Mokymo(si) proceso universitete įtaka būsimųjų užsienio kalbų mokytojų dorinių nuostatų plėtotei
The influence of university teaching / learning process on the development of future foreign language teachers’ moral atitudes

Summary/Abstract: Based on the results of diagnostic research carried out at Vilnius Pedagogical University and Vilnius University in 2007 the article presents an overview of some aspects of the development of future foreign language teachers’ moral attitudes at contemporary universities. The main aim is to reveal if the teaching / learning process at university influences the development of future foreign language teachers’ moral attitudes. It has been attempted to find out why the respondents chose foreign language studies and how they evaluate the teaching / learning process at university: aims, teaching content, methods, students’ achievement assessment. The respondents’ domineering motives being closely related with the aims of foreign language studies were cognitive and those of linguistic competence and the least – moral/social and pedagogical professional. The majority of future foreign language teachers pointed out the aims related with acquisition of professional linguistic competence, then general, intercultural and least with professional pedagogical competence. The evaluation of teaching content is not very positive as only half of the respondents gave a favorable evaluation of it. The comparative research data analysis revealed that more than half of the respondents prefer topics related with intercultural competence, secondly with general competence and least with religious topics. The respondents expressed the opinion that mostly fostered values in foreign language teaching / learning process are social, psychological-cognitive and moral, least attention is paid to aesthetic values. The most frequently used teaching methods are passive, less frequently used – communicative (discussions, debates, group and pair work) and least - problem solving methods. Only one third of the respondents claimed that the assessment of students’ achievement results is objective. Such research results lead to the conclusion that foreign language teaching process does not provide favorable conditions for the development of future foreign language teachers‘ moral attitudes as not all the elements of the teaching/learning process are exploited for their development.

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