Foreign Communicative Competence Research Articles

Foreign communicative competence and its development on the example of a speech simulator

The article defines the effectiveness of using speech simulators in the development of foreign communicative competence, because of one of the tasks of pedagogical universities in Kazakhstan. The speech simulators are used for the initial level of knowledge of the student and the thematic focus of the topic being studied. This helps to delve deeper into the professional sphere and develop the necessary skills for future specialists who can teach their subject in a foreign language. Foreign communicative competence is developed through the use of speech simulators and the correct approach to them. It forms a model of the student's speech behavior, accumulating language and speech experience. A communicative approach to learning a foreign language is implemented through a speech simulator, where the main focus is on the student’s ability to speak fluently and correctly. A three-stage experiment confirmed that speech simulators contribute to the development of foreign communicative competence with a constant and correct approach to their use. The control test based on the descriptive rubric determined the foreign communicative competence, then the students used speech simulators, and the final test showed the effectiveness of using speech simulators. The table and graph show the students’ results.

Communication models in a foreign language in relation to cognitive style category width and power distance.

Understanding how category width of cognitive style and power distance impact language use in cultures is crucial for improving cross-cultural communication. We attempt to reveal how English foreign language students, affected by high-context culture, communicate in English as a foreign language. What models of foreign communicative competence do they create? We applied association rule analysis to find out how the category width of cognitive style affects the foreign communication competence in relation to culture and language. The requester tends to be more formal and transfers conventional norms of the culture of the mother tongue into English, which mainly affects the use of alerters and external modifications of the head act of request. A broad categorizer, regardless of social distance, prefers to formulate the request in a conditional over the present tense form, contrary to narrow categorizers who, in a situation of social proximity, prefer the request form in the present tense. A similar finding was shown in the case of external modifications of the head act, where we observed the inversion between broad and narrow categorizers, mainly in the use of minimizers and mitigating devices.

АВТЕНТИЧНИЙ ПОЕТИЧНИЙ ТЕКСТ ЯК ОБ’ЄКТ КУЛЬТУРИ ТА ІНШОМОВНОЇ ЛІНГВОДИДАКТИКИ

Authentic poetic text as an object of foreign linguistic didactics is investigated in the article. Formation of linguo-socio-cultural competence as a constituent part of communicative competence of a philology student from the point of view of culture text study is analyzed. Attention is focused on the fact that “informative condensation” and “hyper-semanticism” as well as conceptuality, emotionality, imagery, rhythm and euphony cause inexhaustible esthetic, cognitive, communicative, personally-valuable, mnemonic, educational and training opportunities of authentic poetic text. The main object of poetry – depiction of a person; his inner world, his thoughts about the surrounding world and life in it, his attitude to other people, the nature and society; emotions, feelings and unrest of human’s soul. Depicting events and phenomena of everyday life of a person, raising his psychological, ethical, esthetical, ideological, philosophical, spiritual and other issues, expressing attitude to them of a poet as a thinker and humanist, poetry in such a way, firstly, demonstrates solution of these issues, and secondly, performs its cognitive-informational function. Is serves to enrich socio-cultural experience of a person, his spiritual, moral and intellectual improvement. Communicative, axiological, cognitive, informational, culture-bearing, meaningful functions of poetic text are characterized. Efficiency of application of foreign literature and poetry masterpieces while forming foreign communicative competence in philology students at the advanced level of study is proved.

Didactic strategies for the formation of master’s level students’ foreign communicative competence in the context of European integration

Didactic strategies for the formation of master’s level students’ foreign communicative competence in the context of European integration

Practice and prospects of seafarer simulation training in foreign communication competence

The STCW Convention primary points out the required competencies of seafarers. The high level of their technological and technical training and capabilities is known to be among the most important ones. Due to the high speed of technological progress, it means the necessity to develop the professional abilities, knowledge and skills constantly and not to lose from the view the important perspectives. Analyzing educational experience, the article proves that the effectiveness of simulators, used for seafarer training, in developing foreign language competences is increased if special simulation training scenarios are provided whereby many soft and hard factors must be taken into account including the principals of the Ecological Education. As Augmented Reality Gadgets are known to be prospectively implemented into the ship’s navigation, questions about their effectiveness, discussed and searched with questionnaire among seafarers and cadets of Maritime University, are valuable from different points of view including simulation training scenarios designing. The survey showed that not all influencing from the practical point of view, perspectives for the introduction of AR technologies are considered to be positive, desirable and valuable. The article points out the necessity to take into account all of them especially at the stage of equipment elaboration and simulation development. The Ecological Augmented Reality attitude should and is able to be an important instrument at stages of design development and implementation. We are sure that the being developed AR “tools” should be based not only on the principles of an Ecological Psychology, but Ecological Education as well which may contribute to higher levels of performance and adaptation to the user’s perceptual abilities and environmental motivation.

