Pub Date : 2021-05-01DOI: 10.30970/ufl.2021.15.3282
Nataliia Faryna
Franko in the Ukrainian culture. Creative legacy and figure of the writer are viewed in terms of various types of speech activity in the study of Ukrainian as a foreign language. Attention is drawn to the main difficulties that foreigners may experience when working with his writings and other works. It is crucial to present the author and not limit oneself solely to the use of Ivan Franko’s creative legacy in the form of written matter. Additionaly, it is worthwhile to discuss Ivan Franko at all levels and use his works as illustrations, taking into account the learning objectives and wishes of the audience. Ivan Franko’s works, which were put to music by Ukrainian artists, as well as high-quality video recordings about his life and artistic legacy, are of great help to those wishing to introduce the writer to the audience and develop their listening, speaking and writing skills. Particular attention should be brought to the 2019 film Zakhar Berkut, which is based on Ivan Franko’s novella under the same title. One of the advantages of such works is that they arouse great interest in the Ukrainian culture in general and in the figure of the writer in particular. Furthermore, dialogues in films show the use of active vocabulary and capture viewer’s attention. The most promising way of familiarizing non-Ukrainian students with Ivan Franko is by the means of his works. Creative legacy of the writer is represented by different genres and one may find the subject that might prove to be interesting for different types of readers. In the process of working with Franko’s texts, a number of difficulties may arise at the level of form and content in author’s narration. At the language level, one can name non-equivalent and culturally marked vocabulary, e.g. dialectisms, proper names, nonce words, phraseological units, obsolete words and archaisms. Clarifications on the historical and cultural context should be included in order to gain sufficient understanding of author’s works. Besides, non-Ukrainians might be interested in a graphic novel The Reluctant Hero by Kyryl Horishnii and Mikhai Tymoshenko, a two-volume graphic adaptation of Ivan Franko’s novel under the same title. Since Ivan Franko was a polyglot, he produced self-translations of his works and also originally wrote some of them in many European languages. Thus, native speakers of these languages may want to make their own translation of excerpts from Ivan Franko’s works and compare them with the author’s translation. Another way of presenting Ivan Franko is with the help of place names encountered in Lviv, the author’s city of residence. There are numerous locations that emphasize the importance of this figure to the Ukrainian history and culture. Key words: Ivan Franko, Ukrainian as a foreign language, types of speech activity, text, methodology of teaching Ukrainian as a foreign language, linguistics and country studies.
{"title":"BUILDING A GOLDEN BRIDGE OF UNDERSTANDING AND SYMPATHY:\u0000IVAN FRANKO FOR NON-UKRAINIANS","authors":"Nataliia Faryna","doi":"10.30970/ufl.2021.15.3282","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3282","url":null,"abstract":"Franko in the Ukrainian culture. Creative legacy and figure of the writer are viewed in terms of various types of speech activity in the study of Ukrainian as a foreign language. Attention is drawn to the main difficulties that foreigners may experience when working with his writings and other works. It is crucial to present the author and not limit oneself solely to the use of Ivan Franko’s creative legacy in the form of written matter. Additionaly, it is worthwhile to discuss Ivan Franko at all levels and use his works as illustrations, taking into account the learning objectives and wishes of the audience. Ivan Franko’s works, which were put to music by Ukrainian artists, as well as high-quality video\u0000recordings about his life and artistic legacy, are of great help to those wishing to introduce the writer to the audience and develop their listening, speaking and writing skills. Particular attention should be brought to the 2019 film Zakhar Berkut, which is based on Ivan Franko’s novella under the same title. One of the advantages of such works is that they arouse great interest in the Ukrainian culture in general and in the figure of the writer in particular. Furthermore, dialogues in films show the use of active vocabulary and capture viewer’s attention. The most promising way of familiarizing non-Ukrainian students with Ivan Franko is by the means of his works. Creative legacy of the writer is represented by different genres and one may find the subject that might prove to be interesting for different types of readers. In the process of working with Franko’s texts, a number of difficulties may arise at the level of form and content in author’s narration. At the language level, one can name non-equivalent and culturally marked vocabulary, e.g. dialectisms, proper names, nonce words, phraseological units, obsolete words and archaisms. Clarifications on the historical and cultural context should be included in order to gain sufficient understanding of author’s works.\u0000Besides, non-Ukrainians might be interested in a graphic novel The Reluctant Hero by Kyryl Horishnii and Mikhai Tymoshenko, a two-volume graphic adaptation of Ivan Franko’s novel under the same title. Since Ivan Franko was a polyglot, he produced self-translations of his works and also originally wrote some of them in many European languages. Thus, native speakers of these languages may want to make their own translation of excerpts from Ivan Franko’s works and compare them with the author’s translation. Another way of presenting Ivan Franko is with the help of place names encountered in Lviv, the author’s city of residence. There are numerous locations that emphasize the importance of this figure to the Ukrainian history and culture.\u0000Key words: Ivan Franko, Ukrainian as a foreign language, types of speech activity, text, methodology of teaching Ukrainian as a foreign language, linguistics and country studies.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126392168","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3298
Olha Soroka
