Maryna Zaharova
Kharkiv Humanitarian- pedagogical institute
Fifth year student
THE FORMATION OF FORIEGN LANGUAGE TEACHER’S GENERAL COMPETENCE IN THE
CONTEXT OF THE COMMON EUROPEAN FRAMEWORK
The development of the harmonious and competent personality is one of
the most important tasks in the process of training future teachers.
This is the subject of many current researches, the analysis of which is
represented in this article.
The goal of the given article is to explore the theoretical aspects of
the formation of foreign language teacher’s general competence in the
context of the Common European Framework.
The Common European Framework provides a common basis of the elaboration
of language syllabuses, curriculum guidelines, examinations, textbooks,
ect. across Europe.
The taxonomic nature of the Framework inevitably means trying to handle
the great complexity of human language by breaking language competence
down into separate components. This confronts us with psychological and
pedagogical problems of some depth. Communication calls upon the whole
human being. The competences interact in complex ways in development of
each unique human personality that leads to the formation of foreign
language teacher’s general competence. In our exploration we tried to
take into consideration these theoretical aspects.
All human competences contribute in one way or another to the language
user’s ability to communicate and may be regarded as aspects of
communicative competence. It may however be useful to distinguish those
less closely related to language from linguistic competences more
narrowly defined.
For the realization of communicative intensions, user’s/learners bring
to bear their general capacities as detailed above together with a more
specifically language-related communicative competence. Communicative
competence in this narrower sense has the following components:
linguistic competences, sociolinguistic competences, pragmatic
competences.
Linguistic competences is defined as knowledge of, and ability to use,
the formal resources from which well-formed, meaningful messages may be
assembled and formulated. Here we distinguish:
1. lexical competence;
2. grammatical competence;
3. semantic competence;
4. phonological competence;
5. orthographic competence;
6. orthoepic competence
Sociolinguistic competence is concerned with the knowledge and skills
required to deal with the social dimension of language use. The matters
treated here are those specifically relating to language use and not
dealt with elsewhere: linguistic markers of social relations; politeness
conventions; expressions of folk-wisdom; register differences and
dialect and accent.
Pragmatic competences are concerned with the user/learner’s knowledge of
the principles according to which messages are:
1. organized, structured and arranged (“discourse competence”);
2. used to perform communicative functions (“functional competence”)
3. sequenced according to interactional and transactional schemata
(“design competence”)
So, taken into consideration the results of our exploration we may
conclude that the formation of foreign language teacher’s general
competence should be considered as a general criterion for their
professional competence in the context of the Common European Framework.
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