Characteristics of the main components of the structure of communicative competence of future teachers of professional training

Abstract

The article shows that the change of the educational paradigm of our state requires a revision of the models of the formation of the main professional competencies of future teachers of vocational training. To develop measures for the pedagogical formation of the formation of communicative competence of future teachers of vocational training, analysis, and generalization of existing theories of the content of the studied phenomenon. This allowed us to identify the key components of the structure of communicative competence (motivational, epistemological, activity, and evaluation). Based on the works and models of Canale and Swain, the author's interpretation of the concept of "communicative competence" is introduced. It is shown that when developing models of "communicative competence of future teachers of vocational training" along with the linguistic component (part of the epistemological component) it is necessary to teach the pragmatic component of communicative competence (sociological, discursive, strategic), which will increase communication efficiency and more accurately assess. The peculiarities of the socio-cultural component of communicative competence are revealed, which reflect the content of information coverage, which corresponds to the data within the general social and cultural context of communication, according to pragmatic factors determined by different language use options. The main parameters that reflect the pragmatic component of communicative competence are given.
It is established that the lack of knowledge about social norms or cultural traditions will lead to much greater problems in professional communication between students and teachers than language error or lack of vocabulary, during the curriculum formation of communicative competence of future teachers should be based not only on grammar but also on the conceptual and functional paradigm.