Коммуникативный подход формирования и развития у обучающихся речевых навыков и умений на английском языке

While recognizing the existence of various methods in the modern learning process of foreign language, it should still be noted that the leading position is occupied by the communicative method, which largely determines the choice of techniques, means and forms of learning. At the same time, we note that it is not a variant of any pre-existing method; is characterized by its solid scientific and theoretical base and target perspective and includes a psycholinguistic assessment of the language itself as a means of communication, the definition of the conditions and goals of study for the implementation of foreign language communication. Thus, the communicative approach to teaching FL is learning to communicate through communication on the basis of a communicative-speech situation, as close as possible to natural conditions. It is realized on the basis of subject-subject relations between the teacher and students and serves to form bilinguals, that is, people who can practically use the FL as a means of communication [5, p. 404].

The communicative approach has the following functions: 

- communicative orientation of learning, i.e. language serves as a means of communication in real life situations that require communication; 

- interrelated training in all forms of oral and written communication; 

- the authentic nature of the educational materials, original texts are chosen for teaching even at the early stages without simplifications and adaptations; 

- modelling situations, which change from day to day, creating new communicative tasks for students; 

- personality-oriented training; 

- possibility for a student to express his opinion, discuss issues and topics that are relevant to him. 

The sequence of formation of skills and abilities of speech perception by ear is realized by the hierarchical construction of exercises that are divided into two subsystems — preparatory (language) and speech, into disintegrating groups: exercises for removing linguistic difficulties of listening, exercises for eliminating psychological difficulties of listening.

When building a system of exercises for listening, the following should be taken into account:

1) interaction of listening and speaking as two forms of oral communication;

2)the interaction of preparatory and speech exercises, their dosage and the sequence of execution depends on the language training of the students and their speech experience, in particular, in the field of listening perception;

3) a gradual increase in difficulties, which will guarantee the feasibility of performing exercises at different stages of training.

The purpose of the preparatory exercises is to remove linguistic or psychological difficulties beforehand (before listening to the text), which will allow the auditor to focus his attention on the perception of the content. Taking into account the factors affecting the perception of speech messages, two groups can be distinguished in the preparatory exercises:

1. exercises aimed at removing linguistic difficulties;

2. exercises aimed at overcoming psychological difficulties.

In the course of the work, the methodological significance of the communicative approach was determined in teaching a foreign language in general. The main difference between the communicative teaching method and the traditional ones is that the communicative method shifts attention from the rules of grammar and translation theory to a broader, communicative function of the language. And if earlier in the center the grammar rules were the basis in the study of the English language, and the learning process consisted of translating specially composed sentences (texts) into Russian (and vice versa), then with the advent of the communicative method of teaching, attention shifted to real life situations, the original English texts. The study of grammatical rules and the expansion of active vocabulary with this approach does not occur as a result of studying and translating specially composed sentences, but in the course of using the English language, using the example of real language situations. As a result of the study and analysis of scientific literature on the problem of teaching speech activities using a communicative approach, a set of exercises was developed. This complex includes exercises for teaching listening, speaking and grammar. The practical significance of this set of tasks is that it can be included in teaching, and can also be used by teachers in English lessons to teach various types of speech activities.