В статье анализируются понятия «коммуникативная компетентность», «профессиональная коммуникативная компетентность»; определения, структура и содержание данных понятий;  их профессиональная значимость и необходимость формирования у офицеров Национальной гвардии.

Communicative competence is a multi-component complex socio-psychological concept. The essence of communicative competence is the ability to organize speech activities depending on the tasks and specific communicative situation based on the acquired knowledge and skills. The quality of the manifestation of competence in communicative activity we call communicative competence. The analysis of psychological-didactic literature showed that the problem of the formation of communicative competence is the most discussed.

The article is dedicated to the analysis of the role of the communicative approach in the formation of sociolinguistic competence in students of a foreign language at the B1 level. The theoretical foundations of the communicative approach and sociolinguistic competence, their interrelationship, and their impact on the effectiveness of language education are examined. Special attention is paid to the practical aspects of applying communicative methods to develop language use skills in various social contexts. The advantages and challenges of implementing a communicative approach in the educational process are analyzed. The research results show that the communicative approach contributes to the more effective formation of sociolinguistic competence, allowing students to master not only linguistic structures but also the sociocultural norms of language use

 Communicative competence is a multi-component complex socio-psychological concept. The essence of communicative competence is the ability to organize speech activities depending on the tasks and specific communicative situation based on the acquired knowledge and skills. The quality of the manifestation of competence in communicative activity we call communicative competence. The analysis of psychological-didactic literature showed that the problem of the formation of communicative competence is the most discussed.

Maqolada tergovchining kommunikativ kompetentligi tushunchasi, uning kasbiy ahamiyati va bo‘lajak prokuratura tergovchilarini shakllantirish zarurati muhokama qilinadi. Tergovchining kommunikativ malakasi uning muloqot maqsadlarini aniqlash, professional muloqot holatini baholash, muloqot ishtirokchilari bilan psixologik aloqa o'rnatish va qo'llab-quvvatlash, suhbatdoshning strategiyalarini tanlash va o'z xatti-harakatlarida mazmunli o'zgarishlarga tayyor bo'lishda namoyon bo'ladi. Tergovchining jinoyat ishtirokchilari: gumon qilinuvchilar, ayblanuvchilar, guvohlar, jabrlanuvchilar, advokatlar, prokurorlar, ekspertlar, tarjimonlar bilan o'zaro hamkorligi odamlarning birgalikdagi faoliyatida aloqalarni o'rnatish va rivojlantirishning murakkab ko'p qirrali jarayoni, shu jumladan, axborot almashinuvi (kommunikativ jihat) va aloqa holatiga nisbatan sheriklarning xatti-harakatlarini tartibga solish (interaktiv jihat) sifatida aloqaning umumiy qonunlariga bo'ysunadi. Tergovchining kommunikativ kompetentligi uning kommunikativ faoliyati jarayonida yuzaga keladigan shaxslararo idrok va ruhiy holatlarning psixologik hodisalari va tergov qilinayotgan shaxslar va jinoyatning boshqa ishtirokchilari bilan kommunikativ aloqa o'rnatish bilan bog'liq.

Ushbu maqolada oliy ta'lim filologiya yoʻnalishi talabalarining kommunikativ kompetentsiyasini rivojlantirishning ilmiy nazariy asoislari talqin etilgan. Shuningdek, talabalarning kommunikativ kompetentsiyasini rivojlantirishga qaratilgan strategiya, ilmiy xolosa va yechimlar qayd etilgan.

Developing robust communicative competence in future English language teachers is critical for effective language education in an increasingly global and digital world. This article examines theoretical foundations of communicative competence and analyzes modern pedagogical approaches that can enhance teacher training methodologies. A comprehensive overview of communicative competence models is provided, highlighting linguistic, sociolinguistic, pragmatic, and intercultural dimensions. The paper then proposes improvements in teacher education curricula and practices – including the integration of communicative language teaching (CLT) principles, task-based and experiential learning, reflective practice, and technology-enhanced training – to better prepare English language teaching (ELT) trainees for real-world communication challenges.

Ushbu maqolada oliy ta'lim talabalarining kommunikativ kompetentsiyasini rivojlantirishning ilmiy nazariy asoislari talqin etilgan.

