Pub Date : 2023-06-25DOI: 10.30970/ufl.2023.17.3928
Olena Levchenko
The paper outlines the paradigm for developing terminological competence of students majoring in Applied Linguistics. In the course of research, the following tasks have been performed in order to achieve the purpose: the most important components of terminological competence of students majoring in Applied Linguistics are identified; the problematic issues related to the formation of each of the essential components of terminological competence are highlighted; the methodology for developing terminological competence in language classes is analyzed. Therefore, the development of terminological competence of higher education students is revealed to be a complex work covering a wide range of educational activities, which comprise general education and professionally-oriented subjects, as well as optional ones. The most important components of the students’ terminological competence are as follows: studying the basic theoretical foundations of the theory of terminology and historical stages of formation of terminological systems; mastering the most important principles of term formation and standardization of terminology; developing sustainable skills and abilities in normative application of terminology in professional communication. The paper outlines a number of problematic issues related to the formation of each of these components of terminological competence, such as the ratio of borrowed and native elements in the terminological system, excessive involvement of anglicisms in Ukrainian terminologyical systems, functioning of terminological units formed in violation of terminological consistency in modern professional speaking, and also the presence of outdated forms, orthographic errors or spelling mistakes in modern electronic lexicographical papers which disoriente native speakers, etc. Methodological recommendations for the development of students’ terminological competence in language classes are formulated in accordance with each of the proposed components, e.g., panel discussions, conference classes, presentation of students’ own collections with examples in accordance with the topic assigned, preparation and presentation of creative works with the use of certain linguistic tools, research papers, game methods, etc. Key words: term, terminology, Applied Linguistics, terminological competence, terminology, termination, determination.
{"title":"DEVELOPMENT OF TERMINOLOGICAL COMPETENCE OF STUDENTS MAJORING IN APPLIED LINGUISTICS","authors":"Olena Levchenko","doi":"10.30970/ufl.2023.17.3928","DOIUrl":"https://doi.org/10.30970/ufl.2023.17.3928","url":null,"abstract":"The paper outlines the paradigm for developing terminological competence of students majoring in Applied Linguistics. In the course of research, the following tasks have been performed in order to achieve the purpose: the most important components of terminological competence of students majoring in Applied Linguistics are identified; the problematic issues related to the formation of each of the essential components of terminological competence are highlighted; the methodology for developing terminological competence in language classes is analyzed. Therefore, the development of terminological competence of higher education students is revealed to be a complex work covering a wide range of educational activities, which comprise general education and professionally-oriented subjects, as well as optional ones. The most important components of the students’ terminological competence are as follows: studying the basic theoretical foundations of the theory of terminology and historical stages of formation of terminological systems; mastering the most important principles of term formation and standardization of terminology; developing sustainable skills and abilities in normative application of terminology in professional communication. The paper outlines a number of problematic issues related to the formation of each of these components of terminological competence, such as the ratio of borrowed and native elements in the terminological system, excessive involvement of anglicisms in Ukrainian terminologyical systems, functioning of terminological units formed in violation of terminological consistency in modern professional speaking, and also the presence of outdated forms, orthographic errors or spelling mistakes in modern electronic lexicographical papers which disoriente native speakers, etc. Methodological recommendations for the development of students’ terminological competence in language classes are formulated in accordance with each of the proposed components, e.g., panel discussions, conference classes, presentation of students’ own collections with examples in accordance with the topic assigned, preparation and presentation of creative works with the use of certain linguistic tools, research papers, game methods, etc.\u0000Key words: term, terminology, Applied Linguistics, terminological competence, terminology, termination, determination.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"12 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":"116755732","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3719
Christina Pikhmanets
For a long time, we, the Ukrainian Americans, were hesitant about what instructional methods to use while working with our kids in the Saturday or Sunday Ukrainian school abroad, since we simply couldn’t classify our students by their linguistic abilities. The majority of children that attend Ukrainian schools are not native speakers of Ukrainian since the mainstream language that they use in society is English. They are also not foreigners who learn the language from scratch since they hear and speak Ukrainian at home with their families. Moreover, we cannot disregard their Ukrainian origin and roots, which “deny” teaching Ukrainian as a foreign language. The translation of the term “heritage language” was introduced by Prof. Oksana Turkevych at one of the language conferences. This term is not unique as we can see different scholars use different definitions, such as home language, ancestral language, or immigrant language [2:1]. Heritage languages in the USA have been studied since the 1990s. Unfortunately, the Ukrainian language is not part of this research, however, the Ukrainian-American community is largely presented. With this being said, this article aims to introduce the research and experience of our colleagues working on heritage languages in the USA. I also want to explain the difference between native, foreign, and heritage language learning; share our school experience of teaching Ukrainian heritage language students in order to not only improve the quality of teaching but also to enable the Ukrainian language to become one of the languages that are being taught and researched in the USA and the world. Key words: Ukrainian as a heritage language, Ukrainian as a foreign language, Ukrainian as a native language, methodology of teaching Ukrainian as a heritage language, authentic materials, sociocultural situation, sociocultural materials, sequential and parallel bilingualism.
