Abstract:
In the article was considered and analyzed communicative competence of students formed in the learning process and largely determined by how the students are aware of the content of thought, their communicative intentions, situationally determined, as well as they freely on this basis, how they control their speech activity in oral or written form in the field of professional communication. The issues of language, culture, intercultural communication and their interaction with the teaching of foreign languages are discussed. According to the cognitive model there are such stages of teaching professional rhetoric as a sensitivity, operational, analytical and creative rhetoric development stages.
