THE CONTENT AND STRUCTURE OF THE COURSE «DISTANCE LEARNING IN FOREIGN LANGUAGE TEACHING»

Abstract

Purpose. In the context of global informatisation, where proficiency in English written communication skills (particularly, email correspondence, interaction on social networks, participation in professional communities) becomes an integral part of professional competence in most fields, the significance of teaching English written communication in the educational process is increasing. In response to these challenges, a methodological course «Modern Approaches to Teaching English Written Communication» has been developed. Therefore, the aim of this article is to substantiate the content and structure of this course for future English teachers, which anticipates the further development of their professional methodological competence.

Methodology. The research methods included: analysis of scientific literature to define the conceptual and categorical apparatus; analysis of educational and methodological, as well as instructional and regulatory documentation to justify the relevance of developing the course, and studying the experience of teaching English written communication both globally and in Ukraine.

Scientific novelty. The article presents a unique perspective on the content and structure of the course «Modern Approaches to Teaching English Written Communication», aimed at preparing future teachers to organise the educational process for teaching written communication.

Conclusions. The article discusses the concepts of «writing competence», «processual approach», and «genre approach», arguing for the relevance of developing the course «Modern Approaches to Teaching English Written Communication». It examines its structure and content, which includes three substantive modules: theoretical foundations of teaching written communication in English language classes; teaching writing and written communication; and assessment, analysis, and summarizing of learners' achievements in written communication, as well as proposed criteria for evaluating students' academic achievements.