Formation of communicative competence of students. Report on the topic: "Formation of communicative competence"

IN TO

Kokpektinsky district

S. Shariptogay

Formation of communicative competence

students

Shariptogai osh

Russian teacher and

literature

Iskakova Zh.T.

year 2014

Topic: Formation of communicative competence students in the lessons of the Russian language and literature.

One of the key competencies is communicative competence, which ensures successful socialization, adaptation and self-realization in modern conditions of life. Communicative competence means the readiness to set and achieve the goals of oral and written communication: to obtain the necessary information, to present and civilly defend one's point of view in dialogue and in public speaking based on the recognition of the diversity of positions and respect for values (religious, ethnic, professional, personal, etc.). .p.) other people.

PURPOSE: formation and development of communicative competence of students.

Mastering by students of general educational skills and abilities, methods of cognitive activity that ensure the successful study of any subject.

Education of an emotional and value attitude to the language, awakening interest in the word, the desire to learn how to speak and write correctly in their native language.

Formation of skills to work in cooperation, skills of working in a group, possession of various social roles in a team, the ability to use different ways of interacting with people and events around them, to obtain the necessary information.

Development of communicative competence of students in classroom and extracurricular activities.

“Tell me and I will forget. Teach me and I will remember. Involve me and I will learn."

Benjamin Franklin

The problem of the formation and development of communicative competence is especially relevant in the primary school, since it meets the age-related developmental tasks in adolescence and youth and is a condition for the successful personal development of schoolchildren.

Communicative competence includes knowledge of the necessary languages, ways of interacting with surrounding people and events, group work skills, and possession of various social roles in a team.

A feature of “human” communication is when information is not only transmitted, but also “formed, refined, developed”. We are talking about the interaction of two individuals, each of which is an active subject. Schematically, communication can be depicted as an intersubjective process (S-S), or "subject-subject relation". The transfer of any information is possible only through signs, more precisely, sign systems.

Effective communication is characterized by:

1) Achievement of mutual understanding of partners;

2) Better understanding of the situation and the subject of communication.

The process of achieving greater certainty in understanding the situation, contributing to the resolution of problems, ensuring the achievement of goals with the optimal use of resources, is commonly called communicative competence.

Communicative competence is equal to communicative ability + communicative knowledge + communicative skill, adequate to communicative tasks and sufficient for their solution.

The most detailed description of communicative competence belongs to L. Bachmann. It uses the term "communicative language skill" and includes the following key competencies:

Linguistic / linguistic / (the implementation of statements in the native / foreign language is possible only on the basis of acquired knowledge, understanding of the language as a system);

discursive (connectedness, consistency, organization);

pragmatic (the ability to convey communicative content in accordance with the social context);

Conversational (based on linguistic and pragmatic competencies, be able to speak coherently, without tension, at a natural pace, without long pauses to search for language forms);

Socio-linguistic (the ability to choose language forms, "know when to speak, when not, with whom; when, where and in what manner")

Strategic (the ability to use communication strategies to compensate for missing knowledge in real language communication);

Speech-cogitative (readiness to create communicative content as a result of speech-cogitative activity: interaction of problems, knowledge and research).

So, the successful application of a competency-based approach to teaching means that students know the language, demonstrate communication skills and are able to successfully act outside of school, i.e. in the real world.

Since the components of any competence are: the possession of knowledge, the content of competence, the manifestation of competence in various situations, the attitude to the content of competence and the object of its application, then communicative competence can be considered from the perspective of three components: subject-information, activity-communicative, personality-oriented, where all components constitute an integral system of personal properties of students. Therefore, communicative competence should be considered as a student's readiness to independently solve problems based on knowledge, skills, and personality traits.

The current state of teaching the Russian language and literature shows that the skills and abilities of oral and written speech are not sufficiently formed at school. Theoretical information about the Russian language and literature is not fully used to form practical speech activity. This means that the problem of the relationship between knowledge of the language and practical knowledge of the language has not yet been resolved.

The formation of communicative competence in the process of teaching the Russian language and literature is one of the ways to solve this problem.

The formation of communicative competence is based on the activity approach, as it provides independent creative activity of each student. The approach is based on the position of P. Ya. Galperin that in the independent creative activity of each student one must go from external practical material actions to internal, theoretical, ideal actions. That is, training involves, at the first stage, joint educational and cognitive activity under the guidance of a teacher, and then - independent. We are talking about the “zone of proximal development”, which must be taken into account when forming communicative competence.

This approach is not opposed to the traditional one, but it is not identical to it either, since it fixes and establishes the subordination of knowledge and skills, placing an emphasis on the practical side of the issue, expanding the content with personal components.

In order for the formation of communicative competence to be effective, more successful, in order to create optimal conditions for the advancement of each student, it is necessary to know the learning capabilities of students of this age.

When determining the learning opportunities of students, two parameters are taken into account: learning ability and learning performance. One of the criteria for determining the level of training is grades in journals. The level of formation of intellectual skills is determined in the process of cognitive activity through observation. After determining the levels of formation of these qualities, the overall level of learning for each student is established. The level of educational performance is determined by monitoring the physical performance of students, the formation of a positive attitude towards learning. After determining the levels of formation of these qualities, the learning capabilities of each are established.

The main principle of the formation of communicative competence is the personal targeting of education. Therefore, the topic “Speech development” is realized primarily in the ability to introduce students to the content of this topic in various ways, depending on the personal-psychological and physiological characteristics of students.

The ways of implementing the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for an independent search for a solution to the problem. An exploratory approach to the themes of literary works helps to consider the life of a literary hero as an educational study. A discussion based on the results of essays provides an opportunity to express their point of view, listen to others, argue.

Scientists It is believed that at the age of 10–11, the peak of a child’s interest in the world around him comes. And if the interest of the child is not satisfied, it will fade away.

The formation of communicative competence is a long and rather complicated process. The main role is given to the lessons of the Russian language. Of particular difficulty in teaching the Russian language is the correlation of the subject course and the student's real speech experience, the process of acquiring knowledge about the language and the process of mastering the language.

What is the role of the subject "Russian language" in school? What can a teacher of Russian language and literature do to ensure the communicative competence of students? First of all, create optimal conditions for the advancement of each student in the educational space. For this, it is necessary to know the learning capabilities of students of each age .

So, having taken students in the 5th grade, subject teachers, together with the school administration, carry out a diagnosis of students' educational activities, which takes into account educational performance and the level of formation of intellectual skills. Having determined the educational performance of each, the directions of work with the class are determined in a certain sequence: the compilation of algorithms, a system of exercises that develop the mechanisms of speech, etc.

In speech development lessons, special attention is paid to communicative competencies based on working with text.

It is impossible to work on the “development of speech in general”, it is important in each class to focus on what children should know and be able to do in certain types of oral and written speech. So, in grade 5: this is a text, a text topic, an idea.

In grade 6: styles, types of style and features, features of direct and indirect speech, etc.

In this regard, the use of innovative pedagogical technologies plays an important role. Research method, brainstorming discussions, "critical thinking" technology, interactive, group forms and methods, collective way of learning. These technologies develop creative activity, form mental activity, teach students to defend their point of view, help to achieve a deep understanding of the material.

Working in pairs, in groups of shifts, allows you to solve the problems of education: the desire and ability to cooperate in groups with classmates. The main thing in the work is that schoolchildren speak freely, argue, defend their point of view, look for ways to solve the problem, and do not wait for ready-made answers.

Methods for developing communicative competence

The effectiveness of the development of communicative competence in the learning process largely depends on properly selected teaching methods, i.e. on the way the teacher influences the student to achieve the learning goals.

The teaching methods that are advisable to use for the development of communicative competence in the educational process include traditional methods, active learning methods, trainings, distance learning methods.

Traditional teaching methods are useful in conveying information about the psychology of people, about the methods and techniques used in communication.

