Impact Factor: isra (India) = 317 isi (Dubai, uae) = 582 gif

Impact Factor: 
ISRA (India) = 6.317 
ISI (Dubai, UAE) = 1.582 
GIF (Australia) = 0.564 
JIF = 1.500 
SIS (USA) = 0.912
РИНЦ (Russia) = 3.939
ESJI (KZ) = 9.035 
SJIF (Morocco) = 7.184 
ICV (Poland) 
 = 6.630 
PIF (India) 
 = 1.940 
IBI (India) 
 = 4.260 
OAJI (USA) = 0.350 
 
 
Philadelphia, USA
609 
competence, communicative task, communicative 
goal, communicative direction, communicative 
activity, communicative situation, communicative 
approach etc. In the education system, all of these 
terms aim at developing the students’ speaking skills 
and competencies. The communicative process can be 
achieved by applying the theory in communication. 
Students can receive or transmit information based on 
the knowledge being studied. In both cases they have 
a role of communicators, and their communicative 
abilities can be demonstrated only by their speaking 
skills. 
The tasks assigned to human speech activities 
are 
enormous. 
One 
of 
their 
functions 
is 
communicability, which is closely related to the 
provision 
of 
communication, 
attitudes, 
and 
interactions between people. In such communicative 
acts people transfer necessary information to their 
recipients and exchange their points of views. In the 
process, communicators form their speech culture. 
Speech culture teaches young people all the secrets of 
communication e.g., everyday greetings, who to 
speak, what, when and where to speak and how to 
speak processes etc.
In the secondary education system, teachers rely 
their teaching on a certain competency-based 
approach while teaching academic subjects. In 
language instruction, the formation of communicative 
and linguistic competencies in accordance with the 
requirements of state educational standards is very 
important. 
Cognitive approach (cognitio - knowledge, 
understanding) means that one acquires knowledge 
and develops skills and abilities independently. Today 
this term may collocate with other terms such as 
cognitive grammar, linguistics, cognitive psychology, 
cognitive direction etc. The term cognitive refers to 
the process of knowing the objective reality (world), 
the perception of it by a person, saving it on memory, 
interpretation and processing information and so on. 
The learners search for the necessary knowledge not 
only through listening, but also through independent 
learning. The cognitive process ends with the 
acquisition of knowledge and the essence of 
communicative-cognitive methodology is producing 
spoken language. So today’s main requirement of 
education is to conduct oral communication and create 
new knowledge, i.e. the application of a cognitive 
approach to the educational process [2, 22] It is better 
to understand the term cognitive approach as a 
process of knowledge acquisition. Hence, it is 
effective to apply both approaches in language 
education. 
Up-to-date learning process requires the 
language instructors to use a cognitive approach in 
their teaching and to instruct their learners utilising the 
teaching materials not only from the standard 
textbooks and course books but also from additional 
sources by providing guidance on how to gain specific 
knowledge using various supervisory questions. 
Carefully structured questions and well-designed 
materials will increase students’ interest and 
conscious understanding and mastery of a particular 
theme. The material learned and acquired by the 
learners independently is stored in long-term memory 
rather than memorization of it, this fact finds its true 
evidence in psychology. The students find the answers 
to the questions themselves and explore the theme 
when working with the course books.
In the communicative-cognitive approach, the 
students search for new knowledge themselves with 
the help of the teachers’ guiding materials, work with 
their course books, apply the acquired knowledge in 
their life and see the fruitful results of their hard work. 
For example, if the instructors use a number of 
samples while teaching the topic “Antonyms” 
students will not have an opportunity to think deeply. 
In contrast, if teachers let their students analyze the 
exercises given in their course books; draw some 
conclusions on antonyms and find similar examples - 
these may bring more benefit to students. Conscious 
acquisition of the learning materials, on the other 
hand, teaches students to get rid of memorization of 
grammatical rules and to express personal views, 
opinions and conclusions within a topic. 
Cognitivism began to enter the systems of 
pedagogy and didactics in the United States and a 
number of European countries in the 1960s and it 
aimed at forming the verbal (the students’ desire to 
express activity and identity in communication) 
methods of teaching. 
In continuous education system applying verbal-
cognitive learning methods means to put a creative 
person and his/her upbringing in the center of 
everything [6, 37]. According to the requirements of 
the state educational standards, the wide use of 
communicative-cognitive method in secondary 
schools is effective (see Figure 1.1).