Pub Date : 2021-05-01DOI: 10.30970/ufl.2021.15.3285
Oksana Hrydzhuk
The time and ways of its expressing in the Ukrainian language are quite difficult for overseas students, taking into account the parallel use of several syntactic constructions and a significant number of colloquial options. The article analyzes the specific features of using numerals to express time and subordinate grammatical meanings of gender, number, case within the context of linguodidactic problems of teaching foreigners the Ukrainian language. The exercise is seen as a repetitive performance of actions to acquire knowledge and develop strong language and speech skills and abilities. A system of exercises and training tasks are proposed for developing skills of normatively expessing the time. The key point in the preparation of exercises is to determine the volume of educational grammar material, the criteria for its selection and the sequence of its delivery, as well as the ways and means of its most effective presentation. The developed exercises are based on the principles of communicative orientation, interdependence, consistency, comprehensibility, repetition of language material and speech actions in the learning process, a gradual increase in the complexity of the educational material. In particular, these are exercises and tasks for expressing the time, using parallel structures, establishing a compliance between numerical and verbal ways of expressing time, exercises of the question-answer type, etc. The exercises are designed in such a way that to combine, as much as possible, in each lesson all types of educational activities of an overseas student: listening, reading, speaking, and writing. Emphasis is placed on numerous variants of colloquial clichés to express a certain hour or time interval, which creates additional difficulties in learning the way of telling time in Ukrainian in a foreign language audience. The practical use of the proposed exercises will help teachers of the Ukrainian language to improve the effectiveness of training and to reach the desired competence level of students, to contribute to an increase in the effectiveness of organizing educational and cognitive activities of overseas students. Subsequent research materials will be aimed at improving and testing the developed set of exercises and training tasks to shape the skills of correct time expressing in the Ukrainian language at the Center for Distance Learning and Postgraduate Education of the Ukrainian National Forestry University. Key words: time, hour, minute, ordinal numbers, grammatical meaning, grammatical form, Ukrainian as a foreign language.
{"title":"NUMERALS TO EXPRESS TIME АAS AN OBJECT OF STUDY IN\u0000A FOREIGN LANGUAGE AUDIENCE","authors":"Oksana Hrydzhuk","doi":"10.30970/ufl.2021.15.3285","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3285","url":null,"abstract":"The time and ways of its expressing in the Ukrainian language are quite difficult for overseas students, taking into account the parallel use of several syntactic constructions and a significant number of colloquial options.\u0000The article analyzes the specific features of using numerals to express time and subordinate grammatical meanings of gender, number, case within the context of linguodidactic problems of teaching foreigners the Ukrainian language. The exercise is seen as a repetitive performance of actions to acquire knowledge and develop strong language and speech skills and abilities. \u0000A system of exercises and training tasks are proposed for developing skills of normatively expessing the time. The key point in the preparation of exercises is to determine the volume of educational grammar material, the criteria for its selection and the sequence of its delivery, as well as the ways and means of its most effective presentation. The developed exercises are based on the principles of communicative orientation, interdependence, consistency, comprehensibility, repetition of language material and speech actions in the learning process, a gradual increase in the complexity of the educational material. In particular, these are exercises and tasks for expressing the time, using parallel structures, establishing a compliance between numerical and verbal ways of expressing time, exercises of the question-answer type, etc. The exercises are designed in such a way that to combine, as much as possible, in each lesson all types of educational activities of an overseas student: listening, reading, speaking, and writing. Emphasis is placed on numerous variants of colloquial clichés to express a certain hour or time interval, which creates additional difficulties in learning the way of telling time in Ukrainian in a foreign language audience. The practical use of the proposed exercises will help teachers of the Ukrainian language to improve the effectiveness of training and to reach the desired competence level of students, to contribute to an increase in the effectiveness of organizing educational and cognitive activities of overseas students.\u0000Subsequent research materials will be aimed at improving and testing the developed set of exercises and training tasks to shape the skills of correct time expressing in the Ukrainian language at the Center for Distance Learning and Postgraduate Education of the Ukrainian National Forestry University.\u0000Key words: time, hour, minute, ordinal numbers, grammatical meaning, grammatical form, Ukrainian as a foreign language.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"150 4 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":"124610276","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.2021.15.3300
Oksana Turkevych
The textbook “Ukrainian language and culture” by Khrystyna Pikhmanets as a textbook on the Ukrainian language as heritage is reviewed. The correspondence of language to communicative content to modern methods of teaching language as heritage by children is researched. Key words: Ukrainian as heritage language, textbook, differentiated learning, activity based approach (task-based language teaching).
