Communicative language competence as a purpose and result of education

Abstract

The article considers the main issues of formation of communicative language competence as a purpose and result of education. It is noted that one of the trends of recent years is the revision of concepts relating to not only educational content, but also rethinking its goals and results. In this regard, the reorientation of education evaluation takes place shifting from the concepts of «readiness», «education», «common culture» to the concepts «competence» and «proficiency». To determine the methodological differences between the subject knowledge and competence approaches, it’s necessary to define the conceptual content of the two terms that form the basis of this approach: «competence» and «proficiency».