Pub Date : 2024-03-11DOI: 10.32589/2412-9283.39.2023.299214
A. Bárány, E. Bárány, I. Huszti, I. Lechner, M. Fábián
Introduction. The war that has raged in Ukraine for over a year and a half has profoundly affected our students at the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, both physically and mentally. It was hypothesized that the war had a negative impact on students’ learning; learning a foreign language was challenging due to numerous distracting factors. Consequently, students’ attitudes toward language learning were adversely affected. Purpose. The purpose of this study is to gain a better understanding of what students experienced during martial law, their overall feelings about language learning, how this challenging period influenced their attitudes toward language learning, and the specific challenges they encountered. To achieve this, a survey was designed. Methods. An anonymous online questionnaire was developed to gain insights into the research questions. It consisted of three blocks of Likert-scale statements. Students had to rate the extent to which these statements were true for them on a scale from 1 to 5, where 1 meant ‘not at all true,’ and 5 meant ‘totally true.’ In total, 194 questionnaires were completed. Results. The results have revealed intriguing findings. A significant majority of students (75%) expressed optimism, believing that wise decisions would soon be made to end the war as soon as possible. Additionally, students expressed high levels of satisfaction with the Google Classrooms assigned to every discipline at the college (77%) since they greatly facilitated the monitoring of their studies. Conclusion. Students highlighted their appreciation for the opportunity to have offline classes despite the challenging circumstances. They emphasized that language learning was significantly more effective when there was direct contact with teachers and fellow students (79%).
{"title":"Student Attitudes Toward Foreign Language Learning During Wartime in Ukraine","authors":"A. Bárány, E. Bárány, I. Huszti, I. Lechner, M. Fábián","doi":"10.32589/2412-9283.39.2023.299214","DOIUrl":"https://doi.org/10.32589/2412-9283.39.2023.299214","url":null,"abstract":"Introduction. The war that has raged in Ukraine for over a year and a half has profoundly affected our students at the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education, both physically and mentally. It was hypothesized that the war had a negative impact on students’ learning; learning a foreign language was challenging due to numerous distracting factors. Consequently, students’ attitudes toward language learning were adversely affected. Purpose. The purpose of this study is to gain a better understanding of what students experienced during martial law, their overall feelings about language learning, how this challenging period influenced their attitudes toward language learning, and the specific challenges they encountered. To achieve this, a survey was designed. Methods. An anonymous online questionnaire was developed to gain insights into the research questions. It consisted of three blocks of Likert-scale statements. Students had to rate the extent to which these statements were true for them on a scale from 1 to 5, where 1 meant ‘not at all true,’ and 5 meant ‘totally true.’ In total, 194 questionnaires were completed. Results. The results have revealed intriguing findings. A significant majority of students (75%) expressed optimism, believing that wise decisions would soon be made to end the war as soon as possible. Additionally, students expressed high levels of satisfaction with the Google Classrooms assigned to every discipline at the college (77%) since they greatly facilitated the monitoring of their studies. Conclusion. Students highlighted their appreciation for the opportunity to have offline classes despite the challenging circumstances. They emphasized that language learning was significantly more effective when there was direct contact with teachers and fellow students (79%).","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"3 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140252734","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 : 2024-03-11DOI: 10.32589/2412-9283.39.2023.299206
O. Kolominova, S. Roman, L. Zienia
Introduction. Changes in educational goals in Ukraine, predicated by its accession to the pan-European space of higher education, have necessitated a review not only of teaching methods but also of teaching and learning materials These materials should aim to improve the language proficiency of pre-service students while equipping them with the tools necessary to address potential challenges in the classroom. Purpose. The article aims to scrutinize the role of language testing in the professional development of pre-service foreign language teachers. Methods. Reviewing studies on Methods for foreign language teaching and learning, Psychology, Pedagogy, Linguistics; analysis of curricula, syllabi, international tests, textbooks, study guides, dictionaries, including authentic ones; scientifically rigorous observation of the educational process; summarizing the positive work experience of university teachers. Results. Recognizing the lack of teaching materials, a group of university teachers from Ukrainian Institute of Arts and Sciences developed and published a manual “English Tests For University Students”. Subsequent experience with the book revealed the students’ positive attitudes towards language testing for assessing their foreign language communicative competence, citing its objectivity and validity. University teachers also highlighted the practicality, convenience, and cost-effectiveness of this form of assessment. Conclusion. Overall, despite obvious advantages of and progress in language testing, its wide-scale implementation requires university teachers to possess adequate knowledge and experience in this area, as well as awareness and readiness for its regular use in the classroom. Moreover, the development of tests remains challenging due to its time-consuming nature and the need for relevant theoretical knowledge, practical skills, and experience. This has resulted in a shortage of tests for pre-service foreign language teachers. Further research in this domain seems perspective for our future work.
