MarynaZaharova
KharkivHumanitarian- pedagogical institute
Fifthyear student
THEFORMATION OF FORIEGN LANGUAGE TEACHER'S GENERAL COMPETENCE IN THE CONTEXT OFTHE COMMON EUROPEAN FRAMEWORK
The development of theharmonious and competent personality is one of the most important tasks in theprocess of training future teachers.
This is the subject ofmany current researches, the analysis of which is represented in this article.
The goal of the givenarticle is to explore the theoretical aspects of the formation of foreignlanguage teacher’s general competence in the context of the Common EuropeanFramework.
The Common European Frameworkprovides a common basis of the elaboration of language syllabuses, curriculumguidelines, examinations, textbooks, ect. across Europe.
The taxonomic nature ofthe Framework inevitably means trying to handle the great complexity of humanlanguage by breaking language competence down into separate components. Thisconfronts us with psychological and pedagogical problems of some depth.Communication calls upon the whole human being. The competences interact incomplex ways in development of each unique human personality that leads to theformation of foreign language teacher’s general competence. In our explorationwe tried to take into consideration these theoretical aspects.
All human competencescontribute in one way or another to the language user’s ability to communicateand may be regarded as aspects of communicative competence. It may however beuseful to distinguish those less closely related to language from linguisticcompetences more narrowly defined.
For the realization ofcommunicative intensions, user’s/learners bring to bear their generalcapacities as detailed above together with a more specifically language-relatedcommunicative competence. Communicative competence in this narrower sense hasthe following components: linguistic competences, sociolinguistic competences,pragmatic competences.
Linguistic competences is definedas knowledge of, and ability to use, the formal resources from whichwell-formed, meaningful messages may be assembled and formulated. Here wedistinguish:
1. lexical competence;
2. grammatical competence;
3. semantic competence;
4. phonological competence;
5. orthographic competence;
6. orthoepic competence
Sociolinguisticcompetence is concerned with the knowledge and skills required to deal with thesocial dimension of language use. The matters treated here are thosespecifically relating to language use and not dealt with elsewhere: linguisticmarkers of social relations; politeness conventions; expressions offolk-wisdom; register differences and dialect and accent.
Pragmatic competencesare concerned with the user/learner’s knowledge of the principles according towhich messages are:
1. organized, structured and arranged (“discoursecompetence”);
2. used to perform communicative functions(“functional competence”)
3. sequenced according to interactional andtransactional schemata (“design competence”)
So, taken intoconsideration the results of our exploration we may conclude that the formationof foreign language teacher’s general competence should be considered as ageneral criterion for their professional competence in the context of theCommon European Framework.