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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

ABSTRACT 

We focus on the concept of "key competencies". Core competencies can be defined as those that every person in 

society should have and that could be applied in different situations. Thus, key competencies are characterized as 

universal and applicable in different situations of competence. 

 

KEYWORDS 

Competence, Value-semantic competences, Social and labor competencies, General cultural competencies, 

Communicative competencies, Compensatory competence; 

  

INTRODUCTION

The term "competence" comes from the Latin word 

"competentis", which means "capable". This term is 

widely used in various fields of practical and scientific 

activity. After analyzing the methodological literature, 

it can be seen that competence is understood in a 

complex way. However, in teaching foreign languages, 

the term "competence" can be understood narrowly - 

as a set of knowledge, skills and abilities that are 

  Research Article 

 

THE ROLE AND PLACE OF COMPENSATORY COMPETENCE IN THE 

SYSTEM OF OTHER COMPETENCES IN MASTERING A FOREIGN 

LANGUAGE 
 

Submission Date: October 30, 2022, Accepted Date:  November 05, 2022,  

Published Date: November 08, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue11-01 

 

 

Ishonkulov Sherzod Usmonovich 
An English teacher of the “Foreign languages” department, Karshi Engineering Economic Institiute, 

Uzbekistan 

  

 

Journal Website: 

https://theusajournals.

com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

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Volume 02 Issue 11-2022 2 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

formed in the process of teaching a foreign language, 

and broadly - as practice-oriented possession of speech 

skills, language knowledge and skills. In general, 

competence is interpreted as a component of foreign 

language skills and knowledge, which ensure the 

comprehensive development of certain skills. 

Literature review. The new competence-based model 

of the educational process involves the creation of 

certain conditions for the formation of linguistic 

competencies, "learners' reflection of knowledge and 

communication experience in a foreign language, 

which serve to form a professional linguistic 

personality." 

Competence is not limited to skills or only knowledge. 

Competence is the sphere of relations that exist 

between knowledge in theory and action in practice. 

Analyzing various lists of competencies, one should 

note their creative (creative) orientation. 

Competences implement certain functions identified 

on the basis of an analysis of their place and role in 

learning: 

• be a condition for embodying the student's 

personal meanings in teaching and a means of 

overcoming the student's alienation from 

education; 

• reflect social demand on young citizens who are 

prepared to participate in everyday life; 

• to set the experience of the subject activity of the 

student, which is necessary for the formation of his 

practical preparedness and ability in relation to real 

objects of reality; 

• to set real objects of the surrounding reality for the 

target complex application of skills, knowledge 

and methods of activity; 

• to be part of the content of different academic 

subjects and educational areas as meta-subject 

elements of the content of education; 

• correlate theoretical knowledge with their 

practical use in solving specific problems; 

• represent integral characteristics of the quality of 

student training and serve as a means of organizing 

a comprehensive personally and socially significant 

educational control. 

• It is likely that some competencies are more 

significant and general than others. There is a 

problem of typology of competencies, as well as 

their hierarchy. With the division of the content of 

education into general meta-subject, inter-subject 

and subject, three levels are built: 

• key competencies relate to the meta-subject 

content of education; 

• general subject competences relate to a certain 

range of educational areas and academic subjects; 

• subject competencies - private in relation to the 

two previous levels of competence, which have a 

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Volume 02 Issue 11-2022 3 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

certain description and the possibility of formation 

within the framework of academic subjects. 

Discussion and result. We focus on the concept of "key 

competencies"[1]. Core competencies can be defined 

as those that every person in society should have and 

that could be applied in different situations. Thus, key 

competencies are characterized as universal and 

applicable in different situations of competence. The 

list of key competencies is primarily based on the 

structural representation of personal and social 

experience, the main goals of general education, as 

well as the main activities of the student, which allow 

him to master social experience, gain practical skills in 

modern society. Taking into account these positions, 

the following groups of key competencies are defined: 

• Value-semantic competences. These are 

competencies that associated with the student's 

value orientations, his ability to see and 

understand the world around him, navigate in this 

world, realize his purpose and role, be able to 

choose semantic and target settings for his actions 

and actions, make decisions. Such competencies 

provide a mechanism for student self-

determination in situations of educational and 

other activities. The life program of the student as 

a whole and his individual educational trajectory 

depend on them. 

