USING INDEPENDENT LEARNING TASKS TO DEVELOP THE SOCIOLINGUISTIC COMPETENCE OF PROSPECTIVE FOREIGN LANGUAGE TEACHERS

This article analyses the linguodidactic potential of independent learning tasks in developing the sociolinguistic competence of prospective foreign language teachers. The research problem concerns the use of independent tasks within mother-tongue education to develop prospective foreign language teachers’ ability to communicate in dialogic speech in ways that are appropriate to social situations, pragmatically suitable, and consistent with the requirements of speech etiquette. The study employs theoretical analysis, comparison, classification, and methodological modelling. It proposes principles for aligning independent learning tasks with the components of sociolinguistic competence, a system of task types, assessment criteria, and the main stages of a methodological model. The proposed approach aims to integrate mother-tongue education with professional communication situations and to encourage students to analyse their own speech independently.