INTERACTIVE AND DISCURSIVE TECHNOLOGIES FOR DEVELOPING FUTURE TEACHERS’ TEXT-PRODUCTION COMPETENCE

Abstract

Introduction. The transformation of modern philological education under the conditions of globalization, digitalization, and the expansion of communicative practices has intensified the requirements for the professional training of future foreign language teachers. In this context, the development of text-production competence becomes particularly relevant as it ensures the ability to construct coherent, communicatively appropriate texts within professional settings. The shift from reproductive learning models to competence-based approaches highlights the role of the text as a central didactic unit integrating linguistic knowledge, communicative skills, and sociocultural experience.
Purpose. The purpose of this study is to substantiate the potential of interactive and discursive technologies in the formation of text-production competence among future foreign language teachers and to conceptualize a model for its development within professional training.
Methods. The research is based on theoretical analysis and synthesis of Ukrainian and foreign scientific sources, generalization of pedagogical approaches to text-production competence formation, and conceptual modeling of the educational process. Elements of comparative and structural analysis are used to identify the potential of interactive and discursive technologies.
Results. The study reveals the essence of interactive and discursive technologies as an effective methodological tool for developing text-production competence. Their implementation ensures the activation of students’ cognitive activity, promotes reflexivity, and facilitates engagement in authentic communicative practices. A structural model of text-production competence formation is proposed, including target, content, procedural, and resultative components. The model is characterized by a staged implementation, progressing from analytical text comprehension to independent text production. Additionally, a selective educational course entitled “Interactive and Discursive Technologies in Developing Text-Production Competence” is introduced as a means of enhancing the quality of professional training for future foreign language teachers.
Originality. The originality of the study lies in the integration of interactive and discursive technologies within a text-centered framework for the formation of text-production competence. The research offers a systematic model that combines theoretical foundations with practical implementation through a specially designed course, emphasizing the role of professional training and teaching practice.
Conclusion. The findings confirm that the integration of interactive and discursive technologies into professional training ensures the holistic development of text-production competence, fosters productive language use, and aligns with contemporary educational trends. The proposed approach contributes to improving the quality of foreign language teacher education and provides a methodological basis for further research and practical implementation.