Abstract:

There is no doubt that the communicative activity competence is the dominating approach in teaching a foreign language at present stage. But this approach is not sufficient enough to master grammar, vocabulary and phonetics. It is necessary to apply linguistic forms in specific situations, taking into consideration the status of the interlocutor and the intention of communication.

Linguistic competence does not exist separately, it is always closely related to the communicative competence. According to the opinion of some scholars, the communicative competence includes three main components: grammar competence, presupposing knowledge of vocabulary, syntax, morphology; sociolinguistic competence, which includes socio-cultural rules to construct speech; strategic competence, consisting of verbal and non-verbal strategies. However, a number of scientists hold the view that communicative competence includes four components: linguistic, discursive, referential and sociocultural.

The students’ task is not only to gain knowledge, but also to be able to implement it in practice with competency. The knowledge of norms and rules of behavior in the country of the studied language gives a person an opportunity to act and speak in accordance with the situational context that is typical of the country of the language of which the learners study and also to avoid making wrong decisions.
The teacher’s task is not only to develop didactic material, but also to be able to present it to the students in the process of teaching a foreign language. For successful communication, it is necessary to teach students to understand intercultural differences, to recognize the cultural identity of the participants of this communication. In the process of teaching, the teacher should devote considerable attention to communication, offering students to express their thoughts on a certain issue, discuss debatable topics, and speak at conferences.

Developing the communicative activity competence, the teacher of a foreign language takes into consideration some principles. The teacher tries to devote as much time as possible to listening comprehension, the use of authentic materials; he/she helps students to express their thoughts, suggesting situations, role-playing games that might be interesting to students and encourage various discussion. The teacher also tries to develop the appropriate didactic material for training skills of all language activities, paying no attention to the students’ mistakes.

Communicative activity approach is widely used in teaching French as a foreign language in Russian universities and helps students overcome the difficulties of communication with which they may encounter in the professional environment.

Keywords:

Communicative activity competence, linguistic competence, socio-cultural rules, situational context, teaching French, didactic material.