Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3916
I. Kochan
A review of the scientific and methodological output of the teachers of the Department of Ukrainian Applied Linguistics for two decades was carried out. Established in 1996, the department has become a strategically important structural unit both for the popularization of the Ukrainian language in a foreign language environment and for the significant improvement of the scientific-instrumental level of professional speech of students of other faculties of the university. To ensure successful teaching work, it was necessary to have appropriate educational materials both for teaching the Ukrainian language to foreign students and for students of various professional fields, improving their mastery of the native (state) language and scientific and professional vocabulary. Among the publications of the department are textbooks, manuals, dictionaries, phrasebooks, materials for reading in a foreign-language audience, collections of scientific works, in which acute issues of the methodology of language teaching to foreigners were considered and are being considered, materials on linguistic and regional studies, which included texts on the history of Ukraine, its culture, art, folk traditions. The department became a pioneer in the development of national standards for the Ukrainian language for foreigners, developed a scale of levels of Ukrainian language proficiency, requirements for knowledge, abilities and skills of foreign citizens, which became the basis for both the Standard of the Lviv National University and the State Standard. In lectures and practical classes in a professional direction, the main attention is focused on the Ukrainian language course through the prism of language norms and special terminology in order to bring students closer to their future profession, to produce a literate, competent, highly cultured specialist. Key words: Ukrainian languageas a foreign language, Ukrainian language of specialization, business Ukrainian broad casting, scientific and methodical products of the department.
{"title":"SCIENTIFIC AND METHODOLOGICAL PRODUCTION OF THE DEPARTMENT OF UKRAINIAN APPLIED LINGUISTICS FOR TWENTY YEARS","authors":"I. Kochan","doi":"10.30970/ufl.2023.17.3916","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3916","url":null,"abstract":"A review of the scientific and methodological output of the teachers of the Department of Ukrainian Applied Linguistics for two decades was carried out. Established in 1996, the department has become a strategically important structural unit both for the popularization of the Ukrainian language in a foreign language environment and for the significant improvement of the scientific-instrumental level of professional speech of students of other faculties of the university.\u0000To ensure successful teaching work, it was necessary to have appropriate educational materials both for teaching the Ukrainian language to foreign students and for students of various professional fields, improving their mastery of the native (state) language and scientific and professional vocabulary.\u0000Among the publications of the department are textbooks, manuals, dictionaries, phrasebooks, materials for reading in a foreign-language audience, collections of scientific works, in which acute issues of the methodology of language teaching to foreigners were considered and are being considered, materials on linguistic and regional studies, which included texts on the history of Ukraine, its culture, art, folk traditions.\u0000The department became a pioneer in the development of national standards for the Ukrainian language for foreigners, developed a scale of levels of Ukrainian language proficiency, requirements for knowledge, abilities and skills of foreign citizens, which became the basis for both the Standard of the Lviv National University and the State Standard.\u0000In lectures and practical classes in a professional direction, the main attention is focused on the Ukrainian language course through the prism of language norms and special terminology in order to bring students closer to their future profession, to produce a literate, competent, highly cultured specialist.\u0000Key words: Ukrainian languageas a foreign language, Ukrainian language of specialization, business Ukrainian broad casting, scientific and methodical products of the department.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"12 7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125646299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3908
I. Fetsko
The behaviour of each person is determined by the values and norms of the culture and society in which he exists. They determine the verbal and non-verbal means of communication that people use in a certain situation. Since there are several cultures that are different from each other, the participants of the communication can also belong to different cultures. Belonging to the interlocutors in the same culture makes communication easier, but in different cultures it makes it much more difficult. The participants of normal interpersonal communication understand all verbal and non-verbal nuances. Knowledge of the non-verbal language of another nation is an essential component of intercultural communication and the very first step to establishing successful communication between representatives of different nations and cultures. Addressing a person tactlessly for a certain culture due to ignorance of non-verbal features can make communication impossible even before it begins. The article reveals the peculiarities of non-verbal communication as a necessary component of foreign language proficiency and one of the main components of intercultural competence. The category of politeness, which occupies one of the central places in the implementation of successful communication, is considered. A detailed analysis of non-verbal greeting signs characteristic of speakers of different languages and cultures was carried out, and their role in the intercultural communication was indicated. It was found that the most common forms of greeting are a handshake, a kiss, a hug, a greeting with a look, and a smile. In everyday polite and public-official communicative situations, greetings are closely related to bows, which are inherent in Eastern peoples. Little-known greeting gestures that are characterized only for certain peoples are also described in the manuscript. Non-verbal means of communication retain ethnic features, despite the development of international political, economic, and cultural ties, which promotes the interaction of national communication styles and forms uniform parameters of communication, including non-verbal communication. Therefore, you should use non-verbal means very carefully, even if they seem natural and understandable to everyone. Thus, mastery of non-verbal means of communication and knowledge of their features in different cultures contributes to the development of intercultural competence of a person in the modern globalized world. Mastering a foreign verbal communication system, that is, a foreign language, should be supplemented by mastering non-verbal communication skills in order to promote more effective and conflict-free communication between representatives of different countries. Key words: intercultural communication, language, non-verbal communication, gesture, greeting.
