In modern psychology, there are many approaches to defining communicative competence. What they share in common is the understanding that communicative competence is a complex personal formation that includes the ability to adequately and fully perceive and evaluate oneself and others, the ability to manage one’s emotions, the acceptance and support of another person, as well as knowledge, social attitudes, and skills in the field of interpersonal communication. Communicative competence is defined as a complex personal characteristic that encompasses communicative abilities and skills, psychological knowledge in the field of communication, personality traits, and psychological states accompanying the communication process. The component structure of communicative competence includes “communicative knowledge,” “communicative skills,” “communicative abilities,” and “communicative habits.”

Communicative competence is a multi-component complex socio-psychological concept. The essence of communicative competence is the ability to organize speech activities depending on the tasks and specific communicative situation based on the acquired knowledge and skills. The quality of the manifestation of competence in communicative activity we call communicative competence. The analysis of psychological-didactic literature showed that the problem of the formation of communicative competence is the most discussed.

The article is dedicated to the analysis of the role of the communicative approach in the formation of sociolinguistic competence in students of a foreign language at the B1 level. The theoretical foundations of the communicative approach and sociolinguistic competence, their interrelationship, and their impact on the effectiveness of language education are examined. Special attention is paid to the practical aspects of applying communicative methods to develop language use skills in various social contexts. The advantages and challenges of implementing a communicative approach in the educational process are analyzed. The research results show that the communicative approach contributes to the more effective formation of sociolinguistic competence, allowing students to master not only linguistic structures but also the sociocultural norms of language use

 Communicative competence is a multi-component complex socio-psychological concept. The essence of communicative competence is the ability to organize speech activities depending on the tasks and specific communicative situation based on the acquired knowledge and skills. The quality of the manifestation of competence in communicative activity we call communicative competence. The analysis of psychological-didactic literature showed that the problem of the formation of communicative competence is the most discussed.

The article discusses the concept of the investigator’s communicative competence, its professional significance, and the necessity of developing it among future prosecution investigators. The investigator’s communicative skills are manifested in the ability to identify communication goals, assess the state of professional interaction, establish and maintain psychological contact with participants in communication, choose appropriate strategies for conversation, and be prepared to make meaningful changes in their own behavior. The investigator’s interaction with participants in a criminal case—suspects, defendants, witnesses, victims, lawyers, prosecutors, experts, and interpreters—is a complex and multifaceted process of establishing and developing relationships in joint human activity. This process follows the general laws of communication, including the exchange of information (the communicative aspect) and the regulation of partners’ behavior in relation to the communication situation (the interactive aspect). The investigator’s communicative competence is related to the psychological phenomena of interpersonal perception and emotional states that arise during communicative activity, as well as to establishing effective communication with individuals under investigation and other participants in the criminal process.

This article provides an interpretation of the scientific and theoretical foundations of the development of communicative competence of students of the educational philological direction olay. Strategies, scientific approaches and solutions aimed at developing students' communicative competence are also noted.

Developing robust communicative competence in future English language teachers is critical for effective language education in an increasingly global and digital world. This article examines theoretical foundations of communicative competence and analyzes modern pedagogical approaches that can enhance teacher training methodologies. A comprehensive overview of communicative competence models is provided, highlighting linguistic, sociolinguistic, pragmatic, and intercultural dimensions. The paper then proposes improvements in teacher education curricula and practices – including the integration of communicative language teaching (CLT) principles, task-based and experiential learning, reflective practice, and technology-enhanced training – to better prepare English language teaching (ELT) trainees for real-world communication challenges.

This article provides an interpretation of the scientific and theoretical foundations of the development of communicative competence of students.

The article dissected the hypothetical suggestions with respect to the issue of ability and its parts. The issues of desultory capability and its development by foreign language in secondary school. Further, while gathered by sex, the information demonstrate a huge contrast as far as phonetic and competence capability. In actuality, no huge contrast is noted when the respondents gathered by strand for the two regions. By and large, the relational abilities of senior secondary school learners may as yet be moved along. Consequently, a discursive competence expected to help the troubles of learners in English language learning was proposed.

Effective communication is a crucial skill that plays a pivotal role in academic success, social integration, and overall personal development. The elementary school years are a critical period for the development of communicative competence, encompassing linguistic, sociolinguistic, discourse, and strategic competencies. This literature review explores the role of dialogue in fostering communicative competence among elementary school students, highlighting key research findings and educational implications.