{"title":"Language Testing of Pre-service Foreign language Teachers in their Professional Development","authors":"O. Kolominova, S. Roman, L. Zienia","doi":"10.32589/2412-9283.39.2023.299206","DOIUrl":"https://doi.org/10.32589/2412-9283.39.2023.299206","url":null,"abstract":"Introduction. Changes in educational goals in Ukraine, predicated by its accession to the pan-European space of higher education, have necessitated a review not only of teaching methods but also of teaching and learning materials These materials should aim to improve the language proficiency of pre-service students while equipping them with the tools necessary to address potential challenges in the classroom. Purpose. The article aims to scrutinize the role of language testing in the professional development of pre-service foreign language teachers. Methods. Reviewing studies on Methods for foreign language teaching and learning, Psychology, Pedagogy, Linguistics; analysis of curricula, syllabi, international tests, textbooks, study guides, dictionaries, including authentic ones; scientifically rigorous observation of the educational process; summarizing the positive work experience of university teachers. Results. Recognizing the lack of teaching materials, a group of university teachers from Ukrainian Institute of Arts and Sciences developed and published a manual “English Tests For University Students”. Subsequent experience with the book revealed the students’ positive attitudes towards language testing for assessing their foreign language communicative competence, citing its objectivity and validity. University teachers also highlighted the practicality, convenience, and cost-effectiveness of this form of assessment. Conclusion. Overall, despite obvious advantages of and progress in language testing, its wide-scale implementation requires university teachers to possess adequate knowledge and experience in this area, as well as awareness and readiness for its regular use in the classroom. Moreover, the development of tests remains challenging due to its time-consuming nature and the need for relevant theoretical knowledge, practical skills, and experience. This has resulted in a shortage of tests for pre-service foreign language teachers. Further research in this domain seems perspective for our future work.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"8 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254155","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 : 2024-03-11DOI: 10.32589/2412-9283.39.2023.299207
I. Drozdova, N. Moisieieva
Introduction. The primary goal of higher education institutions is to cultivate students’ professional readiness for their future careers, their development as future specialists. This entails fostering self-development and enhancing their cognitive and cultural-aesthetic spheres, general outlook, and speaking skills. Purpose.To achieve two interconnected objectives:1) to clarify the features of the approach to self-development among contemporary students; 2) to underscore the importance of determining the structure and functions of psychological readiness among non-philology majors in preparation for their future professional roles. Methods. The study utilizes a critical analysis of psychological and pedagogical literature, drawing from both domestic and foreign sources, to elucidate methods for cultivating professional readiness among non-philology students for their future careers. Results. In our framework, the connection between the modern labour market and the educational preparations of non-philology students with the aim of forming their professional readiness for future careers is implemented through the mediation of a primarily professionally oriented approach to the formation of the content and didactic technology in higher education. This approach is influenced by key factors, namely, the structure of activities and the comprehensive subject of study. Conclusion. To sum up, further research into the problem of self-development and professional readiness among non-philology students should focus on providing didactic support within the educational process. This support should aim to enhance students’ general scientific knowledge, interdisciplinary cognitive abilities, and communication skills.
