This article examines the communicative competence, its essence and component composition, which includes a number of competencies such as linguistic, strategic, discursive, sociocultural, linguistic, as well as distinguishing between the concepts of “competence” and “competence”. there is a goal in teaching a foreign language, namely to teach reading literature in a foreign language, and the most important aspects of learning a foreign language were learning grammar rules and the ability to analyze the text. Despite the significant shortcomings, this method has long dominated the domestic language didactics, partially remaining in the education system until the late 90’s of XX century.The basic definitions of terms by domestic and foreign authors, such as M. Vyatyutnev, N. Gez, N. Mykytenko, L. Bachman, and others, were determined.The model of S. Savignon and the components of the division of communicative competence of M. Kenal and M. Swain are considered, namely into grammatical, sociolinguistic, strategic. As well as three components of NI Gez and the division of communicative competence of VV Safonova. After analyzing domestic and foreign literature, we can conclude that communicative competence is a complex phenomenon in the methodology of teaching foreign languages and requires new approaches to solving the problem of its essence and variable component composition.Many scholars agree on the presence in the structure of foreign language communicative competence of such key components as language (linguistic), sociocultural, sociolinguistic, pragmatic, strategic, professional subcompetence.
LPP Proposal for Public Education System
