DEVELOPING COMMUNICATIVE COMPETENCE THROUGH INTERACTIVE METHODS IN ENGLISH CLASSES

This thesis examines the development of communicative competence through interactive methods in English classes. The relevance of the topic is determined by the need to prepare learners not only to know grammar and vocabulary, but also to use English appropriately, confidently, and meaningfully in real communicative situations. The purpose of the study is to analyze the pedagogical value of interactive methods and identify their role in developing grammatical, sociolinguistic, discourse, and strategic competence. The study applies a qualitative literature-based review and analytical-descriptive approach. It draws on theoretical works on communicative competence, communicative language teaching, CEFR principles, task-based learning, cooperative learning, and classroom interaction. The findings show that pair work, group work, role-play, simulation, debate, discussion, information gap tasks, project work, and collaborative writing increase learners’ participation, fluency, confidence, and autonomy. At the same time, effective implementation requires clear objectives, scaffolding, classroom management, formative feedback, and teacher readiness. The thesis concludes that interactive methods are a practical means of transforming English classes into learner-centered communicative environments.