Currently, according to most scientists, discursive competence is one of the most important. N.I. Almazova believes that discursive competence is what modern education should strive for in the field of teaching foreign languages. Before defining the concept of “discursive competence,” something should be said about discourse. In our work, we consider discourse as a process and define it from two positions – the author and the recipient. From the author’s point of view, discourse is the process of encoding information in accordance with lexical, grammatical, syntactic norms, as well as taking into account stylistic, genre, sociocultural, psychological and emotional factors. In this case, the means of cohesion and coherence are used in order to achieve the communicative goal - to convey information to the recipient. From the perspective of the recipient, discourse is the process of decoding information in accordance with lexical, grammatical, syntactic norms, taking into account stylistic, genre, sociocultural, psychological and emotional factors, based on the means of cohesion and coherence used in order to achieve the communicative goal - to obtain information from author. If we consider discourse as a bidirectional process, then discursive competence is the ability to carry out this process.

Tokhliev B., Shamsieva M., Ziyadova T. Uzbek language teaching methodology-T.: New age generation, 2006.

Yusupova Sh.J. Mother tongue education efficiency increase and advanced pedagogical technologies current to achieve Ped. Science. Tashkent : TPDI, 1998.

Yusupova Sh.J. Current Uzbek in literary language classes students thinking of cultivation scientific -methodical foundations: Ped. doctor of science ... diss.- Tashkent: TDPI, 2005.

Ахметова, Д. З. Цифровизация и инклюзивное образование: точки соприкосновения / Д. З. Ахметова, Т. С. Артюхина, М. Р. Бикбаева, И. А. Сахнова, М. А. Сучков, Э. А. Зайцева // Высшее образование в России. – 2019. – Т. 29, № 2. – С. 141–150. – DOI: https://doi.org/10.31992/0869-3617-2020-29-2-141-150.

Батаева, Е. В. Когнитивные и метакогнитивные способности обучающихся в контексте смартобразования / Е. В. Батаева // Образование и наука. – 2019. – Т. 21, № 4. – С. 36–59. – DOI: 10.17853/1994- 5639-2019-4-36-59.

Белякова, Е. Г. Взаимодействие студентов вуза с образовательным контентом в условиях информационной образовательной среды / Е. Г. Белякова, И. Г. Захарова // Образование и наука. – 2019. – Т. 21, № 3. – С. 77–105. – DOI: 10.17853/1994-5639-2019-3-77-105.