The professional
competence of future teachers of foreign languages
Moldabaeyeva K.E senior
teacher of English languages
Kazakhstan, Almaty
Expansion of international
relations and its acceptance in the international community has made a foreign
language really relevant. The state and society began to experience a real need
for people in practice, and often at the professional level, owning a foreign
language. Free working knowledge of a foreign language was seen as a
significant personal achievement. Foreign language to date to fully fulfill its
original function as a means of communication means of initiation to another
national culture, an important tool for the development of intellectual
abilities of people.
In describing the specifics of
the subject «foreign language" are the following approaches that define
its strategy of learning and different from all other disciplines:
Cultural Approach is acquainted
with the national reality , the most important historical events , major
writers and artists , their works , representatives of science and technology,
as manifested in laying foundations of national vision of the world , skills
and abilities associated with standard communication situations specific to a
given country ;[2]
Lingvo
cultural approach consist in mastering not only the
full range of knowledge and skills
related to the culture of a
foreign language, but also the knowledge of all areas of the
country the language is spoken, its
features, and the ability to communicate in different situations in the context of the culture of the country;
Linguistic
approach pursuant to which language is seen
as a system of a number of modules - speech acts, considered as
basic communication unit;
The
communicative approach is to learn to
communicate in a foreign language, providing such aspects as "stylistic correctness, relevance, logic expressions, and knowledge of the formulas
of speech etiquette";
Situational-thematic approach comes from the fact that in the real spoken language is related to the specific situation of communication, which is given by the learner within a particular topic in order to it is
properly implemented speech act
in accordance with our planned communicative task.
The process of learning a foreign
language , in line with the above approaches , makes the teacher - professional
in the field of foreign language requirements in a number of qualifying
characteristics of foreign language teachers , namely : to be able at the level
of an educated native speaker to answer students' questions , join the
discussion on current issues cultural, scientific, social and political life of
society; flexible use of speech abilities in accordance with the communicative
intent. In this regard, it is important to rethink the content and methods of
formation of professional competence of future teachers of foreign languages.
Let’s make
some investigation of the existing approaches to the study of the concept of "professional competence" foreign
language teacher in the domestic
and foreign educational sciences.
• Political and social competence related to the
ability to take responsibility, to participate in joint decision-making,
involved in the functioning and development of democratic institutions.
• Competence relating to life in a multicultural
society, designed to prevent the rise of xenophobia, intolerance and
disseminate climate conducive to the understanding of how differences and
willingness to live with people of other cultures, languages and
religions.
• Competencies that define the spoken and written
communication, important in work and social life. To this group belongs to
speak several languages.
• Competence related to the emergence of the
information society. Possession of new technologies, understanding their
strengths and weaknesses, the ability of a critical attitude to the common
through media channels and the Internet media and advertising.
• Competence, ability and willingness to implement lifelong learning, not only
professionally, but also in personal and social life. [5]
According to EG Ten , the
training of future teachers of foreign language involves mastering them a
number of special professional competence . For example, such as:
• Linguistic, assuming knowledge of the language
and the rules of its operation in a foreign language of communication;
• sociolinguistic , which includes the knowledge
of how social factors in both cultures (native language and culture ) influence
the choice of linguistic forms ;
• lingvo cultural and involves knowledge about the main features of social and
cultural development of the language being studied at present and the ability
to exercise their verbal behavior in accordance with these features ;
• communicative , presupposes the ability to perceive and produce
foreign-language texts in accordance with the intended or arising communicative
task ;
• Teaching and Learning , which includes mastery of technique and strategy,
learning foreign languages, forming the students' way of autonomous learning
and the development of foreign language skills ;
• Lingvo methodological, assuming command of the
language on an adaptive level determined by the specific teaching situation,
and the mastery of teaching communication skills (management of intellectual
activity of students, encouraging their speech activity) ;
• social , is the desire and ability to interact
with students, parents , peers ;
• strategic , suggesting the production of linguodidactic strategies that will
help future specialist training exercise choice of technologies , taking into
account age and psychological characteristics of students [ 2].
The professional competence of
future teachers of foreign languages , NB Kozlov defines as its
starting level of professional development, as a professional and meaningful,
the main components of which are the knowledge, skills, communicative
personality orientation, educational creation, providing a set of effective
educational activities of students. [1] The most important component of the
structure of the professional competence of teachers of foreign language
scholars consider the communicative competence, which is defined as the ability
to communicate verbally and in writing to the carrier of a particular language
in a real life situation. Special attention is paid to the meaning of the
utterance, and not only the proper use of language forms.
As part of the communicative
competence of the American linguists distinguish grammatical, sociolinguistic,
strategic and language competence, OE Lomakin - language (linguistic), speech,
social and cultural (lingo cultural) competence. Subsequent research has allowed
scientists [4] identify the following components of communicative competence:
Products (exemplary
writing and speaking);
• Reception (reading
and listening comprehension professional
and meaningful
text);
• Linguistic
competence (possession of grammar,
vocabulary, pronunciation)
• sociolinguistic competence (intercultural and pragmatic
competence).
The cognitive component.
Cognitive (from Lat. - Cognitio) - knowledge, knowledge. According to cognitive
theory of personality humans behavior is determined by his knowledge that is
awareness. Knowledge - is perceived, processed in the minds of (meaningful)
stored in memory and reproduced at the right time to address the theoretical
and applied problems of information [3].
This component involves the collection of psychological and pedagogical
knowledge, expertise in the subject and method of teaching it.
In the structure of the professional competence of teachers we
highlight the activity attribute. The concept of «competence" AK Markov
connects with the maturation of the individual and the attainment of such a
state that allows it to operate efficiently when performing job functions and
achieve tangible results. A fundamental component of the professional
competence of the teacher speaks the activity, expressed in skills and
abilities of the individual.
In summary, it should be noted that under the professional
competence of teachers we understand integrative characteristic of the
individual, which includes its willingness and ability to make effective
decisions in their professional activities. Structure of the professional
competence of teachers includes motivational, cognitive, activity and personal
components.
Used literature
1.Блинов, В.И.
Как реализовать компетентностный подход на уроке и во внеурочной деятельности /
В. И. Блинов. – М.: АРКТИ.
2.Задорожная, А. В. К вопросу о развитии межкультурной
компетенции студентов вузов посредством / А. В. Задорожная // Материалы
международной научно-практической конференции. – Пятигорск, 2002.
3.Козлова, Н. В. Компетентностный подход в высшем
образовании как стратегическая проблема / Н. В. Козлова, Н.
И..Головатенко // Вестник Томского государственного университета. – 2007.
– № 301.
4.Ломакина, О. Е. Формирование профессиональной
компетентности будущего учителя иностранных языков: автореф. дисс. … канд. пед.
наук. – Волгоград, 1998