A COMPETENCE-BASED MODEL FOR THE DEVELOPMENT OF WRITTEN COMMUNICATIVE COMPETENCE

This article presents a comprehensive analysis of a competence-based model for the development of written communicative competence within contemporary educational paradigms. The study is grounded in the competence-based approach, communicative language teaching theory, and discourse analysis. Written communicative competence is conceptualized as a multidimensional construct comprising linguistic, discursive, pragmatic, sociocultural, and strategic components. The research proposes an integrative model that structures the process of developing writing competence through staged progression, reflective practice, and communicative authenticity. The findings demonstrate that a competence-based framework enhances not only grammatical accuracy but also critical thinking, discourse organization, and metacognitive regulation. The proposed model contributes to linguodidactic theory and offers practical implications for writing instruction in secondary and higher education contexts.