DISCOURSE GUIDANCE IN TEACHING DISCIPLINE «UKRAINIAN LANGUAGE FOR PROFESSIONAL PURPOSES»

• Main Author: Ірина Гуменюк
• Format: Article
• Language: English
• Published: Drohobych Ivan Franko State Pedagogical University 2017-04-01
• Series: Людинознавчі студії: Серія Педагогіка
• Subjects: текст; дискурс; дискурсивна компетентність; дискурсивне мистецтво; дискурсологія; комунікативна компетентність; професійне мовлення
• Online Access: http://lssp.dspu.edu.ua/article/view/98551
• ISSN: 2313-2094; 2413-2039

Transformation processes in contemporary educational sector have necessitated changes in conceptual and methodological orientations teaching linguistic courses in pedagogical universities. Research intersection of modern linguistic trends and semantic content of the course «Ukrainian language for professional purposes» have proved their functional suitability for professional speech formation of future specialists in primary education. In particular, there is an active influence of developments in modern Text linguistics and Discourse Studies on the content and methods of forming basic competencies of students. The concept of «discursive competence» is treated as a recognized ability of the individual to an effective organization of process of communicative interaction management to achieve a goal. Formation discursive competence involves work on oral and written discourse types. The development of discursive skills while mastering oral professional communication can take place through appropriate communication situations. Since it is hard to achieve spontaneity in teaching speech situation, so it becomes necessary step for students to analyze discourse with regard to all its functional elements: construction of expression of emotionally expressive load, use etiquette formulas and extra linguistic means, assessment of imaginary situation of communication, intentions of communicants, their social status due to behavior, attitudes and previous experience, the purpose of communication and its outcome. It appears more difficult to define discursive skills in written communication and relies on stylistic differentiation of addressed or not addressed texts.