Future English Language Research Articles

The Tasks of Methodological Support of Training Future English Language Teachers for Game-Based Control

The Tasks of Methodological Support of Training Future English Language Teachers for Game-Based Control

A Set Of Methodological Tools For The Formation Of Sociolinguistic Competence Of Future English Teachers

The complex of methodological tools for the formation of sociolinguistic competence as one of the key ones in the structure of foreign language communicative competence is considered in detail. The content of complex of methodological tools for the formation of sociolinguistic competence of future English language teachers are highlighted in this article.

ENGLISH VOICE AND ITS PROSODIC CHARACTERISTICS IN TEACHING ORAL INTERPRETATION

The research concerns the problem of mastering English voice production skills in oral interpretation of the authentic belles-lettres texts. The purpose of the paper is to present the teaching algorithm of training future English language and literature teachers’ skills in decoding and orally interpreting verbalised English voice prosodic characteristics. The authors argue the necessity of training future English teachers in mastering their voices on the basis of the mechanism of English voice perception in order to make them sound English. The research represents the results of experimental teaching English voice production skills to the 4th year BA students at South-Ukrainian National Pedagogical University named after K. D. Ushynsky. The participants were 60 students – future English language and literature teachers – who agreed to take part in the research. Data analysis tools comprise pedagogical observation, questionnaires, testing for skills level assessment, expert assessment of testing results, statistical and mathematical processing of obtained data. The experimental teaching included three stages: diagnostic (entry testing), empirical training (teaching algorithm implementation) and checkout (final testing). The obtained results prove that the suggested four-stepped teaching algorithm in “Oral interpretation of the text” successfully starts in students the mechanism of the English voice perception, develops their ability to decode verbalised English voice prosodic characteristics and their functions in the process of philological reading, and forms future English language and literature teachers’ specific skills in English voice modulation in oral interpretation.

Active Forms of Training Future English Language Teachers

The content of the paper was determined by the problem of active teaching forms at English classes at the Pedagogical Universities. The modern educational environment should form an holistic system of universal knowledge, skills, as well as the experience of independent activity and personal responsibility of students. The aim of the article is to determine the effectiveness of active forms of teaching Ukrainian future teachers at English classes. Modern effective forms of teaching are based on the independent educational activities of participants. Active forms of teaching provide a solution of educational problems in various aspects: the formation of positive educational motivation; increasing cognitive activity of students; active involvement of students in the educational process; development of cognitive processes; effective assimilation of educational information; development of creative abilities and thinking; development of the communicative and emotional sphere and development of independent mental work skills and universal skills. The research was conducted on the basics of the South Ukrainian National Pedagogical University named after K.D. Ushynsky (2018-2019). An analysis of these researchers and advanced pedagogical experience shows that the most characteristic direction of increasing the university education effectiveness is the creation of psychological and pedagogical conditions in which a student can take an active personal position and educational activity. The results of the implementation of the system of using active teaching forms can be considered: systematization of program material by the criterion of the possibility of using active forms and a holistic system of exercises of active forms.

European Experience of the Use of Information and Communication Technologies In Initial Education of the English Language Teachers

The article deals with the analysis of the peculiarities of the use of information and communication technologies in the process of initial education of future English language teachers in the countries of the European Union. The topicality of the problem is based on the current trends in the development of education, in the particular extensive use of online technologies and tools in the process of English language learning and English language teacher education.The purpose of the article is to study the European experience of the use of information and communication technologies in the initial education of the English language teachers and single out the most important and topical of them in order to outline the possibilities of their use in the initial education of teachers of English in a broader context.The methodology of the research is realized with the use of such methods as analysis, synthesis, generalization, analogy and interpretation of empirical data and theoretical concepts; observation and study of practical experience of higher educational institutions in Poland and Portugal as well as an interview with teachers and students of the above-mentioned institutions.As a result, the importance of the development of information and technological competencies in future teachers of English is grounded, the role of information and communication technologies in initial teacher education is determined. Various information and communication technologies used in the educational process, in particular offline technologies and tools as well as online technologies and resources, are presented and analyzed. Attention is also given to the use of E-learning and the implementation of massive open online courses into the initial teacher education of the English language teachers.The conclusion about the variability of information and communication technologies is made.

