Cognitive-pragmatic approach for conditioning discourse competence of language students
- DOI
- 10.5922/pikbfu-2023-4-12
- Pages
- 119-129
Abstract
Taking into account the dual nature of the concept of “discourse,” which forms the basis for defining discursive competence, the expediency of using a cognitive-pragmatic approach in developing the discursive competence of students in language-oriented programs is justified, with a description of its main principles. Didactic principles are identified: the principle of contextuality, the principle of speech-thinking activity, the principle of cooperation and interactivity, the principle of professional reflection, and the principle of interdisciplinarity, as fundamental for the effective implementation of this approach. A description is provided for each of the above principles as a productive measure to contribute to the resolution of specific pedagogical contradictions in foreign language teaching.