Formation of communicative and compensatory competence of students of the basic school within the framework of horizontal-facilitary interaction

Introduction. In connection with the development of integration and globalization processes in many spheres of human life, the problem of expanding interstate and interpersonal contacts becomes relevant. These circumstances are also extrapolated to the plane of the education system, where there is currently a change in the traditional knowledge paradigm of competence. At the same time, the image of the modern student is also changing. Today, young people are in demand who can freely enter into contacts, communicate with representatives of other cultures, while being aware of their cultural identity. This problem is mega-relevant for primary school students, since they have much less resources to overcome emerging difficulties than older schoolchildren and students, which they could use to overcome communication barriers that arise under the influence of age-related changes due to mental instability, lack of lexical and ethnocultural knowledge, dominant offline pressure of social networks and other provocative communication factors. The listed difficulties of communication in both native and foreign languages contribute to the formation of risk factors for reducing the educational motivation of students and affect academic success in general. Therefore, it is objectively necessary to talk about the formation of communicative-compensatory competence among students of the basic school, which contributes to the implementation of strategic moves leading to a successful and constructive dialogue with any communication partner, and about finding ways to intensify this process.

Materials and Methods. The goal was achieved using such methods of scientific and pedagogical research as analysis of thematic literature, comparative and system analysis, expert survey, questioning, conducting experiments, and the author's own observations.

Results. The author's interpretations of such leading categories of research as communicative-compensatory competence are given, considered in a two-vector perspective - communicative and compensatory; horizontally facilitative interaction between the teacher and students. The authors of the article analyzed the feasibility of implementing this interaction for the formation of the studied competence and empirically proved the effectiveness of its functioning. The main form of horizontal-facilitative interaction is the cooperation of a teacher and students, built on democratic principles, focused on a common result, which is equally understood by all participants in communicative interaction. The formation of communicative-compensatory competence is impossible within the framework of the classical model of the educational process, where the teacher occupies a dominant or frontal position. In the process of experimental work on the formation of the communicative and compensatory competence of general school students, within the framework of horizontal facilitation interaction, such innovative methods and techniques as the flipped class model were used in the Tolles Diktat linguistic dictation project, participation in an online forum, creation comics, approbation of a linguistic twister; acquaintance with compensatory strategies through the implementation of the project "Compensatory Dictionary"; performing trainings to consolidate linguistic memory and update vocabulary in the form of animated situational role-playing games, Memory, literary correlation analysis, etc. The results of experimental work and their analysis testify to the effectiveness of the implementation of horizontal-facilitative interaction between the teacher and students of the general school in terms of the formation of the studied competence.

Discussion and Conclusions. An analysis of the concept of “communicative-compensatory competence”, the features of the process of its formation allows us to conclude the following: the functioning of the horizontally facilitative interaction between the teacher and students ensures the effective formation of the studied competence. The next step we see is the development of a program of pedagogical support for the process of formation of the studied competence of high school students.

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