e-ISSN : 2620 3502

International Journal on Integrated Education

p-ISSN : 2615 3785

Formation of Discursive Competence in A2 Level Students

Abdurasulova Nilufar
Teacher of Uzbekistan State World Languages University
Department of English Integrated Course N1, Tashkent, Uzbekistan
ABSTRACT
The instructive arrangement of the current day in Uzbekistan advances new and new
difficulties: looking for novel methods of framing different capabilities of college understudies,
with discursive competence ruling. In this paper, the writers make an endeavor to demonstrate
that instructing understudies to compose with argumentation in A2 class can turn into the reason
for the development of their discursive competence. Materials and instruments too as training
procedures of shaping discursive competence in A2 class are explored. The main examination
strategy carried out in this investigation is an analysis directed by the creators with the point in
view to survey the level of discursive competence that understudies can reach in A2 class.
Drawing on orderly writing and individual showing experience, the creators offer a real model of
shaping discursive competence in A2 class. The discoveries of the exploration can fill in as broad
suggestions for college personnel and can be utilized in A2 class.
Keywords: authentic model, discursive competence, discursive competence’s components,
A2 class, writing with argumentation, techniques of giving and getting information.

Introduction. The presentation of new instructive norms in the advanced education arrangement
of the Uzbekistan requests concocting new ways to deal with taking care of the issue of
arrangement of normal social abilities of college understudies. In this investigation, the issue of
development of discursive competence of understudies in A2 class was under center. Numerous
specialists in training and language instructing express that the significant degree of development
of digressive abilities assists understudies with defeating troubles of growing up and improves
their relationship with the encompassing that adds to the harmonization of the singular
associations with others. A couple of ways to deal with taking care of the issue of arrangement of
discursive competence of understudies in A2 class have been grown however, among them the
pragmatic execution of present day data and correspondence advancements that augments the
compelling acknowledgment of such standards as individualization, separation and improves the
perception of instructing materials to spur understudies to be free in the learning cycle. In this
paper, the creators depicted a unique method of examining the issue and offered a credible model
of framing discursive competence in A2 class. Instructing understudies to compose with
argumentation in A2 class was respected to be a viable instructing method to accomplish the
objective.[1]
The development of discursive competence through its dynamic execution into the circle of
instruction while learning a foreign language will in general be critical. Allow us to consider the
idea of discursive competence regarding English educating approach. Dijk claims that talk has an
exceptional capacity, since it is just through language use, talk or on the other hand,
correspondence (or other semiotic practices) an individual's thoughts can be unequivocally
figured. Karasik allots the status-job and situational-informative talk qualities, counting
correspondence conditions, the extent of correspondence, objectives, intentions, procedures of the
1 Abdrafikova, A. R., Akhmadullina, R. M. & Yarmakeev, I. E. (2015). Formation of the communicative competence in students -
future pedagogues for working with gifted children. The Social sciences, 10 (7), 1817-1821. DOI: 10.3923/sscience.2015.1817.1821

Volume 4, Issue 5, May 2021 | 261

 e-ISSN : 2620 3502
International Journal on Integrated Education
p-ISSN : 2615 3785