{"title":"HOW CHILDREN LEARN THE UKRAINIAN LANGUAGE AS A HERITAGE IN\u0000AMERICA: NEW TEXTBOOKS","authors":"Oksana Turkevych","doi":"10.30970/ufl.2021.15.3300","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3300","url":null,"abstract":"The textbook “Ukrainian language and culture” by Khrystyna Pikhmanets as a textbook on the Ukrainian language as heritage is reviewed. The correspondence of language to communicative content to modern methods of teaching language as heritage by children is researched.\u0000Key words: Ukrainian as heritage language, textbook, differentiated learning, activity based approach (task-based language teaching).","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"42 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":"124038304","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.2021.15.3296
N. Yuhan
The article reveals the possibilities of using podcasting in the process of teaching foreign students of preparatory departments of the Ukrainian language as a foreign language, shows its didactic potential (resources Studyukrainian and Ukrainianlessons). The article analyzes the advantages and disadvantages of podcasting in the organization of the educational process and presents the types of work with podcasts. The modern educational process is inconceivable without the widespread use of such technology as “podcasting”. A podcast is a single audio or video file or a series of such files that are published at the same address on the Internet and have a certain frequency of publication, which depends on the creator of a particular podcast. One of the most productive platforms for online learning of Ukrainian as a foreign language is the Studyukrainian resource. The site already has 5 seasons of podcasts (about 160 recordings), and the resource is actively replenished. In the first season the podcasts are written in English, in the following seasons the share of English in the teacher’s explanations decreases significantly, in the fifth season the podcasts are written exclusively in Ukrainian. Each podcast lasts about 20 minutes. Foreign students have the opportunity to receive by e-mail a “script” in PDF format of the podcast and additional materials on the topic (grammar tables, explanations, examples, diagrams, a list of phrases and dialogues, exercises for more practice and vocabulary on the topic, etc.). In addition, the foreign student is given additional opportunities: sets of cards for learning words, videos of various songs and clips, which explain the Ukrainian realities or features of word usage (for example, national holidays, greetings etc.). The site provides foreign students with a dictionary, a list of phrases, a grammar block, a blog for communication with the teacher. In the process of learning the Ukrainian language as a foreign language, the fullest possible disclosure of the possibilities of podcasting technology is possible, because the language as a means of transmitting information in this context is also the object of study. The use of podcasts in teaching various activities helps to increase students’ motivation to learn the national language; the emergence of choice in the selection of interesting phonetic material; promotes the formation of listening skills and the ability to perceive different speech styles with different accents and intonations; improving speaking skills. Podcast as a media carrier of information is, along with other resources, an integral technical means of distance learning of Ukrainian as a foreign language, which allows to solve complex problems of foreign language education. Key words: podcasting, iPod, listening training, new information technologies in teaching Ukrainian as a foreign language, Studyukrainian and Ukrainianlessons resources.
{"title":"TRAINING PODCASTS IN THE TEACHING PROCESS\u0000UKRAINIAN AS A FOREIGN LANGUAGE","authors":"N. Yuhan","doi":"10.30970/ufl.2021.15.3296","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3296","url":null,"abstract":"The article reveals the possibilities of using podcasting in the process of teaching foreign students of preparatory departments of the Ukrainian language as a foreign language, shows its didactic potential (resources Studyukrainian and Ukrainianlessons). The article analyzes the advantages and disadvantages of podcasting in the organization of the educational process and presents the types of work with podcasts.\u0000The modern educational process is inconceivable without the widespread use of such technology as “podcasting”. A podcast is a single audio or video file or a series of such files that are published at the same address on the Internet and have a certain frequency of publication, which depends on the creator of a particular podcast.\u0000One of the most productive platforms for online learning of Ukrainian as a foreign language is the Studyukrainian resource. The site already has 5 seasons of podcasts (about 160 recordings), and the resource is actively replenished.\u0000In the first season the podcasts are written in English, in the following seasons the share of English in the teacher’s explanations decreases significantly, in the fifth season the podcasts are written exclusively in Ukrainian. Each podcast lasts about 20 minutes. Foreign students have the opportunity to receive by e-mail a “script” in PDF format of the podcast and additional materials on the topic (grammar tables, explanations, examples, diagrams, a list of phrases and dialogues, exercises for more practice and vocabulary on the topic, etc.). In addition, the foreign student is given additional opportunities: sets of cards for learning words, videos of various songs and clips, which explain the Ukrainian realities or features of word usage (for example, national holidays, greetings etc.). The site provides foreign students with a dictionary, a list of phrases, a grammar block, a blog for communication with the teacher.\u0000In the process of learning the Ukrainian language as a foreign language, the fullest possible disclosure of the possibilities of podcasting technology is possible, because the language as a means of transmitting information in this context is also the object of study. The use of podcasts in teaching various activities helps to increase students’ motivation to learn the national language; the emergence of choice in the selection of interesting phonetic material; promotes the formation of listening skills and the ability to perceive different speech styles with different accents and intonations; improving speaking skills. Podcast as a media carrier of information is, along with other resources, an integral technical means of distance learning of Ukrainian as a foreign language, which allows to solve complex problems of foreign language education.\u0000Key words: podcasting, iPod, listening training, new information technologies in teaching Ukrainian as a foreign language, Studyukrainian and Ukrainianlessons resources.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"71 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":"116208455","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.2021.15.3289