The paper considers suggestopedagogy as one of the interesting and effective methods of teaching in general and foreign languages in particular. In the process of learning a foreign language by this method, the learner not only forms a new linguistic picture of the world, rooted in the knowledge of mental, gender and behavioural patterns of the foreign language native speakers, but also intensively develops their language personality, reveals the potential of different types of intelligence, develops creative skills, releases hidden reserves of personal growth and overcomes barriers in different types of communication. Attention is drawn to the difficult history of suggestopedagogy and its founder – the Bulgarian professor G. Lozanov. The revival of interest in the method nowadays is noted, which is associated with the discoveries of modern neuroscience, with which the scientific work of G. Lozanov resonates, the return of the scientist to his homeland and the active dedicated work of Bulgarian and foreign scientists, individual teachers and schools in the direction of popularising this method. The interest of Ukrainian scientists in suggestopedagogy is indicated. Outlined are the developed materials for a textbook in Ukrainian as a foreign language, prepared at Prof. Dr. G. Lozanov and Prof. Dr. E. Gateva Foundation with the participation of the director of the Foundation V. Bodurova. The basic postulates of suggestopedagogy and the structure of the educational process of a suggestopedic course are described. It is emphasized that the suggestopedagogical method is safe for the psyche and generally psycho-ecological in the conditions of intensive growth of information overload of contemporary pupils and students. It is noted that its effectiveness is scientifically proven, despite the age limitations and cognitive specifics of mastering language skills in different social and age groups. It is concluded that at the present stage suggestopedagogy is one of the most promising methods, partly in teaching Ukrainian as a foreign language. Key words: suggestopedagogy, method, Ukrainian as a foreign language.
{"title":"SUGGESTOPEDAGOGY AND UKRAINIAN AS A FOREIGN LANGUAGE","authors":"Olha Soroka","doi":"10.30970/ufl.2021.15.3298","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3298","url":null,"abstract":"The paper considers suggestopedagogy as one of the interesting and effective methods of teaching in general and foreign languages in particular. In the process of learning a foreign language by this method, the learner not only forms a new linguistic picture of the world, rooted in the knowledge of mental, gender and behavioural patterns of the foreign language native speakers, but also intensively develops their language personality, reveals the potential of different types of intelligence, develops creative skills, releases hidden reserves of personal growth and overcomes barriers in different types of communication. Attention is drawn to the difficult history of suggestopedagogy and its founder – the Bulgarian professor G. Lozanov. The revival of interest in the method nowadays is noted, which is associated with the discoveries of modern neuroscience, with which the scientific work of G. Lozanov resonates, the return of the scientist to his homeland and the active dedicated work of Bulgarian and foreign scientists, individual teachers and schools in the direction of popularising this method. The interest of Ukrainian scientists in suggestopedagogy is indicated. Outlined are the developed materials for a textbook in Ukrainian as a foreign language, prepared at Prof. Dr. G. Lozanov and Prof. Dr. E. Gateva Foundation with the participation of the director of the Foundation V. Bodurova. The basic postulates of suggestopedagogy and the structure of the educational process of a suggestopedic course are described. It is emphasized that the suggestopedagogical method is safe for the psyche and generally psycho-ecological in the conditions of intensive growth of information overload of contemporary pupils and students. It is noted that its effectiveness is scientifically proven, despite the age limitations and cognitive specifics of mastering language skills in different social and age groups. It is concluded that at the present stage suggestopedagogy is one of the most promising methods, partly in teaching Ukrainian as a foreign language. \u0000Key words: suggestopedagogy, method, Ukrainian as a foreign language.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133890945","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3297
I. Kushnir
The article describes the special communicative needs of foreign medical students who receive educational services in Ukrainian institutions of higher education in English and that directs the process of their Ukrainian-language training. Such a contingent of foreign applicants studies the Ukrainian language as a means of socio-cultural, educational-academic and educational-professional adaptation, for the purpose of verbal-communicative interaction in life during the stay in the country of study, in the educational environment of higher education institutions and in practice in Ukrainian hospitals. Ukrainian is not the key to accessing professional knowledge for these students, because they receive educational services (study disciplines) in English. The educational and methodical complex of Ukrainian-language training should be focused on satisfaction of the specified communicative needs. On the other hand, such an educational and methodological complex should be a system of methodological and organizational and educational materials for the educational discipline, which is based on the recommendations for quality assurance in the European educational space. The process of language training of foreign medical students has the following interrelated components: language-communicative, socio-cultural and professional. To ensure this process in the curriculum of the Medical Faculty of V.N. Karazin Kharkiv National University envisages the introduction of such disciplines of the linguistic cycle as “Foreign language”, “Ukrainian language for professional purposes”, “Foreign language for professional purposes”. The author of this article also described the structural and semantic elements of the educational and methodological complex of disciplines of the linguistic cycle, which ensure the realization of real communicative needs and intensification of learning. The following structural components are distinguished: 1) normative-methodical materials (curricula, study programs); 2) educational and informational materials (information packages of academic disciplines available to students; 3) educational and methodical materials (for classroom and independent work, for control). The content components are presented in textbooks on the Ukrainian language as a foreign language, aimed at the formation of general communicative and professional-communicative competence of foreign medical students of the English-language form of education. Key words: educational and methodical complex, english-speaking medical students, Ukrainian as a foreign language.