{"title":"TRADITIONS OF NONVERBAL GREETINGS \u0000IN INTERCULTURAL SPACE","authors":"I. Fetsko","doi":"10.30970/ufl.2023.17.3908","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3908","url":null,"abstract":"The behaviour of each person is determined by the values and norms of the culture and society in which he exists. They determine the verbal and non-verbal means of communication that people use in a certain situation. Since there are several cultures that are different from each other, the participants of the communication can also belong to different cultures. Belonging to the interlocutors in the same culture makes communication easier, but in different cultures it makes it much more difficult. The participants of normal interpersonal communication understand all verbal and non-verbal nuances. Knowledge of the non-verbal language of another nation is an essential component of intercultural communication and the very first step to establishing successful communication between representatives of different nations and cultures. Addressing a person tactlessly for a certain culture due to ignorance of non-verbal features can make communication impossible even before it begins. The article reveals the peculiarities of non-verbal communication as a necessary component of foreign language proficiency and one of the main components of intercultural competence. The category of politeness, which occupies one of the central places in the implementation of successful communication, is considered. A detailed analysis of non-verbal greeting signs characteristic of speakers of different languages and cultures was carried out, and their role in the intercultural communication was indicated. It was found that the most common forms of greeting are a handshake, a kiss, a hug, a greeting with a look, and a smile. In everyday polite and public-official communicative situations, greetings are closely related to bows, which are inherent in Eastern peoples. Little-known greeting gestures that are characterized only for certain peoples are also described in the manuscript.\u0000Non-verbal means of communication retain ethnic features, despite the development of international political, economic, and cultural ties, which promotes the interaction of national communication styles and forms uniform parameters of communication, including non-verbal communication. Therefore, you should use non-verbal means very carefully, even if they seem natural and understandable to everyone.\u0000Thus, mastery of non-verbal means of communication and knowledge of their features in different cultures contributes to the development of intercultural competence of a person in the modern globalized world. Mastering a foreign verbal communication system, that is, a foreign language, should be supplemented by mastering non-verbal communication skills in order to promote more effective and conflict-free communication between representatives of different countries.\u0000Key words: intercultural communication, language, non-verbal communication, gesture, greeting.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130631866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3919
Andrii Chulaevskyi
The article is devoted to the study of specific topics about transport and ways of its movement in classes on the Ukrainian language as a foreign language. In textbooks and manuals of this direction, compilers mostly avoid these topics, because they believe that foreign students are not worthy to understand them. However, in the modern world, they should not be bypassed, since we all use transport, and it moves in the appropriate ways. Therefore, we suggest addressing these topics in the educational process at different levels of language proficiency (from A1 to B1) by students. Various methods and methods of working with educational material will come in handy: from learning vocabulary to reading and understanding texts and their elementary reproduction. The modern world has a wide variety of vehicles. Their classification according to various criteria: purpose, mode of movement, and in the future - different brands and technical characteristics - will help students (especially technical specialties) to master professional terminology. Elementary knowledge of these concepts is necessary for all foreigners in order to correctly navigate in space, understanding and knowing the names of transport and the roads along which it moves. In the article, an excursion was made to separate manuals and textbooks on the Ukrainian language as a foreign language or a language for a professional field, which contain at least some hints on this topic, as well as some samples of exercises with transport vocabulary and separate texts with it were developed and presented. The given photo illustrations will promote visual perception and help foreigners enter the topic and begin to pronounce it, using separate grammatical rules for the formation of phrases and word combinations, taking into account the peculiarities of Ukrainian syntactic control and coordination.Key words: Ukrainian as a foreign language, study topics, transport, roads, terminology.
