"SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY"
NUR-SULTAN, KAZAKHSTAN, JULY 2019
261
UDC 377.112.4
THE IMPORTANCE OF ARGUMENTATIVE COMMUNICATIVE COMPETENCE IN
THE PROCESS OF TRAINING FUTURE FOREIGN LANGUAGE TEACHERS
Pak Yuliya Sergeyevna
PhD student of the faculty of postgraduate education,
Kazakh Ablai khan
University of International
Relations and World Languages, Almaty,
Kazakhstan
Scientific supervisor –
T. Kulgildinova
Abstract. The article substantiates the necessity and the importance of the formation of
argumentative communicative competence in training future foreign language teachers.The
author gives the definition of argumentative communicative competence and defines its place in
the educational process in terms of cognitive linguocultural methodology
of modern foreign
language education.
Key words: argumentation, argumentative communicative competence, cognitive linguo-
cultural methodology, foreign
language education, competence structure.
Introduction
In the period of modernization of education, as well as the entry of Kazakhstan into the
international educational space significantly increases the role of the skill to reasonably express
one‘s thoughts through argumentation. The higher educational institutions of the Republic of
Kazakhstan set a goal to provide specialists of a new formation,
as active subjects of
intercultural communication, with possession of the basic competencies necessary for
professional communication at the intercultural level. The reorientation of the goals and the
final results of teaching foreign languages have a goal for modern foreign language education -
the formation of intercultural communicative competence. According to S.S. Kunanbayeva [1],
the strategic goal in modern foreign language education is the development of the personality of
the subject of intercultural communication, who is able to take an active part in various forms
of communication at the intercultural level. A specialist of a new formation, as an active subject
of intercultural communication, should be able to defend the key positions of his/her statement,
his/her point of
view on a controversial topic, and also formulate a thesis using various
arguments. Thus, the subject of intercultural communication should possess argumentative and
communicative competences in situations of intercultural professional-pedagogical interaction.
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