Pub Date : 2022-10-06DOI: 10.30970/ufl.2022.16.3726
I. Muliar
The article deals with one of the topical issues of studying the grammatical system in lessons of the Ukrainian language as a foreign language, which is related to the assimilation of the formal representation and semantics of the dative case of nouns. Techniques for studying grammar are presented, in particular, mastering the forms of the dative case of nouns and understanding its meaning based on the generalized experience of teaching this grammatical topic to foreign students of the preparatory department. The methodological features of teaching Ukrainian as a foreign language at the initial stage, which combines elementary and basic levels of learning Ukrainian as a foreign language, are analyzed. Certain theoretical information on the grammatical system of the Ukrainian language is presented, conditioned by the practical direction of education. It is noted that the development of communicative skills is impossible without the formation of grammatical skills related to the choice and use of the necessary cases in speech. Conscious mastery of the grammatical structure of the language helps to build one’s own utterances, while inaccurate understanding of grammatical units and their place in the grammatical system restrains and slows down language practice, causes various errors in the speech of foreigners. It is emphasized that the study of grammar does not stand out as an independent area of work in the lessons of Ukrainian as a foreign language. The methodology of the Ukrainianas a foreign language involves the study of grammatical units through units, forms, models, through situational and thematic organization of the educational process, through speech practice. The student is faced with the task of expressing an opinion, and grammar becomes a solution tool and a means of communicative reflection. It is determined that the dative case allows to express a certain range of values, the main of which are the meaning of the subject and object of the action and the features of the subject. The assimilation of the semantics of the dative case by foreign students is facilitated by a variety of exercises aimed at forming grammatical skills and solving communicative tasks by means of language. Key words: cases of the Ukrainian language, dative case, Ukrainian as a foreign language, grammatical skills, language, speech, communicative competencies.
{"title":"ASSIMILATION BY FOREIGN STUDENTS OF SEMANTICS AND FORMAL REPRESENTATION OF NOUNS IN DATIVE CASE","authors":"I. Muliar","doi":"10.30970/ufl.2022.16.3726","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3726","url":null,"abstract":"The article deals with one of the topical issues of studying the grammatical system in lessons of the Ukrainian language as a foreign language, which is related to the assimilation of the formal representation and semantics of the dative case of nouns. Techniques for studying grammar are presented, in particular, mastering the forms of the dative case of nouns and understanding its meaning based on the generalized experience of teaching this grammatical topic to foreign students of the preparatory department. The methodological features of teaching Ukrainian as a foreign language at the initial stage, which combines elementary and basic levels of learning Ukrainian as a foreign language, are analyzed. Certain theoretical information on the grammatical system of the Ukrainian language is presented, conditioned by the practical direction of education. It is noted that the development of communicative skills is impossible without the formation of grammatical skills related to the choice and use of the necessary cases in speech. Conscious mastery of the grammatical structure of the language helps to build one’s own utterances, while inaccurate understanding of grammatical units and their place in the grammatical system restrains and slows down language practice, causes various errors in the speech of foreigners. It is emphasized that the study of grammar does not stand out as an independent area of work in the lessons of Ukrainian as a foreign language. The methodology of the Ukrainianas a foreign language involves the study of grammatical units through units, forms, models, through situational and thematic organization of the educational process, through speech practice. The student is faced with the task of expressing an opinion, and grammar becomes a solution tool and a means of communicative reflection. It is determined that the dative case allows to express a certain range of values, the main of which are the meaning of the subject and object of the action and the features of the subject. The assimilation of the semantics of the dative case by foreign students is facilitated by a variety of exercises aimed at forming grammatical skills and solving communicative tasks by means of language. Key words: cases of the Ukrainian language, dative case, Ukrainian as a foreign language, grammatical skills, language, speech, communicative competencies.","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":"128082627","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.2022.16.3715
I. Kochan
The article deals with the application of the communicative method in the methodology of teaching the Ukrainian language to foreign students. Taking into account the fact that these are already adult students, we show in practice the effective implementation of this method in educational practice. Since communication has various different forms of expression, we can consider it as dialogic, polylogical (group) and mixed variants of meaningful communication in classes built on real life situations in which adults most often find themselves. The means and methods of using this method can be very diverse. This is an imitation of real life, designed to stimulate foreigners to actively “speak”. At the same time, it is very important that the topics are alive, related to the daily life of students, problems that interest them. Training of cognitive processes and psychological readiness of students for the learning process seem to be important. The communicative method applies the main pedagogical principles of the organization of training: the priority of independent work, the principle of joint activity, reliance on experience, individualization, flexibility in the formation of training programs, practical orientation of training, where the teacher acts as an expert, organizer, mentor, consultant, source of knowledge. The main principle is to learn not the form of the language, but the language itself. In the process of studying using the communicative method, foreign language communicative competence is formed in students. They learn communication in the process of communication itself. Accordingly, all exercises and tasks must be communicatively justified. Key words: Ukrainian language as a foreign language, communicative technique, forms, means, principles of organization of the educational process.
