THE FORMATION OF STUDENTS’ COMMUNICATIVE COMPETENCE BY CONSIDERING THEIR PERSONALITY FEATURES

Despite many language teaching methods and techniques the issue of English learning students’ spontaneous professional language speech abilities remains partly uncovered. Young specialists experience lack of foreign language speech skills both in social and vocational communication spheres. We think that during the educational period a student should be separated out as a subject of the teaching process, all the methods and techniques being used in accordance with the language learners’ personality features. Therefore, the key aim of the research is to try to make a contribution to improving future professionals’ spontaneous speech abilities using appropriate methods and techniques on the base of students’ needs, interests, abilities, and especially their individual and psychological features. The research has been based on the communicative method which was supported by the context approach, which in its turn, enables effective use of “word lace making” method (Yezhova N.N., 2009). The research confirms that the theory of success, the humane principle make it possible for language learners to achieve some spontaneous speech abilities enough to understand and to be understood among English speaking colleagues. Findings of the research prove the necessity of only speaking the target language being taught during the teaching process. All the four kinds of speech activity, that are speaking, reading, listening and writing, should be paid equal attention to during the teaching process supported by special series of exercises contributing to formation of students’ communicative competence. All the 67 participants of the research stated the positive results of their English language training which was organized with the consideration of their personality features. According to the research, confident students have natural expression, strong activity and courage to take risks. Students lacking in self-confidence also try to express their ideas and do well in language communication as good as they can. They should be encouraged for overcoming their uncertainty in succeeding gradually, i.e. step by step. The success of teaching, in our opinion, depends on defining the right psychological factors influencing positively on students’ target language acquisition. The study recommends that during the whole teaching process special attention should be paid to constant supporting of students’ motivation on the base of consideration of their personal features in the first line. The research’s task wasn’t to take into account the correlation of four kinds of speech in the teaching process. This could be the next research’s matter. Further investigations should be devoted else to studying the ways of speech’s transition into conversation which are two different stages of communication, the last being of the utmost importance for forming the communicative competence.