FORMATION OF FOREIGN LANGUAGE COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS TO TEACH FINE ARTS IN ENGLISH

Abstract

The aim of the article is to determine the features of the formation of foreign language competence of future primary school teachers to teach fine arts in a foreign language. The following scientific methods: study and analysis of linguistic, didactic and methodological literature on the topic, modeling the process of formation of foreign language competence in relation to pedagogical activities of future primary school teachers to teach fine arts in a foreign language are used. The article analyzes the existing definitions of language and speech components of foreign language competence and identifies their features in relation to the pedagogical activities of future primary school teachers to teach fine arts in a foreign language, namely: specific vocabulary related to fine arts: names of paintings, tools for drawing creation, surfaces for drawing, materials forming colour, ways of drawing creation; grammar that includes: different tense forms of the verbs to characterize artistic actions, active and passive voices to compare artistic actions, emotionally-coloured grammatical expressions for showing emotions concerning the created drawings; listening that includes listening to speeches of English-speaking artists, watching movies about exhibitions, participating in communication with foreign painters; speaking that includes expressing own ideas on professional activities both as a teacher and a specialist in the field of fine arts, communication with foreign artists; professional talks at international conferences; discussions of paintings in the museum, interviewing foreign artists; reading that includes implementation of various reading activities related to fine arts; writing that includes a written presentation of the content of drawings, correspondence with foreign painters, writing instructions for students to perform step-by-step drawing activities.