In modern society, the formation of speech competence is of great interest, since there is a big problem associated with a clear lack of language education, low language competence of the majority of the population. Therefore, a person should learn to master the basic skills: to think independently, to look for the most correct ways to overcome difficulties; to possess a rich vocabulary, to be sociable, to work independently on their own development. In this regard, the requirements for teaching Russian language and literature include the formation of not only linguistic, but also speech competence of students related to the culture of oral and written speech, rules and methods of using language in different speech situations.

This article examines the development of speaking competence in second language learning from both theoretical and empirical perspectives. Speaking is conceptualized as a complex communicative skill that integrates linguistic knowledge, cognitive processing, and social interaction. The study aims to analyze theoretical foundations of speaking competence and to investigate pedagogical conditions that facilitate its development in educational contexts. A qualitative theoretical review is combined with an empirical classroom-based study involving university-level learners. The findings indicate that speaking competence cannot be developed through form-focused instruction alone and requires meaningful interaction, learner engagement, and supportive classroom environments. Empirical results demonstrate that students exposed to communicative and interactive speaking activities show significant improvement in fluency, confidence, and oral participation. The article argues that speaking competence is socially constructed through interaction and emphasizes the importance of reducing affective barriers such as anxiety. The study contributes to second language pedagogy by offering a comprehensive framework that integrates theory with classroom practice and provides implications for improving speaking instruction in foreign language education.

This article is dedicated to the development of communicative competence in primary school students. It discusses the importance of communicative competence in education, the necessity of its development at the primary school level, and effective methods for fostering this skill. The study employs role-playing, group work, discussions, and other interactive methods, analyzing their impact on students' communicative competence. Experimental results demonstrate significant improvements in students' vocabulary, participation in communication, and ability to express their thoughts clearly. The article also offers practical recommendations for educators and suggests directions for future research.

This article examines the development of communicative competence and attitudes toward linguocoaching within the educational system of Uzbekistan. The study focuses on modern language education reforms, learner-centered methodologies, and the integration of linguocoaching principles into English language teaching. Communicative competence is analyzed as a multidimensional construct encompassing linguistic, sociolinguistic, pragmatic, and strategic components. The article also explores teachers’ and learners’ attitudes toward linguocoaching as an innovative pedagogical approach that enhances motivation, learner autonomy, and communicative effectiveness. The findings suggest that positive attitudes toward linguocoaching contribute significantly to the development of communicative competence in contemporary educational contexts.

This thesis explores the psycholinguistic and cognitive factors influencing the development of communicative competence in future English language teachers. It examines how cognitive abilities, emotional states, and motivational factors shape their communicative skills within the educational context. The study highlights the role of artificial intelligence (AI) technologies in addressing these factors by personalizing learning processes and enhancing interactive teaching methods. Drawing on Uzbekistan’s digital education strategy, the thesis underscores the importance of integrating AI tools to support psycholinguistic and cognitive development in teacher training. International experiences, such as AI-driven language learning platforms, are analyzed to demonstrate their potential in fostering effective communicative competence. The research aims to contribute to the methodological framework for preparing future teachers in alignment with global educational standards.

Phonetic knowledge represents a foundational component of early language acquisition and plays a critical role in the development of primary learners’ communicative competence. This theoretical paper examines the core linguistic, psycholinguistic, and pedagogical principles that underpin phonetic instruction in primary education. It synthesizes research on phonemic awareness, articulatory phonetics, early literacy development, and communicative language teaching to demonstrate how phonetic competence supports learners’ ability to decode text, produce intelligible speech, and participate confidently in communicative tasks. The analysis highlights the significance of structured phonics instruction, explicit articulation modelling, and the integration of phonetic practice into meaningful oral activities. Moreover, the paper emphasizes the psychological and social dimensions of phonetic learning, including motivation, confidence, and willingness to communicate. The findings underscore the necessity of systematic and integrated phonetic instruction as a central component of primary language education and its essential contribution to learners’ overall communicative proficiency.

