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E.L. Mara

Lucian Blaga University of Sibiu (ROMANIA)
In European education, in recent years, the issue of competence training in pupils is increasingly being addressed, not only because the training activity is directly related to the instructive-educational process, the correct implementation of which leads to the achievement of the educational endings. There is a growing awareness of the renewal of skills training and development methodologies, which need to be updated in line with educational objectives. These should include new approaches not only on topics such as family, society and education, but first, from the perspective of the educational factor. It is considered that competence is usually the ability of someone to adequately solve a problem, make the right decisions, perform a mission, or practice a profession in good conditions and with results recognized as good: "Competence is proved through sound knowledge, skill and ability to use them in carrying out a certain activity and to achieve results appreciated by others."

The communication competence contains, according to Alina Pamfil, the verbal component and the non-verbal component. The verbal component also contains three dimensions: linguistic dimension (knowledge and use of the phonetic, lexical, morphological and syntactic aspects); textual dimension (knowing and using the rules and procedures that ensure the organization of a text: the connection between phrases, the coherence between the parties, the narrative textual structure, descriptive, argumentative; the discursive dimension (knowing and using the rules and procedures that make use of the language in the context: knowing the parameters of the communication situation, use of language registers, verbal interaction rules). Communication competence involves knowledge of the psychological, cultural and social rules that determine the use of the word in a social context, as well as the need to acquire other skills, beyond knowing the language, knowledge, context, culture. Viewed from the perspective of communication, reading is a form of "asymmetrical, atypical and non-reversible" communication, that is, the transmitter and the receiver are not present at the same time, the relationship between the two can not change and the feedback is not possible. Approached by comprehension, reading, in Alina Pamfil's view, is a personal, active process, assuming the interaction of three factors: the reader, the text, and the context of the reading. The new models of comprehension therefore differ from traditional ones: reading is not passive reception of the text message, but is an active sense construct, achieved through the interaction and cooperation between the reader and the text.