Keyword: «sub-competences»

Federal state educational standards of higher military education of a new generation concerning most specialties prescribe the necessity for students to develop a universal competence "communication" (UC-4). It means the ability to use modern communicative technologies with the help of foreign languages for academic and professional interaction. Besides the importance of foreign languages proficiency in modern information society is generally recognized. Most researchers in the field of teaching foreign languages distinguish foreign-language professional and communicative competence as the main reference point for language training of specialists in various areas of higher education, where the professional component of the competence is considered from the point of view of the use of a foreign language in professional activities. The military sphere in the context of the fundamentalization of language training of non-linguistic specialists have not been fully investigated. The aim of the work is to consider foreign language communicative military-professional competence as the main goal of teaching foreign languages in a higher military school, determine its structure, analyze its components, and highlight ways to assess the level of competence components development. Research methods are theoretical analysis of literature and regulations, extrapolation of pedagogical experience, generalization and systematization of data. Sub-competences and their components that are part of foreign-language communicative military-professional competence are highlighted: linguistic (language and speech components), socio-cultural (background and intercultural components), pragmatic (strategic and compensatory components), information (information-receptive and information-productive components), self-educational (organizational and developmental components), military-professional (terminological, discursive and operational components). Examples of tasks for monitoring the level of competence components formation are given, such as lexical-grammatical and cultural tests, expert assessment, communicative tasks, information search, self-analysis, projects, etc. The significance of the study is in the fact that the theoretical basis for studying the main competence within the framework of the "foreign language" discipline in the higher military school is constructed. It makes it possible to improve the methodological system for monitoring the dynamics of the development of foreign language communicative military-professional competence among students of the higher military school. Research perspectives involve scaling criteria and defining descriptors of competence components assessment to create an up-to-date fund of assessment materials.