The Ukrainian onomasticon of the post-Soviet era has undergone numerous transformational changes. With Ukraine’s independence, there are processes that contribute to the restoration of the historical justice of the Ukrainian people, including in the field of nomenclature. At the present stage of state formation there is a certain category of resolutions, acts that regulate the development and functioning of Ukrainian urban vocabulary at the legislative level. The ecolinguistic aspect of studying the Ukrainian onomasticon of the post-Soviet era is an important category of studying linguistics, as it demonstrates the changes that are taking place at the present stage of development not only of language but also of culture and preferences of the people. In the article we have studied and analyzed the onym units of the city of Lviv, in particular the urbanonyms of the post-Soviet era through the prism of ecolinguistics. Our research has shown that the Ukrainian urbanonymicon of the post-totalitarian era is undergoing significant changes. Thus, a large number of urbanonyms are modified in order to restore historical justice, decommunization processes are taking place, which have returned to use the authentic names of Ukrainians; many titles are dedicated to the awarding and honoring of historical figures, spiritual mentors of Ukrainians, its cultural and civic figures, activists. We also found that many urbanonyms are dedicated to honoring world leaders, writers, and national heroes. An interesting fact of the use of urban names of the city of Lviv is that a certain number of onyms are used among the inhabitants of the city, the so-called “folk” names, which differ from the official names. In the process of studying the Ukrainian urbanonymy of the post-Soviet era, we came to the conclusion that the onymic vocabulary of the city of Lviv, in particular urbanonyms, have completely undergone those changes that promote the development of nationally motivated onymic names, lost communist names. At the legislative level, there are a number of resolutions that should promote the decommunization of the Ukrainian noun, as well as regulate compliance with these provisions. Key words: language, language policy, ecolinguistics, onomastics.
{"title":"URBANONYMS OF THE CITY OF LVIV OF THE POST-TOTALITARIAN AGE\u0000THROUGH THE PRISM OF ECOLINGUISTICS","authors":"","doi":"10.30970/ufl.2021.15.3289","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3289","url":null,"abstract":"The Ukrainian onomasticon of the post-Soviet era has undergone numerous transformational changes. With Ukraine’s independence, there are processes that contribute to the restoration of the historical justice of the Ukrainian people, including in the field of nomenclature. At the present stage of state formation there is a certain category of resolutions, acts that regulate the development and functioning of Ukrainian urban vocabulary at the legislative level. The ecolinguistic aspect of studying the Ukrainian onomasticon of the post-Soviet era is an important category of studying linguistics, as it demonstrates the changes that are taking place at the present stage of development not only of language but also of culture and preferences of the people. In the article we have studied and analyzed the onym units of the city of Lviv, in particular the urbanonyms of the post-Soviet era through the prism of ecolinguistics. Our research has shown that the Ukrainian urbanonymicon of the post-totalitarian era is undergoing significant changes. Thus, a large number of urbanonyms are modified in order to restore historical justice, decommunization processes are taking place, which have returned to use the authentic names of Ukrainians; many titles are dedicated to the awarding and honoring of historical figures, spiritual mentors of Ukrainians, its cultural and civic figures, activists. We also found that many urbanonyms are dedicated to honoring world leaders, writers, and national heroes. An interesting fact of the use of urban names of the city of Lviv is that a certain number of onyms are used among the inhabitants of the city, the so-called “folk” names, which differ from the official names. In the process of studying the Ukrainian urbanonymy of the post-Soviet era, we came to the conclusion that the onymic vocabulary of the city of Lviv, in particular urbanonyms, have completely undergone those changes that promote the development of nationally motivated onymic names, lost communist names. At the legislative level, there are a number of resolutions that should promote the decommunization of the Ukrainian noun, as well as regulate compliance with these provisions.\u0000Key words: language, language policy, ecolinguistics, onomastics.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"41 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":"130298605","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.2021.15.3291
Klavdiia Panasiuk
The aim of this article is to analyze the meaning of speech culture in the process of military officer becoming. The main subject of the research is the factors that influence its formation and improvement. Future officers acquire linguistic and conversation competencies at Military academy in classes on the subject of “Ukrainian language for professional purposes”. It promotes the acquisition and identification of knowledge in all professional subjects, and subsequently bringing them to subordinates in the practical field. Cadets get experience to solve professional problems in Ukrainian language classes through conversation, learn to use the skills for arguing their position, convince the interlocutor and build their own tactics and communication strategy, while confirming the norms of conversation culture. However, some real factors cause a problem. This is the conversation quality of the cadets from different regions of Ukraine. Most of them are from the central and southeastern regions, where surzhyk is the most widely used and among which the children first socialization takes place. Socialization continues at preschool educational institutions and at schools, where the number of teachers formally refers to the state language. Conversational culture is badly influenced by the media – radio, television, Internet, which not only replicate violations of the Ukrainian language standards, but also allow manifestations of sexism. These external social factors are analyzed in details. The scientists paid attention to internal