Formation Of Communicative Competence Research Articles

SOFT SKILLS DEVELOPMENT TECHNOLOGIES IN THE SYSTEM OF PROFESSIONAL BACHELOR TRAINING OF CHOIR CONDUCTORS

The paper studies the soft skills development technologies in the system of professional bachelor’s training of choral conductors, which are an important factor in ensuring future successful professional activity. The essence of the «soft skills» category was interpreted and the main characteristics of soft skills were investigated. It was found that there are three categories of soft skills: cognitive (critical thinking, innovative thinking, problemsolving skills, time management, etc.), social-communicative (communicative skills, communication ethics, group work skills, interpersonal skills, work ethics, etc.), personality attributes and components of emotional intelligence (emotional intelligence, flexibility, optimism, creativity, honesty, motivation, empathy, etc.). The analysis of the Higher Education Standard for the specialty 025 «Musical Art» for the first (bachelor’s level) of higher education was carried out, which defines the entire range of special professional competencies and learning outcomes of future choral conductors. An analysis of the process of formation and development of soft skills in future choral conductors was carried out through the analysis of the educational standard of their specialty. A general overview of the educational components for the «Conducting and choral art» profiling was conducted from the standpoint of ensuring the formation and development of soft skills. An analysis of the educational disciplines of the «Conducting and Choral Art» specialization was carried out, was carried out, which are aimed at the formation and development of differentiated soft skills in future choral conductors. The discipline «Professional music and performance training» was analyzed from the perspective of its opportunities to directly form soft skills of the future choir conductor, which contributes to the formation of communicative competences. It was determined that the most significant in the formation of communicative competences are personal indicators in several plans: creative-executive, social-psychological, communicative, individual-personal, moralpolitical. It was found that the communicative culture of choral conductors during the study of the educational discipline «Professional music and performance training» as an integrative personal education distinguishes the following indicators: according to the conducting-performing criterion, according to the emotional-value criterion, according to the cognitive criterion, according to the behavioral criterion. It was determined that after completing bachelor’s training, future choral conductors should develop soft skills based on the competence approach.

PROJECTS IN COMPUTER LESSONS IN PRIMARY SCHOOL AS A MEANS OF FORMING INFORMATION AND COMMUNICATION COMPETENCES OF YOUNGER SCHOOL STUDENTS

The article deals with the formation of information and communication competence of junior high school students in computer science lessons in elementary school by means of project activities. The author emphasizes that the vocation of educational institutions in our time (including elementary school) consists in the formation of competences in the students of education, which today act as a guarantee of a successful professional and personal life of a person. Also, in the conditions of the rapid development of computer equipment and information technologies, the priority of education development is determined by the introduction of modern information and communication technologies in education, which ensure the improvement of the educational process, the accessibility and effectiveness of education, and the preparation of the young generation for life in the information society. And the most effective means of solving the tasks in our time are projects as an activity for solving various problems. Projects have certain features and significantly increase motivation to study, as they form a reasonable balance between academic knowledge and pragmatic skills. The use of project activities in the educational process makes it possible to comprehensively solve the tasks of education, upbringing and development of the school. The implementation of projects by younger schoolchildren makes it possible to form a personality that better adapts to changing conditions and circumstances, orients itself in various situations, successfully integrates into society, defines and implements its life strategy, is capable of self-organization, self-realization, and creative potential. An important role in solving project problems is played by information technologies, familiarization and assimilation of which takes place in computer science classes in elementary school. The use of information and communication technologies in project activities makes it possible to master new ways of working with alternative sources of knowledge, establish new contacts to expand the sphere of communication. The positive emotions that students receive in project activities using information and communication technologies strengthen their self-confidence, contribute to the development of their cognitive activity, and increase motivation to study school subjects. In this case, the implementation of projects using information and communication technologies should be an integral structural element of the educational process of primary school.

