FORMATION OF BILINGUAL METHODICAL COMPETENCE OF FOREIGN LANGUAGES PROFESSOR AND METHODICAL GUIDELINES FOR TRAINING THE STUDENTS IN MASTERING FOREIGN INTONATION

Abstract

The article investigates the process of formation of bilingual methodical competence of foreign languages professor, the definition of competence from methodological point of view and components of subject competence. Given the fact that professional competence, as both structural and functional concept, has its own meaning, structure and level organization, its meaningful aspect has been reviewed. In the article the components of professional culture of the foreign language education sphere leader have been defined. Professional competence of foreign language professor penetrates with its professional roots into both – the culture of the countries of studied languages and the culture of his native country. It is therefore appropriate to speak about bilingual professional competence of foreign language professors, whose bilingual methodical competence stands as a component and as a part of linguodidactic competence. Bilingual methodical competence of a professor of a foreign language is a combination of his knowledge, skills and abilities on the formation of each type of foreign language communicative competence of the students / pupils. According to linguists’ opinion, intonation, seen as the unity of emphasis and duration of sound, timbre and phrase melody, affects the understanding of speech. In dialogical speech, expressive and emotional by its nature, the role of intonation (prosody) is particularly high, and the choice of one or another intonation model is in direct dependence on the situation of intercourse (communication), the individuality of the interlocutor, the communicative intention. That is why the article provides the methods of formation and support for intonation skills as well as the sequence of mastery over the intonation.