{"title":"SUBJECT OF TRANSPORT AND HIGHWAYS\u0000IN THE COURSE OF UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE","authors":"Andrii Chulaevskyi","doi":"10.30970/ufl.2023.17.3919","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3919","url":null,"abstract":"The article is devoted to the study of specific topics about transport and ways of its movement in classes on the Ukrainian language as a foreign language. In textbooks and manuals of this direction, compilers mostly avoid these topics, because they believe that foreign students are not worthy to understand them. However, in the modern world, they should not be bypassed, since we all use transport, and it moves in the appropriate ways. Therefore, we suggest addressing these topics in the educational process at different levels of language proficiency (from A1 to B1) by students. Various methods and methods of working with educational material will come in handy: from learning vocabulary to reading and understanding texts and their elementary reproduction.\u0000The modern world has a wide variety of vehicles. Their classification according to various criteria: purpose, mode of movement, and in the future - different brands and technical characteristics - will help students (especially technical specialties) to master professional terminology. Elementary knowledge of these concepts is necessary for all foreigners in order to correctly navigate in space, understanding and knowing the names of transport and the roads along which it moves.\u0000In the article, an excursion was made to separate manuals and textbooks on the Ukrainian language as a foreign language or a language for a professional field, which contain at least some hints on this topic, as well as some samples of exercises with transport vocabulary and separate texts with it were developed and presented. The given photo illustrations will promote visual perception and help foreigners enter the topic and begin to pronounce it, using separate grammatical rules for the formation of phrases and word combinations, taking into account the peculiarities of Ukrainian syntactic control and coordination.Key words: Ukrainian as a foreign language, study topics, transport, roads, terminology.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134108533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3924
The article deals with the names of kitchen utensils and tableware, the appearance, purpose and material from which they are made have changed over time under the influence of both external and internal factors. New devices and appliances for cooking appeared in the kitchen, as this required both the technology of preparing a new dish and improved technical devices for food processing. The dishes used both in the kitchen and at the table were made of a wide variety of materials: clay, porcelain, earthenware, cast iron, metal, glass, plastic, and paper. Each material dominated in a certain period of time and was intended for consumption in such a vessel of a certain type of food. Because the dishes are both national and borrowed from other nations, and therefore traditional or festive. Each of them requires special preparation and step-by-step observance of cooking technology. Dishes are boiled, stewed, fried, preserved, leavened, marinated, baked, heated, frozen... for which various types of utensils are used: pots (baths), cauldrons, goose pots, frying pans (pans), trays, bratvankas, teapots, coffee pots, etc. Oddly enough, dishes also have their own history, which is connected with the appearance of new products, methods of their preparation, and, therefore, with the appearance of new dishes borrowed both from other nations and prepared according to national recipes, and accordingly, with changing consumer tastes. Today, every food establishment tries to attract visitors with something special, an original dish that will become the institution’s brand. The way of life, its rhythm, the passage of time contributed to changes in people’s preferences both in food and in the preparation of dishes and the culture of their consumption. Ukrainians, like most other nations, used clay, earthenware, porcelain, metal, glass, wooden, plastic, and paper dishes. Each of them has its advantages and disadvantages. This publication will be about this. Key words: kitchen utensils, tableware, materials for their creation, words for their designation, dynamics of name changes, Ukrainian language.
{"title":"THE DYNAMICS OF THE NAMES OF KITCHEN UTENSILS AND TABLEWARE IN THE UKRAINIAN LANGUAGE","authors":"","doi":"10.30970/ufl.2023.17.3924","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3924","url":null,"abstract":"The article deals with the names of kitchen utensils and tableware, the appearance, purpose and material from which they are made have changed over time under the influence of both external and internal factors. New devices and appliances for cooking appeared in the kitchen, as this required both the technology of preparing a new dish and improved technical devices for food processing.\u0000The dishes used both in the kitchen and at the table were made of a wide variety of materials: clay, porcelain, earthenware, cast iron, metal, glass, plastic, and paper. Each material dominated in a certain period of time and was intended for consumption in such a vessel of a certain type of food. Because the dishes are both national and borrowed from other nations, and therefore traditional or festive. Each of them requires special preparation and step-by-step observance of cooking technology.\u0000Dishes are boiled, stewed, fried, preserved, leavened, marinated, baked, heated, frozen... for which various types of utensils are used: pots (baths), cauldrons, goose pots, frying pans (pans), trays, bratvankas, teapots, coffee pots, etc.\u0000Oddly enough, dishes also have their own history, which is connected with the appearance of new products, methods of their preparation, and, therefore, with the appearance of new dishes borrowed both from other nations and prepared according to national recipes, and accordingly, with changing consumer tastes. Today, every food establishment tries to attract visitors with something special, an original dish that will become the institution’s brand.\u0000The way of life, its rhythm, the passage of time contributed to changes in people’s preferences both in food and in the preparation of dishes and the culture of their consumption. Ukrainians, like most other nations, used clay, earthenware, porcelain, metal, glass, wooden, plastic, and paper dishes. Each of them has its advantages and disadvantages. This publication will be about this.\u0000Key words: kitchen utensils, tableware, materials for their creation, words for their designation, dynamics of name changes, Ukrainian language.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"340 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132339643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3925
