ON THE QUESTION OF COMPETENCES AND BEHAVIOR OF A FOREIGN LANGUAGE TEACHER

The article considers the main competencies of a foreign language teacher (personal, social-communicative, educational, didactic-organizational) and his behavior (speech and non-speech) given their role and importance in the implementation of the educational process in a foreign language and foreign language material in the lesson. The authors emphasize the need to take into account the personal professional qualities of a foreign language teacher and his ability to implement speech and non-speech behavior in class as such factors that have a direct impact on students’ interest in learning a foreign language, their successful mastery of basic speech skills, on the attitude to the subject «Foreign language» and the desire to further self-improvement of acquired skills and abilities. Having personal competence, a foreign language teacher regulates the balance between work, professional development, family and free time, has the opportunity to properly organize their self-improvement. Educational competence helps the teacher to maintain discipline in the classroom, which is an important factor in the successful possession of students the necessary educational material. Professional competence determines the skills, abilities and knowledge of a foreign language and country studies. Mastering didactic and organizational competence involves developming the ability to effectively transfer foreign language knowledge to students, take into account the interests and learning needs of students. The speech of a foreign language teacher must be literate, expressive and convincing. It is an important factor in organizing and conducting a lesson. Since a foreign language lesson should be conducted primarily in a foreign language, the teacher should also encourage students to communicate using language knowledge, skills and abilities. Non-verbal behavior of a foreign language teacher is realized through the performance of various functions related to the organization and conduct of the lesson. Acquaintance with new material is carried out by involving the corresponding context, isolation of the new phenomenon from the whole, search by pupils of new in the set context, performance of exercises. In organizing and conducting oral training, namely during dramatization and role-playing, as well as during the presentation of the texts for listening, the teacher involves his acting skills.