MODERN TRENDS IN THE IMPLEMENTATION OF THE COMMUNICATIVE APPROACH TO TEACHING LINGUISTIC DISCIPLINES AT THE PEDAGOGICAL FACULTY OF HIGHER EDUCATION INSTITUTIONS

Abstract

Introduction. The general level of communicative competence among higher education students often does not meet the demands of modern society: they lack communication skills, active listening abilities, the capacity to model their own position and the partner's attitude towards it, and the ability to establish interpersonal and business contacts. Purpose. To highlight current trends in the implementation of the communicative approach to teaching linguistic disciplines at the pedagogical faculty of higher education institutions. Methods. The research process involved the use of methods of scientific source analysis, systematization, and generalization, as well as targeted observation of students’ communicative behavior. Results. The article emphasizes the importance of contextuality (studying linguistic material through real-life situations); interactivity (learning in the format of group and pair tasks, discussions, debates, role-playing, and other activities that stimulate communication); the use of authentic materials—modern texts (media texts), video and audio recordings that reflect the real language spoken by Ukrainians; multimodality (combining textual, audio, and video resources to develop all speech skills); digitalization of the educational process (using online platforms and mobile applications for interactive learning); collaborative learning (mastering material through cooperation and joint activities); individualized learning (adapting linguistic tasks to students' levels and needs using a differentiated approach); and shifting the focus from the teacher to the student. The study substantiates modern trends in shaping a competent speaker capable of effectively interacting in various communicative situations, in line with the requirements of the globalized educational space. Originality. The article provides a comprehensive analysis of current trends in the implementation of the communicative approach to teaching linguistic disciplines, particularly digitalization, multimodality, and authentic materials, among others, which are presented within a unified concept. Conclusions. The communicative approach focuses on studying linguistic phenomena, their practical application in speech, and the exploration of communicative and cognitive aspects of speech activity. At the same time, this approach cannot be considered the only correct one, as students’ learning motivation does not always align with communicative motivation. Moreover, equating the process of language learning with speech or speech activity may disrupt the balance between communicative orientation and the conscious acquisition and systematization of linguistic material. The formation of communicative skills requires a conscious understanding and organization of linguistic material. This does not exclude the interaction of the communicative-activity approach with the systemic-structural and functional-semantic approaches, the latter ensuring conscious language acquisition while considering the dependence of linguistic means on the specifics of a particular speech act.