• General cultural competencies. Experience and 

knowledge of activities in the field of universal and 

national culture; spiritual and moral foundations of 

mankind, human life and individual peoples; 

cultural foundations of social, family, public 

traditions and phenomena; the role of religion and 

science in human life; competencies in the cultural, 

leisure and household sphere, for example, 

possession of effective ways of organizing free 

time. 

• Educational and cognitive competencies. This is a 

set of student competencies in the field of 

independent cognitive activity, which includes 

elements of general educational, logical, 

methodological, activity. 

• They include ways to organize planning, goal 

setting, analysis, reflection and self-evaluation. 

Within the framework of these competencies, the 

requirements of functional literacy are 

determined: possession of measurement skills, the 

ability to distinguish conjectures from facts, the 

use of statistical, probabilistic and other methods 

of cognition. 

• Information competencies. Skills of activity in 

relation to information in educational fields and 

subjects, as well as in the surrounding world. 

Possession of modern information technologies 

(Internet, mass media, audio - video recording, e-

mail); media (computer, telephone, fax, TV, tape 

recorder, printer, modem, etc.); search, analysis 

and selection of the necessary information, as well 

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Volume 02 Issue 11-2022 4 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

as its preservation, transformation and 

transmission. 

• Social and labor competencies. Acting as a client 

citizen, observer, family member, voter, 

representative, buyer, consumer, and producer. 

Rights and obligations in matters of law and 

economics, in the field of professional self-

determination. The competencies of personal self-

improvement are aimed at mastering the ways of 

spiritual, physical and intellectual self-

development, emotional self-support and self-

regulation. The student masters the methods of 

activity in his own abilities and interests. This is 

expressed in the development of personal 

qualities, continuous self-knowledge, the 

formation of psychological literacy, a culture of 

behavior and thinking. These competencies include 

taking care of one's own health, personal hygiene 

rules, internal ecological culture, sexual literacy, 

and ways of living safely. 

• Communicative competencies. To master these 

competencies in the educational process, a 

sufficient and necessary number of real 

communication objects and ways of working with 

them are fixed for a student of each level of 

education in each subject or educational area being 

studied. 

Among the considered key competencies, along with 

communicative competence, compensatory 

competence is of the greatest interest. Despite the fact 

that communicative competence is one of the most 

significant, since communication is a determining 

factor in the development of a person and it is 

communication that determines sociocultural life, 

compensatory competence in modern conditions of a 

language deficit is gaining more and more popularity 

and relevance.  

Compensatory competence is a component of 

communicative competence and provides full-fledged 

foreign language communication with insufficient 

knowledge of language means, and also, according to 

Professor A. N. Shukina, “insufficient speech and social 

experience of communication in a foreign language 

environment” [2] 

Compensatory competence is the readiness and ability, 

using one's own foreign language speech experience, 

to get out of a difficult situation in the process of 

personal and intercultural communication associated 

with a lack of language means.  

