European International Journal of Pedagogics
225
https://eipublication.com/index.php/eijp
TYPE
Original Research
PAGE NO.
225-227
DOI
3
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Communicative and
Speech Competence of
Future Teachers in Uzbek
Schools
Mirzaliev Tolibjon Ganievich
Lecturer at KSU, Uzbekistan
Abstract:
This article examines the development of the
communicative and speech competence of future
teachers of Uzbek schools. Various points of view on the
concept of "competence" are presented.
Keywords:
"competence",
"competence-based
approach", globalization, communicative competence,
language competence.
Introduction:
At the present stage of societal
development, increased attention is being paid to the
improvement of the educational process. This is
primarily due to current global trends
—
such as
globalization
—
which call for the acquisition and
development of a set of skills, abilities, and
competencies necessary for life in modern society.
Currently, researchers emphasize various aspects in the
study of linguistic competence of future primary school
teachers. This concept is considered through the lens of
related notions such as “competence,” “competency
-
based approach,” “communicative competence,” and
others.
The theoretical basis of the research includes the
concepts of professional competence (V. A. Adolf, A. A.
Derkach, E. F. Zeer, I. F. Isaev, N. V. Kuzmina, A. K.
Markova, G. N. Podchalimova, V. A. Slastenin, et al.);
linguistic competence (E. D. Bozhovich, V. V. Vetrov, E.
I. Isenina, M. I. Lisina, A. G. Ruzskaya, E. O. Smirnova, N.
Chomsky, et al.); theories and practices of professional
training for future specialists (S. I. Arkhangelsky, E. P.
Belozertsev, A. A. Verbitsky, M. G. Garunov, L. N.
Makarova, P. I. Obraztsov, A. G. Pashkov, P. I. Pidkasisty,
L. S. Podymova, S. D. Smirnov, I. A. Sharshov, et al.); the
European International Journal of Pedagogics
226
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
learner-centered approach (E. N. Gusinsky, R. P.
Milrud, Yu. I. Turchaninova, et al.); the personality-
oriented approach to the professional training of
specialists (K. A. Abulkhanova-Slavskaya, V. V.
Davydov, I. A. Zimnyaya, V. P. Zinchenko, A. N.
Leontyev, S. V. Panyukova, S. L. Rubinstein, I. S.
Yakimanskaya, et al.); and the communicative
approach (I. L. Bim, B. F. Lomov, A. V. Mudrik, I. E.
Passov, et al.).
The professional competence of a future teacher of the
Russian language consists of three main components:
content-related, technological, and personal. General
professional and specialized disciplines specified in the
curriculum play an important role in the training of
future teachers in this educational field by contributing
to the formation of professional competence. This set
of disciplines ensures the development of professional
skills in future teachers of the Russian language and
enhances their overall pedagogical culture.
To support the above, let us examine the general
requirements for the professional competence of
future Russian language teachers in non-native
language groups, according to state educational
standards (GOS).
The term “competence” has gained wide application
and functions within a semantic field where there is
often no clear distinction between the concepts of
“competence”
and
similar notions such as
“competency,”
“qualification,”
“professional
read
iness,” and “knowledge, skills, abilities” (G. V.
Kolshansky, N. M. Kadulina, S. V. Kulnevich, S. N.
Kucher, O. E. Lebedev, L. V. Cherepanova, N. A.
Churakova, et al.).
The theoretical comprehension and practical
implementation of the competency-based approach in
the professional training of future primary school
teachers began with research in communicative
methodology (E. A. Bystrova, T. K. Donskaya, Yu. N.
Karaulov, S. I. Lvova, M. M. Razumovskaya, I. V.
Mushtavinskaya, I. A. Osmolovskaya, A. V. Khutorskoy,
et al.). In the works of E. A. Bystrova, S. I. Lvova, and L.
V. Cherepanova, competence is defined as a set of
specialized and general subject knowledge, skills,
methods of activity, and value-based motivations for
activity formed in students as a result of studying a
specific subject area.
At the same time, in some sources, “competence” is
defined as a prescribed standard, while “competency”
refers to the personal qualities (a set of qualities) of a
subject in relation to their activity
—
essentially a
personal characteristic showing orientation and
proficiency in a given area.
Explanatory dictionaries define “competence” as “a
range of questions or phenomena in which someone is
well-
informed” or “a range of questions or phenomena
in which a person has authority, knowledge, or
experience”; “competency,” on the other hand, is
interpreted as awareness or authority.
Thus, competence represents a domain or “range of
questions,” while competency is a personal quality or
trait. Competence can be described as the scope of
knowledge in which a person is informed; competency
generally implies a high level of mastery in a given
domain.
A similar view is held by V. I. Kapinos, who treats these
concepts independently. “Competence is a concept that
characterizes the object of learning, the methodology of
teaching, the goal of instruction, and the set of content
components whose mastery should ensure the
formation of the specified competence. Competency,
however, is a concept characterizing the subject of
learning
—
the student
—
who has mastered the
necessary content components and acquired the
relevant competence.”
