Pedagogical conditions for the formation of communicative competence among technical university students within the course “Russian Language and Speech Culture”

The aim of this study is to identify the pedagogical conditions that contribute to the formation of communicative competence among technical university students through the course “Russian Language and Speech Culture”. This article is devoted to the study of measures to improve the level of communicative literacy of students in higher educational institutions of a technical orientation. The history of the evolution of the science of speech culture and the formation of linguistic norms is examined. Attention is focused on creating pedagogical conditions that contribute to increasing the level of language proficiency and effective communication of students in technical universities. The paper proposes a systematic approach to defining and analyzing the components of pedagogical conditions that contribute to communicative competence formation. This includes identifying the relationships between various components of the educational process: motivational component, interactive teaching methods, integration of disciplines, feedback, and self-assessment. Particular attention is paid to illustrating techniques used within the “Russian Language and Speech Culture” course to improve students’ oral and written speech. The scientific novelty of the research lies in the development of a systematic approach that allows us to determine the optimal pedagogical conditions that directly affect the formation of communicative competence among technical university students in the context of their professional training. As a result of the research, it was revealed that the formation of students’ communicative competence, including communication skills, a culture of thinking, and mastery of logically structured speech, is achieved through the structuring of the educational process, which is a necessary condition for their future professional success.