and local factors. These factors ruin conversational culture of both commanding officer and teacher, such as Russianness (words borrowed from Russian language), slang and swearing. The practical aspect of the research is the main recommendations for improving conversational culture at the military educational environment. They are related to language regime. This is the priority attention of the management regarding strict compliance with the current legislation of Ukraine on the use of the state language. The priority attention of leadership is to comply with current legislation of Ukraine on use of the state language, enhanced control over its implementation, constant improve language and conversational qualification of scientific and pedagogical staff in advanced training courses, involve cadets in extracurricular activities, etc. The conclusion affirms the idea that speech culture is an integral part of the military officer general culture. Its formation depends on many factors and language regime. The main role belongs to commanding officer and teacher. Teacher should convince students that conversational culture is the best way to master the profession. It should be a cooperation of Ukrainian language teacher for professional purpose with teachers of professional subjects to encourage cadets and improve their conversational skills. Key words: speech of a military officer, speech culture, social factors of influence
{"title":"SPEECH CULTURE\u0000AT THE MILITARY HIGHER EDUCATIONAL INSTITUTIONS","authors":"Klavdiia Panasiuk","doi":"10.30970/ufl.2021.15.3291","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3291","url":null,"abstract":"The aim of this article is to analyze the meaning of speech culture in the process of military officer becoming. The main subject of the research is the factors that influence its formation and improvement. \u0000Future officers acquire linguistic and conversation competencies at Military academy in classes on the subject of “Ukrainian language for professional purposes”. It promotes the acquisition and identification of knowledge in all professional subjects, and subsequently bringing them to subordinates in the practical field. \u0000Cadets get experience to solve professional problems in Ukrainian language classes through conversation, learn to use the skills for arguing their position, convince the interlocutor and build their own tactics and communication strategy, while confirming the norms of conversation culture. However, some real factors cause a problem. This is the conversation quality of the cadets from different regions of Ukraine. Most of them are from the central and southeastern regions, where surzhyk is the most widely used and among which the children first socialization takes place. Socialization continues at preschool educational institutions and at schools, where the number of teachers formally refers to the state language. Conversational culture is badly influenced by the media – radio, television, Internet, which not only replicate violations of the Ukrainian language standards, but also allow manifestations of sexism. These external social factors are analyzed in details. The scientists paid attention to internal and local factors. These factors ruin conversational culture of both commanding officer and teacher, such as Russianness (words borrowed from Russian language), slang and swearing. \u0000The practical aspect of the research is the main recommendations for improving conversational culture at the military educational environment. They are related to language regime. This is the priority attention of the management regarding strict compliance with the current legislation of Ukraine on the use of the state language. The priority attention of leadership is to comply with current legislation of Ukraine on use of the state language, enhanced control over its implementation, constant improve language and conversational qualification of scientific and pedagogical staff in advanced training courses, involve cadets in extracurricular activities, etc. \u0000The conclusion affirms the idea that speech culture is an integral part of the military officer general culture. Its formation depends on many factors and language regime. The main role belongs to commanding officer and teacher. Teacher should convince students that conversational culture is the best way to master the profession. \u0000It should be a cooperation of Ukrainian language teacher for professional purpose with teachers of professional subjects to encourage cadets and improve their conversational skills.\u0000Key words: speech of a military officer, speech culture, social factors of influence","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"53 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":"124356705","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.2021.15.3287
I. Fetsko
The application of collective teaching methods leads to the development of language and conversational competence and directs to the creating a stable motivation to learn the Ukrainian language in a foreign language audience. The article considers the possibilities of using a collective method as a means of activating language and speech activity in the process of teaching Ukrainian to high-competence Polish students. It was analyzed the current state of the problem, and characterized modern collective game-like teaching technologies, which play a significant role in the process of effective learning of Ukrainian as a foreign language by means of professional language, and help to achieve the level of free foreign language communication in professional process. The purpose of the tasks and their impact on the development of the student’s personality and increase his level of knowledge were highlighted in the manuscript. The most effective for foreign (Polish) student audience training exercises for collective performance were analyzed, and features and the benefit of their application in the educational process were indicated. The expediency of using of collective game-like tasks for deepening and mastering the terminology of museology in classes with foreigners was analyzed. The examples of non-standard games aimed the developing students’ skills in analyzing and solving everyday situations were offered. The application of collective game-like teaching methods increases the efficiency of students’ learning, enriches the change of the educational process, enhances the motivation to learn the Ukrainian language, makes impossible the domination of participants in the educational process, creates conditions for closer cooperation between teachers and foreign language authorization. Key words: terminology of museology, Ukrainian language as a foreign language, collective method of teaching, high competence, exercise, game.
