This article explores the concept of communicative competence in teaching English to cadets in military higher education. Modern military professional activity requires not only linguistic knowledge but also the ability to use English effectively in regulated, task-oriented, and intercultural communication contexts. The study aims to analyze the theoretical foundations of communicative competence, identify its structural components, and justify its role as a central pedagogical category in military English education.

The research is based on a theoretical and methodological analysis of international and regional scholarly works, including studies by D. Hymes, M. Canale and M. Swain, L. Bachman, H. D. Brown, J. Richards and T. Rodgers, as well as the Common European Framework of Reference for Languages (CEFR). Comparative and system-structural approaches are applied.

The findings show that communicative competence is an integrative construct comprising linguistic, sociolinguistic, pragmatic, strategic, and professional components. The article concludes that a comprehensive and systematic approach to communicative competence formation is essential for preparing cadets for effective professional communication in English.

Communicative competence, military higher education, English language teaching, cadets

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