{"title":"EDUCATIONAL AND METHODOLOGICAL COMPLEX ON THE UKRAINIAN\u0000LANGUAGE FOR FOREIGN MEDICAL STUDENTS\u0000ENGLISH-SPEAKING FORM OF EDUCATION","authors":"I. Kushnir","doi":"10.30970/ufl.2021.15.3297","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3297","url":null,"abstract":"The article describes the special communicative needs of foreign medical students who receive educational services in Ukrainian institutions of higher education in English and that directs the process of their Ukrainian-language training. Such a contingent of foreign applicants studies the Ukrainian language as a means of socio-cultural, educational-academic and educational-professional adaptation, for the purpose of verbal-communicative interaction in life during the stay in the country of study, in the educational environment of higher education institutions and in practice in Ukrainian hospitals. Ukrainian is not the key to accessing professional knowledge for these students, because they receive educational services (study disciplines) in English. The educational and methodical complex of Ukrainian-language training should be focused on satisfaction of the specified communicative needs. On the other hand, such an educational and methodological complex should be a system of methodological and organizational and educational materials for the educational discipline, which is based on the recommendations for quality assurance in the European educational space. The process of language training of foreign medical students has the following interrelated components: language-communicative, socio-cultural and professional. To ensure this process in the curriculum of the Medical Faculty of V.N. Karazin Kharkiv National University envisages the introduction of such disciplines of the linguistic cycle as “Foreign language”, “Ukrainian language for professional purposes”, “Foreign language for professional purposes”. The author of this article also described the structural and semantic elements of the educational and methodological complex of disciplines of the linguistic cycle, which ensure the realization of real communicative needs and intensification of learning. The following structural components are distinguished: 1) normative-methodical materials (curricula, study programs); 2) educational and informational materials (information packages of academic disciplines available to students; 3) educational and methodical materials (for classroom and independent work, for control). The content components are presented in textbooks on the Ukrainian language as a foreign language, aimed at the formation of general communicative and professional-communicative competence of foreign medical students of the English-language form of education.\u0000Key words: educational and methodical complex, english-speaking medical students, Ukrainian as a foreign language.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"776 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123284726","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3286
M. Ivanović
Currently, in the methodology of teaching foreign languages, special attention is paid to integrating language learning and assimilation of national culture elements. The article discusses the ways of using linguocultural information in the process of studying the grammar of a foreign language. Linguocultural information in foreign language textbooks is presented mainly in the form of textual material or in comments to the texts. At the initial level of learning a foreign language, students learn a large number of grammatical forms and do a huge number of exercises, so linguocultural information should be introduced into this process from the very beginning. Although grammar exercises are aimed at mastering and consolidating the studied grammar, they are filled with lexical material. Lexical units with a national-cultural component must become a component of grammar exercies: non-equivalent vocabulary, proper names (anthroponyms, toponyms, names of famous and historical personalities, etc.), names of holidays, everyday realities, etc. Linguocultural material includes phraseology, proverbs, sayings, aphorisms, quotations, which also can be included in exercises. The purpose of our article is to determine the principles of selection of lexical units with a national-cultural component used at the initial stage of learning a foreign language, the method and sequence of incorporation of such vocabulary into grammatical exercises, the types of exercises in which that vocabulary can be used. The selection of material is based on the following principles: connection with essential communication and vocabulary topics, broad compatibility, stylistic neutrality, frequency, linguocultural value, grammatical value, speech functionality and clear differentiation from native culture. All this material should be gradually and systematically included in grammatical exercises of different types, depending on the syntactic position the particular lexical units appears in the sentence and the peculiarities of the form of these lexems. Key words: Ukrainian language, foreign language, linguocultural information, communicative competence, grammar, vocabulary, exercises.
