SHS Web Conf.
Volume 37, 2017ERPA International Congresses on Education 2017 (ERPA 2017)
|Number of page(s)||7|
|Published online||14 August 2017|
Professional and communicative foreign language competence of future teachers
1 Kazan Federal University, Russia, 423600, Elabuga, Kazanskaya St., 89
2 Kazan Federal University, Russia, 423810, Naberezhnye Chelny, pr. Mira, 68/19
3 Kalashnikov Izhevsk State Technical University, Russia, 427960, Sarapul, Krasnoarmeiskaya St., 93
a Corresponding author: Alfgazva@mail.ru
Studying of foreign-language competence at the present stage of higher pedagogical education development acquires the increasing relevance. In this paper the requirements of federal educational standards of pedagogical education and teacher’ professional standard to forming students’ foreign language competence mastering non-linguistic pedagogical specialties are specified. Analysis of understanding of professional and communicative foreign language competence by researchers has been performed; the author’s structure of future pedagogues’ foreign language competence is presented. The following subcompetences are distinguished as its structural components: linguistic, discursive, colloquial, pragmatic, information-technological, strategic, socio-cultural, personal-creative. The results of the foreign language competence level of the first and second year students of non-linguistic pedagogical specialties are shown. It is determined that the key structural elements of students’ foreign language competence are within the advanced level of development. The strategic sub-competence is in a zone of optimal development level that makes actual creation of the psychological and pedagogical conditions for their development.
Key words: Foreign language competence / structural elements of foreign language competence / subcompetence
© The Authors, published by EDP Sciences, 2017
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