Formation of information and communication competence of a teacher of Russian as a foreign language when teaching philological disciplines

Introduction. One of the key professional competencies of a teacher of Russian as a foreign language is information and communication. From this point of view, it seems significant to study the ways of its formation. Along with academic disciplines, the task of which is to directly involve students in digital pedagogy, philological and methodological disciplines play a huge role in improving the IT culture of the future teacher, allowing students to get acquainted with the methodology of using information and communication technologies in practice. The experience gained can be broadcast by them in their own professional activities. Materials and Methods. In the course of the study, theoretical and empirical research methods were used: analysis, synthesis, generalization, scientific theorization. The key concepts used in the work are «digital pedagogy», «end-to-end technologies», «mobile learning», «information and communication competence». Results. The information and communication competence of a teacher of Russian as a foreign language is understood as a set of systemic scientific knowledge, skills and abilities, which are based on the development of information and communication and end-to-end technologies tools, and the ability to apply them in their professional and pedagogical activities. Philological disciplines of educational programs in the direction of training "Pedagogical education" at the bachelor's and master's level at the Minin Nizhny Novgorod State Pedagogical University (44. 03. 01 "Russian as a foreign language" and 44. 04. 01 "Teaching Russian as a foreign language") contribute to the formation of the ability to work with big data technologies, AR and VR reality, artificial intelligence, wireless and mobile technologies. The result of the formation of professional skills in the use of digital pedagogy technologies was the successfully defended graduation theses of bachelors and masters, presentations at conferences of various levels. Discussion and Conclusions. A teacher of Russian as a foreign language should have information and communication competence, which will allow organizing the learning process using end-to-end technologies, making it student-oriented, mobile. The disciplines of the philological cycle, in which the digital space is also an object of study, will allow students to form an idea of its linguodidactic potential and will provide an opportunity for the creative transformation of the acquired knowledge in their professional activities.

Formation of Rhetorical Competence in University Applicants as a Necessary Factor for Successful Professional Activity

The article covers the issue of formation of rhetorical competence of higher education students: neuropsychological aspect. It is investigated that a university teacher must not only have a thorough knowledge of his subject, but also should have a high level of rhetorical competence. The meaning of the concepts: "competence", "rhetorical competence", "pedagogical rhetoric", "neurolinguistics" is clarified. The contribution of scientists who proposed a neurolinguistic approach in the study of speech disorders has been studied. A review of articles was made by domestic and foreign researchers on the formation of rhetorical competence of higher education seekers through the prism of the neuropsychological aspect. The components of rhetorical activity of students-psychologists are investigated. It is noted that educational training is a powerful tool for the formation of rhetorical competence of higher education students. Some aspects of training by psychologists are highlighted. It is emphasized that psychologists should have a good understanding of neurolinguistic programming. It has been studied that for successful speech behavior a teacher should use both verbal and nonverbal means of communication. It has been found that damage to the left hemisphere of the brain leads to aphasia. Apraxia has been found to be a disorder of the motor analyzer. It has been studied that children with dyslexia have phonological disorders. It has been proven that neurolinguistic knowledge helps teachers to choose strategies for teaching a foreign language to students. The essence of the suggestive technique is clarified. The requirements for a teacher who works on a suggestive method are considered. It is emphasized that the use of the suggestive method in teaching students helps the teacher to eliminate traumatic factors: fear, incommunicability, rigidity. It is proved that the suggestive method is connected with the formation of communicative competence in students.

Professional and Communicative Competence of Physical Education Instructors in Postmodern Education

Communication occupies a key place in the professional activities of physical education instructors, who involve students in physical culture and health activities, create conditions for them to master the experience of such activities through the implementation of health-preserving technologies in the process of student-centered education. The aim of the research is to investigate the psychological and pedagogical peculiarities of professional and communicative competence formation in future physical education instructors in postmodern education. The research involved 32 students; it was conducted in 2019-2021. Questionnaire survey of students was carried out according to the authors’ fact-finding questionnaire, aimed at studying the state of professional and communicative competences formedness in conformity with motivational, cognitive, behavioural, value-based, emotional-volitional criteria. The ascertaining stage of the experiment revealed insufficient level of professional and communicative competences formedness in the students according to the specified criteria. The formative stage of the experiment, which provided the creation of a communication-oriented educational environment for students, revealed an increase in the number of students with high and sufficient levels of professional and communicative competences formedness. An increase in the level of students’ mastering of theoretical knowledge in the field of physical education and sports to form professional and communicative competences during their study of mandatory and optional components of the educational program was also established. A high level of professional and communicative competences and theoretical knowledge of future physical education instructors, formed during their studies at a higher educational institution, will contribute to improving the efficiency of their future professional activities.