In order to more clearly present the structure of the 

compensatory competence, it is necessary to highlight 

the components that will help to understand the 

essence of this competence and the ways of its 

formation. Compensatory competence includes: 

• knowledge of the structural elements of a foreign 

language necessary for communication, as well as 

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Volume 02 Issue 11-2022 5 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

skills and abilities that can be used in situations of 

oral and written communication; 

• knowledge and possession of a set of speech 

formulas necessary for communication in a foreign 

language; 

• the ability to realize speech intention to establish 

contact with partners; 

• knowledge of linguistic and speech national and 

cultural features of the language; 

• knowledge about verbal means of compensation 

and the situation of communicative difficulties in 

the process of foreign language communication; 

• knowledge about the non-verbal elements of 

communicative behavior used to fill the gaps of a 

linguistic, pragmatic and socio-cultural nature; 

• knowledge about the non-verbal elements of 

communicative behavior used to fill the gaps of a 

linguistic, pragmatic and socio-cultural nature; 

The basis of compensatory competence, according to 

many linguist researchers, consists of three blocks of 

linguistic knowledge and communication skills and 

abilities: 

1) Lexical; 

2) Grammatical; 

3) Oral speech. 

The first block includes knowledge of the lexical 

structural elements of the language necessary for 

communication in the studied foreign language (root, 

suffix, word formation); speech organizing formulas 

necessary when communicating in a foreign language 

(speech clichés, linking words); non-verbal elements of 

communicative behavior of representatives of the 

studied foreign-language culture, used to fill in the 

gaps of a linguistic and pragmatic nature. This block 

also includes the skills and abilities to use the lexical 

structural elements of the language in situations of oral 

communication; use non-verbal means to overcome a 

communication difficulty, replace an unknown word or 

concept with a synonym or description of a concept, 

guess the meaning from familiar elements (suffix, root, 

etc.), simplify the phrase based on known words. 

The second block includes knowledge of grammatical 

phenomena necessary for communication, speech 

organizing formulas required when communicating in 

a foreign language (building a question, exclamations, 

forms of imperative mood); skills and abilities to use 

grammatical structures in situations of oral and written 

communication, restructure your statement, for 

example, instead of a complex sentence, use simple 

sentences, ask your partner for help with a request: 

repeat what was said, explain the meaning of an 

incomprehensible word, etc. 

The third block is represented by knowledge of 

national cultural features of linguistic and speech 

phenomena, verbal means of compensation in a 

situation of communicative difficulty in the process of 

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Volume 02 Issue 11-2022 6 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

foreign language communication, the structure of oral 

communication, features of the conversation, 

providing the necessary format of foreign language 

communication; the ability to realize speech intention, 

which allows you to establish contact and mutual 

understanding between communicants, ignore lexical 

and semantic difficulties that do not affect 

understanding, use questioning and dictionary 

substitutions in the process of verbal communication, 

use facial expressions, gestures that replace, for 

example, the expression of emotions, in including 

based on the national cultural characteristics of the 

country of the language being studied, to competently 

conduct a dialogue, taking into account the structure 

of oral communication. 

In the structure of compensatory competence, along 

with knowledge, skills and abilities, it is necessary to 

highlight the abilities that should be formed and 

developed in students in the framework of profile-

oriented teaching of a foreign language: adequate 

response to statements in the process of oral foreign 

language communication, taking into account the 

national and cultural characteristics of the interlocutor; 

implementation of speech intention, which allows you 

to establish contact and understanding between 

partners of different languages; the speaker's 

adaptation to any unfamiliar foreign language 

situation, a certain speed necessary to make the right 

decision. 

Thus, the formation of compensatory competence is 

one of the primary tasks in teaching foreign language 

communication, since it helps students develop speech 

contact, vary the language form in accordance with the 

communicative intention, and carry out lingua-stylistic 

correction of foreign language oral and written 

speech, which, of course, ensures continuity with 

professional foreign language education. Important 

elements in the structure of compensatory 

competence, according to the researchers of this 

problem, are compensatory strategies and 

compensatory skills. 

A compensatory strategy is an activity to implement a 

certain number of goals and means, leading to the 

achievement of the main initial goal – compensation 

for an interrupted communication process due to a 

lack of language resources, and compensatory skills 

are the ability to get out of a situation in a shortage of 

language resources in the process of generating or 

perceiving a foreign language statements. 