{"title":"ONCE AGAIN ABOUT THE COMMUNICATIVE METHOD","authors":"I. Kochan","doi":"10.30970/ufl.2022.16.3715","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3715","url":null,"abstract":"The article deals with the application of the communicative method in the methodology of teaching the Ukrainian language to foreign students. Taking into account the fact that these are already adult students, we show in practice the effective implementation of this method in educational practice. Since communication has various different forms of expression, we can consider it as dialogic, polylogical (group) and mixed variants of meaningful communication in classes built on real life situations in which adults most often find themselves. The means and methods of using this method can be very diverse. This is an imitation of real life, designed to stimulate foreigners to actively “speak”. At the same time, it is very important that the topics are alive, related to the daily life of students, problems that interest them. Training of cognitive processes and psychological readiness of students for the learning process seem to be important. The communicative method applies the main pedagogical principles of the organization of training: the priority of independent work, the principle of joint activity, reliance on experience, individualization, flexibility in the formation of training programs, practical orientation of training, where the teacher acts as an expert, organizer, mentor, consultant, source of knowledge. The main principle is to learn not the form of the language, but the language itself. In the process of studying using the communicative method, foreign language communicative competence is formed in students. They learn communication in the process of communication itself. Accordingly, all exercises and tasks must be communicatively justified. Key words: Ukrainian language as a foreign language, communicative technique, forms, means, principles of organization of the educational process.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"67 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":"130329689","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.2022.16.3725
Mariia Kukharchyshyn
In the methodology of teaching Ukrainian as a foreign language, the issue of teaching professional vocabulary to foreign students takes a prominent place. For foreign students, the Ukrainian language is a means of mastering a profession; hence, they face the task of mastering the terminology of their profession and learning to use it freely and correctly. The article raises the question of studying Ukrainian biological terminology in a foreign language classroom. In particular, the terms arising on the basis of the commonly used language by the method of semantic derivation were analyzed, which presents significant interest for observing the national specificity of the linguistic worldview. It has been established that the use of common words for the nominative needs of the biological field is stipulated by the fact that it is closely related to the life of the people and its terminology is in constant contact with the commonly used vocabulary. The formation of term meanings based on words in general use has a systemic nature. 15 thematic groups of commonly used words that are used to nominate biological concepts are singled out: names of clothes and their parts, names of buildings, premises, structures and their elements, names of household items, decorations and accessories, names of devices, mechanisms, tools and their elements, names of social associations, names related to human activity, names of containers, abstract concepts, geographical objects, names of institutions, substances, names of processes, actions, states, phenomena, and mythological names. The transfer of the name takes place due to certain associative connections. The metaphorical transfer into the biological term system can be premised on associations based on external similarity, similarity of functions, or simultaneous external and functional similarity. Key words: term, biological terminology, Ukrainian language as a foreign, semantic derivation, terminologization, common vocabulary, metaphor.
{"title":"REPRESENTATION OF THE TERMINOLOGY FORMED BY THE METOD OF SEMANTIC DERIVATION IN A FOREIGN LANGUAGE CLASSROOM","authors":"Mariia Kukharchyshyn","doi":"10.30970/ufl.2022.16.3725","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3725","url":null,"abstract":"In the methodology of teaching Ukrainian as a foreign language, the issue of teaching professional vocabulary to foreign students takes a prominent place. For foreign students, the Ukrainian language is a means of mastering a profession; hence, they face the task of mastering the terminology of their profession and learning to use it freely and correctly. The article raises the question of studying Ukrainian biological terminology in a foreign language classroom. In particular, the terms arising on the basis of the commonly used language by the method of semantic derivation were analyzed, which presents significant interest for observing the national specificity of the linguistic worldview. It has been established that the use of common words for the nominative needs of the biological field is stipulated by the fact that it is closely related to the life of the people and its terminology is in constant contact with the commonly used vocabulary. The formation of term meanings based on words in general use has a systemic nature. 15 thematic groups of commonly used words that are used to nominate biological concepts are singled out: names of clothes and their parts, names of buildings, premises, structures and their elements, names of household items, decorations and accessories, names of devices, mechanisms, tools and their elements, names of social associations, names related to human activity, names of containers, abstract concepts, geographical objects, names of institutions, substances, names of processes, actions, states, phenomena, and mythological names. The transfer of the name takes place due to certain associative connections. The metaphorical transfer into the biological term system can be premised on associations based on external similarity, similarity of functions, or simultaneous external and functional similarity. Key words: term, biological terminology, Ukrainian language as a foreign, semantic derivation, terminologization, common vocabulary, metaphor.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"41 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":"130394914","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.2022.16.3728
I. Suima
