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Forming Communicative Competence of Future Tesol Teachers by Microteaching (Based on British Experience)


The article deals with the analysis of the process of forming communicative competence of future TESOL students by means of microteaching based on the experience of leading British higher education institutions. It has been specified that the phenomenon of communicative competence in scientific discourse originated in the 1960s and connected with the prominent British, German and American scientific researchers (L. Bachman, R. Campbel, M. Canale, J. Habermas, M. Halliday, M. Swain et al.), who have produced their own implications on communicative competence. Based on their views it has been specified that the communicative competence should be acquired in all areas, namely, speaking, reading, listening, and writing. Therefore, it has been justified that microteaching is of significance, as it allows future TESOL teachers to develop the high level of communicative competence. It has been found out that microteaching was developed by Stanford University specialists and became adopted by many teacher education institutions in the world. The model of microteaching acquired in British education institutions has been described. It has been outlined that microteaching is seen as a simplified form of teaching, the main peculiarity of which means it is evaluated by peers/supervisors to provide a feedback. It has been indicated that the main aim of microteaching is to allow future TESOL teachers to determine their level of communicative competence most objectively. It has been clarified that future TESOL teachers should undergo three stages to form their communicative competence. The advantages and disadvantages of microteaching in the context of forming future TESOL teachers’ communicative competence have been presented. The most prominent advantages have been analyzed. The perspectives for further studies have been determined.

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A Critical Review Of The CELTA Syllabus Within The Context Of Saudi Arabia

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Standards of Foreign Language Teachers’ Professional Training: Prospects and Foreign Experience

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Learner autonomy dimensions: What motivated and unmotivated EFL students think

autonomy in East Asian contexts. Applied Linguistics 20(1). 71-94. Littlewood, William. 2000. Do Asian students really want to listen and obey? ELT Journal 54(1). 31-36. Liu, Dilin. 1998. Ethnocentrism in TESOL: Teacher education and the neglected needs of international TESOL students. ELT Journal 52(1). 3-10. McCombs, Barbara. 2012. Developing responsible and autonomous learners: A key to motivating students. ). (Accessed 2018-07-21.) Noels, Kimberly A. 2003. Learning Spanish as a second

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“I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan

. 2001. ‘When the teacher is a non-native speaker’. In M. Celce-Murcia (ed.). Teaching English as a Second or Foreign Language. Boston, MA: Heinle & Heinle. Park, Gloria. 2006. Unsilencing the silenced: The journeys of five East Asian women teachers in the US TESOL teacher education programs. Maryland: University of Maryland Doctoral Dissertation Park, Gloria. 2008. Lived pedagogies: Becoming a multi-competent ESL teacher. In Jose A. Carmona (ed.), Faculty, administration, and the working environment, 17-29. Alexandria, VA: TESOL

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