Keyword: «foreign language communicative competence»

The article discusses the concept of foreign language communicative competence, which encompasses knowledge of foreign languages and the ability to apply them effectively in diverse communicative contexts, as well as the skills necessary to initiate and sustain communication. Furthermore, foreign language communicative competence involves interaction in a given foreign language, incorporating culturally specific norms of etiquette and communication. The paper examines the core components of this competence: linguistic (speech) competence, compensatory competence, and educational-cognitive (learning) competence.

The article discusses the problem of selecting game technologies for teaching a foreign language in elementary school. The necessity of their choice is substantiated, taking into account the simultaneous development of foreign language communicative competence and emotional intelligence of students. Based on the analysis of the literature, the principles and criteria for the selection of gaming technologies are formulated. It is shown that the proposed system makes it possible to make the choice of a game more reasonable and pedagogically expedient.

The article substantiates the relevance of using digital simulators of professional scenarios for the formation of foreign language communicative competence in university students. This relevance stems from the fact that traditional teaching methods fail to create an authentic professional context, leading to a gap between academic tasks and real communicative challenges. The aim of the conducted research was to develop and test a methodological model integrating digital simulators. In the course of the work, cross-cutting professional scenarios (problem resolution, project presentation, document preparation, intercultural collaboration) were identified and systematized, and a statistically significant increase in the level of all components of foreign language communicative competence (from 3.8% to 17.3% in the experimental group) was experimentally proven. The scientific novelty of the research lies in systematizing approaches to modelling humanitarian discourses by linking scenarios to competence components and integrating AI-based trainers with project management tools. Its practical significance is ensured by creating a methodological constructor for teachers.