{"title":"UKRAINIAN AS A HERITAGE LANGUAGE IN SCHOOLS OF UKRAINIAN STUDIES ABROAD","authors":"Christina Pikhmanets","doi":"10.30970/ufl.2022.16.3719","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3719","url":null,"abstract":"For a long time, we, the Ukrainian Americans, were hesitant about what instructional methods to use while working with our kids in the Saturday or Sunday Ukrainian school abroad, since we simply couldn’t classify our students by their linguistic abilities. The majority of children that attend Ukrainian schools are not native speakers of Ukrainian since the mainstream language that they use in society is English. They are also not foreigners who learn the language from scratch since they hear and speak Ukrainian at home with their families. Moreover, we cannot disregard their Ukrainian origin and roots, which “deny” teaching Ukrainian as a foreign language.\u0000\u0000The translation of the term “heritage language” was introduced by Prof. Oksana Turkevych at one of the language conferences. This term is not unique as we can see different scholars use different definitions, such as home language, ancestral language, or immigrant language [2:1]. Heritage languages in the USA have been studied since the 1990s. Unfortunately, the Ukrainian language is not part of this research, however, the Ukrainian-American community is largely presented. With this being said, this article aims to introduce the research and experience of our colleagues working on heritage languages in the USA. I also want to explain the difference between native, foreign, and heritage language learning; share our school experience of teaching Ukrainian heritage language students in order to not only improve the quality of teaching but also to enable the Ukrainian language to become one of the languages that are being taught and researched in the USA and the world. Key words: Ukrainian as a heritage language, Ukrainian as a foreign language, Ukrainian as a native language, methodology of teaching Ukrainian as a heritage language, authentic materials, sociocultural situation, sociocultural materials, sequential and parallel bilingualism.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128530877","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3730
Poetic miniature as a literary genre involves a small amount of text and maximum concentration of thoughts, feelings, and artistic images. The semantic saturation of the content of the work determines the use of stylistic means that contribute to the aestheticization of the artistic word. The article analyzes various forms of expression of language aesthetics in Iryna Kmet’s poetic miniatures – original in form, deeply philosophical in content, and rich in emotional palette. The main conceptual spheres of poetic miniatures are de汬ned – nature, man, art, God. Their relationship contributes to the creation of elaborate artistic images, philosophical generalization, and enhances the emotional and sensual spectrum of poetry. The aesthetic dimension of Iryna Kmet’s poetic words is polyhedral. The miniatures are characterized by a special rhythmic and phonetic organization, innovative experiments with the word (alliteration, paronymic attraction, writing a tautogram, the actualization of the internal form of the word, and playing with the content). The poet skilfully uses the connotative potential of the word and uses emotional and evaluative vocabulary, with which she demonstrates her own emotional experiences and reflections. The main linguistic means of aestheticization are highlighted, the importance of artistic and figurative text-creating elements, and compositional techniques that have an emotional and aesthetic impact on the reader are emphasized. It is traced how the semantic saturation of the content is combined with a creatively implemented structure. It is proved that the complex of artistic images in poetry goes back to national and cultural sources, from where the poet draws epithets, similes, and metaphors-symbols, especially for describing the natural world. The philosophical depth of poetic miniatures is a consequence of understanding the highest truths of human experience. The combination with a subjective, personal feeling of the surrounding world, and events in it determines the author’s generalizations. This makes it possible to affirm the high aphoristic nature of many poems. Key words: poetic miniature, linguistic stylistics, language aesthetic means, epithet, metaphor, antithesis, alliteration, language game, poetic syntax.
