Foreign Language Teacher Training Research Articles

Components of contemporary linguo-methodological competence of students in language training programs at the present stage

Importance. The competence-based approach prevailing in the current higher education puts forward special requirements to the systematization of knowledge and skills of graduates. The composition and description of professional competence, which is the main reference point in course design, has a strong impact on the overall effectiveness of the educational process, so there is an imperative need for a comprehensive and practice-oriented model of linguo-methodological competence. The purpose of the study is to develop a general model of linguo-methodological competence that meets the needs of linguo-methodological areas of training.Materials and Methods. To carry out the research: the corpus of research literature on the topic is analyzed, the general regularities of requirements to the competence of a specialist are synthesized and systematized, the structure of linguo-methodological competence is modeled.Results and Discussion. Interpretation of the general model of professional competence under specific conditions of foreign language teaching reveals a number of functionally different aspects of specialist’s competence. The following aspects are identified: behavioral, sociocultural, motivational, information and communication, and linguodidactic. Each component actualizes a relatively autonomous set of knowledge and skills, which can be purposefully influenced.Conclusion. The presented model is characterized by its structural completeness, which allows integrating private professional competences within the framework of individual components. The selected components reflect the main aspects of professional activity of a modern foreign language teacher, which allows us to use it as a starting point for designing a foreign language teacher training course.

Challenges in the methodological training of future foreign language teachers for inclusive education

Challenges in the methodological training of future foreign language teachers for inclusive education

Updating the information-contextual approach in training future foreign language teachers through case studies

The article examines the issues of interdependence of the information-contextual approach in the training of future foreign language teachers through case studies and innovative technologies. The relevance of this problem is due to the need to improve the training of future foreign language teachers in connection with the combination of the anthropocentric paradigm of education with innovative technologies, the characteristic features of which are the use of activity technologies, which include case studies. The purpose of this scientific article is to identify the features of using the information-contextual approach in the process of professional training of future foreign language teachers through case studies. The tasks were set to prepare a review of current scientific research and sources related to the topic of the article and to clarify the essence of the key concepts of "information-contextual approach" and "case technologies". Conclusions on the set goal as a result of the conducted study indicate that the integration processes that characterize the education system are associated with the trends in the development of the methodological basis of the new educational paradigm, which determine the need to update the information-contextual approach in the process of professional training of future foreign language teachers.

A MODEL FOR THE FORMATION OF THE COMMUNICATIVE COMPETENCE OF A FUTURE

The model of formation of the communicative competence of a future English teacher by means of effective technologies of interaction between subjects of the educationalprocess is a process of consistent creation of its constituent substantive blocks and ways to achievethe set research goal - the search and finding effective technologies for interaction between subjects of the educational process.The article presents a model for the formation of the communicative competence of a futureEnglish teacher through effective forms and technologies of interaction between subjects of the educational process.It includes the following blocks: a state order for an English teacher; requirements forgraduates of employers; rules set out in new state standards; a goal-setting block; various forms of pedagogical interaction; communication technologies; a set of organizational and psychologicaland pedagogical conditions. The key to the successful formation of the communicative competence of a future Englishteacher is the search and implementation of effective technologies for the interaction of subjectsof the educational process in this process. The establishment of communications between the subjects of the educational process is possible through clear informing of all departments bothabout the general concept and purpose of the educational institution, and informing them about the set professional goals, tasks within the framework of professional training of students of all departments of the faculty, departments in the areas of their interaction with the university administration. To solve this problem, we used the modeling method. The analysis of modern conditions for the training of future foreign language teachers has shown that there is a need to create a system aimed at the formation of professional and communicative competence of a foreign language teacher, which serves as the basis for the implementation of professional and pedagogical functions. On the basis of competence-based, communicative and professionally-oriented approaches, a model for the formation of professional and communicative competence has been developed, which includes targeted, conceptual,meaningful, procedural, methodological and effective blocks.