{"title":"IMPLEMENTATION OF COLLECTIVE TRAINING TO IMPROVE THE\u0000SPEECH COMPETENCE OF HIGH-LEVEL POLISH STUDENTS BY MEANS\u0000OF THE PROFESSIONAL LANGUAGE OF MUSEUMMEN","authors":"I. Fetsko","doi":"10.30970/ufl.2021.15.3287","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3287","url":null,"abstract":"The application of collective teaching methods leads to the development of language and conversational competence and directs to the creating a stable motivation to learn the Ukrainian language in a foreign language audience. \u0000The article considers the possibilities of using a collective method as a means of activating language and speech activity in the process of teaching Ukrainian to high-competence Polish students. It was analyzed the current state of the problem, and characterized modern collective game-like teaching technologies, which play a significant role in the process of effective learning of Ukrainian as a foreign language by means of professional language, and help to achieve the level of free foreign language communication in professional process. The purpose of the tasks and their impact on the development of the student’s personality and increase his level of knowledge were highlighted in the manuscript. The most effective for foreign (Polish) student audience training exercises for collective performance were analyzed, and features and the benefit of their application in the educational process were indicated. The expediency of using of collective game-like tasks for deepening and mastering the terminology of museology in classes with foreigners was analyzed. The examples of non-standard games aimed the developing students’ skills in analyzing and solving everyday situations were offered. The application of collective game-like teaching methods increases the efficiency of students’ learning, enriches the change of the educational process, enhances the motivation to learn the Ukrainian language, makes impossible the domination of participants in the educational process, creates conditions for closer cooperation between teachers and foreign language authorization.\u0000Key words: terminology of museology, Ukrainian language as a foreign language, collective method of teaching, high competence, exercise, game.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"97 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":"124881346","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.2021.15.3281
O. Lazarenko
Inter-war Berlin was one of the centers of Ukrainian emigration. The institution that united practically all Ukrainian intelligentsia in Berlin in the 1920s and 30s was the Ukrainian Scientific Institute (UNI), founded in 1926 on the initiative of Pavlo Skoropadsky. The main directions of the UNI’s activities (which included four research chairs) were, on the one hand, financial aid for Ukrainian students at German universities, and, on the other hand, the development of Ukrainian studies in Germany. Since 1931, the UNI was transferred to the budget of the German Ministry of Education and became a public institution at the Friedrich-Wilhelm University in Berlin. An important part of the rich educational, publishing and research activity of the UNI were the courses (at three levels of language training) of the Ukrainian language for the students of Friedrich-Wilhelm University in Berlin, led by the linguist Dr. Zenon Kuzelia. In 1940, the UNI linguist Yaroslav Rudnyckyj, who in 1938 moved to Berlin from Lviv, published a textbook of the Ukrainian language for German students (subsequently reprinted four times). The textbook collected and systematized all the grammatical information about the Ukrainian language of the inter-war period, and covered various cultural aspects, as evidenced, in particular, by an interesting selection of folklore texts for reading or song texts. An important supplement to the book was a German-Ukrainian and Ukrainian-German dictionary, as well as a small terminological index. In 1945, with the approach of Soviet troops to Berlin, the UNI first moved to Leipzig and soon ceased to exist. Most of its staff moved to Munich, while a significant number emigrated to the United States, Canada, and Latin America. Key words: Ukrainian emigration in Germany, interwar period, Ukrainian Scientific Institute in Berlin, Ukrainian language, textbook of Ukrainian language, Zenon Kuzelia, Yaroslav Rudnyckyj.
