THE ESSENCE OF THE CONCEPT OF FOREIGN LANGUAGE COMPETENCE IN MONOLOGICAL SPEECH OF HIGH SCHOOL STUDENTS
DOI:
https://doi.org/10.31652/2786-9083-2026-7(2)-24-30Keywords:
foreign language competence, monological speech, communicative competence, senior school pupils, foreign language education, speech activity, communicative approach.Abstract
This article examines the nature of the concept of foreign language competence in the monological speech of upper secondary school pupils. It justifies the relevance of developing this competence within the context of modern foreign language education, particularly in light of the provisions of the Common European Framework of Reference for Languages and the conceptual foundations of the New Ukrainian School. The content of the concepts ‘foreign language competence’, ‘competence in monological speech’ and ‘monological speech’ is analysed. The main components of foreign language competence in monological speech are identified: linguistic, speech-related, discursive, sociocultural, pragmatic and strategic. The psychological and linguistic features of monological speech are characterised, as well as the stages of its development in senior school pupils. It is demonstrated that the development of foreign language competence in monological speech is a complex, phased process requiring systematic organisation of teaching, the use of communicative-oriented methods and authentic materials, and the creation of conditions for pupils’ independent expression.
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