{"title":"Fostering Personal Growth and Professional Readiness of Non-Philology Students for Future Careers","authors":"I. Drozdova, N. Moisieieva","doi":"10.32589/2412-9283.39.2023.299207","DOIUrl":"https://doi.org/10.32589/2412-9283.39.2023.299207","url":null,"abstract":"Introduction. The primary goal of higher education institutions is to cultivate students’ professional readiness for their future careers, their development as future specialists. This entails fostering self-development and enhancing their cognitive and cultural-aesthetic spheres, general outlook, and speaking skills. Purpose.To achieve two interconnected objectives:1) to clarify the features of the approach to self-development among contemporary students; 2) to underscore the importance of determining the structure and functions of psychological readiness among non-philology majors in preparation for their future professional roles. Methods. The study utilizes a critical analysis of psychological and pedagogical literature, drawing from both domestic and foreign sources, to elucidate methods for cultivating professional readiness among non-philology students for their future careers. Results. In our framework, the connection between the modern labour market and the educational preparations of non-philology students with the aim of forming their professional readiness for future careers is implemented through the mediation of a primarily professionally oriented approach to the formation of the content and didactic technology in higher education. This approach is influenced by key factors, namely, the structure of activities and the comprehensive subject of study. Conclusion. To sum up, further research into the problem of self-development and professional readiness among non-philology students should focus on providing didactic support within the educational process. This support should aim to enhance students’ general scientific knowledge, interdisciplinary cognitive abilities, and communication skills.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"35 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140253580","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 : 2024-03-11DOI: 10.32589/2412-9283.39.2023.299215
L. Maksymenko
The research presents a syllabus for the elective course “Lexical and Grammatical Characteristics of Translation from English,” designed for fourth-year students at the undergraduate level in the field of education/pedagogy. This course specializes in secondary education with a focus on “Languages and Foreign Literature.” The syllabus includes an overview of the course, defines its objectives and tasks, and outlines the knowledge, skills, and abilities students should acquire upon completion. The primary aim is to equip students with a comprehensive understanding of the fundamental theoretical and practical principles governing translation of lexical and grammatical elements from English to Ukrainian. Additionally, the course aims to facilitate students' proficiency in applying translation techniques effectively, thereby preparing them for translating various types of texts.
{"title":"Lexical and Grammatical Aspects of English Translation","authors":"L. Maksymenko","doi":"10.32589/2412-9283.39.2023.299215","DOIUrl":"https://doi.org/10.32589/2412-9283.39.2023.299215","url":null,"abstract":" The research presents a syllabus for the elective course “Lexical and Grammatical Characteristics of Translation from English,” designed for fourth-year students at the undergraduate level in the field of education/pedagogy. This course specializes in secondary education with a focus on “Languages and Foreign Literature.” The syllabus includes an overview of the course, defines its objectives and tasks, and outlines the knowledge, skills, and abilities students should acquire upon completion. The primary aim is to equip students with a comprehensive understanding of the fundamental theoretical and practical principles governing translation of lexical and grammatical elements from English to Ukrainian. Additionally, the course aims to facilitate students' proficiency in applying translation techniques effectively, thereby preparing them for translating various types of texts.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"132 30","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251414","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 : 2024-03-11DOI: 10.32589/2412-9283.39.2023.299210
A. Beregszászi, K. Dudych Lakatosh
Introduction. Mother-tongue education is vital for community preservation, especially in multilingual environments. It is essential that professionals at all levels of education have a tolerant approach to language. Hungarian language planning in Transcarpathia prioritizes proficiency in the official language and at least one foreign language alongside the mother tongue. Upholding Hungarian language education is paramount. Purpose. Our study aims to demonstrate, using empirical data, the realization of language and education planning outlined by the Transcarpathian Hungarian community. We explore the role of language attitudes in effectiveness and their scientific cultivation in public and higher education. Methods. We analyze curricula and educational studies, supplemented by sociolinguistic data obtained through questionnaires. Results. Decades of effort have fostered a successful Hungarian-language educational system, meeting community needs and promoting linguistic tolerance. However, recent deviations in curriculum and teaching documents pose challenges to additive language teaching. Teacher attitudes are crucial in sustaining positive language practices. Conclusion. Ferenc Rakoczi II Transcarpathian Hungarian College prioritizes fostering positive attitudes in teacher training programs. Theoretical and empirical sociolinguistic research informs curriculum development, equipping students to promote language diversity upon entering Transcarpathian schools as educators.
