Abstract:

Today, the most important problem of the higher education system is the creation of conditions for the qualitative formation of students' ability to self-organize cognitive activity, as well as the ability for them to motivate themselves for self-education. This especially applies to teaching a foreign language and the associated formation of skills to show emotional and evaluative attitudes towards the process of communication in a foreign language. Currently, in the methodology of teaching a foreign language, close attention is paid to the development of the competence of emotionality in students, since this competence, as practice shows, helps to increase the interest of young people in organizing their own cognitive activities in the field of foreign languages. Hence, the emotional component of the cognitive process can become the most important criterion for the quality study of a foreign language, when emotions become a kind of knowledge in the context of emotional intelligence. In this regard, it becomes very important to develop a methodological system that would implement the task of developing students' competence of emotionality in the context of its communicativeness. In this regard, the article discusses the following aspects: The need for the competence of emotionality in mastering a foreign language; The essence of the relationship between the competence of emotionality and communicative culture; Advantages of the competence of emotionality in teaching a foreign language; Formation of students' communicative competencies based on their emotional attitude to the study of a foreign language; Organization of the development process of students' competence of emotionality in the context of its communicativeness within the framework of teaching a foreign language.

Keywords:

Language, students, learning process, foreign language communication, speech activity.