{"title":"AESTHETIC DIMENSION OF ARTISTIC WORD IN THE GENRE OF POETIC MINIATURE","authors":"","doi":"10.30970/ufl.2022.16.3730","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3730","url":null,"abstract":"Poetic miniature as a literary genre involves a small amount of text and maximum concentration of thoughts, feelings, and artistic images. The semantic saturation of the content of the work determines the use of \u0000stylistic means that contribute to the aestheticization of the artistic word. The article analyzes various forms of expression of language aesthetics in Iryna Kmet’s poetic miniatures – original in form, deeply philosophical in content, and rich in emotional palette.\u0000The main conceptual spheres of poetic miniatures are de汬ned – nature, man, art, God. Their relationship contributes to the creation of elaborate artistic images, philosophical generalization, and enhances \u0000the emotional and sensual spectrum of poetry.\u0000The aesthetic dimension of Iryna Kmet’s poetic words is polyhedral. The miniatures are characterized by a special rhythmic and phonetic organization, innovative experiments with the word (alliteration, paronymic attraction, writing a tautogram, the actualization of the internal form of the word, and playing with the content). \u0000The poet skilfully uses the connotative potential of the word and uses emotional and evaluative vocabulary, with which she demonstrates her own emotional experiences and reflections.\u0000The main linguistic means of aestheticization are highlighted, the importance of artistic and figurative text-creating elements, and compositional techniques that have an emotional and aesthetic impact on the reader are emphasized. It is traced how the semantic saturation of the content is combined with a creatively implemented structure. It is proved that the complex of artistic images in poetry goes back to national and cultural sources, from where the poet draws epithets, similes, and metaphors-symbols, especially for describing the natural world.\u0000The philosophical depth of poetic miniatures is a consequence of understanding the highest truths of human experience. The combination with a subjective, personal feeling of the surrounding world, and events in it determines the author’s generalizations. This makes it possible to affirm the high aphoristic nature of many poems.\u0000Key words: poetic miniature, linguistic stylistics, language aesthetic means, epithet, metaphor, antithesis, alliteration, language game, poetic syntax.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121093732","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3731
Liudmyla Yursa
Our research is devoted to the study of modern Ukrainian onomastics, in particular, of urban onomastics. It was determined that the factors affecting the street names of the city of Lviv include not only linguistic, but also non-linguistic factors, namely: ethno-cultural, cultural-historical and political. In the urbanonymicon of the city of Lviv, the names of streets that were renamed in a certain period of time and the names of streets that have remained unchanged since the beginning of their naming coexist. During the analysis of urban names of the city of Lviv, we found out which norms of the “Ukrainian orthography” correspond to the street names of the city of Lviv, as well as which violations of the norms of the “Ukrainian orthography” contradict the traditions of the Ukrainian language. The Ukrainian onomasticon of the post-Soviet period reflects important social and cultural changes caused by changes in the consciousness of Ukrainians, as well as the process of changing the ideological priorities of modern Ukrainians, which became the cause of transformational changes in the consciousness of society, which are speakers of the language. Modern Ukrainian scientists show great interest in Ukrainian onomastics, in particular onyms and urbanonyms. The development of many Ukrainian onomatopoeia is devoted to the study of the Ukrainian urban onym space of the post-Soviet era. However, today there are not enough studies that would be devoted to the analysis of the linguistic didactic aspect of the Ukrainian urbanonym vocabulary of the post-totalitarian era of the city of Lviv. It was determined that the factors affecting the street names of the city of Lviv include not only linguistic, but also non-linguistic factors, namely: ethno-cultural, cultural-historical and political. In the urbanonymicon of the city of Lviv, the names of streets that were renamed in a certain period of time and the names of streets that have remained unchanged since the beginning of their naming coexist. Street names are a unique source of information about Lviv. They reveal the history, culture, customs and traditions of the city’s residents. During the analysis of urban names of the city of Lviv, we found out which norms of the “Ukrainian spelling” correspond to the names of the streets of the city of Lviv, as well as which violations of the norms of the “Ukrainian spelling” that contradict the traditions of the Ukrainian language occur in the official names of the streets of the city of Lviv. Key words: urban onym, word culture, onomastics, language history, legislation
{"title":"THE FORMATION AND DEVELOPMENT OF THE UKRAINIAN URBAN NAMES OF THE CITY OF LVIV AT THE BEGINNING OF XXI CENTURY","authors":"Liudmyla Yursa","doi":"10.30970/ufl.2022.16.3731","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3731","url":null,"abstract":"Our research is devoted to the study of modern Ukrainian onomastics, in particular, of urban onomastics. It was determined that the factors affecting the street names of the city of Lviv include not only linguistic, but also non-linguistic factors, namely: ethno-cultural, cultural-historical and political. In the urbanonymicon of the city of Lviv, the names of streets that were renamed in a certain period of time and the names of streets that have remained unchanged since the beginning of their naming coexist. During the analysis of urban names of the city of Lviv, we found out which norms of the “Ukrainian orthography” correspond to the street names of the city of Lviv, as well as which violations of the norms of the “Ukrainian orthography” contradict the traditions of the Ukrainian language. The Ukrainian onomasticon of the post-Soviet period reflects important social and cultural changes caused by changes in the consciousness of Ukrainians, as well as the process of changing the ideological priorities of modern Ukrainians, which