Traditional methods include lectures, seminars, watching educational films, independent work with educational texts, written assignments. These methods allow you to reduce the cost of training, make it possible to demonstrate a sample of monologue and dialogic speech, allow you to develop oral and written speech, the language culture of students . However, for the development of communication competencies traditional methods are the least effective.

Great opportunities in the development of communicative competence lie in the methods of active learning. Such methods include a seminar, discussions, disputes, round tables, business and role-playing games. These methods make it possible to simulate real communicative situations, find a solution to a specific communicative task and feel the consequences of the decisions made. Active learning methods are very effective because they allow students to practice interpersonal skills in typical situations, get feedback, correct their behavior and find alternative ways to solve communication problems.

The widely implemented distance learning or, as it is often called, e-learning is distinguished by a high degree of structure of the studied material and a step-by-step assessment of its assimilation. Distance learning is especially important for homeschooled students with disabilities.

Depending on the means of transmitting information in distance learning, we can distinguish:

Learning via the Internet (web courses) in asynchronous mode without the direct participation of the teacher;

Learning through a virtual classroom over the Internet (web conferences), when the teacher and students are simultaneously on the same site on the Internet (synchronous mode).

Each of the considered teaching methods has its own characteristics that must be taken into account when applying them. For the development of communicative competence of students, the most appropriate and rational is an integrated approach. It is a combination of teaching methods.

Each method has its own scope and limitations. If you correctly select and combine teaching methods, you can more effectively develop communication skills. Traditional methods and distance learning will help students acquire the necessary knowledge and skills in the field of communication.

Active methods and trainings will allow you to master the skills of situational communication, work on personal qualities related to communicative competence.

Methods for the development of communicative competence (on the example of a Russian language lesson)

The level of communicative culture of schoolchildren increases the use of such methods of organizing a lesson, such as:

The solution of communicative-situational tasks that allow you to bring learning closer to the natural conditions of communication and increase the level of culture of speech communication, allow you to comply with the norms of the Russian literary language, ethical norms and rules of speech behavior;

Participation in dialogue, discussions, disputes, acting as a speaker, an opponent who speaks when discussing a question, asking a question or answering it;

Performance of creative works based on personal, reader, life, fantasy and musical impressions;

Using a variety of exercises for interpreting and creating texts (writing letters, announcements, posters, text editing, various types of text restructuring, creating texts based on key words);

Creation of linguistic newspapers, projects and multimedia presentations.

I widely use active forms of learning to form the communicative competence of the individual:

Group work, work in pairs;

Seminars;

Role-playing and business games ("Proofreader", "Point of View", "Pinwheel", "Compact Poll");

Language games ("Shifters", "Burime").

In pedagogical practice, varieties of reflection have “taken root” that help students express themselves:

"Sayings are a mirror of mood",

"Telegram",

"Let's joke"

"Point of view",

"Unfinished Proposal"

Test technologies of R. Amthauer and L. Michelson.

Methods focused on oral communication

All types of retelling

All forms of educational dialogue

Reports and messages

Role and business games

Teaching research and learning projects requiring surveys

Discussion, discussion, debate

Acting as hosts at events

Methods focused on written communication

Writings and presentations

Preparation of notes and articles in the media

Telecommunication texts, messages

Participation in essay competitions

Criteria for evaluating expected results

Results. 2-3 step

Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. The ability to fully substantiate judgments, give definitions, provide evidence (including from the contrary). Explanation of the studied provisions on self-selected specific examples.

Adequate perception of oral speech and the ability to convey the content of the listened text in a compressed or expanded form in accordance with the purpose of the training task.

The choice of the type of reading in accordance with the goal (introductory, viewing, search, etc.). Free work with texts of artistic, journalistic and official business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills, creating your own text.

Conscious fluent reading of texts of various styles and genres, carrying out informational and semantic analysis of the text;

Possession of monologue and dialogic speech;

Possession of the main types of public speaking (statement, monologue, discussion, controversy), following ethical standards and rules for conducting a dialogue (dispute).

The ability to enter into verbal communication, participate in a dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion);

creation of written statements that adequately convey the information heard and read with a given degree of curtailment (briefly, selectively, completely);

drawing up a plan, theses, abstract;

giving examples, selecting arguments, formulating conclusions;

reflection in oral or written form of the results of their activities.

The ability to paraphrase a thought (explain "in other words");

selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, scope and situation of communication

The use of various sources of information for solving cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases.

Diagnostic tools

methods: sociological and pedagogical measurements (observation, conversations, questioning, interviewing, testing, studying the results of students' activities and documentation); modeling of communicative situations; statistical methods of processing and pedagogical interpretation of the results of the study.

List of used literature

1. Bodalev A.A. Personality and communication. - M., 1995.

2. Bodaleva A.A. Psychological communication. - M.: Institute of Practical Psychology; Voronezh: Modek, 1996. - 256 p.

3. Russian sociological encyclopedia / Ed. G.V. Osipova. - M., 1998.

4. Zotova I.N. Communicative competence as an aspect of the socialization of the student's personality in the conditions of informatization of society // Actual socio-psychological problems of personality development in the educational space of the XXI century. - Kislovodsk, 2006.

5. Reid M. How to develop successful communication skills. Practical guide. - M.: Eksmo, 2003. - 352 p.

6. Emelyanov Yu. N. Active social and psychological training. - L .: Ed. Leningrad State University, 1985. - 166 p.

7. Ezova S.A. Communicative competence // Scientific and technical libraries. 2008. No. 4

8. Rudensky E.V. Social psychology: a course of lectures. - M.: INFA-M; Novosibirsk: IGAEiU, 1997. - 224 p.

9. Zhukov Yu.M. Communication training. - M., Gardariki, 2004.

10. Ivanov D.A., Ivanova L.F., Zagvozkin V.K., Kasprzhak A.G. and others. Competence-based approach as a new quality of education. - M., 2001.

11. Davydov V.V. On the prospects of the theory of activity. // Bulletin of Moscow State University. 1993. No. 2.

12. Davydov V.V. The theory of developmental learning. - M., 1994.

13. Shatova E.G. Russian language lesson in modern school. - M., 2007

Internet resources

http :// www. island in. ua/index. php? option=com_menufolder&Itemid=201&ft=0

http :// www. gramma. en

http://lik-bez. com/board

http :// nsportal. ru/ shkola/ russkii- yazyk- i- literatura

Communicative competence is considered as a system of internal resources necessary to build effective communication in a certain range of situations of personal interaction. Competence in communication has invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.

Communicative competence is a certain set of qualities (ethno-, socio-psychological standards, standards, stereotypes of behavior) necessary for the optimal implementation of interpersonal norms of communication and behavior that arise as a result of learning.

Professional communicative competence is formed on the basis of general communicative competence and determines the effectiveness of communication and activities in general. Professional competence is determined by the selectivity of communicative interests, the specifics of business communication. Gradually, professional communicative competence and professional communication skills become significant for the teacher in pedagogical practice. In general, professional competence is not always equivalent to general, but only if professional identification of a person is significant for a person. The ratio of the level of development of general communicative competence and professional communicative competence is important. The low level of development of general communicative competence does not allow the teacher to be realized in interpersonal communication of different levels, which leads to problems in the professional sphere. The low level of professional communicative competence of the teacher will not allow him to be successfully realized in the profession, and this causes personal dissatisfaction. Based on the idea of the mutual influence of general communicative competence and professional competence, in the experimental part of the study, we identified three criteria for the manifestation of a teacher's communicative competence:

1. Level of development of communicative values:
- - value attitude towards the child,
- - socio-cultural orientation of the teacher's activity.
2. The degree of inclusion by the teacher of communicative values in professional ideals:
- - observance of pedagogical tact and etiquette;
- - the nature of the teacher's relationship with children (interpersonal, subject-content);
- - Claims in relationships with children.
3. The level of development of professional communication skills of the teacher:
- - verbal communication skills - verbal communication, use of voice data;
- - skills of non-verbal communication - the adequacy of gestures, facial expressions;
- - justification of movements in the class space;
- - communication technology;
- - emotional intonation of communication - possession of a psycho-emotional state, the manifestation of positive emotions, the ability to prevent and resolve conflicts.

