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}
Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3920
Nataliia Faryna
The article analyzes the problem of writing the content for the course on the methodology of teaching the syntax of the Ukrainian language as a foreign language for philology students. The course is an essential element in the respective educational program for training future teachers of Ukrainian as a foreign language. The theoretical framework of the research is based on linguists’ works dedicated to syntactic topics. However, the basic language competencies in syntax, which are presented in «Standardized requirements: levels of proficiency in Ukrainian as a foreign language», are core for this course. The article also substantiates the need to expand on and detail some topics, taking into account the goals of student learning and practical challenges (word order in a sentence, stylistic means of syntax, syntactic synonymy, etc.). One of the frequent causes of errors in syntactic structures, already at the initial stages, is the imposition of the grammatical system of the native language, or the intermediary language, on the Ukrainian language. Cross-language analogies will facilitate learning and help avoid mistakes. Syntactic structures are not viewed as learning objectives, but rather serve as resources and models that can be used to express a certain meaning. The training aims to develop the ability to use these communicative constructions. At a high level, it is recommended to intensify and diversify the repertoire of syntactic structures with which a foreigner can express their thoughts and emotions, to provide alternative grammatical forms to express the same meaning. The communicative and functional syntax is considered a priority in the methodology of teaching the syntax of the Ukrainian language as a foreign language, since the ability and skills to verbalize thoughts are formed in the process of active use of constructions. Dialogue-centric and text-centric approaches are also efficient at various stages of learning. In teaching the syntax of the UFL (Ukrainian as a foreign language), we suggest combining different levels of analysis of syntactic units: formal-and-grammatical, semantic-and-syntactic, as well as communicative. As the analysis demonstrates, they are not opposed, but mutually complement each other. The perspective of this study is the development of a system of communicative exercises that will help students improve and enrich their speech. Key words: syntax, syntactic unit, method of teaching syntax, Ukrainian language as a foreign language, content language competence.
{"title":"SYNTAX IN TEACHING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE: TOWARDS THE PROBLEM OF WRITING THE COURSE CONTENT","authors":"Nataliia Faryna","doi":"10.30970/ufl.2023.17.3920","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3920","url":null,"abstract":"The article analyzes the problem of writing the content for the course on the methodology of teaching the syntax of the Ukrainian language as a foreign language for philology students. The course is an essential element in the respective educational program for training future teachers of Ukrainian as a foreign language. The theoretical framework of the research is based on linguists’ works dedicated to syntactic topics. However, the basic language competencies in syntax, which are presented in «Standardized requirements: levels of proficiency in Ukrainian as a foreign language», are core for this course. The article also substantiates the need to expand on and detail some topics, taking into account the goals of student learning and practical challenges (word order in a sentence, stylistic means of syntax, syntactic synonymy, etc.). One of the frequent causes of errors in syntactic structures, already at the initial stages, is the imposition of the grammatical system of the native language, or the intermediary language, on the Ukrainian language. Cross-language analogies will facilitate learning and help avoid mistakes.\u0000Syntactic structures are not viewed as learning objectives, but rather serve as resources and models that can be used to express a certain meaning. The training aims to develop the ability to use these communicative constructions. At a high level, it is recommended to intensify and diversify the repertoire of syntactic structures with which a foreigner can express their thoughts and emotions, to provide alternative grammatical forms to express the same meaning.\u0000The communicative and functional syntax is considered a priority in the methodology of teaching the syntax of the Ukrainian language as a foreign language, since the ability and skills to verbalize thoughts are formed in the process of active use of constructions. Dialogue-centric and text-centric approaches are also efficient at various stages of learning. In teaching the syntax of the UFL (Ukrainian as a foreign language), we suggest combining different levels of analysis of syntactic units: formal-and-grammatical, semantic-and-syntactic, as well as communicative. As the analysis demonstrates, they are not opposed, but mutually complement each other. The perspective of this study is the development of a system of communicative exercises that will help students improve and enrich their speech.\u0000Key words: syntax, syntactic unit, method of teaching syntax, Ukrainian language as a foreign language, content language competence.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"1 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":"128957712","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.2023.17.3939
Danuta Mazuryk
At the current stage, the relevance of the topic is obvious, since the strengthening of the role of the state language is due to the complex processes of the armed struggle against the Russian aggressor, the struggle for the independence of the Ukrainian state. Language is not only a means of communication, but also the main factor of nation consolidation, as it ensures the unity, free and cultural development of the national community, stands guard over the preservation of national identity, spiritual and mental development, and therefore acts as a powerful means of strengthening national consciousness. In the state-building process, language, along with internal unifying factors, also performs an external function, which consists in distinguishing the state from other countries, in establishing the nation and the state among the multilingual community. The formation of the Ukrainian political nation requires solving the fundamental issues of the linguistic sphere, so that such a nation is based on the principles of Ukrainian national statehood. when Ukraine gained independence, the establishment of the Ukrainian language in society as the state language, as one of the main nation-building and state-building factors, became an extremely important and urgent problem, and its solution should be one of the priority tasks of the state. The modernization of Ukrainian society based on the national system of ideological coordinates is unthinkable without a state language policy, the priority of which should be the development of the Ukrainian language as a consolidating spiritual force of Ukrainian society. The Ukrainian language should provide all spheres of vital activities of the state body, it should be used by the intellectual and political strata of Ukraine. The war for sovereignty became a catalyst for a powerful wave of national, political, cultural, and civilizational self-determination for the Ukrainian people. Predominant functioning of the state language in all areas of modern Ukrainian society is a necessary condition for the preservation and strengthening of the Ukrainian state, the establishment of the Ukrainian political nation. Key words: language functions, state language, consolidation function of the state language, level of mastery of the state language, language policy.
