Ekeyeva G.
DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH TO STUDENTS OF NON-LINGUISTIC UNIVERSITIES *
Аннотация:
the article explores the methodological aspects of developing communicative competence in students of non-linguistic universities during English language instruction. It highlights the importance of functional language skills, contextualized learning, and learner-centered approaches to enhance students’ ability to communicate effectively in academic and professional environments.
Ключевые слова:
communicative competence, English language teaching, non-linguistic universities, higher education, language skills, teaching methodology
In the twenty-first century, the English language has acquired the status of an indispensable tool for international communication, scientific exchange, and career advancement. Higher education, as a platform for preparing professionals for the demands of a globalized world, must respond to the need for high-quality foreign language training. However, the task of forming communicative competence among students of non-linguistic universities presents a number of unique difficulties due to the limited number of academic hours allocated to English, the lack of immersion in a language environment, and the often utilitarian attitude of students toward language learning. This necessitates the development of innovative methodological approaches aimed at maximizing the communicative potential of learners within the constraints of academic programs.The Concept of Communicative Competence. Communicative competence is understood as the ability to use the language effectively and appropriately in various social and professional contexts. It includes not only grammatical and lexical knowledge but also pragmatic, sociolinguistic, and strategic components. Unlike traditional language proficiency models focused primarily on the accuracy of speech, the concept of communicative competence emphasizes the meaningful use of language for the purpose of real-life communication. This shift reflects the evolution of teaching priorities from mastery of structures to functional and goal-oriented interaction. For students of non-linguistic universities, communicative competence means the ability to perform tasks in English that are relevant to their academic fields and future professional practice.Challenges in Non-Linguistic University Settings. The development of communicative competence in non-linguistic students is often hampered by several interrelated factors. One of the primary issues is the insufficient motivation of learners who do not immediately see the relevance of English to their core disciplines. This perception can be exacerbated by outdated curricula that emphasize passive knowledge of grammar and vocabulary over the active use of language in meaningful contexts. Another challenge lies in the limited exposure to authentic language materials and real communication settings. The lack of practice outside the classroom prevents students from transferring theoretical knowledge into practical skills. Moreover, university instructors may face difficulties in adapting general language syllabi to the specific professional needs of learners from diverse faculties, such as engineering, economics, or medicine.Methodological Approaches to Developing Communicative Competence. To address these challenges, teaching methods must prioritize interaction, authenticity, and relevance. The communicative approach, which advocates the use of language in real communication, serves as the foundation for effective instruction. In practice, this means shifting the focus from mechanical drills to tasks that simulate real-world situations. Classroom activities should create opportunities for students to engage in dialogue, express opinions, solve problems, and complete projects in English. Integrating content related to students’ academic fields into language lessons significantly increases their engagement and enhances the perceived value of language learning. This approach, known as Content and Language Integrated Learning (CLIL), allows students to acquire professional vocabulary and discourse patterns while simultaneously developing their communicative skills. Additionally, the use of digital tools, such as online forums, language learning apps, and video conferencing, expands the scope of language practice beyond the physical classroom and fosters a learner-centered environment.Assessment and Feedback in Communicative Learning. Assessment of communicative competence requires a departure from traditional testing models that focus solely on grammatical accuracy. Instead, evaluation should reflect the complexity and holistic nature of language use. Performance-based assessments, such as presentations, role-plays, collaborative tasks, and written reflections, provide insight into students’ ability to use English in real-life contexts. Continuous formative assessment supported by personalized feedback contributes to learners’ awareness of their progress and areas for improvement. Instructors play a crucial role in guiding students through this process by creating a supportive atmosphere and encouraging risk-taking in communication. Feedback should be constructive, context-sensitive, and aimed at promoting confidence in using the language.The Role of the Teacher. The success of communicative competence development largely depends on the teacher’s ability to act not only as a transmitter of knowledge but also as a facilitator of communication. This role requires a high level of methodological awareness, cultural sensitivity, and the ability to adapt instruction to the diverse needs of learners. Teachers must also stay informed about emerging technologies and integrate them meaningfully into the language learning process. Professional development and collaboration among language educators across faculties can enhance the overall quality of English instruction and promote interdisciplinary approaches to teaching.Conclusion. The development of communicative competence in teaching English to students of non-linguistic universities is a multidimensional and context-sensitive process. It requires the implementation of learner-centered methodologies that prioritize authentic communication, integrate content relevant to students’ academic and professional lives, and leverage digital technologies to expand learning opportunities. Despite institutional and curricular constraints, educators can significantly enhance the effectiveness of language instruction by fostering a communicative environment, promoting meaningful interaction, and adopting flexible assessment practices. As the role of English continues to grow across disciplines, the importance of equipping all students—not just those in linguistic programs—with strong communicative skills cannot be overstated.
Номер журнала Вестник науки №5 (86) том 3
Ссылка для цитирования:
Ekeyeva G. DEVELOPMENT OF COMMUNICATIVE COMPETENCE IN TEACHING ENGLISH TO STUDENTS OF NON-LINGUISTIC UNIVERSITIES // Вестник науки №5 (86) том 3. С. 744 - 747. 2025 г. ISSN 2712-8849 // Электронный ресурс: https://www.вестник-науки.рф/article/23076 (дата обращения: 13.07.2025 г.)
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