This or that severity of the above criteria allows us to talk about the levels of communicative competence.

High level: the teacher's pronounced focus on humane relationships with students as subjects: each person is recognized and accepted; the teacher feels the need to communicate with children and uses valuable socio-cultural patterns in practice. Significantly developed skills of verbal and non-verbal communication. The teacher knows how to regulate his psycho-emotional state, he has the skills of emotional intonation of communication. High degree of manifestation of positive emotions. The ability to resolve conflict situations through cooperation.

Medium level: the teacher's value-communicative orientation towards relations with students is not sufficiently expressed, which are perceived outwardly as humane, but actually have the character of fulfilling a social role. The teacher does not feel a special need for communication with children, which is strictly regulated, partly devoid of positive emotional coloring. To a large extent, the skills of verbal and non-verbal communication are developed within the profession. The teacher knows how to regulate his psycho-emotional state, although some emotional instability is possible.

Low level: the teacher, if one or several communicative values are excluded from their value orientations, communication with students is not characterized as humane: students experience discomfort; the emotional background of the lesson is rather negative, where meaningful communication is impossible. In the behavior of the teacher, there is a discordance between the verbal and non-verbal components of communication. The teacher most often does not know how to realize his psycho-emotional state.

The only true luxury is the luxury of human interaction. This is what Antoine Saint-Esuperie thought, philosophers have been discussing this for centuries, and this topic remains relevant today. The whole life of a person proceeds in constant communication. A person is always given in context with another - a reality partner, imaginary, chosen, etc., therefore, from this point of view, it is difficult to overestimate the contribution of competent communication to the quality of human life, to destiny as a whole.

Communicative competence is considered as a system of internal resources necessary to build effective communication in a certain range of situations of personal interaction. Competence in communication has undoubtedly invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.

The development of competent communication in modern conditions implies a number of principal directions for its harmonization. At the same time, for the practice of developing communicative competence, it is important to limit such types of communication as service-business or role-playing and intimate-personal. The basis for the difference is usually the psychological distance between the partners, this is me - you contact. Here, the other person acquires the status of a neighbor, and communication becomes trusting in a deep sense, since we are talking about trusting the partner with oneself, one’s inner world, and not just “external” information, for example, related to a typical service task being jointly solved.

Competence in communication implies the willingness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the inertia of the position - the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. In general, competence in communication is usually associated with mastering not any one position as the best, but with adequate familiarization with their spectrum. Flexibility in an adequate change of psychological positions is one of the essential indicators of competent communication.

Competence in all types of communication consists in achieving three levels of adequacy of partners - communicative, interactive and perceptual. Therefore, we can talk about different types of competence in communication. The personality should be aimed at acquiring a rich and diverse palette of psychological positions, means that help the completeness of partners' self-expression, all facets of their adequacy - perceptual, communicative, interactive.

The realization by a person of his subjectivity in communication is associated with the presence of the necessary level of communicative competence.

Communicative competence consists of the ability to:

1. Give a socio-psychological forecast of the communicative situation in which to communicate;
2. Socio-psychologically program the process of communication, based on the uniqueness of the communicative situation;
3. To carry out socio-psychological management of communication processes in a communicative situation.

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes.

The communicative attitude of a partner is a kind of program of personality behavior in the process of communication. The level of attitude can be predicted in the course of identifying: the subject-thematic interests of the partner, emotional and evaluative attitudes to various events, attitudes towards the form of communication, the involvement of partners in the system of communicative interaction. This is determined in the course of studying the frequency of communicative contacts, the type of partner's temperament, his subject-practical preferences, emotional assessments of forms of communication.

With this approach to the characterization of communicative competence, it is advisable to consider communication as a system-integrating process that has the following components.

* Communicative-diagnostic (diagnosis of the socio-psychological situation in the context of future communicative activity, identification of possible social, socio-psychological and other contradictions that a person may encounter in communication)
* Communicative-programming (preparation of a communication program, development of texts for communication, choice of style, position and distance of communication
* Communicative and organizational (organizing the attention of communication partners, stimulating their communicative activity, etc.)
* Communicative-executive (diagnosis of a communicative situation in which communication of a person unfolds, a forecast of the development of this situation, carried out according to a previously meaningful individual program of communication).

Each of these components requires a special socio-technological analysis, however, the scope of the presentation of the concept makes it possible to dwell only on the communicative-executive part. It is considered as a communicative and performing skill of the individual.

The communicative-performing skill of a personality manifests itself as two interrelated and yet relatively independent skills to find a communicative structure adequate to the topic of communication, corresponding to the purpose of communication, and the ability to realize a communicative plan directly in communication, i.e. demonstrate the communicative-performing technique of communication. In the communicative and performing skills of the individual, many of her skills are manifested, and above all the skills of emotional and psychological self-regulation as the management of her psychophysical organics, as a result of which the personality achieves an emotional and psychological state adequate to the communicative and executive activities.

Emotional and psychological self-regulation creates a mood for communication in appropriate situations, an emotional mood for a communication situation, means, first of all, the translation of a person’s ordinary emotions into a tone corresponding to the situation of interaction.

In the process of emotional and psychological self-regulation, three phases should be distinguished: long-term emotional “infection” with the problem, topic, and materials of the upcoming communication situation; emotional and psychological identification at the stage of developing a model of one's behavior and a program for future communication; operational emotional and psychological restructuring in a communication environment.

Emotional and psychological self-regulation acquires the character of a holistic and complete act in unity with perceptual and expressive skills, which also constitute a necessary part of communicative and performing skills. It manifests itself in the ability to sharply, actively respond to changes in the situation of communication, restructure communication, taking into account the change in the emotional mood of partners. Psychological well-being, emotional mood of the individual directly depend on the content and effectiveness of communication.

The perceptual skills of a person are manifested in the ability to manage their perception and organize it: correctly assess the socio-psychological mood of communication partners; establish the necessary contact; on the first impression to predict the “course” of communication. They allow the individual to correctly assess the emotional and psychological reactions of communication partners and even predict these reactions, avoiding those that will interfere with achieving the goal of communication.

Expressive skills of communicative and performing activity are usually considered as a system of skills that create the unity of voice, facial expressions, visual and motor-physiological-psychological processes. At its core, these are self-government skills in the expressive sphere of communicative and executive activity.

The connection of emotional-psychological self-regulation with expressiveness is an organic connection between the internal and external psychological. This desire provides external behavior, expressive actions of the individual in communication in communication. The expressive skills of the individual are manifested as a culture of speech statements that correspond to the norms of oral speech, gestures and postural plastics, emotional and mimic accompaniment of the statement, speech tone and speech loudness.

In various cases of communication, the invariant components are such components as partner-participants, situation, task. Variability is usually associated with a change in the nature of the components themselves - who is the partner, what is the situation or task and the peculiarity of the connections between them.

Communicative competence as knowledge of the norms and rules of communication, possession of its technology, is an integral part of the broader concept of “communicative potential of the individual”.

Communicative potential is a characteristic of a person's capabilities, which determine the quality of his communication. It includes, along with competence in communication, two more components: the communicative properties of the individual, which characterize the development of the need for communication, attitude to the method of communication and communication skills - the ability to take initiative in communication, the ability to be active, emotionally respond to the state of communication partners, formulate and to implement their own individual program of communication, the ability to self-stimulation and mutual stimulation in communication.

According to a number of psychologists, we can talk about the communicative culture of the individual as a system of qualities, including:

1. Creative thinking;
2. Culture of speech action;
3. Culture of self-adjustment to communication and psycho-emotional regulation of one's state;
4. Culture of gestures and plasticity of movements;
5. Culture of perception of communicative actions of a communication partner;
6. Culture of emotions.

