Аннотации:
The purpose of the paper is to present the
empirical research on the components of
communicative competence of future language
and literature teachers during their studies at a
higher education institution. The need for
communication is considered as a basic one in
the development of an individual as a social
subject of behavior. The study substantiates that
interaction with others, emotional and
confidential communication is a factor of
personality development, the means of
improving communicative competence.
The research methods: tests with standardized
questionnaires and factor analysis. The study
examines communicative competence as an
element of professional training of future
language and literature teachers. Factor analysis
was used to determine the structure of
communicative competence of future language
and literature teachers. The following factor
structure was established: (85.54%): F1 “
Communicative intolerance ” (4.069; 23.94%),
F2 “ Communicative dominance ” (2.491;
14.65%), F3 “ Communicative anxiety ” (2.219;
13.05%), F4 “ Ethno-social compromise ”
(2.119; 12.47%), F5 “ Communicative helplessness ” (1.822; 10.72%), F6 “ Need for
communication ” (1.820; 10.71%). The research
determines that in the structure of
communicative competence of future language
and literature teachers communicative tolerance
reflects the need and content of communication
and the willingness to communicate with others.
The paper substantiates that a low level of
communicative tolerance is an incentive for self development in perceptive and interactive areas.
It emphasizes that affiliation motivation is an
important component of developing
communicative tolerance at the stage of
professional training at a higher education
institution. The study shows that an individual’s
need for affiliation during studies in a higher
education institution is blocked by fear of
rejection, causing different types of
communicative intolerance.