Z. Matsiuk
The history of the Ukrainian literary language intertwines with the development of Ukrainian education. The establishment of Ukrainian schooling in Halychyna commenced in the late 19th century and persisted until the early 20th century. Throughout this period and until 1939, the Ukrainian population of Halychyna engaged in a relentless struggle for the right to receive education in their mother tongue across various types of schools, including public and private, primary, secondary, and vocational institutions. This struggle unfolded within the intricate framework of socio-political and socio-cultural conditions prevalent in Eastern Halychyna during the interwar period. During the First World War, the educational landscape underwent a period of total Russification. The occupying authorities imposed mandatory Russian language instruction in primary and secondary schools throughout Halychyna. This Russification agenda within the realm of education was reinforced by official documents explicitly proclaiming that “within the confines of Carpathian Rus, all higher, secondary, and elementary schools must promptly and exclusively adopt the Russian language”. During the years 1918-1919, the authorities of the Western Ukrainian People’s Republic dedicated significant efforts to ensure the effective organization of the educational system. They emphasized the compulsory inclusion of the Ukrainian language in all educational institutions and made substantial investments in training an adequate number of educators. By early 1919, there were 20 Ukrainian gymnasiums, three real schools, and seven teachers’ seminary schools. The period from 1919 to 1939 witnessed a heightened struggle by the Ukrainians of Halychyna to preserve their right to education in their native language, despite the oppressive Polish occupation of the western Ukrainian lands. Unfortunately, during this time, the number of primary and secondary schools offering instruction in the Ukrainian language experienced a steady decline. By the end of the interwar period, approximately 420 Ukrainian primary schools, 2,500 Utraquist schools, and 1,229 Polish schools with compulsory Ukrainian language studies remained operational in Eastern Halychyna. Additionally, there were 20 Ukrainian private gymnasiums and lyceums, along with 7 vocational schools. The concept of schooling in the native language brought together a community of dedicated and influential individuals, including scholars, educators, politicians, and cultural figures. United by a common goal, they worked tirelessly to develop textbooks and dictionaries suitable for schools at various levels. Despite the challenging conditions of the 1920s and 1930s, pedagogical and scientific societies, as well as educational journals, actively opposed the policy of Polonization in the realm of education. They championed the advancement of Ukrainian school terminology and advocated for the incorporation of essential spelling rules into the Ukrainian la
{"title":"The Ukrainian language in HALYCHYNA school system \u0000in the interwar period","authors":"Z. Matsiuk","doi":"10.30970/ufl.2023.17.3925","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3925","url":null,"abstract":"The history of the Ukrainian literary language intertwines with the development of Ukrainian education. The establishment of Ukrainian schooling in Halychyna commenced in the late 19th century and persisted until the early 20th century. Throughout this period and until 1939, the Ukrainian population of Halychyna engaged in a relentless struggle for the right to receive education in their mother tongue across various types of schools, including public and private, primary, secondary, and vocational institutions. This struggle unfolded within the intricate framework of socio-political and socio-cultural conditions prevalent in Eastern Halychyna during the interwar period.\u0000During the First World War, the educational landscape underwent a period of total Russification. The occupying authorities imposed mandatory Russian language instruction in primary and secondary schools throughout Halychyna. This Russification agenda within the realm of education was reinforced by official documents explicitly proclaiming that “within the confines of Carpathian Rus, all higher, secondary, and elementary schools must promptly and exclusively adopt the Russian language”.\u0000During the years 1918-1919, the authorities of the Western Ukrainian People’s Republic dedicated significant efforts to ensure the effective organization of the educational system. They emphasized the compulsory inclusion of the Ukrainian language in all educational institutions and made substantial investments in training an adequate number of educators. By early 1919, there were 20 Ukrainian gymnasiums, three real schools, and seven teachers’ seminary schools.\u0000The period from 1919 to 1939 witnessed a heightened struggle by the Ukrainians of Halychyna to preserve their right to education in their native language, despite the oppressive Polish occupation of the western Ukrainian lands. Unfortunately, during this time, the number of primary and secondary schools offering instruction in the Ukrainian language experienced a steady decline. By the end of the interwar period, approximately 420 Ukrainian primary schools, 2,500 Utraquist schools, and 1,229 Polish schools with compulsory Ukrainian language studies remained operational in Eastern Halychyna. Additionally, there were 20 Ukrainian private gymnasiums and lyceums, along with 7 vocational schools.