ФОРМУВАННЯ ЛІНГВІСТИЧНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ ФАХІВЦІВ ДОШКІЛЬНОЇ ОСВІТИ ПІД ЧАС ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ

Abstract

The article is devoted to the current problem of formation of linguistic competence of future specialists in preschool education while learning English. The aim of the research is to substantiate linguistic foreign language competence, determine the features, principlesand methods of its formation; to develop and implement a set of exercises for the formation of grammatical component of future specialists in preschool education in the educational process while learning English. The formation of linguistic competence is one of the priorities of learning English, as it is impossible to learn a foreign language without knowledge of vocabulary, grammar, phonetics and spelling.  herefore, the problem of formation of linguistic foreign language competence is one of the most relevant one in higher education, in particular during the training of future specialists in preschool education. According to certain tasks, the goal and hypothesis testing a complex system of research methods was used: theoretical, empirical, statistical on the basis of personality-oriented and competence approaches. The scientific novelty of the study is the development and implementation a set of educational tasks in the educational process which have an effective influence on the level of linguistic competence of future specialists in preschool education. The article substantiates the theoretical foundations of the process of formation of linguistic competence while learning English by future specialists during reschooleducation. The components, principles and methods of formation of linguistic competence while learning English are determined. The obtained results confirmed the legality of assumptions of the research, and implementation of goals and objectives became the basis for the corresponding conclusions. The formed level of the grammatical component of future specialists in preschool education in the process of performing their educational tasks is a confirmation of the level of linguistic competence. In addition, the results of the study give rounds to note that the implementation of a set of tasks encourages students to be more active in the classroom, stimulates learning activities, helps to provide positive motivation and promotes better learning, critical thinking and skills of individual activity.