Linguodidactic foundations for developing communicative competence in pre-service English language teachers

Abstract

The article examines the linguodidactic and methodological foundations for developing communicative competence in pre-service English language teachers. Communicative competence is interpreted not merely as knowledge of linguistic units, but as the ability to use them purposefully, appropriately, and strategically in authentic pedagogical and social interaction. The study substantiates the interrelationship of linguistic, sociolinguistic, discourse, and strategic components with interaction and mediation. To strengthen future teachers’ professional communication, a methodological cycle is proposed that integrates information-gap tasks, role play, simulation, task-based learning, microteaching, peer feedback, and reflective analysis. The cycle supports the gradual development of students’ ability to construct meaning in English, manage interaction, clarify and reformulate messages, justify viewpoints, and make communicative decisions appropriate to pedagogical situations. The article also argues for integrated assessment based on language accuracy, discourse coherence, pragmatic appropriateness, interactional engagement, and strategic adaptability, thereby linking communicative performance with professional methodological preparation. This approach strengthens the professional dimension of communication.