became the cause of transformational changes in the consciousness of society, which are speakers of the language. Modern Ukrainian scientists show great interest in Ukrainian onomastics, in particular onyms and urbanonyms. The development of many Ukrainian onomatopoeia is devoted to the study of the Ukrainian urban onym space of the post-Soviet era. However, today there are not enough studies that would be devoted to the analysis of the linguistic didactic aspect of the Ukrainian urbanonym vocabulary of the post-totalitarian era of the city of Lviv. It was determined that the factors affecting the street names of the city of Lviv include not only linguistic, but also non-linguistic factors, namely: ethno-cultural, cultural-historical and political. In the urbanonymicon of the city of Lviv, the names of streets that were renamed in a certain period of time and the names of streets that have remained unchanged since the beginning of their naming coexist. Street names are a unique source of information about Lviv. They reveal the history, culture, customs and traditions of the city’s residents. During the analysis of urban names of the city of Lviv, we found out which norms of the “Ukrainian spelling” correspond to the names of the streets of the city of Lviv, as well as which violations of the norms of the “Ukrainian spelling” that contradict the traditions of the Ukrainian language occur in the official names of the streets of the city of Lviv. Key words: urban onym, word culture, onomastics, language history, legislation","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124993322","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3716
Iryna Zbyr
The article highlights the advantages of the Storytelling method in foreign language classes and the features of its application in global pedagogy, in particular, the creation and use of various stories that evoke appropriate emotions and affect our lives, etc. However, in the course of Ukrainian as a foreign language (hereinafter - UFL), this method is just beginning to be implemented but already has some developments. Considerable attention is paid to the issue of Storytelling, which has become one of the main disciplines at the Department of Ukrainian Studies of Hankuk University of Foreign Studies, which improves students’ communication skills. The article discusses the practical aspect of Storytelling for Korean students, especially it is about the list of topics that can be offered for studying this discipline, the structure of one lesson and its main components (blocks): reading or listening to the text, questions to the text, exercises (lexical, grammatical, logical), additional information, telling your own story. Each of the blocks is analyzed in detail, the advantages and disadvantages of certain tasks are indicated, as well as the difficulties encountered by Korean students in the process of studying Storytelling. The modern embodiment of this method is also indicated – Digital Storytelling, which is actively used in foreign-language audiences nowadays. The purpose of the article is to prove that Storytelling as an educational discipline should be mandatory in education for Korean students of the Department of Ukrainian Studies, which will contribute to improving the communication skills of students and its components (linguistic, speech, sociolinguistic competences); to show in practice what material should be used in Storytelling classes and what exercises and tasks to develop for the stories read or heard. Key words: Storytelling, Ukrainian as a foreign language (UFL), method, stories, educational discipline, communication skills, Korean students.
{"title":"STORYTELLING IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE FOR KOREAN STUDENTS: A PRACTICAL ASPECT","authors":"Iryna Zbyr","doi":"10.30970/ufl.2022.16.3716","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3716","url":null,"abstract":"The article highlights the advantages of the Storytelling method in foreign language classes and the features of its application in global pedagogy, in particular, the creation and use of various stories that evoke appropriate emotions and affect our lives, etc. However, in the course of Ukrainian as a foreign language (hereinafter - UFL), this method is just beginning to be implemented but already has some developments. Considerable attention is paid to the issue of Storytelling, which has become one of the main disciplines at the Department of Ukrainian Studies of Hankuk University of Foreign Studies, which improves students’ communication skills. The article discusses the practical aspect of Storytelling for Korean students, especially it is about the list of topics that can be offered for studying this discipline, the structure of one lesson and its main components (blocks): reading or listening to the text, questions to the text, exercises (lexical, grammatical, logical), additional information, telling your own story. Each of the blocks is analyzed in detail, the advantages and disadvantages of certain tasks are indicated, as well as the difficulties encountered by Korean students in the process of studying Storytelling. The modern embodiment of this method is also indicated – Digital Storytelling, which is actively used in foreign-language audiences nowadays. The purpose of the article is to prove that Storytelling as an educational discipline should be mandatory in education for Korean students of the Department of Ukrainian Studies, which will contribute to improving the communication skills of students and its components (linguistic, speech, sociolinguistic competences); to show in practice what material should be used in Storytelling classes and what exercises and tasks to develop for the stories read or heard. Key words: Storytelling, Ukrainian as a foreign language (UFL), method, stories, educational discipline, communication skills, Korean students.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116220988","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3729