Upon the Plausibility of Teaching English to Toddlers and the Need of Global Skills Development in Foreign Language Teaching Programs

The article explores the topic of ELT to toddlers and possibilities to develop language skills among the youngest cohort in Banská Bystrica region, Slovakia, which has got a long tradition of being a training hub for future language teachers, located at the Matej Bel University. The primary goal is to explore the potential of foreign language classes to become an experimental laboratory for global skills´ development through the medium of trainee teachers facilitating their learners with early contact with other languages(s) through the medium of being exposed to linguistic and cultural diversity. Following a set of observations, self-reflections and semi-structured interviews, we have outlined a sample of activities which are deemed beneficial to toddler´s personal development. The inspiration comes from our own teaching experience in selected community centre located in Banská Bystrica region. Given the fact that globalization took hold of our lives on a global scale, we have tried to make a list of recommendations suited not only to future English language teachers but also to other foreign languages´ future teachers within the Faculty of Arts. It is our overall aim in the Department of English and American Studies to train candidates for teaching jobs in global skills including critical thinking, creativity, cooperation, communication, digital skills, etc. so that they can disseminate them further among their pupils at pre-primary, primary and secondary level. In the individual chapters we deal with the most significant reproductive and productive, all-inclusive activities practiced during our teaching English to a group of toddlers for more than a year (2019) with the ambition to serve as guidelines to university students and to point out to the fact that global skills enhancement among future teachers should play an inevitable role in any foreign language teaching program.

Organizational and educational peculiarities of teaching speech adaptation to future English language teachers

The article reveals organizational and educational peculiarities of effective developing of future English language teachers’ speech adaptation skills in English Practice classes aimed at the third-year students of foreign languages departments. The suggested subsystem of professionally oriented activities and the model of the teaching process for developing speech adaptation skills have been described. The main conditions for successful implementation of the methodology of teaching speech adaptation have been specified. The organizational forms of teaching and the sequence of teaching stages within one unit of activities have been defined. The introductory stage is connected with developing the system of declarative knowledge about speech adaptation. Basic diagrams, tables and receptive-analytical activities are offered to systemize the educational information. The stage of pedagogical interaction practice includes two sub-stages: 1) doing communicative professionally oriented activities after work with each of three subgroups of activities within one unit of activities; 2) students’ taking part in microteaching. During the stage of reflection the observation tables are filled in, then students take part in written self-assessment and reflective discussion. The peculiarities of using individual, pair, group and front modes of classroom work have been analyzed. The ways of monitoring the learning process, assessment criteria and controlling methods of speech adaptation skills development level have been clarified. The quantity and distribution of academic hours for classroom and self-study work have been suggested.

МЕТОДИЧНИЙ АСПЕКТ ФОРМУВАННЯ ПРОФЕСІЙНО ОРІЄНТОВАНОЇ КОМПЕТЕНТНОСТІ В ГОВОРІННІ У МАЙБУТНІХ ВИКЛА¬ДАЧІВ АНГЛІЙСЬКОЇ МОВИ

Актуальність дослідження даної статті випливає з аналізу психологічних і методичних передумов формування у майбутніх викладачів англійської мови професійно орієнтованої компетентності в говорінні; конкретизації змісту формування професійно орієнтованої компетентності в говорінні у майбутніх викладачів англійської мови в єдності предметного та процесуального аспектів. У статті розкривається теоретично обґрунтована методика формування у майбутніх викладачів англійської мови професійно орієнтованої компетентності в говорінні, яка реалізується впродовж трьох етапів (вступний, підготовчий (рецептивно-аналітичний та рецептивно-синтетичний), основний), що передбачає використання вебквестів, ділової гри, презентації, застосування сучасних інформаційно-комунікаційних технологій. Розглянуто реалізацію лінгводидактичної моделі формування у майбутніх викладачів англійської мови професійно орієнтованої компетентності в говорінні, складниками якої є цільовий, методологічний, змістовий, організаційно-процесуальний і оцінювально-результативний компоненти; уточнено сутність та структуру професійно орієнтованої компетентності в говорінні майбутніх викладачів англійської мови; удосконалено критерії відбору навчального матеріалу. З урахуванням визначених у процесі дослідження критеріїв відбору сучасних інформаційно-комунікаційних технологій (практичної доцільності, відносної простоти в організації навчання, доступності, потенціалу для розвитку вмінь говоріння, перспективності) зроблено висновок про доцільність використання при формуванні у майбутніх викладачів англійської мови професійно орієнтованої компетентності в говорінні та інформаційно-комунікаційної компетентності таких сервісів і програм: YouTube, Google Hangouts, Google Classroom, Skype. Сформульовано методичні рекомендації для викладачів щодо взаємопов’язаного формування у майбутніх викладачів англійської мови професійно орієнтованої компетентності в говорінні та інформаційно-комунікаційної компетентності.

