Theoretical and methodical foundations for the interaction strategies development for linguodidactic training program students

Abstract

Importance. Research on interaction in foreign language teaching started in the 1960s. Researchers now determine the impact of interaction on the process of foreign language teaching as beneficial in general. However, the study of the characteristics of interaction that increase its effectiveness when used with students of a certain age or language level continues. Due to such heterogeneity, the skills of a teacher, whose role in the process of interaction in a foreign language classroom is described as the decisive one, are especially important. Materials and methods. The materials for this research are the works in such fields as foreign language teaching and psychology. Research methods include research literature analysis and classification. Result and Discussion. In the course of the research, various approaches to the definition of interaction were studied and a definition relevant for foreign language teacher training was proposed. The role of interaction in the process of teaching a foreign language to students of different ages and language levels was also considered, the role of interaction strategies as a component of the professional communicative competence of a foreign language teacher is analyzed. In addition, the models proposed by the researchers for the development of interaction strategies for foreign language teachers is described. Conclusion. Despite the fact that interaction is now considered an integral element of a foreign language lesson, there are currently a number of models aimed at developing interaction strategies in foreign language teachers, but as of now no model has been proposed for the development of these strategies in trainee teachers.