Compensatory strategies can be: 

• cooperative (the interlocutor helps in solving the 

problem); 

• non-cooperative (the trainee tries to cope with the 

problem on his own); 

• linguistic (compensation of language and speech 

plans production); 

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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

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• paralinguistic (use of non-verbal means 

communications - gestures, facial expressions, 

gaze, intonation, drawings, timbre, etc.)[3] 

In the group of strategies aimed at overcoming the 

deficit linguistic means in the process of speaking, we 

can distinguish: 

• use of synonyms; 

• transition to the native language (in this case, you 

can pronounce the word in a "foreign manner"); 

• use of non-verbal code: gestures or facial 

expressions; 

• simplification of the statement; 

• omission of information; 

• creation of new words by one of the well-known 

word-formation methods; 

• using a paraphrase or description. 

Australian experts in the field of non-verbalism have 

noticed that verbal communication in a conversation 

takes less than 35%, and more than 65% of the 

information will be transmitted using non-verbal 

means. Possession of non-verbal means of intercultural 

communication suggests one of the ways to overcome 

communication failures. Among the non-verbal means 

of communication are: paralinguistic (diction, tempo, 

intonation); extra linguistic (laughter, crying); kinetic 

(gestures, facial expressions); proximal (poses, 

movements). Like verbal means of communication, 

non-verbal means have national features. With special 

care, you need to treat gestures and facial expressions 

while in an unfamiliar country. 

The same gesture can be interpreted differently in 

different countries. That is, with the help of an 

accepted gesture of approval for one country, you can 

insult the interlocutor while in another country. The 

use of gestures equivalent in form, but different in 

content, leads to their erroneous understanding and 

transfer of the erroneous meaning to the accompanied 

word, which misinforms the interlocutor. Therefore, 

the study of national characteristics of non-verbal 

communication is necessary for everyone who masters 

a foreign language, including for the formation of 

compensatory skills. 

Exercises developed in accordance with the 

methodological the principles of visibility, taking into 

account native culture, isolating specific guidelines, a 

differentiated approach, the possibility of imitation, 

situational correlation of non-verbal means, will be a 

means of teaching the skills and abilities of non-verbal 

behavior. The level of development of compensatory 

competence depends on the level of formation of 

other components of communicative competence, i.e. 

the higher the level of formed socio-cultural, language, 

speech, educational and cognitive competencies, the 

higher the level of development of compensatory 

competence, and vice versa. 

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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

The structure of compensatory competence, 

according to the researcher, includes cognitive, activity 

and motivational-value components. The content of 

the motivational-value component of compensatory 

competence is largely similar for all types of speech 

activity, since the need for successful solution 

communicative tasks, even with minimal experience in 

solving them, is natural. 

The content of the components of compensatory 

competence is proposed to be grouped into 

compensatory strategies for the convenience of 

practical mastery. Linguistic strategies include 

methods of using synonyms, antonyms, substitute 

words, generic concepts, word formation, using words 

from other foreign languages, transliterating words of 

the native language, paraphrasing, etc.; extra linguistic 

strategies combine the techniques of graphic-

expressive text design, inserting drawings and graphs, 

using auxiliary tools (dictionaries, reference books, 

teaching aids, sample letters, computer spell checkers, 

computer templates, etc.). 

The most significant for the development of 

compensatory competence are communicative 

transfer exercises, for example, when one type of text 

is used in different specific circumstances (speech 

situations), which creates the possibility of transferring 

the general structure/scheme to different conditions 

and filling it with relevant details. Such exercises allow 

you to fix in memory the general structure of the text, 

typical phrases, design techniques, independent of the 

specific situation; they form a universal algorithm for 

producing text of a certain genre. [4] 

As criteria for the formation of compensatory 

competence, its structural components are accepted: 

cognitive, activity and motivational-value. An indicator 

of a cognitive criterion is the amount of students' 

knowledge about communication etiquette, about 

strategies for getting out of difficult situations. The 

indicators of the activity criterion reflect the 

achievement of the goal of communication, 

normativity in the compositional design of the text, the 

use of etiquette formulas and the design of the text, 

the ability to create messages in a foreign language. 