{"title":"Fostering Linguistic Tolerance and Language Teaching Practices at Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education","authors":"A. Beregszászi, K. Dudych Lakatosh","doi":"10.32589/2412-9283.39.2023.299210","DOIUrl":"https://doi.org/10.32589/2412-9283.39.2023.299210","url":null,"abstract":"Introduction. Mother-tongue education is vital for community preservation, especially in multilingual environments. It is essential that professionals at all levels of education have a tolerant approach to language. Hungarian language planning in Transcarpathia prioritizes proficiency in the official language and at least one foreign language alongside the mother tongue. Upholding Hungarian language education is paramount. Purpose. Our study aims to demonstrate, using empirical data, the realization of language and education planning outlined by the Transcarpathian Hungarian community. We explore the role of language attitudes in effectiveness and their scientific cultivation in public and higher education. Methods. We analyze curricula and educational studies, supplemented by sociolinguistic data obtained through questionnaires. Results. Decades of effort have fostered a successful Hungarian-language educational system, meeting community needs and promoting linguistic tolerance. However, recent deviations in curriculum and teaching documents pose challenges to additive language teaching. Teacher attitudes are crucial in sustaining positive language practices. Conclusion. Ferenc Rakoczi II Transcarpathian Hungarian College prioritizes fostering positive attitudes in teacher training programs. Theoretical and empirical sociolinguistic research informs curriculum development, equipping students to promote language diversity upon entering Transcarpathian schools as educators.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"134 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251446","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 : 2024-03-11DOI: 10.32589/2412-9283.39.2023.299204
N. Maiier
Introduction. The acquisition of linguistic and sociocultural competence by students is greatly influenced by the professional and methodological competence of the French language teacher. This involves possessing specific methodical knowledge and skills. Therefore, studying the methods of teaching foreign languages in higher education is essential for developing these competencies. Purpose. This article aims to explore the nuances of the professional and methodical training of prospective French language teachers for shaping students’ linguistic and sociocultural competence. Methods. The research employs critical analysis, observation of the educational process, and systematization and generalization of results. Results. Recommendations for prospective teachers include acquiring knowledge about the concept of “linguistic-sociocultural competence” and its components. This encompasses the goals and principles for forming students’ French-speaking linguistic and socio-cultural competence, as well as methods, techniques, and means for integrated development. Methodical skills are honed through professional and methodical tasks in practical classes and independent extracurricular work. Various task types – analytical, modeling, and creative – are proposed, with examples provided for preparing teachers to foster students’ linguistic and sociocultural competence. Conclusion. Features of the professional-methodical training for prospective French language teachers, such as the selection of educational material, modeling professional-methodical activities, and task performance, contribute to achieving the desired outcome. Positive experiences in implementing such technology into the educational process allow higher education students to master methodological skills.
{"title":"Formation of French-speaking Linguistic-Social-Cultural Competence: Professional-Methodical Perspectives","authors":"N. Maiier","doi":"10.32589/2412-9283.39.2023.299204","DOIUrl":"https://doi.org/10.32589/2412-9283.39.2023.299204","url":null,"abstract":"Introduction. The acquisition of linguistic and sociocultural competence by students is greatly influenced by the professional and methodological competence of the French language teacher. This involves possessing specific methodical knowledge and skills. Therefore, studying the methods of teaching foreign languages in higher education is essential for developing these competencies. Purpose. This article aims to explore the nuances of the professional and methodical training of prospective French language teachers for shaping students’ linguistic and sociocultural competence. Methods. The research employs critical analysis, observation of the educational process, and systematization and generalization of results. Results. Recommendations for prospective teachers include acquiring knowledge about the concept of “linguistic-sociocultural competence” and its components. This encompasses the goals and principles for forming students’ French-speaking linguistic and socio-cultural competence, as well as methods, techniques, and means for integrated development. Methodical skills are honed through professional and methodical tasks in practical classes and independent extracurricular work. Various task types – analytical, modeling, and creative – are proposed, with examples provided for preparing teachers to foster students’ linguistic and sociocultural competence. Conclusion. Features of the professional-methodical training for prospective French language teachers, such as the selection of educational material, modeling professional-methodical activities, and task performance, contribute to achieving the desired outcome. Positive experiences in implementing such technology into the educational process allow higher education students to master methodological skills.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"136 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251566","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 : 2024-03-11DOI: 10.32589/2412-9283.39.2023.299209
O. Harmash
Introduction. The contemporary national and international labour markets need professionally oriented young people who distinguish themselves with creativity, sociability, responsibility, and the ability for creative problem-solving. They should be capable of constructing their own personal educational (through lifelong self-learning) and professional trajectory. The higher education system cannot remain aloof from these processes. One possible solution is to organize the training process for students based on the tutor model. Purpose is to describe the author’s experience in using the technology of tutor support for prospective philologists in the context of studying professional subjects. Methods. Studying and analyzing scientific publications on the topic of the research, testing, interviews, conversation. Results. The author has analyzed and specified the main research concepts, namely, “tutor support,” “individual educational program,” “individual educational trajectory,” and “individual educational course.” The key characteristics of the tutor support technology have been discovered. The experience of implementing the tutor support technology in the professional training of prospective philologists, particularly in studying the “Interpreter Training Course,” is described. Conclusion. As a final point, tutor support in the educational process represents a form of subject-subject organization. The technology of tutor support involves students working with their own cognitive interests according to developed strategies and tactics. The obtained results are then discussed with the teacher-tutor. This approach allows students to independently determine the pace and level of the educational content study, and to choose the methods for processing the information and presenting the results of their project.
