Foreign Language Communicative Competence Research Articles

Psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach

Importance. Proficiency in a professional foreign language at the present stage is one of the key requirements determining competitiveness in the labor market. The formation of professional foreign-language communicative competence of medical specialists gives them access to specialized research and journals, since most of them are published exclusively in English. However, in practice, when receiving medical education in residency, the main attention is paid to the study of natural sciences, while learning a foreign language is of secondary importance. Using an integrated approach to learning, it becomes possible to organize a more effective educational process through a comprehensive study of a subject discipline and a foreign language in a single educational space. The purpose of this work is to identify the psychological and pedagogical conditions of training residents of foreign language professional communication based on an integrated approach.Research Methods. The study was conducted using theoretical and empirical methods that allow to study and analyze scientific and methodological literature on the organization of foreign language teaching based on an integrated subject-language approach. The analysis of the literature revealed certain patterns that actualize the need to comply with a number of psychological and pedagogical conditions when teaching residents of foreign language professional communication based on an integrated approach. Based on the available research, the external and internal factors underlying the psychological and pedagogical conditions aimed at optimizing the educational process were summarized.Results and Discussion. In the course of the conducted research, the following psychological and pedagogical conditions for teaching residents of foreign language professional communication based on an integrated approach were identified: 1) motivation of residents to study professional English; 2) possession of professional foreign language competence by residents at the Advanced Mid level on the ACTFL scale; 3) formation of an integrated course of professional foreign language communicative competence and competence in the field of professional communication by the teacher; 4) the methodological dominant in the educational process are professionally oriented cases.Conclusion. The process of teaching residents of foreign language professional communication is not an axiomatic phenomenon, therefore it is directly dependent on a number of psychological and pedagogical conditions. The identified psychological and pedagogical conditions are of a recommendatory nature and act as a starting point for teaching residents of foreign language professional communication based on an integrated approach. The results of the study can be used in the methodology of teaching foreign languages to medical students and residents.

COGNITIVE-MATRIX ANALYSIS AS A TOOL FOR EXPLORING CULTURAL IDENTITY OF A FICTION AUTHOR

The integration of artificial intelligence (AI) technologies into the educational system in general and foreign language teaching in particular makes it possible to significantly enhance students’ foreign language practice and create conditions for more effective formation of foreign language communicative competence components. At the same time, the gradual implementation of AI tools in the educational process, along with its obvious advantages, may cause teachers’ concerns related to the gradual exclusion of the teacher from the learning process and their complete replacement by AI. As a modern paradigm of education, the authors suggest the triad “learner - teacher - artificial intelligence”, within which the interaction of learners with AI is built into traditional teaching methods, enhancing the educational process with new additional opportunities for learners’ foreign language practice. For objective reasons, little time and attention is often allocated to teaching learners to write in a foreign language. AI, which has significant language didactic potential, is able to take over the teacher’s functions of evaluating students’ written work and providing them with feedback in the form of an AI-generated version of an essay and/or recommendations for the revision of written work. In this paper, the authors propose 11 stages of a method for teaching learners to write creative works in a foreign language in the triad “learner - teacher - artificial intelligence”. Special attention in the method is given to the following aspects, which are new for teaching practice: a) compliance of students with the norms of authorship ethics when receiving various types of feedback from AI; b) the need to discuss the results of students’ interaction with AI during classroom sessions. At the same time, the authors note that the teacher is not excluded from the process of teaching learners a foreign language and evaluating their written work. The traditional method of teaching students’ written speech is enriched with additional stages of interaction with artificial intelligence, creating more conditions for students to develop the necessary foreign language speech skills.

The methodological model for the formation of future English teachers' pragmatic competence based on Web 2.0 technologies

In the article pragmatic competence as a subcompetence within the framework of foreign language communicative competence was considered, which is the speaker's ability and willingness to reproduce pragmatically literate statements, as well as interpret the pragmatic intention of another speaker. Ignorance of pragmatic structures and principles can lead to misunderstandings in extreme cases. For future teachers and teachers of a foreign language, mastering pragmatic competence is important to transfer knowledge properly about the discipline being taught. The principle of interactivity is one of the most important in the formation of foreign language pragmatic competence, and also acts as the main didactic property of Web 2.0 technologies, which contributed to the choice of these tools in this study. The results of fundamental research conducted in the countries of the far and near abroad on the formation of pragmatic competence for the development of a model for the formation of future English teachers’ foreign language pragmatic competence were analyzed. Thus, the authors propose their own model of learning aimed at the formation of students' pragmatic competence based on Web 2.0 technologies, which includes five interrelated component blocks: prerequisites, a block of target definition, a theoretical block, a functional block of technology, an evaluative and effective block. Only the integration of all these components of the model will contribute to achieving its goal. The use of this model during the research experiment significantly improved the professional training of future English teachers and the formation of a high level of foreign language pragmatic competence

