.org/wiki/ ).

Communicative competence allows, first of all, to communicate: transmit, receive, comprehend information, perceive, understand another person - and acts as a regulator of further relationships and contacts with other people.

The concept of communicative competence presupposes that a person is aware of:

• own needs and value orientations;
• your perceptual skills, that is, the ability to perceive the environment without subjective distortions;
• readiness to perceive new things in the external environment;
• your abilities to understand the norms and values ​​of other social groups and cultures;
• your feelings and mental states due to the influence of environmental factors.

Components of an individual’s communicative competence:

• knowledge of norms and rules of communication,
• a high level of speech development, allowing a person to transmit and reproduce information in the process of communication,
• understanding non-verbal language of communication,
• the ability to come into contact with people, taking into account their gender, age, socio-cultural, status characteristics,
• ability to convince an interlocutor,
• the ability to correctly assess the interlocutor as a person, as a competitor or partner,
• choose your own communication strategy depending on such an assessment,
• the ability to evoke a positive perception of one’s own personality in the interlocutor.

Communicative competence includes communication with people, skills of working in a group, and mastery of various social roles.

Modern society requires the ability to competently receive and process information, as well as create and evaluate it, take it into account feedback with the recipient of the information. All these skills can be realized if students master all types of speech activity: listening, reading, speaking and writing.

The main feature that characterizes the essence of communicative competence is the ability and willingness to engage in various types of (verbal, nonverbal, written, oral) communications in order to solve communication problems (searching, transmitting information, being understood, understanding, etc.). This is manifested in the desire to enter into dialogue, to address others with questions, judgments, statements, in the ability to introduce oneself, fill out questionnaires, conduct dialogue (written and oral), debate, the ability to ask questions to the interlocutor, construct answers to asked question, find verbal and non-verbal means of forming and formulating thoughts, etc.

The goals and objectives in the field of developing communicative competencies in my students include:

• teach the ability to logically and coherently construct a speech statement;
• teach the ability to express the essence of the issue being discussed;
• expand your horizons, expand your vocabulary;
• teach the ability to express thoughts in your own words;
• teach the ability to listen to your classmates, take into account the opinions of other people;
• teach the ability to work in a group;
• cultivate tolerance;
• teach the ability to present the results of your work different ways, apply skills, abilities, and methods of activity in practice.

Forms of speech communication:

Monologue forms speech communication	Dialogical forms speech communication
Giving a prepared speech	Conversation between teacher and student
Giving an unprepared speech	Conversation in pairs
Story	Conversation in groups
Retelling	Discussion
Message	Debate
Report	Negotiation
Ability to ask questions	Answers on questions
Ability to answer questions	Role-playing game
Argumentation	Theatricalization
Association	Blitz tournament
Criticism	Training ring
Proof and refutation	Open mic
Defending your opinion	Project protection

I develop communicative competencies:

• through teaching the content of the subject;
• through the development of applied research skills;
• through the development of social and communication skills;
• through a person-centered approach;
• through the correction of speech defects.

This can be expressed in the following table:

Applied aspect of educational communication	Research aspect of educational communication	Social and communicative aspect of educational communication	Personality-oriented (correctional) aspect of educational communication
1. Applied knowledge on the subject (facts, knowledge, concepts and their definitions, dates, etc.). 2. Understanding of educational material (cause-and-effect relationships, terminology). 3. Selection of the main and secondary; establishing interdisciplinary connections; searching and finding justification for conclusions and evidence. 4. Evaluation of the material being studied (topics, main provisions, theses).	1. The ability not only to answer a question, but also to pose it. See, formulate the problem. 2. Ability to structure educational material in a logical sequence. 3. The ability to plan educational activities in general and within the framework of the topic being studied. 4. Ability to work with reference and additional literature. 5. The quality of design of the material being studied. 6. Ability to present the material being studied.	1. Development of listening skills. 2. Development of the ability to participate in conversation. 3. Development of the ability to pose questions and formulate them qualitatively. 4. Development of the ability to discuss and present a question, topic, problem. 5. Development of skills of argumentation and justification as a personal quality of communicative communication.	1. Formation of communication skills. 2. Correction of psycho-speech defects. 3. Overcoming uncertainty and lack of faith in one’s own strength. 4. Formation of educational motivation. 5. Formation of involvement in a common cause. Ability to work in a group. 6. Building trust in others and in yourself. 7. Development of creativity. 8. Increased interest. 9. Goal setting and determining the path to your own achievements.

