Pub Date : 2023-02-07DOI: 10.32589/2412-9283.37.2022.272902
K. Pallay
Academic achievement can be approached from several aspects. The first aspect is the achievement of students and educational institutions based on external and internal indicators. Previous research has shown that it is worth examining students' achievement in student mobility. Mobile students are more likely to succeed in their studies and find jobs. Purpose. The research aims to reveal the academic achievement of Transcarpathian students continuing their studies in Hungary. We examine where students studying abroad settle down after graduation: they either stay in Hungary, return home to Ukraine or utilise their knowledge in another country. We examined in which higher educations the former students continued their studies and which faculties they preferred as well as what differences and similarities can be observed in terms of achievement between students returning to Transcarpathia and students settling down in Hungary or abroad. Methods. During our research, an online self-completed questionnaire was applied. We used the snowball method to track down former students. 347 Transcarpathian mobile students filled out the questionnaire. The obtained data were analysed by SPSS 22 Program. Descriptive statistics were used during the analyses. Results It is most characteristic of students living in Hungary that they already wanted to acquire proper marketable knowledge when they decided to take advantage of student mobility. As a result, they tried to find a job in the Hungarian labour market. Their plans have not changed since university graduation. Conclusion. Our results suggest that the choice of major significantly influences the final settlement decision. Getting a jobwith a degree obtained in Hungary can face many obstacles for a well-qualified young person. This is especially true for prominent majors. In a city, a graduate has a much higher chance of finding a position according to his qualification.
{"title":"Research on the academic achievement of transcarpathian mobile students","authors":"K. Pallay","doi":"10.32589/2412-9283.37.2022.272902","DOIUrl":"https://doi.org/10.32589/2412-9283.37.2022.272902","url":null,"abstract":"Academic achievement can be approached from several aspects. The first aspect is the achievement of students and educational institutions based on external and internal indicators. Previous research has shown that it is worth examining students' achievement in student mobility. Mobile students are more likely to succeed in their studies and find jobs. Purpose. The research aims to reveal the academic achievement of Transcarpathian students continuing their studies in Hungary. We examine where students studying abroad settle down after graduation: they either stay in Hungary, return home to Ukraine or utilise their knowledge in another country. We examined in which higher educations the former students continued their studies and which faculties they preferred as well as what differences and similarities can be observed in terms of achievement between students returning to Transcarpathia and students settling down in Hungary or abroad. Methods. During our research, an online self-completed questionnaire was applied. We used the snowball method to track down former students. 347 Transcarpathian mobile students filled out the questionnaire. The obtained data were analysed by SPSS 22 Program. Descriptive statistics were used during the analyses. Results It is most characteristic of students living in Hungary that they already wanted to acquire proper marketable knowledge when they decided to take advantage of student mobility. As a result, they tried to find a job in the Hungarian labour market. Their plans have not changed since university graduation. Conclusion. Our results suggest that the choice of major significantly influences the final settlement decision. Getting a jobwith a degree obtained in Hungary can face many obstacles for a well-qualified young person. This is especially true for prominent majors. In a city, a graduate has a much higher chance of finding a position according to his qualification.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114613235","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 : 2023-02-07DOI: 10.32589/2412-9283.37.2022.272897
Yu. Hrykun
One of the popular and efficient technologies of teaching foreign languages and cultures in recent time is edutainment technology. It’s been considered as the one which brings positive results having as its elements learning, media and play / entertainment. The purpose of this article is to research educational and entertainment videos of the Japanese comic performance genre of manzai as an edutainment technology which effectively helps forming communicative and also linguo-sociocultural competence among students of the beginner level particularly majoring in translation. Also our target is toshow the main features of mentioned technology and its merits among other ones. Methods. Various researches on technology of edutainment have been overviewed to present its representative features. Results. In this research educational and entertainment video (comic episodes of the Japanese performance genre of manzai) has been analyzed from the point of view of its structure and linguistic peculiarities and evaluated as a considerable technology to present and to broaden vocabulary of the Japanese language in humoristic non-formal way which makes learning more efficient and interesting. It’s been also shown as a source to deepen the comprehension of mentality and communicative behavior of the Japanese which helps to form linguo-sociocultural competence. Conclusion. Having considered various merits of mentioned above technology we estimate it as the one which is warrant attention during the classes of the Japanese language at the beginner level in particular.
