Keyword: «skeuomorphism»

The relevance of this study stems from the need to find effective pedagogical tools for developing foreign-language discursive competence in international graduate students in the context of digitalization. Modeling processes that bridge the gap between formal language proficiency and the ability to produce coherent, situationally relevant utterances in professional and academic environment is particularly important. The aim of the study is to develop and test a model for developing graduate students' foreign-language discursive competence using the potential of skeuomorphism. The leading approach is an integrative one, combining the concepts of linguodidactics, discourse analysis, and cognitive linguistics to comprehensively model the pedagogical process. The methodological basis is a theoretical analysis of scientific literature, as well as empirical methods (observation, testing, and a pedagogical experiment) for assessing the effectiveness of the proposed model. The results of the study demonstrate positive dynamics in the ability of international graduate students to construct logically coherent and genre-correct statements in a foreign language. The scientific novelty lies in the substantiation of skeuomorphism as a key linguodidactic tool for modeling the process of discursive competence development; in the development of a structural and functional model that gradually develops discourse generation skills from reliance on familiar "digital" patterns (skeuomorphs) to the creation of autonomous statements; in the creation of a specialized set of tasks aimed at: recognizing and analyzing skeuomorphic elements in discourse; constructing statements using skeuomorphic patterns as semantic and structural supports; overcoming interference caused by the transfer of cognitive schemes of the native language. The theoretical significance lies in the development of scientific ideas about the mechanisms of discursive competence development through the prism of skeuomorphism. This study proposes a theoretically grounded model that reveals the didactic potential of skeuomorphic interfaces as cognitive bridges facilitating the transition from verbal skills to discursive abilities. Its practical significance lies in providing teachers with a specific methodological toolkit—a structural-functional model and a set of tasks that can be integrated into the educational process to accelerate the development of foreign-language discursive competence, directly contributing to the successful academic and professional adaptation of international graduate students.