This study aims to examine the communicative Arabic teaching methods currently used in Korean universities that extend beyond MSA to promote learner understanding and awareness of colloquial Arabic dialects. Arabic is characterized by a diglossic linguistic situation, which means that it consists of both diverse colloquial dialects used in different regions and social classes, and the written standard of Modern Standard Arabic. Recent trends in the field of language education have been moving toward a communicative approach to instruction. Since both MSA and spoken Arabic are important language variants that cannot be ignored, university curricula should integrate both variants into language courses. In the spoken Arabic education awareness survey conducted in the present study, the majority of the respondents answered that they wanted to increase the number of spoken Arabic classes offered at their university. Concerning colloquial Arabic, the majority also answered that they preferred the Egyptian dialect, followed by the Gulf and Levantine dialects. In terms of the timing of colloquial Arabic instruction, most respondents answered that they thought it should start in third year or in second year at university. It is also important to develop textbooks and other teaching and learning materials to aid the efficient instruction of spoken Arabic, which will give students the communicative skills necessary to be effective and competent communicators regardless of where they travel, study, or work in the Arab world.

The article describes features in the developing of foreign language communicative competence by using interactive teaching methods. The directions of developing the students’ foreign language communicative competence are determined. Experimentation on skills in the development of this competence was carried out on the basis of interaction between participants. A comparative analysis of the results in experimental and control groups is proposed. The scientific novelty of the article is that it describes the effectiveness of the experience of using cooperation technology and the online platform Technology Entertainment Design in the developing of foreign language communicative competence of students.

The main scientific focus of the paper is the new pedagogical knowledge about the educational activities content and organization for the development of future teachers’ communicative competence, together with the new aspects of educational communication, implemented in the modern information environment. The paper describes the approach to students’ communicative competence development based on the use of educational blogs. During the research students solved professional pedagogical problems, described and discussed their experience in blogs. For each of the problem solved, students had a specially developed activity algorithm. The algorithm structure described teachers’ and students’ actions, additional electronic resources, stages of monitoring activities, terms of effectiveness, as well as extracurricular activities assessment scale.