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THEORETICAL FOUNDATIONS FOR DEVELOPING COMMUNICATIVE
COMPETENCE IN FOREIGN LANGUAGE EDUCATION IN THE CONTEXT OF
MODERN PEDAGOGICAL TECHNOLOGIES
Zabarjadkhon Valijon qizi Ganiyeva
Senior Teacher, Department of German Language
Academic Lyceum under the University of World Economy and Diplomacy
Tashkent, Uzbekistan
Abstract:
This article explores the theoretical foundations for developing communicative
competence in the process of foreign language education at the higher education level. The
study traces the evolution of information technologies and their influence on teaching methods
— from early computer-assisted instruction based on behaviorist theory to Web 2.0-enabled,
interactive and learner-centered environments. The pedagogical shift toward integration of
digital technologies has led to the creation of new educational models that promote critical
thinking, self-directed learning, and active participation in communication. The concept of
“Education 2.0,” emerging alongside the Web 2.0 paradigm, is discussed as a transformative
approach to language education in the digital era.
Keywords:
communicative competence, foreign language education, information society, Web
2.0, pedagogical technologies, higher education
The modern objectives of higher education are increasingly defined by the demands of the
labor market and the need for socially adaptive, communicatively competent graduates. In
particular, foreign language teacher training programs must equip students not only with
linguistic knowledge, but also with a high level of communicative competence that includes
mastery of information and communication technologies (ICT).
The development of communicative competence in language education is closely tied to the
informatization of society. The evolution of ICT in education can be divided into four major
stages:
In the first stage, teaching was influenced by behaviorist theory, where language learning was
focused on repetition and drills. Early software provided exercises for grammar and writing,
with a structure based on “presentation–practice–control.” Computers partially replaced the
teacher’s role, functioning mainly as content delivery tools.
The second stage was marked by the emergence of personal computers and intelligent tutoring
systems in the 1970s. These systems allowed for more adaptive and diagnostic approaches,
enabling learners to interact with content. The communicative approach started to replace
behaviorist principles, encouraging learner autonomy, interaction, and task-based learning.
In the third stage, multimedia tools and the rise of the Internet significantly impacted language
education. Learners were now able to engage in real-world communication contexts using
authentic resources. Teaching focused on integrating all four language skills and fostering
speech-based interaction, supporting the holistic development of communicative competence.
The fourth stage began with the appearance of Web 2.0 technologies in 2001. Unlike previous
stages, learners became active participants in generating content. Blogs, wikis, RSS feeds,
AJAX, XML, and other tools allowed for interactive, personalized, and socially networked
learning experiences. In education, this was termed "Education 2.0," focusing on learner
agency, personalization, interactivity, and socialization.
Each phase in the technological development of society has reshaped how communicative
competence is approached in foreign language teaching. From passive knowledge reception to
dynamic co-creation of meaning, the pedagogical role has evolved significantly. Web 2.0 in
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particular has enabled personalized learning environments, fostering learners' responsibility,
creativity, and intercultural awareness. In this context, communicative competence is no longer
just linguistic — it involves socio-pragmatic, digital, and cognitive skills.
The transformation of society through digital technologies has had a profound effect on foreign
language education. Communicative competence must now be understood as a dynamic, multi-
layered concept that incorporates technological literacy and intercultural communication.
Modern pedagogical approaches must continue to evolve in parallel with digital society,
offering students the tools to succeed in a global, multilingual, and information-rich
environment.
Several scholars, including V. P. Bespalko, O. K. Tikhomirova, I. V. Robert, A. V. Khutorsky,
B. S. Gershunskiy, E. S. Polat, and A. A. Verbitsky, have extensively explored the
transformations in education associated with the informatization of society. They consider
informatization as a crucial path to overcoming educational crises through the development of
new models, the implementation of innovative technologies, and pedagogical systems. Methods
based on information resources, associative learning, and ICT-integrated instructional models
are regarded as key innovations in the modernization of education.
According to B. S. Gershunskiy, the computer plays several essential roles in the learning
process:
an object of study;
a tool for education and upbringing;
a component of the pedagogical management system;
a means of enhancing the effectiveness of scientific and pedagogical research [24].
These functions reflect the core dimensions of using ICT in the educational process. E. I.
Mashbis focuses on the general theoretical foundations of informatizing education. He
identifies the need to develop solid computer-assisted teaching technologies and address the
psychological and pedagogical issues of software design. According to him, the theory of
computer-based learning must align with the logic of educational activity and may be
implemented in the following ways:
penetrating technology
: computer use is limited to solving specific didactic tasks;
core instructional technology
: computer use is central to managing the learning
process;
monotechnology
: instruction, control, and management are carried out exclusively via
computer systems [66].
In the context of English language teaching, the potential of computers is categorized into
several key functionalities:
Communicative
: enabling information exchange in various formats and contexts;
Information-combinatorial
: storing, organizing, and retrieving large volumes of data
efficiently;
Computational
: processing numerical, textual, graphical, and animated information
with speed and accuracy;
Graphical
: visually presenting learning outcomes in appropriate formats;
Modeling
: constructing dynamic and realistic simulations of phenomena and real-world
scenarios [87, 44, 92].
The process of informatization has significantly transformed the goals, tools, and methods of
modern education. As evidenced by the research of V.P. Bespalko, B.S. Gershunskiy, A.V.
Khutorsky, and others, the integration of information and communication technologies into the
educational process offers not only technical advancement but also methodological innovation.
Computers have evolved from being supplementary devices to becoming central components in
instructional design, pedagogical management, and learner-centered environments.
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In the context of foreign language education, particularly English language instruction,
computer-assisted technologies play a vital role in enhancing communicative competence,
promoting interactive learning, and supporting cognitive development. Functional areas such as
communication, modeling, data management, and visualization empower students to actively
participate in the learning process and apply knowledge in authentic contexts.
Furthermore, the emergence of Web 2.0 and Education 2.0 paradigms has redefined the
learner’s role, encouraging autonomy, collaboration, and creativity. These changes necessitate a
shift in pedagogical thinking—where educators are not mere transmitters of knowledge but
facilitators of a dynamic, student-centered learning environment supported by modern
technologies.
In conclusion, the informatization of education serves as a foundation for developing
innovative teaching models and fostering the communicative, technological, and intellectual
competencies required in the 21st century.
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