Current issues in the training of foreign language teachers for professional activities

Sociolinguistic competence is the ability to interpret the social meaning of the choice of linguistic varieties and to use language with the appropriate social meaning for the communication situation (Geddes, 1997: 74).

Interactional competence involves knowing and using the mostly-unwritten rules for interaction in various communication situations within a given speech community and culture. It includes, among other things, knowing how to initiate and manage conversations and negotiate meaning with other people. It also includes knowing what sorts of body language, eye contact, and proximity to other people are appropriate, and acting accordingly (The Intensive English Course, 1996: 3).

L. Karpova, Ye. Grigorieva, Ye. Ladonina, O. Popova, A. Shchekoldina state that developing the skills to give precise and correct instruction and explanation in the foreign language in professionally oriented situations, future teachers adopt appropriate linguistic means (core lexis, grammar constructions and speech patterns). For example, they are given two concepts - Teacher Training и Teacher Development - to become familiar with and then to discuss (Karpova, Grigorieva et al, 2018: 4).

According to N. Ramadhani, D. Ancok, Y. Swasono, and P Suryanto, qualified teachers are those who show a high commitment to their profession as teachers. The teachers are required to have ability to take the initiative and be innovative in inventing media of learning, must have ability to communicate clearly and pleasantly, should be able to facilitate learning process which involve planning effectively, establishing rules that are reasonable and not excessive in number, and arranging the classroom so that instructions go smoothly (Ramadhani, Ancok 2 et al, 2012: 38).

Teachers are `at the front line of education delivery, and they face the increasing weight of demands and expectations. It's obvious that good teachers are better at teaching students effectively. When teachers have access to continuous learning opportunities and professional development resources, they're better equipped to become good teachers - especially if their students have learning needs or are performing below or above grade level. The typical modes of professional development have been shown by Hayes Mizell. He's distinguished:

• Individual reading/study/research.

• Study groups among peers focused on a shared need or topic.

• Observation: teachers observing other teachers.

• Coaching: an expert teacher coaching one or more colleagues.

• Mentoring of new educators by more experienced colleagues.

• Team meetings to plan lessons, problem solve, improve performance, and/or learn a new strategy.

• Faculty, grade-level, or departmental meetings.

• Online courses.

• College/university courses.

• Workshops to dig deeper into a subject.

• Conferences to learn from a variety of expertise from around the state or country.

• Whole-school improvement programs.

• Proprietary programs by private vendors (Mizell, 2010: 5).

Self-reflection is a critical skill for the ongoing development of one's professional practice. Many effective teachers use three levels of reflection: reflection on action, reflection for action and reflection in action. Self-reflection can be broken down into the following four steps: 1) problem identification, during which teachers identify a problem or question about their practice that they are motivated to address; 2) information gathering, during which teachers collect data to inform the area of practice; 3) reflection and decision-making, during which teachers attempt to find meaning in the data through reflection and analysis; and 4) application and change, during which teachers plan how to improve their practice. Self-reflection can be combined with other PD strategies such as action research, journalling and developing a professional portfolio.

Professional development yields three levels of results: (a) educators learn new knowledge and skills because of their participation; (b) educators use what they learn to improve teaching and leadership; and (c) student learning and achievement increase because educators use what they learned in professional development. Th e results of professional development can be assessed through techniques such as surveys, tests, observations, video recordings, and interviews. If administrators become better leaders and teachers become more eff ective and apply what they learn so that students achieve at higher levels, professional development is worth the cost (Mizell, 2010: 16).

Professional activities of foreign language teachers provides ongoing opportunities for educators to continue to improve their knowledge and skills so they can help students achieve. When educators learn, students learn more. Anyone concerned about their students' futures will want to support a cycle of continuous professional growth for educators. Important personal qualities for English teachers include knowledgeable about the subject matter, accessible, can build caring relationships with students, fair and respectful, and passionate. Professional development in the 21st century is important to the growth and development of the contemporary educator. Today's educational realm is full of multiple perspectives, technologies, and opportunities for students and educational leaders. The goal of professional development for educators is to go beyond maintenance and to create sustainability and professional longevity. For foreign language teachers, effective professional activities in the 21st century come from finding ways to enhance teaching and learning strategies.

Bibliography

1. Bamfield A., Littlejohn A., Hicks D. Welcome to English Video. Cambridge UP, 1997. pp. 64-73.

2. Brown G., Malmkjaer K., Williams J. Performance and competence in Second Language Acquisition.Cambridge University Press, 1996. pp. 25-34.

3. Brumfit S. Communicative Methodology in Language Teaching - Cambridge, Cambridge University Press, 1984 - 88 p.

4. Canale M., Swain M. From communicative competence to communicative language pedagogy. Language and Communication. London: Longman, 1983. 122 p.

5. Chomsky N. Syntactic structure. New York, 1957.80 p. Widdowson H.G. Aspects of Language Teaching.-Oxford: Oxford University Press, 1990. 218-260 p.

6. Chan, G. The Professional Development of Pre service Teachers in a Postgraduate Diploma in Education Program. Practice and Theory in Systems of Education, 6(2), 2011. 185-196 pp.

