Abstract:

In the Russian state educational standard of higher education the results of graduate`s acquisition of educational program are presented by a set of core competencies, among which there is a communicative competence. This means that the graduate is able to carry out oral and written communication in state and foreign languages, build logically truly, clearly and with reason oral and written speech; to coordinate their actions with those of the partner (considering the opinions of the others), to cooperate, to compromise, to show tolerance. In other words, the competence approach to training of a future professional involves the formation of communicative competence as a significant quality of the person which provides the effectiveness of communicative activities in multiple socio-cultural environments.

In this regard, the formation of communicative competence of students is one of the main goals of modern education. Nevertheless, the traditional lecture and seminary training system does not allow to develop communicative competence of students on a proper level because of its conservatism, i.e. the preferential use of explanatory and illustrative teaching methods. Therefore, the learning methods that contribute to the development of communication skills of students should be actively applied along with traditional ones. Project-based learning technology allows you to create an environment of cooperation and opens up new opportunities for communication. The substance of the technology of project-based learning is to organize self-learning activities of students for solving urgent problems with the obligatory presentation of the results. The technology of project-based learning is focused on the student`s personality, individual needs and capabilities, and is based on the principles of cooperation and inclusion of students into dynamic activities.

In order to learn how a technology of project-based learning affects the development of communicative competence of students, we present the communicative competence as a complex entity, which includes cognitive, emotional and behavioral components. The dynamics of changes in the components of communicative competence of students in the use of project-based learning technologies was investigated in our study.
In the experiment, students of the Faculty of Sociology of St. Petersburg State University were involved. The level of self-esteem of communicative competence; communicative addiction; indicators of negative communication facilities; level of communicative control; level of communicative tolerance were measured. After the experiment there was a recorded increase in the overall level of communicative competence of the students who worked on the project-based learning technology, as well as qualitative changes in the structure of communicative competence, caused by the development of emotional and behavioral components.

According to the self-assessment of communicative competence statistically significant differences in emotional and behavioral components, and communicative tolerance were revealed in the experimental group. The obtained empirical data clearly show the effectiveness of project-based learning technologies as a means of developing emotional and behavioral components of communicative competence of students in the educational process.

Keywords:

Student, communicative competence, technology of project-based learning.