Development of creative competence of a future foreign language teacher: linguo-thеaterical approach

Statement of the problem. The linguo- and socio-cultural environment necessary for learning a foreign language, as a rule, absent in the classroom, is imitated with the help of linguo-theatrical technologies that require the teacher to have creative competence, which is formed in the process of implementing the linguo-theatrical approach as an innovative practice of teaching a foreign language. The phased application of theatricalization, dramatization and staging in a foreign language lesson makes it possible to increase the effectiveness of teaching all types of speech activity. The purpose of the article is to present the authors’ recommendations on the use of a linguo-theatrical approach to teaching a foreign language in the context of developing creative competence of a future foreign language teacher. The research methodology is based on the concept of linguodidactic application of theater pedagogy in education (A.B. Nikitina, E.A. Khamraeva, T.M. Osokina, D.M. Kulikova, K. Bohle); theoretical and methodological foundations of the organization of theatrical activities in the study of a foreign language (S.G. Gavrilova, S.N. Korobova, E.A. Nesvetaeva, E.A. Baronenko, Yu.A. Reiswich, I.A. Skorobrenko); practice-oriented research in the field of application of the linguo-theatrical approach to the process of teaching a foreign language (T.V. Samosenkova, D.Yu. Tsotova, M. Schewe, C.C. Anca, etc.). Research results. A set of tasks and exercises to ensure a linguo-theatrical approach to teaching a foreign language, developed by the authors of the study, including such types of theatrical activities as personification of a character, reading by roles on behalf of a character, theatrical retelling of a text (staging episodes of a character’s life), a theatrical situation, a theatrical game, game theatrical exercises (game improvisation) contributes to the realization of the creative potential of students in the course of imitation of the linguistic and socio-cultural environment. On the example of working with texts by P. Maar, a step-by-step process of applying the linguo-theatrical approach to the German lesson is described. Conclusion. The use of a linguo-theatrical approach to teaching a foreign language develops a foreign language communicative competence of students even at a basic and threshold level of language training through cognitive modeling of language and speech situations.