The article deals with the need to form the perceptive and receptive basis skills during the Ukrainian language teaching of foreign students at the ABC stage, since these skills are the foundation for the development of all types of speech activity. The authors have analyzed some problems faced by both Chinese students and teachers of Ukrainian as a foreign language, including those related to the perception peculiarity of the Ukrainian language by the Chinese students. In order to understand the causes of difficulties for students from China during the learning of the Ukrainian language, some differences between the Ukrainian and Chinese languages related to their origin, sound system, and writing have been considered. Special attention is focused on the differences observed in the phonetics of the two languages, in particular in the system of vowel and consonant sounds and the structure of syllables, because differences in the writing system and syllable structure, as well as the presence or absence of certain sounds in the languages are the cause of those difficulties and mistakes, which Chinese students can have while they are perceiving and pronouncing the Ukrainian sounds. In this article some most common pronunciation and accent mistakes in the Chinese students’ speech are analyzed, the causes of these mistakes are indicated, and also some ways to prevent their occurrence are offered: explaining the difference in the formation of problem sounds, using auxiliary sounds, fixing speech units in the written form, which contributes to the consolidation in the students’ memory of formed listening and pronunciation skills and the creation of sound-letter correspondences. The authors have proved the extreme importance of teaching foreigners who study the Ukrainian language the phonetic aspect of speech, because not only the success of learning the material and the psychological comfort of studying in a group with Ukrainian-speaking students depends on how well-formed auditory and speaking abilities and skills are, but also in general the quality of the acquired education. Key words: perceptive and receptive skills, types of speech activity, phonetics of the Ukrainian and Chinese languages, system of vowel and consonant sounds, structure of syllables, speech mistakes.
{"title":"FORMATION OF CHINESE STUDENTS’ PERCEPTIVE AND RECEPTIVE SKILLS DURING THE UKRAINIAN LANGUAGE TEACHING","authors":"","doi":"10.30970/ufl.2022.16.3729","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3729","url":null,"abstract":"The article deals with the need to form the perceptive and receptive basis skills during the Ukrainian language teaching of foreign students at the ABC stage, since these skills are the foundation for the development of all types of speech activity. The authors have analyzed some problems faced by both Chinese students and teachers of Ukrainian as a foreign language, including those related to the perception peculiarity of the Ukrainian language by the Chinese students. In order to understand the causes of difficulties for students from China during the learning of the Ukrainian language, some differences between the Ukrainian and Chinese languages related to their origin, sound system, and writing have been considered. Special attention is focused on the differences observed in the phonetics of the two languages, in particular in the system of vowel and consonant sounds and the structure of syllables, because differences in the writing system and syllable structure, as well as the presence or absence of certain sounds in the languages are the cause of those difficulties and mistakes, which Chinese students can have while they are perceiving and pronouncing the Ukrainian sounds. In this article some most common pronunciation and accent mistakes in the Chinese students’ speech are analyzed, the causes of these mistakes are indicated, and also some ways to prevent their occurrence are offered: explaining the difference in the formation of problem sounds, using auxiliary sounds, fixing speech units in the written form, which contributes to the consolidation in the students’ memory of formed listening and pronunciation skills and the creation of sound-letter correspondences. The authors have proved the extreme importance of teaching foreigners who study the Ukrainian language the phonetic aspect of speech, because not only the success of learning the material and the psychological comfort of studying in a group with Ukrainian-speaking students depends on how well-formed auditory and speaking abilities and skills are, but also in general the quality of the acquired education. Key words: perceptive and receptive skills, types of speech activity, phonetics of the Ukrainian and Chinese languages, system of vowel and consonant sounds, structure of syllables, speech mistakes.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127429831","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3723
The article examines the peculiarities of the organization of independent work (both in the classroom and outside the classroom) of foreign students studying Ukrainian philology at Taras Shevchenko National University of Kyiv. In the modern methodology of teaching the Ukrainian language as a foreign language, the organization of students’ independent work occupies a special place, since the last few years of study at Taras Shevchenko National University of Kyiv took place in a remote format. The teacher must take into account the location of the foreign student, his psychological state, the time difference, etc. And the main thing is that it is necessary to maintain students’ interest in Ukrainian philology, regardless of the various circumstances that affected their studies. Different views and approaches of scientists regarding the organization of independent work of foreign students are analyzed. The authors of the article note the importance and obligation of independent work of foreign students when learning Ukrainian as a foreign language. It is also considered what are the peculiarities of the independent extracurricular work of foreign students. The role of the teacher, who should orient the foreign student, help him organize his independent study, explain the purpose of the work, the sequence of actions, etc., has been determined. The teacher should choose such educational materials for extracurricular work that will be related to classroom work and correspond to the language level of the students, their age and interests, it is necessary to think over the system of tasks and calculate the optimal time for its completion, to familiarize foreign students with the way to perform the proposed tasks and the basics of self-control. In addition, the article examines the system of tasks for various texts (artistic, professional), defines an indicative system of tasks for self-control, in particular, examples of test tasks for texts are given. Key words: Ukrainian language, foreign students, independent work, classroom and extracurricular work, text, task system.
