Formation of linguistic competence of a foreign language teacher (on the example of language) in the system of lifelong learning

Хоменко, Олександр; Buhinska, Tetiana; Terletska, Liubov; Hladkoskok, Lesia; Tanana, Svitlana

doi:10.24115/s2446-622020217extra-c1040p.518-527

Cited by 5 publications

(2 citation statements)

References 14 publications

(15 reference statements)

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“…These theories lead to a general concept that foreign language learners should be able to produce the language by involving a set of competencies that include not only grammatical competence but also sociolinguistics competence and strategic competence, mainly known as communicative competence (Prihatiningsih, 2020;Tulasi & Murthy, 2022;Khomenko et al, 2021). This theory, in fact, is used as a basis to develop the curriculum in Indonesia.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perception on Using Storytelling in Developing Socio-Cultural Competence

Sakti,

Eliza,

Roza

et al. 2023

Lingua Cultura

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The research aimed at finding out students’ perception of using storytelling as one of the techniques used in English class in order to develop students’ sociocultural competence. The research was conducted under mixed-method research. The sample of the research was English students at IAIN Bukittinggi who had taken storytelling classes and English students at UIN Imam Bonjol Padang who had joined an English activity (storytelling) held by the English students association of English study program. Data collection was done by distributing questionnarires and conducting interview. The instruments of the research were a questionnaire and an interview guide. The data were analyzed using quantitative analysis for the data from the questionnaire and qualitative analysis for the data from the interview. The research finding shows that the students agree that they have improved their ability in sociocultural competence, at least in five aspects. They state that they are good in these five elements; (1) students’ attitude toward sociocultural competence, (2) students’ knowledge of sociocultural competence, (3) students’ ability to interpret and relate cultural issues, (4) students’ ability in discovery and interaction, and (5) students’ ability of critical cultural awareness. Thus, it can be stated that storytelling is a good technique that can be used to develop students’ sociocultural competence based on students’ perceptions.

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Section: Introductionmentioning

confidence: 99%

Students’ Perception on Using Storytelling in Developing Socio-Cultural Competence

Sakti,

Eliza,

Roza

et al. 2023

Lingua Cultura

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“…analysis of the recent researches and publications. The problems of formation the professional speech of future specialists were investigated by such scientists as V. Alexandria (Alexandria V. A., 2017), Y. Bahno (Bahno Y. M., 2021), E. Brattseva (Brattseva E. F., 2015), M. Camilleri (Camilleri M. A., 2017), P. Brattseva (Brattseva E. F., 2015), J. Harmer (Harmer J., 2015), K. Hnatyk (Hnatyk K., 2021), O. Khomenko (Khomenko O., 2021), O.Serhiichuk (Serhiichuk O., 2021, L. Tkachenko (Tkachenko L. M., 2021), O. Khmelnytska (Khmelnytska O. S., 2021), T. Buhiniska (Buhiniska T., 2021), L. Terleska (Terleska L., 2021), L. Hladkoskol (Hladkoskol L., 2021), S. Ruchen Dominique (Ruchen Dominique S., 2013), C. Scott (Scott C., 2020), M. Shemuda (Shemuda M., 2018.…”

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confidence: 99%

Forming of Readiness of Future Teachers of Foreign Languages to Dialogue Communication in Professional Activity

Tanana¹,

SERHIICHUK²

2022

Scientia et societus

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The pedagogical conditions of formation of readiness of future teachers of foreign languages to dialogue communication in professional activity are determined and described in the article. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (future teacher of foreign language), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of the future teachers of foreign languages highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future teachers of foreign languages. On the basis of theoretical analysis of the researched problem, the system of pedagogical conditions of professional formation of future teachers of foreign languages in the establishments of higher education is determined: integration of modern educational technologies in the educational process of future teachers of foreign languages (interactive, information, project, problematic) teaching methods, appreciating of students’ academic achievements and readiness of teachers to implement of competent and student-centered approaches; comprehensive motivation of future teachers of foreign languages educational activity in the process of studying as a special and choice disciplines; taking into account by future teachers of foreign languages the level of development of the psychological components of professional competence and formation of professional important qualities in the future teachers of foreign languages already at the stage of study in the establishments higher education (personality-oriented educational activity of the future specialist. The combinations of different activities of future teachers of foreign languages are the integration such kinds of activities as educational-speech, communicative, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication. The educational process needs constant generation and implementation of new ideas of forms into practice, forms, and means of teaching in higher education establishments that provide of effective of forming readiness of future teachers languages to dialogue communication.

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Modern Educational Components of Innovation Teaching of Foreign Language in the Establishments of Higher Education

Tanana

2021

Psycholing. in a Mod. World

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The article deals with the theoretical aspects of the problem of readiness for the innovative activity, its analyze the modern components of the professional competence and innovative activity. Professional development of future teacher of philological subjects – process is complicated and lengthy. Theoretical and practical study is necessary part during of future teacher’s master of system or research knowledge in the branch of philological subjects in conjunction with general professional training. The problem of using of interactive methods in the preparation of teacher-philologists of higher school is considered in the article.

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Formation of linguistic competence of a foreign language teacher (on the example of language) in the system of lifelong learning

Cited by 5 publications

References 14 publications

Students’ Perception on Using Storytelling in Developing Socio-Cultural Competence

Students’ Perception on Using Storytelling in Developing Socio-Cultural Competence

Forming of Readiness of Future Teachers of Foreign Languages to Dialogue Communication in Professional Activity

Modern Educational Components of Innovation Teaching of Foreign Language in the Establishments of Higher Education

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