The Role of Human Communicative Competence in Post-Industrial Society

The article considers the scientific category of “educational neuroscience” as a promising interdisciplinary field of research that studies relationship between education and the sciences of higher nervous activity. The role of theoretical research in the field of neuroscience for creation of modern distance educational technologies is determined. It is established that use of neuroscience in learning process expands and enhances competency characteristics of higher education students in research, diagnostic and professional activities. The problem of obtaining neuroscientific knowledge by higher education students, which will help provide future specialists with a sufficient communicative level of skills in everyday life and work environment, has been brought up to date. Evaluation of large-scale application of the distance learning system in the process of formation of communicative competencies of higher education students is carried out. The main problems that arise in higher education students and teaching staff when working in the distance learning system are analyzed. Possibilities of application of mobile devices and applications in educational process at a distance form of training are considered. The effectiveness of application of information and communication technologies in the process of formation of communicative competencies in higher education students is clarified. The positive and negative impact, advantages and disadvantages of distance learning for both higher education students and the academic teaching staff of higher education establishments, including in the context of neuroscience, have been identified and generalized.

Formation of Intercultural Communicative Competence of Future Foreign Language Teachers by Means of Interactive Education Technologies

The article reflects the results of a study on intercultural communicative competence formation of future foreign language teachers by means of interactive technologies. The study on the urgent requirements for the foreign language training of future specialists confirms the relevance of the identified problem, which has not been so far the subject of a special pedagogical study. Education technologies that ensure the effective formation of intercultural communicative competence of future foreign language teachers has been determined as a purpose of the article. The study was based on competence-based, student-oriented, intercultural, communicative activity-based and systematic methodological approaches, as well as methods: analysis of pedagogical and methodological sources on the research topic, comparison, induction, deduction, study and generalization of the experience of interactive learning in higher education, as well as the formation of students’ intercultural competence by means of interactive technologies in global and national practice. The article provides the author’s definition of intercultural communicative competence of a foreign language teacher and the structure of the investigated phenomenon. The ideas of scientists and practitioners about the impact of interactive teaching technologies on the foreign language training of future teachers became the basis for determining the author’s position on the essence of interactive technologies and highlighting those interactive technologies that allow future foreign language teachers to form intercultural communicative competence. The following types of interactive technologies are referred to such technologies by the author: CLIL technology, Flipped Classroom technology, case technology, IBLL technology, simulation game technology. In the context of the research problem solving, the expected results in the formation of intercultural communicative competence of future foreign language teachers, their mastery of integrated methods and interactive teaching technologies, which allow students of educational institutions to transfer the skills of effective intercultural interaction, are substantiated. Keywords: foreign language teacher, intercultural communicative competence, CLIL technology, flipped classroom technology, case technology, IBLL technology, simulation game technology

Emotional culture pedagogy – science of education oriented to the training of social competences

The research presents scientific arguments aimed at the pedagogy of emotional culture as a science of education oriented towards the formation of social communication competence which is always stimulated by a show of emotions. The importance of the emotional quotient in personality development is given a much higher value. Emotions ensure survival, decision making, boundary setting, effective, pleasant communication. Emotional culture integrates emotional, communicative qualities and capacities that ensure awareness, acceptance and regulation of both personal and other states and feelings and determines the success of interpersonal interactions and personal development.

