Forming the Basics of Foreign Language Teachers’ Methodological Creativity During Linguistic Training at a University

Abstract

AbstractThis article considers the issue of indirect methodological training of a foreign language teacher and the formation of the methodological creativity basis in foreign language classes at the university. The authors analyzed the existing research within the framework of the stated problem and found that the process of integrated students’ linguistic and methodological training at the university has psychological and pedagogical, socio-psychological, psycholinguistic and creative grounds. The experience of practical work allowed authors to identify some groups of difficulties that students have during their pedagogical practice. They include: difficulties of goal-setting, difficulties in achieving the goals of the lesson, difficulties in reflecting on their own activities. It is argued that their consideration and overcoming are possible due to the reliance on the didactic potential of foreign language classes. From this point of view, the formation of the students’ methodological competence takes place, on the one hand, and, the mastery of a foreign language as a means of communication, a means of teaching and a means of organizing pedagogical communication is realized on the other hand. Integrated linguistic and methodological training of future foreign language teachers is organized in two stages: reproductive and reproductive-creative. On the basis of the presented materials, the authors developed a four-staged technology for the formation of students’ methodological skills in foreign language classes.KeywordsForeign language teachingIntegrated learningProfessional oriented educationFuture foreign language teachers training