ВЕБ-КОМИКСЫ КАК СРЕДСТВО НАГЛЯДНОСТИ ПРИ ФОРМИРОВАНИИ ИНОЯЗЫЧНОЙ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ

This article is focused on the necessity and possibility of developing the didactic principle of using visualization and modern teaching tools in teaching process. The aim of the research is to study the effectiveness of using web comics as tool of visibility in shaping foreign speaking competence. The scientific novelty lies in the scientific substantiation of the correspondence of comics to the didactic principle of clarity as a comprehensive mean of teaching foreign language communication. The practical significance lies in justifying the choosing web comics as implementing visibility means in the modern process of developing foreign language communicative competence. The authors prove effectiveness of the visibility means in the educational process on the results they got in experimental training using their own methodological recommendations.

Digital media as a tool for developing foreign language communicative competence in the field of higher education

This article examines the role of digital media in the development of students ' foreign language communicative competence in higher education. The research is based on the analysis of modern technologies and techniques used for teaching foreign languages, as well as on the practical experience of teachers and students.

Digital media as a tool for developing foreign language communicative competence in the field of higher education

This article examines the role of digital media in the development of students ' foreign language communicative competence in higher education. The research is based on the analysis of modern technologies and techniques used for teaching foreign languages, as well as on the practical experience of teachers and students.

AUTHENTIC VIDEO IN TEACHING UKRAINIAN AS A FOREIGN LANGUAGE

In the article, the author analyses the scientific achievements of Ukrainian linguodidactics in the field of theoretical and practical comprehension of working with authentic audiovisual materials as an additional teaching source in the study of foreign language. Numerous publications by Ukrainian scholars on this topic (from the early 2000s to the present day) are divided into 3 groups. The first group of articles focuses on the general issues of using the audiovisual method in the process of developing foreign language communicative competence. The second group of studies includes articles reviewing the most frequent “audiovisual practices” in the course of UFL. The third group of articles is in-depth research on working with certain genres of authentic video for foreign audiences. The range of genres of authentic video products that can be used for educational purposes in the process of mastering UFL is outlined. These include feature films, documentaries, animated films, informative and entertaining TV programmes (news release, video interviews, academic lectures, video presentations, virtual tours of museums and cities of Ukraine, video blogs, TV shows, stand-up comedy, etc.), video messages from public figures, advertising blocks, trailers, music videos, etc. It is emphasized that among the above, Ukrainian methodologists pay the most attention to films of various genres (primarily short films). The article highlights the key issues that Ukrainian film didactics is working on. The article analyses the scientific studies of Ukrainian methodologists on the use of other genres of authentic video for linguodidactic purposes – video interviews, song videos, commercials, virtual tours, professional videos, etc. The author presents her own comments on the stated topic and outlines issues for the future. It is emphasised that working with authentic video requires the teacher to understand the specific purpose of its use in the classroom, knowledge of the repertoire of Ukrainian authentic material and its linguistic and didactic potential, and special methodological study for presentation in a foreign language audience. Key words: authentic video, genre, listening, Ukrainian as a foreign language, linguodidactics.

The effectiveness of using simulation in learning a foreign language

The aim of this study was to measure how the use of simulation contributes to the improvement of speaking skills and the enhancement of students' motivation to learn a foreign language. The methods of observation, testing, and expert evaluation were used to diagnose the criteria of foreign language communicative competence (motivational, cognitive, and behavioral). The quality of the manifestation of interaction was correlated with its development, and three levels of foreign language communicative competence among students were distinguished: low (reproductive), medium (reproductive-productive), and high (productive). The study results showed that the EG significantly increased the indicators for all foreign language communicative competence criteria. The comparison of the results of the two experimental stages revealed a higher increase in indicators of high and medium levels of foreign language communicative competence in the second stage (high level—by 10.1%, medium level—by 4.9%). It was determined that simulations contribute to the gradual development of all foreign language communicative competence criteria. The main advantages of simulations are that they provide an opportunity to reproduce various communicative situations, thereby contributing to improving speaking skills, understanding the language in real time, and adapting to the requirements of real communication. The prospect for further research is the study of the impact of different forms of simulation on the effectiveness of foreign language learning.

