Abstract

Relevance. The relevance of the study is explained by the requirements of the social order to the level of readiness of future specialists for foreign-language communicative interaction. It was conditioned by the integration of Kazakhstan into the world economic, political, cultural space and motivated by the increased role of globalisation and the emergence of qualitatively new (multicultural, supranational) social relationships.

Purpose. The purpose of this study was to theoretically substantiate, design, and experimentally test the development model for professional foreign-language communicative competency of future teachers.

Methodology. The research involved theoretical analysis of pedagogical literature, development of a model for professional foreign-language communicative competency, and experimental testing.

Results. The study developed a model based on systematic, integrated, personality-oriented, and communicative-activity approaches. The model included structural components such as target, conceptual, content, technological, and evaluative-effective blocks. The experimental testing demonstrated statistically significant improvements in students' foreign-language proficiency across cognitive, professional-motivational, and communicative-activity components.

Conclusions. The proposed development model effectively enhances the professional foreign-language communicative competency of future teachers. It integrates various disciplines and extracurricular activities to provide comprehensive competency development, thereby addressing the increased demands for foreign-language proficiency in professional contexts.

Keywords: higher education; foreign languages; speech communication; prognostic model of a specialist; competence approach

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