execution of informative demonstrations, sort and complex qualities. Furthermore, the language
specialist recognizes status-arranged and understudy focused sorts of talks. The first decides the
idea of correspondence in understanding with the extent of exercises; the subsequent's need is in
regular demonstrations, ordinary correspondence and literature. According to Solovova, discursive
competence is the capacity to arrange discourse; to show a significant degree of arrangement of
intelligent abilities and consistence; to frame an expertise to make a persuading configuration
regarding an individual articulation; to secure strategies of giving and getting data. Zimniaya
characterizes "ability" as information based scholarly and individual experience of an individual.
In her view, competence can't be considered as having come to utilize covered up potential.
Ivanov, Mitrofanov and Sokolova imagine that a competence approach in instruction smoothes out
the cycles of getting and deciphering analytic outcomes and gives the abstract appraisal of
understudies' abilities. Yevstigneyeva sees desultory capability as an assemblage of information,
abilities and capacities which permit building and understanding talks as objects of reality in the
circumstance of correspondence in the interaction of expert action. Auhadeeva considers a skill
building approach in training to be a fundamental turn of events procedure of general and expert
schooling in Russia. Informative competency of the instructor is dealt with by the scientist as
"meta-competency" that develops both expert competency of the understudy and his individual
informative culture. Fahrutdinova, Fahrutdinov and Konopatskaya advocate the perspective that
social abilities empower understudies to situate themselves in the social space and to keep a
discourse with the agents of different societies. At the current day, the interaction of arrangement
of basic social abilities of understudies, discursive competence including, should associate with
the new instructive guidelines that are presented in the advanced education framework in
Uzbekistan and with the interaction of its combination in the world instructive space. The need of
the ID of explicit states of arrangement of academic open competence was perceived by
Abdrafikova, Akhmadullina and Yarmakeev.
Accordingly, literature review showed that the job of framing discursive competence in A2
class has not been altogether examined; numerous teachers perceive the significance of its framing
however. Composing is a method of communicating. Viable composition, notwithstanding, isn't
only someone's expressed words put on paper. Recorded as a hard copy, one should give unique
consideration to make his thoughts understood and persuading and know procedures and methods
that he can use to create viable composition. Composing tasks require composing either a section,
or a paper. Albeit such structures may vary in their length and substance, a section and an article
are similar in two significant manners. In the first place, every one ought to have a thought.
Second, their primary thoughts should be clarified or created by the author. Among the techniques
for improvement most much of the time utilized by scholars are: narration, description / definition,
examples, classification and division, comparison and contrast, cause and effect, argumentation
and persuasion. The capacity to express a thought and to create it with the goal that it is obvious to
a peruser is fundamental for all types of composing. Discursive competence components.
Recommendation, genuine part explanations, its semantic steady, which can get in the setting its
intelligent semantic status of truth or lie. Reference, relatedness communicated in a discourse to
the objects of the real world. Explicature, unequivocally communicated in the judgment
articulation, its significance and reason as per the open goal of the creator. Implicature, non-in a
real sense communicated worth and significance of the expression, covered up setting, established
by the creator. Involve importance can be enough decoded by the beneficiary with following a
number of conditions. Presupposition, semantic segment of the talk, the reality of which doesn't

Volume 4, Issue 5, May 2021 | 262

 e-ISSN : 2620 3502
International Journal on Integrated Education
p-ISSN : 2615 3785

permit the assertion to be semantically unusual, strange in this specific circumstance. Importance,
ends coming about because of the cooperation of the recently obtained information to those
before. The segment gives the execution of the psychological capacity. [2]
In view of the investigation of the underlying model of discursive competence in the
execution of the discovering test models and markers for the assessment of the development of
desultory skill were distinguished. They included:
• intellectual segment – information on an foreign language expertly coordinated
wording; information on phonetic, lexical, syntactic, and other language subsystems; information
on socio-social furthermore, recorded highlights of the country the language is spoken;
• movement part – abilities' investigation, blend, systematization, arrangement of data
information, controlling data streams; abilities of making reasonable and grammatically right own
speeches, dialogical talk of an foreign language;
• open segment – capacities to work in a group, to coordinate co-activity in the
execution of gathering exercises, to practice resistance and to take obligations;
• intelligent part – abilities of basic examination of data, an individual's own
accomplishments and inadequacies, quest for constant improvement of the expert level and
individual preparing using an foreign language.
To test the above models and pointers an inspecting of analytic procedures was completed,
permitting to satisfactorily survey the degree of arrangement of individual character attributes of
understudies needed for the development what's more, advancement of digressive competence.
Diagnostic devices of assessment of arrangement and improvement of discursive competence.
Intellectual, information on an foreign language expertly coordinated phrasing, information on
phonetic, lexical, syntactic, and other language subsystems; information on socio-social and
authentic highlights of the country the language is spoken; Activity, abilities' investigation, union,
systematization, accumulation of data information, controlling data streams; abilities of making a
sound and linguistically right own speeches, dialogical talk of an unfamiliar language;
Communicative, capacity to work in a group, to coordinate co-activity in the execution of
gathering exercises, practice resilience and take duties; effective, abilities of basic investigation of
data, one's own accomplishments and weaknesses, the quest for nonstop improvement of the
expert level and individual preparing using an foreign language.
At the underlying phase of the trial while achieving the test errands on understanding the
substance of the writings of different types numerous semantic mix-ups were made. Understudies
showed an intensive comprehension of lacking punctuation of straightforward and complex
sentences, noticed the circumstance of misconception of rationale, organized content parts
however. Recognized over the span of the discovering test, measures of the development of
discursive competence at the college were the premise of the developmental analysis. The reason
for the framing test was to expand the degree of development of desultory skill of understudies.
To check the degree of arrangement of the segments of discursive competence, the entire complex
of indicative techniques was utilized, which was turned to the learning phase of the test. At the last
stage, diagnostics of the consequences of desultory skill was done.

2 Akimova, O. V. (2006). Types of professional discourse. In K. R. Galiullina, G. A. Nikolaeva (Ed.), I. A. Baudouin de Courtenay
and modern problems of theoretical and applied linguistics: Proceedings of the III International Baudouin readings, Book 1 (pp. 36-
38). Kazan, Tatarstan, Russian Federation, Kazan (Volga region) Federal University.

