Modern approaches to building pre-service foreign language and culture teachers’ test competence

• Main Author: Н. В. Майєр
• Format: Article
• Language: deu
• Published: Kyiv National Linguistic University 2019-02-01
• Series: Іноземні мови
• Subjects: вчитель іноземних мов і культур; компетентнісний підхід; особистісно-діяльнісний підхід; проектний підхід; рефлексивний підхід; тестова компетентність.
• Online Access: http://fl.knlu.edu.ua/article/view/157610
• ISSN: 1817-8510; 2616-776X

A key prerequisite for effective developing of preservice foreign language and culture teachers’ test competence lies in correct choice of teaching approaches, taking into account ultimate educational goals and conditions, as well as students’ command of basic methodological knowledge and skills. This article substantiates the expediency of using a number of approaches to forming preservice foreign language and culture teachers’ test competence and formulates the principles that promote their effective implementation in the educational process at the first (Bachelor’s) level in higher education institutions. The competency-based approach is aimed at developing students’ abilities to apply the acquired methodological knowledge in their practical professional and methodo-logical activities on designing, organising and implementing language testing to check students’ level of foreign language communicative competence and is realised on the basis of such principles as modelling professional and methodo-logical activities of a language teacher, implementing educational content through the use of acceptable forms, methods and means of developing test competence. The learner-centered approach is realised in the unity of its components on the basis of the principle of students’ individualities priority as a subject of their learning and teaching, the principle of selecting the educational content taking into account language test planning and organisіng peculiarities, the principle of diverse use of information and communication technologies. The project-based approach provides students involvement in project activities. The specific methodological principle of its implementation is determined by the principle of using individual project assignments for summative evaluation of students’ test competence. The reflexive approach ensures methodo-logical reflection formation and development, and the major principles of its implementation are determined by the principle of applying different teaching methods for developing methodological reflection, the principle of providing students with means of self-assessment of learning process and results. The selected approaches constitute the methodological basis for eliberating the structure and content of the special discipline of professional and methodological preservice foreign language and culture teacher training “Modern approaches to foreign language and culture testing”.