Methods of developing foreign language discursive competence in undergraduate students within the context of professional written communication
Abstract
The article focuses on one of the topical issues of modern pedagogical science – the formation of foreign language discursive competence of higher education seekers for professional written communication in the context of digitalization. This study substantiates the importance of the ability of future specialists to engage in foreign language written discourse in the context of globalization and integration processes. The aim of the study is to provide a theoretical justification and presentation of the step-by-step implementation of a methodology for the formation of foreign language discursive competence among first-level (bachelor's) higher education students majoring in 014. 21 Secondary education (Language and foreign literature (English) in professional written communication based on a developed teaching and methodological complex integrated into the digital educational environment. The research is based on a set of methods, among which the key ones are analysis, synthesis, abstraction, concretization, comparison, generalization and projection. The researcher considers foreign language discursive competence in the field of written speech as a complex integral ability of the individual. The article reveals the specific features of training future foreign language teachers, which are determined by the combination of linguistic and methodological aspects of professional development. In view of this, the author's methodology for forming foreign language discursive competence of higher education seekers for professional written communication in the conditions of digitalization, which includes prognostic, activity-strategic and communicative-productive components, is substantiated. The main focus is on describing the step-by-step implementation of the developed methodology, starting from cognitive modelling of the internal structure of the text to the gradual mastery of cohesion tools. The final stage presents a methodology for working on the production of professional texts. In addition, the key pedagogical conditions necessary for the implementation of this methodology are identified (systematic introduction of the developed teaching and methodological complex, combining it with the capabilities of the Google Workspace for Education digital platform).
Downloads
References
Bodnar, S. V. (2016). Problema formuvannia inshomovnoi dyskursyvnoi kompetentnosti maibutnikh ekonomistiv [The problem of formation of foreign language discursive competence of future economists]. Visnyk Dnipropetrovskoho universytetu imeni Alfreda Nobelia. Seriia "Pedahohika i psykholohiia", 1(11), 158-164. (in Ukrainian)
Hladka, O. (2022). Osoblyvosti formuvannia inshomovnoi dyskursyvnoi kompetentnosti studentiv-filolohiv v umovakh dystantsiinoho navchannia [Peculiarities of foreign language discursive competence formation of philology students in distance learning conditions]. Naukovi zapysky. Seriia: Filolohichni nauky, 202, 118–123. https://doi.org/10.32782/2522-4077-2022-1-202-118-123 (in Ukrainian)
Horobchenko, N. V. (2013). Formuvannia dyskursyvnoi kompetentsii maibutnikh uchyteliv nimetskoi movy [Formation of discursive competence of future German language teachers]. Visnyk Chernihivskoho natsionalnoho pedahohichnoho universytetu. Ser.: Pedahohichni nauky, 111, 65-67. (in Ukrainian)
Nikolaieva, S. Yu. (Ed.). (2013). Metodyka navchannia inozemnykh mov i kultur: teoriia i praktyka [Methodology of teaching foreign languages and cultures: theory and practice]. Kyiv: Lenvit. (in Ukrainian)
Osova, O. O. (2025). Rozvytok pysemnoho movlennia z nimetskoi movy = Schreibtraining [Development of written German language skills]. Kharkiv: KhHPA. (in Ukrainian)
Panova, L. S., Andriiko, I. F., Tezikova, S. V. et al. (2010). Metodyka navchannia inozemnykh mov u zahalnoosvitnikh navchalnykh zakladakh [Methodology of teaching foreign languages in general secondary education institutions]. Kyiv: Akademiia. (in Ukrainian)
On Higher Education: Law of Ukraine No. 1556-VII. (2014, July 1). (2024, January 1). Retrieved from: https://zakon.rada.gov.ua/laws/show/1556-18 (in Ukrainian)
On the Approval of the National Qualifications Framework: Decree of the Cabinet of Ministers of Ukraine No. 1341. (2011, Nov 23). (2024, October 25). Retrieved from: https://zakon.rada.gov.ua/laws/show/1341-2011 (in Ukrainian)
Redko, V. H. (Ed.). (2020). Didaktychni ta metodychni zasady kompetentnisno oriientovanoho navchannia inozemnykh mov u pochatkovii shkoli [Didactic and methodological principles of competence-oriented teaching of foreign languages in primary school]. Kyiv: KONVI PRINT. (in Ukrainian)
Saienko, N. S. (2015). Rozvytok kompensatornykh stratehii inshomovnoi komunikatsii u studentiv inzhenernykh spetsialnostei [Development of compensatory strategies of foreign language communication in engineering students]. Proc. of the XI int. sci. conf. "Dny vědy – 2015" (Vol. 9). Prague: Education and Science. (in Ukrainian)
Brown, H. D. (2014). Principles of language learning and teaching (6th ed.). White Plains, NY: Pearson Education.
Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47. https://doi.org/10.1093/applin/I.1.1
Common European Framework of Reference for Languages: Learning, teaching, assessment. (2020). Strasbourg. Retrieved from: https://rm.coe.int/16809ea0d4
Edelhoff, C. (1986). Authentizität im Fremdsprachenunterricht: Landeskunde – Texte – Lernende. Zielsprache Deutsch, 17(4), 23–30.
Hordiienko, T., & Fu, Hong. (2024). Model of formation of discussional competence of managers in the field of education. Naukovi zapysky NDU im. M. Hoholia. Psykholoho-pedahohichni nauky, 4, 169-178. https://doi.org/10.31654/2663-4902-2024-PP-4-169-178
Neuner, G., & Hunfeld, H. (2010). Methoden des fremdsprachlichen Deutschunterrichts: Eine Einführung. Berlin; München: Langenscheidt.
Würffel, N. (2008). Kooperatives Schreiben im Fremdsprachenunterricht: Potentiale des Einsatzes von Social-Software-Anwendungen am Beispiel kooperativer Online-Editoren. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 13(1), 1–26. http://doi.org/10.26083/tuprints-00012231