In methodological dictionaries, scholars interpret the
term “competence” in two main ways:
as a “set of knowledge, skills, and abilities formed in the
process of
studying a particular discipline,” i.e., as a
“range of questions”;
as the “ability to perform a specific activity,” i.e.,
competency as a personal trait.
When considering competency as an educational
outcome, it is worth noting that it is reflected in the level
of students’ mastery of specific skills and methods of
activity related to a defined subject area. Its purpose is
to ensure that, by learning a method of activity, the
student gains experience in appropriating that activity,
thereby forming their ow
n personal “resource
package.” This feature is the next layer after self
-
management, necessary for the formation of
competence.
Competency is a socially demanded quality that enables
learners to act appropriately in typical life situations.
The set of activities that are studied and mastered is
considered the object of search within a new context.
This set may remain relevant for a certain period, after
which it must evolve due to changes in the socio-
economic environment. Competence represents a
specific ability and readiness of an individual for various
types of activities, based on knowledge, experience,
values, and inclinations acquired during the learning
process. It is oriented toward the learner’s independent
participation in the educational and cognitive process.
Linguistic competence is regarded not only as a goal of
education but also as a means to achieve a high level of
European International Journal of Pedagogics
227
https://eipublication.com/index.php/eijp
European International Journal of Pedagogics
knowledge for the modern teacher. The development
of linguistic competence is a process that leads to a
state in which the student is able to find, understand,
evaluate, and apply acquired knowledge in various
forms to solve personal, social, or global problems.
The competency-based approach is linked to preparing
learners for such activities by relying on: acquired
knowledge, experience, and skills gained during the
learning process.
Learners are guided toward independent participation
and the application of these skills in educational and
cognitive activities. In the context of the competency-
based approach, it is essential to connect the essence
of education with the personal development of
students: to guide them in choosing their educational
trajectory, determining their life position, and
managing their learning activities, which is
fundamentally important for the development of
individual personality.
The development of genuine linguistic competence,
above all, involves the formation of universal thinking
skills applicable to any task. These include: the ability
to observe and draw logical conclusions, the use of
various sign systems and abstract models, the analysis
of situations from multiple perspectives, the
understanding of general context and implicit
meaning, and the continuous self-driven enhancement
of one's competency in the field.
Linguistic competence involves, on the one hand,
knowledge about language units at various levels
(phonetic, lexical, word-formation, morphological,
syntactic), which serve as the building material for
constructing utterances. This process takes place
through the lens of developing communicative
competence in accordance with the goals of
instruction. It is important to consider the rules for
using language units in constructing higher-level
structures. On the other hand, linguistic competence
entails the ability to use linguistic elements and
combination rules to construct an unlimited number of
communicative units with specific meanings.
Since competence is realized through the performance
of diverse activities aimed at solving theoretical and
practical problems, its structure includes not only
operational knowledge, skills, and abilities but also
motivational and emotional-volitional aspects.
Motivation underlies activity and fulfills several
essential functions: it stimulates, guides, regulates,
evaluates, and gives meaning. The successful
formation of communicative competence requires the
presence of intrinsic motivation for educational
activity and a strong desire to master the competence.
Communication, as is well known, is realized through
the exchange of information between participants in a
speech act:
(a) the transmitter
–
the participant in linguistic
communication who expresses a thought, shaped by
external objective influences and internal sensations,
and conveys it using linguistic means to another
participant;
(b) linguistic (communicative) units
–
which evoke in the
recipient’s consciousness concepts and associations
corresponding to the conveyed information, ensuring its
accessibility and serving as a bridge for mutual
understanding;
(c) the recipient
–
the participant who perceives the
thought expressed by the speaker through linguistic
units that reveal its meaning and significance.
Communication unfolds through several stages:
information generation
–
expression
–
transmission
–
perception
–
response. At each of these stages,
information plays a central role.
Thus, competence formation is based on the
knowledge, skills, and abilities acquired by learners as
modes of action that enable them to take responsibility
for their own learning. On this basis, the learner is
shaped as a subject of the educational process. The
acquisition of competencies is grounded in experience
and activity and depends on the learner’s active
involvement.
CONCLUSION
In conclusion, communicative and speech competence
is a vital component of a teacher’s professional cul
ture.
It refers to the ability to effectively and appropriately
structure verbal behavior in various contexts of
professional communication, which is essential for
future teachers.
REFERENCES
Азимов,
Э.Г.,
Щукин,
А.Н.
Новый
словарь
методических терминов и понятий (теория и
практика обучения языкам) [Текст] / Э.Г. Азимов, А.Н.
Щукин. –
Москва: ИКАР, 2009. –
228 с
Вахутина
Мария
Валерьевна.
Формирование
языковой
компетенции
будущих
педагогов
дошкольного
образования.
Диссертация
на
соискание
академической
степени
магистра.
Челябинск 2017
З.З.
Магомедова.
Коммуникативно
-
речевая
компетентность учителя начальных классов как
психолого
-
педагогическая
проблема
Вестник
университета № 14, 2012 г.2
62
