A STRUCTURAL-FUNCTIONAL MODEL FOR DEVELOPING FUTURE TEACHERS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE IN HIGHER EDUCATION
Keywords:
foreign language communicative competence, future teacher, structural-functional model, higher education, professional communication, pedagogical interaction, intercultural communication, communicative competence, reflection, interactive learning.Abstract
The article provides a theoretical and methodological justification for a structural-
functional model of developing foreign language communicative competence among
future teachers in higher education. The relevance of the study is determined by the need
to develop future teachers’ ability to use a foreign language not only as a means of
linguistic communication but also as a tool for professional, pedagogical, and intercultural
interaction. The study analyzes existing approaches to the development of communicative
competence and proposes an original structural-functional model that takes into account
the specific characteristics of future teachers’ professional activities. The model is based
on the interrelationship of goal-oriented, methodological, content-process,
organizational-pedagogical, diagnostic-evaluative, and outcome components. Particular
attention is paid to the professional contextualization of learning content, the gradual
increasing complexity of communicative tasks, interactive engagement, the progressive
reduction of pedagogical support, reflective self-regulation, and feedback mechanisms.
The cyclical nature of the model enables systematic adjustment of learning content,
teaching methods, and forms of pedagogical support based on diagnostic and reflective
outcomes. The findings provide a methodological foundation for the effective
development of future teachers’ professional foreign language and intercultural
communicative competence.
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