THE USE OF CONTENT LANGUAGE-INTEGRATED LEARNING AS THE MAIN MEANS OF FOREIGN LANGUAGE COMMUNICATION SKILLS FORMATION

The article is devoted to the analysis of modern methods of content-language-integrated learning (CLIL). The history of the emergence of this approach is considered, and the principles for the successful introduction of this technique are analyzed. The types of activities during the lessons where this approach to foreign language learning is applied are singled out. The advantages of the integrated training method are indicated, one of which is the formation of communicative competence. The content and organizational approach to the use of this technique is characterized. The authors elaborately substantiate the relevance, expediency and effectiveness of the application of content language-integrated learning of the English language, and also summarize the advantages and disadvantages of its use in English language teaching at a higher educational institution.
 Keywords: CLIL methodology; content language-integrated learning; communicative competence; foreign language learning method; learning technology; future specialists; motivation; learning content; higher educational institution.

EFFICIENCY OF THE METHODS OF FORMING COMMUNICATIVE COMPETENCE IN CHILDREN OF OLDER PRESCHOOL AGE WITH MOTOR ALALIA

The article substantiates the feasibility of using special psychological and pedagogical conditions in the process of forming communicative competence in older preschool children with motor alalia, which provide for the creation of an educational-corrective, speech-communicative space with the help of a specially organized communicative environment. The step-by-step (coordination-diagnostic, correction-motivational and reproductive-communicative) work on the formation of communicative competence in older preschool children with motor alalia is characterized based on the developed methodology, which made it necessary to conduct the formative stage of the experiment. The effectiveness of the author’s methodology, which contributed to the control of communicative and speech development of children, ensuring wide dynamic connections with the environment, and the continuity of the results of the process, was proven. Quantitative and qualitative indicators of the formation of communicative competence in older preschool children with motor alalia are highlighted. The indicators of the formation of communicative competence determine the levels (high, sufficient, average, low) of the formation of the structural components of communicative and speech activity: impressive-active, non-verbal-impressive, expressive-active, non-verbal-expressive, communicative-active, which are subordinate to the goals of forming communicative competence in children with motor alalia. The indicators indicate significant changes in the direction of improvement, which took place under the condition of an integrated approach to the planning of corrective speech tasks and a system of organizational-methodical and corrective speech therapy measures taking into account the components of speech and communicative competence in each speech therapy class. This confirms the effectiveness of the application of the method of forming communicative competence in children of older preschool age with motor alalia.
 Keywords: communicative competence; communicative and speech development; psychological and pedagogical conditions; speech; diagnosis; efficiency of the technique; children with motor alalia; children of older preschool age.

PEDAGOGICAL CONDITIONS FOR THE FORMATION OF INFORMATIONAL-COMMUNICATIVE COMPETENCE OF PRIMARY GRADE PUPILS

The article considers important aspects of the problem of formation of informational-communicative competence of junior students in the context of the requirements of the State Standard of Primary Education (2018) and the Concept "New Ukrainian School" (2016). The concepts of "competence", "information and communication competence", "formation of information and communication competence", "pedagogical conditions for the formation of informational-communicative competence" are analyzed. Based on the analysis of scientific and educational literature on the study of advanced pedagogical experience and the use of positive results of their own pedagogical activities in higher education and in primary schools, the authors determine the pedagogical conditions for informational-communicative competence of primary school students. Particular attention is paid to such conditions as: positive motivation of teachers and cognitive interest of students in information and communication activities; creating an educational and developmental environment in the classroom, at school; teacher's possession of modern technologies and techniques, in particular, games, information and communication and their use in practice; taking into account in the process of studying computer science age and individual characteristics of students; availability of material and technical and information support for students and schools. The National Doctrine of Education Development in Ukraine in the 21st Century defines that the priority of education development is the introduction of modern ICT, which ensure further improvement of the educational process, accessibility and effectiveness of education, preparation of the young generation for life in the information society.

