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Abstract
The article examines discourse competence as one of the key components of foreign-language communicative competence in teaching Russian as a foreign language. Based on an analysis of Russian and international studies, the article clarifies the concept of “discourse competence,” compares different structural models, and identifies its most stable components: cohesion and coherence of utterances, compositional and logical organization, genre and stylistic appropriateness, pragmatic orientation, and the ability to take the communicative situation into account. Particular attention is paid to studies in the field of Russian as a foreign language, in which discourse competence is viewed not only as the ability to produce a coherent text but also as the ability to select appropriate linguistic means depending on the purpose, addressee, situation, and genre. The analysis of contemporary empirical studies shows that the development of this competence can be assessed through specific observable indicators, including logical text organization, global and local coherence, use of cohesive devices, topic development, interaction with the addressee, and adherence to genre conventions. Based on the approaches reviewed, the article proposes a system of criteria for assessing the discourse competence of Russian as a foreign language learner.
References
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