The criteria for communicative competence were first formulated by T. Gordon. He defined communicative competence as the ability to get out of any situation without losing inner freedom, and at the same time, preventing her communication partner from losing her. In other words, we are talking about the ability or ability to create and maintain a partner position in communication “as equals,” as opposed to “an extension from above” or “from below.” Communicative competence is the ability to establish and maintain the necessary contacts with other people; it is considered as a system of internal resources necessary for building effective communication in a certain range of situations of interpersonal interaction (5).

Let's consider different approaches to understanding communicative competence.

Communicative competence of an individual implies situational adaptability and fluency in verbal and non-verbal means communication. The measure of communicative competence is the degree of success of the planned acts of influence and the means used to impress others (8, p. 10).

In the works of Yu.I. Emelyanov (7), L.A. Petrovskaya (13) and other authors, communicative competence is understood as the ability to establish and maintain the necessary contacts with people. Competence includes a certain set of knowledge and skills that ensure the effective flow of the communication process.

L.D. Stolyarenko offers similar characteristic: communicative competence – the ability to establish and maintain necessary contacts with other people. Effective communication is characterized by: achieving mutual understanding between partners, better understanding situation and subject of communication (achieving greater certainty in understanding the situation, which contributes to problem solving, ensures the achievement of goals with optimal use of resources). Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of interpersonal interaction (18).

In the dictionary N.I. Konyukhova is offered following definition: “Communicative (socio-psychological) competence – orientation in various communication situations, based on knowledge, skills, abilities, sensory and social experience of the individual in the field of interpersonal interaction” (10, p. 210)

From the point of view of E.V. Sidorenko, communicative competence is a set of communicative abilities, communication skills and communicative knowledge that are adequate to communicative tasks and sufficient to solve them (6).

IN foreign literature the concept of competence is associated with awareness, knowledge and understanding of the essence of any sphere of activity, life, the ability to adequately use and apply acquired knowledge and skills.

Thus, most authors consider communicative competence as an internal resource of the individual, including knowledge, skills and abilities that ensure the construction of effective communication and the achievement of goals in the communication process, while we would like to add important nuance, namely, non-damage to a communication partner.

In our opinion, it is necessary to distinguish communicative competence from communicative literacy. Many foreign scientists practically do not share the concepts of literacy and competence. Literacy is considered by them as the “initial” level of competence. However, from the point of view of L.S. Kolmogorova, these are different things: literacy is understood as the necessary minimum level of education, competence, and culture as a whole. “Psychological literacy means mastering psychological knowledge (facts, ideas, concepts, laws, etc.), skills, symbols, rules and regulations in the field of communication, behavior, mental activity etc. ... In competence, the procedural-active, behavioral component of psychological literacy is most clearly expressed. Competence records the most valuable experience acquired by a person in life, which has been confirmed, applied in practice, and allows one to gain positive results"(9, p.20-21).

Thus, the main difference between communicative literacy and competence is that a literate person knows and understands (for example, how to behave in a given situation, how to communicate in a given situation, what a particular gesture means, etc. .), and a competent person can really and effectively use knowledge in specific communication, is able to move from words to deeds, from general reasoning to reasoned actions. A competent person knows “about communication”, and a competent person actually and effectively uses this knowledge, i.e. communicates knowledgeably, actually using and taking into account existing knowledge in the communication process.

In considering competence, we will adhere to the definition given in the work of M.A. Kholodny: “Competence is a special type of organization of subject-specific knowledge that allows you to accept effective solutions in the relevant field of activity" (19.369). Thus, communicative competence can be characterized through the effectiveness and constructiveness of communication based on psychological literacy, which means the appropriate and justified (adequate to goals and objectives) application of knowledge and skills that ensure the achievement of a person’s goals and solutions to problems in a communication situation.

