STRUCTURAL MODEL OF FORMATION OF FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS IN COLLEGE

Abstract

The article considers the structural model of formation of foreign language communicative competence of future primary school teachers in college, determines theoretical and methodological basis of the process formation of foreign language communicative competence of future primary school teachers, highlights scientific approaches: humanistic, personality-oriented, systematic, which are reflected in the designed model. The stages of formation of foreign language communicative competence of future primary school teachers in college have been presented and characterized. Based on the analyses of the approaches of domestic and foreign researchers, four blocks have been identified, namely: target, theoretical and methodological, substantive and effective. The first block, the target one, is about selecting of students participants, determining the stages of the experiment, taking into account the adaptive characteristics of the participants. The first block provides for the teaching of a specialized training course “Foreign language communicative competence”. The second block, theoretical and methodological one, is about introducing separate pedagogical conditions for the formation of foreign language communicative competence of future primary school teachers in college. Within the framework of the stage integrated tasks of different levels of complexity for students have been developed and they are directly worked out in practical classes. The third block includes traditional and innovative forms and methods of the formation of foreign language communicative competence of future primary school teachers in college. Participants of the experiments, divided into groups, develop their own research projects under the guidance of a teacher. The abovementioned blocks are aimed to fulfill the common goal of developing foreign language communicative competence of future primary school teachers in college. The fourth block, effective one, is final and allows you to assess the positive changes in the results of the study.