{"title":"ORGANIZATION OF SELF-DEPENDENT (OUT OF COURSE) WORK OF FOREIGN STUDENTS WHILE LEARNING THE UKRAINIAN LANGUAGE","authors":"","doi":"10.30970/ufl.2022.16.3723","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3723","url":null,"abstract":"The article examines the peculiarities of the organization of independent work (both in the classroom and outside the classroom) of foreign students studying Ukrainian philology at Taras Shevchenko National University of Kyiv. In the modern methodology of teaching the Ukrainian language as a foreign language, the organization of students’ independent work occupies a special place, since the last few years of study at Taras Shevchenko National University of Kyiv took place in a remote format. The teacher must take into account the location of the foreign student, his psychological state, the time difference, etc. And the main thing is that it is necessary to maintain students’ interest in Ukrainian philology, regardless of the various circumstances that affected their studies. Different views and approaches of scientists regarding the organization of independent work of foreign students are analyzed. The authors of the article note the importance and obligation of independent work of foreign students when learning Ukrainian as a foreign language. It is also considered what are the peculiarities of the independent extracurricular work of foreign students. The role of the teacher, who should orient the foreign student, help him organize his independent study, explain the purpose of the work, the sequence of actions, etc., has been determined. The teacher should choose such educational materials for extracurricular work that will be related to classroom work and correspond to the language level of the students, their age and interests, it is necessary to think over the system of tasks and calculate the optimal time for its completion, to familiarize foreign students with the way to perform the proposed tasks and the basics of self-control. In addition, the article examines the system of tasks for various texts (artistic, professional), defines an indicative system of tasks for self-control, in particular, examples of test tasks for texts are given. Key words: Ukrainian language, foreign students, independent work, classroom and extracurricular work, text, task system.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126771176","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3720
The relevance of the problem is explained by the fact the Ukrainian language is arising more and more interest in the world nowadays and it’s quite urgent to analyse its possibilities to translate the well-known English poetry. For those who are interested in poetry in their native language and are studying Ukrainian as a foreign one it is both useful and pleasant to make the analysis of the two languages abilities to create an aspect of intercultural communication. Our investigation is based on Emily Dickinson’s poetic works and their Ukrainian translations made by N. Tuchynska, O. Zuyevsky, M. Gablevych, and O. Hrytsenko. The purpose of the research is to identify the possibilities of the Ukrainian language as a target language in poetic translation and to characterize translation finds and losses. Emily Dickinson’s poetry is characterized by the combination of different verse meters in one poem, the special use of punctuation marks, in particular the frequent use of dashes. E. Dickinson’s poems are also distinguished by such stylistic means and techniques as assonance, alliteration, graphon (in the form of capitalization of individual nouns), paradoxes, epithets, metaphors, etc. Different translators resort to different ways of adequate translation. O. Zuyevskyi prefers contextual substitution, grammatical restructuring of sentences, modulation, concretization and domestication, uses archaic Ukrainian vocabulary in order to compensate for the loss of some original lexical units of the official style of speech. O. Hrytsenko tries to reproduce the original syntactic structure, but, resorting to such translational transformations as grammatical substitution, deletion, contextual substitution, addition, and concretization, he loses key stylistic techniques – the author’s paradox, antonomasia, epithets, irony and satire. Anyway in certain cases, due to the combination of various verse meters, the lack of a clear rhythm and the unjustified use of certain vocabulary, the architecture and compositional structure of the verse text are not preserved. We see the prospects of the investigation in creating practical tasks for the advanced level learners of the Ukrainian language to compare the original and the translated text under consideration. Key words: the Ukrainian language, the English language, poetry, translation.
