A DISCOURSE-BASED APPROACH TO TEACHING ACADEMIC COMMUNICATION TO STUDENTS OF PHILOLOGICAL SPECIALTIES
DOI:
https://doi.org/10.32782/apv/2025.4.21Keywords:
discourse-based approach, academic communication, discourse competence, genre awareness, argumentationAbstract
The study examines the effectiveness of a discourse-based approach in developing academic communication skills among second– to fourth-year students of philological specialties. Over the period 2023–2025, 67 students specialising in English, French, and Italian philology participated in analytical, reconstructive, and productive assignments implemented in a multilingual instructional context. Discourse analysis was applied to identify the structural and pragmatic features of texts; comparative analysis was used to highlight cross-linguistic differences; error analysis served to diagnose coherence and argumentation issues; and pedagogical modelling supported the design of instructional materials. The set of tasks comprised the study of authentic academic texts, rewriting them with regard to the intended readership, reconstructing the logic of argumentation, and drafting introductions and conclusions. As a result, text cohesion improved by 27%, discourse-related errors decreased by 31%, and the clarity of argumentation rose by 34%. Assessment was based on agreed criteria covering structural integrity, logical sequencing, precision of arguments, and relevance of sources.Senior students demonstrated greater proficiency in integrating intertextual references and synthesising information from multiple sources, whereas junior students showed faster progress in genre adaptation. Analysis also highlighted traits typical of digital-native learners: reliance on “headline” reading, simplification of domain-specific vocabulary, and selective rather than comprehensive information processing. Such tendencies point to the necessity of pairing a discourse-oriented methodology with the cultivation of deep reading and critical thinking abilities. The proposed model can be integrated into classroom-based, blended, and online courses in academic writing and communication and cross-linguistic philology programmes.
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