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In modern education, discursive competence plays a crucial role in developing students’ ability to effectively express ideas, engage in meaningful discussions, and comprehend complex texts. Discourse competence is the ability of an individual to express their thoughts clearly, logically, and persuasively in the process of communication. For high school students, these skills are crucial not only in the educational process but also in their future professional and social lives. This article explores strategies for enhancing high school students’ discursive competencies through an individualized approach. By integrating personalized learning techniques, differentiated instruction, and communicative activities, students can develop their linguistic and cognitive abilities. The study also examines the impact of tailored teaching methods on students’ analytical thinking and argumentative skills

  • Количество прочтений 4
  • Дата публикации 05-04-2025
  • Язык статьиIngliz
  • Страницы78-82
English

In modern education, discursive competence plays a crucial role in developing students’ ability to effectively express ideas, engage in meaningful discussions, and comprehend complex texts. Discourse competence is the ability of an individual to express their thoughts clearly, logically, and persuasively in the process of communication. For high school students, these skills are crucial not only in the educational process but also in their future professional and social lives. This article explores strategies for enhancing high school students’ discursive competencies through an individualized approach. By integrating personalized learning techniques, differentiated instruction, and communicative activities, students can develop their linguistic and cognitive abilities. The study also examines the impact of tailored teaching methods on students’ analytical thinking and argumentative skills

Имя автора Должность Наименование организации
1 Rustamova D.A. English Language Teacher Specialized School N-6
Название ссылки
1 1.Bachman, L. (1990). Fundamental Considerations in Language Testing.Oxford University Press.2.Canale, M., & Swain, M. (1980). “Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing.” Applied Linguistics, 1(1), 1-47.3.Halliday, M.A.K. (1994). An Introduction to Functional Grammar. Edward Arnold.4.Hymes, D. (1972). “On Communicative Competence.” In Sociolinguistics, ed. J.B. Pride & J. Holmes, 269-293. Penguin. 5.Devid Nunan “Second Language Teaching & Learning” (1999) –Covers theoretical and practical aspects of language teaching.6.Skehan, P. (2003). Task-Based Instruction. Language Teaching, 36(1), 1-14.7.Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford University Press8.Robinson, P., & Skehan, P. (2008). Individual Differences in Second Language Learning. In C. J. Doughty & M. H. Long (Eds.), The Handbook of Second Language Acquisition (pp. 589-630). Oxford: Blackwell.9.Tomlinson, C.A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.10.Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.11.Van Dijk, T. A. (1997). Discourse as Structure and Process. SAGE Publications.
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