The study of foreign languages in modern society becomes an integral part of the professional training of specialists of various fields of activity, and their further career growth may largely depend on the degree of their language training. Studying the Ukrainian language as a foreign one contributes to the development of communicative competence, forms the student’s ability to use it as means of communication. At the center of the educational process for foreign students should be activities aimed at developing knowledge and communication skills in the Ukrainian language in a professional context. Its purpose is the formation and improvement of communication skills and abilities of students studying the Ukrainian language, that is, the ability to communicate using a foreign language in various situations in the process of professional interaction with other communication participants. In the learning process, it is possible to take some tasks that ensure the formation and improvement of professional communication in a foreign language: actualization of knowledge of lexical units and grammatical rules; formation of the ability to choose and use adequate language norms depending on the purpose and situation of communication; improving the ability to understand different types of communicative situations, as well as to build coherent and logical utterances; development of abilities to choose verbal and non–verbal means in case of communication failure; expanding knowledge about the socio–cultural features of the representatives of the countries of the language being studied, their traditions and norms of language behavior, as well as the formation of the ability to understand and adequately use them in the process of communication, while keeping student’s own culture. It is necessary to emphasize the special relevance of business communication in the orientation of preparation for personal and professional development of the student. At the same time, language information is the most reliable and perfect social means of communication and information acquisition, which serves as an exchange of thoughts and feelings and at the same time expresses the meaning of social relations. Therefore, the motivation of communicative orientation is one of the most important means of increasing the effectiveness of students’ foreign language learning. Key words: speech activity, dialogue, monologue, communicative approach, communicative task, initiating replica, replica–reaction.
{"title":"DEVELOPMENT OF SPEAKING SKILLS WHILE LEARNING UKRAINIAN\u0000AS A FOREIGN LANGUAGE","authors":"I. Suima","doi":"10.30970/ufl.2022.16.3728","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3728","url":null,"abstract":"The study of foreign languages in modern society becomes an integral part of the professional training of specialists of various fields of activity, and their further career growth may largely depend on the degree of their language training. Studying the Ukrainian language as a foreign one contributes to the development of communicative competence, forms the student’s ability to use it as means of communication. At the center of the educational process for foreign students should be activities aimed at developing knowledge and communication skills in the Ukrainian language in a professional context. Its purpose is the formation and improvement of communication skills and abilities of students studying the Ukrainian language, that is, the ability to communicate using a foreign language in various situations in the process of professional interaction with other communication participants. In the learning process, it is possible to take some tasks that ensure the formation and improvement of professional communication in a foreign language: actualization of knowledge of lexical units and grammatical rules; formation of the ability to choose and use adequate language norms depending on the purpose and situation of communication; improving the ability to understand different types of communicative situations, as well as to build coherent and logical utterances; development of abilities to choose verbal and non–verbal means in case of communication failure; expanding knowledge about the socio–cultural features of the representatives of the countries of the language being studied, their traditions and norms of language behavior, as well as the formation of the ability to understand and adequately use them in the process of communication, while keeping student’s own culture. It is necessary to emphasize the special relevance of business communication in the orientation of preparation for personal and professional development of the student. At the same time, language information is the most reliable and perfect social means of communication and information acquisition, which serves as an exchange of thoughts and feelings and at the same time expresses the meaning of social relations. Therefore, the motivation of communicative orientation is one of the most important means of increasing the effectiveness of students’ foreign language learning. Key words: speech activity, dialogue, monologue, communicative approach, communicative task, initiating replica, replica–reaction.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"45 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":"124875278","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.2022.16.3733
Oleksandra Antoniv
Phrasebooks is an interesting genre, which is characterized by a significant prevalence in various languages. Despite the fact that phrasebooks are quite popular in the modern world, there is still no consensus on the exact definition of the phrasebook genre. It is interpreted as a phrasebook, a dictionary, a study guide, a reference publication. Modern classifications of lexicographic sources do not always mention phrasebooks as a separate type of dictionary. The only thing that unites the examples of this genre is that phrasebooks appear as a reaction to an extralinguistic situation and serve to facilitate communication in a foreign language environment. After the beginning of the Russian-Ukrainian war, we have observed the appearance of different materials on the Internet (lists of words on a separate topic) and phrasebooks for various categories of Ukrainians who were abroad. At the same time, we can state that such phrases are also created for those social groups who take care of Ukrainian refugees abroad in their everyday life or professionally, for example, for volunteers, doctors, people who have accepted refugees into their homes. The article describes the structure, content, construction of a new type of Ukrainian-Polish phrasebook - a phrasebook for teachers who teach Ukrainian children in Poland during the Russian-Ukrainian war. Attention is drawn to the micro- and macrostructure of the phrasebook. The presence of new topics of conversation with regard to the psychological adaptation of a child in a foreign-speaking team is noted. The principles of arranging language material at the phonetic, lexical and grammatical levels are analyzed. The strategy of formation of communicative competence is described. Remarks were expressed regarding a) the Ukrainian language norms; b) methodical principles of laying out the material. Key words: phrasebook, lexical competence, communicative competence, situational approach, situation, types of speech activity.
