Full Article: PDF
Scientific Object Identifier: http://s-o-i.org/1.1/TAS-06-158-22
DOI: https://dx.doi.org/10.15863/TAS.2026.06.158.22
Language: Russian
Citation: Umarova, S.S. (2026). Criteria and indicators for assessing the level of formation of students' discursive competence in learning a second foreign language. ISJ Theoretical & Applied Science, 06 (158), 298-301. Soi: https://s-o-i.org/1.1/TAS-06-158-22 Doi: https://dx.doi.org/10.15863/TAS.2026.06.158.22 |
Pages: 298-301
Published: 30.06.2026
Abstract: The article examines the criteria and indicators for assessing the level of discourse competence formation among students learning a second foreign language. Special attention is paid to discourse competence as one of the key components of communicative competence. The study analyzes modern approaches to defining discourse competence, its structural components, and its manifestations in educational communication. A system of criteria and indicators is proposed to objectively assess the level of students' discourse competence. The research identifies high, intermediate, and low levels of discourse skills development and discusses methods for diagnosing learning outcomes. The findings may be applied in the development of educational programs, assessment systems, and teaching methodologies for second foreign language instruction in higher education institutions.
Key words: discourse competence, second foreign language, communicative competence, assessment criteria, competence indicators, educational discourse, language training, intercultural communication, foreign language teaching, competence-based approach.
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