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COMMUNICATIVE COMPETENCE OF A TEACHER
T. P. Brown
The degree of a teacher's communicative competence development is significant, affects the efficiency of professional activities, and requires self-reflection and self-control.
Key words: pedagogical communication, communicative competence,
communication, speech, self-reflection.
Communicative competence is a developing and largely perceivable experience of communication between people, which is formed and updated in direct human interaction; this is a certain level of development of personal and professional experience of interaction with others, which the individual needs to operate successfully in a professional environment and society [5]. The communicative competence means a set of personality characteristics that includes communication skills and abilities, the ability of self-control, empathy, knowledge of psychological characteristics of personality and mental state, which is manifested in the society. To make the contact efficient, it is necessary to have knowledge and understanding of individual characteristics of students, as well as one’s own characteristics, knowledge of methods of constructing optimal strategies of pedagogical influence. Communicative competence of a teacher ensures contacts, cooperation, joint activities, cooperation and ultimately - the system of relations. The development of cultural of cooperation and the formation of relevant rules are of great value.
The extent of the formation of the communicative competence affects the productivity of communication, effectiveness of professional achievements, the process of self-realization, life self-determination, and socialization in general. The need for communication is not innate - it arises during the course of life, and is functioning and formed in practical life activities during the course of the interaction of a teenager with the outside world.
There is a broad understanding of the relationship between the activities and communication: communication is seen as a part of joint activities, and as its product. G. M. Andreeva [1] believes that through communication, activities are organized and developed. There are the following types of communication: direct / indirect; immediate / derived. The process of communication can stand apart from other forms of activity and be relatively independent [2].
The subjects of communication have their own functional load and, in fact, implement various functions of communication. Thus, according to A.A. Brudnyi [3], in communication (interaction), the following can be identified:
(a) Three primary functions: (1) activation (motivation to act); (2) interdictive (prohibition, bar); (3) destabilizing (threats, insults);
(b) Four basic functions of communication: (1) instrumental (coordination of activities through communication); (2) syndicated (creation of a community, a group); (3) self-expression; (4) translational.
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In the field of communication, major parts of conflicts are born and begin. In view of this, “the very readiness to solve a problem does not mean that an opponent is not right. This means that the opposing part gave up trying to prove that the other party is not right, that is, opponents are willing to forget the past and start all over again” [4, p. 127]. In a dialogue and throughout it, the norms of social behavior, morality, and rules of speech are taught. The ability to use the language means in different contexts of communication in accordance with the purpose and content, is an indication of the high level of speech culture. A teenager with a high level of speech can more easily be oriented in a new and unfamiliar environment. Average language literacy, an ability to competently express one’s thoughts, and partial knowledge of speech etiquette is an indication of an average level of speech culture. A teenager with an average level of speech culture has a need to improve his or her speech abilities, and an interest in communicating with peers. The presence of the uncontrolled vocabulary, a lack of knowledge of literary language standards, the inability to use figurative expressions in one’s speech, a lack of or ignorance of elementary rules of the speech etiquette, the inability or unwillingness to exercise speech skills, which leads to difficulty in communicating and sometimes conflicts, are all indicators of a low level of speech culture. Violation of the rules of social behavior and moral norms also leads to conflicts.
The lack of communicative competence of a teacher is an acute problem of the formation of communicative skills and speech culture of students. Any pedagogical action implies the contact and the leading role of the teacher in the process of communication. For constructive contacts it is not only necessary to know the individual characteristics of students and one’s own characteristic, but also to master methods of constructing optimal strategies of pedagogical impact (influence). This is possible if a teacher is focused on the formation of students’ and his/her own communicative qualities, and the ability to adequately evaluate interpersonal relationships. The communicative competence of a teacher provides contacts, cooperation, joint activities, interaction and, finally, the system of relations. The rhetorical literacy of a teacher is one of the main components of pedagogical culture.
The aim of pedagogical communication is to transfer abilities, skills and experience from a teacher to a student. The communicative competence of a teacher is determined by the following main components: (a) motivational-value (the readiness of a teacher for professional development, the need for professional development, the pursuit of self-development and self-realization); (b) cognitive (what the person knows on the subject); (c) operational (the way the specialist implements his/her knowledge in practice); (d) position and value-based (attitude of a specialist to this area of activity).
All components of communicative competence are interrelated. The high level of communicative competence of the teacher assumes the full development of all its components, and virtuosity in the application of all communication techniques. In pedagogical communication, it is very important to prevent and resolve conflicts. Communicative competence is the core of the teacher’s professionalism, whereas interaction with the students is the essence of pedagogical activity. To manage the process of pedagogical interaction it is
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important to know the leading motives that determine the direction of activity of a particular student.
The main purpose of the Federal State Educational Standards is to develop a modern person. This requires the ability to search, analyze, transform, and apply information to solve problems (information competence); the ability to work with people (communicative competence); the ability to set goals, to plan, to use personal resources (self-organization); the willingness to design and implement one’s own educational trajectory throughout life, providing success and competitiveness (self-education). Increasing and improving the communicative competence of teachers is one of the most important professional tasks.
Development of communicative competence involves a twofold process: on the one hand, the acquisition of some new knowledge and skills; on the other hand, correction, and changing of already existing forms. The subject-object approach to the formation of communicative competence facilitates the development of behavioral skills in communication. The degree of mastering the bases of reflection, self-analysis, and self-assessment of one’s own activity depends on the active position, and is built as a critical attitude to one's work. The level of development of the communicative competence affects the result of professional work of the teacher.
Within the competence-based approach, the assessment activity of a teacher can be considered as new professional challenge, the mastery of which takes place at all stages of professional-pedagogical activity and requires professional development throughout a career path.
Bibliography
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М.: Прайм-еврознак, 2003.
3. Брудный А. А.Психологическая герменевтика. Изд: Красивые Дома Пресс, 2005.
4. Корнелиус Х. Выиграть может каждый. Как разрешать конфликты / Х. Корнелиус,
Ш. Фейр. - М., 1992.
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Translated from Russian by Znanije Central Translastions Bureas
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