METHODOLOGICAL MODEL OF DEVELOPING DISCURSIVE COMPETENCE IN FOREIGN LANGUAGE EDUCATION

Abstract

The article presents a comprehensive methodological model for developing discursive competence (DC) in foreign language education. The relevance of the study is determined by the need to prepare teachers capable of constructing, interpreting, and managing discourse in complex pedagogical and intercultural communication contexts. The proposed model is grounded in the principles of the situational and action-oriented approaches, which ensure the integration of linguistic, cognitive, and professional dimensions of teacher education.

            The model comprises five interrelated blocks: the target block, which defines educational goals and expected outcomes; the conceptual block, specifying the methodological and theoretical foundations;  the subject-content block, which represents the structure of discursive competence, including linguo-strategic, situationally oriented, and cohesive-coherent components; the procedual-technological block, focusing on methods and instructional technologies; and the result-evaluative block, which establishes criteria, indicators and assessment tools for diagnosing the level of discursive competence development.

Each discursive subcompetence develops progressively through three formation levels—low, medium, and high—corresponding to the foundational, operational-analytical, and professional-creative stages. This progression reflects a transition from basic linguistic and sociocultural knowledge to autonomous, reflective, and creative discourse production within professionally oriented contexts.

The novelty of the study lies in the systematic alignment of discursive subcompetences with situationally modeled pedagogical tasks and clearly defined assessment criteria, which ensures the reproducibility and practical applicability of the model in teacher education programs. The proposed framework contributes to the theoretical and applied foundations of contemporary foreign language teaching methodology by offering a structured and evidence-based approach to integrating discursive competence development into professional teacher training.