A A MODEL OF LINGUOCULTURAL COMMENTARY FOR DEVELOPING STUDENTS’ DISCOURSE COMPETENCE IN BILINGUAL EDUCATION

Abstract

The article examines the problem of developing students’ discourse competence in bilingual education, where the ability to interpret cultural meanings and apply them in speech practice becomes especially important. The relevance of the study is connected with the need to move from reproductive forms of learning to productive types of speech activity that develop students’ interpretive thinking. The aim of the study is to provide a theoretical justification and experimental verification of the effectiveness of a linguocultural commentary model as a means of moving from the acquisition of cultural concepts to their interpretive understanding and subsequent discursive realization in written form. The study is based on the principles of linguoculturology, cognitive linguistics, and discourse theory. Linguocultural and discourse analysis, as well as a pedagogical experiment, were used in the research. A model of linguocultural commentary was developed within the logic of the hermeneutic spiral “understanding – interpretation – application.” The model includes a sequence of stages aimed at developing students’ interpretive skills. The results of the formative experiment showed positive changes: a transition from reproductive presentation of information to interpretive and productive speech activity was observed. Quantitative indicators confirmed an increase in the level of discourse competence (from 7 to 15 points). The study showed that the inclusion of interpretive and axiological components contributes to the development of coherent, conceptually integrated, and value-oriented discourse. The scientific novelty of the study lies in the development of an algorithmic model for the interpretation of cultural concepts as a means of developing students’ discourse competence. The practical significance of the study is connected with the possibility of implementing the proposed model in school education within a multicultural educational environment. The results confirm the stability of the observed changes and the possibility of applying the proposed instructional model in educational practice.