{"title":"STATE LANGUAGE AS A FACTOR OF CONSOLIDATION OF THE UKRAINIAN NATION\u0000(to the anniversary of the adoption of the Law of Ukraine «On Ensuring the Functioning Ukrainian as the state language»)","authors":"Danuta Mazuryk","doi":"10.30970/ufl.2023.17.3939","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3939","url":null,"abstract":"At the current stage, the relevance of the topic is obvious, since the strengthening of the role of the state language is due to the complex processes of the armed struggle against the Russian aggressor, the struggle for the independence of the Ukrainian state. Language is not only a means of communication, but also the main factor of nation consolidation, as it ensures the unity, free and cultural development of the national community, stands guard over the preservation of national identity, spiritual and mental development, and therefore acts as a powerful means of strengthening national consciousness. In the state-building process, language, along with internal unifying factors, also performs an external function, which consists in distinguishing the state from other countries, in establishing the nation and the state among the multilingual community. The formation of the Ukrainian political nation requires solving the fundamental issues of the linguistic sphere, so that such a nation is based on the principles of Ukrainian national statehood. when Ukraine gained independence, the establishment of the Ukrainian language in society as the state language, as one of the main nation-building and state-building factors, became an extremely important and urgent problem, and its solution should be one of the priority tasks of the state. The modernization of Ukrainian society based on the national system of ideological coordinates is unthinkable without a state language policy, the priority of which should be the development of the Ukrainian language as a consolidating spiritual force of Ukrainian society. The Ukrainian language should provide all spheres of vital activities of the state body, it should be used by the intellectual and political strata of Ukraine. The war for sovereignty became a catalyst for a powerful wave of national, political, cultural, and civilizational self-determination for the Ukrainian people. Predominant functioning of the state language in all areas of modern Ukrainian society is a necessary condition for the preservation and strengthening of the Ukrainian state, the establishment of the Ukrainian political nation.\u0000Key words: language functions, state language, consolidation function of the state language, level of mastery of the state language, language policy.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"1 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":"131196130","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.2023.17.3915
Tetyana Kosmeda
The paper discusses a relevant topic for the Ukrainian linguistic didactics – a critical review of the articles published in the Polish journal «Studia Ucrainica Varsoviensia» for the 2013–2022 period (ten issues), and is dedicated to the journal’s anniversary. The analysis shows that the journal under consideration contains (1) scientific papers, (2) reviews, (3) informative reviews of events related to the issue of teaching Ukrainian as a foreign language. However, the publications are irregular in nature. Scientific researches aspectually present the material on some important issues of teaching Ukrainian as a foreign language. They run about (1) the formation of a phraseological minimum for all learning levels: this problem is extremely difficult and has not been resolved so far; (2) the specifics of the textual learning material selection taking into account its stylistic propriety and compliance with the learning level; (3) presentation of new concepts for compiling textbooks, manuals and learners’ dictionaries; (4) it is very positive that the scientific periodical focuses as well upon the presentation of the department’s activities reviews in relation to various forms and methods of working with foreign students, and new textbooks and dictionaries are promoted. Undoubtedly, the fact of publishing new didactic literature reviews deserves approval, but the reviews should contain more critical material, comments and wishes, and not be limited to retelling the content and indicating the advantages of the analyzed literature, i. e. perform an exclusively promoting function. Demands on expert reviewers are increasing in today’s world. A good start for the journal is the publication of reporting information on events that aim at teaching Ukrainian as a foreign language through short-term courses: the experience of organizing such events must be widely spread, promoting the positive points and drawing attention to the shortcomings. It is desirable that the editorial staff should introduce permanent sections in the journals related to the problems of teaching Ukrainian as a foreign language, exchange of experiences, discussions, since not every issue contains relevant articles or reviews that could also be alternative, which would definitely have a positive effect. Key words: linguistic didactics, Ukrainian as a foreign language, textbook, manual, learner’s dictionary, review, journal “Studia Ucrainica Varsoviensia”.
