ԽՈՍՈՒԹԱՅԻՆ ՎԵՐԼՈՒԾՈՒԹՅԱՆ ՀԻՄՆԱԽՆԴԻՐՆ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ

Abstract

This article examines the problem of using discourse analysis in the process of teaching foreign languages in secondary school. The article justifies the necessity of using discourse analysis in the process of teaching a foreign language, in the sense that by applying the procedures of discourse analysis, students can separate the language learning process from real speech situations, express themselves correctly and appropriately in the appropriate context, and real-life communication situations. From the point of view of discourse analysis, textbooks are considered as didactic tools of pedagogical discourse. It presents from the perspective of the communicative-cognitive approach, the strategies of the teacher's verbal behavior in pedagogical discourse: informative, regulatory, organizational, normative and cognitive, informative-arguing, manipulativeunifying, expressive-appellative, controlling-evaluative, etc. It analyzes from the point of view of the application of person-centered learning technologies, the strategies of the teacher's verbal behavior in the pedagogical speech. The normative-representational and project communicative strategies of educational and pedagogical discourse are subjected to component and functional analysis. It presents at the level of negotiation strategies conflict and cooperative strategies.