Теорія і практика формування у майбутніх учителів початкової школи англомовної навчально-стратегічної компетентності в аспекті міжкультурного спілкування

Abstract

У дисертації вперше обґрунтовано й розроблено методику формування у майбутніх учителів початкової школи англомовної навчально-стратегічної компетентності в аспекті міжкультурного спілкування; здійснено системний аналіз теоретичних передумов та методичних понять, що розкривають проблему та специфіку досліджуваної проблеми; визначено пріоритетні підходи до формування у майбутніх учителів початкової школи англомовної навчально-стратегічної компетентності в аспекті міжкультурного спілкування; теоретично обґрунтовано компоненти методичної системи формування у майбутніх учителів початкової школи англомовної навчально-стратегічної компетентності в аспекті міжкультурного спілкування; розроблено модель, навчально-методичне забезпечення, етапи, систему вправ і завдань формування у майбутніх учителів початкової школи англомовної навчально-стратегічної компетентності в аспекті міжкультурного спілкування; уточнено поняття «англомовна навчально-стратегічна компетентність»; введено поняття «студент зі стратегічним типом мислення». Експериментально доведено ефективність розробленої методики та визначено оптимальну модель для відповідного навчання. За результатами дослідження підготовлено методичні рекомендації щодо організації процесу формування у майбутніх учителів початкової школи англомовної навчально-стратегічної компетентності в аспекті міжкультурного спілкування.

The given study is the first attempt in methodology to theoretically substantiate and develop the methodology for the development of pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication. The problem of the development of pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication is substantiated, developed and verified. The purpose of the study is to substantiate, develop and experimentally verify the theoretical and methodological foundations of the organization of pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication. The object of the research is the process of substantiation and development of the system for developing pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication. The subject of the study is the system for the development of pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication. In the course of the study, the psychological and pedagogical prerequisites for the effective development of pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication have been outlined. We highlight six approaches to understanding learning and strategic compe-tence: compensatory, communicative-pragmatic, learning-active, metacognitive, differentiated and integrated. We prioritize an integrated approach to understanding learning and strategic competence, in which it is considered in a close relationship between its components – learning and strategic competency. Our analysis has shown that there are three groups of approaches through which learning and strategic competence can be developed: traditional, innovative and special. In the process of defining the psychological and pedagogical prerequisites, the categories “strategic thinking” and “a student with strategic thinking” have been defined, and the psychological model of a student – a pre-service primary school teacher has been described. In the process of developing pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication, competence-based, reflexive, linguistic, socio-cultural, cognitive, communicative-activity, and level approaches are used. The model, learning and methodological means, stages, and the system of exercises and tasks for the pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication have been developed; the concept of “English learning and strategic competence” is clarified. A three-level model for developing pre-service primary school teachers’ English learning and strategic competence is proposed, which consists of the main and mandatory blocks: organizational, content, and procedural, which form a single whole are interconnected. The effectiveness of the developed methodology has been experimentally proven and a survey model for the corresponding training has been determined. The developed methodology has been tested through a methodological experiment, the purpose of which has been to determine the effectiveness of the developed models (model 1 and model 2) of the methodology for the development of pre-service primary school teachers’ English learning and strategic competence in the aspect of intercultural communication. The variable condition of the experiment has been the sequence of learning strategies (direct and indirect) aimed at developing pre-service primary school teachers’ English learning and strategic competence at all stages of the formation of communicative competence in the aspect of intercultural communication: variant model 1 has offered parallel mastering of strategies (direct and indirect), variant model 2 – sequential. The results of the experiment have showed a significant increase in the knowledge and skills of all participants. The most effective has been model 1, which is provided for the parallel mastering of strategies (direct and indirect). Based on the results of the study, methodological recommendations have been prepared for the organization of training methods for pre-service primary school teachers’ English learning and strategic competence development in the aspect of intercultural communication.