Teamwork in the preparation of a foreign language description of an artistic image as a means of forming a connection between the linguistic and discursive components of foreign language communicative competence

Definitions of linguistic and discursive components of foreign language communicative competence are given, and the problem of forming a connection between them is analyzed. The principle of relying on visibility and group work as means to help students to activate their knowledge in the process of speech communication are considered. The order of description of the image has been developed, as well as the criteria for evaluating the monologue description have been determined. An experiment was conducted during which students prepared a monologue description of an image based on reference vocabulary and grammar as a homework assignment. The control groups performed the task independently, while the experimental groups worked in teams of 3 people on a remote platform, conducting discussions in English. At the next classroom lesson, monologues were checked in the frontal mode. At the beginning of the experiment, a diagnostic monologue was conducted a description of the image. The average point scored by students was approximately the same in all groups. At the end of the experiment, the students delivered a final monologue-description in the same format. The average point in the experimental groups was higher, because in the process of working in teams, students conducted discussions in English, receiving additional conversational practice. Since each participant contributed to the compilation of the monologue, there was an interchange of knowledge and ideas. In the psychologically comfortable atmosphere of small groups, students felt more at ease and participated in the discussion without fear of making a mistake. The results of the study allow us to conclude that the compilation of a monologue description based on the reference vocabulary in the conditions of group work contributes to the formation of a connection between the linguistic and discursive components of foreign language communicative competence.

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