{"title":"LINGUOCULTUROLOGICAL INFORMATION IN GRAMMAR EXERCISES\u0000AT THE BASIC AND ELEMENTARY LEVELS OF STUDYING THE\u0000UKRAINIAN LANGUAGE","authors":"M. Ivanović","doi":"10.30970/ufl.2021.15.3286","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3286","url":null,"abstract":"Currently, in the methodology of teaching foreign languages, special attention is paid to integrating language learning and assimilation of national culture elements. The article discusses the ways of using linguocultural information in the process of studying the grammar of a foreign language. Linguocultural information in foreign language textbooks is presented mainly in the form of textual material or in comments to the texts. At the initial level of learning a foreign language, students learn a large number of grammatical forms and do a huge number of exercises, so linguocultural information should be introduced into this process from the very beginning. Although grammar exercises are aimed at mastering and consolidating the studied grammar, they are filled with lexical material. Lexical units with a national-cultural component must become a component of grammar exercies: non-equivalent vocabulary, proper names (anthroponyms, toponyms, names of famous and historical personalities, etc.), names of holidays, everyday realities, etc. Linguocultural material includes phraseology, proverbs, sayings, aphorisms, quotations, which also can be included in exercises.\u0000The purpose of our article is to determine the principles of selection of lexical units with a national-cultural component used at the initial stage of learning a foreign language, the method and sequence of incorporation of such vocabulary into grammatical exercises, the types of exercises in which that vocabulary can be used. The selection of material is based on the following principles: connection with essential communication and vocabulary topics, broad compatibility, stylistic neutrality, frequency, linguocultural value, grammatical value, speech functionality and clear differentiation from native culture. All this material should be gradually and systematically included in grammatical exercises of different types, depending on the syntactic position the particular lexical units appears in the sentence and the peculiarities of the form of these lexems.\u0000Key words: Ukrainian language, foreign language, linguocultural information, communicative competence, grammar, vocabulary, exercises.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127034770","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3283
Mengwei Zhang
Education is always an important component of every highly-developed society. It is the foundation of intellectual, spiritual, physical and cultural development of humankind and the cornerstone of society. Ukraine and China conduct educational activities differently, but they are equally subject to all sociopolitical globalization processes taking place in the world community. The development of market relations and the expansion of educational institutions led to the intensification of advertising activities. An important element of advertising in higher education is the slogan. An university slogan plays a similar role as a motto in the sene that it conveys information, generates influences, and possesses aesthetic and educational functions. Identifying common and distinctive features in the Ukrainian and Chinese slogans of higher education institutions in terms of content, language, culture allows a deeper understanding of the national specifics of such advertising texts with social importance. Slogan is a type of advertising text that meets the following requirements: conciseness, target relevance, ideological and educational orientation, positivity, aesthetic uniqueness. More than 200 slogans of universities of the two countries were studied. Both Ukrainian and Chinese slogans are equally a manifestation of the value of the university and the conceptual foundations of education, but differ in accents, in Ukrainian - on the importance of education, specific profession, declarative judgments, in Chinese –- on the nature of learning and moral qualities of students, ideologizing learning goals. This is reflected in the productivity of different parts of speech: in Chinese slogans verbs have a greater semantic load, in Ukrainian – nouns. The aphorism of Ukrainian slogans is based on the tradition of using Latin expressions, and also has an organic connection with the structural organization of proverbs. Chinese university slogans have deep roots in ancient Chinese poetry, which dictates the symmetry and rhythmic structure of the text. The figurative level of slogans is created by emotional and evaluative vocabulary, metaphors, but first of all slogans by semantic dominance are rational. The slogans of Ukrainian and Chinese universities, despite the unity of the text type, reflect the linguistic, cultural, socio-political space of the country where they were created. Key words: educational advertising, advertising text, slogan, Chinese/Ukrainian universities, slogan structure, linguistic and cultural features of slogans.
{"title":"LINGUOCULTURAL ASPECTS OF SLOGANS OF UKRAINIAN AND CHINESE\u0000UNIVERSITIES","authors":"Mengwei Zhang","doi":"10.30970/ufl.2021.15.3283","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3283","url":null,"abstract":"Education is always an important component of every highly-developed society. It is the foundation of intellectual, spiritual, physical and cultural development of humankind and the cornerstone of society. \u0000Ukraine and China conduct educational activities differently, but they are equally subject to all sociopolitical globalization processes taking place in the world community. The development of market relations and the expansion of educational institutions led to the intensification of advertising activities. An important element of advertising in higher education is the slogan. An university slogan plays a similar role as a motto in the sene that it conveys information, generates influences,\u0000and possesses aesthetic and educational functions. Identifying common and distinctive features in the Ukrainian and Chinese slogans of higher education institutions in terms of content, language, culture allows a deeper understanding of the national specifics of such advertising texts with social importance. Slogan is a type of advertising text that meets the following requirements: conciseness, target relevance, ideological and educational orientation, positivity, aesthetic uniqueness. More than 200 slogans of universities of the two countries were studied. Both Ukrainian and Chinese slogans are equally a manifestation of the value of the university and the conceptual foundations of education, but differ in accents, in Ukrainian - on the importance of education, specific profession, declarative judgments, in Chinese –- on the nature of learning and moral qualities of students, ideologizing learning goals. This is\u0000reflected in the productivity of different parts of speech: in Chinese slogans verbs have a greater semantic load, in Ukrainian – nouns. The aphorism of Ukrainian slogans is based on the tradition of using Latin expressions, and also has an organic connection with the structural organization of proverbs. Chinese university slogans have deep roots\u0000in ancient Chinese poetry, which dictates the symmetry and rhythmic structure of the text. The figurative level of slogans is created by emotional and evaluative vocabulary, metaphors, but first of all slogans by semantic dominance are rational. The slogans of Ukrainian and Chinese universities, despite the unity of the text type, reflect the\u0000linguistic, cultural, socio-political space of the country where they were created.\u0000Key words: educational advertising, advertising text, slogan, Chinese/Ukrainian universities, slogan\u0000structure, linguistic and cultural features of slogans.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131258239","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3288
