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DESCRIPTION OF PROFESSIONAL SELF-DEVELOPMENT
COMPETENCES AND SKILLS OF FUTURE FOREIGN LANGUAGE
TEACHERS
Zaylobidinova Dilnoza Gulomovna
Phd Student at Fergana State University
ORCID ID: 0009-0003-0449-5995
https://doi.org/10.5281/zenodo.15192937
Abstract:
The article studies the theoretical foundations of professional
self-development of future foreign language teachers, the practical
methodological system, tools and technological foundations of professional self-
development of future foreign language teachers, the effectiveness of
professional self-development of future foreign language teachers. Also, the
theoretical aspects of professional self-development of future foreign language
teachers are analyzed.
Key words:
pedagogical, theoretical and methodological basis, competence,
improvement, technological, model, methodological system, foreign language,
professional self-development, tool, acmeological approach.
Introduction
The necessity of applying an acmeological approach in the professional self-
development of future foreign language teachers is reflected in the extent to
which it enables the formation of independent, success-driven individuals who
are capable of developing their personal growth paths. These individuals are
expected to meet the demands of the state, society, and employers while being
creative, communicative, and capable of independent thinking within the
educational and administrative process.
Literature Review and Methods
There exist a number of studies related to the training process of future
foreign language teachers for professional activity. Methodological,
instrumental, conceptual, and principle-based aspects, as well as linguo-
methodological foundations of foreign language teaching, have been investigated
by prominent scholars such as Max Walter, Michael West, Anthony Philip,
Maximilian Berlitz, I.L. Bim, N.N. Boldyrev, N.D. Galskova, E.N. Zaretskaya, E.M.
Vereshchagin, V.G. Kostomarov, J.B. Buronov, S.N. Aliyev, A.M. Bushuy, J.J. Jalolov,
L.T. Akhmedova, F.M. Rashidova, I.M. Tukhtasinov, K.Sh. Muradkasimova, F.Kh.
Ibragimova, and K.D. Riskulova.
Results and Discussion
Throughout the history of world civilization, the study of foreign languages
in addition to one's native language has been widely practiced, as establishing
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relationships between nations requires mutual linguistic understanding.
Historical evidence shows that various methods have been used to teach foreign
languages during different periods. These methods and the competencies they
have helped learners acquire can be summarized as follows:
1.
Grammar-Translation (Classical) Method
2.
Emerging at the beginning of the 20th century, this method aimed to
enhance students’ reading proficiency and appreciation of foreign literary texts.
It enabled students to effectively master grammar in their native language.
Language material was taught deductively rules were presented first, followed
by examples. Acquired skills included the ability to translate literary works or
foreign language texts; however, communication skills were underdeveloped.
The focus was on reading and writing rather than speaking and listening.
Pronunciation received minimal attention. Teachers played a significant role in
explaining vocabulary through equivalents in the students’ native language. As a
result, students gained a solid understanding of grammatical structures in the
foreign language.
3.
Direct (Natural or Inductive) Method
4.
This method, widely used for communicative purposes, involved
complete exclusion of the native language. It made use of handouts and visual
materials. Grammar was taught inductively language use preceded the
explanation of rules. Skills acquired through this method included integrated
training in reading, speaking, and listening comprehension. Concrete language
units were taught through pictures and demonstration tools. Instruction was
given entirely in the target language. Significant emphasis was placed on
pronunciation. Writing development was given special consideration. Students
were introduced to the lifestyle and culture of native speakers, and taught to
form context-specific speech using daily vocabulary.
Conclusion
In summary, both the grammar-translation and direct methods played
significant roles in the historical development of foreign language education.
The acmeological approach, by integrating the best elements of these methods,
supports the formation of a well-rounded, professionally self-developing teacher
capable of meeting the demands of modern education systems. Emphasizing the
communicative aspect, cultural competence, and learner autonomy, this
approach remains essential in shaping effective foreign language educators.
3. The Oral Approach or Situational Language Teaching Method.
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This method was pioneered by Harold Palmer and later revised by S.
Thornbury. It emphasizes the structure of words and their systematic use in
different sentences. When this method is applied, learners engage in
independently acquiring the target language as a foreign language. The skills
acquired through this method include the development of oral speech in
language teaching; the language material is taught not in written form but orally,
and linguistic units are practiced in various situational contexts. Lexical and
grammatical units are introduced thoroughly before reading and writing are
presented. Grammar is taught using an inductive approach, and communication
is initiated both during lessons and in real-life situations outside the classroom.
The Audio-Lingual Method (also known as the Oral Method).
Proposed in 1945 by Charles Fries, an applied linguist at the University of
Michigan, this method is sometimes referred to in the West as the "Michigan
Method." In this approach, no time is spent teaching grammatical rules directly.
Skills developed through this method include presenting communicative
situations in natural contexts; the teacher acts as the primary agent. In foreign
language learning, for example, the teacher reads or narrates dialogues and
situations, which students then repeat in chorus. Learners are taught accurate
pronunciation of linguistic units. The teacher plays an active role and constantly
encourages students.
