Asian Social Science; Vol. 11, No. 4; 2015 ISSN 1911-2017 E-ISSN 1911-2025 Published by Canadian Center of Science and Education 135 Role of Foreign Language Teacher Shaping Students’ Research Skills Olga Vladimirovna Lopatina 1 , Anatoly Mikhailovich Borisov 2 , Irina Ilyinichna Leyfa 3 , Ilkhamiya Iskhakovna Galimzyanova 4 , Lyubov Pavlovna Yatsevich 3 , Marina Alexandrovna Demyanenko 3 & Alfiya Rafisovna Masalimova 2 1 Kazan National Research Technical University named after A. N. Tupolev, Tatarstan, Kazan, Russian Federation 2 Kazan Federal University, Kazan, Kremlyovskaya, Russian Federation 3 Amur State University, Blagoveschensk, Russian Federation 4 Kazan State Conservatoire (Academy) named after N. Zhiganov, Kazan, Russian Federation Correspondence: Olga Vladimirovna Lopatina, Kazan National Research Technical University named after A.N. Tupolev, Tatarstan, 420111, Kazan, K. Marks Street, 10, Russian Federation. E-mail: alfkazan@mail.ru Received: September 27, 2014 Accepted: December 27, 2014 Online Published: January 14, 2015 doi:10.5539/ass.v11n4p135 URL: http://dx.doi.org/10.5539/ass.v11n4p135 Abstract Nowadays many foreign language teachers are not enough aware about the significance of the research component within their profile discipline, arguing that students even in their native language do not have enough use of fundamentals in their scientific professional activities. Therefore, this article is aimed to study the role of foreign language teacher when mastering students’ research skills in the process of learning English as a foreign language. The study results have confirmed that process of mastering students’ research skills when learning foreign language is directly connected with their teacher’s own research skill level. These article materials have practical value both for foreign language teachers and for students enrolled for foreign languages programs of education sciences faculties at high schools. Keywords: teachers, qualification courses, research skills, “foreign language” discipline, students 1. Introduction Without defining the role of foreign language teacher who arranges cognitive activities and student’s personal development process, successful creative and intellectual development of future professional cannot take place. V. T. Aschenkov has authenticated that teacher’s high status stability can be guaranteed only when he appears as a research scientist himself (Aschenkov, 1989). From N. V. Kuzmina’s and A. A. Rean’s viewpoint, the very learning process at high schools should be the subject for scientific research, and the research approach to students’ training and educating should be the driving style of teaching activities at universities (Kuzmina & Rean, 1993). Teachers do not always realize the significance of acquiring students’ research skills when learning foreign languages, justifying their position by tough time limits for "Foreign Language" discipline, and this fact leaves no room for acquired knowledge analysis (Lopatina, 2009.). Natural process of logical perception is being excluded from study process, even if it is here to contribute to research skills mastering. At the same time, the fact that reflection plays a decisive role in language skills development is being disregarded. In addition, multiple thoughtless repetition is not efficient at developing a creative thinking (Shaidullina & Ivanenko, 2012). 2. Materials and Methods In order to conduct this study the following methods have been used: research and generalization of innovative teaching practices; in-depth analysis of foreign language departments experience at universities; analysis of local and foreign educational programs including textbooks and manuals in terms of their subject and content; psycho-pedagogical, sociological data collection methods (teacher’s survey, questionnaires and interviews, teaching experience analysis as well as students and teachers performance results analysis); statistical analysis and research results interpretation and their mathematical processing and some others. Two students and teachers groups at Kazan Federal University and Kazan National Research Technical University named after A. N. Tupolev took part in this empirical experimental work.