Zhukova Natalia Aleksandrovna
Кандидат педагогических наук, Cand. Sci. (Pedagog.), Senior Lecturer, Altai State Pedagogical University, Natasha97374@yandex.ru, Barnaul

Formation of Methodical Competence of Students at Seminars on the Methodology of Teaching a Foreign Language

Introduction. The article updates the methodical training of future foreign language teachers as part of their professional training. The content of methodical training of students is revealed through the concept of methodical competence. The purpose of the article is to clarify the definition of the methodical competence of a foreign language teacher, to present its structure, to reveal the features of its formation at seminars on the methodology of teaching a foreign language. Methodology and research methods. The methodological foundations of the research are the ideas of communicative and socio-cultural approaches to teaching foreign languages, competence-based, contextual, and personal-activity approaches. Results. The following components of methodical competence are highlighted: the personal component; the cognitive and informational component; the operational and technological component; the activity component. This article reveals the possibilities of seminars for the formation of methodical competence of students. The author gives detailed recommendations based on her textbook on the methodology of teaching foreign languages to teachers on the successful formation the components of this competence. Conclusion. The effectiveness of the formation of methodical competence of future teachers of a foreign language largely depends on the correct organization of seminars on the methodology of teaching a foreign language.
a foreign language teacher, professional competence, methodical competence, structure of methodical competence, seminars, methodical tasks.

1. Ariyan, M. A., 2018. Professional training of foreign language teachers in new educational conditions. The teacher of the XXI century, no. 1, pp. 41−54. (In Russ.).
2. Alipulatova, N. S., 2011. Practice of organizing lectures and seminars at the Department of theory and methods of teaching foreign languages. Proceedings of Dagestan state pedagogical University, no. 1, pp. 100−104. (In Russ.).
3. Bobrova, T. O., 2016. Micro-teaching as part of the meta-subject approach in the professional training of foreign language teachers. Economics and society, no. 11 (30), pp. 373–376. (In Russ.).
4. Verbickij, A. A., Il’yazova, M. D., 2011. Invariants of professionalism: problems of formation: monograph. Moscow: Logos Publ., 288 p. (In Russ.).
5. Vilenskij, V. Yа., Obrazcov, P. I., Uman, A. I., 2004. Technologies of professional-oriented training in higher education. Moscow: Pedagogical society of Russia Publ., 192 p. (In Russ.).
6. Dubakov, A. V., Hil’chenko, T. V., 2014. Formation of methodological competitiveness of future foreign language teachers in the conditions of modernization of higher education. Current problems of the Humanities and natural Sciences, no. 10, pp. 336−341. (In Russ.).
7. Zhukova, N. A., 2018. Development of reflection as a condition for effective educational activity of students at the University. Bulletin of Altai State Pedagogical University, no. 1, pp. 20−24. (In Russ.).
8. Zhukova, N. A., 2016. Development of educational and cognitive competence of students of non-linguistic universities in the process of learning foreign languages. The world of science, culture, and education, no. 5 (60), pp. 337−340. (In Russ.).
9. Igna, O. N., 2015. The terminological tasks for methodical preparation of teachers of a foreign language. Bulletin of Tomsk State University, no. 10 (163), pp. 94−98. (In Russ.).
10. Igna, O. N., Fel’de, O. L., 2017. Tasks of quasi-professional orientation in the methodological training of a foreign language teacher. Bulletin of Tomsk state University, no. 10 (187), pp. 155−157. (In Russ.).
11. Krutova, G. P., Stefanova, G. P., 2014. Methodical preparation of students to solve professional tasks of a teacher when studying at a University. The teacher of the XXI century, vol. 1, no. 3, pp. 99−105. (In Russ.).
12. Kuteneva, I. E., 2019. The role of active learning methods in the process of preparing future managers for cross-cultural interaction. Modern methods and technologies of teaching foreign languages. Cheboksary, 449 p. (In Russ.).
13. Morgacheva, N. V., 2017. Requirements for the content of methodological training of future science teachers. Pedagogical journal, vol. 7, no. 2A, pp. 50−61. (In Russ.).
14. Solovova, E. N., 2006. Practicum for the basic course of foreign language teaching methods: textbook for higher education institutions. Moscow: Education Publ., 192 p. (In Russ.).
15. Trofimova, G. S., Stepanova, M. M., 2015. Micro-teaching technology in the methodological training of a foreign language teacher in a master’s program of a multidisciplinary University. Bulletin of KSU named after N. A. Nekrasov, vol. 21, pp. 168−171. (In Russ.).
16. Filatova, Yu. V., 2007. Methods of conducting seminars in the system of modern education. Bulletin VolSU, series 6, no. 10, pp. 116−118. (In Russ.).
17. Starkey, L., 2004. Critical Thinking Skills Success in 20 Minutes a Day. New York: Team LRN Publ., 182 p.