THE USE OF DIDACTIC GAMES IN THE UKRAINIAN LANGUAGE CLASSES UNDER PROFESSIONAL GUIDANCE AS A MEANS OF IMPROVING SPEAKING CULTURE OF FUTURE BACHELORS

The question of the formation of the language personality of a student of higher education and increasing interest in learning has always been the focus of psychological-pedagogical and methodical research and remains extremely relevant to this day. The issue of speech culture, which is formed in classes on educational components of the humanitarian direction, among which the leading role belongs to language disciplines, in particular, classes on the Ukrainian language in a professional direction, is of considerable importance for the implementation of professional activities and for solving organizational issues.The article is devoted to the issue of finding such forms and methods of work in Ukrainian language classes for students of higher education institutions, which would promote the activation of students' educational activities, increase their interest in learning, and improve speech culture. The purpose of the article is to highlight the issue of the use of didactic games in Ukrainian language classes for professional orientation as a means of forming the rhetorical competence of future bachelors and improving the level of their speech culture. The article clarifies the role of interesting exercises in the formation of linguistic, communicative, and rhetorical competence of the student of education, and describes the method of organizing classes using didactic games, which will contribute to the development of non-standard thinking, and creativity of students. Features of the use of didactic games in classes are described and concrete examples are given. The results of the study showed that classes using didactic games contribute to the development of the student's creative personality, improvement of the communicative qualities of his speech, improvement of general culture, formation of moral factors, and indifference to the history and language of his native people. The methodical principles of using didactic games in Ukrainian language classes for professional orientation are scientifically substantiated; the method of using such exercises while working on language material was developed and checked, and the proposed method was checked, which contributes to the students' conscious assimilation of the educational material. It can be implemented in the educational process and used to improve programs and textbooks. Prospects for further research in this field are outlined.

FORMATION OF COMMUNICATIVE COMPETENCE AND COMMUNICATION SKILLS WITH PATIENTS IN FUTURE MEDICAL SPECIALISTS DURING UKRAINIAN LANGUAGE CLASSES IN INSTITUTIONS OF PRE-UNIVERSITY AND HIGHER MEDICAL EDUCATION

The article presents the results of the research dedicated to the issues of formation of communicative competence and communication skills with patients in future medical specialists during Ukrainian language classes in institutions of pre-university and higher medical education. Thus, at the current stage, the problem of formation and development of communicative competence and corresponding skills remains highly topical and urgent considering the necessity to train highly qualified and competitive medical workers that can carry out their duties, as well as professionally communicate with the patients and colleagues without being affected by the majority of negative factors, such as Russian-Ukrainian war, overwhelming stress, limited number of days off/reduced vacation, necessity to work overtime without substantial financial bonuses.
 In order to conduct the experiment, 100 students at Zhytomyr medical institute of Zhytomyr regional council were selected to participate in survey. At the initial stage of the experiment, participants were divided into two groups: control group (CG) and experimental group (EG). Students were offered to answer a serious of questions aimed at accessing their current level of communicative competence formation, as well as their readiness to interact with the patients and colleagues. At the second stage of the experiment, CG underwent specialized training aimed at forming and developing the communicative competence of future medical specialists, which was conducted during the Ukrainian language classes. At the third stage of the experiment, the level of formation of communicative competence and readiness for professional interpersonal interaction of future medical specialists of CG and EG were assessed using a specialized survey and compared in order to identify positive and/or negative impact caused by the training.
 Based on statistical data collected, it was concluded that formation and development of communicative competence and communication skills with patients in future medical specialists during Ukrainian language classes in institutions of pre-university and higher medical education can be directed and optimized in order to greatly enhance the effectiveness of corresponding skills formation.

ФОРМУВАННЯ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ В УМОВАХ МАГІСТРАТУРИ