{"title":"Educational and entertainment video (comic episodes of performance genre of manzai) as a modern method of Japanese teaching","authors":"Yu. Hrykun","doi":"10.32589/2412-9283.37.2022.272897","DOIUrl":"https://doi.org/10.32589/2412-9283.37.2022.272897","url":null,"abstract":"One of the popular and efficient technologies of teaching foreign languages and cultures in recent time is edutainment technology. It’s been considered as the one which brings positive results having as its elements learning, media and play / entertainment. The purpose of this article is to research educational and entertainment videos of the Japanese comic performance genre of manzai as an edutainment technology which effectively helps forming communicative and also linguo-sociocultural competence among students of the beginner level particularly majoring in translation. Also our target is toshow the main features of mentioned technology and its merits among other ones. Methods. Various researches on technology of edutainment have been overviewed to present its representative features. Results. In this research educational and entertainment video (comic episodes of the Japanese performance genre of manzai) has been analyzed from the point of view of its structure and linguistic peculiarities and evaluated as a considerable technology to present and to broaden vocabulary of the Japanese language in humoristic non-formal way which makes learning more efficient and interesting. It’s been also shown as a source to deepen the comprehension of mentality and communicative behavior of the Japanese which helps to form linguo-sociocultural competence. Conclusion. Having considered various merits of mentioned above technology we estimate it as the one which is warrant attention during the classes of the Japanese language at the beginner level in particular.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122629374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-30DOI: 10.32589/2412-9283.37.2022.272881
R. Martynova, S. Bodnar
The notions “methodological competence” and “methodological competency” are differentiated in the scientific literature but their use in the methodological works is not always appropriate according to their essence. There is no gradation of these terms to different levels depending on knowledge, skills and abilities in teaching if to speak about people having different scientific and methodological potential. Therefore, it brings to the necessary to determine the level of methodological competence/competency of pedagogues who teach foreign languages in preschool, secondary, higher educational institutions and scholars-didacts and methodists. Due to the limited number of pages of a scholar paper only the problem of “methodological competence” differentiation is highlighted in the presented work. Purpose is to determine the levels of methodological competence of foreign language teachers with different scientific and methodological potential. Methods. Literature review on the topic of the research, comparative analysis of different definitions of methodological competence, generalization of the scholars-didacts and methodists’ experience. Results. This study analyses the notion “methodological competence” and determines its definition. Three levels of methodological competence have been developed and substantiated. The precise distinction between three levels has been defined and described taking into account the content of seven links of the teaching process introduced by us in the work. The first level of methodical competence correlates with the first level of language and speech competences (Martynova, Bodnar, 2022), as well as with the ability of calendar and lesson planning; the second correlates with the second level of language and speech competences, as well as with the ability to plana foreign language teaching process during the academic year and semesters, with the subsequent composing professional educational programs and syllabus; the third correlates with the third level of language and speech competences, as well as with the ability to plan foreign language self-study process, both in language and communicative and speech aspects, to the possibility of students creating their own speech products in a foreign language. Conclusion. It has been concluded that three established levels of methodological competence will clarify the essence of this concept, detail its components and become objective characteristics of educators’ methodological knowledge and skills.