Технології розвитку критичного мислення майбутніх вчителів англійської мови

The article is devoted to the study of the concept of and the analysis of the modern technologies for the development of critical thinking in the process of training future English teachers. Analysis of studies by leading methodologists engaged in the study of critical thinking showed that it is a complex multi-component process of processing, synthesizing and justifying the assessment of the reliability (value) of information; the ability to perceive the situation globally, to find causes and alternatives; the ability to generate or change your position based on facts and arguments, correctly apply the results to problems, and make informed decisions. Critical thinking development technology is a system that should be essential for future English language teachers and aimed at achieving relevant educational outcomes. The key stages are actualization, comprehension and reflection. For each of the steps, it is advisable to use techniques and techniques that contribute to the better development of critical thinking. Examples of such methods are Brainstorming, Associations, Logical Tree, Suitcase of Methods, Pyramid of Thoughts etc. It has been proven that critical thinking technology in the preparation of future English teachers is a collection of different techniques that encourage students to develop creative activity. This helps to prepare new-generation English teachers who can think, communicate and analyze.

Recourse support for the formation of self-educational competence of future English language teachers

Recourse support for the formation of self-educational competence of future English language teachers

The key concepts of forming sociolinguistic competence of future english language specialists

This article aims at examining how cultural norms, rules, shared knowledge and practices build a sociolinguistic competence in successful communication and the crucial needs of forming sociolinguistic competence of future English teachers in EFL classroom as it serves a certain function in social settings.

Prospective English Language Teachers’ Grammatical Awareness Development to Undertake Academic Writing

This study examines prospective English language teachers’ grammatical awareness development, and its impact on the production of academic written texts in an English teaching undergraduate program at a private university in Colombia. Data were collected through semi-structured individual and focus group interviews, as well as participants’ academic written production. Results reveal the internal and external factors which affect pre-service teachers’ grammatical awareness development in this context, in addition to the frequent grammatical errors found in their work. This research highlights the importance of establishing useful strategies to help future English language teachers develop grammatical awareness to succeed in academic writing.

ORGANIZATION OF DISTANCE SUBJECT-SUBJECT INTERACTION IN THE COURSE OF FUTURE ENGLISH PHILOLOGISTS TRAINING

The article provides theoretical background and experimental substantiation of the organization of distance subject-subject interaction in the course of future English philologists training. The actual course of subjectness development in students which is directed to vocational and pedagogical activities applies those informational and communicative technologies which would contribute to the personal development of the students as the subjects of vocational and pedagogical activities. It also deals with the the most rational Internet technologies which provide the didactic resources and the ability to implement subject-subject interaction between the teachers and the students. Hence, distance form of interaction has particular advantages, for example: prompt transmission of different amounts of information to any distance and in any form: sound (Podcast), visual (PowerPoint Presentation), text (a report on teaching practice, exercises, portfolio), graphic, etc.; possibility to effectively change the information via the Internet from the workplace; possibility of interactive communication with the help of purposefully created multimedia information and operative feedback etc. The criteria for the subjectness development in the future English language philologists have been identified. It has been found out that the first criterion concerns value-motivational sphere of the personality of the future philologist; the second criterion is the criterion of subjectness, which characterizes self-knowledge and self-education of the future teachers; the third criterion allows to determine the subjectness of the future teachers concerning self-improvement and self-development at the university; the fourth criterion proves the acquisition of subjectness related to self-reflection by the future philologists. The experimental system of the subjectness development in the future English philologists included four blocks, which define the stages of the subjectness development, and which are united by the common goal and contents. In practice, this system was introduced at the stage of the developing experiment, which provided for the development of methodological recommendations for the university teachers on the organization of subject-subject interaction of the future English philologists within the distance specialized course.

Exploring the spread of English language learning in South Korea and reflections of the diversifying sociolinguistic context for future English language teaching practices

ABSTRACTThe purpose of this article is to provide an understanding of why traditional English language teaching (ELT) which focuses on native speaker models has become obsolete in South Korea (henceforth Korea). Korea has been known as a linguistically and ethnically homogeneous nation throughout its history. However, the current sociolinguistic situation of Korea tells a different story. Various patterns of migration have emerged around the world and Korea has been no exception. This article explores the widespread passion for English language learning in Korea and the role of English on the individual and nationwide levels. Then, it argues that monolingual and standard language ideologies do not fit into this globalized era. Given the steadily diversifying demographics in Korea and the spread of global English, ELT in Korea ought to reflect English used in the ‘real world’.