Features of the formation of professional competence of a future foreign language teacher through simulation games

The article emphasizes the importance of using the simulation-game method for the formation of professional competence of future foreign language teachers and describes its effective developmental impact. The principles and methods of the simulation game that contribute to the professional growth of students are considered. The authors of the article emphasize the necessity of professional development of future foreign language teachers and reveal the potential of simulation tasks. It is noted that learning through simulation game allows to achieve two goals at the same time. In addition, the authors note that the use of simulation games gives the learning process an interesting and practically oriented character, contributes to the development of students' universal competencies such as cooperation and critical thinking, which increases their competitiveness in the labor market. In the article the authors describe in detail the main stages of the simulation game method and offer a number of optimal linguistic and content tasks for the development of professional competencies. Based on the above, the authors conclude that it is necessary to introduce the simulation game as an effective method of teaching foreign languages in higher education institutions when training future teachers. The purpose of this article is to analyze the potential of using imitation tasks to improve the effectiveness of foreign language teaching. The main objective of the article is to describe the rules and principles of the method of imitation games, as well as to formulate the didactic foundations for the use of such games in the training of future foreign language teachers. On the basis of the studied theoretical sources and their own experience of using imitation games, the authors offer a set of tasks for teaching a foreign language that meets the requirements of language teaching methodology.

Technology Integration in Foreign Language Teacher Training Programs: Exploring Cutting-Edge Tools and Applications for Professional Development

The incorporation of technology into the training of foreign language teachers has garnered considerable interest among educators, who have increasingly acknowledged the inherent possibilities of innovative tools and applications in augmenting their professional growth. Notwithstanding, these tools allow educators to remain abreast of the most current pedagogical methodologies, augment their instructional expertise, and proficiently cater to the varied requirements of students. This study investigates the incorporation of these tools within the instructional program of educators specializing in foreign languages; with the ultimate aim of unveiling the views of relevant stakeholders on how these tools aid in strengthening their professional growth. The study involved the participation of 107 individuals, comprising both foreign language university lecturers and teacher trainers. Furthermore, a quantitative method of analysis was adopted in analyzing the research data that was collated through the use of an online questionnaire. Several significant findings were made from the research data which were presented and analyzed. The research findings revealed that technology integration seamlessly paves the way for the professional development of foreign language educators. Also, a comprehensive training program, provision of ongoing professional development opportunities, peer collaboration, and establishment of feedback and evaluation mechanisms can aid in countering major limitations of the implementation of technology integration.

SPECIFIC FEATURES OF THE SYSTEM OF PROFESSIONAL TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS IN GERMANY

The structural dynamics of socio-economic life in most countries of the world creates new requirements for the organization of the educational process of future teachers. In this context, the analysis of the structure, content and organizational features of the system of professional teacher training in European countries is of great importance for the higher education environment of Ukraine. The study is devoted to the analysis of the characteristic features of professional training of future foreign language teachers in Germany. Research methodology. The study used logical-semantic, structural-logical and system-functional methods. Scientific novelty. The functionality of the higher education system in the professional training of future foreign language teachers is determined. It has been established that in Germany, professional competence is acquired by potential teachers in different types of educational institutions, including general higher education schools, universities, higher pedagogical schools and specialized colleges. It is substantiated that the studied training system in Germany is characterized by certain specifics. Attention is focused on the potential of modern information technologies in the process of professional training of foreign language teachers, innovative possibilities of digital optimization of the studied educational process in the context of Germany are highlighted. The article describes trends in the field of improving the content of education at universities, which demonstrate a shift away from narrow specialization and the revival of compulsory training for students of all specialties. Conclusions. It has been established that the active implementation of the experience of leading European countries in the system of professional higher education in Ukraine necessitates systematic professional development of the scientific and pedagogical staff of higher education institutions of Ukraine. It is proved that in the process of standardizing the system of professional training of foreign language teachers in accordance with the requirements of the Bologna Process, a special role is given to the awareness of the optimal structure, content, organizational paradigm of the higher education environment of European countries.

