ADVANCING WRITTEN DISCURSIVE COMPETENCE IN FUTURE ENGLISH LANGUAGE EDUCATORS: MACRO-RHETORICAL STRATEGIES AND PEDAGOGICAL FRAMEWORKS

Annotatsiya

The modern paradigm of language teacher education demands professional communicative readiness that transcends basic sentence-level literacy. Written discursive competence the ability to generate structurally cohesive, rhetorically coherent, and contextually sensitive texts constitutes a core pillar of an educator’s professional toolkit. This paper critically evaluates pedagogical mechanisms designed to enhance the written discursive competence of prospective English language teachers. Moving past conventional product-oriented instructional methods, this study explores the synthesis of Swalesian genre-based modeling, socio-constructivist scaffolding, and technology-driven peer-review ecosystems. Additionally, the paper classifies the cognitive, linguistic, and socio-rhetorical barriers encountered by university-level EFL trainees during macro-text production. The integrated pedagogical framework proposed herein provides actionable insights for curriculum designers aiming to foster autonomous, discursively proficient language practitioners