Indicators of the motivational-value criterion indicate 

the willingness to use a foreign language as a means of 

self-development in personal, educational and 

professional areas; attitude to compensatory 

competence as personally significant; desire to master 

new compensatory resources; self-assessment of their 

level of formation of compensatory competence; 

flexibility and autonomy in the use of compensatory 

resources in a variety of communication situations; 

productivity of applied compensatory resources.  

The formation of compensatory competence occurs, 

on the one hand, due to the development of 

knowledge, skills and abilities, and on the other hand, 

due to replenishment of the set of compensatory 

strategies and the formation of compensatory skills. 

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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

The content of compensatory competence training as 

a means of overcoming socio-cultural interference 

includes: knowledge of verbal/non-verbal means of 

compensation, knowledge of compensatory 

strategies, compensatory skills, motives and attitude 

to activity. 

Semantic and cognitive-conceptual strategies help in 

search for meanings in the socio-cultural context, 

selection and accumulation of linguistic means, 

expansion of the language base, and systematization 

of the language being studied into an orderly system, 

mastery of the corresponding system of concepts, 

understanding of national and cultural specifics at the 

level of intercultural communication. [5]. 

CONCLUSION 

Thus, the development of compensatory competence 

will allow students in the field of speaking - to simplify 

the phrase through the use of known words, speech 

patterns; change or amend your speech; use facial 

expressions, gestures, colloquial formulas, repetitions, 

synonymous expressions of the same thought, 

introductory words, paraphrase, description, 

synonyms / antonyms, equivalent replacements for 

additions, clarifications, clarifications of thoughts, 

rhetorical questions. 

REFERENCES 

 

1. Антоненко, С. П. Обучение компенсаторным 

умениям говорения на уроках иностранного 

языка в общеобразовательной школе / С. П. 

Антоненко // Актуальные проблемы 

лингводидактики и методики организации 

обучения иностранным языкам: сб. науч. 

статей / Чуваш, гос. пед. ун-т; отв. ред. Н. В. 

Кормилина, Н. Ю. Шугаева. — Чебоксары, 

2014. — С. 116—121. 

2. Щукин Л. Н. Обучение иностранным языкам: 

теория и практика: учеб, пособие для 

преподавателей и студентов. М.: Филоматис, 

2006. С. 141. 

3. Горанская М. II. Формирование 

компенсаторной компетенции в иноязычной 

письменной деловой речи студентов 

неязыковых вузов : автореф. дис.канд. пед. 

наук. Петрозаводск, 2011. 

4. Пассов Е.И. Программа – концепция 

коммуникативного иностранного 

образования. – М. : Просвещение, 2010. – 298 

с. 

5. Антоненко, С. П. Обучение компенсаторным 

умениям говорения на уроках иностранного 

языка в общеобразовательной школе / С. П. 

Антоненко // Актуальные проблемы 

лингводидактики и методики организации 

обучения иностранным языкам: сб. науч. 

статей / Чуваш, гос. пед. ун-т; отв. ред. Н. В. 

https://doi.org/10.37547/ajps/Volume02Issue11-01
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Volume 02 Issue 11-2022 10 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 11  Pages: 01-10 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

Кормилина, Н. Ю. Шугаева. — Чебоксары, 

2014. — С. 116—121. 

 

https://doi.org/10.37547/ajps/Volume02Issue11-01
https://scholar.google.co.in/scholar?q=THE%20ROLE%20AND%20PLACE%20OF%20COMPENSATORY%20COMPETENCE%20IN%20THE%20SYSTEM%20OF%20OTHER%20COMPETENCES%20IN%20MASTERING%20A%20FOREIGN%20LANGUAGE
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