{"title":"TEACHING UKRAINIAN LANGUAGE IN INTER-WAR BERLIN","authors":"O. Lazarenko","doi":"10.30970/ufl.2021.15.3281","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3281","url":null,"abstract":"Inter-war Berlin was one of the centers of Ukrainian emigration. The institution that united practically all Ukrainian intelligentsia in Berlin in the 1920s and 30s was the Ukrainian Scientific Institute (UNI), founded\u0000in 1926 on the initiative of Pavlo Skoropadsky. The main directions of the UNI’s activities (which included four research chairs) were, on the one hand, financial aid for Ukrainian students at German universities, and, on\u0000the other hand, the development of Ukrainian studies in Germany. Since 1931, the UNI was transferred to the budget of the German Ministry of Education and became a public institution at the Friedrich-Wilhelm University in Berlin. An important part of the rich educational, publishing and research activity of the UNI were the courses (at three levels of language training) of the Ukrainian language for the students of Friedrich-Wilhelm University in Berlin, led by the linguist Dr. Zenon Kuzelia. In 1940, the UNI linguist Yaroslav Rudnyckyj, who in 1938 moved to Berlin from Lviv, published a textbook of the Ukrainian language for German students (subsequently reprinted four times). The textbook collected and systematized all the grammatical information about the Ukrainian language of the inter-war period, and covered various cultural aspects, as evidenced, in particular, by an interesting selection of folklore texts for reading or song texts. An important supplement to the book was a German-Ukrainian and Ukrainian-German dictionary, as well as a small terminological index. In 1945, with the approach of Soviet troops to Berlin, the UNI first moved to Leipzig and soon ceased to exist. Most of its\u0000staff moved to Munich, while a significant number emigrated to the United States, Canada, and Latin America.\u0000Key words: Ukrainian emigration in Germany, interwar period, Ukrainian Scientific Institute in Berlin, Ukrainian language, textbook of Ukrainian language, Zenon Kuzelia, Yaroslav Rudnyckyj.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"4 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":"132742978","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.2021.15.3290
Olha Haluha
The words “parameter” and “parameterization” have the status of intersectoral terms. Linguists actively involve these words into their scientific communication, but each of them differently defines the essence of the concepts of “parameter” and “parameterization”, which negatively affects the completeness and objectivity of the description of language units and phenomena. It is known that the accuracy of linguistic interpretation is directly related to the consistent use of terms that are filled with specific meaning and have a clearly defined conceptual base. The article examines the meaning of the concepts of “parameter” and “parameterization” in the context of linguistic studies. Moreover, in this scientific research we have analyzed scientific works devoted to the study of different types of linguistic parameterization and related parameters. Also I would like to mention that we have substantiated the expediency of using the terms “parameter” and “parameterization” to denote linguistic concepts. We have argued the legitimacy of the usage of synonyms for the terms “parameter”. Key words: parameter, parameterization (parametrization), characteristic, criterion, sign, property, index.
