Microteaching for forming student's communicative competence

What is it about?

Microteaching is leading technology in foreign language teacher's education. Communicative competence of foreign language teachers should be acquired in all areas, namely, speaking, reading, listening, and writing. Therefore, it has been justified that microteaching is of significance, as it allows future TESOL teachers to develop the high level of communicative competence. We have outlined advantages and disadvantages of microteaching in the context of forming communicative competence of future TESOL teachers, using practice the Btitish experience.

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Why is it important?

Our findings have indicated that the main aim of microteaching is to allow future TESOL teachers to determine their level of communicative competence most objectively. We have justified that microteaching is seen as a simplified form of teaching, namely, a ten twenty-minute session taught to a small group of students. The main peculiarity consists in the fact that a microteaching session is evaluated by students/peers/supervisors using the checklist so as to provide a feedback. We have indicated that the main aim of microteaching is to allow future TESOL teachers to determine their level of teaching competence, especially communicative one, most objectively. We have outlined three stages future TESOL teachers should undergo to form their communicative competence, namely: 1) forming a complex of professional and methodical skills; 2) preparing and conducting a microteaching session (microlesson) based on application of the data of professional and methodical skills; 3) conducting the second microteaching session. All these steps lead to such consequences: future TESOL students improve their ability to address those common questions that require an ambiguous response and, therefore, involve the students into discussions, correct/clarify wrong or inaccurate responses, etc.

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