PECULIARITIES OF TEACHING A FOREIGN LANGUAGE OF PROFESSIONAL ORIENTATION FOR STUDENTS OF NON-LANGUAGE SPECIALTIES

The article considers the peculiarities of teaching a foreign language for professionals in non-language specialties. It is determined that in order to improve the quality of domestic education, one of the leading tasks of professional training of students is the formation of a competitive specialist, in particular, the formation of his foreign communicative competence. The process of learning a foreign language for students of non-language specialties is considered. It is noted that it has specific features and characteristics, namely: a certain lexical base, professional terminology, business correspondence, selection of communicative tasks, reading texts and listening tasks, based on the professional activities of students. It is proved that the effectiveness of foreign language teaching can be achieved if students are included in the process of active independent and creative learning activities. Students must be able to interact in accordance with their internal goals and needs, maintain their individuality, make responsible decisions. It is also important to give them a wide choice of different activities, from which they can choose the one closest to their abilities and talents. It is determined that the most productive and relevant methods of teaching a foreign language for professionals in non-language specialties are more communicative and problematic methods. It is proved that it is necessary to use those forms and methods of teaching a foreign language that most enhance communicative and cognitive activities.

AUTHENTIC MATERIALS IN FRENCH LANGUAGE LEARNING AS A PRACTICE OF INTERCULTURAL COMMUNICATION

The theoretical aspects of the use of authentic materials in the study of foreign languages are mainly focused on the problem of forming the language and speech competence of the methodological provision of separate components of intercultural students' education. However, the context of intercultural communication actualises the question of the functional filling of authentic educational materials for the implementation of linguocultural and socio-cultural aspects in the study of a foreign language. The purpose of the article is to study the effectiveness of authentic educational materials in the formation of foreign communicative competence, which has a complex structure and acts as interaction and interpenetration of linguistic, sociocultural and communicative competences, the level of formation of which allows a student or a future specialist to effectively implement a foreign language, and, therefore, interlingual, intercultural and interpersonal communication. The study uses a wide range of theoretical methods, including discursive analysis, intercultural studies, pragmatic and sociolinguistics approaches, systematisation of scientific research that studies this issue, as well as a survey method, including observation, conversion analysis and a statistical method during the calculation of results. The effectiveness of authentic materials such as authentic textbooks, written and oral texts from the media, video and audio materials, and the advantages of the IT network in the teaching of the French language have been analysed. It has been found that authentic materials in the teaching of Frenchlanguage promote the implementation of intercultural communication

Raising the Level of Students' Foreign Communicative Competence in the Field of International Relations on the Material of Ted Talk

The specific of the communicative approach is highlighted and its influence on the professional communicative competence of international relations students. The results of the research are described, and it is proved the effectiveness of communicative techniques, improving the level of foreign communicative competence of the students of international relations based on TED talk materials. It is mentioned that the formation of a professional communicative preparation was provided on the different stages of the professional communicative competence approbation of students of international relations. The TED talk video is created from TED presentation (technology, entertainment, design) conferences or important events which took place in the world. TED talks are mostly limited till 18 minutes but there are exceptions. TEDx website's explanation of selection criteria: TED looks for engaging, charismatic speakers whose talks expose new ideas that are supported by concrete evidence and are relevant to a broad, international audience. The first TED conference was in 1984; the conference has been held annually since 1990. Over the years, presenters of TED talks have included Al Gore, Bill Clinton, Bill Gates, Bono, Jane Goodall, Malcolm Gladwell, Gordon Brown, Richard Dawkins Mike Rowe, Larry Page, Sergey Brin and Vint Cerf. So, the intensive communicative approach in teaching English is of great value and has great retrospect into the future, which allows the real and natural communicative process and approaching to the foreign communicative environment on condition of realization the system of communicative preparation by means of audiovisual resources in educational process, creating the authentic atmosphere.