{"title":"THE CONCEPT OF ‘PARAMETER’ AND ‘PARAMETRIZATION’\u0000IN THE CONTEXT OF LINGUISTICS","authors":"Olha Haluha","doi":"10.30970/ufl.2021.15.3290","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3290","url":null,"abstract":"The words “parameter” and “parameterization” have the status of intersectoral terms. Linguists actively involve these words into their scientific communication, but each of them differently defines the essence of the concepts of “parameter” and “parameterization”, which negatively affects the completeness and objectivity of the description of language units and phenomena. It is known that the accuracy of linguistic interpretation is directly related to the consistent use of terms that are filled with specific meaning and have a clearly defined conceptual base. The article examines the meaning of the concepts of “parameter” and “parameterization” in the context of linguistic studies. Moreover, in this scientific research we have analyzed scientific works devoted to the study of different types of linguistic parameterization and related parameters. Also I would like to mention that we have substantiated the expediency of using the terms “parameter” and “parameterization” to denote linguistic concepts. We have argued the legitimacy of the usage of synonyms for the terms “parameter”.\u0000Key words: parameter, parameterization (parametrization), characteristic, criterion, sign, property, index.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"38 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":"130920222","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.2021.15.3294
Methodological and practical aspects of the professional training of the Ukrainian philologists of Lviv Ivan Franko National University are considered, in particular in the context of the implementation of the discipline of “Ukrainian language of the professional direction”. The main thematic groups of the course issues important for the acquisition of the linguistic and communicative competence of the specialist are singled out and analyzed. In particular, attention is paid to the aspect of perception of language as a sign system and social phenomenon; aspect of the norm of the literary language and practical application of language knowledge; aspect of the realization of the professional goals of a philologist, in particular a teacher of Ukrainian as a foreign language, in oral and written spheres of speech. The article emphasizes the practical significance of the discipline of “Ukrainian language of the professional direction” in the system of specialist training. Philologist is treated as a linguistic personality whose own communicative behavior can adequately shape or influence the environment of speakers. “Ukrainian language of the professional direction” as a normative course in the university complex of humanities is designed for students of the Faculty of Philology of the first year of study at Ivan Franko National University of Lviv – helps to develop the right motivation to study of all linguistics disciplines included in the list of the chosen field of study, with a practical understanding of the application of language knowledge; affects the formation of communicative behavior of the specialist in all areas of future implementation of the philologist. The purpose of the course is to form a linguistic basis for the professional activities taking into account the modern communicative space (direct or indirect communication in all forms and genres of implementation) by means of the Ukrainian language. Philologist-teacher of the Ukrainian as a foreign language is a specialist who has pedagogical and psychological abilities, skills, who has adequate perception, sense of the language he teaches, is fluent in this language, skillfully applies language knowledge in any communicative situations orally or written field of activity in order to achieve professional goals – to teach Ukrainian to foreign students. Key words: Ukrainian language of the professional direction, speech-communicative competence, language personality, language consciousness, literary language, language norm, speech styles, speech culture.
{"title":"UKRAINIAN LANGUAGE OF THE PROFESSIONAL DIRECTION\u0000IN THE FORMATION OF SPEECH-COMMUNICATIVE COMPETENCE OF A\u0000PHILOLOGIST-TEACHER OF THE UKRAINIAN AS A FOREIGN LANGUAGE","authors":"","doi":"10.30970/ufl.2021.15.3294","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3294","url":null,"abstract":"Methodological and practical aspects of the professional training of the Ukrainian philologists of Lviv Ivan Franko National University are considered, in particular in the context of the implementation of the discipline of “Ukrainian language of the professional direction”. The main thematic groups of the course issues important for the acquisition of the linguistic and communicative competence of the specialist are singled out and analyzed. In particular, attention is paid to the aspect of perception of language as a sign system and social phenomenon; aspect of the norm of the literary language and practical application of language knowledge; aspect of the realization of the professional goals of a philologist, in particular a teacher of Ukrainian as a foreign language, in oral and written spheres of speech. The article emphasizes the practical significance of the discipline of “Ukrainian language of the professional direction” in the system of specialist training. Philologist is treated as a linguistic personality whose own communicative behavior can adequately shape or influence the environment of speakers. “Ukrainian language of the professional direction” as a normative course in the university complex of humanities is designed for students of the Faculty of Philology of the first year of study at Ivan Franko National University of Lviv – helps to develop the right motivation to study of all linguistics disciplines included in the list of the chosen field of study, with a practical understanding of the application of language knowledge; affects the formation of communicative behavior of the specialist in all areas of future implementation of the philologist. The purpose of the course is to form a linguistic basis for the professional activities taking into account the modern communicative space (direct or indirect communication in all forms and genres of implementation) by means of the Ukrainian language. Philologist-teacher of the Ukrainian as a foreign language is a specialist who has pedagogical and psychological abilities, skills, who has adequate perception, sense of the language he teaches, is fluent in this language, skillfully applies language knowledge in any communicative situations orally or written field of activity in order to achieve professional goals – to teach Ukrainian to foreign students. Key words: Ukrainian language of the professional direction, speech-communicative competence, language personality, language consciousness, literary language, language norm, speech styles, speech culture.","PeriodicalId":153346,"journal":{"name":"Theory and Practice of Teaching Ukrainian as a Foreign Language","volume":"93 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131452544","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.2021.15.3293
