Development of students' pragmatic competence usingcorpora

The study is devoted to the development of methods for the formation of students' pragmatic competence using corpora. In the paper pragmatic competence is proposed to be understood as the ability to interpret and use rules for constructing statements, to use statements for various communicative functions in accordance with the characteristics of the interaction of communicants and the social and cultural context of communication. Pragmatic competence pervades all components of foreign language communicative competence. Structurally, it includes the following components: a) the social component (the ability to interpret the social context of communication and the social roles of the communication participants; the ability to choose a socially acceptable style of communication); b) the sociolinguistic component (the ability to interpret a speech utterance (social meanings, register variations and modality) to create the social portrait of the interlocutor; the ability to use the necessary linguistic and speech means to achieve the goal of communication in accordance with the chosen social roles); c) the sociocultural component (the ability to interpret the information received about the cultural aspect of the countries of the native and target languages in the context of intercultural interpersonal interaction; the ability to use knowledge about the culture of the countries of the native and foreign languages in the process of communication to solve communicative tasks); d) the speech component (the ability to interpret the interlocutor's choice of speech genres, cohesion and coherence of the speech utterance; the ability to choose and carry out verbal communication in accordance with the rules for constructing a speech utterance for solving communicative problems); e) the compensatory component (the ability to fill in the linguistic and sociocultural gaps by interrogating, clarifying, using information and reference resources). The formation of the components of pragmatic competence is carried out by developing a number of pragmatic markers - a combination of lexical, grammatical and syntactic units of the language used to express the implied meaning, organize discourse, and the attitude to the utterance. Four groups of markers are proposed in the paper: basic (lexical, hybrid, syntactic), commentary, parallel (vocative, displeasure expression markers) and discourse markers (contrastive, elaborative, inferential, topic change markers). Corpora are modern teaching aids that can significantly enrich the process of mastering a foreign language and the formation of a number of competencies within the framework of foreign language communicative competence. The paper proposes an algorithm for the formation of students' pragmatic competence using corpora, consisting of five stages and twelve steps: 1) an explanation of the essence of pragmatic phenomena in the language; 2) discussion of key points in the organization of design work; 3) familiarization of students with the criteria for evaluating design work; 4) registration of students in the linguistic corpus; 5) instructions on the safe use of housing technologies in the framework of the project; 6) the search and study of pragmatic phenomena in the linguistic corpus; 7) a discussion of identified examples of pragmatic phenomena; 8) performing communicative tasks for the use of identified pragmatic markers; 9) mutual discussion of the written work of students; 10) making necessary changes to the written work; 11) teacher's assessment of students' completed assignments; 12) students' reflection. The paper describes in detail all the steps and steps. The results of the experiment proved the consistency and effectiveness of the proposed methodology for the formation of students' pragmatic competence using corpora.

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