FUTURE PHILOLOGISTS’ LANGUAGE COMPETENCE FORMATION ON THE BASIS OF ASPECT INTEGRATION
Keywords:language competence, aspect integration, integrated language module, incomplete sentence test, future philologists, foreign languages, Higer Education Institution, methods of teaching
The article deals with possibilities of future foreign language teachers’ language competence formation at the universities of Foreign Languages.
The importance of highly qualified new generation specialists, who are able to adapt quickly to a new polycultural information society, ready for fruitful beneficial cooperation with the representatives of other countries is stressed. Particular attention is paid to Common European Framework of References for Languages, requirements of Bologna Convention and new Ukrainian educational strategies for future teachers’ and philologists’ professional training.
Different approaches to students’ professional training at the university have been analyzed. The advantages of integrated language competence formation as a means of students’ independent general and linguistic horizon’s development and future self-education have been highlighted.
The authors of the article claim that integrated language competence formation enables the learners to move away from learning the same linguistic notions in different subjects, to combine language knowledge in terms of students’ future profession thus showing them the importance and value of it. The peculiarities of the first-year students’ language competence formation are presented.
The necessity of designing an integrated language module as a complex of teaching aids and teaching materials for each topic studied is considered.
The characteristics of the 4 C’s components (content, communication, cognition, culture) of the integrated language module on the topic "Meals" and the integrated skills for each of them are described.
The effectiveness and expediency of integrated language competence formation both for university teachers and students were experimentally proved. The results of interviewing and incomplete tests presented in the article speak about the qualitative growth of students’ language knowledge, habits and skills.
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