{"title":"THE NEWEST TYPE OF UKRAINIAN-POLISH PHRASEBOOKS (Review of the phrasebook: Katarzyna Jakubowska-Krawczyk, Svitlana Romaniuk, Marta Zambrzycka. Szkolne rozmówki ukraińsko-polskie. Materiał pomocniczy dla nauczycieli nieznających jezyka ukraińskiego, którzy pracuja z uczniami z Ukrainy. Warszawa, 2022","authors":"Oleksandra Antoniv","doi":"10.30970/ufl.2022.16.3733","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3733","url":null,"abstract":"Phrasebooks is an interesting genre, which is characterized by a significant prevalence in various languages. Despite the fact that phrasebooks are quite popular in the modern world, there is still no consensus on the exact definition of the phrasebook genre. It is interpreted as a phrasebook, a dictionary, a study guide, a reference publication. Modern classifications of lexicographic sources do not always mention phrasebooks as a separate type of dictionary. The only thing that unites the examples of this genre is that phrasebooks appear as a reaction to an extralinguistic situation and serve to facilitate communication in a foreign language environment. After the beginning of the Russian-Ukrainian war, we have observed the appearance of different materials on the Internet (lists of words on a separate topic) and phrasebooks for various categories of Ukrainians who were abroad. At the same time, we can state that such phrases are also created for those social groups who take care of Ukrainian refugees abroad in their everyday life or professionally, for example, for volunteers, doctors, people who have accepted refugees into their homes. The article describes the structure, content, construction of a new type of Ukrainian-Polish phrasebook - a phrasebook for teachers who teach Ukrainian children in Poland during the Russian-Ukrainian war. Attention is drawn to the micro- and macrostructure of the phrasebook. The presence of new topics of conversation with regard to the psychological adaptation of a child in a foreign-speaking team is noted. The principles of arranging language material at the phonetic, lexical and grammatical levels are analyzed. The strategy of formation of communicative competence is described. Remarks were expressed regarding a) the Ukrainian language norms; b) methodical principles of laying out the material. Key words: phrasebook, lexical competence, communicative competence, situational approach, situation, types of speech activity.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"34 2 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":"129294383","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.2022.16.3721
I. Fetsko
Nowadays, the emergence of intercultural contacts is an integral part of our lives. When a person enters another cultural or linguistic environment, he finds himself in a world of other values and rules of communication. It is necessary to take into account the fact that a person communicates with representatives of different cultures and different languages. The multifaceted nature of communication involves the application of various verbal and non-verbal means, the awareness of which allows you to determine your psychological personality and take into account the relevant qualities of the interlocutor, thus influencing the outcome of the interaction. The verbal components, the main carriers of message meanings, play an important role in interpersonal communication. Interlocutors begin any conversation with a greeting, and the words uttered during the greeting set the tone for all further communication. The article defines the features of the greeting depending on the part of the day, social status, age, etc. It was found that the British accompany the greeting with the question “How are you doing?”, the Indians say “Namaskar” (NamaskAr) or “Namaste” (NamastE) which means approximately “I greet God to you”, the French when meeting say the famous “Bonjour” and then add: “Comment ca va?” (“How’s it going?”), Italians wonder if the interlocutor’s fulcrum is good enough, so they ask: “Come sta?” (“How are you?”), a Japanese person’s conversation will begin with the greeting “Konichciva”, the literal translation of which is “The day has come”, Chinese when meeting ask each other “Have you eaten today?”, in Malaysia it is customary to ask “Where are you going?”, Georgians greet each other with the word “Gamarjoba!” – “Be right!” or “Win!”, Mongolians have a very specific greeting – “Are your cattle healthy?”, Arabs will say “Peace be with you!”, and Jews – “Peace be with you!” Greeting traditions of different peoples of the world are one of the important parts of culture. The etiquette has a national color, which depends on the way of life, beliefs, rituals, and traditions of a particular people. Key words: intercultural communication, language, etiquette, greetings.