Communicative competence presupposes the adequate use of one's own past experience and the experience of other people. It involves the connection of generalized psychological knowledge with knowledge about yourself, a specific person, specific situation. A literate person knows about something in the abstract, a competent person can, based on knowledge, concretely and effectively solve any psychological task or problem. At the same time, competence means refusal to directly copy other people’s experience, norms, traditions, models, freedom from stereotypes, someone’s instructions, prescriptions, attitudes.

Therefore, communicative competence is the ability to establish and maintain necessary contacts with other people; a system of internal resources necessary for building effective communication in a certain range of situations of interpersonal interaction, the ability to realize one’s subjectivity in communication (13, p. 86).

Communicative competence, according to E.V. Rudensky, consists of the following abilities:

Give a socio-psychological forecast of the communicative situation in which you will communicate;

Socially and psychologically program the communication process, based on the uniqueness of the communicative situation;

Carry out socially - psychological management processes of communication in a communicative situation.

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes. The communicative attitude of a partner is a kind of program for the behavior of an individual in the process of communication. The level of attitude can be predicted in the course of identifying: the subject-thematic interests of the partner, emotional and evaluative attitudes towards various events, attitude towards the form of communication, the inclusion of partners in the system of communicative interaction. This is determined by studying the frequency of communication contacts, the type of temperament of the partner, his subject-practical preferences, emotional assessments forms of communication (13, p. 73). In our opinion, both its forecasting and its management will depend on the forecast of the communicative situation. Therefore, communicative attitudes play, perhaps, a decisive role in the development of the entire communicative situation.

L.A. Petrovskaya, in turn, identifies the following two components of communicative competence: based on the type of orientation (attitude):

1. communication component, related to the external level, solving reproductive problems, this component is associated with the operational and technical level of communication;

2. personal (deep) component, related to the internal level, solving productive problems, affecting personal and semantic formations and playing a decisive role in relation to the external, behavioral.

From our point of view, communicative competence (like social competence) should be characterized from a value point of view. We have already talked in a previous article about the competence model, which considers competence as a complex structure consisting of a core and two “shells”. The theoretical model of communicative competence, therefore, includes several components: the outer layer is operational (communication skills), the inner layer is cognitive (knowledge about communication) and the core.

The operational component of communicative competence includes the following skills (4, p. 136):

Establish contact with different people different situations;

Reflective and non-reflective listening;

Formulate “I-statements” to express your opinion;

Negotiate;

Speaking publicly;

Confident behavior;

Reflect both on your behavior and on your experiences, as well as failures and achievements, and many others.

The cognitive component of communicative competence includes everyday and scientific knowledge:

Communication, its features, factors ensuring its success, the non-verbal side of communication;

ABOUT psychological characteristics different types of people;

General erudition, good vocabulary.

The core of communicative competence, in turn, includes 3 blocks:

1) a system of value orientations and social attitudes, which should be characterized by a humanistic orientation;

2) characterological (a system of relationships towards oneself and others, namely: a combination of respect for others and self-esteem);

3) social abilities- social intelligence, empathy.

I would like to pay special attention to such a substructure of the core as characterological. In our opinion, it is presented in the form of a system of relations:

· to yourself,

· to other people,

· expectations of other people’s attitude towards oneself (attributive projection) (18, p.108)

For effective communication, it is very important that a person treats himself and others well, accepts himself and the individuality of other people, and expects goodwill and acceptance from them as well. This creates the basis for a sense of self-confidence in the communication process and ensures that the person will communicate competently.

The core acts as a motivating and regulating force of communicative competence, determining human behavior in communication situations. It is the “core” that determines how a person’s communicative knowledge, skills and abilities will be used. For example, they can be used to the detriment of another person - in order to successfully manipulate him, leading him to the desired opinion or decision. This is exactly how all kinds of scammers operate. Or, conversely, the same knowledge and skills can be aimed at cooperation with another person, creating partnerships with him, even if he is a competitor. It should be noted that regulation of the communication process can be carried out both at the conscious and unconscious levels. Therefore, it is important that the attitude towards oneself and others be positive not only at the level of consciousness, but also at the unconscious level (of course, the unconscious level is much more difficult to regulate).

