Developing linguistic competence in future English teachers

Abstract

The article explores the development of linguistic competence in future English teachers, focusing on its phonetic, lexical, grammatical, and discourse components. It characterises linguistic competence as essential for both language accuracy and communicative fluency, emphasizing its role in academic, professional, and intercultural contexts. The research highlights the main challenges Ukrainian learners face, including differences in pronunciation, word order, tense usage, articles, and cohesive devices. A comparative analysis of English and Ukrainian linguistic features identifies specific areas requiring targeted instruction. The study demonstrates that a structured, stage-by-stage approach effectively enhances linguistic competence, integrating techniques such as minimal pair drills, phonetic transcription, articulation exercises, and shadowing native speech patterns to improve pronunciation. Lexical competence is developed through vocabulary-building tasks, contextual guessing, and role-playing activities. Grammar competence is strengthened through structured drills, transformation exercises, and communicative tasks that emphasize accuracy and fluency. Discourse competence is advanced by engaging students in discussions, summarizing texts, constructing essays, and practicing cohesive devices for logical text organization. The research proves that combining theoretical knowledge with practical application improves linguistic accuracy and spontaneous speech production. The findings emphasise the importance of explicit instruction, interactive practice, and progressive skill development, ensuring comprehensive proficiency and preparing future teachers to communicate confidently and accurately.