MECHANISMS FOR FORMING COMMUNICATIVE COMPETENCE THROUGH COMMUNICATIVE GRAMMAR IN HIGHER EDUCATION
Keywords:
Communicative competence, communicative grammar, higher educationAbstract
This thesis examines the mechanisms for forming communicative competence through communicative grammar in higher education. The relevance of the topic is determined by the growing need to prepare students who can use language not only accurately but also appropriately and effectively in academic, professional, and interpersonal communication. In modern higher education, grammar should no longer be treated as a closed system of rules isolated from speech practice. It must be understood as a functional resource that supports meaning-making, interaction, and discourse organization. The study aims to identify the pedagogical and methodological mechanisms that ensure the effective formation of communicative competence through communicative grammar. The research is based on theoretical analysis, comparison, and synthesis of linguistic, pedagogical, and methodological sources related to communicative competence, communicative language teaching, and grammar instruction. The findings show that communicative competence develops most effectively when grammar is taught in meaningful contexts, integrated with different types of speech activity, linked with discourse and situational tasks, and supported by reflection and interaction. The thesis concludes that communicative grammar provides an effective basis for the development of communicative competence in higher education because it transforms grammar from a formal subject into a practical instrument of real communication.
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