The paper deals with the problem of forming the methodological competence of a prospective practitioner of EFL for non-English major undergraduates. Foreign language learning environments training English and non-English majors have been comparatively analysed from the point of view of the teaching objective, result, content, process and resources. On the basis of the analysis, specific professional needs of a practitioner of EFL for non-English majors have been singled out. They encompass such components of the practitioner’s professional activity as research, designing, organizing, self-education, and collaboration. Research and designing include students’ educational and job-related needs investigation, academic and professional discourse analysis, teaching objective specification, teaching content selection, course syllabus development, teaching materials selection, adaptation and development. Organizing focuses on the application of the functional approach to EFL acquisition, computer-assisted learning, distance learning, blended learning, content and language integrated learning (CLIL), role plays, business games, simulations, differentiation strategies in the groups with the heterogeneous input level of the students’ intercultural communicative competence and low level of motivation to foreign language learning. Self-education presupposes developing a positive attitude to the students’ field, monitoring the latest news and achievements in it, mastering the basics of the students’ major, its terminology, genre and discourse peculiarities. Collaboration includes cooperation with students, readiness to be corrected by them when a solecism in the subject is made by the practitioner and collaboration with a teacher of the students’ major while selecting the teaching content, designing the course and in team teaching. The singled out peculiarities are to be taken into consideration while designing the structure of the methodological competence of a practitioner of EFL for non-English major undergraduates.
The article deals with the problem of pre-service training of a practitioner of EFL as a non-major at tertiary level. Available structures of an FL teacher's / practitioner's methodological competence are analyzed. Functional and activity approach to its structuring, based on the teacher's / practitioner's functions and components of all kinds of the pedagogical activity, is singled out as predominant. On its basis and taking into account the peculiarities of the professional activity of a practitioner of EFL as a non-major, the structure of his/her methodological competence is introduced. The latter encompasses five key constituents -reflexive and research, planning, constructive, teaching and communicative, and organizational competences. The content of each constituent is specified as practitioner's ability to fulfill a certain aspect of the professional activity. Key words:practitioner of EFL as a non-major, EFL as a non-major, methodological competence, pre-service FL practitioner training, functional and activity approach, constituent, content.Мацнева О. А. Киевский национальный лингвистический университет, Национальный университет "Черниговский коллегиум" имени Т.Г. Шевченко Будущий преподаватель английского языка как непрофильной дисциплины: составляющие и содержание методической компетентности Аннотация.Статья посвящена проблеме профессиональной подготовки будущих преподавателей английского языка как непрофильной дисциплины в рамках магистратуры. Обобщены и проанализированы представленные в современных исследованиях структуры методической компетентности учителя / преподавателя иностранного языка. На основании результатов анализа формулируется вывод о доминировании функционально-деятельностного подхода к ее структурированию. Опираясь на положения данного подхода, а также учитывая выделенные особенности профессиональной деятельности преподавателя английского языка как непрофильной дисциплины, автор предлагает структуру методической компетентности такого преподавателя. К ее основным составляющим отнесены рефлексивно-гностическая, проектировочная, конструктивная, коммуникативно-обучающая и организаторская компетентности. Определено содержание каждой из них. Ключевые слова:преподаватель английского языка как непрофильной дисциплины, английский язык как непрофильная дисциплина, методическая компетентность, подготовка будущего преподавателя иностранного языка, функционально-деятельностный подход, составляющая, содержание.Мацнєва О. А. Київський національний лінгвістичний університет, Національний університет "Чернігівський колегіум" імені Т. Г. Шевченка Майбутній викладач англійської мови як непрофільної дисципліни: складові та зміст методичної компетентності Анотація. Вступ. Протиріччя між соціальним замовленням суспільства щодо підготовки фахівців для різних галузей, які володіють англійською мовою на рівні щонайменше незалежного користувача, Matsnieva O. Prospective practitioner of EFL as a non-major: constituents and content of the methodological competence
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