STRATEGIES OF FUTURE FOREIGN LANGUAGE TEACHERS’ LINGUISTIC SELF-EDUCATIONAL ACTIVITIES

Introduction. Due to globalisation and integration it is necessary to change knowledge- and competency-based vector of higher education for self-education. In a dynamic and changeable life there is a demand for specialists with a new world-view, for whom continuous self-development would be the sense of life. Therefore educators should elaborate theoretical and practical fundamentals of teaching future foreign language teachers the methodology of linguistic self-education, based on the strategies of constant improving their knowledge and skills. Purpose. The aim of the paper is to define the essence and characterise the strategies of linguistic self-educational activities of future foreign language teachers. Methods. Such methods as analysis, synthesis, comparison, systematisation and generalisation of theoretical and methodological aspects of organising the linguistic self-educational activities of future foreign language teachers with the help of learning strategies form the basis of this research. Results. The system of teaching strategies presupposes providing students with knowledge of the peculiarities of managing the learning process and encouraging them to independently build their own educational trajectory in the aspects of goal setting, planning, selecting appropriate forms, methods and means; as well as reflecting the course and results of self-instruction. In this context teachers should gradually transmit some of their administrative functions to students in order to develop their subjectness, that is, the ability and readiness to be the subject of self study. Depending on the functional orientation learning strategies are divided into metacognitive and cognitive ones. The term “strategies of linguistic self-education” is interpreted as the complex of individual intellectual actions aimed at completing tasks in the course of foreign language self-training by means of independent organising the process of gaining theoretical and practical knowledge as well as developing speech skills in order to support and constantly enhance language proficiency level. The main strategies of linguistic self-education are special subject, autodidactic and general ones. Originality. The novelty of the research lies in studying and analysing the specificity of organising the training process of forming the preparedness of future foreign language teachers for linguistic self-education by means of systematic and integrated application of learning strategies. Conclusion. The students' mastering of the strategies of linguistic self-education will make it possible for them to perform self-management of their own self-teaching in accordance with the individual inner mechanisms of cognitive processes and to work out their personal style of linguistic self-educational activities on this basis which will be the instrument of systematising and continual enriching their professional experience.