IMPLEMENTING A GENRE-BASED APPROACH AS A METHODOLOGICAL FOUNDATION FOR FORMING DISCURSIVE COMPETENCE IN FUTURE ECONOMISTS IN KAZAKHSTAN

Abstract

The integration of Kazakhstan into the global economy has raised new demands on the foreign language training of future economists, yet a persistent gap remains between the grammatical knowledge graduates acquire and their ability to communicate in authentic professional settings. Although "Professionally Oriented Foreign Language" became a mandatory discipline in 2012, instruction has largely remained fragmentary, sustaining what this article terms a "discursive gap." The purpose of the study is to substantiate a genre-based approach as a methodological foundation for forming discursive competence in future economists, showing how learners can be moved from passive "genre literacy" to active "genre competence." The work is significant in that it reframes discursive competence as a professional rather than a purely linguistic category, and it offers a practical basis for specialized language training. Methodologically, the research proceeds through a theoretical synthesis of A.A. Verbitsky’s Theory of Contextual Learning and the Genre-Based Approach, supported by a comparative analysis of published pedagogical studies. On this basis it proposes a cyclical, three-phase model — authentic input, the production of secondary texts, and quasi-professional simulation — in which the foreign language functions not as an object of study but as an instrument for solving professional tasks. The study concludes that integrating the "logic of the subject matter" with language training is essential for overcoming the "two-profile" deficit among instructors. Its value lies in adapting contextual and genre theory to the economic profile in the Kazakhstani context. Practically, the proposed model can guide curriculum design, the shift from translation toward productive genres, and interdisciplinary cooperation in preparing future economists for the global sector.