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THE ROLE OF ARGUMENTATIVE DISCOURSE IN TEACHING A FOREIGN LANGUAGE Aitzhan Diana Baktyarovna, Token Nurgul Sakenovna 1st year undergraduates of Almaty Technological University
Scientific supervisor: Aliyeva Marta Bakytzhanovna
Candidate of philological sciences
Yessenova Elmira Mingazilovna
Lector
Almaty, Kazakhstan
Annotation: This article discusses the role and importance of using argumentative discourse in the process of teaching a foreign language based on the economic orientation. It also shows how to use it in the educational process. Key words: education, teaching a foreign language, methodology, argumentative discourse, linguistics. In modern research, the problems of teaching effectiveness are of interest for the
development of students' ability to argumentation – the ability to correctly formulate and justify
their thoughts from the point of view of linguistics and logic, to prove their truth. At the same
time, as is well known, insufficient command of the language makes it difficult to fix and align
"thoughts seeking their expression", generates ambiguity and inaccuracy of the wording of
proposals (theses), which, in turn, entails the impossibility of their logical justification. Thus,
argumentative discourse should take into account both logical and linguistic aspects of this
problem, which ensures the realization of the author's goal (to convince the addressee of the truth
and validity of the judgments put forward by him) [1, 132].
Since the mid-90s of the XX century, when the idea of rhetoric begins to spread to all
spheres of human relations, argumentation has been proclaimed one of the main components of
domestic humanities education, and argumentative skills training has been assigned the role of
an important component in the structural model of communicative competence [2, 204 p.].