THEORETICAL FOUNDATIONS OF THE CONCEPT OF WRITTEN SPEECH COMPETENCE AND ITS LINGUODIDACTIC INTERPRETATION

This article provides a systematic analysis of the theoretical foundations of written communicative competence and its linguodidactic interpretation. The study is conducted within the framework of the competence-based paradigm, communicative approach, and discourse theory. Written communicative competence is interpreted as a multi-component structure comprising linguistic, discursive, pragmatic, sociocultural, and strategic elements. An integrative-communicative model for teaching writing is substantiated. The findings indicate that written communicative competence is a complex cognitive and communicative process that encompasses not only grammatical knowledge but also critical thinking, social adaptability, and metacognitive regulation.