The communicative culture of a person, like communicative competence, does not arise from scratch, it is formed. But the basis of its formation is the experience of human communication. The main sources of acquiring communicative competence are: socio-normative experience of folk culture; knowledge of the languages of communication used by folk culture; experience of interpersonal communication in a non-holiday [form] sphere; experience of art. Socio-normative experience is the basis of the cognitive component of the communicative competence of an individual as a subject of communication. At the same time, the real existence of various forms of communication, which are most often based on a socio-normative conglomerate (an arbitrary mixture of communication norms borrowed from different national cultures, introduces a person into a state of cognitive dissonance). And this gives rise to a contradiction between the knowledge of the norms of communication in various forms of communication and the way that the situation of a particular interaction offers. Dissonance is a source of individual psychological inhibition of the activity of a person in communication. The person is excluded from the field of communication. There is a field of internal psychological stress. And this creates barriers to human understanding.

The experience of communication occupies a special place in the structure of the communicative competence of the individual. On the one hand, it is social and includes internalized norms and values of culture, on the other hand, it is individual, since it is based on individual communication abilities and psychological events associated with communication in a person's life. The dynamic aspect of this experience is the processes of socialization and individualization, implemented in communication, ensuring the social development of a person, as well as the adequacy of his reactions to the situation of communication and their originality. In communication, the mastery of social roles plays a special role: organizer, participant, etc. communication. And here the experience of perceiving art is very important.

Art reproduces the most diverse models of human communication. Acquaintance with these models lays the foundation for the communicative erudition of the individual. Possessing a certain level of communicative competence, a person enters into communication with a certain level of self-respect and self-awareness. The personality becomes a personified subject of communication. This means not only the art of adapting to the situation and freedom of action, but also the ability to organize a personal communicative space and choose an individual communicative distance. Personification of communication is also manifested at the actional level - both as mastery of the code of situational communication, and as a sense of what is acceptable in improvisations, the appropriateness of specific means of communication.

Thus, communicative competence is a necessary condition for the successful realization of personality.

Structure of communicative competence

The dynamic development of modern society and areas of knowledge imposes new requirements on the system of higher professional education, assuming the formation and development of such qualities in future specialists as mobility, initiative, independence in obtaining new knowledge, readiness for effective interpersonal and professional interaction.

Today, higher education is called upon to prepare a “new type” specialist capable of prompt and effective implementation of professional tasks. In this regard, the problem of the formation of communicative competence is of particular importance in ensuring the social and professional success of a specialist.

All people have communication skills, and we all have primary communication skills to one degree or another since childhood. But the nature of the activity of a modern specialist requires him to have developed communicative competence, which includes fluency in the entire set of skills and abilities necessary for effective verbal and non-verbal communication and interaction, including situational adaptability and motivation.

The concept of "communicative competence" has firmly entered the categorical apparatus of disciplines that somehow study the problems of communication: philosophy, sociology, pedagogy, general and social psychology, linguistics, management theory, and others. At the same time, the content and means of forming communicative competence in pedagogical practice are clearly insufficiently developed, since the phenomenon does not have a strictly defined structure.

Within the framework of the linguistic approach, let us pay attention to the point of view of Yu.N. Karaulov, who believes that the structure of communicative competence correlates with the structure of a linguistic personality, but is not identical to it.

So, in the structure of a linguistic personality, there are three levels:

* verbal-semantic;
* cognitive-thesaurus;
* motivational-pragmatic.

Thus, the structure of communicative competence is a set of five levels, which includes the psychophysiological characteristics of the individual, the social characteristics of his status, cultural level, linguistic competence and pragmatics of the individual.

Let's move on to the consideration of communicative competence in the socio-psychological context.

Let's pay attention to the interpretation of the very concept of "communication". In a broad sense, "communication" is the process of transferring information from the sender to the recipient, the process of communication.

Thus, realizing his material and spiritual needs, a person through communication enters into various kinds of relations - production, political, ideological, moral, etc.

It is professional relations that are the structure-forming element of the entire system of social relations. In the process of labor activity, the need inevitably arises for the implementation of managerial functions that involve planning, organization, motivation and control, as well as closely related to their implementation - communication and decision making. Based on this, professional communication can be defined as communication due to the need to carry out managerial functions, taking into account feedback.

Based on the position of L.A. Petrovskaya, who considers communicative competence as "the ability to effectively solve communicative problems, which determines the individual psychological characteristics of a person and ensures the effectiveness of her communication and interaction with other people", let's pay attention to the elements of effective communication:

* desire to make contact with others;
* the ability to organize communication, including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;
* Knowledge of the norms and rules that must be followed when communicating with others.

In this regard, we note that the level of communicative competence is manifested in three aspects of the communication process - communicative, perceptual, interactive.

Each of the three aspects implies the presence of communicative competence in the field:

* professional culture of speech: possession of fundamental knowledge in a specific professional field, the ability to build monologue speech, conduct a professional dialogue and manage it;
* communicative culture: culture of speech, culture of thinking, emotional culture;
* communicative behavior: possession of communicative tactics, norms, paralinguistic means of communication.

Thus, communicative competence acts as a multidimensional phenomenon, which manifests itself in the process and result of its structuring.

Let us pay attention to the fact that in pedagogical practice there is no single correct ideal structure of communicative competence. The set of its components and elements is not exhaustive and in each specific case the structure is variable.

We believe that the structure of communicative competence in general terms is a combination of the following components:

Individual-personal component. It includes psychophysiological (memory, thinking, speech, etc.), psychological (temperament, character accentuations, personality type: extrovert / introvert) personality traits.

The general cultural component is objectified in moral qualities, value orientations, views, worldview, mentality, personality erudition.

The knowledge component is a set of ideas about the communicative process as a whole, about the basic laws of communication science, principles and rules of effective interaction. It also involves knowledge of the structure, functions, types, types, patterns of communication; basic communication models, knowledge of the features of effective communication in a conflict situation.

The behavioral component is updated in the activity aspect of communicative competence. The content of the designated component is, in our opinion, the following system of competencies: oral and written speech; non-verbal communication; interpersonal perception; communication process management.

The motivational-reflexive component includes: internal and external prerequisites for mastering communicative competence by a specialist, contributing to its effective implementation; ability to analyze the situation, own goal-setting and actions of partners; adequate self-esteem of the individual, both in professional and communicative vectors.

Thus, we consider the formation of communicative competence as a way of actualizing the personal and professional qualities of a future specialist. This process is characterized, first of all, by the purposeful pedagogical interaction of the subjects of the educational process in the conditions of a personality-oriented educational environment in the context of a competency-based approach.

The key characteristics of this process are the focus on mastering the ability to analyze a communicative situation, the methods of goal-setting and planning communicative activity, the skills of interpersonal and professional interaction, the ability to objectively assess one's own communicative activity and situations of communicative interaction through intellectual-personal and professional reflection.

The main task of the secondary general education system is to prepare schoolchildren for life in society, providing them with the necessary knowledge and communication skills. Based on this, teachers and parents need to consider the formation of the communicative competence of schoolchildren as the basis for successful social activity of the individual.

Definition of communicative competence

What is this term? Communicative competence is a combination of the skills of successful communication and interaction of one person with others. These skills include verbal literacy, oratory skills, and the ability to connect with different types of people. Also, communicative competence is the possession of certain knowledge and skills.

The list of necessary components for successful communication depends on the situation. For example, interaction with others in a formal setting is a set of stricter rules for the exchange of information than conversation in an informal setting. Therefore, communicative competence is divided into formalized and non-formalized. Each of them has its own system of requirements and includes a number of components. Without them, the formation of communicative competence is impossible. These include a rich vocabulary, competent oral and written speech, knowledge and application of ethics, communication strategies, the ability to establish contact with different types of people and analyze their behavior. Also, these components include the ability to resolve conflicts, listen to the interlocutor and show interest in him, self-confidence and even acting skills.

