Enhancing Communicative Competence In Future Teachers Through Interactive Classroom Activities

Abstract

This article explores the pivotal role of interactive teaching methodologies in cultivating communicative competence among pre-service teachers. In contemporary pedagogical discourse, the ability to communicate effectively is recognized as a core professional skill that significantly influences teaching efficacy and learner engagement. The study examines the theoretical foundations of communicative competence, emphasizing the integration of interactive classroom strategies—such as collaborative discussions, role-playing, simulations, and problem-solving tasks—as instruments for promoting linguistic, cognitive, and socio-emotional development in teacher candidates. By analyzing existing literature and synthesizing empirical evidence, the research delineates the mechanisms through which interactivity fosters advanced verbal and non-verbal communication skills, adaptive dialogue techniques, and reflective pedagogical thinking. The article further considers the challenges and opportunities associated with implementing interactive approaches in teacher education programs, underscoring the need for a systemic and evidence-based integration of these practices to ensure sustainable professional development.