Abstract
The purpose of this study is to investigate a number of concepts about the development of professional communication abilities in foreign languages for future teachers by comparing and contrasting the many restrictions that may be included in these theories. Canale, Bachman, Vygotskiy, Kramsch, Willis & Willis, Dornyei, Albert Bandura, Edward Deci, and Richard Ryan are some of the writers whose scientific ideas served as the foundation for this study. In the course of the research, a number of different approaches to the development of communication competence will be discussed. These approaches include cognitive, communicative, socio-cultural, project, and integrative approaches. According to the findings, some theories concentrate on certain areas of communication, whilst others take a more comprehensive approach to the subject. According to some theories, certain instructional strategies are prescribed, while others provide general principles for successful communication. Other theories, on the other hand, have certain drawbacks, such as a lack of clear recommendations, a restricted attention to learner motivation and task completion, difficulties in big classes, and the possibility of restrictions in responding to unique learner requirements. Keywords: communicative competence, professional foreign language, scientific techniques, principles, motivation, English language teaching.