Abstract
This empirical study focuses on the overall question of how discourse competence, participation in classroom discussion, and language learning are related. The value of discussion method and its application in developing discourse competence of students at the lessons of the Ukrainian language in secondary schools have been substantiated. The author shares the results of development and experimental verification of the strategy enabling the educator to teach schoolchildren to create oral text in discussion replicas in the course of questions and answers. Discussion method has been used to teach schoolchildren to produce oral dialogue according to the rules of grammar and verbal etiquette of the Ukrainian language. At the same time, questions and answers of the schoolchildren reflect their ability to use language for mutual development and expressing opinions. According to the author, language classes are a training platform for the discourse competent speakers who arrange words, phrases and sentences in the oral text being compliant with a topic of the discussion. In this respect, the procedure of assessment of schoolchildren’s questions and answers according to the criteria of discourse competence has been presented in the article. The criteria have been selected in relation to CEFR (Common European Framework of Reference for Languages) and adapted to the specificity of teaching the Ukrainian language at secondary schools.
Highlights
According to the advanced tendencies of language education in Europe, the update of language teaching methods should serve the communicative needs of the pupils
Liubashenko sees discourse competence within the tradition of text-centeredness approach10 and interprets it as an act of text production, and as knowledge of a variety of discourse types, rules of their formation, the skills to interpret the text according to the specificity of a communicative situation and produce them in a dialogue, the skills to adapt the text to the peculiarities of comprehension pattern of communication participants
In all interpretations, the development of discource competence in language learning is based on training in various types of discourse types applying the rules of its production in written interaction
Summary
According to the advanced tendencies of language education in Europe, the update of language teaching methods should serve the communicative needs of the pupils. We strongly believe that one of such methods is educational discussion, described and applied for the monitoring of communicative competence development process at the lessons of Ukrainian in secondary schools. Drawing teacher’s attention to discussion as a teaching method is always caused by the necessity to intensively develop the communicative competence of the pupils, which, in its turn, can be assessed by means of defining the quality of discussion procedures and the outcomes of language communication. Discussion as a teaching method, according to M. Can be defined as the method of developing communicative and dialogic culture of cognition
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