5. The Silent Way Method.
This method was introduced by Caleb Gattegno in the 1960s. It utilizes
colorful rods and visual representations of various sounds. Learners pronounce
words and construct sentences using letters or colored shapes. The
competencies developed through this method are based on the principles of
constructivism; learners form sentences in a way that strengthens their
memory; group learning increases motivation; it provides a convenient means of
monitoring foreign language acquisition; and all types of speech activity are
reinforced in an integrative manner.
6. Total Physical Response (TPR).
This method was proposed by James Asher and is particularly suitable for
teaching foreign languages to young learners. Skills acquired through this
method include acquiring language material through physical actions in
response to the teacher's instructions. For instance, learners express newly
learned words and phrases through non-verbal communication; with the help of
the teacher, they repeat linguistic units in chorus.
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7. Community Language Learning Method (also referred to as the
Humanistic Approach).
This method, developed by Charles A. Curran, is most suitable for teaching
foreign languages to adults. Learners work in small groups and engage actively
in the learning process. The teacher is regarded as a counselor during the lesson,
while students are seen as clients. Textbooks are not emphasized in the learning
process. During lessons, students may use their native language; the teacher
translates their thoughts, and learners record the teacher’s speech on mobile
devices. Later, with the teacher's help, they generalize and repeat the content
together.
8. The Desuggestopedia Method.
Proposed by Georgi Lozanov, this method involves learning a language
through live actions performed to music in a creative and imaginative manner.
Skills acquired through this method include the teacher using gestures to teach
words and phrases; learners mimic the teacher's actions and repeat the foreign
language content in unison, making language learning an enjoyable process.
The system of linguistic exercises plays a significant scientific and practical
role in the professional self-development of future foreign language teachers.
When discussing exercises, it is necessary to highlight their commonly accepted
types: formative, developmental, and refining. Research on the classification of
the exercise system has revealed two main categories: exercises related to
language material (lexis, grammar, pronunciation) and exercises related to
speech activities (speaking, listening comprehension, reading, and writing). In
order for students to express their ideas in a foreign language and comprehend
others’ speech, they must have mastered the relevant language material, which
requires completing language-based exercises during the learning process.
In his dissertation research, E.T. Erkayev emphasizes that language-based
exercises can be divided into receptive and reproductive exercises. According to
him, receptive exercises are applied in understanding others' speech (reading
and listening comprehension), while reproductive exercises are used in
expressing one’s thoughts in a foreign language (speaking and writing). He
provides the following examples of such exercises:
Performing an action that the teacher names in the target language;
Recognizing new vocabulary when hearing it in relation to other thematic
words;
Identifying which theme spoken words belong to;
Distinguishing synonyms in two sentences in the native language;
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Categorizing heard words by parts of speech;
Writing words in alphabetical order;
Identifying polysemous words in sentences;
Checking the meaning of cognates in the native and foreign languages using
a dictionary;
Identifying phrases containing the target word;
Translating highlighted words in a text into the native language;
Expressing ideas orally or in writing using provided key words;
Filling in blanks in a text;
Freely applying grammatical phenomena in speech situations;
Translating sentences or paragraphs containing complex grammar;
Repeating sound combinations (at the beginning, middle, or end of a word);
Pronouncing vowel (or consonant) oppositions, first in isolation and then
within words, among others.
Mastering speech activity exercises involves completing tasks that range
from using simple units (words, word combinations, and sentences) to
producing complex texts. Methodological literature indicates that speech activity
exercises fall into two categories: preparatory and communicative. Preparatory
exercises aim to develop language-related skills and explore the formal,
semantic, and functional aspects of linguistic phenomena.
CONCLUSION.
Automating the process of foreign language teaching and equipping
learners to use modern digital technologies to acquire foreign languages is
essential. In conclusion, the professional development of future foreign language
teachers is carried out and improved based on three systems content-based,
technological, and personal. The entire set of requirements outlined in the State
Educational Standards (SES) serves as a key factor in preparing future foreign
language teachers for pedagogical, scientific-research, and spiritual-educational
activities, contributing to the formation of a modern specialist
.
References:
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Jalolov, Zh.Zh. Methods of Teaching Foreign Languages. Textbook for
university students in foreign language faculties. Tashkent: “O‘qituvchi”
Publishing House, 2012. p. 429.
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Leontiev, A.A. Pedagogical Communication. Moscow: Moscow State
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3.
Muslimov, N.A. Theoretical and Methodological Foundations of
Professional Formation of Vocational Education Teachers. Abstract of Doctoral
Dissertation. Tashkent, 2007. p. 132.
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4.
Podlasy, I.P. Pedagogy: A New Course, Vol. 1. Moscow: VLADAS, 1999. 235
p.
5.
Rakhimov, B.Kh. System of Forming Professional Cultural Relationships in
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