THE CONTENTS OF ADDITIONAL VOCATIONAL TRAINING OF FOREIGN LANGUAGES TEACHERS AND POSSIBILITIES OF ITS IMPROVEMENT

Additional vocational training of a foreign language teacher is carried out at 55 institutions of raising the level of teacher's skill and retraining of pedagogical staff. The level of realized training and the matter of raising the level of teacher's skill programmes at 26 leading institutions of additional vocational training have been analyzed. The existence of two kinds of programmes, general and special, has been revealed. General programmes are aimed for foreign language teachers without taking into account a teaching language. Special programmes are intended for teachers of one foreign language. Raising the level of foreign language teachers' skill in accordance with general programmes is carried out within five ways. The courses covered the questions of modernization of foreign languages acquisition process, introduction of new methods and means, methods of teaching foreign languages have become widespread. They contain information about aims and tasks of foreign language learning in primary and secondary school, active ways of its acquirement, application possibilities of different approaches for organization of foreign educational and cognitive pupils' speech activity. Raising the level of teachers' skill is carried out according five ways. Among them the most widespread courses are connected with the methods of English language acquisition and teaching and methodical convoy of English lessons. They introduce teachers to modern methods of foreign language teaching, the main components of educational and methodical materials and complexes. It is determined that they have professional orientation, contribute to raising the level of methodical and linguistic teacher training of a certain foreign language. At the same time only 11 per cent of general and special programmes have cognitive and practical orientation that provided more than getting theoretical information and also visiting and conducting lessons, their analysis on the basis of using new received knowledge. Besides the phenomenon of bilinguism and its significance for foreign language teacher activity is not considered, the acquaintance with norms of intercultural communication is not provided, the study of specificity of professional oriented bilingual expressions is lacking in analyzed programmes. For improving preparation of bilingual teachers it is necessary to add information about peculiarities of pedagogical work, rules of speech behaviour, ways of communicative speech skills development for effective communication in two languages into the programmes of raising the level of teacher's skill.

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