{"title":"UKRAINIAN TRANSLATIONS OF ENGLISH POETRY IN TERMS OF INTERCULTURAL COMMUNICATION","authors":"","doi":"10.30970/ufl.2022.16.3720","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3720","url":null,"abstract":"The relevance of the problem is explained by the fact the Ukrainian language is arising more and more interest in the world nowadays and it’s quite urgent to analyse its possibilities to translate the well-known English poetry. For those who are interested in poetry in their native language and are studying Ukrainian as a foreign one it is both useful and pleasant to make the analysis of the two languages abilities to create an aspect of intercultural communication. Our investigation is based on Emily Dickinson’s poetic works and their Ukrainian translations made by N. Tuchynska, O. Zuyevsky, M. Gablevych, and O. Hrytsenko. The purpose of the research is to identify the possibilities of the Ukrainian language as a target language in poetic translation and to characterize translation finds and losses. Emily Dickinson’s poetry is characterized by the combination of different verse meters in one poem, the special use of punctuation marks, in particular the frequent use of dashes. E. Dickinson’s poems are also distinguished by such stylistic means and techniques as assonance, alliteration, graphon (in the form of capitalization of individual nouns), paradoxes, epithets, metaphors, etc. Different translators resort to different ways of adequate translation. O. Zuyevskyi prefers contextual substitution, grammatical restructuring of sentences, modulation, concretization and domestication, uses archaic Ukrainian vocabulary in order to compensate for the loss of some original lexical units of the official style of speech. O. Hrytsenko tries to reproduce the original syntactic structure, but, resorting to such translational transformations as grammatical substitution, deletion, contextual substitution, addition, and concretization, he loses key stylistic techniques – the author’s paradox, antonomasia, epithets, irony and satire. Anyway in certain cases, due to the combination of various verse meters, the lack of a clear rhythm and the unjustified use of certain vocabulary, the architecture and compositional structure of the verse text are not preserved. We see the prospects of the investigation in creating practical tasks for the advanced level learners of the Ukrainian language to compare the original and the translated text under consideration. Key words: the Ukrainian language, the English language, poetry, translation.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130520850","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3727
Z. Matsiuk
In the course of practical grammar of Ukrainian as a foreign language, a pronoun takes a special place in view of its specific meaning, morphological features, syntactic functions and stylistic properties. The substitutive and indicative function makes the pronoun multifaceted, heterogeneous and extremely difficult to master for foreigners. There is a lack of research related to the description of lexical-semantic features, stylistic properties and grammatical features of pronouns in Ukrainian linguistic didactics. For the purpose of teaching grammar of Ukrainian as a foreign language, a multifaceted analysis of pronouns is essential, which has to take into account their features at different levels simultaneously, namely morphological, syntactic, lexical, and stylistic ones. The study of Ukrainian pronouns also requires the research of their conjugation, the possibility of transition to other parts of the language and functioning in fixed language collocations. Pronouns in the course of Ukrainian as a foreign language are distinguished by a functional feature - the ability to be used instead of a noun, adjective or numeral. Pronouns combined within a separate independent meaningful part are substitute words with a special anaphoric function, which makes them a universal means of text creation. For a foreign listener, it is extremely important to learn the peculiarities of the semantics and functions of pronouns of different categories, in particular personal, reflexive, possessive, indicative, interrogative, relative, negative, and indefinite ones. Penetration into the semantic structure of pronouns of various lexical and grammatical categories, identifying the peculiarities of grammatical features and conjugation makes it possible to identify the most important properties of pronouns of the Ukrainian language for studying in a classroom, to draw up a system of exercises for the development of abilities and skills of their correct use in speech. Key words: pronoun, linguistic didactic features of study, Ukrainian as a foreign language, classes of pronouns, exercise, stable expressions.