\u0000 The concept of schooling in the native language brought together a community of dedicated and influential individuals, including scholars, educators, politicians, and cultural figures. United by a common goal, they worked tirelessly to develop textbooks and dictionaries suitable for schools at various levels. Despite the challenging conditions of the 1920s and 1930s, pedagogical and scientific societies, as well as educational journals, actively opposed the policy of Polonization in the realm of education. They championed the advancement of Ukrainian school terminology and advocated for the incorporation of essential spelling rules into the Ukrainian la","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"176 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114752220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3929
Iryna Matushchak
The scientific search of V. Simovych in the field of syntax at the beginning of the 20th century is considered, namely the scientist’s attempts to develop a syntactic theory through the prism of its special concepts. The scientist’s thoughts on the choice of syntax terms in view of the communicative approach of sentences and their components are fixed. The article deals with the classification of terms from syntax, namely by content and form, as well as according to their types in a sentence. According to the content, the author of the work singles out: оповідні речення; запитові або питання, запитове речення; приказові речення; бажальні речення; викликове речення; притакливі речення, речення оповідне притакливе; заперечні речення, оповідні заперечні речення; приказове притакливе речення. They differ in form: поєдичне речення, або просте і речення зложене, зложене речення. Varieties of the main members of the sentence in the syntax of «Practical Grammar of the Ukrainian Language» (Rashtat, 1918) were revealed. Specifically, the following varieties of the main members of the sentence became the object of the study: присудкове імня, зложений присудок, присудок (стягнений), підмет граматичний, льоґічний підмет. A list of terms-names of secondary members of the sentence is provided. In V. Simovych’s «Practical Grammar of the Ukrainian Language» there are three appendices: справжнїй, або властивий предмет, дальший предмет, внутрішнїй предмет. It is interesting that дальший і внутрішнїй предмет is fixed only in the first edition of the grammar. Accordingly, the прикметниковий додаток corresponds to its modern term of означення, and the обставина is interpreted as прислівникові додатки. The interpretation of the theory of syntax, its names according to the concept of V. Simovych is a part of modern syntactic theories. It is fixed that the presented syntactic terms are in the scientific theories of contemporary scientists. This fact testifies to the importance of the scientific principles of syntax, as well as the terms of syntax developed by V. Simovych at the beginning of the 20th century. Key words: syntax of the beginning of the 20th century, syntactic term units, Vasyl Simovych, communicative approach in syntax.
{"title":"SYNTACTICAL TERMS IN THE WORKS OF VASYL SIMOVYCH THROUGH THE PRISM OF MODERN SYNTACTICAL THEORIES","authors":"Iryna Matushchak","doi":"10.30970/ufl.2023.17.3929","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3929","url":null,"abstract":"The scientific search of V. Simovych in the field of syntax at the beginning of the 20th century is considered, namely the scientist’s attempts to develop a syntactic theory through the prism of its special concepts. The scientist’s thoughts on the choice of syntax terms in view of the communicative approach of sentences and their components are fixed. The article deals with the classification of terms from syntax, namely by content and form, as well as according to their types in a sentence. According to the content, the author of the work singles out: оповідні речення; запитові або питання, запитове речення; приказові речення; бажальні речення; викликове речення; притакливі речення, речення оповідне притакливе; заперечні речення, оповідні заперечні речення; приказове притакливе речення. They differ in form: поєдичне речення, або просте і речення зложене, зложене речення. Varieties of the main members of the sentence in the syntax of «Practical Grammar of the Ukrainian Language» (Rashtat, 1918) were revealed. Specifically, the following varieties of the main members of the sentence became the object of the study: присудкове імня, зложений присудок, присудок (стягнений), підмет граматичний, льоґічний підмет. A list of terms-names of secondary members of the sentence is provided. In V. Simovych’s «Practical Grammar of the Ukrainian Language» there are three appendices: справжнїй, або властивий предмет, дальший предмет, внутрішнїй предмет. It is interesting that дальший і внутрішнїй предмет is fixed only in the first edition of the grammar. Accordingly, the прикметниковий додаток corresponds to its modern term of означення, and the обставина is interpreted as прислівникові додатки. The interpretation of the theory of syntax, its names according to the concept of V. Simovych is a part of modern syntactic theories. It is fixed that the presented syntactic terms are in the scientific theories of contemporary scientists. This fact testifies to the importance of the scientific principles of syntax, as well as the terms of syntax developed by V. Simovych at the beginning of the 20th century. \u0000 Key words: syntax of the beginning of the 20th century, syntactic term units, Vasyl Simovych, communicative approach in syntax.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121044522","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3907
Hanna Shvets
