THEORETICAL ASPECTS IN THE FORMATION OF
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DEVELOPMENT OF DISCURSIVE COMPETENCE AMONG
PHILOLOGICAL STUDENTS.
Abduramanova Nezire Enverovna
The Teacher of Department of Integrated English Language,
Uzbek State World Languages University , Tashkent, Republic of Uzbekistan.
https://doi.org/10.5281/zenodo.12528891
The development of discursive competence is included in a wide range of
issues in the problem field of teaching foreign languages to studentsnon-
linguistic faculties. In the context of teaching a foreign language for general
purposes, the problem of developing discursive competence of students of non-
linguistic faculties receives particular importance and specificity.
The purpose of this work is to emphasize the importance of the formation of
discursive competence as an integral part of the foreign language
communicative competence of students of non-linguistic faculties, to focus on
the complex essence of the concept of “discursive competence”, to show the
usefulness of using in this regard an integrative differentiated approach to the
development of discursive competence of students of non-linguistic faculties in
the process of studying a foreign language block language for general purposes.
The key concepts for us are “foreign language communicative competence”,
“discursive competence”, “discourse”, “integrative-differentiated approach”. Let
us first consider the issue of the relationship and role of development of
discursive competence and foreign language communicative competence of
students of non-linguistic faculties. The development of communicative
competence is noted among the priority goals identified by work programs for
non-linguisticтuniversities and faculties in the discipline “Foreign Language”
and an exemplary program “Foreign Language” for non-linguistic universities
and faculties, edited by S.G. Ter-Minasova. These programs emphasize that the
developed foreign language communicative competence largely determines the
effectiveness of communication between future graduates of non-linguistic
faculties and foreign partners in various areas of cultural, every day,
professional and scientific activity; opens up opportunities for the development
of information culture and human self-improvement.
The concept of “foreign language communicative competence” is noted different
approaches to its formulation and structural content. We will proceed from the
definition proposed by E.V. Krasilnikova, in which foreign language
communicative competence is “the ability of a future specialist to act in the
mode of a secondary linguistic personality in a variety of socially determined
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situations, readiness to carry out intercultural interaction” [10]. Emphasizing
the multicomponent essence of foreign language communicative competence, a
number of domestic and foreign researchers highlight discursive competence in
its composition (I.A. Zimnyaya, V.V. Safonova, E.N. Solovova, D. Himes, E.A.
Shaturnaya, A.N. . Shchukin and others).
According to S.K. Gural and E.A. Shaturna, discursive competence is “an integral
substance of communicative competence and represents knowledge of various
types of discourses and the rules of their construction, as well as the ability to
create and understand them taking into account the communication situation”
[6].
Most researchers point to the complex essence of discursive competence (S.K.
Gural, I.A. Evstigneeva, E.A. Shaturnaya, etc.). As noted by I.A. Evstigneev, the
development of discursive competence is determined by a number of developed
discursive skills, including: the ability to understand, highlight, structure and
apply lexical and grammatical resources of a foreign language; determine genres
of texts; predict, evaluate and manage the direction of communication; build
one’s own behavior in accordance with sociocultural and historical-cultural
contexts, etc. [8]
Modern researchers consider discourse as a complex multicomponent self-
organizing integral system (S.K. Gural, A.A. Kibrik, E.A. Shaturnaya, etc.). The
system-forming characteristics of discourse, as indicated by A.A. Kibrik, they
speak: types (modes), genres, functional styles, formality. A.A. Kibrik
emphasizes that modern science has not developed a single comprehensive
classification of types of discourse, and depending on the mode, genre, degree of
formality and other indicators and “the multiplication of all these variables,”
many different types of discourse can be identified [9].
Consequently, considering discourse as a basic component of discursive
competence, the practical task arises of determining criteria for selecting types
of discourse that contribute to the development of discursive competence. The
solution to this problem I.V. Aleshchanova and N.A. Frolova see it in the analysis
of the most frequently used types of discourses characteristic of typical
communication situations of future specialists, and in the subsequent
correlation and selection of discourses in accordance with the learning
objectives. In the block of the training program for students of non-linguistic
facultiesin a foreign language for general purposes, a list of topics has been
specified, the purpose of studying which is the development of functional
communicative skills within the framework of educational, cognitive, every day
THEORETICAL ASPECTS IN THE FORMATION OF
PEDAGOGICAL SCIENCES
International scientific-online conference
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and socio-cultural spheres of communication. An important applied task in this
regard is not only the selection of types of discourses that correspond to the
learning objectives (according to I.V. Aleshchanova and N.A. Frolova [1]), but
also, in our opinion, fitting them into the context of the communicative situation
in accordance with the current level of discursive competence, previous
experience of teaching a foreign language, individual characteristics of students.
In other words, the use of an integrative-differentiated approach to learning.
Conclusion:
Based on the experiment, it was found that the intensification of foreign
language discursive competence of applicants contributes to the study and
better learning of foreign languages, the activation of speech activity, and text-
making skills of different levels. It also contributes to a more active
implementation of knowledge of a foreign language in its practical application of
various types of discursive practices. The educational aspect of the training was
important because the introduced course became useful for all participants,
regardless of their social, age, communication abilities and profession.
References:
1. Aleshchanova I.V., Frolova N.A. Development of discursive competence in
foreign language classes at a university // Advances in modern natural science.
2014. No. 11-1. pp. 92–94.
2. Arutyunova N.D. Discourse // Linguistic encyclopedic dictionary. M., 1990.
3. Borscheva V.V., Chekun O.A. Modernization of the practical course “Foreign
Language” for bachelor students of non-linguistic faculties using modern
technologies // Modern language education: innovations,problems, solutions /
Answer. ed. O.A. Chekun. M., 2015. pp. 6–9.
