DEVELOPMENT OF ENGLISH AND FRENCH STUDENT TEACHERS’ LANGUAGE ASSESSMENT LITERACY IN SPEAKING

Abstract

The article highlights the issues of preparing English and French future teachers for testing speaking at secondary school. The structure of FL future teachers’ language assessment literacy in speaking has been described and scientifically justified. Tasks and activities for its development have been presented. The mode of teaching has been suggested. The principles of developing
language assessment literacy in speaking have been formulated.
The purpose of the article is to present the structure of FL future teachers’ language assessment literacy in speaking and to create tasks and activities for its development.
Methodology. The methods have been applied as follows: analysis of pedagogical and methodological works on developing future FL teachers’ language assessment literacy in speaking. The research is underpinned with system approach to teaching, the principle of succession in arranging the learning process.
The scientific novelty of the work consists in describing the structure of future FL teachers’ language assessment competency in speaking and designing tasks and activities for its development.
Conclusions. There has been presented the structure of future FL teachers’ language assessment competency in speaking and the system of tasks and activities for its development. The prospects of further research presuppose specifying the content and widening the scope of tasks and activities for developing future FL teachers’ language assessment competency in speaking.