Foreign language communicative competence as a key to success in the context of globalization

In our age of globalization, knowledge of foreign languages plays an important role in professional and personal growth. Foreign language communicative competence includes not only the use of the basic lexicon, but also the knowledge of colloquial, professional words and expressions, an understanding of the culture, laws and behavior of other peoples. This is especially true in modern Russian society, which has become more mobile and has international contacts at all levels. In addition, foreign languages are able to develop thinking, raise both the educational and cultural level of students. It should be noted that the most favorable period for teaching children foreign languages is the age from 4 to 10 years. Older students have a harder time learning new words and grammar.

Foreign language communicative competence is in demand in many areas of professional activity. Therefore, the study of foreign languages and the culture of other peoples is given special attention in educational institutions.

School is a starting place for the development of communicative competence

Secondary education is the foundation through which a person receives the necessary knowledge about life in society. From the first days, schoolchildren are taught according to a certain system, so that the communicative competencies of students allow them to interact with other members of society and be successful in any social environment.

Children are shown how to write letters, fill out questionnaires, express their thoughts orally and in writing. They learn to discuss, listen, answer questions and analyze various texts in their native, state and foreign languages.

The development of communicative competence allows students to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a paramount task in the field of education.

It should be noted that primary education forms the personal qualities of students. Therefore, the first years of schooling should be especially productive. Even in the primary grades, students should become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.

Bilateral work with difficult students to improve their communication

Schools often face difficult children. Not all students are exemplary. If one part of the schoolchildren is able to behave in a disciplined manner, then the other part does not want to follow the generally accepted rules of ethics. Difficult students often behave provocatively, they can fight even during classes, they do not absorb information well, they are distinguished by lack of concentration and inability to clearly articulate their thoughts. This is largely due to the improper upbringing of their children by parents. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.

Many parents place the responsibility for their children's behavior on teachers. They believe that the communicative competence of a student in most cases depends on teachers and the atmosphere at school. However, parental upbringing has no less impact on the child than the time spent in an educational institution. Therefore, it is necessary to develop children's interest in academic subjects both at school and at home. Bilateral work with students will certainly bear fruit. It makes them more disciplined, educated and open to dialogue.

Creating conditions for the development of children at school and at home

The task of teachers and parents of primary school students is to create an environment for children in which they would like to learn, develop and act. It is important that the child enjoys new knowledge and opportunities.

An important role in elementary school is played by group classes, activities, games. They help students to adapt to society and feel part of the social environment. Such classes improve the communicative competence of younger students, make them more relaxed and sociable. However, the conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extra-curricular activities for children in various sections, groups, where each child will be given special attention. Communication between elders and children is also important. It must be friendly. The child should be able to share impressions and stories, not be shy to express their feelings and thoughts, and also to find out from their parents what interesting things happened to them, or to ask questions, the answers to which he does not know.

Ethics of communication in the formation of communicative competence

One of the components for developing communication skills is ethics. It also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a particular environment. In elementary school, students differ markedly from each other in manners. Of course, this is connected with the upbringing of children by parents. Hoping that schooling will change bad behavior, relatives keep making mistakes. They do not teach the main thing: the ethics of communication. At school, it is difficult for teachers to cope with ill-bred children, such students are noticeably behind in development from other schoolchildren. Consequently, such graduates will have difficulty adapting to adult life, because they do not know how to behave correctly in society and build personal and professional ties.

The future of each person depends on communicative competence, because we all live in a social environment that dictates certain rules of behavior to us. From early childhood, you should think about the proper upbringing of your children if you want your child to be successful and have an active life position. Therefore, all components of communicative competence should be taken into account by parents, relatives, educators and teachers when teaching schoolchildren and spending time with them.

Ways to develop communicative competence

Communication skills must be constantly developed in an integrated manner. It is desirable that the child learn something new every day and replenish his vocabulary. To keep complex words in your memory, you can draw images that symbolize the new, or print ready-made pictures. Many people remember new things visually better. You also need to develop literacy. It is necessary to teach the child not only to write correctly, but also to express orally, analyze.

For the formation of the communicative competence of the student, it is necessary to instill in him a love of knowledge. A broad outlook, erudition only increase the vocabulary, form a clear beautiful speech, teach the child to think and analyze, which will make him more self-confident and collected. It will always be interesting for peers to communicate with such children, and they will be able to express out loud what they want to convey to others.

Communicative competence improves at times when schoolchildren take acting classes, participate in staging performances, concerts. In a creative atmosphere, children will be more relaxed and sociable than at a school desk.

The role of reading in the formation of communicative competence

Literature lessons at school are a good environment for developing communication skills. A special place is occupied by reading books. However, with increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of devoting time to doing useful things, reading. Virtual games have a negative impact on the child's psyche, making him socially unadapted, passive and even aggressive. Needless to say, children who spend time on gadgets do not want to learn, read and develop at all. In such conditions, the communicative competence of students does not develop. Therefore, parents should think about the negative impact of modern technology on the child and about more useful and developing activities for the student. It is worth trying to instill in students a love of reading, since it is books that enrich the lexicon with new words. Well-read children are more literate, collected, with a broad outlook and a good memory. In addition, classical literature confronts children with various images of heroes, and they begin to understand what good and evil are, learn that they will have to answer for their actions, and learn from the mistakes of others.

The ability to resolve conflicts as one of the components of social adaptation

The formation of the communicative competence of schoolchildren also includes the ability to resolve controversial issues, because in the future such moments are unlikely to bypass anyone, and for a successful dialogue, you need to be prepared for various turns. For this, classes in oratory and discussions, acting classes, knowledge of the psychology of various types of people, the ability to decipher and understand facial expressions and gestures are suitable.

External qualities are also important for creating the image of a strong person who is ready to resolve the conflict. Therefore, sports are highly desirable for every person, especially for males.

To resolve controversial issues, it is also necessary to be able to listen, to enter into the position of the opponent, to approach the problem reasonably. Do not forget in such cases about ethics and manners, especially in a formal setting. After all, many issues are solvable. The ability to remain calm and wise in conflict situations will help in most cases to win over opponents.

An integrated approach to the formation of communicative competence

As mentioned above, in order to adapt in society, it is necessary to have various communication skills and knowledge. For their formation, an integrated approach to students is needed, especially to younger students, since at their age a way of thinking begins to take shape and principles of behavior are formed.

The system for the development of communicative competence includes speech, language, socio-cultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This knowledge of the language, grammar, style, enriched vocabulary, a broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good manners, tolerance, knowledge of ethics and much more.

An integrated approach should be applied not only within the walls of the school, but also at home, because the child spends a lot of time there. Both parents and teachers should understand the importance of mastering communication skills. Both personal and professional growth of a person depends on them.

Changes in the education system to improve student communication

It is worth noting that in recent years, training has undergone a number of changes and the approach to it has changed a lot. Much attention is paid to improving the communicative qualities of schoolchildren. After all, a student must graduate from secondary education already ready for adulthood, which means they must be able to interact with other people. It is for this reason that a new teaching system is being introduced.

Now the school is perceived as an educational institution for obtaining not only knowledge, but also understanding. And the focus is not on information, but on communication. The priority is the personal development of students. In particular, this applies to the educational system of primary school students, for whom a whole system for the formation of communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving the adaptation in the society of each student, but also at increasing the desire for knowledge. With this approach to learning, modern schoolchildren learn to be active, sociable, which makes them more adapted to society.

The role of students' interaction with others in building communication skills

The formation of communicative competence is impossible without the efforts of teachers, parents and the children themselves. And the basis for the development of skills for interacting with society is the personal experience of students communicating with other people. This means that every connection a child has with other people either makes him communicative and competent, or worsens his understanding of conversational style and behavior. This is where the student's environment plays an important role. His parents, relatives, friends, acquaintances, classmates, teachers - they all influence the development of the child's communicative competence. He, like a sponge, absorbs the words that he hears, the actions that take place in front of him. It is very important to explain to schoolchildren in time what is acceptable and what is unacceptable so that they do not have a false idea of communicative competence. This requires the ability to convey information to students in an understandable, non-critical and not repulsive way. In this way, interaction with others will be a positive rather than a negative experience for the student.

