УДК 372.625 104 4

PEDAGOGIC COMPETENCIES OF FUTURE TEACHER OF ENGLISH LANGUAGE

International Kazakh-Turkish University by H. A. Yasawi

Аkeshova М.M.- Senior-teacher of English Philology Department

Nowadays the globalization era has affected peoples’ lives which demand people to build networks across nations and languages as well as to build interdependencies. This era of information is not only occuring in terms of knowledge and technology but also in terms of politics, social economy, culture as well as education. These development challenges give implications towards the important roles of education to produce qualified human resources.

As the agents of changes, teachers always have the demand to up-date their knowledge and improve their professionalism. In their hands, the quality of human resources is trained and established which determine the future of the nation; so if teachers are not qualified and professional, it can not be imagined how qualified human resources can be produced. This reality virtually puts the role of teachers as one of paramount importance and becomes a real challenge which must be countinously improved.

The idea of «competence» is not a new one in methodology of teaching foreign languages. Competence is a totality of interrelated qualities of a person (knowledge, skills, experience, command of methods of working), assigned with respect to a certain sphere of objects and processes and necessary for efficient and productive activity in respect to them [1]. Competence is translated from the Latin «competentia» means a subject a person is versed in, a special area of knowledge and experience. A person who is competent in a certain area possesses a certain standard of knowledge and skills which makes it possible for him to judge soundly about this very area and act efficiently in it. Level of Competence refers to the possession of a relevant competence including a personal attitude towards it and towards the object of activity.Competence is understood as a requirement (norm) relation to the standard of achievement of a pupil and Level of Competence is understood as his personal quality or totality of qualities and a minimum experience in the relevant activity. A level of competence achieved is always something which has a personal dimension to it, which is reflected in a pupil’s personal qualities [2].

In recent investigations the following functions of competence and level of competence in relation to the personality of a learner are singled out [3]:

· reflect and develop personal relevance to a learner of the of the objects under study;

· characterize the personal component of a learner’s education, the degree of his abilities and practical skills;

· set a minimum standard of experience in practical activities;

· develop possibilities of solving real problems in everyday life – from common problems to professional and social ones;

· they are many-dimensional – they certain to all the basic groups of personal qualities of a learner to be developed ;

· represent integral characteristics of the quality of learners’ training;

· in the aggregate, they determine and reflect the functional competence of a pupil.

Linguistic competences have been discussed for a long time and are used by specialists in the area of methods of teaching foreign languages where the communicative competence is also analyzed. Recently the concept of «competence» has started to be studied at the level of general didactics, general pedagogic and methodology. It can be explained by its system-practical functions and its integration role in general education. Linguistic competence is possession of a system of information and knowledge about the foreign language pertaining to its levels (phonetics, grammar etc.) as well as an ability to use this knowledge in practice. The linguistics aspects of communicative competence are those that have to do with achieving an internalized functional knowledge of the elements and structures of the language [4].

Pedagogic competence is a totality of interconnected semantic orientations, knowledge, skills and learners’ experience which are necessary for performing personally and socially relevant productive activities in relation to the objects of reality. It is an ability to make use of rational ways of intellectual work and to make independent progress in the chosen area of study [5].

Functions and content of pedagogic competence:

· multifunctional, in as much as they let a learner to solve problems of different spheres of life;

· they are shaped by means of the contents of education;

· they give a possibility to construct purposes, the contents of education (Educational standards) and educational technologies as a system;

· they transcend individual subjects – through separate elements or as a whole they are present in different subjects and educational spheres.

· allow to use theoretical knowledge to solve specific problems;

· allow to pick out clear criteria to assess the success of students in achieving the purposes and aims in question;

· are verified in the process of performing a certain series of actions.

Structural components of pedagogic competence:

· name;

· type in their general hierarchy (key, general subject, subject);

· circle of objects of reality with respect to which the competence is introduced;

· its determination by social and practical factors as well as its significance (why and what for it is necessary in society) ;

· personal significance/relevance of competence (in what and what for a pupil has to be competent) ;

· knowledge of a range of objects of reality;

· skills and experience related to this very range of real objects;

· methods used in respect to them;

· minimal standard of experience of a learner in the sphere of competence;

· «indicators» - tests and tasks which are used to determine the level of a learner’s competence.

Pedagogic competence is an ability of a teacher for successful professional activity. It includes knowledge of didactics, psychology, linguistics, psycholinguistics, theory and methods of teaching foreign languages and other sciences which are important for a successful and effective activity of a teacher, possession of professional skills (constructive, organizational, communicative) and skills in organizing students’ activity and in the management of this activity. Professional competence is one of the main goals of training in any Pedagogical University [5, 238]. And this competence includes: linguistic competence, communicative competence, methodological competence, phonological competence, subject competence, grammatical competence, lexical competence, speech competence, discourse competence, cultural competence, linguo- cultural competence, interactional competence, strategic competence, social competence, sociolinguistic competence, functional competence, socio cultural competence

Phonological competence is the ability to recognize and produce the distinctive meaningful sounds of a language, including:

• Consonants

• Vowels

• Tone patterns

• Intonation patterns

• Rhythm patterns

• Stress patterns any other suprasegmental features that carry meaning (A

suprasegmental is a vocal effect that extends over more than one sound segment

in an utterance, such as pitch, stress, or juncture pattern.)

Related to phonological competence is orthographic competence, or the ability to decipher and write the writing system of a language [6].

Subject competence is a totality of knowledge, experience, skills which are formed during the process of studying a subject. Subject competence, acquired during the process of studying a language as an educational subject and characterizing a certain level of language, includes the following types of competence – linguistic, speech, communicative competence, etc [6, 56].

