Abstract
The pedagogical conditions of formation of readiness of future teachers of foreign languages to dialogue communication in professional activity are determined and described in the article. The communication is an important of socio-psychological aspect of any activity, because as in process and only through communication, it is the true essence is revealed personality is proved in it. It was found that the readiness for dialogue communication is integrative quality of the personality of the professional (future teacher of foreign language), which consists in the active formation of the necessary theoretical knowledge, practical skills and abilities and provides the effectiveness of the formation of dialogue communication. In the structure of readiness of the future teachers of foreign languages highlighted of motivational (positive attitude and interest to the professional communication), cognitive (theoretical knowledge about the essence and features of dialogue communication), communicative (possession of a specialist of communicative competence, which provides communicative, linguistic, professional skills) components that served as a basis for defining of criteria, indicators, levels formation of readiness of future teachers of foreign languages. On the basis of theoretical analysis of the researched problem, the system of pedagogical conditions of professional formation of future teachers of foreign languages in the establishments of higher education is determined: integration of modern educational technologies in the educational process of future teachers of foreign languages (interactive, information, project, problematic) teaching methods, appreciating of students’ academic achievements and readiness of teachers to implement of competent and student-centered approaches; comprehensive motivation of future teachers of foreign languages educational activity in the process of studying as a special and choice disciplines; taking into account by future teachers of foreign languages the level of development of the psychological components of professional competence and formation of professional important qualities in the future teachers of foreign languages already at the stage of study in the establishments higher education (personality-oriented educational activity of the future specialist. The combinations of different activities of future teachers of foreign languages are the integration such kinds of activities as educational-speech, communicative, its complement each other, mutually reinforce, interpenetrate each other and thus create conditions for the formation of readiness for dialogic communication. The educational process needs constant generation and implementation of new ideas of forms into practice, forms, and means of teaching in higher education establishments that provide of effective of forming readiness of future teachers languages to dialogue communication
Keywords
pedagogical conditions; motivation; integration; future teachers of foreign languages; modeling; language personality; dialogue communication
References
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