ПРОГРЕСИВНІ МЕТОДИКИ ВИКЛАДАННЯ ІНОЗЕМНОЇ МОВИ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ ІЗ ЗАСТОСУВАННЯМ СУЧАСНИХ ТЕХНОЛОГІЙ

Purpose. In recent years, the scope of knowledge in the field of science and technology has dramatically increased, and human’s ability to adapt to new knowledge in science and technology has also increased. So, there is an immense need for innovative and creative minds to explore unknown and unrevealed areas of different fields. To cope up with the modern world and the knowledge-driven era of technology, adopting modern ways are the only means to survive. The relevance of this study is that in Ukraine, foreign language education acquires a special status, which is argued by the fact that language creates an effective basis for international and intercultural understanding. However, the problem of implementing intercultural foreign language education in higher education institutions needs further comprehensive analysis and solution. Therefore, the aim of our study was to analyze such innovative technologies as: training and information and computer technologies, active learning methods and personality-oriented technologies in the process of teaching a foreign language in higher education institutions of Ukraine. Methodology. In the frame of organizing research, we optimally combined a set of methods, taking care that such a combination provides a compre- hensive information about the development of foreign communicative competence of future specialists. The methods that were used had to ensure the simultaneous study of activities, communication and awareness of the students. The variety of methods that were applied in the ongoing pedagogical research can be classified into empirical research methods as well as theoretical methods. Results. During the pedagogical investigation we have come up to the findings that there are some sufficient modern methodic active introduction of which will increase the educational outcomes of the foreign language competence of modern students. So, we have witnessed that the usage of trainings, digital tech- nologies, active methods along with individual-oriented methodic during foreign language teaching are likely to provide a set of studying benefits for modern students. Originality. For the first time, we have conducted the research of meth- ods with our author real-life examples in English suitable for every foreign technology. Practical value. We have creat- ed step by step the logical strategy of modern methods application in the educational process of shaping foreign com- municative competence necessary for future specialists in global virtual environment. We believe that modern methodic gives a vast scenario which encourages learners to study profoundly and study to satisfy their curiosity.

Club-based format of teaching Russian as foreign language to Chinese students

The study deals with the issue of applying the communicative club format for organizing leisure, educational, and cultural activities for foreign students interested in the Russian language. The authors describe the structural and content model of the Almaz Russian-language Russian-Chinese communication club created based on centers for the Russian language, literature, and culture at the Ammosov North-Eastern Federal University. The model includes target, technological, and content components and implementation mechanisms. The authors conclude that interactive technologies of leisure show great potential for developing foreign students' communicative competence and creative abilities and enriching the individual with knowledge about the traditional culture of peoples inhabiting the multicultural territory of Russia.

FORMATION OF FOREIGN LANGUAGE WRITTEN SPEECH COMPETENCE BY COLLEGE STUDENTS WITH ELECTRONIC DIDACTIC TOOLS

The article considers audiovisual technologies (AT) for written speech training in second language acquisition. The aim is to form and to develop written speech competence that includes different skills, abilities and knowledge of grammar and vocabulary, skills in reading, writing, audition. The research provides some ideas of the students’ perception of AT such as the Internet, podcasts, blogs, video conferences, special mobile applications in the education process. The functional features of a video film in the training process and four stages of audiovisual education technology are described. To present the process of training, the pedagogical algorithms based on the structure of the knowledge acquisition process are developed according to the aims of viewing. The stages of AT realization (previewing, presen­tation, after-viewing, and actualization) are considered. An educational interven­tion using AT is developed and we investigate the effectiveness of audiovisual technology as a teaching method and the degree of knowledge acquisition of the language content proposed to students. To estimate the written speech competence level, we used the calculation of knowledge acquisition factor of training material. A significant improvement was observed in the acquired knowledge of written speech training and AT were perceived to be effective in teaching German as a second language. Thus, the Internet teaching resources can contribute to the formation and development of the following competencies for students: foreign communicative competence, including linguistic, sociocultural, educational and cognitive components; communicative-cognitive abilities to search and select, generalize, classify, analyze and synthesize the information received; communicative skills to present and discuss the results of work with Internet resources; the ability to use Internet resources for acquaintance with the cultural and historical heritage of various countries and peoples; the ability to use resources to meet their information and educational interests and needs. Foreign language training based on AT positively influences students’ performance and should play a leading role in the effective communicative competence formation and development.

