DEVELOPING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE THROUGH VIDEO MATERIALS: THEORETICAL FOUNDATIONS AND IMPLEMENTATION STAGES

Abstract

The article examines the role of video materials in developing students' foreign language communicative competence within the context of increasing intercultural professional interaction. It emphasizes that modern specialists must be capable of participating effectively in international communication, which requires not only linguistic knowledge but also sociolinguistic and sociocultural awareness. Communicative competence is defined as an integral personal quality that encompasses linguistic (phonetic, lexical, grammatical), speech (listening, speaking, reading, writing), sociolinguistic, and sociocultural components. Particular attention is paid to listening comprehension as a complex and multi-layered process based on phonetic, lexical, and grammatical skills functioning simultaneously and largely subconsciously. The article argues that audiovisual materials, especially video, play a leading role in developing these skills by combining auditory and visual channels of perception. Video reduces the artificiality of classroom learning, creates the effect of presence, and simulates authentic communicative situations relevant to students’ future professional activities. Visual support facilitates comprehension, strengthens contextual inference, enhances emotional engagement, and promotes long-term retention of language material. The study reviews recent research confirming that authentic video content increases motivation, supports cognitive involvement, and enhances linguistic intuition. It outlines three stages of working with video materials: pre-viewing, while-viewing, and post-viewing activities, each aimed at ensuring effective comprehension and the transition from receptive to productive skills. Although video offers significant pedagogical advantages, including immersion in sociocultural context and reduced anxiety, it may also create cognitive overload if not methodically structured. Therefore, the effectiveness of video integration depends on careful selection, clear task formulation, and systematic application, ultimately contributing to the preparation of competitive specialists.