The modern approach of the school in the formation of the communicative competence of students

The new education system helps students not only become diligent, but also feel part of society. It involves children in the learning process, it becomes interesting for them to learn and apply their skills in practice.

Increasingly, group developmental games, classes with psychologists, individual work with children, the introduction of new teaching methods, and the practical application of the experience of foreign educational institutions are being used in primary schools.

However, it is worth remembering that the formation of the communicative competence of students includes not only knowledge and skills. No less significant factors influencing behavior are the experience gained within the walls of the parental home and school, the values and interests of the child himself. The formation of communicative competence requires the comprehensive development of children and the right approach to the upbringing and education of the younger generation.

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Introduction

The relevance of research:

In the modern educational space, socio-psychological problems related to the process of communication, especially its communicative side, are of particular importance (B.G. Ananiev, A.A. Bodalev, I.A. Zimnyaya, A.V. Mudrik, V.N. Myasishchev, S.L. Rubinshtein, V.A. Slastenin, etc.) The most important qualitative characteristic that allows a developing personality to realize their needs for social acceptance, recognition, respect and determines the success of the socialization process is communicative competence. A feature of communicative competence is its ability to form the successful activity of an individual in a changing social environment. For various areas of professional interaction between specialists, the presence of communicative competence is an important quality. Therefore, its study is one of the main directions in modern education, since society requires a high level of communicative culture in a person.

At the stage of basic general education, the significance of the formation of a person's communicative competence is also determined by the transition of students to a new age period - adolescence, in which complex processes of the development of self-awareness are carried out, the formation of a value system that determines a new type of relationship with society. However, a number of psychological and pedagogical studies note the fact that in the educational process of the main general education school there is no system of methods and forms of work that ensures the achievement of communicative competence by students (D.I. Arkharova, N.Sh. Galliamova, T.A. Dolinina, T A. Ladyzhenskaya, A. Yu. Maslova, M. A. Mosina, O. S. Salamatova, T. B. Cherepanova, etc.).

Despite the wide scientific interest in the problem of the formation of communicative competence, there is no unambiguous definition of this phenomenon of social psychology. So L.A. Petrovskaya defines communicative competence as "the ability to set and solve certain types of communicative tasks: determine the goals of communication, assess the situation, take into account the intentions and methods of communication of the partner (partners), choose adequate communication strategies, be ready to meaningfully change one's own speech behavior" . M.K. Kabardov associates this phenomenon with a satisfactory mastery of the norms of communication, the assimilation of ethnic and socio-psychological standards, standards, stereotypes of behavior, mastery of the "technique" of communication, the formation of the ability to establish and maintain the necessary contacts with other people. According to K.I. Falkovskaya, communicative competence consists in achieving communicative, interactive and perceptual levels of adequacy of partners "it consists of the abilities: to give a socio-psychological forecast of a communicative situation, socio-psychologically program the process of communication and exercise socio-psychological management of a communicative situation" .

Analyzing the above definitions, we can state that the determining component here is the cognitive (knowledge) component of competence. At the same time, it is impossible not to take into account the fact that knowledge of moral norms and rules of communication, although it guides the choice of generally accepted communication strategies, does not always determine adherence to them in real behavior. There is a discrepancy between the “known” norms and the attitude towards them as personally significant, their reflection in behavioral reactions, which is confirmed by the experimental data of a number of studies (T.V. Ermolova, S.Yu. Meshcheryakova, N.N. Ganoshenko), according to which social cognitions, i.e., a system of ideas about the ethical and social norms of communication, do not have significant correlations with the social sphere of their activity.

Communicative competence is a multicomponent education that integrates a cognitive component (associated with the knowledge of another person, includes the possession of communication norms, the ability to anticipate the behavior of another person and adequately assess the situation of communication, effectively solve various communication tasks); emotional (includes emotional responsiveness, empathy, sensitivity to another, the ability to empathize and compassion, attention to the actions of partners); behavioral (reflects the ability to cooperate, joint activities, initiative, organizational skills, etc., is characterized by well-formed communication skills).

Communicative competence in the educational process has a certain influence on the holistic development of the individual. Therefore, we can distinguish the following tasks that it performs in the course of various educational situations. Communicative competence:

* has a direct impact on the educational success of the child;

* forms the basis for successful vocational training in higher education institutions;

* helps the child adapt to school, thereby ensuring emotional well-being in the educational team.

The effectiveness of communication is achieved under the conditions of competence of all parties involved in communicative contact, therefore, for successful adaptation of a person in society, it is necessary to develop communication skills from an early age.

The sensitive period for the formation of communicative competence, according to most researchers (B.G. Ananiev, L.S. Vygotsky, K.M. Gurevich, G.S. Nikiforov, E.F. Rybalko, A.A. Smirnov, etc.), is adolescence, when communication of adolescents turns into a special type of activity that ensures the assimilation of life goals and values, moral ideals, norms and forms of behavior, increases their level of communicative competence.

Starting from adolescence, according to psychologists (G.M. Breslav, L.V. Vygotsky, G.S. Nikiforov, A.V. Petrovsky, L.I. Ruvinsky and others), communication turns into an independent activity, during which they learn life goals and values, moral ideals, norms and forms of behavior, increase their level of communicative competence. Unfavorable relationships with comrades, which develop due to the insufficient formation of communicative competence, negatively affect the emotional state of adolescents (K.N. Volkov, Ya.L. Kolominsky, A.E. Lichko, T.V. Snigireva). Their satisfaction with professional and personal life in the future depends on how successfully children learn to build relationships with parents, adults, and peers. In order to build relationships with others, it is necessary, first of all, to learn to live in peace and harmony with oneself. Starting from adolescence, to reduce aggressiveness and increase the level of mutual understanding, it is necessary to use active methods of socio-psychological influence. So, in particular, the area of socio-psychological training is focused in the direction of influencing the development of an individual, a group by optimizing the forms of interpersonal communication, in other words, SPT (Socio-psychological training) is considered as a means of developing competence in communication. The development of group forms of training is associated with the names of K. Levin, K. Rogers, L. Bradfort, R. Lippit, M. Forverg. The theories of group dynamics and client-centered therapy developed by K. Levin were the direct sources of group training practice. The experience of using psychological training is reflected in the works of domestic psychologists: G.A. Kovaleva (1980), L.A. Petrovskaya (1982; 1989; 1999; 2002) , Yu.N. Emelyanova (1983; 1985) , H. Mikkina (1986) , V.P. Zakharova and N.Yu. Khryashcheva (1990), A.P. Sitnikova (1996), G.I. Marasanova (2001), V.Yu. Bolshakova (1996), S.I. Makshanova (1997) , I.V. Vachkova (2000), G.I. Leaders (2001), V.G. Romek (2002), E.V. Sidorenko (2003), T.V. Zaitseva (2002), N.T. Oganesyan (2002) and others.

Psychological training is an effective means of psychological influence that allows solving a wide range of tasks in the field of developing competence in communication. The active use of psychological training to solve real practical problems is an urgent task of psychology.

The aim of the thesis is to study the influence of socio-psychological communication training on the development of communicative competence.

The object of the study is high school students, aged 16-17 years.

The subject of the research is socio-psychological training as a means of developing communicative competence.

The hypothesis of our study is the assumption that a specially designed program of socio-psychological training aimed at developing the communicative competence of high school students contributes to the development of sociability.

