Organization of independent work on developing speaking competence of preservice teachers while teaching English as a second foreign language

Abstract

Abstract: The article deals with the peculiarities of organizing independent work on developing speaking competence of preservice teachers while teaching English as a second foreign language. The scientific literature on the problems of teaching a second foreign language, developing speaking competence in general and in teaching a second foreign language in particular, independent work and students’ autonomous learning is analyzed. The objective of the article is to investigate the stages of developing speaking competence while teaching a second foreign language through independent work and the strategies for teaching speaking that are relevant to each stage. Theoretical and empirical research methods have been used: critical analysis of scientific sources on methods of teaching foreign languages, generalisation of experience in teaching a second foreign language in higher education institutions, scientific observation of the organisation of the educational process, and modelling of the foreign language teaching process. Results. The process of oral speech production in bilingualism is described, and the stages of speech production, at which interference and transfer phenomena arise as a result of interlanguage interaction when learning a second foreign language, are identified. The role of the concept of the zone of proximal development in increasing the level of independence of students' activity in the process of learning and the concept of scaffolding associated with this concept are established, and its significance in teaching speaking in a second foreign language is discussed. The definition of independent work on the formation of English-language competence in speaking for preservice teachers who study English as a second foreign language is given. Teaching strategies for developing foreign language speaking competence are presented. The stages of developing second foreign language speaking competence in the process of independent work (preparatory, main, final, reflection and self-control) are identified. Strategies for teaching speaking in a second foreign language are highlighted. It has been concluded that the development of speaking competence in a second foreign language through independent work occurs in stages and integrates the usage of scaffolding in teaching materials for independent work, as well as strategies for learning a second foreign language relevant to each stage of independent work.