{"title":"Levels of methodological competence in foreign language teaching","authors":"R. Martynova, S. Bodnar","doi":"10.32589/2412-9283.37.2022.272881","DOIUrl":"https://doi.org/10.32589/2412-9283.37.2022.272881","url":null,"abstract":"The notions “methodological competence” and “methodological competency” are differentiated in the scientific literature but their use in the methodological works is not always appropriate according to their essence. There is no gradation of these terms to different levels depending on knowledge, skills and abilities in teaching if to speak about people having different scientific and methodological potential. Therefore, it brings to the necessary to determine the level of methodological competence/competency of pedagogues who teach foreign languages in preschool, secondary, higher educational institutions and scholars-didacts and methodists. Due to the limited number of pages of a scholar paper only the problem of “methodological competence” differentiation is highlighted in the presented work. Purpose is to determine the levels of methodological competence of foreign language teachers with different scientific and methodological potential. Methods. Literature review on the topic of the research, comparative analysis of different definitions of methodological competence, generalization of the scholars-didacts and methodists’ experience. Results. This study analyses the notion “methodological competence” and determines its definition. Three levels of methodological competence have been developed and substantiated. The precise distinction between three levels has been defined and described taking into account the content of seven links of the teaching process introduced by us in the work. The first level of methodical competence correlates with the first level of language and speech competences (Martynova, Bodnar, 2022), as well as with the ability of calendar and lesson planning; the second correlates with the second level of language and speech competences, as well as with the ability to plana foreign language teaching process during the academic year and semesters, with the subsequent composing professional educational programs and syllabus; the third correlates with the third level of language and speech competences, as well as with the ability to plan foreign language self-study process, both in language and communicative and speech aspects, to the possibility of students creating their own speech products in a foreign language. Conclusion. It has been concluded that three established levels of methodological competence will clarify the essence of this concept, detail its components and become objective characteristics of educators’ methodological knowledge and skills. ","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121781298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.32589/2412-9283.36.2022.262044
Amal Arrame
Why do we need to teach translation? Scholars keep asking this question and they are trying to givemethodical answers according to their point of view and perspective, such as: translation is an ancient practicethat cannot be neglected since it contributes to acknowledge and discover the other one, the dissemination ofknowledge, sciences, cultures and human civilizations in their entirety. Thus, teaching translation cannot escapethis complexity of objectives that are clear at first sight, but vague and lacking in precision. On the other hand,we are talking about teaching translation as a professional discipline or as a practice that is indispensable forthe dissemination of knowledge and skills, for communication in different linguistic universes, governed bythe universal diversity of intercultural channels. In the case of legal translation, we are dealing with botha professional and an institutional necessity, which has led to a great demand for professional translators in thelegal field. The legal text is part of the technical texts, but it is characterized by its terminology gathering boththe general language and the language purely used in the field of the law; a specific form for each of the varioustypes of texts; and finally, a context subjected to laws and regulations.
{"title":"Teaching Specialized Translation. Legal Language","authors":"Amal Arrame","doi":"10.32589/2412-9283.36.2022.262044","DOIUrl":"https://doi.org/10.32589/2412-9283.36.2022.262044","url":null,"abstract":"Why do we need to teach translation? Scholars keep asking this question and they are trying to givemethodical answers according to their point of view and perspective, such as: translation is an ancient practicethat cannot be neglected since it contributes to acknowledge and discover the other one, the dissemination ofknowledge, sciences, cultures and human civilizations in their entirety. Thus, teaching translation cannot escapethis complexity of objectives that are clear at first sight, but vague and lacking in precision. On the other hand,we are talking about teaching translation as a professional discipline or as a practice that is indispensable forthe dissemination of knowledge and skills, for communication in different linguistic universes, governed bythe universal diversity of intercultural channels. In the case of legal translation, we are dealing with botha professional and an institutional necessity, which has led to a great demand for professional translators in thelegal field. The legal text is part of the technical texts, but it is characterized by its terminology gathering boththe general language and the language purely used in the field of the law; a specific form for each of the varioustypes of texts; and finally, a context subjected to laws and regulations.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127473597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.32589/2412-9283.36.2022.262062
майБутНіХ викладачів, Німецької Мови
The article presents the results of a theoretical study of the linguistic component ofthe intercultural education of the German language. The phonetic features of the German language are presentedon the basis of its pluricentric character. Examples of phonetic phenomena of the national variants of theAustrian and Swiss German languages are given. The phonetic phenomena of the German language, whicharise in the process of mastering and communicating in German, are indicated and affect the language and stylisticliteracy of future teachers. Purpose. The problem of the formation of German-speaking phonetic competencein modern conditions is outlined. The levels of proficiency in phonetic skills and abilities while using a foreignlanguage are noted. Methods. Thorough study of the researches on phonetic material; selection and analysisof chosen authentic texts, scientific sources; phonetic phenomena selection and analysis. Results. The researchillustrates samples of phonetic competence that determine the nationally marked feature of the German languageand constitute the content of educational and methodological material for the skills and abilities of interculturalcommunicative competence development.Conclusion. Thus, the work presented the main pronunciation and intonation characteristics of the Germanlanguage, which are the object of development and improvement in prospective teachers during the formationof intercultural communicative competence. The article investigated linguistic basics for teaching the aspectof the German phonetics. In addition, the paper outlines the phonetic national features of German variants,which highlight the culturally marked characteristics of German in the countries where the language is studied,and require additional attention in the educational process to acquire linguistic and sociocultural knowledge,skills and abilities as the components of intercultural competence.
