https://doi.org/10.31261/CHOWANNA.2006.26.13
The article addresses the issue of training foreign language teachers. According to the author, teaching a foreign language is not merely about mastering grammatical and lexical structures but is a far more complex process that involves understanding the context in which these structures can occur. In an era when foreign language proficiency is becoming a necessity, attention should be paid not only to how eager (and not always patient) students learn a language but, more importantly, to those who determine the organization of the entire language education process—namely, language teachers. Since they are primarily responsible for the level of language proficiency in society, efforts should be made to develop professional qualities in language teachers that enable them to become conscious transmitters of linguistic knowledge, which should later contribute to their students’ communicative success. The belief that an effective language teacher must be trained is not irrational—after all, vocational schools exist precisely to prepare professionals who are aware of their mission. Therefore, the aim of the author’s research was to explore whether specific training techniques could be used to enhance the overall competence (in various aspects) of future second-language teachers. The goal was to ensure that they fully understand the tasks and objectives they must meet and responsibly participate in their students’ language learning process.
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Vol. 1 No. 26 (2006)
Published: 2025-08-18
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