UDC 378.091.26:[378.017:81’373.45-047.22]:[378.018.8:37.011.3-051](045)
DOI: https://doi.org/10.59694/ped_sciences.2026.20.099
DIAGNOSTICS OF THE LEVEL OF FOREIGN LANGUAGE COMPETENCE OF FUTURE TEACHERS IN THE MODERN EDUCATION SYSTEM
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LIAKHOVSKA Yuliia
Lecturer of the
Special Language Training Department, Military
Faculty of International Relations and Law, Military
Institute of Taras Shevchenko National University of
Kyiv.
ORCID iD: https://orcid.org/0000-0003-4723-0260
Abstract:
The article investigates the problem of diagnosing the level of foreign language competence of future teachers in the context of modern professional training. The relevance of the topic is due to the growing requirements for the quality of training of pedagogical personnel who are able to effectively communicate in a foreign language, work in conditions of intercultural interaction and use a foreign language as a tool of professional activity. It is substantiated that the foreign language competence of future teachers is an important component of their professional competence and an integrative formation that includes motivational, cognitive, communicativeactivity, socio-cultural and reflective components. An analysis of scientific approaches to the interpretation of the essence of foreign language competence is carried out, its content and structural components are specified.
The focus is on determining the criteria and indicators for diagnosing the level of foreign language competence of future teachers. Motivational, cognitive, communicative-activity, sociocultural and reflective criteria are identified, which allow for a comprehensive assessment of the state of foreign language training of education seekers. High, medium and low levels of foreign language competence are characterized and their main manifestations are specified. It is determined that the objectivity of diagnostics is ensured by a combination of various research methods, in particular, questionnaires, testing, communicative tasks, situational exercises, selfassessment and analysis of the results of students’ educational activities.
The practical significance of the study lies in the possibility of using the proposed criteria, indicators and diagnostic tools in the process of professional training of future teachers in higher education institutions. It is emphasized that a comprehensive approach to diagnostics contributes to the timely identification of difficulties in foreign language training, increasing the objectivity of assessment and improving the content and methods of teaching. Prospects for further research are seen in the development and testing of diagnostic tools for assessing the level of formation of foreign language competence of future teachers in the conditions of a modern educational environment.
Keywords: foreign language competence, future teachers, professional training, diagnostics, level of formation, criteria, indicators, modern education.
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