{"title":"Phonetic competence features as a component of intercultural communicative competence of prospective German language teachers","authors":"майБутНіХ викладачів, Німецької Мови","doi":"10.32589/2412-9283.36.2022.262062","DOIUrl":"https://doi.org/10.32589/2412-9283.36.2022.262062","url":null,"abstract":"The article presents the results of a theoretical study of the linguistic component ofthe intercultural education of the German language. The phonetic features of the German language are presentedon the basis of its pluricentric character. Examples of phonetic phenomena of the national variants of theAustrian and Swiss German languages are given. The phonetic phenomena of the German language, whicharise in the process of mastering and communicating in German, are indicated and affect the language and stylisticliteracy of future teachers. Purpose. The problem of the formation of German-speaking phonetic competencein modern conditions is outlined. The levels of proficiency in phonetic skills and abilities while using a foreignlanguage are noted. Methods. Thorough study of the researches on phonetic material; selection and analysisof chosen authentic texts, scientific sources; phonetic phenomena selection and analysis. Results. The researchillustrates samples of phonetic competence that determine the nationally marked feature of the German languageand constitute the content of educational and methodological material for the skills and abilities of interculturalcommunicative competence development.Conclusion. Thus, the work presented the main pronunciation and intonation characteristics of the Germanlanguage, which are the object of development and improvement in prospective teachers during the formationof intercultural communicative competence. The article investigated linguistic basics for teaching the aspectof the German phonetics. In addition, the paper outlines the phonetic national features of German variants,which highlight the culturally marked characteristics of German in the countries where the language is studied,and require additional attention in the educational process to acquire linguistic and sociocultural knowledge,skills and abilities as the components of intercultural competence.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130946445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.32589/2412-9283.36.2022.262046
О. Bihych
In the educational program for masters within the specialty 014 Secondary educationbeside compulsory educational courses students are proposed to choose from various optional courses. Theireffectiveness can be reached under condition that students may have their conscious choice. The main peculiarity of optional disciplines in the course of methodology of teaching foreign languages and cultures is theirvariability – the student might have an opportunity to make a free option of his or her individual educationalway with some outlook of his or her methodological development as a future lecturer of two foreign languages. Aims. It is specified the content of the optional course “Visual aids for teaching foreign languages andcultures” in the article that is introduced to master students – prospective foreign languages lecturers.Methods. Such theoretical method of scientific research like constructing was used. The constructing of theoptional course content “Visual aids for teaching foreign languages and cultures” has been done at the analytical, constructive, evaluation phases and at the phase of expertise. Results. There is a detailed presentationof the content of lectures as well as practical classes within this optional course. It is provided the example ofthe module test with comments of objects of each of its tasks’ control. Some results of students’ questionnaireare given. Conclusions. The outcome about appropriateness of teaching this optional course “Visual aids forteaching foreign languages and cultures” has been made and it elaborates the technology of teaching foreignlanguages and cultures using aids.
