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talabalarga rahbarlik qilishda yordam berish uchun aralash va ko'p metodli tadqiqotlar masalasini
to'g'rilash va kuchaytirish zarurati mavjud.
Foydalanilgan adabiyotlar:
1.
Anguera, M. T., Blanco-Villaseñor, A., Losada, J. L., Sánchez-Algarra, P., & Onwuegbuzie,
A. J. (2018). Revisiting the difference between mixed methods and multimethods: Is it all in
the name? Quality & Quantity, 52(6), 2757-2770.
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Creswell, J. W. (2015). Revisiting mixed methods and advancing scientific practices. In The
Oxford handbook of multimethod and mixed methods research inquiry.
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Creswell, J. W., & Plano Clark, V. L. (2011) Designing and Conducting Mixed Methods
Research (2nd ed.). Thousand Oaks, CA: Sage Publications 3, 53-106.
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Denzin, N. (1978). K. The research act. New York: McGraw-Hill Book Company, 2, 291-302.
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social sciences. 1, 13-50.
FEATURES OF THE MODERN APPROACH TO THE FORMATION OF DISCURSIONAL
COMPETENCE IN STUDYING FOREIGN LANGUAGES
Kaliknazarova Ziyada Marat kizi
Doctoral student of KSU
Currently, like all sciences, philology is facing unique challenges. In particular, the formation of
discursive competence in the study of foreign languages is considered very important. Therefore, this
problem requires comprehensive analysis and a deep scientific study of its connection with social
processes. In general, an important goal of teaching a foreign language to schoolchildren and
university students is the development of foreign language communicative competence. This, in turn,
consists of a number of subcompetencies. Despite the fact that many scholars agree with the structure
of foreign language communicative competence, they have not reached a consensus on the
components and their content. In particular, one of the first works devoted to the development of
models of communicative competence in a foreign language was written by M. Canale and M. Sven.
[3] proposed three components of subcompetence: grammatical, sociolinguistic, and strategic. A few
years later, M. Canale [4] improved this model and creates another, fourth, subcompetence - discursive
competence. Analysis of the initial models allows us to emphasize that scientists put their conceptual
content into some terms representing small competencies. In particular, "grammatical competence" in
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its conceptual content coincided with "linguistic competence," since it includes not only knowledge
of the grammatical structure of the studied language, but also knowledge of vocabulary and
phonology.
Sociolinguistic subcompetence traditionally includes both the variability of speech speech
depending on the social context of communication, which is the object of sociolinguistic study, and
the sociocultural component, consisting of knowledge about this social and cultural context of
communication. In this regard, it can be said that M. Canale and M. Suen significantly limited the
conceptual content of sociocultural competence, reducing it only to knowledge about the social
context of using a foreign language.
Discursive competence includes two basic concepts - "organization" and "harmony."
Coordination - the correspondence of words in a sentence and the interconnection of sentences in a
text. Correspondence is the grammatical, stylistic, logical, and semantic integrity of the text.
The model of communicative competence in a foreign language by M. Canale and M. Swain
became the basis for hundreds of scientific studies by American and European scientists. In Europe,
M. Canale and M. Swain's model of foreign language communicative competence was slightly
modified and improved in Van Ek's research, which, taking into account the criticism of the first
model, identified six subcompetencies: linguistic, sociolinguistic, social, sociocultural, discursive, and
strategic. It can be seen that linguistic competence, which includes an individual's mastery of the
grammar, vocabulary, and phonology of the foreign language being studied, corresponds in content
to the grammatical subcompetence of the M. Canale and M. Swain model. However, Van Eck
distinguished and separately presented sociolinguistic, sociocultural, and social subcompetencies in
his model.
Indeed, social subcompetence was first identified and presented by the author. Thus, Van Ek
draws the attention of the pedagogical community to the fact that communication and its result depend
both on the socio-cultural state of communication and on the social roles performed by the speakers
in the process of communication. The discourse component is also present in the Van Ek model. Its
content does not differ from the component of the same name in the model of M. Canale and M.
Swain.
At the same time, it should be noted that Van Ek, M. Canale, and M. Sven also included strategic
subcompetence in their models of foreign language communicative competence. This subcompetence
is responsible for eliminating language and information gaps that may inevitably arise in the process
of foreign language communication by students.
In Western scientific literature, in addition to the models of M. Canale and M. Swain and Van
Ek, the model of communicative abilities developed by Lyle Bachman[6] became widely known.
Based on the difference between the terms "competence" (as a category of knowledge) and
"effectiveness" (as a category of activity), Bachman proposed the correct use of the term
"communicative ability," in his opinion. With this, he focused on how a student can use their
knowledge of a foreign language in real oral or written communication. In its structure, the model of
communicative abilities differs significantly from all other previously developed models of foreign
language communicative competence. The scientist identifies two main types of competencies -
organizational (grammatical and textual components (consequence of speech) and pragmatic (socio-
cultural aspect of communication, as well as the functional aspect of communication). In essence, the
content of L. Bachmann's model of communicative ability corresponds to the content of other authors'
models of foreign language communicative competence, but in their structure, these are fundamentally
different models.
In Russian stylistic literature, models of foreign language communicative competence are
widespread. Also, many scientists conducted their research based on the models of foreign authors M.
Canale and M. Swain and V. Ek. In the model of foreign language communicative competence, R.P.