Halyna Kuz
The article deals with the linguistic and cultural potential of onomastic phraseology in the context of teaching Ukrainian as a foreign language. A review analysis of phraseological units with onomastic components of the Ukrainian language is made from the point of view of language didactics, namely: the types of proper names in the composition of phraseological units are considered in view of their linguistic potential; the types of onomastic phraseology are analysed by origin, stylistic labelling and by other features that may be important for foreigners in order to master this layer of phraseology; features of transformation of connotations of proper names as a part of phraseological units and ways of their semanticization are characterized. The author draws attention to the multilevel ethnic cultural information encoded in phraseological units, and the need to gradually involve such information in the process of language learning. Phraseological units report through their names important events, peculiar customs, ways of thinking, history and mythology of the ethnos. Proper names with their inherent cultural and historical connotations play an important role as a reference point in time and space. It should be noted that the borders between culturally specific and internationally known onyms are becoming more and more mobile today due to the expansion and deepening of the processes of intercultural communication. The review of onomastic phraseology of the Ukrainian language in view of its origin, function of the onymic component, stylistic characteristics from the point of view of didactics of the Ukrainian language as a foreign language convinces us of the urgent need to compile linguistic phraseological educational dictionaries. One of the leading groups to be represented in such phraseographic works should be onym phraseology, which has great didactic potential. Key words: onomastic phraseology, intercultural communication, language competence, background knowledge, cultural connotation.
{"title":"LINGUODIDACTIC DIMENSION OF UKRAINIAN\u0000ONOMASTIC PHRASEOLOGY","authors":"Halyna Kuz","doi":"10.30970/ufl.2021.15.3288","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3288","url":null,"abstract":"The article deals with the linguistic and cultural potential of onomastic phraseology in the context of teaching Ukrainian as a foreign language. A review analysis of phraseological units with onomastic components of the Ukrainian language is made from the point of view of language didactics, namely: the types of proper names in the composition of phraseological units are considered in view of their linguistic potential; the types of onomastic phraseology are analysed by origin, stylistic labelling and by other features that may be important for foreigners in order to master this layer of phraseology; features of transformation of connotations of proper names as a part of phraseological units and ways of their semanticization are characterized.\u0000The author draws attention to the multilevel ethnic cultural information encoded in phraseological units, and the need to gradually involve such information in the process of language learning. Phraseological units report through their names important events, peculiar customs, ways of thinking, history and mythology of the ethnos. Proper names with their inherent cultural and historical connotations play an important role as a reference point in time and space. It should be noted that the borders between culturally specific and internationally known onyms are becoming more and more mobile today due to the expansion and deepening of the processes of intercultural communication.\u0000The review of onomastic phraseology of the Ukrainian language in view of its origin, function of the onymic component, stylistic characteristics from the point of view of didactics of the Ukrainian language as a foreign language convinces us of the urgent need to compile linguistic phraseological educational dictionaries. One of the leading groups to be represented in such phraseographic works should be onym phraseology, which has great didactic potential.\u0000Key words: onomastic phraseology, intercultural communication, language competence, background knowledge, cultural connotation.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128079620","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3284
I. Lynchak
The article analyzes the specifics and lingvo-didactic potential of internationalisms in the practice of teaching Ukrainian as a foreign language for beginners studying in the English language program. As a result of the research, the author concludes that the use of internationalisms at the beginning of studying UFL is an effective way in the formation of lexical, phonetic, grammatical language skills and, consequently, the communicative competence of foreign communicants in general. First of all, the researcher defines the meaning of the term «international vocabulary», describes the types of international units and notes that only absolute full and partial (with the same key meaning) internationalisms are suitable for the methodology of teaching the Ukrainian language at the initial stage. Other interlexemes that have a relatively identical phonetic-morphological (sound and / or graphic) structure, but different semantics, cannot be effectively used in teaching vocabulary in a foreign audience. In linguistics such words are called «false friends of a translator». A large number of international word sare indispensable in the first year of study of various lexical topics such as “University”, “City”, “Professions”, “Food”, “Sports” and so on. The author recommends to present this layer of vocabulary, organized into certain thematic and lexical-semantic groups with consistency, systematic approach, based on the communicative expediency of its use in a particular context. When teaching the Ukrainian alphabet, acquainting students with the graphic, phonetic and orthographic specifics of the Ukrainian language, developing skills of correct pronunciation and reading, the teacher can use international words as an illustrative material. This allows not only to compare interlexemes in the target (Ukrainian) language and the intermediary language (English), but also to establish associations between familiar and unfamiliar phonetic symbols and their combinations that form the words of the Ukrainian languageand to accelerate the use of these words in the lexicon of foreign students. The use of international vocabulary in the study of first grammatical topics allows the teacher to get foreign students acquainted with the grammatical material of the Ukrainian language without overloading the lesson with new vocabulary. However, it should be noted that in order to ensure the educational goals of UFL, internationalisms require close attention from the teacher to avoid interference. Key words: Ukrainian as a foreign language (UFL), internationalism, potential vocabulary, interference, initial stage.