Exploring Factors Which Affect Quality of the English Language Teacher Training Programme for Primary Schools in Zambézia

Several factors may affect the quality of the English language teaching and learning process and teacher training as well. This paper seeks to discuss eight factors which influence positive or negatively in the English language teacher training programme for primary schools in Zambezia province. Heyworth is the great scholar, who discusses issues around quality management in English language teaching as a foreign language. His views have inspired the researcher to think over issues, which can foster or undermine the quality of the English language teacher training programme for primary schools in Zambezia province. The researcher stresses that quality of the English language teacher depends mostly of the quality of the management process, through its positive elements and excellent performance of the teacher trainers, the existing teaching and learning materials, motivation by teacher trainees and teacher trainers, and positive attitudes which can be shown by strong professionalism. The qualitative approach was chosen for this study based on discussions and review of authors who have discussed about factors affecting teacher education with focus on English language teacher training. The current study concludes that training English language teachers in a context, where English is taught and learnt as a foreign language demands the disposition of knowledge, skills, competence, motivation, quality of school infrastructure, professionalism and teacher trainers competence which can impact positively in the English language teacher trainee, the future English language teacher.

ВИКЛАДАННЯ АНГЛІЙСЬКОЇ МОВИ ЯК ГЛОБАЛЬНОЇ ДЛЯ СТУДЕНТІВ ФІЛОЛОГІЧНОГО ТА МОВНО-ПЕДАГОГІЧНОГО ПРОФІЛЮ

The article attempts to prove the necessity of teaching English as a global language in the process of training future English language teachers and philology students. The emphasis has been placed on the importance of raising the students’ awareness about the diversity of accents and dialects among English-speaking communities in different countries of the world. It has been suggested to incorporate the theoretical and functional aspects of English language varieties into the content of the professionally-oriented subject “Studies of English-speaking countries”. One of the course syllabus sections, designed by the author, has been profoundly analyzed; some types of classroom and out-of-class activities, aimed at developing the students’ intercultural communicative competence, have been characterized. It was established that the effectiveness of foreign communication depends primarily not on the mastered foreign language forms, but on the efficiency of the students’ abilities and skills necessary for them to participate in foreign-language communication.

PROFESSIONAL TRAINING OF ENGLISH LANGUAGE TEACHERS IN THE UK: BASED ON THE EXPERIENCE OF NEWCASTLE UNIVERSITY

here appears to be an acute need for foreign language teachers to be trained on the principles of the New Ukrainian School. The innovative experience of the UK might be very helpful, since British universities are worldwide recognized for quality education and adhere to the principles of innovative, competency-based, profession-oriented training, humanism, democratism, learner autonomy and goal orientation. Therefore, the current research aims to describe professional training of foreign language teachers, in particular English language teachers, based on the example of Newcastle University (UK). While researching, such methods as analysis and synthesis, induction and deduction, prognostic method have been used. The conducted research proves that professional training of English language teachers at Newcastle University cultivates the personality of these specialists with the help of modern intellectually stimulating and goal-oriented methodologies. English language students are provided with many opportunities to reveal their potential, master the chosen course in depth and apply what they have learnt. The content of the training and teaching and assessment methods allow future English language teachers to acquire critical skills, data collection skills, presentation skills, communication skills and intercultural skills.

FUTURE ENGLISH LANGUAGE TEACHERS’ LIFE SKILLS DEVELOPMENT IN METHODOLOGY COURSE

The article is devoted to the issues of future English language teachers’ life skills development. The authors prove the topicality of life skills development and their role in the professional competence of a teacher. It is stated that there are no researches on the whole complex of life skills in the methodological bank of a teacher. The skills under consideration are as follows: intercultural awareness, communicative skills, teamwork skills, time management skills, critical thinking skills, ability to solve problems, information literacy skills, creativity. In the article the experimental course of English Language Teaching Methodo - logy is presented as the one which is crucial in future teachers’ professional educa - tion. The sessions within the experimental curriculum help students to develop their life skills. The results of methodological experiment presented in the article emphasise its connection with contemporary requirements to the teacher pro - fessional competence in general and according to the Concept of New Ukrainian School in particular.

Advantages of using CLIL methodology in the process of future English language teachers’ study in contemporary higher educational establishments of Ukraine

Advantages of using CLIL methodology in the process of future English language teachers’ study in contemporary higher educational establishments of Ukraine

Informing and transforming language teacher education pedagogy

Given emerging trends in where, why, how, and to what end English language teachers are being prepared, we argue that greater attention to the design, enactment, and consequences of language teacher education (LTE) pedagogy is critical in order to meet the needs of current and future English language teachers in an increasingly diverse, mobile, unequal, and globalized world. Through our experiences and conviction as researchers and teacher educators, we position a Vygotskian sociocultural theoretical perspective as foundational to informing and transforming LTE pedagogy. In this essay, we offer eight interrelated propositions that we believe constitute LTE pedagogy as a central domain for the knowledge-base of LTE.