Modern society is focused on the growth of various types of interpersonal interaction, including speech communication, which leads to increased requirements for the quality of appropriate training of future primary school teachers, i.e. improvement of communicative competence, which will ensure their active professional activity in the future. The need to update the content of this process is related to various aspects of primary school modernization: the transition to the implementation of the Concept of a new Ukrainian school, support for its humanization, child-centered ideas; implementation of the principles of competency-based and person-oriented approaches in the education of younger schoolchildren, etc. In the social aspect, the importance of researching the communicative competence of primary school teachers is determined by the lack of speech and especially rhetorical culture, both professional and general (culture of thinking, speech, communication). In the pedagogical aspect, its development is aimed at the formation of productive, creative thinking and is based on the ethical principles of morality, and therefore is an important component of the formation of a harmonious personality as the greatest value in a democratic society. In the pedagogical activity of a teacher, communication is professionally significant, as it accompanies all types of work, and therefore the communicative skills of students of the second (master's) level of higher education are determined by the educational and professional program «Initial Education» of the Berdyansk State Pedagogical University: «To communicate in academic Ukrainian in oral and written forms, use communicative strategies, form students' ability for mutual understanding, interpersonal interaction». As evidenced by the results of the initial survey (according to M. Schneider) to identify professional and personal needs in the formation of communicative competence of future primary school teachers, in general, they respond favorably to the methods and techniques that were used in the classes on «Fundamentals of scientific communication and academic culture». At the same time, it was noted that the greatest difficulties for the master's students were caused by exercises of a practice-oriented nature regarding the prediction of the effectiveness of one's own communicative activity and the analysis of pedagogical speech, as well as the determination of ways of its continuous improvement. Key words: communicative competence, future primary school teachers, communicative competence of primary school teachers, communicative activity of primary school teachers.

THE NEWEST TYPE OF UKRAINIAN-POLISH PHRASEBOOKS (Review of the phrasebook: Katarzyna Jakubowska-Krawczyk, Svitlana Romaniuk, Marta Zambrzycka. Szkolne rozmówki ukraińsko-polskie. Materiał pomocniczy dla nauczycieli nieznających jezyka ukraińskiego, którzy pracuja z uczniami z Ukrainy. Warszawa, 2022).

Phrasebooks is an interesting genre, which is characterized by a significant prevalence in various languages. Despite the fact that phrasebooks are quite popular in the modern world, there is still no consensus on the exact definition of the phrasebook genre. It is interpreted as a phrasebook, a dictionary, a study guide, a reference publication. Modern classifications of lexicographic sources do not always mention phrasebooks as a separate type of dictionary. The only thing that unites the examples of this genre is that phrasebooks appear as a reaction to an extralinguistic situation and serve to facilitate communication in a foreign language environment. After the beginning of the Russian-Ukrainian war, we have observed the appearance of different materials on the Internet (lists of words on a separate topic) and phrasebooks for various categories of Ukrainians who were abroad. At the same time, we can state that such phrases are also created for those social groups who take care of Ukrainian refugees abroad in their everyday life or professionally, for example, for volunteers, doctors, people who have accepted refugees into their homes. The article describes the structure, content, construction of a new type of Ukrainian-Polish phrasebook - a phrasebook for teachers who teach Ukrainian children in Poland during the Russian-Ukrainian war. Attention is drawn to the micro- and macrostructure of the phrasebook. The presence of new topics of conversation with regard to the psychological adaptation of a child in a foreign-speaking team is noted. The principles of arranging language material at the phonetic, lexical and grammatical levels are analyzed. The strategy of formation of communicative competence is described. Remarks were expressed regarding a) the Ukrainian language norms; b) methodical principles of laying out the material. Key words: phrasebook, lexical competence, communicative competence, situational approach, situation, types of speech activity.