{"title":"THE ROLE OF INTERNATIONAL VOCABULARY INSTUDIES OF THE\u0000UKRAINIAN LANGUAGE BY FOREIGNERS","authors":"I. Lynchak","doi":"10.30970/ufl.2021.15.3284","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3284","url":null,"abstract":"The article analyzes the specifics and lingvo-didactic potential of internationalisms in the practice of teaching Ukrainian as a foreign language for beginners studying in the English language program. As a result of the research, the author concludes that the use of internationalisms at the beginning of studying UFL is an effective way in the formation of lexical, phonetic, grammatical language skills and, consequently, the communicative competence of foreign communicants in general.\u0000First of all, the researcher defines the meaning of the term «international vocabulary», describes the types of international units and notes that only absolute full and partial (with the same key meaning) internationalisms are suitable for the methodology of teaching the Ukrainian language at the initial stage. Other interlexemes that have a relatively identical phonetic-morphological (sound and / or graphic) structure, but different semantics, cannot be effectively used in teaching vocabulary in a foreign audience. In linguistics such words are called «false friends of a translator».\u0000A large number of international word sare indispensable in the first year of study of various lexical topics such as “University”, “City”, “Professions”, “Food”, “Sports” and so on. The author recommends to present this layer of vocabulary, organized into certain thematic and lexical-semantic groups with consistency, systematic approach, based on the communicative expediency of its use in a particular context.\u0000When teaching the Ukrainian alphabet, acquainting students with the graphic, phonetic and orthographic specifics of the Ukrainian language, developing skills of correct pronunciation and reading, the teacher can use international words as an illustrative material. This allows not only to compare interlexemes in the target (Ukrainian) language and the intermediary language (English), but also to establish associations between familiar and unfamiliar phonetic symbols and their combinations that form the words of the Ukrainian languageand to accelerate the use of these words in the lexicon of foreign students.\u0000The use of international vocabulary in the study of first grammatical topics allows the teacher to get foreign students acquainted with the grammatical material of the Ukrainian language without overloading the lesson with new vocabulary.\u0000However, it should be noted that in order to ensure the educational goals of UFL, internationalisms require close attention from the teacher to avoid interference.\u0000Key words: Ukrainian as a foreign language (UFL), internationalism, potential vocabulary, interference, initial stage.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"127 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116168035","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3299
I. Kochan
The review describes the monograph of “Theory and practice of teaching of the Ukrainian language to foreign students of humanities” by Kyiv researcher Hanna Shvets. Text-centrism is defined as the leading author’s method of foreign students teaching. The subjective and objective factors of efficiency of the student and the teacher cooperation, psychological-pedagogical and linguistic bases of the formation of the secondary language personality and others are analyzed. The basic directions of system of the Ukrainian as a foreign language teaching declared by the monograph are reviewed: 1) Ukrainian as a language of specialty. 2) Ukrainian as a second foreign language within the framework of traditional Slavic studies. 3) Ukrainian language as a component of the system of training specialists in Ukrainian studies. 4) Ukrainian language in the system of training international specialists. 5) Ukrainian as the third foreign language. 6) Ukrainian as a subject of independent choice of the student. The sociology of the speech environment at the capital, the statistics of the growth of the foreign contingent in recent years at the universities have been very accurately and topically revealed, as Ukraine has become attractive at the market of educational services. The ambiguous language situation in Ukraine determines specific accents: 1) conflict of coexistence within a single territorial community of several language personalities; 2) the negative impact of bilingualism; 3) the need to form a nationally conscious linguistic personality. The author of reviewed work outlines the range of methods of effective work with the text, including group work, project technology, game technologies (language and speech), discussions, film classes, excursions (real and virtual), creative writing. It is concluded that the reviewed work is a valuable theoretical and practical material of the methodology of teaching of the Ukrainian as a foreign language. Key words: text-centrism, Ukrainian as a foreign language, bilingual personality, secondary language personality, language politics.