Use of educational strategies in the process of independent work of students of nonlinguistic specialties

The article presents an analysis of the problem of using educational strategies in the context of organizing effective independent work of students of non-linguistic specialties. Different approaches to the formation and use of learning strategies in the process of forming foreign language competence are considered. Taking into account the theoretical achievements of scientists and the results of their own practical experience, it is established that the formation of foreign language competence in the process of independent work is aimed at implementing personality-oriented learning strategies that create conditions for independent management of cognitive process and creative abilities. The main attention is paid to solving the problem of using educational strategies in the process of forming foreign language competence, creating a management system for independent work of students. The purpose of this article is to highlight the features of the use of educational strategies in the process of independent work of students of non-linguistic specialties. It is determined that the structure of independent work in foreign language teaching consists of motivational and executive components. It was found that the acquisition of foreign communicative competence by students is an important prerequisite for the success of their future activities as professionals who are able to improve their professional level in the process of independent activity. The article considers the theoretical foundations of the use of different learning strategies in the process of independent work of students of non-linguistic specialties. When developing competence in a foreign language, it is necessary to use problem-solving and design technologies.

Research on the cultivation of College Students’ intercultural communicative competence based on the technology of multimedia immersion in 5G Era

One belt, one road initiative, China needs comprehensive talents with international vision, international working background, international finance and international economic management. In order to improve college students’ intercultural communicative competence, China attaches importance to foreign cultural exchange and comprehensively improves the cultivation of foreign communicative competence. Students’ awareness of cross-cultural communication is weak and their communicative competence is lacking. In addition to enriching students’ cross-cultural communication ability, it is urgent to cultivate students’ comprehensive language competence. The rapid changes and development of economic globalization and information technology have promoted the frequent communication between different cultures. Such a development trend also puts forward higher requirements for the talent training of university teaching at this stage. The teaching of each university pays more attention to the application ability of language knowledge and the ability of international communication and communication in the future work and social communication. In the actual teaching process, due to the lack of practical communicative situations, most of the teaching still stay in the aspects of historical and cultural background, mode of thinking, pragmatic principles, values and social norms of different nationalities, and there are few opportunities to experience the coding and decoding in actual communication, and the related obstacles and misunderstandings in the process are even more difficult to understand. Therefore, cross-cultural practice should be placed on the same important position as the cognition of language and culture knowledge. Combined with the rapid development of network information technology, the creation of optimized teaching and practice integration paradigm has become the research and development trend of cultivating cross-cultural communication ability in today’s information society.

The problem of assessment of foreign communicative competence formation in a non-specialized educational organization revisited

Introduction. The problem of adequate and comprehensive assessment of the level of formation of communicative competence in a foreign language, taking into account all its constituent components, remains relevant, despite the fact that the competence-based approach has long been established in the educational process in the higher education system as the main one. In this regard, we turned to the issue of developing a matrix that combines a complex of aspects for assessing the level of English proficiency by students of non-specialized educational organizations. Materials and methods. In the course of the research, general scientific methods were used, such as analysis, synthesis, generalization, as well as methods of empirical knowledge such as a questionnaire and statistical analysis. The study involved respondents among the teaching staff, representing three educational organizations of the city of Oryol, namely Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov, Oryol State University named after I.S. Turgenev, as well as Oryol State University of Economics and Trade. The total number of teachers who took part in the questionnaire was 80 people. The second category of respondents was represented by 320 students. The target group included cadets and trainees of Orel Law Institute of the Ministry of the Interior of Russia named after V.V. Lukyanov (180 people). The control group was represented by students from civil educational organizations (140 people). The total number of respondents who took part in the questionnaire having worked with the proposed grading scale tallied 400 people. Research results. The proposed assessment scale encompasses the criteria for different types of speech activity with the attention paid to the types of tasks and the components of communicative competence. Hence the descriptors according to which the tasks are assessed are differentiated according to the receptive or productive types of speech activity and the level of subordinate competences required for performing the task. Gleaned from the opinions of the respondents, those aspects were identified that require improvement, namely Writing (37% of the respondents’ answers) and Speaking (31% of the respondents’ answers) were pinpointed as the types of speech activity requiring circumstantiation. The assessment criteria for Reading were incontestably acknowledged as feasible, which can be explained by the relative familiarity of the reading formats. As directions for improving the quality of assessment using the rating scale, respondents noted the addition of variability to the list of assessment parameters (20% of the responses), an expansion of the range of control forms (18% of responses), as well as the need to simultaneously introduce new assessment parameters and expand the range of control forms (20% of responses). Сonclusion. The results of the study are of practical value, since they offer a template for assessing the progress of students in mastering the English language, primarily taking into account the specifics of the forms of teaching English in educational institutions of the Ministry of the Interior of Russia. In the future, this study will contribute to the creation of a multi-faceted assessment system for the level of formation of communicative competence.