{"title":"The content of the optional course “Visual aids for teaching foreign languages and cultures”","authors":"О. Bihych","doi":"10.32589/2412-9283.36.2022.262046","DOIUrl":"https://doi.org/10.32589/2412-9283.36.2022.262046","url":null,"abstract":"In the educational program for masters within the specialty 014 Secondary educationbeside compulsory educational courses students are proposed to choose from various optional courses. Theireffectiveness can be reached under condition that students may have their conscious choice. The main peculiarity of optional disciplines in the course of methodology of teaching foreign languages and cultures is theirvariability – the student might have an opportunity to make a free option of his or her individual educationalway with some outlook of his or her methodological development as a future lecturer of two foreign languages. Aims. It is specified the content of the optional course “Visual aids for teaching foreign languages andcultures” in the article that is introduced to master students – prospective foreign languages lecturers.Methods. Such theoretical method of scientific research like constructing was used. The constructing of theoptional course content “Visual aids for teaching foreign languages and cultures” has been done at the analytical, constructive, evaluation phases and at the phase of expertise. Results. There is a detailed presentationof the content of lectures as well as practical classes within this optional course. It is provided the example ofthe module test with comments of objects of each of its tasks’ control. Some results of students’ questionnaireare given. Conclusions. The outcome about appropriateness of teaching this optional course “Visual aids forteaching foreign languages and cultures” has been made and it elaborates the technology of teaching foreignlanguages and cultures using aids.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131523916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.32589/2412-9283.36.2022.262049
Felicia Dumas
The present article proposes an analysis of the didactic strategies employed in teaching translationin a francophone context at postgraduate Master’s degree classes on Translation and Terminology at the Universityof Iasi, more specifically on specialized translation of religious Orthodox Christian texts. It focuses mainly onthe didactic strategies deployed by the teacher in this field with a view to developing the students’ readingcompetence in order to achieve translation (while displaying a proper representation of the distinct featuresof the presence of religion/the religious, and especially of Orthodoxy in France), as well as their specializedcomprehension skills in the religious, Orthodox Christian conceptual field, conducive to appropriate rephrasingat the level of the target text and to the construction of a cultural confessional competence. The study also dwellson the biographic and didactic, professional history of the teacher (who is, at first, involved in teaching Frenchas a foreign language in Romania), on his/her formation as a trainer in specialized translation, on the wayhe/she manages the (due) neutrality in relating to the religious nature of the source texts, on the manner he/sheedifies students to manage their own “emotions” during the translation process, when they are triggered bypersonal religious convictions. Last but not least, the present analysis considers the very stances adopted bythe teacher of specialized, francophone translation in his/her role as an evaluator of the students’ translativetechniques (and abilities), as well as the impact of the latter on the efficacity of his/her overall approach topedagogical strategies.
{"title":"Teaching specialized translation in Romania in a Francophone context at Master’s Degree Classes on Translation and Terminology","authors":"Felicia Dumas","doi":"10.32589/2412-9283.36.2022.262049","DOIUrl":"https://doi.org/10.32589/2412-9283.36.2022.262049","url":null,"abstract":"The present article proposes an analysis of the didactic strategies employed in teaching translationin a francophone context at postgraduate Master’s degree classes on Translation and Terminology at the Universityof Iasi, more specifically on specialized translation of religious Orthodox Christian texts. It focuses mainly onthe didactic strategies deployed by the teacher in this field with a view to developing the students’ readingcompetence in order to achieve translation (while displaying a proper representation of the distinct featuresof the presence of religion/the religious, and especially of Orthodoxy in France), as well as their specializedcomprehension skills in the religious, Orthodox Christian conceptual field, conducive to appropriate rephrasingat the level of the target text and to the construction of a cultural confessional competence. The study also dwellson the biographic and didactic, professional history of the teacher (who is, at first, involved in teaching Frenchas a foreign language in Romania), on his/her formation as a trainer in specialized translation, on the wayhe/she manages the (due) neutrality in relating to the religious nature of the source texts, on the manner he/sheedifies students to manage their own “emotions” during the translation process, when they are triggered bypersonal religious convictions. Last but not least, the present analysis considers the very stances adopted bythe teacher of specialized, francophone translation in his/her role as an evaluator of the students’ translativetechniques (and abilities), as well as the impact of the latter on the efficacity of his/her overall approach topedagogical strategies.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"181 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120991187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.32589/2412-9283.36.2022.262063
Yana Fabrychna
The paper offers a descriptive and analytical overview of the academic approaches tothe translation quality assessment (TQA) and evaluation. The rationale of the study is that the observing of theacademic approaches to the TQA and evaluation can help in understanding what constitutes the translationquality, what features define its levels as well as in grounding the model for the evaluation of the translationquality in the field of education. Purpose & Methods. The purpose of this analytical overview is to exploreexisting TQA and evaluation approaches, define their general characteristics, common and distinctive features,advantages and limitations, observe the efficiency and teaching potential of the TQA models which adoptthese approaches in terms of validity, reliability and objectivity. Results. The paper deals with the academicapproaches to the TQA and evaluation and their classifications. House’s classification relies on the identificationof the evaluation components based on theoretical concepts of translation and includes four approaches:impressionistic, response-based, functionalistic, and text-based. Scholars also debate that assessment shouldfocus both on the translation product and process. According to Lauscher, the approaches fall into two broadcategories: equivalence-based and functional. Williams focuses on the methodology of assessment and identifiesquantitative and non-quantitative approaches. Waddington divides text-based approaches into analytic, holisticand combined ones. These approaches find their application in the TQA models which suggest methods, criteria,instruments, and procedures to ensure validity, reliability and objectivity of assessment and evaluation of thequality of translation. Conclusion. Due to certain limitations, there is neither a commonly accepted acrosstranslation research TQA approach nor a universally suitable in the context of teaching TQA model. However,the combination of the approaches is how the requirements of validity, reliability and objectivity of the TQAand evaluation results can be met. The efficiency of a TQAmodel in the context of translation teaching is ensuredby: a) establishing a comprehensive set of quality aspects, b) setting the criteria associated with learning outcomes,c) developing descriptors of the overall performance in the alignment with the criteria, quality aspects andquality levels, d) developing the error typology and error-marking scale to measure the quantitative dimensionof quality, e) employing methods of the translation process observation as a means of indicating factors influencingthe quality of the translation product.