{"title":"TEXT-CENTRISM AS A METHOD OF FOREIGN\u0000STUDENTS TEACHING\u0000(Review of the monograph by G. Shvets. Theory and practice of teaching the Ukrainian language to foreign students of humanities. – Kyiv : Phoenix, 2019. – 529 p.)","authors":"I. Kochan","doi":"10.30970/ufl.2021.15.3299","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3299","url":null,"abstract":"The review describes the monograph of “Theory and practice of teaching of the Ukrainian language to foreign students of humanities” by Kyiv researcher Hanna Shvets. Text-centrism is defined as the leading author’s method of foreign students teaching. The subjective and objective factors of efficiency of the student and the teacher cooperation, psychological-pedagogical and linguistic bases of the formation of the secondary language personality and others are analyzed. The basic directions of system of the Ukrainian as a foreign language teaching declared by the monograph are reviewed: 1) Ukrainian as a language of specialty. 2) Ukrainian as a second foreign language within the framework of traditional Slavic studies. 3) Ukrainian language as a component of the system of training specialists in Ukrainian studies. 4) Ukrainian language in the system of training international specialists. 5) Ukrainian as the third foreign language. 6) Ukrainian as a subject of independent choice of the student. \u0000The sociology of the speech environment at the capital, the statistics of the growth of the foreign contingent in recent years at the universities have been very accurately and topically revealed, as Ukraine has become attractive at the market of educational services. The ambiguous language situation in Ukraine determines specific accents: 1) conflict of coexistence within a single territorial community of several language personalities; 2) the negative impact of bilingualism; 3) the need to form a nationally conscious linguistic personality.\u0000The author of reviewed work outlines the range of methods of effective work with the text, including group work, project technology, game technologies (language and speech), discussions, film classes, excursions (real and virtual), creative writing.\u0000It is concluded that the reviewed work is a valuable theoretical and practical material of the methodology of teaching of the Ukrainian as a foreign language.\u0000Key words: text-centrism, Ukrainian as a foreign language, bilingual personality, secondary language personality, language politics.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130041976","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3277
Iryna Zbyr
The article deals the achievements of the Department of Ukrainian Studies for 12 years of its work, as well as outlines the prospects for the future. The peculiarities of the education system in the Republic of Korea, the form of education, the attitude of students to the educational process, the problems of the first years of teaching the Ukrainian language at the Department of Ukrainian Studies at the Hankuk University of Foreign Studies are highlighted. Today there are 3 teachers and 2 lecturers and about 100 students at the Department of Ukrainian Studies. The education system in Korean universities is built on the American model: training lasts 4 years. The academic year coincides with the calendar year. The first semester begins on March 1 and lasts exactly 16 weeks, as well as the second semester begins on September 1 and also lasts 16 weeks. The Department of Ukrainian Studies trains only bachelors. The curriculum at the Department of Ukrainian Studies meets the requirements of the Ministry of Education and Science of Korea and the general university regulations on study at the faculties of regional studies. Disciplines taught at the Faculty of Ukrainian Studies include Ukrainian language (beginning, intermediate and advanced level), history of Ukraine, culture, literature, art, politics, economics, translation, as well as comparative disciplines related to Ukraine in local lore, philosophy and pedagogical aspects. Another aspect to focus on is the peculiarities of Korean students’ education and their attitude to education in general. Features of the Korean education system related to Confucianism, so Korean students: (a) prefer grammar-/vocabulary-based rote learning to higher-order thinking (problem-solving, critical thinking, etc.); (b) are passive absorbers of information, rather than active discoverers; (c) are unable to use the target language; and (d) have their ability for creativity and risk-taking burned out of them by a hierarchical, teachercentered, test-driven, memory-based education system. Special attention is paid to scientific and methodological activities (development and publication their own textbooks) and publishing activities at the Department of Ukrainian Studies, in particular, the Korean Journal of Ukrainian Studies (KJUS, 2020) – the first journal of Ukrainian studies not only in Korea but also in the world. Among the prospects that need to be addressed as a matter of priority are: certification of knowledge of Korean students, the problem of state scholarships (exchange programs at the expense of Ukraine) and support of Ukrainian studies centers abroad by state institutions of Ukraine. Key words: Department of Ukrainian Studies, Hankuk University of Foreign Studies, education system, Korean students, Ukrainian as a foreign language.
{"title":"HISTORY OF THE DEPARTMENT OF UKRAINIAN STUDIES AT THE HANKUK\u0000UNIVERSITY OF FOREIGN STUDIES:\u0000ACHIEVEMENTS AND PROSPECTS","authors":"Iryna Zbyr","doi":"10.30970/ufl.2021.15.3277","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3277","url":null,"abstract":"The article deals the achievements of the Department of Ukrainian Studies for 12 years of its work,\u0000as well as outlines the prospects for the future. The peculiarities of the education system in the Republic of\u0000Korea, the form of education, the attitude of students to the educational process, the problems of the first years\u0000of teaching the Ukrainian language at the Department of Ukrainian Studies at the Hankuk University of Foreign\u0000Studies are highlighted.\u0000Today there are 3 teachers and 2 lecturers and about 100 students at the Department of Ukrainian\u0000Studies. The education system in Korean universities is built on the American model: training lasts 4 years. The\u0000academic year coincides with the calendar year. The first semester begins on March 1 and lasts exactly 16 weeks,\u0000as well as the second semester begins on September 1 and also lasts 16 weeks. The Department of Ukrainian\u0000Studies trains only bachelors. The curriculum at the Department of Ukrainian Studies meets the requirements of\u0000the Ministry of Education and Science of Korea and the general university regulations on study at the faculties of\u0000regional studies. Disciplines taught at the Faculty of Ukrainian Studies include Ukrainian language (beginning,\u0000intermediate and advanced level), history of Ukraine, culture, literature, art, politics, economics, translation, as\u0000well as comparative disciplines related to Ukraine in local lore, philosophy and pedagogical aspects.