Research objectives:

Consider the theoretical aspects of studying the problem of communicative competence in psychological science;

To study the concept, types of socio-psychological training;

To analyze the theoretical aspects of studying the problem of the influence of socio-psychological training on the development of communicative competence in high school students;

4. Consider socio-psychological training of communication as a condition for the development of communicative competence among high school students;

5. To experimentally study the influence of socio-psychological training on the development of communicative competence of high school students;

6. Develop a program and conduct training in communication skills;

Theoretical and methodological basis for the study of communicative competence are the works of Prozorova E.V., Konev Yu.A., Emelin A.I., Altunina I.R., Huseynov A.Sh. , Zhukov Yu.M., Muravieva O.I., Rogozhnikova S.M., Makarovskaya I.V., Kolmogorova L.S., Kapustina E.A.

Research methods:

Testing;

Mathematical processing of research results;

Theoretical significance: the work analyzes, generalizes, systematizes theoretical and practical material on this issue, and also shows that socio-psychological training is an effective means of psychological influence that allows solving a wide range of tasks in the development of communication competence.

The practical significance of the work lies in the possibility of using the results of the study in the activities of the school psychological service in order to master the ways of interacting and communicating with people in various social groups, performing various social roles in society, the ability to use a variety of communication objects to solve specific life situations. Based on the results of the study, recommendations for the development of communicative competence were developed for students in grade 10.

Research base: KSU secondary school No. 11, Semey, East Kazakhstan region.

The structure of the work includes: introduction, 3 chapters, conclusion, bibliography, appendix.

communicative communication psychological

1. The development of communicative competence as a psychological and pedagogical problem

1.1 The concept of communicative competence

1. Level of development of communicative values:

value for the child,

Sociocultural orientation of the teacher's activity.

2. The degree of inclusion by the teacher of communicative values in professional ideals:

Compliance with pedagogical tact and etiquette;

The nature of the teacher's relationship with children (interpersonal, subject-content);

Claims in relationships with children.

3. The level of development of professional communication skills of the teacher:

Verbal communication skills - verbal communication, use of voice data;

Non-verbal communication skills - adequacy of gestures, facial expressions;

Justification of movements in class space;

Communication technology;

Emotional intonation of communication - possession of a psycho-emotional state, the manifestation of positive emotions, the ability to prevent and resolve conflicts.

This or that severity of the above criteria allows us to talk about the levels of communicative competence.

Communicative competence is considered as a system of internal resources necessary to build effective communication in a certain range of situations of personal interaction. Competence in communication has undoubtedly invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.

The realization by a person of his subjectivity in communication is associated with the presence of the necessary level of communicative competence.

Communicative competence consists of the ability to:

1. Give a socio-psychological forecast of the communicative situation in which to communicate;

2. Socio-psychologically program the process of communication, based on the uniqueness of the communicative situation;

3. To carry out socio-psychological management of communication processes in a communicative situation.

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes.

With this approach to the characterization of communicative competence, it is advisable to consider communication as a system-integrating process that has the following components.

* Communicative-diagnostic (diagnosis of the socio-psychological situation in the context of future communicative activity, identification of possible social, socio-psychological and other contradictions that a person may encounter in communication)

* Communicative-programming (preparation of a communication program, development of texts for communication, choice of style, position and distance of communication

* Communicative and organizational (organizing the attention of communication partners, stimulating their communicative activity, etc.)

* Communicative-executive (diagnosis of a communicative situation in which communication of a person unfolds, a forecast of the development of this situation, carried out according to a previously meaningful individual program of communication).

According to a number of psychologists, we can talk about the communicative culture of the individual as a system of qualities, including:

1. Creative thinking;

2. Culture of speech action;

3. Culture of self-adjustment to communication and psycho-emotional regulation of one's state;

4. Culture of gestures and plasticity of movements;

5. Culture of perception of communicative actions of a communication partner;

6. Culture of emotions.

Thus, communicative competence is a necessary condition for the successful realization of personality.

Structure of communicative competence

So, in the structure of a linguistic personality, there are three levels:

* verbal-semantic;

* cognitive-thesaurus;

* motivational-pragmatic.

Let's move on to the consideration of communicative competence in the socio-psychological context.

Thus, realizing his material and spiritual needs, a person through communication enters into various kinds of relations - production, political, ideological, moral, etc.

* desire to make contact with others;

* the ability to organize communication, including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;

* Knowledge of the norms and rules that must be followed when communicating with others.

In this regard, we note that the level of communicative competence is manifested in three aspects of the communication process - communicative, perceptual, interactive.

Each of the three aspects implies the presence of communicative competence in the field:

* professional culture of speech: possession of fundamental knowledge in a specific professional field, the ability to build monologue speech, conduct a professional dialogue and manage it;

* communicative culture: culture of speech, culture of thinking, emotional culture;

* communicative behavior: possession of communicative tactics, norms, paralinguistic means of communication.

Thus, communicative competence acts as a multidimensional phenomenon, which manifests itself in the process and result of its structuring.

We believe that the structure of communicative competence in general terms is a combination of the following components:

The general cultural component is objectified in moral qualities, value orientations, views, worldview, mentality, personality erudition.

1.2 Factors affecting the development of communicative competence

There are various factors that affect the communicative competence of a person - this is the style of his communication, and tact, and the ability to listen, and many others.

An important factor influencing the communicative competence of a pharmacist is his ability to listen.

Listening skills as a factor in effective communication

What does a person do while listening to another? A variety of things, including those that are trying to hear and understand what the interlocutor is talking about. In addition, he evaluates it, monitors the weak points in the argument in order to strike precisely at them, thinks over his argument, just rests and relaxes after the previous communicative solo.

It is customary to talk about effective and ineffective listening. Effective listening provides a correct understanding of the words and feelings of the interlocutor, creates the speaker's feeling that they are hearing him, do not replace his problem with another, more convenient for the interlocutor. It also contributes to the promotion of communication partners in understanding the problem under discussion, the establishment of trusting relationships, leads to a solution to the problem or its correct formulation.

There are different types of effective listening: reflective and non-reflexive.

Non-reflexive listening - or attentive silence - is used when posing a problem, when it is only formulated by the speaker, as well as in a situation where the goal of the conversation on the part of the speaker is "outpouring of the soul", emotional discharge.

Attentive silence is listening with the active use of non-verbal means - nods, facial reactions, eye contact, postures of attentive interest. Speech techniques are also used, for example, repeating the last words of the speaker (“Mirror”), interjections (“Uh-huh - assenting”), etc.

Such listening facilitates the process of self-expression for the speaker and helps listeners to better understand the meaning of statements, to catch what is behind the words. Minimal interference with the speech of the interlocutor helps an experienced listener to better understand the speaker. And to the interlocutor, these techniques show that they are really interested.

Reflective listening involves establishing active feedback with the speaker. It allows you to eliminate barriers, distortions of information in the process of communication, to more accurately understand the meaning and content of statements. Such listening is used in situations where the speaker needs not so much emotional support as help in solving certain problems.

There are 4 main methods of reflective listening:

Finding out. This is a direct appeal to the speaker for clarification.

Reflection of feelings. Here the main attention is paid not to the content of messages, but to the feelings expressed by the speaker, the emotional component of his statements. Reflecting the feelings of the interlocutor, we show him that we understand his condition. In order to better understand the feelings of the interlocutor, you need to follow the expression of his face, posture, gestures, intonation, the distance established with the communication partner, i.e. use non-verbal means of communication. It is necessary to try to imagine yourself in the place of the speaker, i.e. use such a mechanism of interpersonal perception as empathy.

Summarizing a statement summarizes the thoughts and feelings of the speaker. This technique is useful for long conversations. Summarizing phrases give the listener confidence in the exact perception of the message and at the same time help the speaker understand how well he managed to convey his idea.

To paraphrase means to formulate the same idea differently. The purpose of paraphrasing is the speaker's own formulation of the message to test the accuracy of understanding. You can paraphrase only the essential, main ideas of the message. Paraphrasing shows the speaker that they are listening and understanding.

Any communication, any human interaction contains elements of the impact of partners on each other. In the course of communication, not only information changes, becoming a common sense, but the participants themselves change - their way of thinking, current state, idea of themselves and the world around [p. 104].

