Cite this article as:

Nazarova R. Z., Nikitina G. A. Foreign Language Speech Culture in the Structure of the Professional Competence of an Intending Teacher. Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology, 2020, vol. 9, iss. 2, pp. 102-111. DOI: https://doi.org/10.18500/2304-9790-2020-9-2-102-111


UDC: 
378:316.77
Language: 
Russian

Foreign Language Speech Culture in the Structure of the Professional Competence of an Intending Teacher

Abstract: 

The necessity to form foreign language communication culture of intending teachers is predetermined, on the one hand, by the importance of authentic speech behavior in the framework of intercultural communication, and, on the other hand, by the complex nature of communicative competence, which is an important element of professional and pedagogical competence of the teacher. The aim of the study was development and experimental verification of the effectiveness of the methodological system of exercises aimed at the formation of the culture of foreign language communication of the future teacher. Three components of professional communicative competence of the future teacher have been revealed: communicative, activity and motivational components. On this basis, the communicative-cognitive method of teaching foreign languages was singled out as the leading methodological principle of the developed system. It included three groups of exercises: communicative exercises, translation exercises, interactive exercises, information-creative exercises. The experimental training involved a group of students of the Faculty of Foreign Languages and Language Teaching Methods of Saratov State University (14 people in the control group, 13 people in the experimental group, the level of initial language proficiency in both groups was B1-B2). The assessment of the level of communication culture at the stage of initial and confirmatory tests was carried out according to the three main criteria: theoretical, practical and creative ones. The result-evaluation system consisted of three levels: initial (basic), sufficient (average), optimal. The empirical data obtained showed that in the experimental group there was a more significant decrease in the indicators of the initial level for all the three criteria, and a more significant increase in the indicators of the optimal level. The effectiveness of the developed system is thus associated with the strengthening of positive dynamics of learning outcomes and growth of students’ motivation.

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