Linguodidactic strategies for developing the future teachers’ speech competence
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.04.10Keywords:
Speech competence, linguodidactics, future teacher, teaching strategy, communication, Language educationAbstract
Improving the quality of future teachers’ language training in their professional education is an important task of modern pedagogy. The aim of the study was to determine the effectiveness of different types of linguodidactic strategies in the development of individual components of speech competence, to identify its internal structure and to analyse changes after pedagogical intervention. The study used two standardized questionnaires: the Self-Perceived Communication Competence Scale (SPCC) and the Teacher Language Competence Inventory (TLCI). The Pearson correlation coefficient, factor analysis by the principal components method with varimax rotation, as well as linear and multifactorial regression were applied. The factor analysis of the inventory of pedagogical speech competence identified three factors: normative pragmatic (pragmatic appropriateness – 0.516), lexical (lexical accuracy – 0.714), and prosodic (intonation expressiveness – -0.867). The multifactor regression model showed the highest positive impact of the gamified strategy (β = 1.962) and cognitive strategy (β = 1.106), while the situational strategy showed a negative effect (β = -2.142). Correlation analysis did not reveal statistically significant relationships, but recorded a number of positive trends. Further research may focus on structural modelling of connections and longitudinal tracking of changes in speech competence over time.
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Copyright (c) 2025 Natalia Dyka, Svitlana Horobets, Marharyta Kozyr, Viktorija Mykytenko, Oleksandra Glazova
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