如今，跨文化交流的出现是我们生活中不可或缺的一部分。当一个人进入另一种文化或语言环境时，他发现自己处于一个具有不同价值观和交流规则的世界。有必要考虑到一个人与不同文化和不同语言的代表交流这一事实。沟通的多面性涉及到各种语言和非语言手段的应用，意识到这一点可以让你确定自己的心理个性，并考虑到对话者的相关素质，从而影响互动的结果。言语成分是信息意义的主要载体，在人际交往中起着重要的作用。对话者以问候开始任何谈话，在问候中所说的话为所有进一步的交流奠定了基调。这篇文章根据一天中不同的时段、社会地位、年龄等来界定问候语的特点。研究发现，英国人在打招呼时通常会问:“你好吗?”，印度人说“Namaskar”(Namaskar)或“Namaste”(Namaste)，意思大约是“我向你问候上帝”，法国人在见面时说著名的“你好”，然后加上一句:“Comment ca va?”(“怎么样?”)时，意大利人会怀疑对方的支点是否足够好，于是他们会问:“来吧?”(“你好吗?”)，日本人的谈话以问候“Konichciva”开始，字面翻译是“日子到了”，中国人见面时会问对方“你今天吃了吗?”，在马来西亚，人们习惯问“你要去哪里?”格鲁吉亚人互相问候时用“Gamarjoba!”-“说得对!”或“赢!”，蒙古人有一个非常具体的问候语——“你的牛健康吗?”，阿拉伯人会说:“愿你平安!”犹太人说:“愿你们平安!”世界各国人民的问候传统是文化的重要组成部分之一。礼仪具有民族色彩，这取决于一个特定民族的生活方式、信仰、仪式和传统。关键词:跨文化交际，语言，礼仪，问候。
{"title":"FEATURES OF VERBAL GREETINGS OF REPRESENTATIVES OF INTERCULTURAL SPACE","authors":"I. Fetsko","doi":"10.30970/ufl.2022.16.3721","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3721","url":null,"abstract":"Nowadays, the emergence of intercultural contacts is an integral part of our lives. When a person enters another cultural or linguistic environment, he finds himself in a world of other values and rules of communication. It is necessary to take into account the fact that a person communicates with representatives of different cultures and different languages. The multifaceted nature of communication involves the application of various verbal and non-verbal means, the awareness of which allows you to determine your psychological personality and take into account the relevant qualities of the interlocutor, thus influencing the outcome of the interaction. The verbal components, the main carriers of message meanings, play an important role in interpersonal communication. Interlocutors begin any conversation with a greeting, and the words uttered during the greeting set the tone for all further communication. The article defines the features of the greeting depending on the part of the day, social status, age, etc. It was found that the British accompany the greeting with the question “How are you doing?”, the Indians say “Namaskar” (NamaskAr) or “Namaste” (NamastE) which means approximately “I greet God to you”, the French when meeting say the famous “Bonjour” and then add: “Comment ca va?” (“How’s it going?”), Italians wonder if the interlocutor’s fulcrum is good enough, so they ask: “Come sta?” (“How are you?”), a Japanese person’s conversation will begin with the greeting “Konichciva”, the literal translation of which is “The day has come”, Chinese when meeting ask each other “Have you eaten today?”, in Malaysia it is customary to ask “Where are you going?”, Georgians greet each other with the word “Gamarjoba!” – “Be right!” or “Win!”, Mongolians have a very specific greeting – “Are your cattle healthy?”, Arabs will say “Peace be with you!”, and Jews – “Peace be with you!” Greeting traditions of different peoples of the world are one of the important parts of culture. The etiquette has a national color, which depends on the way of life, beliefs, rituals, and traditions of a particular people. Key words: intercultural communication, language, etiquette, greetings.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"19 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":"123519196","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.2022.16.3724
The article analyzes students’ perceptions about their engagement in a Ukrainian language classroom. Considering the context of a remote delivery, prompted by the COVID-19 pandemic, the focus is on learners’ social engagement, a category still unexplored, but relevant for the context studied. The analysis relies on some well-established theoretical frameworks of engagement, which view this concept as referring to what students do, say, think, feel, and make in classrooms. We view engagement as the energy that learners actually spend toward their achievement, contributing to their success in learning [8]. The concept of engagement is multifaceted and includes a number of levels, commonly discussed as: behavioral, emotional, cognitive [2], and agentic [10; 11]. Particularly with respect to remote learning and teaching, the concept of social engagement proved to be significant, justifying the focus of the present study (Sivachennko & Nedashkivska, 2021). The study targets students enrolled in beginner, intermediate, and advanced Ukrainian language courses at a postsecondary institution. The sample includes responses from 23 undergraduate students. The data is based on a written student survey, designed to address the multiple levels of student engagement. The qualitative analysis, focusing on social engagement includes the discussion of two sub-categories: social interaction and social connection, underscoring their role in remote language teaching and learning. The results also highlight their relevance not only for a remote classroom, but going beyond as potentially relevant for other contexts of technology-assisted language learning and teaching. The article concludes with some practical recommendations for educators that may assist in promoting social engagement in their classrooms. Key words: Ukrainian language, Ukrainian language learning and teaching, student engagement, social engagement, remote format, remote language teaching, remote language learning and teaching.
