FEATURES OF THE COMMUNICATIVE COMPETENCE FORMATION DURING THE LEARNING OF THE FOREIGN LANGUAGE FOR THE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS

Abstract

In the development of the society and digitalization of modern world the mastering of the foreign competences skills in the communication and interaction in the professional activity become more and more relevant. Youth with special educational needs (SEP), looking for the own place in the society, it`s self identification in the profession, during the learning of foreign language has a plenty of stereotypes, as well as a lot of barriers arise, regarding with own intellectual potential, practical use of competences. Besides, during the learning youth with SEP experience the crisis states, which hinder the full development of the personality. Purpose. To demonstrate available and relevant means of the foreign competence formation for the youth with SEP, to identify the features of the arising psychological barriers during the foreign language for the special purpose learning, to study and propose main approaches for the formation of foreign competence and overcoming of the current barriers in the institutions of education of the inclusive direction. Results. During the learning of the foreign language by the students a wide row of barriers arise, which cause problems in the perception of foreign vocabulary and mastering of practical skills of foreign language communication. In our opinion, the key factors in the formation of foreign language competence, prevention and overcoming of psychological barriers should be the effective organization of training, the shift of emphasis from the assimilation of theoretical knowledge to practical communicative activities, the demonstration of the practical value of a foreign language in a foreign language space, in professional communication, professional development and career growth of future specialists in the field of economics, social work, finance, accounting and taxation, psychology, etc. The article advocates the opinion that every student, regardless of the difficulty in connection with a physical or mental health disorder, has not only a constitutional right, but also a moral and spiritual one, equal opportunities for the formation of foreign language competences and mastery of a foreign language in a professional direction. In this context, the choice of tools for the teacher’s work with a student with special educational needs is important.