A matrix of artificial intelligence tools in pre-service foreign language teacher training

Importance. The modern stage of information and technological development of civilization is characterised by the dynamic emergence of artificial intelligence (AI) technologies and the development of tools based on them, which are being more and more introduced into various spheres of life. The education system in general, and foreign language education in particular, is no exception. Currently, there are several dozen AI tools that are actively used by students and teachers in the development of foreign language communicative skills and the development of language skills. There is a rather voluminous body of research in the academic literature devoted to the disclosure of the language teaching potential of modern AI tools. However, most of the studies are of a pilot nature. The focus of scholars’ attention is on particular methods for the development of students’ communicative skills or the development of certain language skills based on individual AI tools. The systematic consideration of the integration of AI technologies into the process of teaching foreign language majoring students – future foreign language teachers – linguistic and teaching methods training has not been the subject of a special study. The purpose of this study is to develop a matrix of AI tools used in the linguistic and teaching methods training of future foreign language teachers.Materials and Methods. The study is conducted on the basis of the expert assessment method, which allows to: a) identify the language teaching potential, as well as the limitations of the most common AI tools; b) summarise and classify the available knowledge in the form of a matrix of AI tools used in the linguistic and teaching methods training of future foreign language teachers. The materials of the study were research articles, published in Russian and foreign academic journals, indexed in Web of Science and Scopus.Results and Discussion. A matrix of AI tools in the linguistic and teaching methods training of future foreign language teachers has been developed. The matrix is presented according to six types of feedback from generative AI used in foreign language teaching and teaching methods. The following are the main and most accessible AI tools for teachers and students providing feedback of each type: a) Replika, LingvoBot, Multitran_bot, Slavaribot, WorldContextBot, ChatGPT, Google Assistant, EGEEnglish.ru (educational and social feedback); b) ChatGPT, YandexGPT and GigaChat (information and reference feedback); c) ChatGPT 4.0, YandexGPT, GigaChat, Twee (methodological feedback); d) ChatGPT, YandexGPT, GigaChat, Turnitin, software “Antiplagiat” (analytical feedback); e) Grammarly, PaperRater, Pigai, ChatGPT 4.0, YandexGPT, GigaChat, Criterion (assessment and evaluative feedback); f) ChatGPT, YandexGPT, GigaChat, AI Poem Generator, Midjourney, Suno, Sora, Runway (conditionally creative feedback).Conclusion. The novelty of the research consists in the development of a matrix of AI tools in the linguistic and teaching methods training of future foreign language teachers. The prospects for further research lie in the development of teaching methods for aspects of language, types of speech activity, as well as specialised disciplines based on specific AI tools. In their entirety, these particular methods will enable the creation of an integrated system of linguistic and teaching methods training of future foreign language teachers based on AI tools.

Understanding the influencing factors of foreign language teachers’ work engagement: A meta-analytic structural equation model

The work engagement of foreign language teachers enhances both their performance and the quality of instruction. Recent studies have highlighted the pivotal roles of emotional intelligence, job burnout, and self-efficacy in fostering teachers' work engagement. Despite this, the complex interactions between these factors in the context of foreign language teaching remain underexplored. This study conducts a meta-analytic review to examine the connections among work engagement, emotional intelligence, burnout, and self-efficacy among foreign language educators. Utilizing a chain mediation model, it probes the mechanism through which emotional intelligence impacts work engagement, based on an analysis of 49 scholarly articles. Results from the meta-analysis robustly validate the hypothesized model. Specifically, emotional intelligence contributes to work engagement via four distinct routes: direct mediation through self-efficacy, direct mediation through job burnout, and chain mediation involving self-efficacy and job burnout. Of the evaluated factors, emotional intelligence had the most significant impact on enhancing work engagement. Implications of these findings may facilitate the training and ongoing professional development of foreign language teachers.

Expérimentations pédagogiques dans la formation des instituteurs pour l'enseignement du FLE

The purpose of this contribution is to deepen the interdisciplinary approaches adopted in university pedagogy dedicated to the teaching of French as a foreign language (FLE), paying particular attention to the training of teachers. By favoring originality and applicability, we offer a careful study, supported by concrete experiences and practical cases. Based on an exhaustive analysis of the scientific literature, this essay explores three main axes of interpretation: (1) the integration of emerging technologies in the teaching of FLE, (2) the cultural and social dimension inherent to learning of FLE, and (3) innovative approaches in the evaluation and measurement of linguistic skills in FLE. This research enriches the field of university pedagogy by offering innovative perspectives and highlighting the importance of interdisciplinarity in the training of FLE teachers. The results presented open new perspectives for future investigations in this constantly evolving field.