Assessment of generic competences for foreign-language professional communication through applying the ADDIE model

Introduction. The paper aims to assess generic competencies for foreign-language professional communication formed through applying the ADDIE model. The goal of the study was to identify the way generic competencies are developed throughout the ESL course for veterinary students based on the authors’ implementation of the ADDIE model. Materials and Methods. The research was based on theoretical review of literature, comparative analysis of sources, terminological analysis, and investigation of teaching practices. The ADDIE method of instructional modeling was used as a fundamental research approach taken to designing a teaching aid and developing a training course, respectively. While testing, a sample of 59 first-year veterinary students and 5 lecturers of the Foreign Language Department at Omsk State Agrarian University were involved. In order to collect and study the research data, the authors applied the following evaluation methods: observation, survey and testing of students. The academic outcomes were evaluated by examining dynamics of foreign language communicative competence by expert teachers. The Wilcoxon T-test and Fisher test were used as mathematical statistics methods. Results. The authors applied the ADDIE instructional model to design a professional communication course in English for veterinary students based on competency-based approach. The materials were delivered during the 2022-23 academic year. The learning outcomes demonstrated by participants in the control and experimental groups proved the effectiveness of the author's teaching procedure in the formation of generic competencies for foreign language professional communication, the validity of which was confirmed using mathematical statistics methods. Conclusions. The proposed technology for designing a foreign language course based on the ADDIE model has demonstrated its effectiveness in the development of generic competencies for foreign-language professional communication, which was confirmed by more pronounced positive dynamics in the experimental group.

The content of teaching law students to compile international legal documents during the integrated course

Importance. The integrated approach (subject-language integrated learning) creates methodological conditions for the formation of students in non-linguistic areas of training within the framework of an integrated course of two types of competencies simultaneously: foreign language communicative competence and professional competencies. The content of teaching foreign-language oral and written speech to law students is traditionally focused on Russian legislation. At the same time, graduates of the state legal profile in the course of their professional activities face the need to compile international legal documents. However, the selection of the content of teaching law students to compile international legal documents during the integrated course in a professional foreign language is not the subject of a separate study. In this regard, the purpose of the study is to select the content of teaching law students to compile international legal documents.Research Methods. The research is conducted on the basis of studying and summarizing materials of methodological works on the use of a foreign language for special purposes and subject-language integrated learning in teaching students of the field of Law, published in scientific journals of the Higher Attestation Commission of the Russian Federation’s list (K1, K2), as well as other scientific sources: monographs and textbooks on legal English.Results and Discussion. The content of teaching law students to compile international legal documents has been developed, including: a) claims and complaints to international organizations; b) bilateral agreements between two states; c) cooperation agreements between a state body of the Russian Federation and a state body of a foreign state; d) statements of claim, claims and petitions in protecting the interests of an organization (or public legal entities) in foreign courts; e) agreements on cooperation between domestic and foreign legal entities; f) purchase and sale and lease agreements with non-residents of foreign countries; g) import contracts.Conclusions. The relevance of the research lies in the content selection of teaching law students to compile international legal documents. The results obtained can be used in the development of curricula and educational materials for an integrated course for law students.

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

Level Characteristics of Foreign Language Communicative Competence Development of Students for Technical Specialties

INTERCULTURAL ASPECT: DIDACTIC AND METHODOLOGICAL PRINCIPLES OF TEACHING A SECOND FOREIGN LANGUAGE IN GENERAL SECONDARY EDUCATION INSTITUTIONS

The article deals with the didactic and methodological principles of teaching a second foreign language in general secondary education institutions in the light of the intercultural aspect. The professional literature on the problem of organizing the educational process of teaching a foreign language and culture in general and German as a second foreign language in particular is analyzed. Attention is focused on the principles of learning as a regulator of thinking and speaking processes of understanding and generating foreign language information. The importance of adherence to the principles and their advantages in the formation of skills and abilities of foreign language communicative competence is presented. The author singles out the principle of visibility, the observance of which involves and interconnects other principles, for example: scientificity, feasibility, creativity and individualization. The rules that can dominate in the development of the educational process of teaching a second foreign language are formulated, where visibility as a didactic principle is internalized in the methodological principle of communicative approach. Examples in German of the implementation of the principle of communicativeness, in particular the principle of real authentic communication, are given. Three aspects for achieving communicative goals with the characteristics of the culture of speech are distinguished. The requirements for compiling teaching and learning materials, which are also an integral component of the educational process of teaching a second foreign language, are specified. The author describes the principle of taking into account the native language and culture, when students learn to realize the culture of the peoples of the language being taught. A comparison of linguistic features in German and Ukrainian socio-cultures is presented. The factor of the phenomenon of culture, which is thematized to students in the educational process through the prism of a foreign language and comparing the facts of the cultural experience of the peoples whose language is studied with the experience of the people whose heritage is the Ukrainian language, is highlighted.

