Description
Abstract
Purpose: to develop a model of the formation of communicative competence of young teachers of foreign languages by means of information and communication technologies.
Methodology: The article aims to develop a model for enhancing the communicative competence of novice foreign language teachers through information and communication technologies (ICT). Methodologically, it employs literature analysis, synthesis, and pedagogical modeling. The latter serves to address the gap between the increasing role of ICT in education and the lack of systematic pedagogical strategies in higher education for training language educators.
Findings: The study presents a theoretical analysis and a model for cultivating communicative competence among novice language instructors, comprising target, conceptual, organizational, methodical, and effective components. The target component establishes the objective of fostering high communicative proficiency in young language teachers, while the conceptual component delineates pedagogical approaches such as system, competence, linguistic and cultural, activity, resource, and contextual strategies.
Originality/value: The model outlines organizational forms and methodical approaches for integrating these strategies into the professional training of language educators. Additionally, it includes criteria, indicators, and levels for assessing communicative competence development, ultimately aiming for an elevated proficiency level among young language instructors. The article contributes a comprehensive model for leveraging ICT to enhance communicative competence among novice foreign language teachers, encompassing strategic, organizational, and evaluative dimensions.
Keywords: information and communication technologies, communicative competence development, novice language teachers, pedagogical model.
