Objective:

This article aims at devising a training strategy contributing to the development and evaluation of discursive competence.

Methods:

After determining the teacher’s communicative limitations by means of diagnostic tools, a training strategy was devised, the strategy is composed of four stages, which included necessary subjects for the teachers’ staff. The proposal was evaluated by experts, who considered it to be necessary for the training of teachers.

Result:

A discourse developmental strategy is described. The strategy is based on a comprehensive approach and focused on procedural training.

Conclusion:

The development and evaluation of the discursive competence presuppose following certain theoretical assumptions related to teachers’ and students’ activity of the teacher and the student, a comprehensive approach and the mastery of procedures for its development.

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