The article analyzes the results of language observation and surveys of Ukrainian and foreign students of Taras Shevchenko National University of Kyiv, conducted in 2018, 2019, 2022 with an order to find out whether the bilingual language environments in Kyiv is favorable for the Ukrainian language practice by foreigners. Based on the material of the respondents’ questionnaires (a total of 142), the author traces changes in the awareness of the role of the state language by citizens of Ukraine, the expansion of the scope of its use. With the involvement of data from nationwide and local surveys, a conclusion was made about the increase in the share of the Ukrainian language in official communications, the service sector, information space and a fairly full pace of transition to the state language in everyday communication. The models of linguistic behavior of student youth of Kyiv, who use Russian in communication, are outlined. A language gap between the generations of parents and children was observed (young people communicate with their parents in Russian, and with friends and in public sphere – in Ukrainian). The modern language environment of Kyiv is characterized in the article as not sufficiently comfortable for foreigners, because they are often forced to ask for communication in Ukrainian, to explain that they do not understand Russian. In connection with the long-term perspective of the predominant Ukrainian language in the communicative space of Ukraine in general and in Kyiv in particular, bilingualism is defined as a negative factor for the motivation and success of learning the Ukrainian language for foreigners, which should be taken into account by linguists during the development of relevant educational programs and the creation of the educational text materials. Key words: Ukrainian as a foreign language, Ukrainian as a state language, bilingualism, teaching Ukrainian as a foreign language, language environment.
{"title":"LANGUAGE PORTRAIT OF KYIV IN PERCEPTION \u0000BY UKRAINIAN AND FOREIGN STUDENTS (2018-2022)","authors":"Hanna Shvets","doi":"10.30970/ufl.2023.17.3907","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3907","url":null,"abstract":"The article analyzes the results of language observation and surveys of Ukrainian and foreign students of Taras Shevchenko National University of Kyiv, conducted in 2018, 2019, 2022 with an order to find out whether the bilingual language environments in Kyiv is favorable for the Ukrainian language practice by foreigners. Based on the material of the respondents’ questionnaires (a total of 142), the author traces changes in the awareness of the role of the state language by citizens of Ukraine, the expansion of the scope of its use. With the involvement of data from nationwide and local surveys, a conclusion was made about the increase in the share of the Ukrainian language in official communications, the service sector, information space and a fairly full pace of transition to the state language in everyday communication. The models of linguistic behavior of student youth of Kyiv, who use Russian in communication, are outlined. A language gap between the generations of parents and children was observed (young people communicate with their parents in Russian, and with friends and in public sphere – in Ukrainian). The modern language environment of Kyiv is characterized in the article as not sufficiently comfortable for foreigners, because they are often forced to ask for communication in Ukrainian, to explain that they do not understand Russian. In connection with the long-term perspective of the predominant Ukrainian language in the communicative space of Ukraine in general and in Kyiv in particular, bilingualism is defined as a negative factor for the motivation and success of learning the Ukrainian language for foreigners, which should be taken into account by linguists during the development of relevant educational programs and the creation of the educational text materials.\u0000Key words: Ukrainian as a foreign language, Ukrainian as a state language, bilingualism, teaching Ukrainian as a foreign language, language environment.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"122 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130557737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3912
Нalyna Hermanovych
The article focuses on the issue of learning Ukrainian as a foreign language by students of higher educational institutions and medical students. The textbooks and manuals used by foreign medical students in learning Ukrainian as a foreign language are described. The important methodological techniques in the study of Ukrainian for foreign students are characterized. The functional approach to selecting and presenting language material is highlighted. The focus is placed on the practical aspect of language learning, specifically on the application of Ukrainian as a foreign language in both professional settings and everyday life. The motivation of medical students is of great importance when learning Ukrainian. In order to achieve results in teaching Ukrainian as a foreign language, it is necessary to take into account not only traditional teaching principles and methods (explanatory-illustrative, reproductive, problem-based, partial-exploratory, research), but also innovative (interactive methods, use of modern technical teaching aids, extracurricular situational and thematic language learning, inclusive method, method of cultural and mass activity) which enhance the learning process and the level of students’ knowledge. Internet technologies facilitate students to independently process and study new materials and enable them to have control over knowledge acquisition (online). Simultaneously, these technologies provide teachers with access and editing capabilities of database questions, defining task selection criteria, reviewing database registration forms, and administering these databases. Key words: Ukrainian as a foreign language, learning Ukrainian by foreign medical students, motivation of foreign students, methodology of teaching Ukrainian as a foreign language, methodological techniques for learning Ukrainian as a foreign language.