{"title":"THE UKRAINIAN LANGUAGE TEACHING METHODOLOGY ISSUES ON THE PAGES OF THE EUROPEAN JOURNAL\u0000“STUDIA UCRAINICA VARSOVIENSIA” (2013–2022: DEDICATED TO THE TENTH ANNIVERSARY)","authors":"Tetyana Kosmeda","doi":"10.30970/ufl.2023.17.3915","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3915","url":null,"abstract":"The paper discusses a relevant topic for the Ukrainian linguistic didactics – a critical review of the articles published in the Polish journal «Studia Ucrainica Varsoviensia» for the 2013–2022 period (ten issues), and is dedicated to the journal’s anniversary. The analysis shows that the journal under consideration contains (1) scientific papers, (2) reviews, (3) informative reviews of events related to the issue of teaching Ukrainian as a foreign language. However, the publications are irregular in nature. Scientific researches aspectually present the material on some important issues of teaching Ukrainian as a foreign language. They run about (1) the formation of a phraseological minimum for all learning levels: this problem is extremely difficult and has not been resolved so far; (2) the specifics of the textual learning material selection taking into account its stylistic propriety and compliance with the learning level; (3) presentation of new concepts for compiling textbooks, manuals and learners’ dictionaries; (4) it is very positive that the scientific periodical focuses as well upon the presentation of the department’s activities reviews in relation to various forms and methods of working with foreign students, and new textbooks and dictionaries are promoted. Undoubtedly, the fact of publishing new didactic literature reviews deserves approval, but the reviews should contain more critical material, comments and wishes, and not be limited to retelling the content and indicating the advantages of the analyzed literature, i. e. perform an exclusively promoting function. Demands on expert reviewers are increasing in today’s world. A good start for the journal is the publication of reporting information on events that aim at teaching Ukrainian as a foreign language through short-term courses: the experience of organizing such events must be widely spread, promoting the positive points and drawing attention to the shortcomings. It is desirable that the editorial staff should introduce permanent sections in the journals related to the problems of teaching Ukrainian as a foreign language, exchange of experiences, discussions, since not every issue contains relevant articles or reviews that could also be alternative, which would definitely have a positive effect.\u0000Key words: linguistic didactics, Ukrainian as a foreign language, textbook, manual, learner’s dictionary, review, journal “Studia Ucrainica Varsoviensia”.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"32 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":"122816690","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.2023.17.3932
Our research is devoted to the study of the literary heritage of Vasyl Sukhomlynskyi, in particular literary and artistic anthroponyms. We determined the aspects that are dominant in the formation of the literary and artistic anthroponymicon of Vasyl Sukhomlynskyi. Anthroponyms are an important element of an artistic work, as they contribute to the creation of an artistic image, help to realize the authorʼs worldview. Proper names are included in the universal categories of artistic text. The writerʼs work on the anthroponymic space of the artistic text involves the selection of own names from the real world or the creation of new names based on known models. Proper names help the reader to better perceive the artistic text, decipher the authorʼs intention. Nowadays, linguists are increasingly interested in proper names in literary texts, as evidenced by numerous scientific studies. LHA in the literary works of Vasyl Sukhomlynskyi are carefully selected, ensure the realism and veracity of the created images. In the analyzed texts, 41 literary and artistic anthroponyms were identified, which, in addition to the nominative function, also perform a localization, sociological, characteristic, expressive and evaluative function, and also determine the authorʼs attitude to the character. The work revealed that the localization function is manifested in the fact that the author chooses Christian names for the characters – children of peasants, hardworking people, with pronounced character traits, reproducing Ukrainian traditions as much as possible Vasyl Sukhomlynskyiʼs works represent a variety of subjects and plots, constitute an inseparable artistic whole, testify to the authorʼs unique idiostyle, which is particularly reflected in his own titles. The peculiarities of research and analysis of artistic anthroponymy are revealed in the fact that linguists study the anthroponymy of an artistic text, focusing on peopleʼs proper names, their origin, structure, frequency of use, social and national characteristics. Scientists draw attention to the incompleteness and openness of the classification model of literary and artistic onyims, offering their own classifications of anthroponyms. In addition to the study of the structure of the Ukrainian onomasticon with the division of the anthroponymicon, scientists classify LHA according to the functional and stylistic load. Key words: onomastics, anthroponyms, literary and artistic anthroponyms, linguistics.
