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65ПЕДАГОГИЧЕСКИЕ НАУКИ
ПОНЯТИЕ ДИСКУРСА И ДИСКУРСИВНОЙ КОМПЕТЕНЦИИ
Бетяев Максим Андреевич
студент
Мордовского Государственного Педагогического Института
им.М.Е.Евсевьева Россия, г.Саранск
THE CONCEPT OF DISCOURSE AND DISCURSIVE COMPETENCE
Betyaev Maxim Andreewich
student
Mordovian State Pedagogical Institute named after M.E. Evsevev Saransk, Russia
Аннотация. Данная статья посвящена рассмотрению понятия и значения дискурса и дискурсивной компетенции при изучении иностранного языка. Среди целого комплекса компетенций, которыми должен владеть обучающийся по окончании общеобразовательного учреждения, особое внимание уделяется коммуникативной компетенции. Коммуникативная компетенция подразумевает способность ученика с помощью языковых средств решать коммуникативные задачи в разных сферах и ситуациях общения. Таким образом, для решения коммуникативных задач, обучающему необходимо владеть всеми видами речевой деятельности, и применять имеющиеся навыки в рамках конкретной ситуации общения. В свою очередь коммуникативная компетенция состоит из многочисленных аспектов.
Abstract. This article is devoted to the concept and meaning of discourse and discursive competence in the study of a foreign language. Among the whole set of competencies that a student must possess at the end of a General education institution, special attention is paid to the communicative competence. Communicative competence implies the ability of a student to solve communicative tasks in different spheres and situations using language tools. Thus, in order to solve communication problems, the trainee needs to master all types of speech activity, and apply the existing skills within a specific communication situation. In turn, communicative competence consists of numerous aspects.
Ключевые слова: иностранный язык, коммуникативная компетенция, дискурс, речевая деятельность, языковые навыки.
Keywords: foreign language, communicative competence, discourse, speech activity, language skills.
The signing of the Bologna agreements by the Russian side regulates the need to use a modular competence approach in the learning process. Among the whole set of competencies that a student must possess at the end of a General education institution, special attention is paid to the communicative competence. Communicative competence implies the ability of a student to solve communicative tasks in different spheres and situations using language tools. Thus, in order to solve communication problems, the trainee needs to master all types of speech activity, and apply the existing skills within a specific communication situation. In turn, communicative competence consists of numerous aspects. The main components that make up the communicative competence are (according to V. V. Safonova): language (grammatical, linguistic); socio-cultural (sociolinguistic, linguo-cultural); speech (pragmatic, strategic, discursive) competence. In this section, the concept of discourse is derived, and such a type of speech competence as discursive competence is considered in detail.
Referring to the history of the introduction of the term "discourse", it was determined that the primary importance of this term has received in the science of Philology, in the field of research such as cultural studies, as well as research on social problems of language use. This point of view on the term that appeared in the late 70s refers to the concept of M. Foucault. In the center of which is the definition: "Discourse is a contact surface that brings language and reality together" [1, p. 156]. Thus, the scientist reduces discourse not only to speech and language, but also includes the real situation, its conditions, and experience.
At the same time, the concept of "discourse" begins to appear actively in the works of I. R. Galperin, O. I. Moskalskaya, Z. Y. Turayeva, V. A. Kukharenko, and others. The term became particularly popular only in the late 80's, along with the development of linguistic pragmatics. "Linguistic pragmatics is a science that studies language as a means used by a person in his activities" [2, p. 39]. Otherwise, pragmatics studies the relationship between a language sign and a native speaker. Science concerns the study of not only language symbols, but also the mechanisms of speech. Special attention is paid to who says what and why. Summing up the consideration of this issue, we can say that the development of linguistic pragmatics contributed to the development of discourse.
Considering the concept of discourse, it was noted that in articles and scientific works, in addition to the above term, great importance is given to the explanation of such a means of language expression as text. The text
implies any passage that forms a single whole. The most complete is the definition of I. R. Halperin: "A work of the speech-making process that is complete, objectified in the form of a written document and literarily processed in accordance with the type of this document, consisting of a title (title) and a number of basic units United by different types of lexical, grammatical, logical, stylistic connection, having a certain purposefulness and pragmatic attitude" [3, p. 43-44]. This allows us to conclude that the text is a static object, while the discourse emphasizes the dynamic, time-evolving nature of language communication. As proof of this conclusion, we should refer to the theories of discourse of the following Western and domestic scientists.
G. A. Orlov characterizes the discourse with the parameters of integrity, coherence, completeness, taking into account both the real speech situation and the fixed text.
According to E. Benveniste, an integral feature of discourse is the participants of the speech situation, not only the speaker, but also the listener. At the same time, an important role is played by the communicative orientation of the speaker's speech, his intention to influence the listener in some way. E. Benveniste also highlights the stages of conversational discourse: "Entering into speech contact, putting forward an initial topic of conversation and its ratification, changing roles during the communication act, changing the topic of conversation, leaving the communication act; each stage is conditioned by a complex of external and internal factors" [4, p. 289].
However, V. G. Borbotko, on the contrary, rejects the idea of understanding discourse together with the participants of communication, and comes to his own position that "discourse is a text consisting of communicative language units-sentences and their associations into larger unities that are in continuous semantic connection with each other" [5, p. 289]. At the same time, the scientist emphasizes the fact that a discourse is always a text, but not every text is a discourse. From this, V. G. Borbotko concludes that discourse is a special case of text.