{"title":"LEARNING THE UKRAINIAN LANGUAGE BY FOREIGN MEDICAL STUDENTS","authors":"Нalyna Hermanovych","doi":"10.30970/ufl.2023.17.3912","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3912","url":null,"abstract":"The article focuses on the issue of learning Ukrainian as a foreign language by students of higher educational institutions and medical students. The textbooks and manuals used by foreign medical students in learning Ukrainian as a foreign language are described. The important methodological techniques in the study of Ukrainian for foreign students are characterized. The functional approach to selecting and presenting language material is highlighted. The focus is placed on the practical aspect of language learning, specifically on the application of Ukrainian as a foreign language in both professional settings and everyday life. The motivation of medical students is of great importance when learning Ukrainian. In order to achieve results in teaching Ukrainian as a foreign language, it is necessary to take into account not only traditional teaching principles and methods (explanatory-illustrative, reproductive, problem-based, partial-exploratory, research), but also innovative (interactive methods, use of modern technical teaching aids, extracurricular situational and thematic language learning, inclusive method, method of cultural and mass activity) which enhance the learning process and the level of students’ knowledge. Internet technologies facilitate students to independently process and study new materials and enable them to have control over knowledge acquisition (online). Simultaneously, these technologies provide teachers with access and editing capabilities of database questions, defining task selection criteria, reviewing database registration forms, and administering these databases. \u0000Key words: Ukrainian as a foreign language, learning Ukrainian by foreign medical students, motivation of foreign students, methodology of teaching Ukrainian as a foreign language, methodological techniques for learning Ukrainian as a foreign language.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131214404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3937
In the article the peculiarities of speech of modern Ukrainian students as well as problems of using elements of such non-standard language phenomena as youth slang are revealed. It is stressed that youngsters find it difficult to form the system of values in the situation of constant uncertainty. The important task of higher education is to create the national-linguistic personality, able not only to master language competencies, but also to resist the leveling of national interests and to preserve the identity of the Ukrainian nation. The essence of such non‑standard lingual phenomenon as youth slang is revealed. The authors observe slang as means of self-affirmation of the young person in the adult world, and also a specific way to avoid control of older people by rejecting language norms and engaging in sublanguage, accompanied by association with peer groups with common interests and lifestyle. Among the reasons for the use of slang are such as insufficient vocabulary of young people, protesting against the norms and rules of the surrounding reality, secrecy of speech for misunderstanding by adults, diversification, expressiveness and originality of young people’s speech as well as reduction of the cultural level of youngsters due to the simultaneous crisis of spiritual, social and material life of the majority of the Ukrainians. Considerable attention is paid to the causes of deviations in students’ speech. The decline in the level of spiritual culture and social uncertainty affects the speech etiquette of students, which is rich in slang and borrowings from the other languages. It is argued that there is a clear correlation and dependence between the level of education, general culture and human speech, and therefore low language culture is a sign of limited and poor inner world of the younger generation. There are such factors having a great impact on the culture level in general and speech level in particular as person’s environment during the childhood, social environment, information space and education. Youngsters often use the information products of bad quality and become similar to the national anti-heroes. Youth slang and surzhyk as signs of low speech culture are typical for the modern students’ speech. Specificity of the national and lingual personality of the students’ education lies in the consolidation of the teachers’ attempts. Key words: slang, borrowings, surzhyk, youngsters, national-linguistic personality, speech deviations, culture of speech.
