Короткий опис(реферат):
The article discusses a new way of teaching foreign languages, called “language coaching” (or linguistic coaching). The desire of teachers to increase the effectiveness of teaching foreign languages forces them to introduce new pedagogical technologies into the learning process and use not only a variety of educational materials and methodological techniques, but also look for ways to maximize the use of the student’s potential. The author gives definition of language coaching, considers its distinctive features. The article discusses the basic principles of language coaching and analyzes their application in the practice of foreign language teaching. It is emphasized that the key principle of coaching is goal setting. The most effective tool for goal setting is the SMART technique. The author argues that language coaching should be considered as a component of a language teacher psychological competence. The article emphasizes the importance of student-centered approach to teaching foreign languages and the role of language coaching to enhance students’ motivation to training, creating a system of your competencies. It is noted, that the main task of a coach is not to teach, but to stimulate self-education, so that in the process of activity a person can find and obtain the necessary knowledge. This paper also compares traditional forms of language teaching and linguistic coaching methods. The main difference between coaching and traditional forms of training is the focus on the inner potential of the student. It is emphasized that this approach presupposes a partnership between teacher and student, in contrast to the traditional learning process, which presupposes a certain hierarchy of relationships. It should be noted that language coaching as a method of individual training by a coach in the form of interactive communication is a fairly productive way of teaching a foreign language, especially at the initial stage learning foreign languages.