Volume 4, Issue 5, May 2021 | 263

 e-ISSN : 2620 3502
International Journal on Integrated Education
p-ISSN : 2615 3785

Conclusion. In this examination, the creators researched the issue of framing digressive fitness in
A2 class. For the acknowledgment of the objective a unique way was displayed: composing
articles with argumentation. The approval of the depicted model of the development of digressive
fitness in A2 class substantiated itself emphatically. Another model can add to taking care of the
issue of arrangement of a bunch of basic social capabilities of college understudies which
incorporates discursive competence as need. Dominance of composing standards made a
difference understudies to build up their discursive competence, which can be applied to a large
number of sorts of composing projects they may experience both at school and in their profession
or business. The creators share an assessment that the arrangement of understudies' discursive
competence in ESL class is conceivable on the foundation of the offered model.

REFERENCES:
1. Abdrafikova, A. R., Akhmadullina, R. M. & Yarmakeev, I. E. (2015). Formation of
the communicative competence in students - future pedagogues for working with gifted children.
The Social sciences, 10 (7), 1817-1821. DOI: 10.3923/sscience.2015.1817.1821
2. Akimova, O. V. (2006). Types of professional discourse. In K. R. Galiullina, G. A.
Nikolaeva (Ed.), I. A. Baudouin de Courtenay and modern problems of theoretical and applied
linguistics: Proceedings of the III International Baudouin readings, Book 1 (pp. 36-38). Kazan,
Tatarstan, Russian Federation, Kazan (Volga region) Federal University.
3. Auhadeeva, L. A. (2014). Communicative competency in teacher training. World
Applied Sciences Journal, 31 (4), 583-586. DOI: 10.5829/idosi.wasj.2014.31.04.14330.
4. Dijk, Teun Van. (1998). Ideology: A Multidisciplinary approach. London: Sage
Publications. ISBN 0-76195-654-9. Available at:
http://www.discourses.org/OldBooks/Teun%20A%20van%20Dijk% 20 %20Ideology.pdf
5. Fahrutdinova, R. A., Fahrutdinov, R. R.& Konopatskaya, E. A. (2014). Formation of
general cultural competencies of students in the educational space of the university. Life Science
Journal, 11(6), 525-529. Available at: http://www.lifesciencesite.com.76
6. Grishanova, N. A. (2004). A competence approach in teaching adults: Proceedings
of the 3-d Methodological Seminar of September, 28-th, 2004. Moscow: Teacher training research
center.
7. Ivanov, D. A., Mitrofanov, K. G. & Sokolova, O. V. (2006). Competence approach
in education: Problems, concepts, tools. Training Manual. Moscow: Publishing house of the
Academy training and retraining of workers of education of Russia.
8. Kabardov, M. K., Artsishevskaya, E. V. (1996). Language and communication skills
and competences. Questions of Psychology, 1, 34-39.
9. Karasik, V. I. (2000). About the types of discourse. Linguistic personality:
institutional and personal discourse. Proceedings of the Annual Conference for High School,
Book 1 (pp. 5-20). Volgograd, Russia, Volgograd State University.
10. Khutorskoy, A. V. (2005). Technologies of design of key subject competencies.
Internet magazine “Eidos”, Dec., 12-th issue. Available at: eidos/journal/2005/1212. Htm
11. Kolkova, M. K. (2011). Modern methods of co-studying foreign languages and
cultures: Manual. St. Petersburg: Publishing house “KARO”. Available at:
http://www.bibliorossica.com/book.html?currBookId=6719
12. Levitan, K. M. (2001). The content of the concept of "communicative competence".
Translation and Intercultural Communication, 2, 89-91. Ekaterinburg: Publishing house “ABM”.

Volume 4, Issue 5, May 2021 | 264

 e-ISSN : 2620 3502
International Journal on Integrated Education
p-ISSN : 2615 3785

13. Mikheeva, N. F. (2010). Methods of Teaching Foreign Languages. Training Manual.

Moscow: Russian University of Friendship of Peoples. Available at:
http://www.bibliorossica.com/book.html?currBookId=10371
14. Pasechnaya, I. N., Skomorokhova, S.V., Yurtaev, S. V. (2013). Culture of Speech.
Manual. Moscow: Publishing house “FLINTA”. Available at:
http://znanium.com/bookread.php?book=466248
15. Perfilova, G. V. (2008). Competence approach and its implementation in the context
of modern education. Bulletin of Moscow State Linguistic University, 546, 18-30.

Volume 4, Issue 5, May 2021 | 265