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VARIOUS METHODS OF PREPARING FUTURE FOREIGN LANGUAGE TEACHERS
FOR PROFESSIONAL ACTIVITY
Tuxtayeva Nilufar Achilovna
PhD, Senior teacher of the “Theoretical aspects of English language” department
Uzbekistan State World Languages University
ABSTRACT:
This investigation gives an information about the formation of future foreign
language teachers’ through professional communicative competence in the environment of
English classroom. The research reveals different explanations about this phenomenon of
various authors, the results of the students’ testing are described, the main principles for
choosing of professionally-oriented English texts are presented, the plot, theme and developing
problem situations application for the formation of professional lexical competence of students
are investigated. In modern conditions, an active process continues improvement of the main
directions in the field of language education, such as the focus on global development trends,
changes in the social context of learning foreign languages, striving for progress, revision of
content and objectives of foreign language education, which determine the further development
of the university system education and are aimed at improving education to the level compliance
with international standards.
Keywords:
methodology, professional training, future teacher of a foreign language, informative
process, game technology, English teachers, linguistic competence, problem situations.
The present time is marked by the processes of integration and rapprochement of states,
languages, nations and cultures. Under these conditions, the prestige of learning a foreign
language is increasing. Pedagogical language universities direct their efforts to prepare a
competent foreign language teacher who is able to effectively build the educational process in
subject. The readiness of students for real professional foreign language communication is an
important area of language education in higher education, which, on the one hand, it is socially
significant, and on the other hand, it is methodologically justified. A special place in the system
of professional training of the foreign language teacher is occupied by professional lexical
competence, which we understand as "a professionally significant integrative quality of a
linguistic personality, an integral part of professional competence, a linguistic basis of foreign
language communicative competence, formed on the basis of theoretical knowledge, practical
skills, and formed ability and readiness to use the vocabulary of the studied foreign language in
the process of performing pedagogical activities” [1].
Successful professional activity of a foreign language teacher involves the possession of a
fairly extensive amount of lexical material and free operation of them in the process of
pedagogical activity. The teacher is faced with various problems, new situations that require a
certain speech reaction and various knowledge in his daily teaching practice:
-
How to act as a teacher?
-
Should he/she limit set of typical phrases?
The opportunity to use a foreign language as a means of communication and have a friendly
conversation with students and jointly resolve a problem, including one that is not necessarily
related to educational material will be missed. The analysis of the results of teaching practice by
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students at school showed that the future teacher doesn’t always manage to use specific reasons
for unprepared speech, create natural atmosphere in the lesson, ensure adequate response to a
situation that goes beyond educational topics (lateness, cheating, scattering attention of students,
etc.). Language Methodists noted that while teaching teacher face experience during the practice,
some difficulties in communicating with the class, pointed to the "lack of lexical units” [6].
When perceiving the educational material in English, the student accepts the algorithm of the
text structure as the main guide for understanding the content of the material. For example, test
control is widely used to assess students' knowledge of the English language. If students are
addressed with the help of digital technologies, for example, with tests based on Cloud
technology, this situation arouses great interest in students and provides an opportunity to
determine the acquired competencies related to science, along with the level of formation of the
general worldview of students [1,7].
Today, digital technologies are being used at all levels of education, starting from pre-school
educational institutions. However, we have seen that these activities are not organized and do not
always follow didactic principles. For example, homework is not just a boring "obligatory" chore,
but an interesting stepping stone to a new pursuit. The use of quests in the educational process,
not just downloading educational material from the platform, but solving a situational task, a
problem in the form of a puzzle, arouses more interest in students, web quests that attract
knowledge significantly increase their level of knowledge.
As part of our experiment in preparation for pedagogical practice, we decided to test according
to students' knowledge of the English vocabulary of everyday life. We also wanted to check the
level of students' ability to be adequate speech partner when resolving non-standard situations,
for example, if it is necessary, adjust discipline in the classroom. It is found that according to the
results of test, the majority of students are not completed sufficiently, successfully the test tasks.
It is concerned both possession of special terminology and a limited range of linguistic means,
which may be required by a teacher in an unprepared natural situation in a foreign language
lesson. For example, twelve people (48%) were unable to give adequate verbal response to the
situation with a delay. One example of student’s response -
“It’s so nice you’re late today!”.
In
our opinion, this answer is not exactly the right occasion for jokes. Among the variety of speech
reactions, this reaction is not entirely clear to us: “
I hope it’s the last time you’re late…,
otherwise I’ll not let you in!”
. Students were unable to verbally respond appropriately to a
situation where the whole class was not ready for the lesson “
That’s just wonderful!”, “I’ll
punish them in some way”
, were the reactions of third-year students. Much mistakes were made
when performing tasks that aimed at knowledge of equivalents of school vocabulary. The
students had difficulty with finding the English equivalent for the phrase - “Stop fidgeting!”
The following answers were presented: “Don’t hover around”, “Don’t move in such a way”,
“Don’t turn around”, “Stop swirling” that in our opinion, are unacceptable in this context. All
test subjects had problems with the selection of equivalents to English phrases:
“Could I get past,
please?”, “It depends”, “These two letters are the wrong way out”.
