The article is devoted to the study of the possibilities of discourse analysis as a method of forming communicative competence in the process of language teaching. In the context of globalization and the development of intercultural interaction, language proficiency requires not only knowledge of vocabulary and grammar, but also the ability to contextually appropriately use speech strategies. The article considers the main components of communicative competence: linguistic, sociolinguistic, discursive and strategic. Particular attention is paid to the role of context, genre specificity and speech acts. The author suggests stages of introducing a discursive approach into educational practice, and also gives examples of tasks based on authentic texts. The importance of discourse as a means of modeling a real language environment in which students master productive speech behavior is emphasized. Modern language education is focused not only on mastering grammar and vocabulary, but also on the formation of full-fledged communicative competence, including the ability to effectively and adequately use language in various communication situations. Examples of analysis of educational, business, media and everyday discourses are considered. It is concluded that discourse analysis contributes to the formation of a flexible, conscious and culturally adapted personality, capable of effective and ethically correct communication. The work is addressed to teachers, methodologists and specialists in the field of linguodidactics.
| Mualliflar | Яхшибоева , Нодира, Умарова , Сайёра |
|---|---|
| Jurnal | Lingvospektr |
| Nashr sanasi | 2025-07-04 |
| Jild | 6 |
| Son | 1 |
| Betlar | 278-283 |
| Til | Rus |
Дискурс, дискурсивный анализ, коммуникативная компетенция, лингвистика, обучение, текст, речевая деятельность, языковая личность, межкультурная коммуникация, стратегия, Discourse, discourse analysis, communicative competence, linguistics, education, text, speech activity, language learner, intercultural communication, strategy
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