Pedagogical bases of development of foreign language communicative competence of students of nonlinguistic 216 training directions

The authors consider the theory and practice of implementation of the pedagogical bases of development of foreign language communicative competence of students of non -linguistic areas of training in the conditions of implementation of the Federal state educational standard of higher education (bachelor) on the basis of the Kuzbass state pedagogical Academy, 2003-2010, the Kuzbass Institute of FPS of Russia, Novokuznetsk, 2012-2018 (monitoring of the level of development of competence), MGIMO Odintsovo branch 2018-2019 (teaching methods). The pedagogical bases presented by the authors are aimed at the comprehensive development of the foreign language communicative competence (to know, to be able, to own) of students of non-linguistic areas of training, in accordance with the results of training (competencies) declared in the federal state educational standard. The concept and structure of the foreign language communicative competence of a modern University graduate is analyzed. The authors raise the issue of the relevance of non-native language proficiency of students of non-linguistic institutions and their competitiveness in the modern domestic and foreign labor markets. This circumstance makes it necessary to develop the readiness of students to use a foreign language for self-educational purposes in the process of training at the University and in the expected work. The structure of this readiness includes: theoretical, technological and professional-personal readiness. The purpose, tasks, the content of the developed pedagogical bases and also organizational and pedagogical conditions are viewed in the article: didactic, educational and methodical and organizational and technical. The functions of the developed pedagogical bases are described: educational, educational and developing. The question of the necessity of constructing the content of education on the subject "Foreign language" that meets the requirements of our time is studied. The authors indicate the actual methods of language teaching that correlate with the requirements of the current Federal state educational standard of higher education and with the competence approach: communicative, audio-linguistic, audiovisual. The author explains the importance and structure of the funds of evaluation tools in the academic discipline aimed at identifying the current level of foreign language proficiency of students. Evaluation funds allow the teacher to properly organize the educational process, and students to understand the requirements of the teacher.

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