LEARNING ACTIVITIES FOR TEACHING PROFESSION SPECIFIC TRANSLATION TO STUDENT TEACHERS OF ENGLISH ON THE TOPIC OF TEACHERS AND LEARNERS: NEW ROLES AND COMPETENCES.

LEARNING ACTIVITIES FOR TEACHING PROFESSION SPECIFIC TRANSLATION TO STUDENT TEACHERS OF ENGLISH ON THE TOPIC OF TEACHERS AND LEARNERS: NEW ROLES AND COMPETENCES.

Language Testing of Pre-service Foreign language Teachers in their Professional Development

Introduction. Changes in educational goals in Ukraine, predicated by its accession to the pan-European space of higher education, have necessitated a review not only of teaching methods but also of teaching and learning materials These materials should aim to improve the language proficiency of pre-service students while equipping them with the tools necessary to address potential challenges in the classroom. Purpose. The article aims to scrutinize the role of language testing in the professional development of pre-service foreign language teachers. Methods. Reviewing studies on Methods for foreign language teaching and learning, Psychology, Pedagogy, Linguistics; analysis of curricula, syllabi, international tests, textbooks, study guides, dictionaries, including authentic ones; scientifically rigorous observation of the educational process; summarizing the positive work experience of university teachers. Results. Recognizing the lack of teaching materials, a group of university teachers from Ukrainian Institute of Arts and Sciences developed and published a manual “English Tests For University Students”. Subsequent experience with the book revealed the students’ positive attitudes towards language testing for assessing their foreign language communicative competence, citing its objectivity and validity. University teachers also highlighted the practicality, convenience, and cost-effectiveness of this form of assessment. Conclusion. Overall, despite obvious advantages of and progress in language testing, its wide-scale implementation requires university teachers to possess adequate knowledge and experience in this area, as well as awareness and readiness for its regular use in the classroom. Moreover, the development of tests remains challenging due to its time-consuming nature and the need for relevant theoretical knowledge, practical skills, and experience. This has resulted in a shortage of tests for pre-service foreign language teachers. Further research in this domain seems perspective for our future work.

Formation of the foreign language competence of future physical education teachers when working with digital didactic flash cards

The problem and the aim of the study. Modernization of higher education opens up new prospects for the use of electronic resources in ensuring the quality of foreign language education. The use of interactive tools (simulators, flash cards, virtual boards) meets the requirements for training programs of physical education teachers and the challenges of the international sports movement. The purpose of the work is to study the possibilities of using digital flash cards in training future physical education teachers to develop their foreign language communicative competence. Research methods. The study involved 54 first- and second-year students of Vyatka State University (Faculty of Pedagogy and Psychology) (Russian Federation). Training program: 44.03.01 Pedagogical education, Physical education and sports (bachelor's degree level). The Quizlet online platform was used to work with digital flash cards. The test contains questions grouped into the blocks “Digital educational technologies” and “Foreign language in communication (physical education and sports)”. For statistical processing of data, the Pearson's chi-squared test was used. Results. The system of working with flash cards in foreign language professional communication of physical education teachers is described: studying the functionality, working with ready-made sets of cards, automating and improving lexical units, developing thematic sets. A special feature of the program is the adaptation of its content to the specifics of the field of study. In independent work and online collaboration, students of the experimental group used Flashcards, Speller, Scatter, Quizlet Live modes. Statistically significant differences in the qualitative changes that occurred in the level of foreign language training were determined (χ2 = 8.179; p < 0.05). In conclusion, the possibilities of including flash cards in the training of physical education teachers are formulated: competition and receiving positive emotions; resources for self-development, etc. Difficulties are also highlighted: low initial level of language qualification and digital skills; different motivation; dependence of the learning process on sports specialization.

