Abstract:

This article examines the sociolinguistic competence of future teachers and its components. Sociolinguistic competence is defined as a person's ability to use language in accordance with social norms, conventions and context. This is an important component of teachers' professional training, as it affects their ability to communicate effectively with students, parents, and colleagues.

We consider various aspects of sociolinguistic competence of future teachers. Among these components, knowledge about social variants of speech, understanding of language variants and their social significance, the ability to adapt language to different communicative situations, as well as the ability to perceive and respond to cultural and social differences in speech are highlighted.

The analysis shows that the sociolinguistic competence of future teachers is of great importance for building positive relationships with students from different social and cultural backgrounds. It contributes to the creation of a favorable learning environment where students can communicate effectively and freely express their thoughts.

The article also considers possible approaches to the development of sociolinguistic competence of future teachers in the process of their professional training. In particular, it emphasizes the importance of including sociolinguistic aspects in educational programs, organization of trainings and seminars, as well as practical tasks that help future teachers develop their sociolinguistic competence.

So, the article defines sociolinguistic competence as an important component of professional training of future teachers and emphasizes the need to develop this competence in educational institutions. She suggests practical approaches to achieving this goal and calls for further research in this area.

Keywords: sociolinguistic competence, future teachers, components, speech variability, social meaning, communicative situations, cultural differences, professional training, educational programs, trainings, seminars.

References:

1. Hrinkevych, V. (2015). Sotsiolinhvistychna kompetentnist' maibutnikh pedahohiv [Sociolinguistic Competence of Future Teachers]. Kyiv, Ukraine: Kyiv University Publishing House.

2. Petrova, M. (2017). Rol' sotsiolinhvistychnoi kompetentnosti u pedahohichnii praktytsi [The Role of Sociolinguistic Competence in Pedagogical Practice]. Kharkiv, Ukraine: Kharkiv National University Publishing House.

3. Sokolova, O. (2018). Komponenty sotsiolinhvistychnoi kompetentnosti v pedahohichnii diialnosti [Components of Sociolinguistic Competence in Pedagogical Activities]. Lviv, Ukraine: Lviv National University Publishing House.

4. Brown, H. D. (2007). Principles of Language Learning and Teaching. New York, NY: Pearson Education.

5. Canale, M., & Swain, M. (1980). Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing. Applied Linguistics, 1(1), 1-47.

6. Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Cambridge, United Kingdom: Cambridge University Press.

7. Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). An Introduction to Functional Grammar. London, United Kingdom: Routledge.

8. Kramsch, C. (1998). Language and Culture. Oxford, United Kingdom: Oxford University Press.

9. Saville-Troike, M. (2012). Introducing Second Language Acquisition. Cambridge, United Kingdom: Cambridge University Press.

10. Wardhaugh, R. (2010). An Introduction to Sociolinguistics. Oxford, United Kingdom: Wiley-Blackwell.

11. Raven, J. (2002). Competentnist v sovremennom obshchestve [Competence in modern society.] M., «Kogito-Tsentr».

12. Smirnova L. L. (2015). Metodychni aspekty formuvannya sotsiokulʹturnoyi kompetentnosti maybutnʹoho uchytelya inozemnoyi movy [Methodical aspects of the formation of sociocultural competence of the future teacher of a foreign language]. Naukovi zapysky. 104 (2). Seriya: Filolohichni nauky (movoznavstvo) U 2 ch. Kirovohrad: RVV KDPU im. V. Vynnychenka, 410–416

13. Shandruk, S. I. (2015). Kontseptual osnovy profesiynoyi pidhotovky vchyteliv u SSHA [Conceptual bases of professional training of teachers in the USA]. Buduyemo novu Ukrayinu. Zbirnyk konferentsiyi, 86–93.

14. Rurik, G. L. (2011). Komunikatyvna kompetentnist yak skladova profesiynoyi maysternosti uchytelya ta zasib pobudovi humannykh vzayemyn mizh uchasnykamy navchalno-vykhovnoho protsesu [Communicative competence as a component of a teachers professional skills and a means of building humane relationships between participants in the educational process]. Kyiv: Vydavnychiy dim «Slovo».

15. Fedorenko, Yu. S. (2002). Komunikatyvna kompetentsiya yak naivazhlyvishyy element uspishnoho spilkuvannya [Communicative competence as the most important element of successful communication]. Ridna shkola, 1, 63–65.