{"title":"Academic approaches application to translation quality assessment and evaluation in translation teaching context","authors":"Yana Fabrychna","doi":"10.32589/2412-9283.36.2022.262063","DOIUrl":"https://doi.org/10.32589/2412-9283.36.2022.262063","url":null,"abstract":"The paper offers a descriptive and analytical overview of the academic approaches tothe translation quality assessment (TQA) and evaluation. The rationale of the study is that the observing of theacademic approaches to the TQA and evaluation can help in understanding what constitutes the translationquality, what features define its levels as well as in grounding the model for the evaluation of the translationquality in the field of education. Purpose & Methods. The purpose of this analytical overview is to exploreexisting TQA and evaluation approaches, define their general characteristics, common and distinctive features,advantages and limitations, observe the efficiency and teaching potential of the TQA models which adoptthese approaches in terms of validity, reliability and objectivity. Results. The paper deals with the academicapproaches to the TQA and evaluation and their classifications. House’s classification relies on the identificationof the evaluation components based on theoretical concepts of translation and includes four approaches:impressionistic, response-based, functionalistic, and text-based. Scholars also debate that assessment shouldfocus both on the translation product and process. According to Lauscher, the approaches fall into two broadcategories: equivalence-based and functional. Williams focuses on the methodology of assessment and identifiesquantitative and non-quantitative approaches. Waddington divides text-based approaches into analytic, holisticand combined ones. These approaches find their application in the TQA models which suggest methods, criteria,instruments, and procedures to ensure validity, reliability and objectivity of assessment and evaluation of thequality of translation. Conclusion. Due to certain limitations, there is neither a commonly accepted acrosstranslation research TQA approach nor a universally suitable in the context of teaching TQA model. However,the combination of the approaches is how the requirements of validity, reliability and objectivity of the TQAand evaluation results can be met. The efficiency of a TQAmodel in the context of translation teaching is ensuredby: a) establishing a comprehensive set of quality aspects, b) setting the criteria associated with learning outcomes,c) developing descriptors of the overall performance in the alignment with the criteria, quality aspects andquality levels, d) developing the error typology and error-marking scale to measure the quantitative dimensionof quality, e) employing methods of the translation process observation as a means of indicating factors influencingthe quality of the translation product.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133660156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.32589/2412-9283.36.2022.262035
R. U. Martynova, S. V. Bodnar
Nowadays the notions “competence” and “competency” are strictly differentiatedin the scientific literature but their use in the methodological works is not always appropriate according to theiressence. The problem is in the following: 1) some methodologists simply do not want to take into account thatcompetence in something is not only the proficiency of relevant knowledge, skills and abilities, but also the possibility of their creative application by making own product; 2) the terms “competence” and “competency”don’t still have different levels of proficiency depending on the amount of the material learned and the rangeof its practical application. Purpose. 1) To specify the competence approach in teaching foreign languages toschoolchildren and students, as well as young scientists and well-known Ukrainian theorists and practitionersin the field of Philology and Linguodidactics; 2) to determine the levels of competences and competencies ofstudents and their teachers with different scientific and methodological potential. Methods. Literature study onthe topic of the research, comparative analysis of different types of competences and competencies, generalizationof the scholars-philologists’ experience. Results. This study analysed the notions “language competences andcompetencies” and “speech competences and competencies” and determined their correlation. Three levels oflanguage and speech competences and competencies depending on the volume of normativity, the depth ofprevalence and scientific character of speech have been developed and substantiated. The precise distinctionbetween three levels has been defined and described. Conclusion. It has been concluded that three establishedlevels of language and speech competences and competencies will clarify the essence of these concepts, detailtheir components and become objective characteristics of real foreign language knowledge and skills.