FEATURES OF THE FORMATION FOREIGN LANGUAGE PROFESSIONAL COMPETENCE OF MASTER'S STUDENTS OF A LANGUAGE UNIVERSITY

This article discusses the methodology for developing foreign language professional competence of under-graduates in the educational program ―Training of teachers in a foreign language.‖ At the present stage, with the entry of the Republic of Kazakhstan into the global educational space, there is a need for highly trained personnel and specialists of the 21st century. The formation of foreign language professional competence contributes to the development of intercultural communicative competence among undergraduates, adapting them to different cultural contexts. The implementation of the competency-based approach, as one of the relevant approaches in education of the 21st century, and the cognitive approach, as the leading one in foreign language education, lead tohigh-quality final results and the formation of foreign language professional competence of future foreign language teachers. This article describes the results of applying the course ―Modern methodology of foreign language education in higher institutions‖.The aim of the course is to provide the necessary qualitative training of future foreign language teachers so that they can successfully realize in their pedagogical practice the main goal of foreign language teaching -the development of interculturalcommunicative competence of individuals. This is based on the principles and methods of foreign language education, which contribute to the formation of graduate students' ability to effectively communicate and interact with representatives of other cultures.

Insights into teachers' training and professional development: introducing online technologies

The article deals with the problem of professional development of teachers and lecturers in Ukraine in today's challenging conditions. The authors of the article are representatives of the development team of the online course "Content and Language Integrated Learning (CLIL) Methodology" for educators. It is a product of the collective creativity of the Foreign Language Teacher Training Capacity Development as a Way to Ukraine’s Multilingual Education and European Integration (MultiEd) project team, сo-working under the umbrella of the Erasmus+KA2 programme. The course is hosted on the Moodle platform of Zaporizhzhia National University; it is aimed at training specialists capable of adapting and implementing advanced teaching methods in the educational process of the New Ukrainian School. This course is designed for subject teachers, foreign language teachers in secondary and higher education, as well as educational institution leaders who understand the contemporary challenges of education in line with the demands of the job market and are interested in modernizing existing educational programs, improving teaching and learning methods, and implementing a culture of quality assurance in education. The course is developed in the Ukrainian and English languages; it is flexible in time and choosing subject themes to fill the gaps in knowledge. The article presents the stages of course development and implementation, description of its content and structural elements. The course was piloted in all UA universities, partnered with the MultiEd team, encompassing 583 participants, 466 of which successfully completed the course. This article focuses on the results of 194 participants’ training on the Moodle platform of Zaporizhzhia National University (March – November 2023), their progress, evaluation and critical remarks, and highlights the prospects of its use in the system of professional teacher training

PROBLEMS IN DEVELOPING SOCIO-CULTURAL COMPETENCE AMONG FOREIGN LANGUAGE TEACHERS DURING THE DIGITALIZATION OF EDUCATION

The article is devoted to the role of socio-cultural competence (SCC) in learning English as a foreign language, which is considered one of the key competencies for language perception and successful integration into the cultural space of English-speaking countries. The article presents the results of a study examining the professional training of future foreign language teachers for teaching in a digitalized educational environment. It also analyzes the role of socio-cultural competence in language learning.The research includes a review of extensive methodological and pedagogical literature, an analysis of the term “digitalization”, and an investigation into the main differences between “communicative” and “socio-cultural” competences. Additionally, students from the Faculty of Foreign Languages were surveyed about the challenges they face in acquiring SCC.The responses were gathered and subjected to statistical analysis, enabling a detailed clarification of the level of sociocultural competence instruction at the selected higher education institution. This process also helped identify the primary issues encountered by the respondents and identify ways to overcome them.The author emphasizes the necessity for individuals to work effectively in the realm of electronic media and ICT, including reading and creating web pages, finding and analyzing news, and expressing and communicating information in English. Therefore, one of the most effective methods of teaching English is the use of digital tools in higher education classes.The study provides a theoretical justification for the importance of using digital authentic materials in foreign language classes, highlighting the need to optimize these tools according to student needs. According to the modern system of higher pedagogical education in Ukraine, the practical goal for students is to successfully master digital tools and various applications.

