СRITERIA, INDICATORS AND LEVELS OF FORMATION OF FUTURE ENGLISH TEACHERS’COMMUNICATIVE COMPETENCE

Abstract

The article deals with the definition and justification of criteria, indicators and levels of formation of future English teachers’ professional communicative competence. Future English teachers’ professional communicative competence integrates closely connected content, motivational, activity, cognitive, communicative and reflexive components. Evaluation of formation of the under investigation phenomenon is provided by the complex of theoretically and practically cogent criteria and indicators. In order to determine the formation of the phenomenon the correlation between the concepts «criterion» and «indicator» has been identified. Considering the nature of «criterion», «index» acts as a ratio of the particular to the general: each criterion presents a group of indicators that characterize it qualitatively and quantitatively. The criterion is steadier while the indicator is a dynamic figure. The following criteria of future English teachers’ professional communicative competence have been determined: content-cognitive, motivational, activity-communicative and reflective which directly correspond to the components of the phenomenon. The level of formation of professional communicative competence refers to the results of students’ academic achievements in the process of mastering their knowledge and skills as well as estimation of their real behavior in simulated situations of professional communication. Zero, low, medium and high levels of the studied phenomenon have been determined. Investigating the formation of the future English teachers’ professional communicative competence on the basis of competence approach involves the development of a clear system of measuring the level of formation of the phenomenon.