Introduction. The formation of communicative competence at the present stage is one of the most important areas of the educational process. For effective activity in this direction, more and more new forms and methods of training are constantly required, the practice-oriented development of competence remains important.

The article deals with the formation of communicative competence at the university in the process of educational practice in oral and written speech. The formation of communicative competence, as well as its main component of linguistic, or language competence, is a complex task that is solved throughout the entire course of study at a university and further in the process of a person’s entire life. It is possible to form communicative competence and improve its possession effectively in the process of educational practice in oral and written speech. Classes in the discipline "Educational practice (in oral and written speech)" are based on the knowledge, skills and abilities acquired by students in the study of a number of disciplines, including "Pedagogical rhetoric", "Fundamentals of pedagogical skills", and also "Educational practice (introductory) ", Educational practice (introduction to the profession)".

In pursuit of the goal of forming and improving students' communicative competence, in particular, its main component - the linguistic (linguistic) part of competence, in the process of educational practice in oral and written speech, we solve the following tasks: firstly, we form and improve students' oral and written speech, the ability to understand speech by ear, adequately respond to the interlocutor's remarks in the process of communication, and secondly, we lay and work out the basics of language skills in students in the field of pronunciation, reading, writing, competent structural design of oral and written speech.

Materials and methods. The main method of research was the method of diagnostic research, the methods of which are observation, testing, oral and written surveys. This method made it possible to diagnose the level of development of written and oral speech among students, to select effective types of work for its improvement.

In the process of educational practice, subjective, activity and system approaches were used, which provided the opportunity to work in a group with each student individually; made it possible to study the problem of the formation of communicative competence in a complex (holistically), and methods, among them verbal (lecture, conversation, discussion, etc.), practical (exercise, composition, presentation, etc.), methods of independent work.

Results. The definition of the concepts "competence", "communicative competence" is given; factors are formulated that increase the effectiveness of the formation of communicative competence among students in the process of passing educational practice in oral and written speech.

In the process of passing the educational practice in oral and written speech, certain results were obtained on the development of communicative competence by students:

1. Identified problem areas in the process of formation of communicative competence.

2. Individual and group results of mastering communicative competence by students were obtained.

3. All students, without exception, showed progress in mastering communicative competence.

Discussion. To form communicative competence, in particular, its linguistic, linguistic part, is effective in the process of educational practice in oral and written speech. The passage of the discipline "Educational practice (in oral and written speech)" is based on the knowledge, skills and abilities acquired by students in the study of the disciplines "Pedagogical rhetoric", "Fundamentals of pedagogical skills", as well as in the process of "Educational practice (introductory)", " Educational practice (introduction to the profession).

"Educational practice (in oral and written speech)" forms knowledge, skills and competencies, preparing the development of the discipline "Pedagogical conflictology", then helps to successfully pass the "Educational practice (social and pedagogical)". Undoubtedly, “language is an opportunity for personal self-development and self-improvement” [1, 109], therefore, educational practice in oral and written speech is important in the first years of university education.

The purpose of the training practice in oral and written speech is the formation of students' communicative competence. To do this, in the process of work, we solve the problems of forming students' skills of oral and written speech, the ability to understand speech by ear, adequately respond to the speech of the interlocutor in the process of communicating with him, and also form the basics of language skills in students in the field of pronunciation, reading, writing, literacy structural design of oral and written speech. These tasks are solved only in the process of purposeful systematic work under the control of the teacher and the student.

Conclusion. The formation of communicative competence requires significant efforts, a variety of activities, systematic and practice-oriented. Educational practice aimed students at continuing work on the formation and improvement of communication skills in the field of oral and written speech. As a result of mastering the competence, the student becomes competent in the field of the norms of the Russian language; cultural and historical realities, norms of etiquette; is able to apply the acquired knowledge in the process of writing and speaking in Russian; understand speech, be able to isolate the main idea, retell the text; possesses basic skills of reading, speaking and writing in Russian; the main communicative grammatical structures most commonly used in written and oral speech.

As a result of mastering communicative competence, the student:

Becomes more competent in the field of Russian language norms; cultural and historical realities, norms of etiquette;

Able to apply the acquired knowledge in the process of writing and speaking in Russian;

Can understand speech, isolate the main idea, retell the text;

Possesses basic skills of reading, speaking and writing in Russian;

Owns the basic communicative grammatical structures most commonly used in written and oral speech.