{"title":"Tutor Support for Teaching Interpretation to Prospective Philologists","authors":"O. Harmash","doi":"10.32589/2412-9283.39.2023.299209","DOIUrl":"https://doi.org/10.32589/2412-9283.39.2023.299209","url":null,"abstract":"Introduction. The contemporary national and international labour markets need professionally oriented young people who distinguish themselves with creativity, sociability, responsibility, and the ability for creative problem-solving. They should be capable of constructing their own personal educational (through lifelong self-learning) and professional trajectory. The higher education system cannot remain aloof from these processes. One possible solution is to organize the training process for students based on the tutor model. Purpose is to describe the author’s experience in using the technology of tutor support for prospective philologists in the context of studying professional subjects. Methods. Studying and analyzing scientific publications on the topic of the research, testing, interviews, conversation. Results. The author has analyzed and specified the main research concepts, namely, “tutor support,” “individual educational program,” “individual educational trajectory,” and “individual educational course.” The key characteristics of the tutor support technology have been discovered. The experience of implementing the tutor support technology in the professional training of prospective philologists, particularly in studying the “Interpreter Training Course,” is described. Conclusion. As a final point, tutor support in the educational process represents a form of subject-subject organization. The technology of tutor support involves students working with their own cognitive interests according to developed strategies and tactics. The obtained results are then discussed with the teacher-tutor. This approach allows students to independently determine the pace and level of the educational content study, and to choose the methods for processing the information and presenting the results of their project.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"82 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140254609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.32589/2412-9283.38.2023.284389
О. Yashchuk
A conversation between a postgraduate student of the Department of Pedagogy and Methodology of Foreign Language Teaching O. V. Yashchuk with prof,Doctor of Pedagogical Sciences, Corresponding Member of the National Academy of Pedagogical Sciences of Ukraine, Honoured Worker of Education of Ukraine O. V. Matvienko
{"title":"Pedagogy and philanthropy by the call of the soul: Interview with O. V. Matvienko","authors":"О. Yashchuk","doi":"10.32589/2412-9283.38.2023.284389","DOIUrl":"https://doi.org/10.32589/2412-9283.38.2023.284389","url":null,"abstract":"A conversation between a postgraduate student of the Department of Pedagogy and Methodology of Foreign Language Teaching O. V. Yashchuk with prof,Doctor of Pedagogical Sciences, Corresponding Member of the National Academy of Pedagogical Sciences of Ukraine, Honoured Worker of Education of Ukraine O. V. Matvienko","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127114582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.32589/2412-9283.38.2023.284425
N. Maiier
Scientific research on French language teaching methods is designed to solve the task of updating the French language teaching methods and technologies, taking into account the social order of our society at a specific stage of its development, the needs of those who study in accordancewith the modern educational context. In scientific studies on the methodology of teaching the French language, the goals, content, means, methods are theoretically substantiated and specified, methods of formation of various types of French-language communicative competence in specific learning conditions are practically developed. Analysis of the results of such studies, their generalization and publication makes it possible to improve the effectiveness of the French language learning in the context of the modern educational paradigm. Aims. Analysis, systematization of the scientific research carried out in Ukraine in 1991-2022 to identify the unsolved problems in the methodology of teaching the French language, improve the scientific level of future methodological research, and determine promising directions of scientific research in the methodology of teaching the French language. Methods. Analytical review of methodological studies and published works was used among other methods of scientific research to achieve our goal, systematization, generalization. Results. During the studied period, 12 candidate’s and 1 doctoral dissertations were defended in Ukraine on the specialty 13.00.02 – theory and teaching methods: Romance languages. The analysis of dissertations was carried out according to the following criteria: the subject of research (focus on the formation of target competencies); study subjects; theoretical achievements; the applied value of the research – a study guide / educational computer program, etc., which are available for use in the educational process by the wider academic community. Conclusions. It was found that the method of forming French-language phonetic competence, competence in reading and writing (spelling competence for students of higher education institutions), the Frenchlanguage competence in receptive types of speech activity, method of organizing extra-class / extraauditory work on the French language are unexplored.
