Сontent and structure of foreign language professional competence of future non-philological teachers

Abstract

Abstract: The article aims to reveal the content and structure of the foreign language professional competence of future non-philological teachers, to determine its components, and to outline the conditions for its effective formation in the context of modern educational trends and the requirements of the European educational space. Methods. The research employs a set of general scientific and pedagogical methods: analysis of scientific literature on the problem of professional and foreign language competence formation; comparative and generalizing method for systematizing theoretical approaches; modeling method for defining the structure of foreign language professional competence; empirical methods (observation, questionnaire survey) for identifying the level of formation of relevant skills among students. The results specify the content and structure of foreign language professional competence of future teachers of non-philological specialities. In particular, the main structural components of foreign language professional competence of teachers of non-philological specialities are identified and characterised: linguistic, sociocultural, intercultural and communicative competences, as well as psychological readiness for intercultural interaction. Conclusions. The developed foreign language professional competence is an essential component of the professional formation of a non-philological teacher, as it ensures competitiveness, academic mobility, and readiness for intercultural communication. Further research should focus on developing practical models for the formation of this competence, taking into account the specifics of different specializations. Keywords: foreign language professional competence, future teacher, non-philological specialty, competence structure, communicative skills, foreign language education, pedagogical conditions.