Competence in communication presupposes the willingness and ability to build contact at different psychological distances - both distant and close. In general, competence in communication is usually associated with mastery not of any one position as the best, but with adequate inclusion in their spectrum. Flexibility in adequately changing psychological positions is one of the essential indicators of competent communication (13, p.63). But in order to be flexible in communication, you need to have a fairly wide range of skills and abilities. This task can only be solved with the help of specially organized training.

Communicative competence - Competence (from Latin competentia - consistency of parts, proportionality, combination), describing the quality and effectiveness of one person’s ability to communicate with other people.

Competence and competency

The concept of "communicative competence" by origin means some system of requirements to a person related to the communication process: competent speech, knowledge of oratorical techniques, the ability to show an individual approach to the interlocutor, etc. If we are talking about the abilities of an individual, then they say that so-and-so showed communicative competence. There is, therefore, a widespread point of view that communicative competence (like any other competence) is a certain system of requirements, and communicative competence is the degree to which a person meets this system of requirements. Indeed, it is much more common to hear that someone “demonstrated their communicative competence” rather than “demonstrated communicative competence.”

And here a linguistic excursion is very appropriate. Competentia comes from the Latin verb competo (to converge, combine, correspond). The word competentia meant a combination of something with each other (for example, a combination of heavenly bodies). Another word, also derived from competo, was competens - suitable, appropriate, competent, legal. This epithet could be used to describe a person as meeting some requirements. However, the noun associated with competens will still be competentia.

Therefore, of course, some ambiguity is possible. There is, suppose, a certain system of requirements for a person. The individual requirements are located next to each other in the system. Hence they can be called competence (combination). If there is a person who satisfies this system of requirements, then we can say about him that he is competens (appropriate), and this relationship can also be called competence (in the sense of compliance).

The desire of many authors to distinguish between the first and second meaning is understandable. However, it is worth recognizing that the use of “competence” in both cases is completely correct. In addition, there is little practical sense in separating “communicative competence” and “communicative competence.” When used in oral and written speech, one should not forget that “communicative competence” can be understood as “communicative compliance” (that is, compliance with communicative requirements). That's why Not It would be quite literate to say:

- “Analysis of the communicative competencies of an employee” (usually there is only one correspondence, but you can say: “Analysis of the communicative competencies of employees”),

- “Communicative competence in need of correction” (compliance can be increased or decreased, but not corrected).

Components of communicative competence

Communicative competence can be formalized or non-formalized. Formalized communicative competence is a set of more or less strict rules, usually corporate, for communication. Typically, this set of requirements is formalized in a document and can be part of the corporate culture. Non-formalized communicative competence is based on the cultural characteristics of a particular social group of people.

There is, by definition, no “communicative competence in general.” In one environment, in relation to one social group a person can demonstrate high communicative competence. In another environment, in relation to another social group, this may not be the case.

Let's look at an example. Suppose there is an abstract construction foreman. Being in his team, using obscene language and knowing his colleagues well, he can very effectively manage his subordinates. Once in another environment, for example among scientists, he may notice that his communicative competence is close to zero.

Communicative competence Maybe include many components. Some components in one situation can increase the competence of a particular person, in another respect they can decrease it (as in the example with obscene vocabulary). When developing communicative competence (system of requirements), you can include such components as:

Possession of a particular vocabulary,

Development of oral speech (including clarity, correctness),

Development of written speech,

Ability to observe ethics and communication etiquette,

Mastery of communication tactics

Mastery of communication strategies

Knowledge personal characteristics And typical problems people with whom you will communicate,

Ability to analyze external signals (body movements, facial expressions, intonations),

The ability to nip conflicts in the bud, non-conflict,

Assertiveness (confidence),

Possession of active listening skills,

Mastery of oratory,

Acting abilities,

Ability to organize and conduct negotiations and other business meetings,

Empathy,

The ability to understand the interests of another person.

