Communicative competence of teachers as a foundation of their professional activity

Abstract. This study analyzes teachers’ communicative competence in their professional activity. Characteristics of teachers’ monologue, terms of «pedagogical communication» and «pedagogical dialogue» are considered, the structure of its dialogue is analyzed. The article emphasizes the importance of mastering pedagogical dialogue skills since the educational communication of students cannot be limited by only teacher’s monologue in the frames of the updated Federal State Education Standards. Thus, pedagogical dialogue is presented as one of the most effective means of increasing mental activity of learners as well as their communication and oral skills. The author of the article focuses on mastering speech etiquette as one of the most important components of teacher’s communicative competence, since the speech etiquette allows to dictate the rules of communication and conflict resolutions. The conflict situations are analyzed where teachers and students were expressing verbal aggression. The author suggests certain genres and means of speech etiquette aimed at preventing verbal aggression and fostering the level of developing teachers’ communicative skills. Based on the conducted analysis, the author offers recommendations for teachers to prevent conflict situations arising in learning activities, including distance learning.

Keywords: communication skills, communicative competence, pedagogical communication, pedagogical dialogue, speech etiquette, verbal aggression, distance learning.