{"title":"LITERARY-ARTISTIC ANTHROPONYMS IN FAIRY TALES","authors":"","doi":"10.30970/ufl.2023.17.3932","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3932","url":null,"abstract":"Our research is devoted to the study of the literary heritage of Vasyl Sukhomlynskyi, in particular literary and artistic anthroponyms. \u0000We determined the aspects that are dominant in the formation of the literary and artistic anthroponymicon of Vasyl Sukhomlynskyi. \u0000Anthroponyms are an important element of an artistic work, as they contribute to the creation of an artistic image, help to realize the authorʼs worldview. Proper names are included in the universal categories of artistic text.\u0000The writerʼs work on the anthroponymic space of the artistic text involves the selection of own names from the real world or the creation of new names based on known models. Proper names help the reader to better perceive the artistic text, decipher the authorʼs intention. Nowadays, linguists are increasingly interested in proper names in literary texts, as evidenced by numerous scientific studies.\u0000LHA in the literary works of Vasyl Sukhomlynskyi are carefully selected, ensure the realism and veracity of the created images. In the analyzed texts, 41 literary and artistic anthroponyms were identified, which, in addition to the nominative function, also perform a localization, sociological, characteristic, expressive and evaluative function, and also determine the authorʼs attitude to the character. The work revealed that the localization function is manifested in the fact that the author chooses Christian names for the characters – children of peasants, hardworking people, with pronounced character traits, reproducing Ukrainian traditions as much as possible Vasyl Sukhomlynskyiʼs works represent a variety of subjects and plots, constitute an inseparable artistic whole, testify to the authorʼs unique idiostyle, which is particularly reflected in his own titles.\u0000The peculiarities of research and analysis of artistic anthroponymy are revealed in the fact that linguists study the anthroponymy of an artistic text, focusing on peopleʼs proper names, their origin, structure, frequency of use, social and national characteristics. Scientists draw attention to the incompleteness and openness of the classification model of literary and artistic onyims, offering their own classifications of anthroponyms. In addition to the study of the structure of the Ukrainian onomasticon with the division of the anthroponymicon, scientists classify LHA according to the functional and stylistic load.\u0000Key words: onomastics, anthroponyms, literary and artistic anthroponyms, linguistics.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"112 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":"131814842","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.2023.17.3930
O. Panchenko
In general, the article presents the problem of the borrowings functioning in contemporary Ukrainian. Considering the constant flood of loanwords into the Ukrainian language under the conditions of modern technologies rapid development, directions of activity, as well as the globalization of the world, the study of modern anglicisms is relevant since there is a constant need to analyse new linguistic phenomena. The article deals with the peculiarities of the adaptation of the latest borrowings from the English language to the rules of functioning of the Ukrainian language on the material of the «Slovotvir» platform. Modern Ukrainian orthography regulates some aspects of borrowed words spelling (norms for the transmission of certain sounds with specific letters), but in practice, transmission in writing may vary for a certain period, until it is finally fixed or gets out of use due to unnecessary use. The word can be transmitted both by transcription and by transliteration. Sometimes in English several words are used to denote a concept, and it entered the Ukrainian language as one, where all components are written together, which indicates that a borrowed word combination in Ukrainian is perceived as one whole word, unlike in English, where lexemes are self-sufficient and exist in syntagmatic relations. Several anglicisms acquire specific elements, including endings or suffixes. Words with different roots can be pronounced the same but spelled differently. But such homophones in English can turn into homonyms in Ukrainian (homophones, homographs at the same time) in connection with the transmission of foreign sounds by available means of language. So, it takes some time for the word to adapt. It is desirable to choose Ukrainian equivalents for anglicisms whenever possible because it nourishes the language and uses specific resources. Often a borrowed word has its own equivalents that are in circulation at the same time as it. In addition, in some cases, it is possible to translate an anglicism into Ukrainian, in which case the use of anglicisms is not appropriate. Another solution to the issue of finding equivalents for anglicisms is the involvement of the word-formation of the Ukrainian language – the formation of new words, as is actively happening in English. Key words: word structure, borrowing, transcription, transliteration, specific elements.
