Phased training of future foreign language teachers for life-long linguistic self-education

Abstract

In the research paper we have substantiated undeniable advantages of linguistic self-education both in the context of modernizing the existing system of future foreign language teachers’ professional foreign language training through significant expanding and enriching its content and focus areas, and in terms of arming students-linguists with an effective tool – linguistic self-education – for continuous personal and professional self-improvement throughout life. We have proven that the process of future foreign language teachers’ training for linguistic self-education should take place in stages, with gradual inclusion of students in autonomous linguistic self-educational activities. In the paper each of the stages has been defined and characterized, namely: propaedeutic, which involves the acquisition of theoretical knowledge in linguistic self-education and familiarization with the basic skills of linguistic self-educational activities; reproductive, within which subjective experience of linguistic self-education is accumulated; selfregulatory, during which the transition from reproductive to creative linguistic selfeducational activities takes place; experimental-search, which is characterized by total autonomy, when linguistic self-education is integrated into the future specialist’s lifestyle and becomes his/her internal need.