Взаимосвязь самооценки языковых способностей учащихся российских школ и заведений среднего профессионального образования и оценки эмпатии учителей иностранного языка

Abstract

As pedagogical practice shows, the key to the successful work of foreign language teachers is the emotional involvement of the teacher in the pedagogical process and the developed skills of empathy in their work. The present work is devoted to the study of this relationship observed in the pedagogical process. The purpose is to study the relationship between the self-assessment of the language abilities of students of Russian schools and institutions of secondary vocational education and the assessment of empathy of foreign language teachers. The study used: the author's 15-point “Questionnaire of language abilities”, an abbreviated 8-point modified method measuring the level of empathy - the questionnaire “Scale of empathy of teachers” (Ks. Wang) adapted by A. V. Chagina and E. V. Zabelina. 246 people took part in the online survey, mainly high school students and vocational education students (from 14 to 18 years old) living in Kostroma (41,1 %) and in other regions of the Russian Federation (58,9 %). The results of the survey showed that the higher one's own abilities and interest in the English language are assessed, the stronger a teenager feels teacher empathy, more acutely perceives the joy or sadness of a teacher, and reacts more subtly to his direct attitude to the audience as a whole and to himself individually. The extracorporeal factor analysis showed the division of the structure into 3 factors: “beyond the school textbook”, “linguistic excitement”, “linguistic flair”. The direct significant relationship between the self-assessment of language abilities of high school students and the perception of empathy of teachers, confirmed as a result of this study, convinces of the importance of developing empathy as a professional quality of foreign language teachers.