FORMING SPEECH COMPETENCES IN THE PROCESS OF LEARNING GERMAN THROUGH THE PRISM OF CONTEMPORARY LINGUISTIC PARADIGMS

Abstract

In the course of the study, the author examines the theoretical and methodological foundations of the formation of speech competences in the process of learning German through the prism of modern linguistic paradigms, in particular cognitive, communicative-pragmatic, functional and sociolinguistic ones. The author analyses the peculiarities of the transformation of approaches to foreign language training in the context of the reorientation of the educational process from the reproductive assimilation of language material to the development of the ability to communicate effectively in real communicative situations. The relevance of the study is determined by the need to improve methodological approaches to the formation of speech competences of higher education seekers in accordance with the requirements of the Common European Framework of Reference for Languages and modern trends in the development of linguistics. In the context of globalisation and intensified intercultural interaction, the ability to use German adequately, taking into account the sociocultural context, pragmatic norms and discursive strategies, is of particular importance. It is noted that speech competence is integrative in nature and includes linguistic, sociolinguistic and pragmatic components, which are formed in the process of systematic interaction between theoretical knowledge and practical speech activity. The key conditions for the effective formation of speech competences that are relevant to today’s conditions are highlighted: taking into account the cognitive characteristics of learners, combining linguistic and cultural components, using authentic materials and communicative tasks, as well as developing autonomy and reflective skills. It has been established that the integration of modern linguistic paradigms into the educational process contributes to the formation of functionally sound and communicatively appropriate speech behaviour, capable of ensuring the professional and intercultural selfrealisation of learners.