Структура комунікативної компетентності майбутніх викладачів іноземних мов
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Дата
2020
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СумДПУ імені А. С. Макаренка
Анотація
У статті обґрунтовано необхідність структурування комунікативної компетентності майбутніх викладачів іноземних мов, виділено основні чинники: компетентність як науково-педагогічну категорію; компетентність загалом і комунікативну компетентність; іншомовну комунікативну компетентність, яка потребує порівняльного аналізу всередині своєї структури. Проведено аналіз наукових джерел із проблеми структурування комунікативної компетентності майбутніх фахівців. Представлено структуру комунікативної компетентності майбутніх викладачів іноземних мов у сукупності таких компонентів: цілемотиваційного, когнітивно-лінгвістичного, процесуально-технологічного, рефлексивно-оцінного.
The purpose of the article is to determine the structure of communicative competence of future foreign language teachers. In the process of research, a number of methods was used, among which: analysis, synthesis, deduction, induction, comparison, monographic method, abstraction. The article substantiates the need to structure the communicative competence of future teachers of foreign languages, highlights the main factors: 1) competence as a scientific and pedagogical category; 2) competence in general and communicative competence in particular are evaluative categories; 3) foreign language communicative competence requires comparative analysis within its structure. The peculiarities of the classifications of competencies offered by different scientists in relation to different areas of training are considered. The analysis of scientific sources on the problem of structuring the communicative competence of future specialists is carried out. The structure of communicative competence of future foreign language teachers is presented in the set of the following components: purposeful, which reflects the level of students’ interest in further growth of their level of communicative competence, on the one hand, and motivated mastery of modern information and communication technologies; cognitive-linguistic component, which is represented by a set of systematic knowledge of a foreign language and methods of its teaching, as well as a course in psychology and pedagogy of higher education; procedural and technological, which allows, on the one hand, development of communicative skills in the field of foreign language communication and teaching foreign languages, on the other – skills and abilities to use modern ICT in the process of learning (and further teaching) foreign languages; reflexive-evaluative, which involves the ability to assess the level of formation of communicative competence of future teachers of foreign languages with the use of modern information and communication technologies, and to implement their own reflection of these processes. The identified and described components of communicative competence are correlated with the list of professional competencies of the specified specialist. We see the prospects for further research in the development and implementation in the practice of higher education institutions of the model of formation of communicative competence of future teachers of foreign languages.
The purpose of the article is to determine the structure of communicative competence of future foreign language teachers. In the process of research, a number of methods was used, among which: analysis, synthesis, deduction, induction, comparison, monographic method, abstraction. The article substantiates the need to structure the communicative competence of future teachers of foreign languages, highlights the main factors: 1) competence as a scientific and pedagogical category; 2) competence in general and communicative competence in particular are evaluative categories; 3) foreign language communicative competence requires comparative analysis within its structure. The peculiarities of the classifications of competencies offered by different scientists in relation to different areas of training are considered. The analysis of scientific sources on the problem of structuring the communicative competence of future specialists is carried out. The structure of communicative competence of future foreign language teachers is presented in the set of the following components: purposeful, which reflects the level of students’ interest in further growth of their level of communicative competence, on the one hand, and motivated mastery of modern information and communication technologies; cognitive-linguistic component, which is represented by a set of systematic knowledge of a foreign language and methods of its teaching, as well as a course in psychology and pedagogy of higher education; procedural and technological, which allows, on the one hand, development of communicative skills in the field of foreign language communication and teaching foreign languages, on the other – skills and abilities to use modern ICT in the process of learning (and further teaching) foreign languages; reflexive-evaluative, which involves the ability to assess the level of formation of communicative competence of future teachers of foreign languages with the use of modern information and communication technologies, and to implement their own reflection of these processes. The identified and described components of communicative competence are correlated with the list of professional competencies of the specified specialist. We see the prospects for further research in the development and implementation in the practice of higher education institutions of the model of formation of communicative competence of future teachers of foreign languages.
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Ключові слова
комунікативна компетентність, структура, компоненти, майбутні викладачі іноземних мов, комунікативна компетентність майбутніх викладачів іноземних мов, communicative competence, structure, components, future foreign language teachers, communicative competence of future foreign language teachers
Бібліографічний опис
Галецький, С. Структура комунікативної компетентності майбутніх викладачів іноземних мов [Текст] / С. Галецький // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 5–6 (99–100). – С. 24–37. – DOI: 10.24139/2312-5993/2020.05-06/024-037.