{"title":"STUDENTS’ SOCIAL ENGAGEMENT IN LEARNING UKRAINIAN AS A FOREIGN LANGUAGE REMOTELY","authors":"","doi":"10.30970/ufl.2022.16.3724","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3724","url":null,"abstract":"The article analyzes students’ perceptions about their engagement in a Ukrainian language classroom. Considering the context of a remote delivery, prompted by the COVID-19 pandemic, the focus is on learners’ social engagement, a category still unexplored, but relevant for the context studied. The analysis relies on some well-established theoretical frameworks of engagement, which view this concept as referring to what students do, say, think, feel, and make in classrooms. We view engagement as the energy that learners actually spend toward their achievement, contributing to their success in learning [8]. The concept of engagement is multifaceted and includes a number of levels, commonly discussed as: behavioral, emotional, cognitive [2], and agentic [10; 11]. Particularly with respect to remote learning and teaching, the concept of social engagement proved to be significant, justifying the focus of the present study (Sivachennko & Nedashkivska, 2021). The study targets students enrolled in beginner, intermediate, and advanced Ukrainian language courses at a postsecondary institution. The sample includes responses from 23 undergraduate students. The data is based on a written student survey, designed to address the multiple levels of student engagement. The qualitative analysis, focusing on social engagement includes the discussion of two sub-categories: social interaction and social connection, underscoring their role in remote language teaching and learning. The results also highlight their relevance not only for a remote classroom, but going beyond as potentially relevant for other contexts of technology-assisted language learning and teaching. The article concludes with some practical recommendations for educators that may assist in promoting social engagement in their classrooms. Key words: Ukrainian language, Ukrainian language learning and teaching, student engagement, social engagement, remote format, remote language teaching, remote language learning and teaching.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"67 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":"131852966","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.2022.16.3717
Iuliia Kosenko
The article covers theoretical and methodological problems of teaching Ukrainian language to foreign students at preparatory faculties on the basis of personally oriented, competent and communicative paradigms. The expediency of using information and computer technologies to form the communicative competence of foreign listeners is substantiated. It was found that communicatively oriented texts positively affect perception and assimilation of educational material, the examples of assignments that have passed preliminary testing in the classroom are presented. Methodical advantages of learning Ukrainian as a foreign language using multimedia are demonstrated. It was found that this method has a greater degree of interactivity of learning, allows you to choose the pace and level of tasks, improves the speed of assimilation of grammatical constructions and the accumulation of vocabulary. The use of interactive video clips during oral language learning is substantiated. It has been proven that, by showing tables, photos and drawings on the topic of language communication, the principle of visuality is implemented.The modern approaches to study the Ukrainian language as a foreign language are presented. In this article the potential using of computer technology and the Internet during the learning of Ukrainian language are highlighted. The problem of selection of educational material that is used on computer media and Internet have been violated. The article analyzes the main aspects of the use of information and communication technologies in the study of the Ukrainian language as a foreign language, suggested the experience of using new information technologies, telecommunications in the study of the Ukrainian language as a foreign language; the positive aspects of innovative learning technologies, which are expedient to use in the learning process, are shown. Key words: adaptation, communication, text, competence, communicative approach.