Trainings (Communicative competence)

Group procedure psychological training. Participants are divided into pairs and say three phrases to each other. The exercise is aimed at increasing the participants’ communication skills and confidence in their own speech. Group psychological training procedure. Participants watch the same video recording many times, finding more and more interesting moments. Group psychological training procedure. Participants choose eleven people to form their personal “dream team.” A simple technique that sets the interlocutor to a rational, pragmatic tone in communication. Not every compliment achieves its goal... Technology will help you understand people better and become more sociable. The association “people – doors” is used. A fairly effective way to win over your interlocutor, arouse his interest, and precede further discussion of serious problems. A technique that helps to slightly increase the efficiency of negotiations and other communication situations. Fluency in this technique will allow you to manage the negotiation process. Group psychological training procedure. Participants are divided into 2-3 teams and collectively count in their heads. Group psychological training procedure. Participants come up with antinomies - statements that contradict each other, and at the same time both are true. The group psychological training procedure is aimed at developing public speaking abilities. Participants explore the illustrative possibilities of large pauses (or gross pauses). The group psychological training procedure is aimed at developing image and communicative competence. Group psychological training procedure. Participants form two circles: external (“complainants”) and internal (“consultants”). Group psychological training procedure. Aimed at developing the ability to detect deception. Group psychological training procedure. Participants master three types of communication in practice: conversation-understanding, conversation-goal, conversation-tool. Group psychological training procedure. Participants master the features of the “first impression”. Group psychological training procedure. Participants act out short anecdotal skits about how important it is to be able to listen to the end and not interrupt. Group psychological training procedure. Participants try to name different communicative situations. The exercise is aimed at improving the ability to differentiate communicative situations in characteristic features, and on the development of linguistic flair. Group psychological training procedure. Participants practice demagoguery - defending points of view with which they themselves do not agree. The group psychological training procedure is aimed at developing communicative competence. One participant tells a story without finishing the sentence; others do it instead. Group psychological training procedure. Participants act out absurd scenes, investing in them some secret, special communicative meaning. Other participants must solve these scenes. Group psychological training procedure. Participants role-play, but do it very slowly. The group psychological training procedure is aimed at developing the ability to get a person to talk. Group psychological training procedure. Participants share graceful manners with each other. Group psychological training procedure. Participants learn how to express their thoughts in a direct manner. Group psychological training procedure. Participants master the art of toadying. Group psychological training procedure. Participants try to answer the question “How are you?” different ways. The exercise can be used both for warm-up purposes and for the development of communicative flexibility. Group psychological training procedure. Participants tell each other obvious facts. The group psychological training procedure is aimed at developing the ability to summarize the main content of another person’s speech and find points at which a communicative situation can be developed. Group psychological training procedure. Participants talk about themselves in the style: “Which me do you know and which do you not know?” The exercise is aimed at increasing communicative competence. The group psychological training procedure is aimed at developing the ability for clear, articulate speech. Learning to insert micropauses occurs. Group psychological training procedure. A “princess” is chosen to listen different words praise from others. Group psychological training procedure. Participants “buy” a “mask” from each other for one or another life occasion. Group psychological training procedure. Participants interview each other for one purpose or another. Group psychological training procedure. Participants learn to use brainstorm(using the example of a fictitious problem). Group psychological training procedure. Participants learn to resist manipulation of their condition. The group psychological training procedure is aimed at developing the ability to neutralize moralizing on the part of the interlocutor (the so-called “parent position” according to transactional analysis). Group psychological training procedure. Participants tell a short well-known fairy tale, replacing the names of the main characters with others. Group psychological training procedure. Aimed at developing communicative competence and the ability to reflect on a communicative situation. Group psychological training procedure. Participants learn ways to soften too general judgments expressed by the interlocutor (“Nobody loves me,” “Now there is no one to rely on at all”). Group psychological training procedure. Participants share their ideas about what personal qualities best characterize a person. The group psychological training procedure is designed to develop communicative competence. Group psychological training procedure. The participants show each other a large variety of all kinds of pantomimes. Group psychological training procedure. Participants engage in parodies of famous people , movie characters. Group psychological training procedure. Participants learn to “transmit” intonation in a circle. Group psychological