7. Cooper R., Lavery M. and Rinvolucri M. Video. Oxford University Press. 1993. pp. 145-149.

8. Davidson G., Dunlop F., Soriano. D H., Kennedy L., Philips. T. Going forward: Continuing Professional Development for English Language Teachers in the UK. British Council. 2012. 18-19 pp.

9. Geddes M. Video in the language classroom. London, Heinemann Educational Books, 1997. pp. 74-81

10. Hymes D. On communicative competens. In: J. B. Pride and J. Holmes.S ociolinguistics-Middlesex: Penguin Books LTD, 1972.67 p.

11. The Intensive English Course. A Challenging Program for Serious Students/ Intensive English Programs.London, 1996. pp. 2-3

12. Karpova L., Grigorieva Ye., Ladonina Ye., Popova O., Shchekoldina A. Building Professional Competences of English Language Teachers/ SHS Web of Conferences 50, 01077 (2018), pp. 2-5.

13. Kelly R. Video and language learning, an approach to viewing comprehention. RELC Journal, 1992. pp. 52-57.

14. Khakimova D. Professional competence of the foreign language teacher/ “Problems of Modern Sience and Education”, 2020, Nr 1(146), pp. 65-67.

15. Littlewood W. Communicative Language Teaching. An Introduction. Cambridge, Cambridge University Press, 1981 - 33 p.

16. Mizell H. Why professional development matters/ Learning Forward www.learningforward.org the United States of America, 2010. pp. 9-25.

17. Stempleski S., Tomalin B. Video in action. Prentice Hale International ELT, 1990. 105 p.

18. Ramadhani N., Ancok D., Swasono Y., Suryanto P 2012. Teacher Quality Improvement Program: Empowering Teachers to Increasing a Quality of Indonesian's Education. Proceeding of International Conference on Education and Educational Psychology. Istanbul, Turki. 10-13 October 2012, pp. 38-48.

19. Qing, X. Reflective Teaching: an Effective Path for Efl Teacher's Professional Development. Canadian Social Science, 5(2), 2009. 35-40 pp.

1. Bamfield A., Littlejohn A., Hicks D. Welcome to English Video. Cambridge UP, 1997. pp. 64-73.

2. Brown G., Malmkjaer K., Williams J. Performance and competence in Second Language Acquisition.Cambridge University Press, 1996. pp. 25-34.

3. Brumfit S. Communicative Methodology in Language Teaching - Cambridge, Cambridge University Press, 1984 - 88 p.

4. Canale M., Swain M. From communicative competence to communicative language pedagogy. Language and Communication. London: Longman, 1983. 122 p.

5. Chomsky N. Syntactic structure. New York, 1957.80 p. Widdowson H.G. Aspects of Language Teaching.-Oxford: Oxford University Press, 1990. 218-260 p.

6. Chan, G. The Professional Development of Pre service Teachers in a Postgraduate Diploma in Education Program. Practice and Theory in Systems of Education, 6(2), 2011. 185-196 pp.

7. Cooper R., Lavery M. and Rinvolucri M. Video. Oxford University Press. 1993. pp. 145-149.

8. Davidson G., Dunlop F., Soriano. D H., Kennedy L., Philips. T. Going forward: Continuing Professional Development for English Language Teachers in the UK. British Council. 2012. 18-19 pp.

9. Geddes M. Video in the language classroom. London, Heinemann Educational Books, 1997. pp. 74-81

10. Hymes D. On communicative competens. In: J. B. Pride and J. Holmes.S ociolinguistics-Middlesex: Penguin Books LTD, 1972.67 p.

11. The Intensive English Course. A Challenging Program for Serious Students/ Intensive English Programs.London, 1996. pp. 2-3

12. Karpova L., Grigorieva Ye., Ladonina Ye., Popova O., Shchekoldina A. Building Professional Competences of English Language Teachers/ SHS Web of Conferences 50, 01077 (2018), pp. 2-5.

13. Kelly R. Video and language learning, an approach to viewing comprehention. RELC Journal, 1992. pp. 52-57.

14. Khakimova D. Professional competence of the foreign language teacher/ “Problems of Modern Sience and Education”, 2020, Nr 1(146), pp. 65-67.

15. Littlewood W. Communicative Language Teaching. An Introduction. Cambridge, Cambridge University Press, 1981 - 33 p.

16. Mizell H. Why professional development matters/ Learning Forward www.learningforward.org the United States of America, 2010. pp. 9-25.

17. Stempleski S., Tomalin B. Video in action. Prentice Hale International ELT, 1990. 105 p.

18. Ramadhani N., Ancok D., Swasono Y., Suryanto P 2012. Teacher Quality Improvement Program: Empowering Teachers to Increasing a Quality of Indonesian's Education. Proceeding of International Conference on Education and Educational Psychology. Istanbul, Turki. 10-13 October 2012, pp. 38-48.

19. Qing, X. Reflective Teaching: an Effective Path for EFL Teacher's Professional Development. Canadian Social Science, 5(2), 2009. 35-40 pp.

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