{"title":"STUDY OF THE UKRAINIAN LANGUAGE BY FOREIGN STUDENTS OF THE PREPARATORY DEPARTMENT BY MEANS OF ICT","authors":"Iuliia Kosenko","doi":"10.30970/ufl.2022.16.3717","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3717","url":null,"abstract":"The article covers theoretical and methodological problems of teaching Ukrainian language to foreign students at preparatory faculties on the basis of personally oriented, competent and communicative paradigms. The expediency of using information and computer technologies to form the communicative competence of foreign listeners is substantiated. It was found that communicatively oriented texts positively affect perception and assimilation of educational material, the examples of assignments that have passed preliminary testing in the classroom are presented. Methodical advantages of learning Ukrainian as a foreign language using multimedia are demonstrated. It was found that this method has a greater degree of interactivity of learning, allows you to choose the pace and level of tasks, improves the speed of assimilation of grammatical constructions and the accumulation of vocabulary. The use of interactive video clips during oral language learning is substantiated. It has been proven that, by showing tables, photos and drawings on the topic of language communication, the principle of visuality is implemented.The modern approaches to study the Ukrainian language as a foreign language are presented. In this article the potential using of computer technology and the Internet during the learning of Ukrainian language are highlighted. The problem of selection of educational material that is used on computer media and Internet have been violated. The article analyzes the main aspects of the use of information and communication technologies in the study of the Ukrainian language as a foreign language, suggested the experience of using new information technologies, telecommunications in the study of the Ukrainian language as a foreign language; the positive aspects of innovative learning technologies, which are expedient to use in the learning process, are shown. Key words: adaptation, communication, text, competence, communicative approach.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"91 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":"133675391","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.2022.16.3732
R. Dudok
The article is devoted to the analysis of what the metaphor means, which stands for the words that they render in their literal form. It is proved that in the metaphor certain words take on a new, or as it is sometimes called, «advanced» meaning, which arises in the context and is separated from it implicitly. It is indicated that the metaphor provides a proper understanding of the text content, expressing the mental statement as precisely as the words in the original sense. The origin of the metaphor is sought in the creation of a language, that is, we mean a word that, due to its original metaphor, generates and continually feeds the linguistic world. There is often so-called basic metaphor in the heart of the statement, a language phenomenon that also needs to be explored and interpreted. Here it is necessary to more clearly define and distinguish the key concept of the metaphor itself, which can be imagined as a conscious transfer the name of a unified thought into another sphere – to another idea. That is, the metaphor in the general sense is viewed not as a certain phenomenon of language, but as one of the constitutional conditions of the metaphor language existence, as one of the most fundamental forms of human thought, as the principle of mentality, which lies outside the language and requires a comprehensive linguistic analysis. We consider the metaphor of discourse as a semantic field, the characteristic feature of which is the affiliation to different terminology systems of the corresponding branch or science. We consider, the metaphor as the embodiment of hidden senses, because the language of metaphors is a symbolic language of human communication and one of the important means in artistic discourse, it is this connecting link between different semantic spaces (in the cognitive aspect). We can assert that the metaphor in the text accumulates a large charge of subjective perception, an individual’s attitude, a personal system of values etc. The metaphor is not limited only to the realm of language, that is, the domain of words: the very processes of human thinking, to a large extent are metaphorical. Metaphors as language expressions become possible only because there are metaphors in the human conceptual system. The metaphor for most people is a means of imagination and rhetorical prosperity – meaning more unusual than ordinary language. Moreover, the metaphor is usually viewed as a characteristic of the language itself; rather as a means of words than thought and action. The metaphor functions in a professional discourse like a living organism that has the properties of heredity and variability, interacts with the environment, that is, «evolves» and «survives» on par with other metaphors, There are two approaches to the analysis of the metaphor, one of which can be called an approach from the object“, and the second –“the approach from the side of the language.” According to some researchers, the metaphor, so to say, “sets at once t
{"title":"THE COGNITIVE ESSENCE OF THE METAPHOR","authors":"R. Dudok","doi":"10.30970/ufl.2022.16.3732","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3732","url":null,"abstract":"The article is devoted to the analysis of what the metaphor means, which stands for the words that they render in their literal form. It is proved that in the metaphor certain words take on a new, or as it is sometimes called, «advanced» meaning, which arises in the context and is separated from it implicitly. It is indicated that the metaphor provides a proper understanding of the text content, expressing the mental statement as precisely as the words in the original sense. The origin of the metaphor is sought in the creation of a language, that is, we mean a word that, due to its original metaphor, generates and continually feeds the linguistic world. There is often so-called basic metaphor in the heart of the statement, a language phenomenon that also needs to be explored and interpreted. Here it is necessary to more clearly define and distinguish the key concept of the metaphor itself, which can be imagined as a conscious transfer the name of a unified thought into another sphere – to another idea. That is, the metaphor in the general sense is viewed not as a certain phenomenon of language, but as one of the constitutional conditions of the metaphor language existence, as one of the most fundamental forms of human thought, as the principle of mentality, which lies outside the language and requires a comprehensive linguistic analysis. We consider the metaphor of discourse as a semantic field, the characteristic feature of which is the affiliation to different terminology