It becomes clear that the problem of development of professional lexical competence of the
teacher of foreign language in the educational process of a pedagogical university requires
several solutions. Strong foundations of lexical competence must be laid already at the initial
stage of training, since the initial stage is a transitional one, the acquisition of professional
knowledge and ensures the possibility of successful assimilation of the educational program in
the future. The value of lexical knowledge, skills and abilities increases significantly in the
second year of study at a university, which is due to the tendency to move to unprepared speech
for expressing one's own thoughts. In addition, the transition to
two-stage system of vocational training within the framework of the bachelor's degree led to a
reduction terms of training, which accordingly the need for early specialization of the
educational process in higher education.
In the theory and methodology of foreign language education, the main conditions for the
process of teaching foreign language professionally-oriented vocabulary are identified:
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-
highlighting the lexical features of the material intended for study in the process of
preparing for classes;
-
focusing students' attention on both methodological and didactic aspects of the lesson;
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the presence of a professionally oriented system of student activities in the classroom (for
example, self-preparation, students conducting fragments of the lesson, their comprehensive
analysis, identifying errors and searching for their possible causes;
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developing options for test tasks by the students;
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questions on the topic under study and their discussion;
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creation of visual aids on the studied topic and their presentation) [10].
It is especially important to increase the level of motivation of students, it is used in the
classroom, in particular, in home reading, professionally directed literature, which emphasizes
the importance of the teacher's work. We understood that the lists of components activation of
the professional and pedagogical orientation of training should not be applied sporadically, but
purposefully and systematically within the whole range of studies at the university [2], in which
the fundamental methodological concepts and the most frequent terms that have become
widespread in teaching foreign languages are selected and processed.
In developing the basic principles based on the experimental program for the formation of
professional lexical competence of a future teacher of a foreign language, we proceeded from the
idea of “understanding culture as a set of texts” [3, 5], the language is considered as a means by
which certain values are established and consolidated in culture. It is important for us that the
statement of A. N. Shamov that an authentic text is an effective means of improving the lexical
aspect of speech in a foreign language [4]. We considered that the professional lexical
competence of a future teacher can be effectively formed when working with professionally
oriented authentic texts for home reading, which allow enriching students' active professional
vocabulary. We understood that the selection of lexical material depends on the correspondence
of texts and speech situations to the professional interests of future teachers, so the content and
organization of English training in home reading classes practically are subservient to this goal.
As the criteria for selecting texts were:
-
relevance, authenticity, cognition, informativeness and the content of the text (story is
fascinating/ the story has an interesting plot from the point of view of young people);
-
educational professional orientation;
-
composite rational design;
-
compliance with the level of language for student preparation (the language is not too
complicated for students, it is modern and time distance does not interfere with the perception of
the text) [5].
The selection also take into account the frequency and repetition of lexical material in texts and
its use in the professional field. Special presence in the text of the main categories of the
terminological apparatus of the future teacher of a foreign language was important. Next, we
asked ourselves how to organize work with authentic sources to extract the maximum benefit and
not only indicate to students the terminologically marked elements of this text, but also to fix
data in their memory intelligence [9]. Therefore, as one of the main principles of our technology
was the principle of integration of the pragmatic setting "Language for real communication" with
an analytical approach to working with a literary text. One of the methods of implementing the
technology in formation of professional lexical competence of students is the creation of
situations of pedagogical interaction with using professionally conditioned vocabulary. The
organization of the learning process was aimed at updating the communicative situations of
pedagogical interaction, modeled taking into account the possible circumstances of a foreign
language lesson at school.
We have developed plot, thematic and developing problematic situations of professional
orientation. Situations of the first type are entirely based on the content of the read literary
work/story/excerpt. As a speech reaction of the student, it was supposed to present the facts,
events, description of the main characters of the passage. In thematic situations, the information
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obtained from the text required clarification, deepening, concretization. Moreover, the teacher
creates the contradiction between the available information and the communicative task set for
the students. It is necessary to turn on creative thinking, to attract background knowledge, to
show activity and originality of approach [3].
Situations of the third type were implemented at a high level of complexity and required
maximum concentration and effort on the part of students, the ability to quickly respond for
changing circumstances, the flexibility of thinking, the ability to anticipate and guesswork. Such
situations are created by the teacher by varying/modifying the plot of the studied work, its key
points, changing the consequences of the actions of the main / secondary characters. Moreover,
such situations allow the student to reasonably express his point of view, using from the entire
arsenal of professionally conditioned vocabulary exactly those units that accurately reflecting his
position; they also contribute to the professional development of the individual, putting the future
teacher in front of the need for a moral/ethical/personal choice in terms of pedagogical
interaction.
Generalization of the results obtained in the study allows us to formulate the following
conclusions.
1.
Professional lexical competence of future teacher of a foreign language as a significant
integrative quality of a linguistic personality can be formed in the process of working with
professional mentally relevant texts on home reading research institute in a specialized
pedagogical university.
2.
The author's technology for the formation of professional lexical competence of the
future teacher of a foreign language creates optimal conditions for self-realization of a student
in a foreign language pedagogy activities.
3.
The developed model for the formation of professional lexical competence of the future
student, teacher of a foreign language allows teacher to provide the maximum possible transition
from educational activity.
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