Nowadays the English language has got status of a global language due to globalization and general computerization. Modern English language teaching aims to lingual and social adaptation of pupils to contemporary life. A modern experience professional should possess skills of expression of the thoughts in English, i. e. he should possess communicative competence which includes speech, language and cultural levels. Language learning, in turn, requires motivation. Getting motivation is possible only due to transformation of each pupil from the passive contemplator into the active and creative participant of learning process, i. e. pupils should be involved into communication.

This aspect is reflected in the State Program of Educational Development in 2011-2020: there is a task of formation of intellectual, physically and spiritually mature citizen who would be able to integrate in competitive environment [1; 3].

The pedagogical science is developing and leading to increase new teaching methods and technologies. One of them is teaching through communication, i. e. collaborative teaching, or teaching in intercourse, or communicative teaching.

It will help to engage pupils to "social communication in conditions of multilingual environment" [2; 9].

During the communicative teaching pupils possess the active life position, creative abilities, language skills, their own opinion, responsibility, the logic communications promoting understanding of laws and world outlook ideas, etc.

There is no doubt, that in learning a second language it is necessary for students to acquire, in addition to phonological and vocabulary-grammatical knowledge, ways to communicate with others using their target language.

Practical teaching of a foreign language possesses a number of communication techniques which provide self-determination and self-realization of the pupil as the language person in the course of learning and developing language skills.

communication teaching english language

The educational system of Kazakhstan has changed dramatically within a few last years. Especially the modifications are related to the content and functions of foreign language teaching and learning caused by changes in policy, economy and society. The growth of professional requirements to foreign language knowledge has been observed under the conditions of the fast developing intercultural integration and international policy held by Kazakhstan. All these conditions led to the modernization and intensification of of motivation of three languages policy as a new direction in the state policy of education [3].

In the "Conception of Foreign Language Education till 2015” it is stated that the necessity of Foreign language teaching and learning has been realized together with its development and intensification within the system of educational organizations [4].

The novelty of our diploma work is defined by necessity of transition to the modern model of formation communicative pupils' skills and high potential of the teaching.

The problem is in fact that teaching communication has its difficulties in successful teaching and should be thoroughly prepared and designed.

The object of investigation: the process of the English language teaching and learning.

The subject is the methodological process of teaching communication in English.

The hypothesis: if we teach communication and develop communicative competence it will contribute to rising teaching effectiveness.

The goal of the diploma work: to consider effective ways in formation of communicative competence in the process of English teaching and learning.

The following objectives are established:

- to study the theoretical basis of communicative language teaching;

- to research principles, aims and features of communicative teaching;

- to reveal main techniques of involving of pupils in communication activity;

- to develop lesson plans with using of communicative teaching techniques.

In our diploma work we use methods of research:

Communicative language teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as "communicative approach to the teaching of foreign languages”, "communication-oriented teaching” or simply the "communicative approach”.

"Communicative" is a word which has dominated discussions of teaching methodology for many years. Although in a monolingual English language classroom, real communication in English is impossible, in communicative methodology we try to be more communicative. That is to say, even though it may be impossible to achieve real communication, we should attempt to get closer to real communication in classrooms [5; 46].

Communicative approach to language teaching first appeared in print in the field of the English Language Teaching (ELT) some decades ago.

Communicative language teaching began in Britain in the 1960s as a replacement to the earlier structural method, called "Situational Language Teaching”. This was partly in response to N. Chomsky's [6] criticisms of structural theories of language and partly based on the theories of British functional linguists, such as D. Hymes [7] and the writings of D. H. Ecroyd [8] on speech acts.

Its origins are many, in so far as one teaching methodology tends to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. They did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied.

Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular.

In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching methods known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching.

Influenced by S. Krashen [9], communicative approach was further developed during the 1980s and 1990s and was concentrated on the communicative functions of language. Classrooms were characterized by attempts to ensure authenticity of materials and meaningful tasks.

Communicative Language Teaching (CLT) emerged as the norm in second language and immersion teaching. As a broadly-based approach, there are any number of definitions and interpretations, but the following interconnected characteristics offered by D. H. Brown provide a useful overview:

1. Classroom goals are focused on all of the components (grammatical, discourse, functional, sociolinguistic, and strategic) of communicative competence. Goals therefore must intertwine the organizational aspects of language with the pragmatic.

2. Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes.organizational language forms are not the central focus, but rather aspects of language that enable the learner to accomplish those purposes.

3. Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use.

4. Students in a communicative class ultimately have to use the language, productively and receptively, in unrehearsed contexts outside the classroom. Classroom tasks must therefore equip students with the skills necessary for communication in those contexts.

5. Students are given opportunities to focus on their own learning process through an understanding of their own styles of learning and through the development of appropriate strategies for autonomous learning.

6. The role of the teacher is that of facilitator and guide, not an all-knowing bestower of knowledge. Students are therefore encouraged to construct meaning through genuine linguistic interaction with others [10; 43].

The communicative approach was developed mainly in the context of English Second Language (ESL) teaching. The question must be asked, however, how universal can its application be? A. Malamah-Thomas points out that "one can relatively easily reach a fair level of communication in English, which has a relatively simple morphology (e. g. simple plurals with `s', no adjectival agreement, no gender markers, etc). Neither is mastery of the highly irregular orthography of English a priority in an oral communication approach” [11; 76]. French, for example, requires mastery of an enormously greater number of elements to reach a similar first year communicative level (different articles in front of nouns, gender, adjectival agreement, numerous verbal forms etc.). It is fatal for the progression and motivation of the learner to ignore this complexity.