{"title":"CONTEMPORARY ANGLICISMS IN UKRAINIANS SPEECH \u0000AND THEIR UKRAINIAN CORRESPONDENCES","authors":"O. Panchenko","doi":"10.30970/ufl.2023.17.3930","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3930","url":null,"abstract":"In general, the article presents the problem of the borrowings functioning in contemporary Ukrainian. Considering the constant flood of loanwords into the Ukrainian language under the conditions of modern technologies rapid development, directions of activity, as well as the globalization of the world, the study of modern anglicisms is relevant since there is a constant need to analyse new linguistic phenomena. The article deals with the peculiarities of the adaptation of the latest borrowings from the English language to the rules of functioning of the Ukrainian language on the material of the «Slovotvir» platform. Modern Ukrainian orthography regulates some aspects of borrowed words spelling (norms for the transmission of certain sounds with specific letters), but in practice, transmission in writing may vary for a certain period, until it is finally fixed or gets out of use due to unnecessary use. The word can be transmitted both by transcription and by transliteration. Sometimes in English several words are used to denote a concept, and it entered the Ukrainian language as one, where all components are written together, which indicates that a borrowed word combination in Ukrainian is perceived as one whole word, unlike in English, where lexemes are self-sufficient and exist in syntagmatic relations. Several anglicisms acquire specific elements, including endings or suffixes. Words with different roots can be pronounced the same but spelled differently. But such homophones in English can turn into homonyms in Ukrainian (homophones, homographs at the same time) in connection with the transmission of foreign sounds by available means of language. So, it takes some time for the word to adapt. It is desirable to choose Ukrainian equivalents for anglicisms whenever possible because it nourishes the language and uses specific resources. Often a borrowed word has its own equivalents that are in circulation at the same time as it. In addition, in some cases, it is possible to translate an anglicism into Ukrainian, in which case the use of anglicisms is not appropriate. Another solution to the issue of finding equivalents for anglicisms is the involvement of the word-formation of the Ukrainian language – the formation of new words, as is actively happening in English.\u0000Key words: word structure, borrowing, transcription, transliteration, specific elements.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"9 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":"121910263","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.2023.17.3931
Mengwei Zhang
The advertising discourse of the educational sphere has been studied in the terminological aspect. The important role of advertising in the field of education under the influence of external and internal factors has been proven. The essence of the concept of “advertising text of educational services” is considered. Definitions of two spheres of the term system – advertising and education, in particular the terms “advertising”, “advertising text” and “education” and “educational services” were analyzed. Special attention is paid to the meaning components of the term “educational services” as a legal, economic and pedagogical category. It was found that educational services in different terminology systems have the same content structure, which assumes the presence of the following components: the subject that provides educational services (institution of higher education, center, school, unit, courses, etc.); educational and scientific activity that provides educational services; the target audience that consumes these services (pupils, students, listeners); consequence and result of the joint activity of participants in the educational process (knowledge, skills, abilities). The impact of the content structure of the terms on the essence of the complex integrated concept “advertising text of educational services” is clarified, which will become key in further linguistic research. It was determined that “advertising text of educational services” is a text with a defined formal and content structure, which has a communicative and pragmatic focus on a certain target audience, provides positive information about the subject – the provider of educational services, characterizes these services and the result of their action. Important topics are highlighted in the projection on linguistic aspects of research, which correlate with relatively stable parts of the advertising text: title, slogan/advertising motto, descriptive part, final phrase-repetition. Each part has a spectrum of language means, a manipulative of different language levels, which are subordinate to the strategy of positivity and influence the consumer. Key words: advertising, advertising text, education, educational service, educational advertising, term, educational vocabulary.
