Features of the Development of Written Competence in the Process of Training an English Teacher


The relevance of the article is determined by the continuous development of digital and information technologies, as a result of which the processes of intercultural communication move to the virtual space, which, for its part, determines the need for a qualitatively new level of written competence, foreign in particular. The purpose of the research is to analyse the specific features of the development of English-language communicative writing competence in future teachers of philology. In the course of the work, the method of studying and analysing methodological and linguistic literature is used; the method of studying the experience of teachers; the method of analysing textbooks, curricula and methodological recommendations intended for use in higher education; the method of classification and generalisation to clarify the structure of English-language communicative competence in written speech; the method of scientific observation of the educational process, students’ activities during the design of written messages. The article analyses the specific features of the development of English-language written competence of future teachers of philology. It was found out that the level of speech writing competence depends on theoretical knowledge about the specific features of building text messages and speech styles, on the skills of analysing and expressing one’s own opinion. Types of communicative written speech are defined. The key elements of the structure of English-language communicative competence in writing in future specialists of the pedagogical field are highlighted. The main linguodidactic principles of teaching writing are outlined and it is proved that their consistent compliance allows developing proper writing skills. The scientific novelty of the research results consists of a detailed description of the structure of competence in writing and a description of the interdependence of all its components

Keywords: written utterance, writing skills and abilities, linguodidactic foundations, communicative writing speech