Foreign Language Teachers’ Ideologies of Deafness and Teaching Practices for K-12 Deaf Students: The Case of Türkiye

ABSTRACT Foreign language teachers face challenges in teaching foreign languages to deaf students because they often do not have specific qualifications to teach these students. This paper considers Türkiye as a case and examines foreign language teachers’ ideologies of deafness and teaching practices that these teachers use in teaching deaf students at the K-12 level in the country. The study applies a qualitative approach and uses semi-structured interviews as a data source. In analysing data, the study considers ideology, linguistic human rights, and forms of capital as theoretical concepts for theoretical triangulation. The analysis of interviews with eight hearing foreign language teachers teaching deaf students shows contradictions between teachers’ ideologies of deafness as a disability and their effort in teaching deaf students by adapting instructional practices to teach these students. The results of the study suggest integrating an ideology of deafness as a culture in education policies and preparing foreign language teacher training programs to help foreign language teachers understand deafness as a different culture and teach foreign languages to deaf students accordingly.

Methodology of Organizing and Conducting Distance Olympiads in Korean as a Second Foreign Language in the Process of Professional Training of Future Foreign Language Teachers

In this article, the author presents the methodology of organizing and conducting distance Olympiads in Korean as a second foreign language in the process of professional training of foreign language teachers.The purpose of the study is to examine specifics of second foreign language distance Olympiads organization in the context of professional training, main objectives of the Korean language Olympiad (increasing motivation, interest in learning Korean, exposure to Korean culture, etc.), and to analyze the main requirements for distance Olympiad tasks of the first round (tests), and tasks of the second round, which are aimed to identify the level of communication abilities. Interview, testing and observation are used as the main methods of research.Results. The methodology proposed by the author was tested in groups of 3–4 year students of Sarsen Amanzholov East Kazakhstan University (educational program 6B01703 foreign language: two foreign languages). The article presents analysis of the distance Olympiad’s results, examples of tasks for each round and the main criteria for evaluating the tasks. The requirements to the second foreign language Olympiad tasks implied: possibility of mass coverage of students with Olympiad tasks; compliance of the tasks with the curriculum; time limit; relying on the students’ experience, including their native language skills and abilities; increasing tasks complexity; variety of tasks forms and content, the tasks contents and novelty; problem nature tasks to stimulate students thinking, language guess; using authentic material for the Olympiad tasks; the use of local history and extralinguistic material. The general complexity of the tasks, and difficulties associated with the nature of the linguistic material were also taken into account.Conclusion. According to the results of the experimental work, the author comes to the following conclusion: the leading principle of organizing distance Olympiads assumes that the university faculty will be focused on the timely identification of the future teachers’ interest to the Korean language, their involvement in preparation for the Olympiad, thus forming their interest in Korean culture and language. Olympiad assignments should be creative so that students learn to find their own ways of solving problems and develop self-education skills. Participation in the Olympiad increases students’ learning motivation, broadens their horizons, and develops their ability to express their opinions. The variety of requirements to the work of participants makes the assessment of each member of the jury quite subjective, but the collective nature of the evaluation procedure ensures correctness and objectivity of the final decision, allows participants to familiarize with the results of their work and consider appeals after each round of the Olympiad participants.

SCIENTIFIC FOREIGN LANGUAGE ETIQUETTE AS AN IMPORTANT FACTOR IN FORMING THE HUMANITARIAN CULTURE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

SCIENTIFIC FOREIGN LANGUAGE ETIQUETTE AS AN IMPORTANT FACTOR IN FORMING THE HUMANITARIAN CULTURE OF FUTURE TEACHERS OF FOREIGN LANGUAGES

Experience in designing the axiological content of the professional and methodoligical training of future foreign language teachers.