THE FORMATION OF A FOREIGN-LANGUAGE COMPETENCE IN READING BY MEANS OF GERMAN CLASSICS` AUTHENTIC TEXTS

The article deals with the methodology of developing foreign language competence in reading on the basis of the authentic text of the classic German literature author. Three Comrades, a novel by E.M. Remarque, is considered a classic of world literature, as it touches upon important topics universal for all generations - human relationships, friendship and love. We have processed 385 pages of the authentic novel with 28 chapters and a total number of 199430 units of word usage, and analyzed the findings of domestic and foreign experts on methods of forming foreign language competence in reading. To meet the objectives, the main stages of the incremental formation of communicative competence in reading were identified, interactive techniques were proposed together with a subsystem of exercises and tasks for each of the stages. When developing practical exercises and tasks for the work at the first stage, it was found that the use of such tools as the interactive method of clusters, direct replacement of words, mnemonic methods and didactic-methodological principle of personalization, has a positive effect on the removal of difficulties of linguistic and semantic nature and enables the beginning of successful work with the text. The article presents different types of reading and shows that introductory home reading is optimal for reading authentic literature. In practice, it has been found that the method of heuristic conversation is the main technique for the development of students' communication at the third stage; the auxiliary methods are the research method, analysis of stories and situations, mental map and analysis of the protagonists. It is proved that the most efficient methods for the development of foreign language competence in reading are dramatization of what has been read, and the method of express debate, which has a positive effect on the development of critical thinking, fluency and stating one's opinion. Validity of the obtained results is confirmed by statistically significant results by calculating the chi-square criterion and the mutual conjugation coefficient. The efficiency of the proposed methods and subsystem of exercises contributes to overcoming the language barrier, enriching the vocabulary, the ability to express one' own opinion and allows using textual information in various situations in life.

Formation of communicative and compensatory competence of students of the basic school within the framework of horizontal-facilitary interaction

Introduction. In connection with the development of integration and globalization processes in many spheres of human life, the problem of expanding interstate and interpersonal contacts becomes relevant. These circumstances are also extrapolated to the plane of the education system, where there is currently a change in the traditional knowledge paradigm of competence. At the same time, the image of the modern student is also changing. Today, young people are in demand who can freely enter into contacts, communicate with representatives of other cultures, while being aware of their cultural identity. This problem is mega-relevant for primary school students, since they have much less resources to overcome emerging difficulties than older schoolchildren and students, which they could use to overcome communication barriers that arise under the influence of age-related changes due to mental instability, lack of lexical and ethnocultural knowledge, dominant offline pressure of social networks and other provocative communication factors. The listed difficulties of communication in both native and foreign languages contribute to the formation of risk factors for reducing the educational motivation of students and affect academic success in general. Therefore, it is objectively necessary to talk about the formation of communicative-compensatory competence among students of the basic school, which contributes to the implementation of strategic moves leading to a successful and constructive dialogue with any communication partner, and about finding ways to intensify this process.Materials and Methods. The goal was achieved using such methods of scientific and pedagogical research as analysis of thematic literature, comparative and system analysis, expert survey, questioning, conducting experiments, and the author's own observations.Results. The author's interpretations of such leading categories of research as communicative-compensatory competence are given, considered in a two-vector perspective - communicative and compensatory; horizontally facilitative interaction between the teacher and students. The authors of the article analyzed the feasibility of implementing this interaction for the formation of the studied competence and empirically proved the effectiveness of its functioning. The main form of horizontal-facilitative interaction is the cooperation of a teacher and students, built on democratic principles, focused on a common result, which is equally understood by all participants in communicative interaction. The formation of communicative-compensatory competence is impossible within the framework of the classical model of the educational process, where the teacher occupies a dominant or frontal position. In the process of experimental work on the formation of the communicative and compensatory competence of general school students, within the framework of horizontal facilitation interaction, such innovative methods and techniques as the flipped class model were used in the Tolles Diktat linguistic dictation project, participation in an online forum, creation comics, approbation of a linguistic twister; acquaintance with compensatory strategies through the implementation of the project "Compensatory Dictionary"; performing trainings to consolidate linguistic memory and update vocabulary in the form of animated situational role-playing games, Memory, literary correlation analysis, etc. The results of experimental work and their analysis testify to the effectiveness of the implementation of horizontal-facilitative interaction between the teacher and students of the general school in terms of the formation of the studied competence.Discussion and Conclusions. An analysis of the concept of “communicative-compensatory competence”, the features of the process of its formation allows us to conclude the following: the functioning of the horizontally facilitative interaction between the teacher and students ensures the effective formation of the studied competence. The next step we see is the development of a program of pedagogical support for the process of formation of the studied competence of high school students.

