ГРАММАТИЧЕСКИЕ НАВЫКИ КАК КОМПОНЕНТ ФОРМИРОВАНИЯ КОММУНИКАТИВНОЙ КОМПЕТЕНЦИИ ИНОСТРАННЫХ СТУДЕНТОВ НА НАЧАЛЬНОМ ЭТАПЕ ОБУЧЕНИЯ

The purpose of the article is to analyze how the grammatical aspect of language competence is represented in teaching programmes in Russian as a foreign language at the beginning educational level, and to systematize the programme requirements to the level of formation of grammatical skills as a forming component of communicative competence. In order to achieve the purposes of the research following theoretical research methods have been used in the article: studying and analyzing of research literature on linguistics, teaching methodology of foreign languages, the synthesis of analyzed information in accordance with the objectives of the research. The grammar influence on the formation of communicative competence at the beginning educational level has been determined in the article, because foreign students’ level of the formation of grammatical skills plays a crucial role at this stage. In order to identify the requirements for the formation of grammatical skills and principles of grammatical material selection the existing programmes in Russian as a foreign language for beginners are analyzed. Results of the research may have a practical importance in the development and modernization of teaching programmes in Russian as a foreign language, because the research is revealed that the cognitive component (obtained knowledge is sorted out) is represented in analyzed teaching programmes, but the activity component (how the knowledge turns into ability) is not taken into account. Thus the programme requirements which are proposed to the formation of grammatical skills and grammatical material which is represented in teaching programmes in Russian as a foreign language at the beginning educational level correspond to theoretical propositions about the principles of selection and functioning of grammatical material. But to what extent the real level of grammatical aspect of the language corresponds to the programme requirements remains to be seen, because in the programmes the activity component is not represented, that is to say there is no information about how communicative competence knowledge turns into ability. The decision of this problem will become the perspective direction for further research.