{"title":"Scientific Research on French Language Teaching Methodology: Current State and Prospects","authors":"N. Maiier","doi":"10.32589/2412-9283.38.2023.284425","DOIUrl":"https://doi.org/10.32589/2412-9283.38.2023.284425","url":null,"abstract":"Scientific research on French language teaching methods is designed to solve the task of updating the French language teaching methods and technologies, taking into account the social order of our society at a specific stage of its development, the needs of those who study in accordancewith the modern educational context. In scientific studies on the methodology of teaching the French language, the goals, content, means, methods are theoretically substantiated and specified, methods of formation of various types of French-language communicative competence in specific learning conditions are practically developed. Analysis of the results of such studies, their generalization and publication makes it possible to improve the effectiveness of the French language learning in the context of the modern educational paradigm. Aims. Analysis, systematization of the scientific research carried out in Ukraine in 1991-2022 to identify the unsolved problems in the methodology of teaching the French language, improve the scientific level of future methodological research, and determine promising directions of scientific research in the methodology of teaching the French language. Methods. Analytical review of methodological studies and published works was used among other methods of scientific research to achieve our goal, systematization, generalization. Results. During the studied period, 12 candidate’s and 1 doctoral dissertations were defended in Ukraine on the specialty 13.00.02 – theory and teaching methods: Romance languages. The analysis of dissertations was carried out according to the following criteria: the subject of research (focus on the formation of target competencies); study subjects; theoretical achievements; the applied value of the research – a study guide / educational computer program, etc., which are available for use in the educational process by the wider academic community. Conclusions. It was found that the method of forming French-language phonetic competence, competence in reading and writing (spelling competence for students of higher education institutions), the Frenchlanguage competence in receptive types of speech activity, method of organizing extra-class / extraauditory work on the French language are unexplored.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"222 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121289759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.32589/2412-9283.38.2023.284417
О. Bihych, S. Koval
The case technology is now mainstream among modern technologies of teaching foreign languages and cultures; foreign language lecturers actively use it. The means of its implementation are cases of different kinds and types. Purpose. The authors of this scientific article have achieved an attempt to classify professional cases of English language teachers in a secondary school. Methods. The analytical review of foreign language teachers’ professional cases classification carried out by Ukrainian methodologists is aimed to distinguish general and distinctive features of analyzed cases – the applied method of scientific research. Results. As a result of the correlation between foreign language teachers’ professional knowledge and foreign language lesson targets, types of professional cases have been identified. Linguistic cases are correlated with the practical target of the foreign language lesson, linguasocioculturalcases – with its educational target, pedagogical cases – with the upbringing target, and psychological cases – with the foreign language lesson development target. Within this combination of targets and cases, the methodological case is the universal mean of implementation of all four (five in high professional school) targets of foreign language teaching in a secondary school. Kinds of cases are specified according to their particular types by five classification criteria: the case function in the educative process, the aim of its use, the form of its representation, the number of performers, and the format of thestorage medium. Conclusion. Our outlook is based on further scientific studies that assume the design of the case complex (linguistic, lingua-sociocultural, psychological, and methodical) for Bachelor students – prospective English language teachers with the purpose to create their competence in dialogue speech.
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