Olha Osova

Methods of developing foreign language discursive competence in undergraduate students within the context of professional written communication

Introduction

Methods of developing foreign language discursive competence in undergraduate students within the context of professional written communication. Develop foreign language discursive competence in undergraduates for professional written communication. This article details a methodology for future English teachers, integrated with digital tools like Google Workspace.

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).

Review

This article addresses a highly pertinent issue in modern pedagogical science: the development of foreign language discursive competence in higher education students for professional written communication, particularly within the context of increasing digitalization and globalization. The study's focus on future foreign language teachers specializing in English provides a specific and relevant target group, making the proposed methodology directly applicable to a crucial segment of educators. The stated aim to provide both a theoretical justification and a detailed, step-by-step methodology for this competence's formation is a commendable goal, as effective cross-cultural written communication is increasingly vital for academic and professional success. The research is grounded in a comprehensive set of analytical and synthetic methods, which presumably forms the basis for the theoretical underpinning of the methodology. The author's proposed framework for developing foreign language discursive competence is structured into prognostic, activity-strategic, and communicative-productive components, suggesting a holistic approach to skill acquisition. The abstract clearly delineates the progressive implementation of this methodology, moving from foundational cognitive modeling of text structure and mastery of cohesion tools to the advanced stage of professional text production. Furthermore, the emphasis on integrating a dedicated teaching and methodological complex with digital platforms like Google Workspace for Education underscores a commitment to contemporary pedagogical practices and leverages modern educational technology. While the abstract outlines a well-structured and relevant study, a full paper would benefit from deeper insights into certain aspects. For instance, while research methods are listed, the abstract does not specify the empirical design or data collection strategies employed to validate the effectiveness of the proposed methodology. Elaboration on whether this study involved an experimental group, pre- and post-intervention assessments, or qualitative data on student perceptions and learning outcomes would significantly strengthen its claims. Additionally, a clearer definition of what constitutes "professional texts" in this context and the specific criteria used for assessing students' discursive competence would enhance the methodology's practical applicability and evaluative rigor. Nevertheless, the article presents a valuable contribution to the field, offering a thoughtfully designed approach to a critical educational need.

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