Communicative approach to the languages’ learning as a way of speech competence’s formation by children with speech and mental retardation

The article deals with the process language learning as a means of social interaction, which is the result of the society’s demand formation for the latest researches in the field of psychology, sociolinguistics, correctional psychology; revealed a number of important issues to the problem of children with special educational needs speech and mental retardation. Using of the term «communicative competence» in the methodology of people with special educational needs providing support is directly related to the focus on communicatively oriented language learning, with the transfer of emphasis from the forms of speech phenomena to their function. The complication of communicative approach to language learning concerning in the process of communication and it is extremely unpredictable, out of linguistic analysis. The process of speech competence isan extremely complex and multicomponent phenomenon, so its analysis is not possible within one science. The process of children with language and mental retardation communication skills’ adoption will be intense, as it requires the development of methodologically sound recommendations forasmuch the latest research in special psychology, correctional pedagogy, neurolinguistics, sociolinguistics and more. The formation of people with special educational needs’ speech competence in is aimed to the skills’ developing in practical use of language structures with their communicative functions in familiar communication situations. Thus, for successful communication, students with language and mental retardation must assimilate not only knowledges of philological nature, general concepts of language, language structures, but also be able to apply knowledges in practice, because in communication it is impossible to separate phonetics, vocabulary or grammar. The formation of children with language and mental retardation speech competence opens important prospects for the correctional and developmental process in educational institutions. In particular, consideration of the phenomena of language not only from the point of view of language structures, grammar, vocabulary, and also performance of a number of communicative functions. The formation of speech competence does not mean abandoning the study of grammar or vocabulary, but significantly expands the possibilities of traditional teaching methods based on knowledge and use of language structures and determines the choice of language material in accordance with the purpose and objectives of communication.