Современное учебно-методическое обеспечение образовательного процесса на занятиях по иностранному языку в условиях цифровизации общества

Introduction: The article analyzes the problem associated with the emergence of digital tools in the digital era, which has led to the emergence of a new didactic tool for teachers to organize the educational process, which has improved the quality of teaching a foreign language. The purpose of the article is to assess the possibilities and ways to improve the educational process in the digital era with the help of modern educational and methodological support, including digital tools. Materials and methods of research: methods of comparison and analysis of teaching practice. The research materials were the results of a survey of foreign language teachers with experience in using digital technologies. Research results: the prospect of using modern educational and methodological support for the educational process in the era of digitalization of society is substantiated; The content of the concepts “digital educational environment”, “digital tools”, “digital technologies” and “digital educational resources” is revealed. As a result of the diagnosis, an increase in the level of development of communication skills in students was revealed on the basis of modern educational and methodological support. Discussion and conclusion: analysis of the results of the study showed a positive impact on the development of foreign language communicative competence in students. It is proposed to actively use digital tools that open wide access to high-quality educational digital content and bring the language training of future specialists in the field of intercultural contacts to a new level of quality.

Experience of bilingual countries in the issue of mastering the minority language: effective borrowing into preschool pedagogy of Ukraine in order to form foreign language communicative competence in children of middle preschool age

The article addresses the relevant topic for Ukraine of developing foreign language communicative competence in preschool and, specifically, middle preschool age. The research aims to analyze and summarize the experience of bilingual countries in the formation of communicative competence in minority languages, as well as to determine practical boundaries for its adoption in Ukrainian preschool pedagogy with the ultimate goal to develop effective methodologies for children of middle preschool age to acquire foreign language communicative competence. In the research process, theoretical methods, such as literature and documentation analysis, were used, along with a set of general theoretical methods: abstraction and concretization, analysis and synthesis, comparison, contrast, structuring, induction, and deduction. As a result of the research, the experience of forming language communicative competence in minority languages in countries, such as Finland, Canada, Malta, and Israel, was analyzed and summarized. The main effective methods for developing communicative competence in the language of minorities in children of middle preschool age were identified, including the method of total immersion, the method of partial immersion based on the principle of one educator - one language, and the method of partial immersion based on the principle of one educator - two languages.The widespread use of the translanguaging approach and language mixing in the process of forming communicative competence in minority languages in the context of bilingual countries has been identified. The main conditions, under which the formation of communicative competence in minority languages occurs in bilingual countries, have been summarized, a comparison with similar conditions for developing foreign language communicative competence in children of middle preschool age in Ukraine has been made.It has been identified that the main contextual difference in Ukraine is the extensive geographical distribution of a foreign language that influences children's understanding of its practical significance and the possibility of live communication with it. A conclusion has been drawn regarding the necessity of carefully transferring the experience of bilingual countries in using the translanguaging approach during the formation of foreign language communicative competence in Ukraine, since this caution is warranted because its application may result in a decrease in the motivation of children of middle preschool age to acquire a foreign language, given the possibility of achieving communication goals through their native language. The main assets of the studied bilingual countries that can be effectively borrowed by the preschool pedagogy of Ukraine in the process of developing methods for the formation of foreign language communicative competence in children of middle preschool age are highlighted, as a normative consolidation of the method of such formation, taking into account the greater effectiveness of early and total immersion in comparison with other forms of mastery of children of middle preschool age in a foreign language, managing groups of children with different levels of foreign language speaking competence and the practice of introducing children with an insignificant level of competence in a foreign language into groups with a higher level of foreign language communicative competence

한국 프랑스어 전공 대학학습자의 프랑스어 인터넷 신문기사의 장르파악을 위한 읽기 활동 고찰

Objectives This study aimed to investigate the communicative competence and reading strategies employed by Korean university learners majoring in French in actual reading activities, with the overarching goal of enhancing communicative competence through reading education.
 Methods To achieve this, the study focused on reading activities related to genre identification in French online newspaper articles. Ten Korean university students majoring in French and six native speakers participated in the reading experiment. The study utilized an eye-tracker and specifically analyzed fixation times (gaze duration, re-reading, and total reading time) required when reading words of the section and words indicating publication dates, based on information obtained from interviews.
 Results Participants, driven by the reading goal of genre identification, selectively identified and integrated spatially dispersed words and phrases in the text, understanding the genre through their different interactions. Fixation times required to read words of the section and words indicating publication dates revealed differences between native speakers and Korean participants. In the case of native readers, who were considered experienced readers, fixation times were longer for words of the section, regardless of syllabic length, referential competence, or reading path. On the other hand, for Korean participants who were considered inexperienced readers in French reading, fixation times were influenced by syllabic length, comprehension, and reading path.
 Conclusions The study highlighted that participants utilized communicative competence and selection strategies in reading activities aimed at genre identification. However, differences in reading aspects between the two groups indicated a particular deficiency in discourse competence among Korean participants in terms of communicative competence. In response, a pedagogical strategy that combines the teaching method ‘global approach to written texts' and Findlay and Walker's theory, an eye movement control model, was proposed. The research confirmed that understanding reading activity aspects is a meaningful approach to examining the (foreign language) communicative competence used by learners. It also emphasized the need for active reading that goes beyond relying solely on text, considering the characteristics of (non)linguistic elements provided by the text.