Communicative competence is an ability to solve by means of foreign language communicative problems important for an individual and for society, arising in the everyday, educational, professional or cultural spheres of life. It is an ability to realize linguistic competence in different situations of communication. The pragmatic aspects of communicative competence are those that have to do with how language is used in communication situations to achieve the speaker's purposes [6,145].

Grammatical competence is the ability to recognize and produce the distinctive grammatical structures of a language and to use them effectively in communication [7].

Methodological competence is an ability to use the foreign language with a view to achieving professional purposes as well as an ability to teach the language

Lexical competence is the ability to recognize and use words in a language in the way that speakers of the language use them. Lexical competence includes understanding the different relationships among families of words and the common collocations of words [7, 252].

Speech competence (is a part of communicative competence) is a command of the methods of forming and formulating thoughts using the foreign language, and an ability to use these methods in the process of speech perception and speech production [7, 254].

Discourse competence is used to refer to two related, but distinct abilities. Textual discourse competence refers to the ability to understand and construct monologues or written texts of different genres, such as narratives, procedural texts, expository texts, persuasive (hortatory) texts, descriptions and others. These discourse genres have different characteristics, but in each genre there are some elements that help make the text coherent and other elements which are used to make important points distinctive or prominent [8].

Learning a language involves learning how to relate these different types of discourse in such a way that hearers or readers can understand what is going on and see what is important. Likewise it involves being able to relate information in a way that is coherent to the readers and hearers.

Cultural competence is a totality of knowledge about the country of the foreign language. Such knowledge provides the learner with a certain level of skills and experience in using national-cultural component of the language, speech etiquette and non-verbal means of communication. Cultural competence is the ability to understand behavior from the standpoint of the members of a culture and and to behave in a way that would be understood by the members of the culture in the intended way. Cultural competence therefore involves understanding all aspects of a culture, but particularly the social structure, the values and beliefs of the people, and the way things are assumed to be done [8, 148].

Linguo- Cultural Competence is knowledge of national customs, traditions, features of the country of in question; an ability to extract culturally relevant information from units of the language and an ability to use this information to achieve effective communication [8, 149].

Interactional competence involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. It includes, among other things, knowing how to initiate and manage conversations and negotiate meaning with other people. It also includes knowing what sorts of body language, eye contact, and proximity to other people are appropriate, and acting accordingly [8,150].

Strategic Competence is an ability to fill gaps in the knowledge of the language, speech and social experience during the process of communication in foreign language [9].

Social Competence is an ability to have communicated successfully with other people. A wish for entering communication is explained by the presence of need, motives, a definite attitude toward the future partners of communication and personal experience. An ability to enter communication requires an ability to behave adequately in a social situation and to manage it [9, 73].

Sociolinguistic competence is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate social meaning for the communication situation [10].

Functional competence refers to the ability to accomplish communication purposes in a language. There are a number of different kinds of purposes for which people commonly use language [10, 105].

Socio Cultural Competence means familiarity of students with national cultural specific features of linguistic behavior and an ability to use those components of socio - cultural context. That are relevant for production and perception of speech from native speakers’ point of view: customs, rules, norms, social conventions, rituals, social stereotypes, knowledge of regional geography etc [10, 106].

Summarizing from the findings above, it can be stated that competency-based curriculum is not entirely applied by most of the teachers under observation. The ‘competency’ is applied in the level of lesson plans and even though it is applied in the classroom, the application only touched the ‘surface’ level and did not really touch the intended level expected by the curriculum, yet. Based on this reality, it can be stated the pedagogic competencies of the teachers were not adequately performed. For that reason it is suggested that the teachers’ competencies need to be continuously improved not by theoretical training only but also by providing them with concrete models and examples through workshops.

REFERENCES

1. Arends Richard. Learning to Teach. Boston: McGraw-Hill. 2001

2. Clark, C.M., and Lampert, M (1986) The Study of Teacher Thinking:

Implications for Teacher Education. Journal of Teacher Education, 37, 27-31.

3. Killen Roy. Effective Teaching Strategies Lessons from Research and Practice. Katoomba: Social Science Press. 1998.

4 .Hymes D. On communicative competens.In: J.B.Pride and J.Holmes.Sociolinguistics-Middlesex:Penguin Books LTD, 1972.-67

5. M.Canale, M.Swain.From communicative competence to communicative language pedagogy. Language and Communication. London: Longman, 1983. - 122 p.

6. Brown G., Malmkjaer K., Williams J.Performance and competence in Second Language Acquisition.- Cambridge University Press, 1996. – 25-34 p

7. Littlewood W. Communicative Language Teaching. An Introduction. – Cambridge, Cambridge University Press, 1981 – 33 p.

8. Brumfit S. Communicative Methodology in Language Teaching – Cambridge, Cambridge University Press, 1984 – 88 p.

9. Widdowson H.G. Aspects of Language Teaching.-Oxford: Oxford University Press, 1990.-218-260 p.

10. The Intensive English Course. A Challenging Program for Serious Students // Intensive English Programs.- London, 1996. – p. 2-3

ПЕДАГОГИЧЕСКИЕ КОМПЕТЕНЦИИ БУДУЩЕГО УЧИТЕЛЯ АНГЛИЙСКОГО ЯЗЫКА

Международный казахско-турецкий университет им. А.Ясави

Акешова Мадина Мурзахановна - старший преподаватель-магистр кафедры

«Английская филология»

РЕЗЮМЕ

В данной статье рассматривается сущность формирования педагогических компетенций будущего учителя английского языка. Необходимость развития всех ключевых компетенций будущего учителя английского языка является основой формирования их педагогического мастерства и умения. В статье также дается детальная характеристика каждого из ключевых компетенций будущего учителя английского языка, которые составляют основу педагогических компетенций.