systems of the corresponding branch or science. We consider, the metaphor as the embodiment of hidden senses, because the language of metaphors is a symbolic language of human communication and one of the important means in artistic discourse, it is this connecting link between different semantic spaces (in the cognitive aspect). We can assert that the metaphor in the text accumulates a large charge of subjective perception, an individual’s attitude, a personal system of values etc. The metaphor is not limited only to the realm of language, that is, the domain of words: the very processes of human thinking, to a large extent are metaphorical. Metaphors as language expressions become possible only because there are metaphors in the human conceptual system. The metaphor for most people is a means of imagination and rhetorical prosperity – meaning more unusual than ordinary language. Moreover, the metaphor is usually viewed as a characteristic of the language itself; rather as a means of words than thought and action. The metaphor functions in a professional discourse like a living organism that has the properties of heredity and variability, interacts with the environment, that is, «evolves» and «survives» on par with other metaphors, There are two approaches to the analysis of the metaphor, one of which can be called an approach from the object“, and the second –“the approach from the side of the language.” According to some researchers, the metaphor, so to say, “sets at once t","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"16 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":"125415331","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.2022.16.3718
Oksana Turkevych
The concept of ‘heritage language’ has become part of Ukrainian language education discourse in recent years in response to American and European traditions. The purpose of the article is to explore the concept of the learner of Ukrainian as a heritage language as one of the central concepts in the didactics of Ukrainian as a heritage language. With regard to the previous experience, we reiterated that Ukrainian as a heritage language is the Ukrainian language that is studied in various institutions abroad and spoken in certain areas outside Ukraine among people of Ukrainian descent. Traditionally, students who are native speakers of Ukrainian / speakers of the Ukrainian language as a heritage language have developed their oral language skills through their home environment or in part through community involvement. In the article, we also distinguished a student of the Ukrainian language as a foreign language from a student of Ukrainian as a heritage language. In referring to the Ukrainian language as a foreign language, the focus is on learning and mastering the language, which includes learning and understanding the rules of the language and observing the gradual results. The term “acquisition” means the unconscious process of mastering rules, resulting from influence (action) to comprehensible use (putting into action). It has also been determined that the learning process is influenced by motivation, the level of bilingualism (multilingualism) and identity. These factors vary among different people (mostly among children), but they are a common factor of influence on all people who study Ukrainian as a heritage language (in comparison, for example, with Ukrainian as a foreign language). It has been observed that receptive skills (in particular, listening) prevail over productive ones (in particular, writing) in a learner of Ukrainian as a heritage language. Communicative and sociocultural competences are developed to the greatest extent. Linguistic competence is formed in a fragmented way and differently for each individual. In this paper, it is argued that a learner of Ukrainian as a heritage language should form his/her competences in the modern Ukrainian literary language, and accordingly, the didactical materials should contain the modern standardized Ukrainian language (although not without non-literary variants, or, for example, incorporating them into exercises). Key words: Ukrainian as a heritage language, learner, speker, acquisition, learning.
{"title":"UKRAINIAN AS A HERITAGE LANGUAGE: SPEAKERS AND LEARNERS","authors":"Oksana Turkevych","doi":"10.30970/ufl.2022.16.3718","DOIUrl":"https://doi.org/10.30970/ufl.2022.16.3718","url":null,"abstract":"The concept of ‘heritage language’ has become part of Ukrainian language education discourse in recent years in response to American and European traditions. The purpose of the article is to explore the concept of the learner of Ukrainian as a heritage language as one of the central concepts in the didactics of Ukrainian as a heritage language. With regard to the previous experience, we reiterated that Ukrainian as a heritage language is the Ukrainian language that is studied in various institutions abroad and spoken in certain areas outside Ukraine among people of Ukrainian descent. Traditionally, students who are native speakers of Ukrainian / speakers of the Ukrainian language as a heritage language have developed their oral language skills through their home environment or in part through community involvement. In the article, we also distinguished a student of the Ukrainian language as a foreign language from a student of Ukrainian as a heritage language. In referring to the Ukrainian language as a foreign language, the focus is on learning and mastering the language, which includes learning and understanding the rules of the language and observing the gradual results. The term “acquisition” means the unconscious process of mastering rules, resulting from influence (action) to comprehensible use (putting into action). It has also been determined that the learning process is influenced by motivation, the level of bilingualism (multilingualism) and identity. These factors vary among different people (mostly among children), but they are a common factor of influence on all people who study Ukrainian as a heritage language (in comparison, for example, with Ukrainian as a foreign language). It has been observed that receptive skills (in particular, listening) prevail over productive ones (in particular, writing) in a learner of Ukrainian as a heritage language. Communicative and sociocultural competences are developed to the greatest extent. Linguistic competence is formed in a fragmented way and differently for each individual. In this paper, it is argued that a learner of Ukrainian as a heritage language should form his/her competences in the modern Ukrainian literary language, and accordingly, the didactical materials should contain the modern standardized Ukrainian language (although not without non-literary variants, or, for example, incorporating them into exercises). Key words: Ukrainian as a heritage language, learner, speker, acquisition, learning.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"284 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":"127395226","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：