Foreign language communicative competency: content and structure

Abstract

The article provides an analysis of existing scientific views on the concept of "foreign language communicative competency" in general and its individual elements in particular. The absence of a unified approach to the content of the concept of foreign language communicative competency, the inconsistency of the content and components of the terminology "competency" and "communicative competency" are substantiated. It is clarified that regarding communication, both the concepts "competence" and "competency" are applied, which can be used either as synonymous terms or have distinct meanings. The main criteria for distinguishing between the terms "competence" and "competency" are defined: the objectivity criterion, behavioral criterion, and activity criterion. The conclusion is drawn that in the context of foreign language communicative competency, it is appropriate to employ a comprehensive approach when differentiating between the concepts of competence and competency.
Concepts of communicative competency in domestic and foreign scientific literature are analyzed, and the main direction of their evolution is established: the clarification of the structural composition and scope of the concept of communicative competency. The absence of a unified classification of the components of foreign language communicative competency is identified, and differing views on the concepts of language and speech competence are discussed. The use of the term "language competence" as linguistic knowledge and "speech competency" as the practical utilization of linguistic knowledge is proposed.
Author-provided definitions for the terms "objective foreign language competence", "foreign language communicative competence" and "foreign language communicative competency" are presented. A multi-level structure for the concept of foreign language communicative competency is proposed, consisting of a language component (language competence and speech competency), a sociocultural component (sociocultural competence and competency), and personal and value components. It is concluded that the goal of forming foreign language communicative competency is the development of all its elements.