Nina Stankevych
The material of the research is aphorisms of Ukrainian writers and philosophers from the 11th to the beginning of the 19th century, which were collected and arranged by Valery Shevchuk in the book “Eternal Wisdom”. The author claims the value of works of this genre, the power of ancient Ukrainian philosophical thought, its European context. The action of the aphorism as an independent semantic organism occurs in a combination of logically coherent syntactic construction and artistic and stylistic means. The methods of constructing ancient philosophical thought, the conciseness of verbal complexes, and the formation of structural models of aphorisms are of scientific interest. An aphorism is a short judgment of a generalizing nature, which reflects the subjective vision of a certain fragment of reality, it has a philosophical meaning, figurative and artistic form, and aesthetic value. Characteristic features of aphorisms: brevity, depth of content, linguistic expressiveness, aesthetic perfection, originality, didactics. The classification of aphorisms according to a structural criterion consists of correlating them with a simple sentence, a complex sentence, or a supra-phrase unity. The choice of a certain logical structure depends on the general semantic idea of the aphorism, associated with the linguistic way of expressing the semantic or figurative dominant. The most productive syntactic constructions among ancient aphorisms-simple sentences are models A = B. The semantic core of an aphoristic expression is most often in the postposition. These models are classical and constitute a figurative-associative reaction to a certain logical-philosophical, ethical, aesthetic concept. Stylistic means – homogeneous members of the sentence, the inversion of the members of the sentence Among complex sentences productive models of comparison-opposition, they form short logical judgments, built on the structural scheme: A, and B. The most common complex sentences with a conditional relationship. These are mostly logical aphorisms, their clear structural organization is evidence of a connection with paremias. Aphorisms of analytical construction are divided into two-component and multicomponent. Multicomponent supra-phrase units are complete philosophical microtexts. The aesthetic perfection of these structures is achieved by stylistic devices: construction according to the «question-answer» scheme, use of anaphora, decomposition of a certain linguistic concept into semantic components, etc. Aphorisms based on the principle of classification are successful. They are logically slender, rational, accurate, the number of components provides a clear, complete structure. There are often two components (3, 4). Such aphorisms facilitate perception, are better remembered, are autosemantic. The structural types of the analyzed aphoristic massif testify to the perfection of the form and the aesthetic value of ancient aphorisms as linguistic and cultural signs. Key wo
{"title":"STRUCTURAL ORGANIZATION OF ANCIENT UKRAINIAN APHORISMS","authors":"Nina Stankevych","doi":"10.30970/ufl.2021.15.3293","DOIUrl":"https://doi.org/10.30970/ufl.2021.15.3293","url":null,"abstract":"The material of the research is aphorisms of Ukrainian writers and philosophers from the 11th to the beginning of the 19th century, which were collected and arranged by Valery Shevchuk in the book “Eternal Wisdom”. The author claims the value of works of this genre, the power of ancient Ukrainian philosophical thought, its European context.\u0000The action of the aphorism as an independent semantic organism occurs in a combination of logically coherent syntactic construction and artistic and stylistic means. The methods of constructing ancient philosophical thought, the conciseness of verbal complexes, and the formation of structural models of aphorisms are of scientific interest.\u0000An aphorism is a short judgment of a generalizing nature, which reflects the subjective vision of a certain fragment of reality, it has a philosophical meaning, figurative and artistic form, and aesthetic value. Characteristic features of aphorisms: brevity, depth of content, linguistic expressiveness, aesthetic perfection, originality, didactics.\u0000The classification of aphorisms according to a structural criterion consists of correlating them with a simple sentence, a complex sentence, or a supra-phrase unity. The choice of a certain logical structure depends on the general semantic idea of the aphorism, associated with the linguistic way of expressing the semantic or figurative dominant.\u0000The most productive syntactic constructions among ancient aphorisms-simple sentences are models A = B. The semantic core of an aphoristic expression is most often in the postposition. These models are classical and constitute a figurative-associative reaction to a certain logical-philosophical, ethical, aesthetic concept. Stylistic means – homogeneous members of the sentence, the inversion of the members of the sentence\u0000Among complex sentences productive models of comparison-opposition, they form short logical judgments, built on the structural scheme: A, and B. The most common complex sentences with a conditional relationship. These are mostly logical aphorisms, their clear structural organization is evidence of a connection with paremias.\u0000Aphorisms of analytical construction are divided into two-component and multicomponent. Multicomponent supra-phrase units are complete philosophical microtexts. The aesthetic perfection of these structures is achieved by stylistic devices: construction according to the «question-answer» scheme, use of anaphora, decomposition of a certain linguistic concept into semantic components, etc.\u0000Aphorisms based on the principle of classification are successful. They are logically slender, rational, accurate, the number of components provides a clear, complete structure. There are often two components (3, 4). Such aphorisms facilitate perception, are better remembered, are autosemantic.\u0000The structural types of the analyzed aphoristic massif testify to the perfection of the form and the aesthetic value of ancient aphorisms as linguistic and cultural signs.\u0000Key wo","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":"115983474","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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