This article analyzes the characteristics of developing discourse competence in high school students. Discourse competence includes students’ ability to construct oral and written speech in a logical, coherent, and understandable manner. The article provides detailed information on the components of discourse competence, effective methods for its development, and pedagogical technologies. Additionally, the importance of using interactive methods, linguistic and pragmatic exercises, and modern information technologies is highlighted. The research findings demonstrate the impact of discourse competence on students’ critical thinking, communicative adaptability, and academic achievements.

This article examines the role of sociolinguistic competence in developing the communicative competence of A1 level students in English lessons. Important aspects of developing sociolinguistic competence are analyzed and various methods are proposed.

The modern concept of education aims to develop a personality capable of effective self-realization in the field of future professional activity. In this regard, the problem of the formation and development of the communicative competence of students in the process of learning the Russian language is of particular importance. The use of language as a means of communication requires the speaker to be aware of the social, situational, and contextual rules that a native speaker must take into account. Why, what, where, when, how they say, what meaning is given to individual words and expressions depending on specific circumstances - all this is regulated by communicative competence. The aim of the article is based on the analysis of linguistic, psychological, pedagogical and methodological literature, learn how to determine the theoretical foundations of the process of forming language competence in Russian language lessons learning some fairy tales.

This article provides an in-depth analysis of the issues related to developing the communicative-discursive competence of future primary school teachers. In particular, it highlights the importance of enhancing teachers’ communicative culture in modern education and organizing speech activity based on a discursive approach. The study examines the practical aspects of interactive methods, innovative pedagogical technologies, and the creation of a communicative learning environment. Moreover, special attention is given to establishing effective communication with students, expanding their cognitive horizons, and stimulating creative thinking. As a result, the pedagogical significance of technologies aimed at developing communicative-discursive competence among future primary school teachers is scientifically substantiated.

The requirements for teaching Russian language and literature include the formation of not only linguistic, but also speech competence of students related to the culture of oral and written speech, rules and methods of using language in different speech situations.

Developing true communicative competence in young learners of English as a Foreign Language (EFL) remains a significant challenge. Traditional methods often fail to bridge the gap between theoretical knowledge and practical use. This article proposes the integrated use of storytelling and role-play as an effective strategy to address this issue. Storytelling provides meaningful, context-rich language input, while role-play creates a safe environment for purposeful output. Together, they form a synergistic cycle that enhances all aspects of communicative competence: linguistic, sociolinguistic, discourse, and strategic. Grounded in theories of comprehensible input and social learning, the article also presents a practical three-stage framework for classroom implementation: pre-activity (story presentation), during-activity (role-play preparation), and post-activity (performance and reflection). The study concludes that this integrated approach not only improves students' speaking skills and confidence but also fosters essential 21st-century skills like creativity and collaboration.

Communicative Language Teaching (CLT) has emerged as one of the most influential approaches in language education, emphasizing interaction and communication as the core of learning. In a global context where English proficiency is increasingly essential, speaking competence has become a key focus in language classrooms. However, traditional methods of language teaching, which often prioritize grammar and written skills, may not effectively develop students’ speaking abilities. CLT shifts this focus by encouraging real-life communication and active student participation, making it a promising strategy for enhancing speaking skills. This thesis explores the role of CLT in improving students’ speaking competence, particularly in English as a Foreign Language (EFL) settings. By investigating how CLT impacts learners' fluency, confidence, and overall communicative abilities, the study aims to highlight the potential of this approach in developing competent English speakers and its implications for modern language teaching practices.

Communicative competence is a complex, multi-stage process that includes the developing of each of its components, which include the development of a whole range of skills. All components of communicative competence are interconnected, and we discuss on the development of one or another sub-competence in a particular situation in this article.

The analysis shows that modern technologies of teaching a foreign language are student-centered technologies, of which the most promising is modular training, which incorporates the implementation of communicative, integrative and competent approaches using professional vocabulary and pedagogical taxonomy. This determines the relevance of the problem under study, which consists of the need to develop the communicative competence of students in a foreign language in the professional discourse in non-language higher educational institutions on the basis of modular training. The modular training involves the development of integrative modules based on various linguistic elements through a pedagogical taxonomy. A comparative study and critical analysis of scientific sources related to the problem being solved, analysis of state standards, qualification requirements, educational and normative documents, educational and methodical literature, questionnaires, synthesis, assessment, expert assessment testing, pedagogical experiment, mathematical and statistical methods of development and received data are given in this article.