Functional and semantic basis of the organisation of the process of foreign language communicative competence development of students

Relevance. By focusing on lexicalised grammatical material as a means of forming English-language communicative competence in non-linguistic specialisations educators can better prepare students to excel in their chosen professions by equipping them with the language knowledge for effective communication in their respective fields. Purpose. This study aims to demonstrate how functionally described grammatical units effectively shape speech and communicative competence in teaching "Professionally oriented foreign language" within "Tourism" and "Socio-Cultural Service" specialisations. The objective of the study is to check the mechanism of activation of frequency semantic units in the professional speech of future specialists in the field of tourism. Methodology. The paper uses such research methods as semantic analysis, statistical method, modelling, approbation, analysis of research subject based on the processing of educational texts. 15 2nd-year students of the specialisation "Tourism" and "Socio-cultural service" took part in the study. Results. The conducted research proves the necessity of organising a system of preliminary preparation of material with the selection of lexicalised material for developing English-language communicative competence. An algorithm and corresponding practices have been devised to expedite students' foreign language communicative competence development, ensuring proficient utilisation of acquired knowledge in their professional endeavors. The study delineates the constituent elements of foreign language communicative competency and aligns them with the overarching objectives of teaching within non-linguistic specialisations, encompassing linguistic, sociolinguistic, sociocultural, social, reflexive, pragmatic, and discursive components. Conclusions. Lexicalised grammatical material significantly influences the development of foreign language communicative competence in non-linguistic students specializing in "Tourism" and "Socio-cultural Service". Integrating intercultural competency into language acquisition is crucial, enhancing students' ability to navigate diverse cultural contexts effectively. The results of the study can be used in conducting English language classes of the discipline "Professionally oriented foreign language" in the specialisations "Tourism" and "Socio-cultural service". Keywords: semantic types of elementary utterances; speech act; lexical compatibility; lexical variation; syntactic field; syntactic synonymy

Functional and semantic basis of the organisation of the process of foreign language communicative competence development of students

Relevance. By focusing on lexicalised grammatical material as a means of forming English-language communicative competence in non-linguistic specialisations educators can better prepare students to excel in their chosen professions by equipping them with the language knowledge for effective communication in their respective fields. Purpose. This study aims to demonstrate how functionally described grammatical units effectively shape speech and communicative competence in teaching "Professionally oriented foreign language" within "Tourism" and "Socio-Cultural Service" specialisations. The objective of the study is to check the mechanism of activation of frequency semantic units in the professional speech of future specialists in the field of tourism. Methodology. The paper uses such research methods as semantic analysis, statistical method, modelling, approbation, analysis of research subject based on the processing of educational texts. 15 2nd-year students of the specialisation "Tourism" and "Socio-cultural service" took part in the study. Results. The conducted research proves the necessity of organising a system of preliminary preparation of material with the selection of lexicalised material for developing English-language communicative competence. An algorithm and corresponding practices have been devised to expedite students' foreign language communicative competence development, ensuring proficient utilisation of acquired knowledge in their professional endeavors. The study delineates the constituent elements of foreign language communicative competency and aligns them with the overarching objectives of teaching within non-linguistic specialisations, encompassing linguistic, sociolinguistic, sociocultural, social, reflexive, pragmatic, and discursive components. Conclusions. Lexicalised grammatical material significantly influences the development of foreign language communicative competence in non-linguistic students specializing in "Tourism" and "Socio-cultural Service". Integrating intercultural competency into language acquisition is crucial, enhancing students' ability to navigate diverse cultural contexts effectively. The results of the study can be used in conducting English language classes of the discipline "Professionally oriented foreign language" in the specialisations "Tourism" and "Socio-cultural service". Keywords: semantic types of elementary utterances; speech act; lexical compatibility; lexical variation; syntactic field; syntactic synonymy