The article dissected the hypothetical suggestions with respect to the issue of ability and its parts. The issues of desultory capability and its development by foreign language in secondary school. Further, while gathered by sex, the information demonstrate a huge contrast as far as phonetic and competence capability. In actuality, no huge contrast is noted when the respondents gathered by strand for the two regions. By and large, the relational abilities of senior secondary school learners may as yet be moved along. Consequently, a discursive competence expected to help the troubles of learners in English language learning was proposed.

Effective communication is a crucial skill that plays a pivotal role in academic success, social integration, and overall personal development. The elementary school years are a critical period for the development of communicative competence, encompassing linguistic, sociolinguistic, discourse, and strategic competencies. This literature review explores the role of dialogue in fostering communicative competence among elementary school students, highlighting key research findings and educational implications.

In modern society, the formation of speech competence is of great interest, since there is a big problem associated with a clear lack of language education, low language competence of the majority of the population. Therefore, a person should learn to master the basic skills: to think independently, to look for the most correct ways to overcome difficulties; to possess a rich vocabulary, to be sociable, to work independently on their own development. In this regard, the requirements for teaching Russian language and literature include the formation of not only linguistic, but also speech competence of students related to the culture of oral and written speech, rules and methods of using language in different speech situations.

This thesis explores the psycholinguistic and cognitive factors influencing the development of communicative competence in future English language teachers. It examines how cognitive abilities, emotional states, and motivational factors shape their communicative skills within the educational context. The study highlights the role of artificial intelligence (AI) technologies in addressing these factors by personalizing learning processes and enhancing interactive teaching methods. Drawing on Uzbekistan’s digital education strategy, the thesis underscores the importance of integrating AI tools to support psycholinguistic and cognitive development in teacher training. International experiences, such as AI-driven language learning platforms, are analyzed to demonstrate their potential in fostering effective communicative competence. The research aims to contribute to the methodological framework for preparing future teachers in alignment with global educational standards.

Ushbu maqola bochlang‘ich sinflarda kommunikativ kompetensiyani rivojlantirish masalasiga bag‘ishlangan. Maqolada kommunikativ kompetensiyaning ta'limdagi ahamiyati, uning bochlang‘ich sinf o‘quvchilari uchun o‘rganilishi zaruriyati, shuningdek, kommunikativ kompetensiyani rivojlantirishga doir samarali metodlar muhokama qilinadi. Tadqiqotda rolli o‘yinlar, guruhiy ishlash, muhokama va boshqa interaktiv metodlar qo‘llanilib, ularning o‘quvchilarning kommunikativ kompetensiyasiga ta'siri tahlil etilgan. Eksperimental tadqiqotlar natijalari o‘quvchilarning so‘z boyligi, muloqotda ishtirok etish va fikrlarini aniq ifoda etish ko‘nikmalarining sezilarli darajada yaxshilanganini ko‘rsatdi. Maqolada o‘qituvchilar uchun amaliy tavsiyalar va kelajakda tadqiqotlarni davom ettirish zarurati haqida fikrlar bildirilgan.

This article analyzes the characteristics of developing discourse competence in high school students. Discourse competence includes students’ ability to construct oral and written speech in a logical, coherent, and understandable manner. The article provides detailed information on the components of discourse competence, effective methods for its development, and pedagogical technologies. Additionally, the importance of using interactive methods, linguistic and pragmatic exercises, and modern information technologies is highlighted. The research findings demonstrate the impact of discourse competence on students’ critical thinking, communicative adaptability, and academic achievements.

This article examines the role of sociolinguistic competence in developing the communicative competence of A1 level students in English lessons. Important aspects of developing sociolinguistic competence are analyzed and various methods are proposed.

The modern concept of education aims to develop a personality capable of effective self-realization in the field of future professional activity. In this regard, the problem of the formation and development of the communicative competence of students in the process of learning the Russian language is of particular importance. The use of language as a means of communication requires the speaker to be aware of the social, situational, and contextual rules that a native speaker must take into account. Why, what, where, when, how they say, what meaning is given to individual words and expressions depending on specific circumstances - all this is regulated by communicative competence. The aim of the article is based on the analysis of linguistic, psychological, pedagogical and methodological literature, learn how to determine the theoretical foundations of the process of forming language competence in Russian language lessons learning some fairy tales.

