ИНТЕРАКТИВНАЯ РЕЧЬ КАК УСЛОВИЕ ФОРМИРОВАНИЯ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ

Abstract

The article reveals the essence of the concept of "interactive speech" and the process of "communicative turn" from receptive types of speech activity to productive oral communication in teaching foreign languages. It examines the history and methodological views, beginning with grammar-translation method of the late XIX century and ending newcommunication didactics of the XXI century. The principles of which are reflected in the policy document of the Council of Europe "common European framework of reference for languages: learning, teaching, assessment". The document defines the levels of competence, future planning and development of language training programs, training recommendations, exams, language certificates, textbooks, etc., this makes it possible to compare the competence of foreign language proficiency and training programs, as well as various regional, national, international, school and other assessment systems. Important linguistic, psychological and philosophical teachings that influenced the development of modern methods of teaching foreign languages are revealed. The differences in the methods of teaching monologue and interactive speech are shown. To form a communicative competence, it is necessary to develop skills and abilities not in dialogical, but in interactive interaction. The types of exercises that meet the requirements of the competence approach in teaching foreign languages are presented.