{"title":"STUDY OF ADVERTISING TEXT OF EDUCATIONAL SERVICES: \u0000TERMINOLOGICAL ASPECT","authors":"Mengwei Zhang","doi":"10.30970/ufl.2023.17.3931","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3931","url":null,"abstract":"The advertising discourse of the educational sphere has been studied in the terminological aspect. The important role of advertising in the field of education under the influence of external and internal factors has been proven. The essence of the concept of “advertising text of educational services” is considered. Definitions of two spheres of the term system – advertising and education, in particular the terms “advertising”, “advertising text” and “education” and “educational services” were analyzed. Special attention is paid to the meaning components of the term “educational services” as a legal, economic and pedagogical category.\u0000It was found that educational services in different terminology systems have the same content structure, which assumes the presence of the following components: the subject that provides educational services (institution of higher education, center, school, unit, courses, etc.); educational and scientific activity that provides educational services; the target audience that consumes these services (pupils, students, listeners); consequence and result of the joint activity of participants in the educational process (knowledge, skills, abilities).\u0000The impact of the content structure of the terms on the essence of the complex integrated concept “advertising text of educational services” is clarified, which will become key in further linguistic research. It was determined that “advertising text of educational services” is a text with a defined formal and content structure, which has a communicative and pragmatic focus on a certain target audience, provides positive information about the subject – the provider of educational services, characterizes these services and the result of their action.\u0000Important topics are highlighted in the projection on linguistic aspects of research, which correlate with relatively stable parts of the advertising text: title, slogan/advertising motto, descriptive part, final phrase-repetition. Each part has a spectrum of language means, a manipulative of different language levels, which are subordinate to the strategy of positivity and influence the consumer.\u0000Key words: advertising, advertising text, education, educational service, educational advertising, term, educational vocabulary.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"41 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":"122221868","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.2023.17.3914
Nina Stankevych
The main directions of scientific research into one of the important parts of the methodology of teaching Ukrainian as a foreign language as a science – teaching speech activities – are considered. It is proved that the methodology of teaching Ukrainian as a foreign language at the latest stage of development has a strong scientific theoretical basis and numerous achievements of practicing teachers. The content of the methodology of teaching Ukrainian as a foreign language covers several links: the basics of teaching methods, methods of teaching phonetics, vocabulary, grammar in a foreign audience. The methodology of teaching speech activities not only completes this structure in the professional and methodological training of teachers of Ukrainian as a foreign language within the specialization “Ukrainian as a foreign language”, but also meets the requirements of the communicative method of teaching. Speech activity is considered as an active, purposeful process of transmitting or perceiving information, which is realized in the types of speech activity – speaking, writing, reading and listening. The article summarizes the scientific problems of productive and receptive types of speech activity, which are the subject of numerous scientific works (dissertations, monographs, scientific articles) by Ukrainian linguists. The author emphasizes the unanimous approval in the scientific field of the principle of interrelated teaching of speech activities. Attention is drawn to the study of general theoretical issues related to each type and specific problems concerning the textual basis of teaching (dialogue/monologue, reading text, audio text, written composition), disclosure of the methodological potential of specific genres of texts, techniques and methods of working with them for foreigners of different age, specialty and native language. The most productive areas of scientific research – speaking and reading – have been identified, which demonstrate the growth of communicative and pragmatic motivation of foreigners in learning Ukrainian as a foreign language and the need for scientific understanding of the teaching process. Prospects for scientific research involving the use of translation as an activity, as well as solving the problem of unifying terms within the methodology of teaching speech activities are outlined. Key words: linguodidactics, methods of teaching speech activities, speaking, reading, listening, writing.
{"title":"TYPES OF SPEECH ACTIVITIES AT THE STAGES OF LEARNING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE: DIRECTIONS AND PROSPECTS OF SCIENTIFIC RESEARCH","authors":"Nina Stankevych","doi":"10.30970/ufl.2023.17.3914","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3914","url":null,"abstract":"The main directions of scientific research into one of the important parts of the methodology of teaching Ukrainian as a foreign language as a science – teaching speech activities – are considered. It is proved that the methodology of teaching Ukrainian as a foreign language at the latest stage of development has a strong scientific theoretical basis and numerous achievements of practicing teachers.\u0000The content of the methodology of teaching Ukrainian as a foreign language covers several links: the basics of teaching methods, methods of teaching phonetics, vocabulary, grammar in a foreign audience. The methodology of teaching speech activities not only completes this structure in the professional and methodological training of teachers of Ukrainian as a foreign language within the specialization “Ukrainian as a foreign language”, but also meets the requirements of the communicative method of teaching. \u0000Speech activity is considered as an active, purposeful process of transmitting or perceiving information, which is realized in the types of speech activity – speaking, writing, reading and listening.