UDC 378.016:811.11
DOI: https://doi.org/10.59694/ped_sciences.2026.19.064
DEVELOPING TEXT-CREATION COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS (GERMANISTICS` STUDENTS) IN STUDENT-CENTERED EDUCATIONAL ENVIRONMENT
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FRUMKINA Aryna Leonivna
Doctor of
Pedagogical Sciences, Associate Professor, Head of
the Department of Germanic and Oriental Languages
and Translationat the International Humanitarian
University (Odesa, Ukraine).
ORCID iD: https://orcid.org/0000-0003-2635-685X
Abstract:
The article offers a theoretical examination of the problem of developing text-creation competence of future foreign language teachers (Germanic-philology students) within a studentcentered educational environment. The relevance of the study is determined by the growing demands for the quality of professional training of foreign language teachers in higher education institutions, the orientation of the educational process toward competence-based learning outcomes, and the need to ensure learners’ ability to engage in productive foreign-language communication at the level of a coherent text.
The study substantiates the expediency of viewing text production not as a set of isolated writing tasks but as an activity-based mechanism for implementing the prospective teacher’s methodological competence, encompassing planning, organizing, reflecting on, and monitoring the teaching–learning process through the creation of educationally and professionally relevant foreignlanguage texts. It is shown that the effectiveness of developing text-creation competence is ensured by combining environmental resources, the authenticity of foreign-language communication, and systematic reflection within a student-centered organization of learning. Special attention is paid to the methodological foundations of the staged development of text-creation competence, in particular to the principles of systematicity and gradual increase in the complexity of content and learning actions, the didactically grounded selection of learning texts, and the pedagogical modeling of the educational process.
It is determined that a student-centered educational environment functions as an organizational and methodological mechanism that combines learner autonomy with structured instructor support through a system of text-based tasks, assessment criteria, and reflective procedures. Prospects for further research are outlined, including clarifying the structure of textcreation competence, designing and experimentally validating models of student-centered textcreation training, and improving formative assessment methods for foreign-language text products.
Keywords: text-creation competence, student-centered learning, foreign language, Germanic philology students, future teachers, educational environment, professional training.
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