training procedure, where the ideal sitting position of the interlocutor is practiced. Group psychological training procedure. Participants come up with and portray their own memes. The group psychological training procedure is aimed at training the ability to motivate other people to action and, in general, at developing the communicative competence of participants. The group psychological training procedure is aimed at mastering basic communication tactics. A procedure for group psychological training, the main task of which is to demonstrate to participants the characteristic differences between the “child’s position,” the “adult’s position,” and the “parent’s position.” Group psychological training procedure. Aimed at developing communicative flexibility and linguistic flair. Group psychological training procedure. Participants jointly come up with a script for a performance in which one or more of them are the main characters. A group psychological training procedure, role-playing game aimed at developing the ability to accurately convey information. Group psychological training procedure. Participants master communication signals that indicate the interlocutor’s anxiety. Group psychological training procedure. Participants repeat the same phrase three times. Group psychological training procedure. Participants are given "hidden roles". You have to guess who has what role. Group psychological training procedure. Participants exchange associations and find out the relationship of these associations with others. Group psychological training procedure. Participants tell each other about their feelings. Aimed at developing openness in communication, the ability to express one’s feelings, and not be embarrassed by them. Group psychological training procedure. Aimed at developing acting skills and overall communicative competence. The group psychological training procedure is aimed at developing communicative flexibility. Procedure for group psychological communication training. Aimed at developing written speech. Group psychological training procedure. Participants try to guess each other's preferences. Procedure for group communicative psychological training. The exercise is aimed at developing the ability to delve into the subtext of certain phrases, analyze the unspoken, as well as developing the ability to put your phrases into an acceptable form. Group psychological training procedure. Participants exchange real or fictitious communication stories. Group psychological training procedure. Participants remember and act out good and bad manners. The group psychological training procedure is aimed at developing speech plasticity and communicative competence in general. Group psychological training procedure. At the end of the training day, participants remember in detail what happened at the very beginning of the day. Group psychological training procedure. Participants interview each other and refine their list of questions. The group psychological training procedure is aimed at mastering tactics of communicative interaction. Group psychological training procedure. Participants give words their own meanings. The group psychological training procedure is aimed at developing reflexivity in the communication process, the ability to highlight what is essential in someone else’s speech. Group psychological training procedure. Participants learn to express their feelings through likening themselves to certain literary characters who find themselves in a certain situation. Group psychological training procedure. Participants “democratically” control the behavior of one of their peers. A procedure for group psychological communication training aimed at participants understanding one of the methods of subtle manipulative influence: appealing to the needs of the body. Group psychological training procedure. Participants learn to "talk". Group psychological training procedure. Participants learn to insert different kinds of accents into their speech. Group psychological training procedure. A role-playing situation of a conversation with an extortionist is played out. Role-playing game for group psychological training, aimed at developing communicative competence. The group psychological training procedure is designed to develop communicative competence. Group psychological training procedure. Participants act out a scene from a journalistic interview. Group psychological training procedure. The "janitor" is trying to convince young man do not litter. Group psychological training procedure. Participants play a role-playing game, pretending to be partners who do not share responsibilities among themselves. Group psychological training procedure. A “reader” came to the library and asked what book he would like to read. Group psychological training procedure. The acquaintance of a guy and a girl (man and woman) is simulated. Group psychological training procedure. A scene is played out: a “bad client” comes to an “employee” of some organization. Group psychological training procedure. Guys learn how to meet girls; for this, “friends and tips” help them. Group psychological training procedure. The role-playing game involves a “teacher” and a “student” – an exam situation. Group psychological training procedure. A role-playing game is played, during which one of the players appears to be a tired, lost traveler who asks to spend the night, and the second - a cautious and harmful person finding a hundred excuses. Group psychological training procedure. Participants come up with and implement “commercial videos.” Group psychological training procedure. The "superstar" gets a job. Group psychological training procedure. A scene is played out in which the “passenger” is in conflict with the “taxi driver”. Group psychological training procedure. Participants break into pairs and act out one or another scene from family life, in which there should be conflict and intrigue. Group psychological training procedure. Participants role playing game quarrel, the observers for some reason unexpectedly all come to the defense of only one, exposing the other to obstruction.