THEORETICAL FOUNDATIONS AND PEDAGOGICAL CONDITIONS OF THE COMMUNICATIVE APPROACH IN DEVELOPING COMMUNICATIVE COMPETENCE OF PROSPECTIVE TEACHERS

This article examines the theoretical foundations and pedagogical conditions of applying the communicative approach to the development of communicative competence in prospective teachers. Based on an analysis of international and local scientific literature, the study clarifies the essence, structure, and components of communicative competence in teacher education, and substantiates the didactic possibilities of the communicative approach. The paper argues that communicative competence for future teachers is a professionally significant integrative quality that includes linguistic, sociolinguistic, pragmatic, intercultural, and strategic components, as well as personal dispositions such as empathy, tolerance, and reflexivity. Special attention is given to the pedagogical conditions that ensure the effective implementation of the communicative approach in higher pedagogical education: creating a dialogic and learner-centered educational environment, using interactive and practice-oriented teaching methods, integrating digital communication tools, organizing reflective activities, and fostering a culture of professional communication in academic settings. The article proposes a conceptual model of developing communicative competence in prospective teachers on the basis of the communicative approach and identifies criteria and indicators for assessing its formation. The author concludes that the systematic and purposeful use of the communicative approach under scientifically grounded pedagogical conditions significantly enhances the quality of professional training of future teachers and their readiness for effective pedagogical interaction in modern educational contexts.本文探讨了在准教师交际能力（communicative competence）培养中应用交际教学法（communicative approach）的理论基础与教学条件。基于对国际与本土科学文献的系统分析，本研究明确了教师教育中交际能力的内涵、结构与构成要素，并论证了交际教学法的教学论应用潜能。本文指出，准教师的交际能力是一项具有职业价值的整合性素养，涵盖语言能力、社会语言能力、语用能力、跨文化能力与策略能力五大构成部分，同时包含共情、包容与反思性等个人特质。研究特别聚焦于保障交际教学法在高等师范教育中有效落地的关键教学条件：构建对话式、以学习者为中心的教育环境，采用互动性与实践导向的教学方法，整合数字化交际工具，组织反思性活动，以及在学术场域中培育职业交际文化。本文提出了基于交际教学法的准教师交际能力培养概念模型，并明确了其形成过程的评估标准与观测指标。作者得出结论：在科学合理的教学条件下，系统且有目的地应用交际教学法，可显著提升准教师的职业培养质量，以及其在现代教育情境中开展有效教学互动的胜任能力。