DIFFERENT COMPETENCIES OF A FOREIGN LANGUAGE TEACHER

Komarova Olexandra

Babash Larysa

Poltava National Technical University

Linguistic competence. Proceeding from the foregoing, it is advisable to make accuracy in the definitions of linguistic, linguistic and speech competencies that have different approaches to the interpretation of these concepts among scientists dealing with this problem in foreign languages, and, thus, to come to the general structure of linguocultural competence. For example, linguistic competence is sometimes considered in the linguistic structure, and speech competence is included in the linguistic or communicative competence. Based on the above study, it can be argued that these competencies occupy an equal position along with communicative and cultural competence in the structure of linguocultural competence. The term "linguistic competence" is sometimes used as a synonym for language competence, but it would be more promising to delineate their meaning. The need for differentiation is due to the fact that mastery of the language is primarily the assimilation of linguistic units and rules in order to understand and construct utterances. Linguistic competence - includes knowledge of the fundamentals of the science of language, information about the phoneme, grapheme, morpheme, word combination, sentence, sentence members, lexical and grammatical units, etc., the notion that the language changes, what aspects in the most relevant, what is the role of language in the life of society and man. Linguistic competence is also knowledge about the history of science, about the methods of linguistic analysis, about outstanding linguists. Mastering the methods and skills of actions with the studied and studied language material also forms a linguistic competence. The program for the development of the system of continuous pedagogical education determines the following parameters and criteria for assessing the linguistic (philological) competence of a foreign language teacher: thus, the beginning teacher has the necessary linguistic knowledge about the structure of native and foreign languages; owns an analysis of the comparison of linguistic phenomena in native and foreign languages with the aim of determining possible transfers and preventing interference phenomena both in the interlingual and intralinguistic levels; owns the basics of rhetoric, has an understanding of the literature and culture of the countries of the studied and native languages.

The teacher has methods of preventing linguistic, speech and socio-cultural interference; owns modern methods of philological analysis of various types of functional text; Is able to use the results of the analysis to determine the linguodidactic bases of teaching various types of speech activity in the framework of various courses for teaching a foreign language, including profile-oriented ones.

Linguistic culture, the theory of speech activity, speech etiquette, functional phonetics also form a linguistic competence. But the teacher's task is to be not only competent himself, but also to form the linguistic abilities of students, such as verbal intelligence, language reflection, analytical reflective abilities, memory, language intuition, stimulate, develop the linguistic thinking of students. The development of the personality of the student and his general culture, linguistic competence is not only an indispensable and necessary condition for mastering speech activity, but also a primary means of linguistic development, of expanding the linguistic outlook, of learning the language as a specific sign system and as a social phenomenon. The language of scientific communication (metalanguage of linguistics) is an integral part of the professional training of a foreign language teacher. Metalanguage, which is the object of metalinguistics, is a complex phenomenon, which includes, as one of the most important aspects, proper terminology. A systematic work aimed at mastering the linguistic terminology of students, developing their ability to choose and correctly use the necessary terms (both formerly used and newly emerged as a result of science) contributes to the expansion of their linguistic outlook, and hence of linguistic competence. Due to the emergence and development of new directions in linguistics, new methods of linguistic research, the linguistic terminology system of modern English is constantly being replenished with neoplasms. For example, in English there are a number of terms borrowed from the natural sciences - such as morphology, valence, taxonomy. In this regard, the question is raised about the continuous improvement of the level of linguistic competence of a foreign language teacher. In order to adequately solve the tasks of communication in each specific case, in addition to linguistic competence, sociolinguistic competence is required, that is, the ability to choose the language forms, use them and transform according to the context. To learn this, it is important to know the semantic features of words and expressions, how they change depending on the style and nature of communication, what effect they can have on the interlocutor. The linguistic competence is provided by the development of the language system (sound, prepositional, temporal, subjective-predicative, determinative, circumstantial and other relationships). The Russian language in the system of preparation of a specialist of a foreign language is the base on which the process of teaching a foreign language is built. To have a good command of a foreign language, one must have a high level of command of one's native. So, through the knowledge gained in the native language, a national, socially oriented, thinking linguistic personality is formed. Studies of scientists show that knowledge of a foreign language is directly proportional to the knowledge of the native. The language reflects not only the physical conditions of life, the nature, climate, life of its bearers, but also their morals, the system of values, mentality, national character, relations between people and much more-everything that makes up culture in Broad, ethnographic sense of the word. So, the speech of a beginner teacher is generally literate; he observes the basic requirements for the lexical-grammatical and phonetic formulation of speech; sometimes mistakes are made in his speech, some of which the teacher corrects himself; he does not have much variety in the use of linguistic material; the level of his language competence roughly corresponds to the threshold advanced level of knowledge of a foreign language. The teacher also possesses various speech structures and models of varying complexity, uses lexico-grammatical and phonetic material competently within the framework of the discussed topics and problems. The level of his language competence can be defined as high. The speech of the teacher with experience is absolutely literate. He demonstrates fluency in a foreign language, can use a variety of language tools (lexical, grammatical, phonetic) to solve the same first problem. His speech is free, accessible, expressive and idiomatic, the level of language competence corresponds to the free level of knowledge of a foreign language. Speech competence. To assess the level of the knowledge component of the speech competence of teachers the following criteria are applied: a novice teacher is fluent in all types of speech activity in a foreign language; at the receptive level owns the basic technologies of information extraction; at a productive level, both oral and written speech demonstrates a sufficient level of discursive skills; may experience some difficulties in conducting non-traditional forms of polylogic communication, such as discussion, debate, conference. The culture of speech - in the first sense - is, first of all, some of its attributes and properties, the totality and system of which speak of its communicative perfection. The culture of speech in the second sense is a set of skills and knowledge of a person, providing an expedient and uncomplicated application of the language for communication purposes. The culture of speech in the third sense is the domain of linguistic knowledge of the culture of speech as a totality and the system of its communicative qualities.