Keyword: «foreign language communicative competence»

The article considers the problem of the psychological and pedagogical aspect of developing motivation for cognitive activity in foreign language teaching. As long as motivation is a complex system consisting of many components, while the student accumulates the experience of mastering a foreign language, all other components of the motivational system are transformed as well.

This article is devoted to the study of modern approaches to the organization of project activities in foreign language lessons, as one of the most effective in terms of the formation of students' foreign language communicative competence of pedagogical methods of the educational process.

The paper outlines the content and structure of the fundamental concepts in this case, namely, «motive» and «motivation», which make up such an important characteristic for learning in general and learning a foreign language in particular as cognitive motivation. The paper also describes the conditions for the emergence of this motivation in children, including in the course of educational activities, analyzes the ways of developing cognitive motivation in this process. Special attention is paid to such a method as the use of animated films – video materials that provide ample opportunities for learning a foreign language at school.

The relevance of this study is determined by the goals outlined in the Federal Educational Program of Primary Basic Education regarding the subject "Foreign Language," aimed at fostering elementary foreign language communicative competence (FLCC), broadening students' linguistic horizons through the acquisition of new language tools (phonetic, orthographic, lexical, and grammatical), integrating inventive and exploratory exercises and digital electronic resources into the educational process. The aim of the article is to provide educators with materials on the Theory of Inventive Problem Solving (TRIZ) – technology using artificial intelligence (AI) programs, geared to developing foreign language communicative competence in primary school students. Modern foreign language textbooks offer diverse teaching methodologies, interactive exercises, authentic texts, audio, and video materials, facilitating more effective and engaging language skills acquisition, yet they can be further enriched with digital resources. The article elaborates on the structure and components of the textbook, discusses tasks for the development of all types of speech activities, and provides summaries of selected lessons. It is concluded that the integration of TRIZ technology with AI (DALL-E, Google Cloud Speech-to-Text, Microsoft Azure Speech, IBM Watson Speech to Text) not only enhances students' speech and language skills but also stimulates their creative thinking. The proficient application of TRIZ technology and digital technologies synthesis in foreign language learning not only contributes to the formation of students' foreign language communicative competence but also inspires them towards exploratory thinking and creative expression of their thoughts. The theoretical and practical significance of the article lies in the examination and supplementation of materials from the "Foreign Language" textbook for educators, aimed at developing foreign language communicative competence in primary school students using TRIZ methods with the use of digital technologies.

This article reveals the essence of compensatory competence as the most important component of foreign language communicative competence, and analyzes different approaches to its interpretation in the works of Russian and foreign researchers. Different approaches to understanding compensatory competence and the author's understanding of the essence of compensatory competence are reflected.