The requirements for teaching Russian language and literature include the formation of not only linguistic, but also speech competence of students related to the culture of oral and written speech, rules and methods of using language in different speech situations.

The analysis shows that modern technologies of teaching a foreign language are student-centered technologies, of which the most promising is modular training, which incorporates the implementation of communicative, integrative and competent approaches using professional vocabulary and pedagogical taxonomy. This determines the relevance of the problem under study, which consists of the need to develop the communicative competence of students in a foreign language in the professional discourse in non-language higher educational institutions on the basis of modular training. The modular training involves the development of integrative modules based on various linguistic elements through a pedagogical taxonomy. A comparative study and critical analysis of scientific sources related to the problem being solved, analysis of state standards, qualification requirements, educational and normative documents, educational and methodical literature, questionnaires, synthesis, assessment, expert assessment testing, pedagogical experiment, mathematical and statistical methods of development and received data are given in this article.

Communicative competence is a complex, multi-stage process that includes the developing of each of its components, which include the development of a whole range of skills. All components of communicative competence are interconnected, and we discuss on the development of one or another sub-competence in a particular situation in this article.

Developing true communicative competence in young learners of English as a Foreign Language (EFL) remains a significant challenge. Traditional methods often fail to bridge the gap between theoretical knowledge and practical use. This article proposes the integrated use of storytelling and role-play as an effective strategy to address this issue. Storytelling provides meaningful, context-rich language input, while role-play creates a safe environment for purposeful output. Together, they form a synergistic cycle that enhances all aspects of communicative competence: linguistic, sociolinguistic, discourse, and strategic. Grounded in theories of comprehensible input and social learning, the article also presents a practical three-stage framework for classroom implementation: pre-activity (story presentation), during-activity (role-play preparation), and post-activity (performance and reflection). The study concludes that this integrated approach not only improves students' speaking skills and confidence but also fosters essential 21st-century skills like creativity and collaboration.

Communicative Language Teaching (CLT) has emerged as one of the most influential approaches in language education, emphasizing interaction and communication as the core of learning. In a global context where English proficiency is increasingly essential, speaking competence has become a key focus in language classrooms. However, traditional methods of language teaching, which often prioritize grammar and written skills, may not effectively develop students’ speaking abilities. CLT shifts this focus by encouraging real-life communication and active student participation, making it a promising strategy for enhancing speaking skills. This thesis explores the role of CLT in improving students’ speaking competence, particularly in English as a Foreign Language (EFL) settings. By investigating how CLT impacts learners' fluency, confidence, and overall communicative abilities, the study aims to highlight the potential of this approach in developing competent English speakers and its implications for modern language teaching practices.

This article discusses the importance of communicative competence in teaching Russian to correspondence students in the history department. Today it is very important for everyone to know foreign languages. Based on modern technologies that are aimed at solving the problem of implementing a communicative approach in teaching the Russian language to correspondence students, ensuring the formation of all types of skills and competencies in speaking, listening and reading.

Maqolada bo'lajak o'qituvchilarning kommunikativ kompeten-siyasini rivojlantirishning pedagogik asoslari haqida fikrlar keltirilgan. Pedagogika fanlarining mazmuni pedagogika oliy o`quv yurtlari talabalarining kommunikativ kompetensiyasining insonparvarlik asoslarini rivojlantirishga qaratilgan. Taʼlimning shaxsga yoʻnaltirilganligi, oʻquvchiga qaratilganligi va oʻqituvchining oʻquvchilar bilan oʻzaro munosabati, maʼnaviy-axloqiy jihati, insonparvarlik qadriyatlari almashinuvi jarayoni koʻrib chiqilgan.

В статье рассматриваются методические основы повышения коммуникативной компетенции учащихся начальных классов при развитии навыков восприятия и понимания текста. Анализируются педагогические подходы, интерактивные методы и влияние коммуникативной активности на учебный процесс. В статье представлены практические рекомендации для учителей по применению эффективных методов для повышения коммуникативной компетенции. Также предлагаются методические средства для улучшения навыков восприятия и выражения мысли учащихся.

This article discusses several strategies that can be implemented to improve pragmatic competence of foreign language learners. Pragmatic competence is an essential element of communicative competence in FLT. Developing pragmatic competence can help non-native speakers communicate effectively in social contexts, understand cultural differences, enhance language proficiency and achieve professional success.