Such changes may be desirable, expected. The listener is then exposed to the communicator. In other cases, the situation of communication, the personality of the communicator, his words or the meaning behind them may seem or actually turn out to be unattractive for the listener, dangerous for inner peace and personal ideas. Then the listener prefers to close himself from the information and its carrier. In the matter of protecting the inner world from encroachments of external information, communication barriers will serve it.

By its psychological nature, the communicative barrier is a mechanism of protection from unwanted information and, as a result, from unwanted influence. At their core, communication barriers are psychological obstacles of various origins that the listener places in the way of unwanted, tiresome or dangerous information.

It would be unfair to consider communication barriers only as protection mechanisms. Barriers can also arise in more prosaic situations: information is given in a complex, unusual form, something in the speaker causes hostility, etc. That is, there are various reasons that provoke the emergence of communication barriers. First of all, the reasons can be hidden in the content and formal characteristics of the message - phonetic, semantic, in the logic of its construction.

A phonetic barrier arises when communication participants speak different languages and dialects, have significant speech and diction defects. Of course, no phonetic interference is an insurmountable obstacle. If the listener is interested in information, he will also extract it from a difficult conversation with a stutterer. But if he is not sure of the significance of the information or, on the contrary, is convinced of its danger, phonetic distortions will easily help him create an insurmountable barrier. The semantic barrier in communication arises due to a mismatch or significant differences that exist in the systems of meanings of partners. This is primarily a problem of jargon and slang.

No less important role in the destruction of normal interpersonal communication is played by the stylistic barrier. It occurs when there is a discrepancy between the communicator's speech style and the communication situation, the speech style and the current psychological state of the listener, etc.

Thus, mastering communication skills is the key to success in work. This requires long-term, purposeful, systematic work on oneself. In striving for self-improvement, one should think about how to improve relations with people, improve relations in the team. Only by caring for others, you can become better yourself, learn how to communicate skillfully with people.

1.3 Methods for diagnosing and developing communicative competence

Based on the fact that competency includes a certain set of knowledge, skills and abilities that ensure the successful flow of the communicative process, the following strategy for building a diagnostic system is distinguished: an inventory of competency components (knowledge, skills and abilities) and selection or creation for the assessment of each of the components of the corresponding psychological procedure. However, in practice, this approach cannot be effectively implemented - as communication research expands and deepens, the growth in the number of detected components exceeds the pace of creating diagnostic tools that meet the elementary reliability criterion. In fact, when diagnosing competence, they limit themselves to assessing a very narrow set of its components. Since a comprehensive diagnosis is difficult, it is desirable to define criteria for selecting the main components of competence for assessment.

Two criteria claim to be the main selection criteria; they are formed as diagnostic principles:

No evaluation of personality without evaluation of actual or potential environment;

No evaluation without development.

The adoption of these provisions significantly narrows the circle of candidates for the elements of the system of psychodiagnostics. Diagnostics acquires its systemic characteristics in connection with a meaningful consideration of communicative competence. A meaningful analysis is unthinkable without relying on a certain theoretical base.

As a theoretical basis for a meaningful analysis of communicative competence, ideas about the structure of objective activity are accepted. Of particular importance is the allocation of the indicative and executive parts of the action, as well as the concept of internal (resources) means of activity.

Communicative competence is considered as a system of internal resources necessary to build an effective communicative action in a certain range of situations of interpersonal interaction.

Like any action, a communicative act includes an analysis and assessment of the situation, the formation of a goal and composition of the action, the implementation of a plan or its correction, and an assessment of effectiveness. Of particular importance for the diagnosis of competence is the analysis of the composition of those internal means of activity that are used in orientation in communicative situations. The assessment of cognitive resources that provide an adequate analysis and interpretation of the situation is the primary task of diagnosing communicative competence.

A large block of techniques is based on the analysis of "free descriptions" of various communicative situations, given by the experimenter verbally or with the help of visual means. This creates opportunities to coordinate the survey situation with the context of the real or potential sphere of life of the subject, which distinguishes this methodological approach from standardized questionnaires, in which a significant part of the “items” often has nothing to do with the communicative sphere that is relevant for the tested persons.

A special place among the methods for assessing cognitive resources is occupied by a set of methods called repertoire matrix testing, or the technique of repertory grids (Fedotova 1984), which allow determining the elementary composition and method of constructing cognitive structures, on the basis of which the organization of sociooperative experience takes place.

Both of these methodological approaches make it possible to identify those components of cognitive resources that are actually used by people when orienting themselves in communicative situations that are significant for them. The psychodiagnostic data obtained in this way can serve as a reliable basis for the choice of correction methods identified in the course of the study of inadequacies in the development of the cognitive sphere. It is also important that the mentioned groups of methods, being primarily diagnostic, can at the same time serve as elements of competence development procedures.

Diagnostics of the competence of the indicative part of the communicative action is also partially carried out with the help of techniques based on “methods of analysis of specific situations”. This approach has the limitation that it does not allow directly assessing the cognitive resources used in orienting a communicative action, but on the other hand, it makes it possible to determine the degree of effectiveness of their use, which can be judged by the adequacy of the definition of the situation. It is also essential that with an appropriate selection of situations for analysis, the relevance of the stimulus material to the class of tasks that the subject faces in his daily life and in the field of professional activity can be ensured.

A holistic diagnosis of communicative competence, or an assessment of the resources of a communicative act, involves an analysis of the system of internal means that ensure action planning. When assessing competence, various quantitative and qualitative characteristics of the solution are used, among which the main place is occupied by such an indicator as the number of different types of design solutions.

Studies of social interaction have made it possible to establish that people in the process of communication are guided by a complex system of rules for regulating joint actions. This system of rules includes a local social aspect, rituals, rules for regulating competitive activity. A person's ignorance of the generally accepted rules usually causes a feeling of embarrassment among others, but it is not clear how to use this phenomenon for the purposes of psychodiagnostics. The creation of adequate means of analyzing this component of communicative competence is a matter of the future.

Diagnostics of the executive part of a communicative action is based on the analysis and evaluation of the operational composition of the action. The analysis of the operational composition is carried out with the help of observation either in natural conditions or in specially organized game situations that imitate situations of real interaction. An important role here is played by technical means of fixing the behavior of the observed - audio and video recording equipment, since their use increases the accuracy and reliability of the observation data and, most importantly, the observed himself can be involved in the analysis process.

At the first stage of the analysis, an inventory of the communication techniques used is carried out - a kind of operational repertoire is singled out. Such a repertoire may include mastery of the tempo of speech, intonation, pause, lexical diversity, skills of non-directive and activating listening, non-verbal technique: facial expressions and pantomime, gaze fixation, organization of communicative space, etc.

One of the evaluation parameters is the number of communication techniques used. Another parameter is the relevance or adequacy of the technique used. The assessment of this characteristic of the operational potential of a communicative action is made with the help of expert judgments in the process of evaluating an audiovisual recording.

The modern approach to the problem of developing and improving the communicative competence of adults is that learning is seen as self-development and self-improvement based on one's own actions, and the diagnosis of competence should become self-diagnosis, self-analysis. The problem of diagnosing competence is not solved by simply informing the subject about the test results - its essence is to organize the diagnostic process in such a way that its participants will receive effective information, i.e. one on the basis of which people would be able to carry out the necessary correction of their behavior.

The acquisition of communicative experience occurs not only on the basis of direct participation in acts of communicative interaction with other people. There are many ways to obtain information about the nature of communicative situations, the problems of interpersonal interaction and how to solve them.

Special assistance is required only when there are difficulties in the validation of the implemented funds, associated with the inability to receive and give adequate feedback. Here, forms of group work in the style of introspection groups are very effective, where participants get the opportunity to verify their definitions of communicative situations in the process of comparing the opinions of all members of the group. An important advantage of group forms of work is the fact that one of its products can be the creation of new analysis tools, the great advantage of which is their explication in the process of formation, and, consequently, the possibility of initial correction.

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