{"title":"YOUTH SLANG IN MODERN STUDENTS’ SPEECH","authors":"","doi":"10.30970/ufl.2023.17.3937","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3937","url":null,"abstract":"In the article the peculiarities of speech of modern Ukrainian students as well as problems of using elements of such non-standard language phenomena as youth slang are revealed. It is stressed that youngsters find it difficult to form the system of values in the situation of constant uncertainty. The important task of higher education is to create the national-linguistic personality, able not only to master language competencies, but also to resist the leveling of national interests and to preserve the identity of the Ukrainian nation. \u0000The essence of such non‑standard lingual phenomenon as youth slang is revealed. The authors observe slang as means of self-affirmation of the young person in the adult world, and also a specific way to avoid control of older people by rejecting language norms and engaging in sublanguage, accompanied by association with peer groups with common interests and lifestyle. Among the reasons for the use of slang are such as insufficient vocabulary of young people, protesting against the norms and rules of the surrounding reality, secrecy of speech for misunderstanding by adults, diversification, expressiveness and originality of young people’s speech as well as reduction of the cultural level of youngsters due to the simultaneous crisis of spiritual, social and material life of the majority of the Ukrainians.\u0000Considerable attention is paid to the causes of deviations in students’ speech. The decline in the level of spiritual culture and social uncertainty affects the speech etiquette of students, which is rich in slang and borrowings from the other languages. It is argued that there is a clear correlation and dependence between the level of education, general culture and human speech, and therefore low language culture is a sign of limited and poor inner world of the younger generation. There are such factors having a great impact on the culture level in general and speech level in particular as person’s environment during the childhood, social environment, information space and education. Youngsters often use the information products of bad quality and become similar to the national anti-heroes. Youth slang and surzhyk as signs of low speech culture are typical for the modern students’ speech. Specificity of the national and lingual personality of the students’ education lies in the consolidation of the teachers’ attempts. \u0000Key words: slang, borrowings, surzhyk, youngsters, national-linguistic personality, speech deviations, culture of speech.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115410361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3913
The article examines the methodology of teaching the Ukrainian language as a foreign one on the example of foreign students studying at Ivan Boberskyi Lviv State University of Physical Culture. The task of any higher education institution that educates foreign students is primarily to provide thorough theoretical and practical training in the chosen field of studies, to teach them to make decisions related to professional activity independently, and, therefore, to create new values on their own and to adopt cultural and language education of the country in which they are studying. Learning Ukrainian as a foreign language can be a difficult task. The language with rich history and culture, unique grammar and vocabulary can be difficult to master. Textbooks ensure the implementation of the main functions of the Ukrainian language. The principles of compiling textbooks for foreigners depend on many factors. One of them is the selection of educational material, which depends on the contingent of those who study, the nature of their future professional activity (arts and humanities or natural sciences), the needs of students and the level of their motivation and initial language knowledge. Despite the progress made in the field of the Ukrainian language as a foreign one teaching, both abroad and in Ukraine, there are still a number of unsolved problems. Having considered the current state of this issue and having practical experience of teaching Ukrainian as a foreign language, the article outlines the main results and difficulties that both the teacher and the student may face (on the example of foreign French-speaking students studying at Ivan Boberskyi Lviv State University of Physical Culture). It is noted that there is no universal method of learning Ukrainian as a foreign language, it will be optimal to use different approaches, taking into account the needs and capabilities of students. Ways to improve approaches to teaching Ukrainian as a foreign language and prospects for further research are proposed. Key words: Ukrainian language as a foreign language, methodology, textbook, innovative technologies, language teaching.
{"title":"SOME ASPECTS OF LEARNING OF THE UKRAINIAN LANGUAGE AS A FOREIGN ONE BY FRENCH-SPEAKING STUDENTS","authors":"","doi":"10.30970/ufl.2023.17.3913","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3913","url":null,"abstract":"The article examines the methodology of teaching the Ukrainian language as a foreign one on the example of foreign students studying at Ivan Boberskyi Lviv State University of Physical Culture. The task of any higher education institution that educates foreign students is primarily to provide thorough theoretical and practical training in the chosen field of studies, to teach them to make decisions related to professional activity independently, and, therefore, to create new values on their own and to adopt cultural and language education of the country in which they are studying. Learning Ukrainian as a foreign language can be a difficult task. The language with rich history and culture, unique grammar and vocabulary can be difficult to master. Textbooks ensure the implementation of the main functions of the Ukrainian language. The principles of compiling textbooks for foreigners depend on many factors. One of them is the selection of educational material, which depends on the contingent of those who study, the nature of their future professional activity (arts and humanities or natural sciences), the needs of students and the level of their motivation and initial language knowledge. Despite the progress made in the field of the Ukrainian language as a foreign one teaching, both abroad and in Ukraine, there are still a number of unsolved problems. Having considered the current state of this issue and having practical experience of teaching Ukrainian as a foreign language, the article outlines the main results and difficulties that both the teacher and the student may face (on the example of foreign French-speaking students studying at Ivan Boberskyi Lviv State University of Physical Culture). It is noted that there is no universal method of learning Ukrainian as a foreign language, it will be optimal to use different approaches, taking into account the needs and capabilities of students. Ways to improve approaches to teaching Ukrainian as a foreign language and prospects for further research are proposed.\u0000Key words: Ukrainian language as a foreign language, methodology, textbook, innovative technologies, language teaching.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126300501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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