In the present study of the phenomenon of the term discourse, the point of view of the linguist T. Dijk is interesting. According to him, "discourse is an essential component of socio - cultural interaction, the characteristic features of which are interests, goals, styles" [6, p. 391].
After analyzing the above-mentioned opinions and research of scientists on the concept of discourse, it was noted that discourse is primarily a coherent, complete, logical written or oral statement, or a text that can also be part of socio-cultural interaction. The connection of discourse with science linguistic pragmatics determines that this concept also has extralinguistic features, such as pragmatic, socio-cultural, and psychological. In further stages, the analysis will help to consider not only the linguistic nature of the discourse, but it narechenie features, such as speaker intention, goal of utterance and the role of the listener.
The next object of this research is the concept of discursive competence. Thanks to the research of the above-mentioned scientists, the study was able to determine what discourse is. In order to more accurately derive the definition of discursive competence, the concept of competence was considered separately.
In the scientific and methodological literature, there is a variety of positions regarding the definition of this term and its content. The term "competence" was introduced into scientific usage by N. Chomsky. It was he who suggested using the concept of "competence" to characterize a person's ability to perform an activity.
A.V. Khutorskoy notes that competence is "a set of interrelated personal qualities (knowledge, skills) that are set in relation to a certain range of subjects and processes and are necessary for high-quality productive activity in relation to them" [7, p. 28].
Referring to the opinion of N. F. Efremova, the competence "is the actions of a specialist, understanding the problem, analysis, search for solutions and activities to solve the problem and achieve the result" [8, p. 162].
A. N. Shchukin asserts that "competence is a complex of knowledge, skills, and abilities acquired during classes and constituting a meaningful component of training" [9, p. 231].
From what has been said, it becomes obvious that competence is not only a set of personal qualities, but also a set of knowledge, skills and abilities that a person can apply in a certain field of activity. Therefore, this analysis will allow to consider the following concept of "discursive competence" not only in terms of scientific content, but also personal relationships, since competencies can only possess people.
Traditionally, discursive competence refers to the ability to understand various communicative utterances and the ability to create coherent and logical texts using a variety of linguistic tools. Introduction of the concept of "discursive competence" as a subcompetence belongs to M. Canale. A number of other scientists (M. Swain, N. P. Golovin, L. P. Kaplich, O. I. Kucherenko, I. F. Ukhvanova-Shmygova) also note that discursive competence is also statements that have a connection with a real communicative situation, knowledge of various types of discourse and the rules of their construction. A. N. Shchukin distinguishes two definitions of discursive competence in particular detail and clearly, so these scientific explanations will be taken as the basis for further research on the formation of discursive competence.
Discursive competence:
1. the Ability to build complete, coherent and logical statements of different functional styles in written and oral speech based on the understanding of various types of texts when reading and listening.
2. "the Ability to choose the desired form and method of expression depending on the conditions of the speech act, i.e., depending on the situation, the communicative purpose and intent of the speaker: involves the ability to switch speech registers, taking into account the type of recipient" [9, p. 302].
Taking into account the above, this research paper aims not only to develop the ability to construct logical oral statements, but also to teach students to choose the form of communication in accordance with the task.
While the analysis of identifying and defining what discursive competence is, it is worth noting that in the context of this concept, components of discursive competence are also often mentioned. Before revealing the components of discursive competence, we should refer to the concept of discourse.
According to K. A. Dolinin, V. I. Karasik, M. Yu. Fedosyuk,
"discourse includes four components: text, genre, communicative situation, and subject" [10, p. 148]. In accordance with the above structure, discursive competence also consists of four components.
The strategic component is the ability of the subject to be aware of a personal communicative intention and, based on this, plan a communicative event" [11, p. 48].
The tactical component is the ability to analyze a communicative situation, and based on this, determine the most optimal and appropriate means and methods for implementing a communicative intention.
Genre component-knowledge of genre norms and the ability to organize discourse in accordance with the canons of a particular genre, which is chosen to Express the subject's communicative intent in a given situation.
The text component is the ability to organize a sequence of sentences so that they form a single whole - a coherent text with all its inherent properties.
Due to the fact that the starting point and defining moment of the discourse is directly the author's intention, and the text is the final product, that is, the result of the discourse, it is logical to consider the components considered in the above-proposed sequence: strategic, tactical, genre, text.
In order to assess the practical significance of components in teaching a foreign language, we have defined them as a set of knowledge and skills. So, what should a student be able to do in order to fully master the discursive competence? In accordance with the strategic component: understand the purpose of personal speech behavior, set the discourse plan in accordance with the communicative goal.
Turning to the tactical component: analyze the communicative situation, clarify the communicative intention and build your statement accordingly, take into account the changing parameters of the communicative situation.
According to the genre component: select the genre of the text, observe the canons of the genre.
Text component: organize a coherent sequence of sentences using lexical and grammatical coherence tools at the level of a text segment and a whole text.
Based on the characteristics of the above components of discursive competence, it should be concluded that "the basis of the communicative situation, first of all, are the motives and needs of participants in communication" [12, p. 63]. In order to plan their speech actions, the communicant must not only have an understanding of standard communication situations, but also have experience in analyzing speech actions and communication practices. Therefore, when composing exercises for the formation of discursive competence, special attention was paid to the awareness of students of their role in the communicative situation, and a large number of oral exercises were proposed to accumulate experience in analyzing speech actions.
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