МЕТОДИКА ФОРМУВАННЯ ДОСВІДУ КОМУНІКАТИВНОЇ ДІЯЛЬНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ
Methodology of communicative activity of future foreign language teachers
Languages of publication
This article discusses the possibility of organizing an interconnected mastering of teaching material and methods of communicative activities by language students. The technique of formation of communicative activity of the future foreign language teachers is presented. The problem of realization of the activity approach in teaching students of philology is studied, the possibility of organizing training of future foreign language teachers on the basis of mastering methods of communicative activity is considered. The concept of «methods of commucative activity» is analyzed, their nature, structure are defined. They are treated as teaching methods that characterize the implementation and assimilation of communicative activity by students in specific situations of communication. Mastering the methods of communication activities carried out gradually and consistently and provides deeper theoretical training of students, the systematic application of knowledge, development of logical-operating component of communicative activity. The conditions of formation of didactic methods of communicative activity are defined: implementation of the principles of the communicative orientation of training, activity and consciousness of the individual in communication; deepening of the theoretical preparation for the implementation of communication activities; consistent and systematic way of the formation of communicative activity as the basis for mastery of communicative skills; interconnected learning of philological disciplines and methods of communicative activities in the classroom and in the period of teaching practice; account of the individual characteristics of the students in the organization of communication. The technique of formation of communicative activities are presented, in particular, a system of communicative tasks and exercises, which students will gradually and consistently perform to acquire language and speech skills and experience of communicative activity. Its specificity is described. The optimal conditions for the formation of communicative activities of the students with different levels of communication skills are provided through differentiated instruction, whereby the organization of training is adapted to their individual characteristics, methods and techniques; current results are received, necessary adjustments are made, learning outcomes are assessed, educational cycle without modification or adjustment is carried in order to organize their activities.
Publication order reference