The article explores the professional and methodological training of future foreign language teachers at a pedagogical university in the context of the modern social order of society and the state to ensure cultural, scientific and national sovereignty. The value guidelines that act as a dominant component of the content of professional training for future teachers are substantiated. Tools are proposed that ensure the formation of value orientations among students of pedagogical universities, the role of individual academic disciplines in the formation of the axiological culture of the future foreign language teacher is revealed

Проблемы подготовки будущих учителей иностранного языка в современной России и возможные пути их решения

The research aims to justify the need to improve the system of training foreign language teachers in the context of the reorganization of higher education institutions based on the identification of deficits faced by young specialists – foreign language teachers. The paper discusses the main problems in both the methodological and psychological training of graduates of specialized faculties, identified during the survey of students of specialized faculties, young professionals and teachers working in secondary schools. The author classified the problems in the field of teacher training that are faced by both teachers of specialized faculties and graduates working in schools. In addition, an attempt is made to outline possible solutions to the identified problems. The scientific novelty of the paper lies in the fact that the author put forward proposals for changing the technology of training future foreign language teachers, taking into account the identified deficits. The study is based on data obtained in academic year 2023/2024 through interviews and surveys of respondents, as well as an analysis of data posted on the websites of higher education institutions in the section “Education”. As a result of the research, the problems were identified and the corresponding solutions when designing an educational program for training students – future foreign language teachers, taking into account the requirements that they face in practice were proposed.

Promowanie różnorodności językowej i kulturowej w kształceniu nauczycieli języków obcych – dobre praktyki i skuteczne rozwiązania

The aim of the article is to present good practices and effective solutions adopted in the plurilingual and multicultural education, integrated language didactics and virtual exchange courses at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. During classes students become familiar with pluralistic approaches to languages and cultures, language didactics for tertiary education, and different aspects of intercultural communication. The classes help the students to develop plurilingual and intercultural competence, including the skill of linguistic and intercultural mediation. The students also learn how to plan and organize project work and how to promote linguistic and cultural diversity during a foreign language lesson at school. The article discusses methods and tools used during these classes and gives examples of tasks carried out by the students. These are, among others, an intercultural project, which consists in carrying out and recording interviews with foreigners living in Poland and integrated didactic tasks, during which students learn to notice and analyse relations between languages. The integrated didactic tasks concentrate on relations between the students’ mother tongue, the first foreign language (English) and additional languages which, in the case of the students of the Centre and their future learners, are German and French. The article also shows the way in which a tool for comparing national cultures (available at hofstede-insights.com), related to Hofstede’s cultural dimensions, can be used. The examples of tools and tasks presented in the article are intended to show how to effectively promote cultural and linguistic diversity and how to help the students, who are future teachers of foreign languages develop plurilingual and intercultural competences.

Increasing accessibility in language education – the SCALED project

This paper aims to familiarise the readers with the motivations and pedagogical principles behind the outcomes of the ‘SCALED – Supporting Content and Language Learning Across Diversity’ project and with the outcomes themselves. These include an open online course for initial teacher training and continuing professional development of language teachers, accompanied by a methodological guide and a report on good practices in inclusive language education and inclusive foreign language teacher training. The SCALED project addresses the needs of both the academic and school communities, aiding educa- tors in proactively eliminating existing and potential barriers to language learning. It incorporates empirically validated models and approaches, such as Universal Design for Learning (UDL) and the integration of indi- vidual accommodations and adjustments in learning and assessment conditions. The project seeks to advance fairness and counter discrimination and marginalization by fostering inclusive practices in teacher training and language education via enhanced accessibility. Accessible language learning environments can empower individuals with diverse needs, including special educational needs, and enable them to unleash their abilities and potential. Accessibility constitutes a leading theme that transpires in all SCALED course modules and materials, from accessible instruction and assessment, through accessible and usable digital language materials (docu- ments and multimedia) and online learning platforms to accessible and supportive language learning environ- ments (e.g. assistive technology) for learners with special educational needs resulting from dyslexia, ADHD, autism, blindness and visual impairments, and diverse cultural and language backgrounds.