Written discursive competence as a component of the foreign-language communication competence of university students

Abstract

The article covers the issues of forming written discursive competence as the basis for written foreign language communication of university students. The introduction of new standards of education, which reflect the social order of the modern multicultural and information society, required the universities to create optimal conditions for learning foreign language communication in order to solve problems of interpersonal and intercultural interaction at the global level. In this regard, to ensure socio-cultural mobility of university graduates, the teaching of written foreign language communication should occupy an important place in the educational process. At the same time, the authors have made an attempt to reveal the structure and content of components of written discursive competence as a component of foreign language communication competence in the context of its application in foreign language classes in the conditions of a non-linguistic university. The authors analyze a large number of scientific and theoretical literary sources on the investigated problem, on the basis of which they justify the possibility of considering the language component as a component of written discursive competence, along with strategic, tactical, genre, text, linguo-rhetorical components in order to improve the quality of written works. In conclusion, the authors conclude that the ability of a writer as an individual according to the sociocultural situation and communicative task to create different types of discourse for participation in written foreign language communication with the intended recipient in order to achieve the expected result defines written discursive competence as a component of foreign language communicative competence of a graduate.