Development Of Journalists' Professional English Communicative Competence Using Mass Media

Fluency in a foreign language, professional knowledge, skills, and abilities is becoming the essential qualities of modern journalists. This paper discusses the notion of English professional communicative competence of future journalists. The purpose of the research is to analyze the components of professional, and foreign communicative competence of future journalists. Also, it aims to determine the role of mass media developing professional English communicative competence. The process of research data is based on the developed technology of using mass media products in English classes. It proved the effectiveness of printed, audio-visual, audio, and electronic materials. According to this technology, levels of professional English communicative competence consisted of high, sufficient, average, and low. Experimental work confirms the significance and effectiveness of applied technology in achieving a high level of the research question. Obtained data proved that using mass media materials as learning tools made journalism education flexible, dynamic, exciting, and productive. It was more effective and provided better results in comparison with the traditional ones. The problem of using mass media in professional English communicative competence of journalists, subject matter specificity, and criteria for choosing media texts, forms, and training methods need further studies.

FOREIGN COMMUNICATIVE COMPETENCE AS A FACTOR OF PERSONAL DEVELOPMENT

Life in Ukraine has provided people with diversity and possibility in communication with the corresponding increase in intercultural communication. Therefore, foreign language teaching and learning at the universities should not only be instrumental, but it should set a new goal to train students with intercultural communicative competence to meet the needs of our globalized world. The article deals with the role of foreign language communicative competence and the problem of forming foreign language skills in communication that influence on the development of the person in the process of education in higher education institutions. Communicative competence means having ‘a competence to communicate’. The aim of the article is to investigate the level of foreign language communicative competence of the individuals and its impact on personality development. We used such research methods as observation, interview and questionnaire, analysis of the results of communication and teaching of students in a foreign language, the author’s method of determining the level of foreign language mastering, the expert assessments method. The results of our study determined that communicative competence implies the appropriate skills, the formation of which is a prerequisite for learning a foreign language in the educational environment. The results of the experiment allowed us to establish the psychological specificity of the process of mastering a foreign communication. The communicative competence is considered as a factor of personal development in the process of effective mastering of foreign languages. The foreign communicative competence is a recent notion and there is no clear consensus about what it is. Sometimes this term is referred to as global competence, international competence, multicultural competence and so forth.

СОЦІАЛЬНО-ПСИХОЛОГІЧНІ АСПЕКТИ РОЗВИТКУ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНЬОГО ПЕРЕКЛАДАЧА

У статті йдеться про сутність іншомовної комунікативної компетентності перекладача, її структуру та можливості формування в процесі навчання іноземної мови і теорії та практики перекладу. Розглядаються основні психологічні аспекти розвитку вторинної мовної особистості, яка готова до здійснення міжмовної та міжкультурної комунікації. Описані психологічні механізми розвитку іншомовної комунікативної компетентності майбутнього фахівця – ситуативні очікування, взаємопідтримка, згуртованість групи, наслідування тощо. Зазначається, що соціально-психологічні механізми діють у ситуаціях групової роботи, ефективність яких заснована на принципах інтерсуб’єктивності, екстеріоризації, інтеріоризації, міжособистісного научіння.

The foreign-language communicative competence grounds of master course students

The urgency of the problem raised in the article is explained by the increasing demand for qualified specialists who have a good command of a foreign language. The process of modernization of the higher education system in Ukraine under conditions of its intensive development of socio-economic cooperation with other countries causes the actualization of the problems related to the quality of education, which implies the ability of future professionals to perform professional activities in the foreign language environment. Therefore, the training of master course students in foreign languages has become one of the important goals of the modern high school. The relevance of the paper is connected with the modern necessity to master university students’ skills to meet their communicative needs by means of a foreign language in order to compete in the global market. Our period of worldwide globalization has created the vital necessity in master course students who need to present profound skills and abilities in all foreign language activities, such as: listening, speaking, reading and writing. Modern higher education has to comply with new methods, approaches, assessment tools that cater to the English communicative goals of students. Taking into consideration the rate of modern foreign language learning actuality and necessity, we have conducted a scientific research which comprised three parts that dwelled on fulfilling the main purposes as well as the tasks of the survey: the first part dealt with the description of the term “communicative competence” and its components; the second part of the paper was dedicated to figuring out peculiarities of the foreign communicative competence; then the third part of the paper was grounded on the description of the most common set of activities that can be implemented in the contemporary educational process in the framework of higher education. Thus, the research findings have been claimed that the biggest advantages of the communicative foreign language teaching methodology are connected with: its appropriateness in finding the teaching materials as well as providing master course students with active language-based activities according to various forms of tasks given by a university teacher.

