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2016 | 4(58) | 192-199

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Future primary school teacher’s readiness to the Russian language professional activities.

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The purpose of the article is to determine the primary school teachers’ readiness to Russian (second foreign) language professional activity and the characteristics of its components. The specifics of the research required combining general scientific methods and theoretical search. In the paper the definition of the mentioned readiness is defined and its components are pointed out: communicative and motivational, communicative and informative, communicative and technological. In particular, the indicators of the communicative and motivational components are: formation of positive emotional and evaluative attitude to the teaching profession, understanding historically conditioned cultural diversity in the state, interest and desire to study the Russian language, setting the purpose, educational activities objectives as a form of creativity, success desire, the ability to mobilize, responsibility, the necessity to deepen and improve professional skills in the field of linguistics. Information and communication component includes such indicators: understanding the theoretical concept of speech and language, knowledge of the Russian language system; the ability to use classroom expressions necessary for learning activities taking into account children’s communication areas and topics. In particular, a student must know: 1) the purpose, tasks, contents, methods of teaching primary school children’s communication, the laws of this age group’s speech development, the peculiarities of teaching organization, the curriculum, training program and teaching and learning means; 2) to know linguistic and communicative features of teaching primary school pupils; 3) to know the basics of communication theory. Communicative and technological component of readiness to the Russian language communicative competence forming includes operational and technological skills: the ability to use active and interactive technologies, including the ability to make a game, modeling, project activities; the ability to form language, speech and socio-cultural components of communicative competence. Conclusions. The mentioned readiness is considered as a steady start integrated feature of a person the essence of which is the motivational system and communicative skills in the ability to teach the Russian language to primary school pupils. We consider further it is advisable to determine the criteria and levels of the studied quality formation.



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