Analysis of scientific approaches to defining the concept of “dialogical competence”

Abstract

The article presents a thorough review of scientific approaches to understanding and structuring the concept of dialogic competence in the works of researchers from Ukraine and Europe. The analysis covers a wide range of sources that reflect the evolution of this concept from classical philosophical and linguistic concepts to modern interdisciplinary interpretations, where dialogic competence is considered not only as a speech, but also as a socio-cognitive and cultural phenomenon. Special attention is paid to discursive, pedagogical and methodological aspects that form the basis for the practical implementation of this category in the field of education and social interaction.

The article synthesizes the main structural components of dialogic competence - speech-communicative, cognitive, socio-cultural and emotional-value, which ensure the integrity of the formation of this phenomenon. It is emphasized that in modern educational and scientific discourse the term "dialogical competence" is gaining increasing importance as a key component of communicative education, pedagogical interaction and speech culture. In the Ukrainian scientific field, there is a tendency to actively study this concept, in particular in the works of teachers, psychologists and methodologists, who emphasize the applied meaning of dialogical competence in the educational process. Unlike the Western tradition, where the emphasis is on the theoretical and philosophical substantiation of dialogue, domestic research highlights practical aspects - expanding educational opportunities, improving pedagogical skills, developing students' speech activity and improving communicative teaching methods.

It is also emphasized that an inclusive educational environment is a powerful tool for developing dialogical competence in children with special educational needs, in particular with severe speech disorders (SSD). The use of combined strategies of correctional and developmental work - a combination of structured dialogue, story-role-playing games, speech therapy support and peer interaction - demonstrates a sustainable positive impact on the speech progress of preschoolers and younger schoolchildren. It has been proven that the active involvement of peers as dialogue partners contributes not only to the development of communicative skills, but also forms important social skills, reduces the level of anxiety and increases the self-esteem of children with SSD.

The authors note that the most relevant research in this area consists in the development and scaling of models of dialogical interaction in preschool education institutions and primary schools, taking into account the principles of inclusion, a person-centered approach and interdisciplinary integration. Of particular importance is the search for new pedagogical technologies that ensure the development of dialogic competence through interactive methods, digital educational resources, and cultural and educational practices, which will contribute to the qualitative modernization of modern Ukrainian education