VARIOUS METHODS OF PREPARING FUTURE FOREIGN LANGUAGE TEACHERS FOR PROFESSIONAL ACTIVITY

Аннотация

This investigation gives an information about the formation of future foreign language teachers’ through professional communicative competence in the environment of English classroom. The research reveals different explanations about this phenomenon of various authors, the results of the students’ testing are described, the main principles for choosing of professionally-oriented English texts are presented, the plot, theme and developing problem situations application for the formation of professional lexical competence of students are investigated. In modern conditions, an active process continues improvement of the main directions in the field of language education, such as the focus on global development trends, changes in the social context of learning foreign languages, striving for progress, revision of content and objectives of foreign language education, which determine the further development of the university system education and are aimed at improving education to the level compliance withinternational standards. Keywords: methodology, professional training, future teacher of a foreign language, informative process, game technology, English teachers, linguistic competence, problem situations. The present time is marked by the processes of integration and rapprochement of states, languages, nations and cultures. Under these conditions, the prestige of learning a foreign language is increasing. Pedagogical language universities direct their efforts to prepare a competent foreign language teacher who is able to effectively build the educational process in subject. The readiness of students for real professional foreign language communication is an important area of language education in higher education, which, on the one hand, it is socially significant, and on the other hand, it is methodologically justified. A special place in the system of professional training of the foreign language teacher is occupied by professional lexical competence, which we understand as "a professionally significant integrative quality of a linguistic personality, an integral part of professional competence, a linguistic basis of foreign language communicative competence, formed on the basis of theoretical knowledge, practical skills, and formed ability and readiness to use the vocabulary of the studied foreign language in theprocess of performing pedagogical activities”[1]. Successful professional activity of a foreign language teacher involves the possession of a fairly extensive amount of lexical material and free operation of them in the process of pedagogical activity. The teacher is faced with various problems, new situations that require a certain speech reaction and various knowledge in his daily teaching practice: - Howto act as a teacher? - Shouldhe/shelimitset of typical phrases? The opportunity to use a foreign language as a means of communication and have a friendly conversation with students and jointly resolve a problem, including one that is not necessarily related to educational material will be missed. The analysis of the results of teaching practice by https://ijmri.de/index.php/jmsi volume 4,issue4,2025 73 students at school showed that the future teacher doesn’t always manage to use specific reasons for unprepared speech, create natural atmosphere in the lesson, ensure adequate response to a situation that goes beyond educational topics (lateness, cheating, scattering attention of students, etc.). Language Methodists noted that while teaching teacher face experience during thepractice, somedifficulties incommunicating with theclass, pointed to the"lack oflexical units”[6]. When perceiving the educational material in English, the student accepts the algorithm of the text structure as the main guide for understanding the content of the material. For example, test control is widely used to assess students' knowledge of the English language. If students are addressed with the help of digital technologies, for example, with tests based on Cloud technology, this situation arouses great interest in students and provides an opportunity to determine the acquired competencies related to science, along with the level of formation of the general worldviewof students [1,7]. Today, digital technologies are being used at all levels of education, starting from pre-school educational institutions. However, we have seen that these activities are not organized and donot always follow didactic principles. For example, homework is not just a boring "obligatory" chore, but an interesting stepping stone to a new pursuit. The use of quests in the educational process, not just downloading educational material from the platform, but solving a situational task, a problem in the form of a puzzle, arouses more interest in students, web quests that attract knowledgesignificantly increase theirlevel of knowledge. As part ofour experiment in preparation forpedagogical practice, we decided to test according to students' knowledge o