International Journal of Pedagogics
225
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue06 2025
PAGE NO.
225-228
10.37547/ijp/Volume05Issue06-61
Methodology for Developing Students' Discursional
Competence
Dauletnazarova Ainura Kayirbayevna
Basic doctoral student of the Ajiniyaz NSPI, Uzbekistan
Received:
22 April 2025;
Accepted:
18 May 2025;
Published:
20 June 2025
Abstract:
This article describes pedagogy in the development of discursive competence of students of higher
educational institutions and analyzes scientific research conducted in this field.
Keywords:
Discursive competence, dialogic repetition, speech skills, communicative text, speech communication,
reasoning.
Introduction:
In world practice, special attention is paid
to the fact that the development of information and
communication
technologies
increases
the
comprehensive competitiveness of countries, creates
broad opportunities for collecting and summarizing
large volumes of information, and organizing
management at a strategic level. In particular, the
study of the features of the discursive competence of
primary school teachers is of great importance.
Discours from the Latin "discursus" - "running left and
right, movement, circular movement, conversation,
conversation" - speech, the process of language
activity, methods of speaking through the Internet
system.
Researchers O.I.Kucherenko, N.P.Golovina studied the
problems of discursive competence, E.V.Musnitskaya
studied the formation of professional speech skills, and
A.I.Ivanchenko studied the speech skills of students.
In world research, the problems of discourse analysis
have been studied by such scholars as Z.Klemencevich
[1], U.Mukarovsky [2], O.Essen [3], N.Yu.Shvedova [4],
M.L.Mikhlina [5], T.G.Vinokur [6], but the state of
discourse in the school classroom in pedagogical
education and the problems of its assessment have not
been studied.
Scholars such as S.Boymirzaeva, L.Raupova [7],
B.Urinboev [8], A.H.Hazratkulov and G.Toirova [9]
conducted research related to the concepts of
discourse,
communicative
text,
and
speech
communication.
According to researcher G. Bekimbetova, discursive
competence includes the development of oral or
written speech, the ability to construct sentences. For
this, he considers the use of various syntactic and
semantic means, the ability to understand the thoughts
and messages of another person) [10].
Provides students with deep knowledge, as well as
opportunities
to
develop
critical
thinking,
collaboration, creativity, and approach skills. Including
leading in revealing creative energy between students
and teachers, which led to increased student
engagement and improved learning outcomes for
everyone [11].
In the study of the problem of forming the speech
abilities of a future teacher, S.N.Mitina, in addition to
personal communicative skills, also includes knowledge
of the basic concepts of linguistics in the analyzed
concept [12].
This term was first introduced into circulation in the
article "Discourse Analysis" by the American researcher
Z. Harris [13]. In our scientific community today, it has
become customary to keep the concept of "discourse"
closer to the term "dialogue." However, the term
discourse is a high-volume phrase existing in colloquial
speech, therefore, it is a direction about the
relationship with existing phrases. On the contrary, as
a result of discursive analysis, new specific linguistic
aspects of the sentence as a language unit were also
studied [14].
L.Raupova's monograph "Discursive Interpretation of
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
Dialogic Speech," published in 2010, can be considered
as a presentation to those interested in the field of the
manifestation of content and forms that move to the
plane of expression in dialogic speech as discourse [15].
We observed that it was given by E.V.Sawyer: "Speech
competence, in other words, discursive, is associated
with the ability to create and understand various types
of speech." Moreover, discourse is understood as a
"complex communicative phenomenon that includes
the participants of communication (and their
characteristics), as well as the social context that
provides insight into the process of producing and
perceiving the message" [16].
In discourses, that is, in speech competence, a specific
person realizes, analyzes, and translates the results of
the accumulated subjective content, regulates
themselves and their personal experience. Therefore,
speech competence is also called "discursive
competence" in some sources [17].
In our opinion, the basis of discursive competence is
speech competence. In this regard, L.I. Kirilina,
emphasizing that speech competence encompasses
the set of knowledge, skills, and abilities necessary for
creating one's own programs of speech behavior
corresponding to the goal, field, and communication
situation, identifies the following linguistic factors in
the formation of speech competence:
a) knowledge of the basic concepts of speech linguistics
- styles, types of speech, structure of description,
reasoning, narration, methods of connecting words
and sentences in the text;
b) skills and abilities of text analysis;
c) communication skills - skills and abilities of speech
communication in relation to various spheres and
situations of communication, taking into account the
addressee and style [18].
N.N.Romanova and A.V.Filippova note that in the
concept of speech mastery, "in this language, it is
necessary to be able to speak correctly, fluently, and
dynamically
in
the
form
of free
practical
communication, both dialogue and monologue, to
understand well the speech that is heard and read,
including the ability to produce and understand speech
in any functional style. Speech competence is related
to language competence, broad speech practice, a
large volume of reading literature of various genres,
and defines communicative competence [19].
Regarding discourse, Professor V.I.Tolstykh notes that
"a person needs dialogical discourse in order to fully
understand their place and level of ability in life. It is
precisely this need that contributes to the formation of
a person as a specific character, a specific type" [20].
Professors Sinclair and Coulthard of the University of
Birmingham (throughout the text - Sinclair, Kaulfard)
analyzed colloquial discourse in school lessons at the
university, viewing discourse as a teacher-student
speech model, and studied the structure of discourse in
school classrooms as a preliminary study [21].
In our view, the characteristic essence of speech
competence is that it has a discursive character and
reflects the qualities of the verbal behavior of learners.
Speech competence simultaneously serves as a
reflection and activation mechanism for internal
experience in professional activity. A person's
conceptual and emotional experience is mainly
manifested, transmitted, and received through sign,
gesture communications. The development of
discursive competence of future primary school
teachers is manifested in speech perception, logical
and expressive forms of speech activity, influence on
partners, and other processes.
We aimed to identify the following features in the
development of discursive competence of students in
pedagogical higher educational institutions. (Fig. 1)
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
So, we can make the following proposals for the
development of students' discursive competence:
a) the educational process in pedagogical universities
should be organized in such a way that the process of
forming the student's speech competence is more
effective;
b) the successful formation of speech competence
should be one of the main tasks not only in the study of
special subjects related to speech activity, for example,
the subject "Teacher's Speech Culture," but also in all
other subjects studied by students in accordance with
the curriculum;
c) any academic discipline in the professional training
of a future teacher should be aimed at developing
students' speech activity.
Thus, based on the considerations regarding the
discursive competence of future primary school
teachers, we come to the following conclusions:
1. Discursive competence serves as a linguistic factor in
bringing
speech-thinking
activity,
vocabulary,
intellectual and potential to the level of a competent
national personnel.
2. The effective use of unique and appropriate speech
abilities by future primary school teachers to express
their intentions, thoughts, and inner experiences for
specific purposes is a great symbol of students'
communicative abilities.
3. Discursive competence, by its content and essence,
performs the tasks of acquiring certain knowledge,
receiving and transmitting information, communicative
communication, and stimulating (motivation). B
functions are interconnected, and in a certain speech
process, one can transition into the other.
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