FORMING OF THE LANGUAGE COMPETENCE OF PRIMARY SCHOOL’ FUTURE TEACHERS BY MEANS OF THE SELF-INDEPENDENT WORK

Abstract

In the article the process of forming of the language and speech competence of future teacher of primary school by means of the self-independent work has been analyzed. Different scientifi c positions which are connected with the explaining of language and speech competence in the linguistics and didactics plane are refl ected in the article. The language and speech competences are represented as the parts of professional competence of such a teacher of primary school who on the background of social and economic transformations must satisfy the demands of modern professional training. It is paid attention on the plane of self-independent work in the process of forming of dominant parts of the professional competence of primary school’ future teacher. Analysis of the semantic fi lling of meanings gives the possibility to defi ne ten main parts of the professional competence of future teachers of primary school (language, speech, communicative, rhetoric, self-educated, research, linguistic, didactic, psychological, pedagogical, informative competence) and to make a range of them by means the method of expert marks, after this it was defi ned such dominant parts: language, speech, communicative, research, self-educated, linguistic and didactic competence as important indicators of the effectiveness of self-independent work of students. In the investigation it is paid much attention in the linguistic competence and forming it by means of self-independent work. Well-organized self-independent work as a practice confi rms gives an opportunity to each student to choose the productive individual trajectory of studying and so the forming of dominant parts of the professional competence of primary school’ future teachers.

The defi nite feature of nowadays is the increasing of methods, systems, inter-subject knowledge of a man which are necessary for the rational operation of different information and quickly stored volumes of data in the solution of new, non-standard problems and the society challenge. The priority role pays to the analytical features of the scientist or a teacher, his ability to formulate defi nitely the problems and hypothesis, to watch the conformities, to fi nd the ways of solving the complicated inter-subject tasks, to use the effective methodic approaches to the self-educated studying and cognitive activity of primary school’ future teachers.