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34FORMATION OF DISCOURSE COMPETENCE FOR THE PURPOSE OF LEARNING A FOREIGN LANGUAGE
Omila Odilovna Yuldasheva
Chirchik State Pedagogical Institute 1st year master's degree of foreign languages and literature omilayuldasheva9@gmail .com
ABSTRACT
This article is devoted to the consideration of the role and content of verbal competence in teaching a foreign language. Studies and defines the basic models of communicative competence in a foreign language, compares terms related to discursive competence in terms of conceptual content. These include "discursive competence" and "speech competence" associated with communicative competence. It is shown that some discourse-speech skills are universal and can be translated from the native language into a foreign one.
Keywords: discourse, verbal, communicative, competence, speech, universal, transfer, native
An important goal of teaching a foreign language to secondary students secondary schools and students of higher educational institutions is the development of foreign language communicative competence. She, in her queue consists of a number of sub competencies [1-4]. Though most scholars agreed with the construct of a foreign language communicative competence in general, they did not come to a common opinion regarding the constituent sub-competencies and their content. In particular, in one of the first works devoted to the development of models for a foreign language communicative competence, M. Canale and M. Swain [5] proposed three
components of sub competence: grammatical, sociolinguistic and strategic. Several years later, M. Canale [6] finalized this model and identified another, fourth, sub competence - discursive competence. Analysis of the first models suggests that scientists put their conceptual content into some terms, denoting sub competencies. In particular, "grammatical competence "in its conceptual content corresponded to "Linguistic competence", as it included not only possession the grammatical structure of the studied language, but also the command of vocabulary and phonology. Sociolinguistic sub competence included both variability of speech utterance depending on social context of communication, which is traditionally the subject of study sociolinguistics, and the socio-cultural component, which is in the knowledge of this very social and cultural context of communication. In this regard, it
can be argued that M. Canale and M. Swain significantly limited the conceptual content of sociocultural competence, reducing it exclusively to knowledge of the social context of using a foreign language.
Discursive competence includes two basic concepts - "Cohesion" and "coherence". Cohesion is the cohesion of words in a sentence and the coherence of sentences among themselves in the text. Coherence is grammatical, stylistic, logical and semantic integrity of the text.
Model of foreign language communicative competence by M. Canale and M. Swain formed the basis of hundreds of scientific studies of American and European scientists. In Europe, the model of foreign language communicative the competence of M. Canale and M. Swain was slightly modified and refined in the study of Wang Eck [7], which, taking into account the criticism of the first models, has already identified six sub competencies: linguistic,
sociolinguistic, social, sociocultural, discursive and strategic. However, in his model, Wang Eck divided and presented separately the sociolinguistic,
sociocultural and social sub competence. Note that social sub competence was first identified and presented by the author. With this, Van Eck draws attention to the pedagogical the public that communication and its outcome depend on both the sociocultural situation of communication, and from the social roles that the speakers follow in the process of communication. The discourse component is also represented in Van Eck's model. Its content does not differ from model component of the same name by M. Kanale and M. Swain.
It should be noted that both Van Eck and M. Canale and M. Swain in their models foreign language communicative competence included strategic sub competence. This sub competence is responsible for students' overcoming and students of language and information gaps that inevitably can appear in the process of foreign language communication.
Educational and cognitive sub competence means the ability individuals to engage in self-education in extracurricular time, or after graduation throughout life. With one hand, it may seem strange that such an inclusion in the model of a foreign language communicative competence aspect that will be universal for any subject of the educational cycle.
On the other hand, as claims P.V. Sysoyev [8], highlighting separately educational and cognitive sub competence, I.L. Beam wanted to: a) emphasize the importance of skill development engage in self-education in a foreign language and in a foreign language language; b) focus on the fact that a foreign language as an object
study has specific properties that require adapt universal skills directly to learning foreign language and culture of the countries of the native and studied languages.
In the process of teaching foreign languages, there is mutual influence of speech competence in the native language and speech competence in a foreign language. Development of intercultural speech the competence required to use language as a means of communication in foreign language multicultural environment is hardly possible without parallel formation and development of appropriate socio-cultural competence " [9: 43]. N.V. Popova understands discursive competence "The ability to create a coherent speech utterance, while observing this thematic organization, cohesion, coherence, rhetorical efficiency and logic in the framework of a real communication situation and adequate her functional style "[10: 75].
Discursive, or speech, competence is the ability of a person to produce a coherent oral or a written statement characterized by cohesion and coherence, and
also adequately interpret a foreign language statement when reading or listening. Discursive, or speech, competence is in inextricable connection with all other sub competencies of a foreign language communicative competence (grammatical and sociocultural/ intercultural) and is formed among students along with others components.
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