Discursive strategies as a means of teaching English-language dialogic speech at a university

the relevance of the study of discursive strategies as a means of teaching English-language dialogic speech at a university is due to a number of interrelated factors. According to the author of this article, modern requirements for training specialists in the context of globalization and internationalization of education imply a high level of proficiency in a foreign language as an instrument of professional communication. Dialogic speech is the basis of intercultural interaction, business negotiations, scientific cooperation and academic mobility of students. As was established in the course of the study, traditional methods of teaching dialogic speech often do not provide sufficient efficiency in the formation of communicative competence. The authors found that students experience difficulties in the transition from memorized dialogues to spontaneous speech in real communicative situations, which indicates the need to search for new pedagogical approaches. According to the authors, the development of discourse analysis and the theory of speech strategies opens up new opportunities for improving the methods of teaching foreign languages. Discursive strategies allow you to systematize and structure the process of teaching dialogic speech, taking into account the pragmatic, sociocultural and cognitive aspects of communication. In the article the authors consider the use of discursive strategies in the process of teaching English-language dialogic speech to students of non-linguistic universities. The authors of this article present the results of an experimental study conducted with the participation of 60 students divided into control and experimental groups. The effectiveness of using discursive strategies for developing communicative competence and improving the quality of dialogic speech in English is proven. Thus, the study of discursive strategies as a means of teaching English-language dialogic speech at a university seems relevant and timely, since it contributes to solving important theoretical and practical problems of modern linguodidactics.

discursive strategies, dialogic speech, communicative competence, teaching English, higher education