Digital resources for enhancing students' pragmatic competence in foreign language learning

Abstract

The content and components of pragmatic competence of students when learning a foreign language are revealed. The content of sociopragmatic and pragmalinguistic competence is substantiated. The main tasks of digital resources that ensure the development of pragmatic competence are identified in terms of content. The results of the ascertaining stage of the experiment showed an insufficient level of formation of pragmatic competence of students, which made it possible to establish factors that influence the formation and development of pragmatic competence of students, outline a range of practical and theoretical problems, develop a system, determine and substantiate pedagogical conditions, and implement a special course. After the formative stage of the experiment, the indicators of the high level of formation of pragmatic competence of students using digital resources when learning a foreign language significantly increased in EG students; respectively, the indicators of the low level significantly decreased. In CG, these changes are not significant. Thus, the results of the formative stage of the experiment confirmed the effectiveness of the developed system for the formation of pragmatic competence using digital resources when learning a foreign language, the proposed and substantiated p edagogical conditions, and the developed and implemented special course.