Abstract
This article is devoted to the study of the essence, structure and functional role of discursive competence in pedagogical activity, as well as its significance for the professional readiness of future foreign language teachers. In the context of globalization, a teacher should not only convey linguistic knowledge, but also teach students how to effectively use language in various communicative situations. Effective communication involves a comprehensive command of all types of speech activity and the ability to integrate linguistic, socio-cultural and pragmatic knowledge in the context of a specific speech situation. In this regard, discursive competence, defined as the ability to create and interpret coherent and connected texts, is considered a critical component of the professional training of future foreign language teachers. The purpose of the study is to determine the significance of discursive competence in the training of future teachers. For this purpose, scientific literature was analyzed and a survey was conducted among students of the pedagogical faculty, the educational program “Teacher of Two Foreign Languages”. The study analyzes the main theoretical foundations of discursive competence and methods of its development. The survey helped to understand to what extent students understand the importance of discursive competence and what difficulties they encounter during their studies. The findings of the study suggest that targeted teaching methods should be included in curricula that will develop all components of discursive competence. The study is valuable because it helps to improve the training of teachers. This, in turn, will improve the level of language education in the country. The practical significance of the work is aimed at preparing students for real professional and intercultural interactions and the use of a foreign language in different situations.