Milrud, following Western traditions, added pragmatic subcompetence[7]. According to the scientist,
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during communication, participants in communication use statements for various communicative
functions, constructing a speech statement in accordance with communicative and pragmatic goals.
In the model of foreign language communicative competence, according to V.V. Safonova[2],
socio-cultural subcompetence occupies an important place, in her opinion, the sociolinguistic subject
includes thematic, general cultural, and everyday competence. In addition to sociocultural
competence, foreign language communicative competence includes linguistic and speech
competence.
The model of communicative competence of a foreign language was based on the six components
proposed by G.V. Elizarova[8] and Van Ek[5]. At the same time, the author examined all six
components through the prism of intercultural competence, highlighting the intercultural component
in each subcompetence of foreign language communicative competence. Thus, G.V. Elizarova is one
of the first scholars who attempted to combine intercultural competence and foreign language
communicative competence. The author included linguistic, speech, sociocultural, compensatory, and
educational-cognitive subcompetencies in the structure of foreign language communicative
competence. Continuing the generally accepted tradition of conceptual content of terms, language
subcompetence includes mastering grammar, vocabulary, phonetics; speech subcompetence
represents types of speech activity (reading, speaking, writing, and listening); compensatory
subcompetence - provides the ability to compensate for shortcomings in knowledge and skills. The
fifth component of the I.L.Bim model - educational-cognitive subcompetence - is not presented in any
of the models of foreign language communicative competence[1].
Educational-cognitive subcompetence is the ability of a person to engage in self-education
throughout their entire life outside of class or after graduation. On the one hand, it may seem strange
to include in the model of foreign language communicative competence an aspect that is universal for
any subject of the educational cycle. On the other hand, P.V. Sysoev[9], emphasizing educational and
cognitive subcompetence, notes that I.L. Bim emphasizes the importance of forming foreign language
and self-education skills in a foreign language; draws attention to the fact that a foreign language as
an object of study has specific features that require adaptation of universal skills directly to teaching
a foreign language and the culture of the native and studied language countries.
Within the framework of our research, the development of students' discursive competence at the
third stage of education is of primary interest. In this regard, we will dwell in detail on such concepts
as "discursive competence" and "discourse." In linguistic and pedagogical research, these terms have
different interpretations. Let's consider some definitions. M. Canale understands discursive
competence as "the ability to combine grammatical forms and meanings to achieve the unity of oral
and written text." The developer of the pan-European model of foreign language communicative
competence understands discursive competence as "the ability to use appropriate strategies in
communicating and interpreting texts." Text is understood as "any part of an oral or written text of
any size, characterized by a unit."
A. Davis, A. Brown, C. Elder, and others understand discursive competence as "a component of
foreign language communicative competence, responsible for the harmony and coherence of the text"
[10]. H. Brown interprets discursive competence as "the ability to connect sentences and create
meaningful sentences" [11]. The Russian term "speech competence," which is often synonymous with
the English term "discursive competence," is interpreted as follows: "including linguistic competence,
as is known, is realized in four main types of speech activity: listening, speaking, reading, and
writing."
In the dictionary of stylistic terms, E.G. Azimov and A.N. Shchukin define speech competence
as "the ability to possess and form thoughts through language and use such methods in the process of
perceiving and creating speech," which is included in communicative competence. It is necessary to
talk about the quantitative and qualitative composition of speech competence, which can be greater or
lesser. However, speech competence, like linguistic competence, is not a goal in itself, but an
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intermediate link on the path to communicative competence. They are assimilated to the necessary
and sufficient degree to solve the problems of interaction in the process of communication in
accordance with the norms of the studied language, the use and cultural traditions of this
language"[12]. Researcher V.V. Safonova understands "speech competence" as follows: "on the one
hand, knowledge of general and specific rules of speech behavior in the studied areas of everyday and
socially significant communication, on the other hand, operational mastery of these rules in order. The
creation and modification of speech in a foreign language and the communicatively correct
interpretation of the content of authentic speech in a foreign language, the level of speech perception
and production culture depend on the level of development of a person's speech competence.
In the process of teaching foreign languages, there is a correlation between speech competence
in the native language and speech competence in a foreign language. The development of intercultural
speech competence, necessary for the use of language as a means of communication in a multicultural
foreign language environment, is impossible without the parallel formation and development of the
corresponding sociocultural competence. N.V. Popova understands discursive competence as "the
ability to create coherent speech while maintaining thematic organization, harmony, coherence,
rhetorical effectiveness, and logic within the real communicative situation and adequate functional
style."
In conclusion, the analysis of the given definitions of the terms "discursive competence" and
"speech competence" shows that they are the same in their conceptual content. Discursive or speech
competence is characterized by a person's ability to produce coherent oral or written statements,
coherence and consistency, as well as adequate interpretation of a foreign language statement when
reading or listening. Discursive or speech competence is inextricably linked with all other
subcompetencies of foreign language communicative competence and is formed among other
components in students.
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иностранному языку // Иностранные языки в школе. 2015. № 10. С. 15-24.
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testing. Cambridge: Cambridge University Press, 1999.
11. Brown H.D. Teaching by principles. N.Y.: Longman, 2000.
12. Азимов Э.Г., Щукин А.Н. Словарь методических терминов и понятий. М.: Златоуст,
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