FORMATION OF COMMUNICATIVE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN MODERN CONDITIONS

The article highlights the process of the formation of communicative competence of future primary school teachers in modern conditions. It was established that the problem of revealing the essence of communicative competence is based on an interdisciplinary space, as it includes pedagogical aspects, linguistic, psychological and methodical (communicative qualities of language, literary norm, text, communication, language activity, types of language activity, motives of language activity, and language ethics). The scientific literature was analyzed, the communication of applicants and teachers was observed in various situations, on the basis of which it was established that the professional training of the future teacher in the direction of communicative culture is insufficient and the reserves available in higher education institutions for this are not fully used; a significant part of students during the period of pedagogical practices experience serious difficulties in managing the educational activities of students in the mode of explanatory-reproductive, problem-based, developmental and other types of learning and in organizing the corresponding types of communication training. The understanding of communicative competence as a complex personal characteristic containing communicative abilities and skills, psychological and pedagogical knowledge, personality properties, psychological states in communication with people is revealed. It has been proven that communicative competence is not reduced either to pedagogical abilities or to an ensemble of personal traits, since the teacher’s interpretation turns out to be one-sided. Two interrelated and interdependent levels of communicative competence are distinguished: the first level determines the manifestation of communicative competence in communication, communicative behavior of a person, the second includes communicative values, the orientation and specificity of the teacher’s motivation, his need for communication and includes communication skills and abilities, as well as psychological-pedagogical knowledge. It has been established that the basis of communicative competence is the communicative core of the personality, which is manifested through communicative abilities, and they, in turn, through the formed communicative skills. Four interrelated components of the communicative competence of the future primary school teacher are distinguished: basic, content, operational, reflective. It is proposed to shift the emphasis from scientific subject training to communicative training, since the implementation of the idea of communicative dominance should contribute to increasing the effectiveness of the process of forming the communicative competence of the future primary school teacher.
 Keywords: formation; communicative competence; future teachers; elementary school; communicative core; preparation; communicative qualities; communication; language activity.

“FILM CLUB” AS THE INTERACTIVE TECHNOLOGY IN PRE-SERVICE ENGLISH TEACHERS TRAINING

The article focuses on the theoretical substantiation of using the “film club” interactive technology as a relevant and effective tool for interactive learning in pre-service English teachers’ training. The aim of the presented study is to define the term interactive learning, provide its characteristics, ground the importance of the usage and suggest selection criteria of authentic videos in the integrated formation of professional foreign language communicative and methodological competencies of pre-service English teachers. It also outlines the stages of working with fragments of authentic videos within the implementation of the subsystem of exercises for the “film club” interactive technology. The article suggests practical advice on the implementation of the “movie club” interactive technology for the formation of foreign language communicative, professional communicative and professional and methodological competencies of pre-service English teachers at the “English Teacher’s Film Club” training session. It also provides an illustrative set of exercises for pre-service English teachers on the topic “In the World of Music” (Year 3 – Year 4) on the material of the film “The Bohemian Rhapsody”.

FORMATION OF SPEECH COMPETENCE OF HIGH SCHOOL STUDENTS IN NON-FORMAL EDUCATION

In the conditions of tendencies of development of education requirements to pupils of senior classes increase every year. Today, the study of foreign languages is an acute issue. Since high school students do not yet have a specific profile, teachers need to pay attention to the formation of foreign language communicative competence in the context of pre-professional education. This creates certain requirements for choosing the topic of lessons and methods of conducting them. The right combination of topics and methods will allow high school students to develop not only skills in foreign languages, but also to promote the disclosure of their personal natural talents, interest in studying certain issues. Therefore, based on this, the formation of monologue and dialogic speech in students is a topical issue. Based on the study, it can be argued that monologue and dialogic speech are key competencies for the formation of foreign language communicative competence in terms of pre-professional education. By developing such competencies, high school students form socio-cultural competencies in parallel, because foreign language lessons combine several cultures and many patterns of behavior. Since such training is conducted in non-formal education, it is possible to form a number of competencies in various fields by modeling them in foreign language lessons.