DEVELOPMENT OF PROFESSIONAL SKILLS OF LEXICAL ANALYSES OF FUTURE PHILOLOGY TEACHERS

Abstract

The teaching profession, especially within the realm of philology, demands a sophisticated grasp of language and its structures. Cultivating professional skills in lexical analysis is crucial for aspiring philology educators, as it underpins language instruction, understanding, and text analysis. This research explores innovative strategies to equip philology students with lexical analysis skills, highlighting their pedagogical importance and broader relevance to linguistic and cultural studies. The study will examine theoretical foundations, practical applications, and evaluations aimed at boosting the lexical analysis proficiency of future teachers. Developing professional skills in lexical analysis for prospective philology educators is a complex process involving various methods and approaches to enhance their linguistic expertise. This study investigates the strategies used in teacher education programs to foster lexical analysis skills, including linguistic exercises, vocabulary work, flashcards, and the integration of both traditional and modern teaching methods like blended learning. Acquiring foreign language lexical competence is underscored as a vital prerequisite for the professional success of future teachers, enabling them to continually refine their skills through self-directed learning. Furthermore, the study stresses the importance of cultivating speech culture, effective verbal communication, linguistic precision, and cultural awareness among future English language teachers. The lexical analysis of future philology teachers' views on innovation programs reveals their generally positive attitudes towards innovative teaching methods and technologies, acknowledging the importance of developing innovative competence and technological literacy for their professional advancement. However, the study also highlights a gap between the beliefs of future teachers and their educators regarding the structure and content of teacher education programs. The findings indicate a need for more cohesive and practical approaches in teacher training, incorporating STEM principles, computational thinking, and adaptive expertise to enhance the innovative capabilities of future philology teachers. The study concludes by stressing the importance of addressing the differences in beliefs between future teachers and their educators to create more effective and motivating teacher preparation programs.