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THE ROLE OF THE DOGME METHOD IN DEVELOPING DISCURSIVE
COMPETENCE AMONG SENIOR SCHOOL STUDENTS
Rustamova Dilobar
English teacher
Specialized school N-6
https://doi.org/10.5281/zenodo.15321248
Abstract
This article analyzes the significance of the Dogme methodology in the formation and
development of discursive competence among senior school students. It outlines the core
principles of this methodology, its advantages in communication-based teaching, and the
ways it fosters the development of students’ oral and written speech. The article also explores
the practical application of the Dogme approach in the educational process and its
contribution to aligning students’ speech with logic, coherence, and social engagement.
Keywords:
Dogme methodology, discursive competence, senior students,
communication, interactive learning, exchange of ideas.
Introduction
Nowadays, communicative approaches in education are increasingly expanding.
Especially for senior school students, it is vital to shape their speech competence, particularly
discursive competence, and to equip them with the skills to express their thoughts clearly,
logically, and fluently—this is one of the key goals of modern education. Discursive
competence refers to a student’s ability to communicate, reason, and engage in coherent
conversation within various social contexts. From this perspective, replacing traditional
teaching methods with interactive, learner-centered approaches is essential. One such
approach is the Dogme methodology, which allows students to learn the language through
natural and purposeful conversations. This article discusses the theoretical foundations of the
Dogme approach and its role in developing discursive competence in senior students.
The Dogme methodology, introduced by Scott Thornbury in the 2000s in the field of
English language teaching, advocates for abandoning pre-planned materials, textbooks, and
technology in favor of instruction based on students’ needs. In this approach, language
learning is realized through communication, real conversation, and mutual exchange of ideas.
Lessons are driven not by the teacher, but by the student’s initiative, life experiences, and
communicative needs.
Discursive competence refers to the ability to structure communication coherently,
develop ideas logically, and express thoughts clearly and appropriately within a cultural
context. This competence is especially relevant for senior school students, who are becoming
more socially active and need to engage in discussions and defend their viewpoints. The
Dogme methodology is currently one of the most modern approaches. It proves effective in
applying and enhancing discursive competence among senior students. This method is based
on live communication between teacher and student, abandoning traditional textbooks,
artificial dialogues, and exercises, and instead focusing on teaching language through
students’ lives, opinions, and experiences. This approach creates favorable conditions for the
development of natural and contextually appropriate discursive speech in senior students.
Particularly, the Dogme methodology helps create a natural conversational environment
that facilitates free dialogues between teacher and students. In this process, students share
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thoughts based on real-life events and daily experiences, which nurtures their ability to build
speech freely, develop topics, and manage conversations. Moreover, in lessons based on
mutual exchange of ideas, students engage in discussions and debates on various topics. This
activity prepares them for consistent, reasoned, and culturally appropriate communication. It
also helps shape the culture of accepting differing views and expressing disagreement
respectfully.
In some situations, students are required to approach topics creatively through
unplanned conversations. They learn to think critically and discuss topics they have not
prepared for in advance. This develops their creative thinking and ability to construct flexible
and context-sensitive speech.
The Dogme methodology turns lessons into real-life conversations. The methodology is
also effective in ensuring the integration of oral and written speech. Based on the topics
discussed during lessons, students write assignments that help them form structured and
meaningful written discourse. This joint development of oral and written discursive skills is
one of the strengths of the Dogme approach. The methodology adapts lessons according to the
needs of the student. Through expressing opinions, asking questions, and analyzing problems,
students become active participants and develop essential skills. This leads to the practical
formation of discursive competence.
Conclusion
The Dogme methodology is an effective tool in shaping and strengthening discursive
competence among senior school students. It is a communication-based, needs-driven,
learner-centered approach that fosters independent thinking, coherent speech, and social
activity in students. Through the Dogme method, students not only learn the language but also
acquire practical skills for its real-life use. Therefore, this methodology should be widely
adopted in modern educational settings. In Dogme lessons, the teacher serves as a guide,
while the student takes on an active role. Through this method, students develop the ability to
formulate thoughts independently and express them in a logical sequence. Thus, discursive
competence aligns with personal engagement.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Thornbury, Scott. Teaching Unplugged: Dogme in English Language Teaching. Delta
Publishing, 2009.
2.
Littlejohn, Andrew. The Analysis of Language Teaching Materials: Inside the Trojan
Horse. Cambridge University Press, 2011.
3.
Richards, Jack C. & Rodgers, Theodore S. Approaches and Methods in Language
Teaching. Cambridge University Press, 2014.
4.
Rakhmonov, B. (2022). Developing Students’ Communicative Competence through
Interactive Methods. Journal of Language and Literature Education, No.4.
5.
Khudoyberdiyeva, M. (2023). Methods for Developing Oral Speech in Senior Students.
Issues of Uzbek Linguistics, Tashkent.
