Objectives and Content of Developing Prospective University Teachers’ English Competence in Speaking and Writing by Means of Information and Communication Technologies

У статті на основі аналізу джерел, опитування викладачів і студентів конкретизовано цілі та зміст формування у майбутніх викладачів англомовної компетентності в говорінні та письмі в єдності предметного (професійна та офіційно-ділова сфери спілкування, ситуації, наміри, теми та проблеми, тексти, лінгвосоціокультурний матеріал (лексика з національно-культурною семантикою, норми поведінки, лінгвосоціокультурні особливості есе); лексичний, мовленнєвий матеріал, інформативні та конвенційні комунікативні стратегії) та процесуального (продуктивні вміння, лінгвосоціокультурні навички та вміння, лексичні навички, уміння оперувати комунікативними стратегіями, рефлексивні вміння, вправи для розвитку навичок та вмінь, відповідні знання) аспектів.The article grounds and specifies the objectives (practical, professional, developmental, educational) and the content of formation of prospective university teachers’ English competence in speaking and writing by means of information and communication technologies. The study of modern scientific sources, syllabi, scientific observation, a survey of teachers and students of two universities enabled to determine the subject and procedural aspects of content. The subject aspect includes: professional and official spheres of communication; typical communication situations identified on the basis of a survey of university teachers; communicative intentions (to present information, to present data/facts, to call for action, to convince the audience, to present the results of own scientific research or own experience, to receive information, to present own achievements and professional and/or scientific interests, to demonstrate own level of English etc.); topics and subtopics, problems; texts (electronic, audio and video); linguosociocultural material (vocabulary with national-cultural semantics, rules and norms of behavior in typical situations of real social and professional communication, linguosociocultural peculiarities of different types of essays); lexical material; speech material; informative communication strategies and conventional communication strategies with corresponding tactics. The procedural aspect of the content of formation of prospective university teachers’ English competence in speaking and writing includes: speaking and writing skills, exercises for their development, corresponding knowledge; linguosociocultural skills, exercises for their development, corresponding knowledge; lexical skills, exercises for their development, relevant knowledge; ability to use communication strategies (informative and conventional) in order to achieve a communicative goal; reflective skills. Implementation of all the components of the content can be carried out with the help of information and communication technologies that ensure the availability of materials, interactivity of the educational process, its considerable flexibility and reflectivity. Further investigation should be focused on the development and experimental testing of the methodology of developing prospective university teachers’ English competence in speaking and writing by means of information and communication technologies