\u0000Another aspect to focus on is the peculiarities of Korean students’ education and their attitude to\u0000education in general. Features of the Korean education system related to Confucianism, so Korean students: (a)\u0000prefer grammar-/vocabulary-based rote learning to higher-order thinking (problem-solving, critical thinking,\u0000etc.); (b) are passive absorbers of information, rather than active discoverers; (c) are unable to use the target\u0000language; and (d) have their ability for creativity and risk-taking burned out of them by a hierarchical, teachercentered,\u0000test-driven, memory-based education system.\u0000Special attention is paid to scientific and methodological activities (development and publication their\u0000own textbooks) and publishing activities at the Department of Ukrainian Studies, in particular, the Korean Journal\u0000of Ukrainian Studies (KJUS, 2020) – the first journal of Ukrainian studies not only in Korea but also in the world.\u0000Among the prospects that need to be addressed as a matter of priority are: certification of knowledge of\u0000Korean students, the problem of state scholarships (exchange programs at the expense of Ukraine) and support\u0000of Ukrainian studies centers abroad by state institutions of Ukraine.\u0000Key words: Department of Ukrainian Studies, Hankuk University of Foreign Studies, education system,\u0000Korean students, Ukrainian as a foreign language.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126384582","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 : 2021-05-01DOI: 10.30970/ufl.2021.15.3295
L. Vasylyeva
Knowledge of foreign languages is an important condition not only for personal, cultural, but also professional contacts of a certain person. In view of this, there is a growing attention to the content of teaching foreign languages, updating its technologies, creating textbooks, manuals, dictionaries for their study. The learning process is a joint activity of the teacher and students aimed at learning the language, and largely depend on the means involved in the organization of learning. Teaching aids are an important, integral part of teaching a foreign language. They contribute to the effective organization of learning; make it easier for students to successfully master it. Textbooks, manuals, educational dictionaries have been an important component of foreign language teaching for many years. Renewal of the content of education, a new concept of teaching brought to the fore the principle of language learning through culture. Intensification of the educational process, search for ways to implement the principle of active communication encourage the creation of textbooks that largely meet the communicative needs of students, stimulate speech activity, while increasing the level of socio-cultural awareness of the country whose language is studied. Bilingual thematic dictionaries in recent years become increasingly popular for foreign language learning. The Ukrainian-Croatian Dictionary contains around ten thousand words and phrases. The dictionary is intended for students with a variety of language courses, but they are also suitable for independent learning vocabulary, Ukrainian and Croatian languages for those who are interested in languages. The primary purpose of the dictionaries is to help rework topics relevant to everyday communication, as well as topics related to general problems of professional communication. Thematic dictionaries can help you conquer the conversation for various situations. Thematic dictionaries are also among the teaching aids that can best be tailored to the requirements of the communicative method. They organically combine the actual communicative and system-language work, namely: the system description of the lexical level of language or its fragments is extrapolated to the learning of different types of speech activity: receptive, productive, receptive-productive. Key words: teaching methods, textbook, thematic dictionary, communication, speech activity.
{"title":"COMMUNICATIVE ORIENTATION OF TEXTBOOKS AND DICTIONARIES\u0000FOR TEACHING A FOREIGN CROATIAN LANGUAGE","authors":"L. Vasylyeva","doi":"10.30970/ufl.2021.15.3295","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3295","url":null,"abstract":"Knowledge of foreign languages is an important condition not only for personal, cultural, but also professional contacts of a certain person. In view of this, there is a growing attention to the content of teaching foreign languages, updating its technologies, creating textbooks, manuals, dictionaries for their study. The learning process is a joint activity of the teacher and students aimed at learning the language, and largely depend on the means involved in the organization of learning. Teaching aids are an important, integral part of teaching a foreign language. They contribute to the effective organization of learning; make it easier for students to successfully master it.\u0000Textbooks, manuals, educational dictionaries have been an important component of foreign language teaching for many years. Renewal of the content of education, a new concept of teaching brought to the fore the principle of language learning through culture. Intensification of the educational process, search for ways to implement the principle of active communication encourage the creation of textbooks that largely meet the communicative needs of students, stimulate speech activity, while increasing the level of socio-cultural awareness of the country whose language is studied. Bilingual thematic dictionaries in recent years become increasingly popular for foreign language learning. The Ukrainian-Croatian Dictionary contains around ten thousand words and phrases. The dictionary is intended for students with a variety of language courses, but they are also suitable for independent learning vocabulary, Ukrainian and Croatian languages for those who are interested in languages. The primary purpose of the dictionaries is to help rework topics relevant to everyday communication, as well as topics related to general problems of professional communication. Thematic dictionaries can help you conquer the conversation for various situations. Thematic dictionaries are also among the teaching aids that can best be tailored to the requirements of the communicative method. They organically combine the actual communicative and system-language work, namely: the system description of the lexical level of language or its fragments is extrapolated to the learning of different types of speech activity: receptive, productive, receptive-productive.\u0000Key words: teaching methods, textbook, thematic dictionary, communication, speech activity.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115585838","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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