CATEGORY-CONCEPTUAL ANALYSIS OF THE PROBLEM OF RESEARCH OF THE COMMUNICATIVE COMPETENCE FORMATION OF FUTURE TEACHERS OF FOREIGN LANGUAGES BY MEANS OF INFORMATION AND COMMUNICATION TECHNOLOGIES

Abstract

The article provides a categorical and conceptual analysis of the problem of studying the formation of communicative competence of future teachers of foreign languages by means of information and communication technologies. The catalog of key and related concepts of the research topic is given: “competence”, “communicative competence”, “formation”, “teacher”, “foreign language teacher”, “tool”, “information and communication technologies”. Analysis of the concepts of communication, communicative competence allows the formulation of basic definitions of concepts that form a set of keywords of the research topic: the concept of “communicative competence” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics communicative skills and abilities, as well as relevant personal qualities that determine the set of communicative competencies of the individual; the concept of “communicative competence of the future teacher of foreign languages” as a complex dynamic personal development that combines the appropriate level of knowledge about the content and specifics of professional and personal communication in learning and teaching a foreign language, a set of communicative skills and relevant personal qualities, enables the implementation of appropriate methods of teaching foreign languages to students in future professional activities; the concept of “formation of communicative competence of the future teacher of foreign languages” as a complex multi-level and multi-component process, the result of which is the formed communicative competence of future teachers of foreign languages by means of information and communication technologies.The connection between the concept of communicative competence and the concept of communication is confirmed; the duality of the concept of communicative competence (as a component of professional or non-professional competence of a specialist, depending on whether the direct professional activity is related to communicative) is substantiated. Some differences between the teacher and the lecturer are determined – by purpose, content, result of activity.
 Keywords: competence, competence approach, formation, communication, communicative competence, foreign language teacher, tool, information and communication technologies.