\u0000The article summarizes the scientific problems of productive and receptive types of speech activity, which are the subject of numerous scientific works (dissertations, monographs, scientific articles) by Ukrainian linguists. The author emphasizes the unanimous approval in the scientific field of the principle of interrelated teaching of speech activities. Attention is drawn to the study of general theoretical issues related to each type and specific problems concerning the textual basis of teaching (dialogue/monologue, reading text, audio text, written composition), disclosure of the methodological potential of specific genres of texts, techniques and methods of working with them for foreigners of different age, specialty and native language.\u0000The most productive areas of scientific research – speaking and reading – have been identified, which demonstrate the growth of communicative and pragmatic motivation of foreigners in learning Ukrainian as a foreign language and the need for scientific understanding of the teaching process. Prospects for scientific research involving the use of translation as an activity, as well as solving the problem of unifying terms within the methodology of teaching speech activities are outlined.\u0000Key words: linguodidactics, methods of teaching speech activities, speaking, reading, listening, writing.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"134 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":"123219708","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.2023.17.3935
Dariya Yakymovych-Chapran
The article focuses on the study of lingua-cultural connotations of the лях (lyakh) ethnonym, which were isolated based on the inner form of Ukrainian set phrases using componential analysis. The noun лях (Pole) was documented in the monuments of the Ukrainian language dating back to the mid-14thcentury. In the language of the early Middle Ukrainian period, it formed a number of derivatives and was actively used as a synonym for полянинъ (Polianyn) (also documented in the late 14th century) until the second half of the 19thcentury. Phrasemes and paroemias with the лях component and other names containing the same semantic component (such as Pole, Polish, Mazurian, etc.) were analysed. The isolated connotative semes were classified into three blocks: 1) semes related to appearance and culinary preferences; 2) semes related to linguistic and worldview peculiarities; 3) semes related to behavioural characteristics. It was established that the most significant behavioural peculiarity in the formation of the lingua-cultural stereotype of the Pole for Ukrainians was expansiveness and proneness to conflict. It is this feature that is reflected in the micro texts of a third of all the paroemias studied. The analysis of the typical structure of the set phrases shows that a number of them are built on the opposition to or comparison with other peoples, primarily neighbours, in particular Ukrainians (appearing as русин (Rusyn) and мужик (muzhik) in the texts of the paroemias) and Russians (called москва (the Moscovian)), as well as Jews, whose compact settlements appeared in Ukraine and Poland in the medieval period. It is noteworthy that from an axiological point of view, only about half of the units contain an ironic or negative assessment; the rest are neutral or positive. Key words: ethnonym, semantics, phraseme, paroemia, inner form, connotation, axiological component of meaning, linguistic world view.
{"title":"LINGUA-CULTURAL CONNOTATIONS OF THE ЛЯХ (LYAKH, POLE) \u0000ETHNONYM (AS EXEMPLIFIED \u0000IN UKRAINIAN PHRASEMES AND PAROEMIAS)","authors":"Dariya Yakymovych-Chapran","doi":"10.30970/ufl.2023.17.3935","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3935","url":null,"abstract":"The article focuses on the study of lingua-cultural connotations of the лях (lyakh) ethnonym, which were isolated based on the inner form of Ukrainian set phrases using componential analysis. The noun лях (Pole) was documented in the monuments of the Ukrainian language dating back to the mid-14thcentury. In the language of the early Middle Ukrainian period, it formed a number of derivatives and was actively used as a synonym for полянинъ (Polianyn) (also documented in the late 14th century) until the second half of the 19thcentury. Phrasemes and paroemias with the лях component and other names containing the same semantic component (such as Pole, Polish, Mazurian, etc.) were analysed. The isolated connotative semes were classified into three blocks: 1) semes related to appearance and culinary preferences; 2) semes related to linguistic and worldview peculiarities; 3) semes related to behavioural characteristics. It was established that the most significant behavioural peculiarity in the formation of the lingua-cultural stereotype of the Pole for Ukrainians was expansiveness and proneness to conflict. It is this feature that is reflected in the micro texts of a third of all the paroemias studied. The analysis of the typical structure of the set phrases shows that a number of them are built on the opposition to or comparison with other peoples, primarily neighbours, in particular Ukrainians (appearing as русин (Rusyn) and мужик (muzhik) in the texts of the paroemias) and Russians (called москва (the Moscovian)), as well as Jews, whose compact settlements appeared in Ukraine and Poland in the medieval period. It is noteworthy that from an axiological point of view, only about half of the units contain an ironic or negative assessment; the rest are neutral or positive.\u0000Key words: ethnonym, semantics, phraseme, paroemia, inner form, connotation, axiological component of meaning, linguistic world view.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"21 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":"131924834","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.2023.17.3936
Oksana Кostiv