Linguistic aspects

The linguistics aspects of communicative competence are those that have to do with achieving an internalized functional knowledge of the elements and structures of the language.

Phonological competence is the ability to recognize and produce the distinctive meaningful sounds of a language, including:

· consonants

· vowels

· tone patterns

· intonation patterns

· rhythm patterns

· stress patterns

· any other suprasegental features that carry meaning [20].

Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication.

Grammatical competence as defined by Noam Chomsky would include phonological competence.

Learners of French need to learn to understand the different time references of sets of words such as je partais, je parte, je parterai, and to be able to make appropriate time reference when speaking or writing.

Lexical competence is the ability to recognize and use words in a language in the way that speakers of the language use them. Lexical competence includes understanding the different relationships among families of words and the common collocations of words.

Learners learning English need to be able to recognize the concept of chair and what makes it different from a stool, a sofa, or a bench. They also need to know that a chair is a piece of furniture, and that there are various kinds of chairs, including easy chairs, deck chairs, office chairs, rocking chairs and so on. They also need to understand how chair is now used in an extended sense for what used to be termed a chairman, especially when referring to a woman, as in Julie Wright is the chair of the committee [21].

Discourse competence is used to refer to two related, but distinct abilities. Textual discourse competence refers to the ability to understand and construct monologues or written texts of different genres, such as narratives, procedural texts, expository texts, persuasive (hortatory) texts, descriptions and others. These discourse genres have different characteristics, but in each genre there are some elements that help make the text coherent, and other elements which are used to make important points distinctive or prominent.

Learning a language involves learning how to relate these different types of discourse in such a way that hearers or readers can understand what is going on and see what is important. Likewise it involves being able to relate information in a way that is coherent to the readers and hearers.

Consider the following short discourse in English:

Once upon a time there was an old woman named Mother Hubbard, who had a dearly-loved dog named Bowser. Mother Hubbard was very poor and didn't _racti have enough food for herself and her pet.

One day Bowser came running up and barked hopefully to show his mistress how hungry he was. Mother Hubbard went to the cupboard to get her poor doggie a bone, because she felt sorry for him. But when she got to the cupboard it was bare, and so poor Bowser went hungry.

This story starts with the phrase Once upon a time, which tells us that it is a fairy tale. The first paragraph goes on to introduce the two characters: Mother Hubbard and Bowser. It also tells us the background information we need to know about Mother Hubbard. Even though this is such a short story we need to keep track of the two participants and the props: the cupboard and the bone. Note the words used to refer to Mother Hubbard: an old woman, herself, his mistress, she and those used to refer to Bowser: a dearly-loved dog, her pet, her poor doggie, him, poor Bowser.

The second paragraph starts with the words One day, which introduce an event we expect to be important. (In fact, it is the only episode in our story!) This episode has three main events:

· Bowser ran up and barked hopefully

· Mother Hubbard went to the cupboard

· The cupboard was bare

There is also some further information in subordinate clauses, which are linked to the main clauses by words that show the relationship between them:

· to show his mistress how hungry he was tells us the purpose for which Bowser barked.

· because she felt sorry for him tells us the reason why Mother Hubbard went to the cupboard.

· to get her poor doggie a bone tells us the purpose of going to the cupboard.

· and so poor Bowser went hungry tells us the result of the cupboard being bare.

The words But when she got there introduce the climax of the story: She expected the bone to be there, but it wasn't so poor Bowser went hungry.

So, even in a short story such as this, we can identify cohesive and prominence elements in an English narrative text. Children learn intuitively as they are learning English, but adult learners may be helped by conscious attention to such elements.

Pragmatic aspects

The pragmatic aspects of communicative competence are those that have to do with how language is used in communication situations to achieve the speaker's purposes.

Functional aspect of communicative competence refers to the ability to accomplish communication purposes in a language. Language fulfils the interactional function. It serves to ensure social maintenance, referring to the communicative contact between and among human beings that simply allows them to establish social contact and to keep channels of communication open. Successful interactional communication requires knowledge of slang, jargon, jokes, folklore, cultural mores, politeness and formality expectations and other keys to social exchange [22; 142]. There are a number of different kinds of purposes for which people commonly use language, e. g. g

reeting people is one purpose for which we use language. What we actually say in English could be Good morning, Hi, How ya doin, or Yo, depending on who we are and who we are talking to.

Sociolinguistic aspect of the communicative competence is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate social meaning for the communication situation, e. g. when greeting someone in a very formal situation an American might say, Hello, how are you? Or Nice to see you again, but if he were meeting a friend in an informal situation it would be much more appropriate to say Hi, or Hey, whatcha been doing?

Interactional competence involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. It includes, among other things, knowing how to initiate and manage conversations and negotiate meaning with other people. It also includes knowing what sorts of body language, eye contact, and proximity to other people are appropriate, and acting accordingly, e. g.

a conversation with a checker at the check-out line in a grocery store in the US or England shouldn't be very personal or protracted, as the purpose of the conversation is mainly a business transaction and it would be considered inappropriate to make the people further back in the queue wait while a customer and the checker have a social conversation. Other cultures have different rules of interaction in a market transaction.

Cultural competence is the ability to understand behavior from the standpoint of the members of a culture and to behave in a way that would be understood by the members of the culture in the intended way. Cultural competence therefore involves understanding all aspects of a culture, but particularly the social structure, the values and beliefs of the people, and the way things are assumed to be done, e. g. it is impossible to speak Korean or Japanese correctly without understanding the social structure of the respective societies, because that structure is reflected in the endings of words and the terms of address and reference that must be used when speaking to or about other people.

1.4 Methodological aspects of teaching communication