development of professional competency of a foreign teacher in the system continuous education

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development of professional competency of a foreign teacher in the system continuous education content introduction……………………………………………………………………….3 chapter i. development of professional competence of foreign language teacher 1.1. professional competence of the foreign language teachers……………………6 1.2. the role of need analysis…………………………………………………….9 1.3. necessities of the target situation in learning………………………………...12 1.4. learning needs……………………………………………………………..…14 chapter ii. target situation needs 2.1. need analysis and syllabus design…………………………………………17 2 2. evaluation of the effectiveness in the target situation……………………...22 conclusion……………………………………………………………………….28 references………………………………………………………………………..29 introduction finding out about and analyzing the needs of the students is vital in esp teaching. in fact one of the main contributions of esp to the wider world of english language teaching has been the development of thorough needs analysis. john munby’s communicative syllabus design (1978) is, probably, the most thorough and widely known work on needs analysis. in his work, munby introduced a very well detailed set of procedures for discovering target situation needs. he …

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ach, the answer to this question would be ‘the ability to comprehend and/or produce the linguistic features of the target situation’, for example the ability to understand the passive voice. thus, what the cnp produces is a list of the linguistic features of the target situation’. but there is much more to needs than this. hutchinson states that there are two kinds of needs: target needs and learning needs. necessities we can call ‘necessities’ the type of need determined by the demand of the target situation; that is, what the learner has to know in order to function effectively in the target situation.the following example of this procedure is adapted from munby (1978), and it shows the necessities for a learner who works as a head waiter in a hotel.lacksto identify necessities alone, however, is not enough, since the concern in esp is with the needs of particular learners. you …

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onsidering the question: ‘what knowledge and abilities will the learners require in order to be able to able to perform to the required degree of competence in the target situation?’ considering the starting point as (lacks) and the destination (necessities), although there might be some disputes over what the destination should be (wants). what has not been clarified yet is the route. how are we going to get from our starting point to the destination? this will lead us to speak about another type of need: learning needs.to understand what is meant by learning needs, let us look a little more closely at what happens in the analysis of target situation needs.in looking at the target situation, the esp course designer is asking the question: ‘what does the expert communicator need to know in order to function effectively in this situation?’ this information may be recorded in terms of language …

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or studies, but they probably have some strong motivation to do so. this does not imply that they will accept or learn from dull texts in esp. it may be more appropriate to look for texts that are more interesting or humorous in order to generate the motivation needed to learn english (hutchitson and waters, 1983). to sum it up, the target is not a reliable indicator of what is needed or useful in the esp learning situation. the target situation analysis can determine the destination; it can also act as a compass on the journey to give general direction, but we must choose our route according to the vehicles and guides available (i.e. the condition of the learning situation), the existing roads within the learner’s mind (i.e. their knowledge, skills and strategies) and the learners’ motivation for travelling. analysing learning needs to analyse learning needs, we can use a …

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ace? chapter i. development of professional competence of foreign language teacher 1.1. professional competence of the foreign language teachers the key figure of the quality of education is, first of all, the competence of the knowledge carrier (teacher), which transmits this knowledge through various methods to students in the process of implementing all levels of education. one of the important tasks of vocational training in higher educational institutions of the country is to increase the competence of students through increasing the professional competence of teachers [1]. the term «professional competence» began to be actively used in the 90s of the last century, and the concept itself becomes the subject of a special, comprehensive study of many researchers dealing with the problems of pedagogical activity (n. v. kuzmina, a. k. markov, etc.). under the professional competence of a teacher is understood the totality of professional and personal qualities necessary for successful …

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development of professional competency of a foreign teacher in the system continuous education content introduction……………………………………………………………………….3 chapter i. development of professional competence of foreign language teacher 1.1. professional competence of the foreign language teachers……………………6 1.2. the role of need analysis…………………………………………………….9 1.3. necessities of the target situation in learning………………………………...12 1.4. learning needs……………………………………………………………..…14 chapter ii. target situation needs 2.1. need analysis and syllabus design…………………………………………17 2 2. evaluation of the effectiveness in the target situation……………………...22 conclusion……………………………………………………………………….28 references………………………………………………………………………..29 introduction finding out about and analyzing the needs of the students is vital in esp...

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