{"title":"LINGUO-DIDACTIC FEATURES OF STUDYING PRONOUNS IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE","authors":"Z. Matsiuk","doi":"10.30970/ufl.2022.16.3727","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3727","url":null,"abstract":"In the course of practical grammar of Ukrainian as a foreign language, a pronoun takes a special place in view of its specific meaning, morphological features, syntactic functions and stylistic properties. The substitutive and indicative function makes the pronoun multifaceted, heterogeneous and extremely difficult to master for foreigners.\u0000\u0000There is a lack of research related to the description of lexical-semantic features, stylistic properties and grammatical features of pronouns in Ukrainian linguistic didactics. For the purpose of teaching grammar of Ukrainian as a foreign language, a multifaceted analysis of pronouns is essential, which has to take into account their features at different levels simultaneously, namely morphological, syntactic, lexical, and stylistic ones. The study of Ukrainian pronouns also requires the research of their conjugation, the possibility of transition to other parts of the language and functioning in fixed language collocations. Pronouns in the course of Ukrainian as a foreign language are distinguished by a functional feature - the ability to be used instead of a noun, adjective or numeral. Pronouns combined within a separate independent meaningful part are substitute words with a special anaphoric function, which makes them a universal means of text creation. For a foreign listener, it is extremely important to learn the peculiarities of the semantics and functions of pronouns of different categories, in particular personal, reflexive, possessive, indicative, interrogative, relative, negative, and indefinite ones. Penetration into the semantic structure of pronouns of various lexical and grammatical categories, identifying the peculiarities of grammatical features and conjugation makes it possible to identify the most important properties of pronouns of the Ukrainian language for studying in a classroom, to draw up a system of exercises for the development of abilities and skills of their correct use in speech. Key words: pronoun, linguistic didactic features of study, Ukrainian as a foreign language, classes of pronouns, exercise, stable expressions.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"234 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114187574","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 : 2022-10-06DOI: 10.30970/ufl.2022.16.3722
Khrystyna Shchepanska
The peculiarities of the linguistic and cultural adaptation of the artistic text at classes of Ukrainian as a foreign language are analyzed in the article. The concept of linguistic and cultural adaptation is considered in the context of categories of linguistic picture of the world and artistic picture of the world. It can be defined as the readiness of a foreigner to perceive and analyze the background knowledge embedded in the canon of ethnic culture. A language image is defined as a concept that integrates linguistic and artistic world pictures. In the structure of the linguistic picture of the world, it functions as a stereotype, that is, an element of background knowledge that is socially fixed in the people’s consciousness and is a part of the cultural canon. As a unit of the artistic picture of the world, the linguistic image is a means of text creation, or literary modeling of reality, by which we understand the unfolding of a single image associated with a certain emotion, deposited in the author’s mind, a verbal-associative grid that structures and reflects the meaning of the text. In addition to the phonetic, lexical, grammatical and stylistic levels of linguistic and cultural adaptation, one more level is distinguished – the ethnic cultural level, at which the speaker understands the cultural code of the language, successfully operates with key concepts, images of the corresponding linguistic culture. The algorithm of linguistic and cultural adaptation of the artistic text in the process of learning of Ukrainian as a foreign language is defined using the example of the image of heart. Exercises are offered for successful linguistic and cultural adaptation of the artistic text at the classes of Ukrainian as a foreign language. Key words: linguistic and cultural adaptation, artistic text, language image, background knowledge, linguistic picture of the world, artistic picture of the world, linguistic consciousness.
{"title":"LINGUISTIC AND CULTURAL ADAPTATION OF THE ARTISTIC TEXT DURING THE STUDY OF UKRAINIAN AS A FOREIGN LANGUAGE","authors":"Khrystyna Shchepanska","doi":"10.30970/ufl.2022.16.3722","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3722","url":null,"abstract":"The peculiarities of the linguistic and cultural adaptation of the artistic text at classes of Ukrainian as a foreign language are analyzed in the article. The concept of linguistic and cultural adaptation is considered in the context of categories of linguistic picture of the world and artistic picture of the world. It can be defined as the readiness of a foreigner to perceive and analyze the background knowledge embedded in the canon of ethnic culture. A language image is defined as a concept that integrates linguistic and artistic world pictures. In the structure of the linguistic picture of the world, it functions as a stereotype, that is, an element of background knowledge that is socially fixed in the people’s consciousness and is a part of the cultural canon. As a unit of the artistic picture of the world, the linguistic image is a means of text creation, or literary modeling of reality, by which we understand the unfolding of a single image associated with a certain emotion, deposited in the author’s mind, a verbal-associative grid that structures and reflects the meaning of the text. In addition to the phonetic, lexical, grammatical and stylistic levels of linguistic and cultural adaptation, one more level is distinguished – the ethnic cultural level, at which the speaker understands the cultural code of the language, successfully operates with key concepts, images of the corresponding linguistic culture. The algorithm of linguistic and cultural adaptation of the artistic text in the process of learning of Ukrainian as a foreign language is defined using the example of the image of heart. Exercises are offered for successful linguistic and cultural adaptation of the artistic text at the classes of Ukrainian as a foreign language. Key words: linguistic and cultural adaptation, artistic text, language image, background knowledge, linguistic picture of the world, artistic picture of the world, linguistic consciousness.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121591862","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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