In the article, an author attempted to specify the concept of dialect words as object of learning in the high school. The course «Ukrainian Linguistic Geography» is one of the leading places in the system of higher education disciplines. Possession of the Ukrainian literary norm is a primary task for a student-philologist, but one cannot ignore the fact that it was through the dialectal language that the Ukrainian literary language was formed and exists. The course «Ukrainian Linguistic Geography» in high school should familiarize students with Ukrainian dialectology as a science. Lecturer has inform to students find out subject, tasks, meaning and system of terms, teaches students to freely orient on the dialectological map of Ukraine, analyze dialectal texts, acquaint them with phonetic, morphological, lexical peculiarities of dialects of the Ukrainian language, develop skills of writing dialectal texts in phonetic transcription. In the process of presenting the theoretical and practical material of the course «Ukrainian Linguistic Geography», a number of problem points arise from the principles of analysis and representation of dialectal material. The author analyses the different and common features between linguistic geography and dialectology and takes aims to explore the core methodological and theoretical approaches of linguistic geography. Linguistic geography and dialectology are characterized by a number of common and distinctive features. First of all, it is found in the sources, purpose, subject, object, study conditions, methods of analysis. In the article there were determinate the main purpose, methods of research, sources of linguistic geography as a separate linguistic discipline. In both branches of linguistics the spatial variations of dialect language is object of interest and the visualization of language in spatial constructions is therefore also of growing significance. Accumulation of knowledge about the spatial distribution of linguistic phenomena, about the core and periphery structure language led to the formed of linguistic geography. Ukrainian linguistic geography is a separate linguistic discipline that emerged from dialectology in the nineteenth century and achieved development in the twentieth century. The high achievement of the modern Ukrainian school of linguistic geography was the publication of the three-volume Atlas of the Ukrainian language. Since linguistic geography is not only one of the domains with a lengthy tradition, it is also one of the most progressive fields in linguistics. In general, the course «Ukrainian Linguistic Geography» arranges the students theoretical knowledge, promotes creativity in independent work of students, development of skills of scientific researches, which must be thoroughly mastered by the future teacher-verb. Key words: linguistic geography, dialectology,teaching methods of the Ukrainian language, high school, atlas, core, periphery, vibrations zone, isogloss, contact zo
{"title":"PROBLEM QUESTIONS in a process of the teaching\u0000LINGUISTIC GEOGRAPHY IN universities","authors":"Oksana Кostiv","doi":"10.30970/ufl.2023.17.3936","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3936","url":null,"abstract":"In the article, an author attempted to specify the concept of dialect words as object of learning in the high school. The course «Ukrainian Linguistic Geography» is one of the leading places in the system of higher education disciplines. Possession of the Ukrainian literary norm is a primary task for a student-philologist, but one cannot ignore the fact that it was through the dialectal language that the Ukrainian literary language was formed and exists. The course «Ukrainian Linguistic Geography» in high school should familiarize students with Ukrainian dialectology as a science. Lecturer has inform to students find out subject, tasks, meaning and system of terms, teaches students to freely orient on the dialectological map of Ukraine, analyze dialectal texts, acquaint them with phonetic, morphological, lexical peculiarities of dialects of the Ukrainian language, develop skills of writing dialectal texts in phonetic transcription. In the process of presenting the theoretical and practical material of the course «Ukrainian Linguistic Geography», a number of problem points arise from the principles of analysis and representation of dialectal material. \u0000The author analyses the different and common features between linguistic geography and dialectology and takes aims to explore the core methodological and theoretical approaches of linguistic geography. Linguistic geography and dialectology are characterized by a number of common and distinctive features. First of all, it is found in the sources, purpose, subject, object, study conditions, methods of analysis. In the article there were determinate the main purpose, methods of research, sources of linguistic geography as a separate linguistic discipline. In both branches of linguistics the spatial variations of dialect language is object of interest and the visualization of language in spatial constructions is therefore also of growing significance. Accumulation of knowledge about the spatial distribution of linguistic phenomena, about the core and periphery structure language led to the formed of linguistic geography.\u0000Ukrainian linguistic geography is a separate linguistic discipline that emerged from dialectology in the nineteenth century and achieved development in the twentieth century. The high achievement of the modern Ukrainian school of linguistic geography was the publication of the three-volume Atlas of the Ukrainian language. Since linguistic geography is not only one of the domains with a lengthy tradition, it is also one of the most progressive fields in linguistics. \u0000In general, the course «Ukrainian Linguistic Geography» arranges the students theoretical knowledge, promotes creativity in independent work of students, development of skills of scientific researches, which must be thoroughly mastered by the future teacher-verb.\u0000Key words: linguistic geography, dialectology,teaching methods of the Ukrainian language, high school, atlas, core, periphery, vibrations zone, isogloss, contact zo","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"394 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":"124455745","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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