СПЕЦИФІКА ПРОФЕСІЙНОЇ ПІДГОТОВКИ МАЙБУТНІХ ОФІЦЕРІВ-ПРИКОРДОННИКІВ ДО ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ В КРАЇНАХ ЄВРОПИ

В статті представлено результати аналізу наукових поглядів щодо специфіки професійної підготовки майбутніх офіцерів-прикордонників в цілому та до іншомовної комунікативної компетентності в країнах Європи зокрема. Досліджується проблема уніфікації підготовки фахівців з охорони кордону на основі європейського досвіду з метою подальшого використання передових ідей для модернізації системи професійної підготовки персоналу Державної прикордонної служби України. Автором здійснено аналіз використання цього досвіду з метою подальшого впровадження в систему професійної підготовки персоналу Державної прикордонної служби України. Проаналізовано Болонський і Копенгагенський процеси професійної підготовки спеціалістів, визначено єдині стратегічні пріоритети: забезпечення якості освіти, працевлаштування, визнання навчання та мобільності.
 Відповідно до проведеного аналізу нормативно-правових актів, у яких містяться вимоги до рівня професійної готовності офіцерського складу Державної прикордонної служби України, автором узагальнено, що офіцер-прикордонник повинен ефективно взаємодіяти в інтересах охорони кордону з представниками прикордонної охорони суміжних держав, правоохоронних органів України, органів самоврядування, володіти стратегією і тактикою ділової бесіди та публічного виступу, дотримуватись норм службової етики, психології та культури спілкування, знати і вміти застосовувати на практиці комунікативні методи та прийоми управлінського впливу.
 Автором було вивчено чотири основні структури базової підготовки співробітників прикордонних служб (держави, де прикордонники проходять аналогічну підготовку, що й співробітники поліції; держави, де прикордонники спочатку проходять поліцейську підготовку, а потім також спеціальну підготовку щодо охорони кордону як додаткову частину до базового навчального курсу; держави, де співробітники поліції й прикордонної служби проходять підготовку окремо; держави, де використовується інший вид підготовки, наприклад підготовка співробітників служби імміграції).

НАВЧАННЯ АНГЛІЙСЬКОЇ МОВИ СТУДЕНТІВ РЕСТОРАННО-ГОТЕЛЬНОЇ СПРАВИ

The article analyzes the modern communicative, interactive and cognitive approaches to teaching a professionally-oriented foreign language at higher educational establishments. The necessity of development of language abilities of students to form a professional foreign communicative competence of future professionals has been proved in the hospitality and restaurant industry. Different approaches to the definition of the interactive teaching have been investigated in the article. On the one hand, interactive teaching is defined as a dialogue learning. Since interactive means the ability to interact or to be in the conversation regime. Interactive teaching is considered firstly as the interaction between the teacher and the student. It has been revealed the peculiar value of the interactive teaching in student’s learning how to work in the team effectively. The article emphasizes that under th conditions of the European Union, it is becoming more important to provide the students with a high level of the students’ awareness, applying with this purpose not only the traditional teaching methods. Applying new effective methods in teaching English to prepare the future specialists in the field of Hospitality and Restaurant Business has become extremely not only important but rather desireable. Among progress methods in the modern academic process, a lot of attention is paid to the interactive methods, bases on the persona-oriented approach to the student, aimed at the development of the creative student’s potential and the ability to think creatively and to respond quickly, improving the communicative skills as well. The article postulates the thought that the interactive methods as the interaction of the teacher and the student in the process of communication and learning solve linguistic and communicative tasks. The article also represents various types of language and communicative competences. The issue of the development of language and communicative competence remains important during the entire academic process as the essential component of the professional training of future specialists in the system of high education in Ukraine. We have studied the content of the terms “competence”, “communicative competence”. There are different approaches to the definition of the characteristics of the communicative competence, its structure. It has been defined that the process of making the communicative competence of the students is necessary to be arranged on the basis of integral communicative and interactive teaching methods according to the content of learning.