THE RANGE OF ACTIVITIES FOR DEVELOPMENT OF PRE-SERVICE ENGLISH TEACHERS’ LINGUOSOCIOCULTURAL COMPETENCE BY MEANS OF DRAMATISATION
The problem of forming pre-service English teachers’ sociocultural competence is of paramount importance. The paper presents the range of activities and tasks for forming linguosociocultural competence of pre-service English teachers in the process of teaching speaking by means of dramatisation. The structure of linguosociocultural competence, which includes sociocultural, sociolinguistic, social competences, is described. Modern requirements to the level of linguosociocultural competence of future English teachers as outlined in a university curriculum and contemporary research are considered. The necessity of purposeful formation of the stated competence of students at the initial stage of study at a foreign languages faculty is substantiated. The contents of linguosociocultural competence comprises sociocultural, sociolinguistic, social knowledge, subskills, skills, intercultural awareness, attitude and determine the structure of the set of activities and tasks. Dramatisation has a big educational potential in teaching foreign languages skills such as speaking. Drama games, role plays, improvisations, simulations, theatre projects are considered to be effective means of forming linguosociocultural competence of pre-service English teachers. The forms of dramatisation that can be used to develop the linguosociocultural competence of future English teachers are defined, the structure of the range, types and kinds of activities and tasks are determined. Examples of activities and tasks are given.