Developing Prospective English Language Teachers' Grammatical Competence in Speaking Using Blended Learning Technologies

Abstract

The article highlights the problem of forming English grammatical competence in speaking using blended learning technologies. The current state of research on the development of prospective English teachers' grammatical competence in speaking has been analysed and the relevance of scientific research on the effectiveness of using blended learning technologies for the development of grammatical competence has been proved. The objective of the article is to theoretically substantiate the use of blended learning technologies for the development of prospective English teachers' grammatical competence in speaking. To achieve this goal, theoretical and empirical research methods were used: critical analysis of scientific sources on foreign language teaching methods, generalisation of foreign language teaching experience, scientific observation, prognostication and modelling of the learning process. The results of the study show that blended learning is a technology that allows the teacher to optimally balance individual, independent work of students with classroom work, provide the necessary feedback to prevent negative learning outcomes and ensure appropriate correction of the student's learning trajectory. The article analyses and identifies the models of blended learning available at the present stage and their use in teaching foreign languages in general and English grammar in particular. The expediency of using flipped learning technologies and the rotational model of blended learning in teaching grammar is substantiated. It has been concluded that the use of flipped learning at the preliminary stage and the rotational model at the stereotypical-situational and stereotypical-variative stages increases the efficiency of organising the process of forming English grammatical competence in speaking.