{"title":"Levels of competences and competencies of foreign language proficiency","authors":"R. U. Martynova, S. V. Bodnar","doi":"10.32589/2412-9283.36.2022.262035","DOIUrl":"https://doi.org/10.32589/2412-9283.36.2022.262035","url":null,"abstract":"Nowadays the notions “competence” and “competency” are strictly differentiatedin the scientific literature but their use in the methodological works is not always appropriate according to theiressence. The problem is in the following: 1) some methodologists simply do not want to take into account thatcompetence in something is not only the proficiency of relevant knowledge, skills and abilities, but also the possibility of their creative application by making own product; 2) the terms “competence” and “competency”don’t still have different levels of proficiency depending on the amount of the material learned and the rangeof its practical application. Purpose. 1) To specify the competence approach in teaching foreign languages toschoolchildren and students, as well as young scientists and well-known Ukrainian theorists and practitionersin the field of Philology and Linguodidactics; 2) to determine the levels of competences and competencies ofstudents and their teachers with different scientific and methodological potential. Methods. Literature study onthe topic of the research, comparative analysis of different types of competences and competencies, generalizationof the scholars-philologists’ experience. Results. This study analysed the notions “language competences andcompetencies” and “speech competences and competencies” and determined their correlation. Three levels oflanguage and speech competences and competencies depending on the volume of normativity, the depth ofprevalence and scientific character of speech have been developed and substantiated. The precise distinctionbetween three levels has been defined and described. Conclusion. It has been concluded that three establishedlevels of language and speech competences and competencies will clarify the essence of these concepts, detailtheir components and become objective characteristics of real foreign language knowledge and skills. ","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129321871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-29DOI: 10.32589/2412-9283.36.2022.262052
І. Huszti, Е. Bárány, І. Lechner, М. Fábián
The year 2020 will be remembered for a long time for the worldwide spread of COVID-19, andall the unprecedented consequences it had caused. The extremely swift transition from in-class to online teachingmeant serious challenges for academia, both teachers and students. Aims. Therefore, our main objective wasto collect empirical evidence from instructors on how they coped with the tasks and challenges that they hadto face when starting teaching remotely. Methods. To better understand the undergoing processes and get insightsinto how language teachers at a higher educational establishment managed to solve the tasks they had to dealwith and complete successfully, we have created an online questionnaire for tutors to fill in during the first phaseof our investigation, while in the second one we used an interview, the results of which were analysed qualitatively.Results. The results revealed that for most of the instructors distance teaching was a completely new area ofexperience as they had not tried doing it before the pandemic. A crucial pedagogical implication derives fromВісник КНЛУ. Серія Педагогіка та психологія. Випуск 36. 202290this empirical evidence, namely, that it is of utmost importance that tutors be trained how to teach online.The factors that caused the most significant difficulties for the tutors were, among others, the assessment of studentperformance and knowledge. This finding also confirms the implication that tutors must be provided with thechance to develop their skills as online teachers. Conclusions. The second phase of our research highlighteda number of positive features of distance learning. First, students who were unable to participate in theeducational process prior to COVID-19, e.g. due to illness, are now able to join classes online, as the collegeprovides the technical background for this. Another benefit could be to involve renowned foreign speakersin the educational process. While our invited lecturers before COVID-19 came to our college in person andgave lectures to students, this is completely impossible due to the current crisis situation. However, the perfectsolution could be online connection.
2020年将被人们长期铭记，因为2019冠状病毒病在全球蔓延，并造成了前所未有的后果。从课堂教学到在线教学的迅速转变对教师和学生来说都是严峻的挑战。目标因此，我们的主要目标是从教师那里收集经验证据，了解他们在开始远程教学时如何应对任务和面临的挑战。方法。为了更好地了解正在进行的过程，并深入了解高等教育机构的语言教师如何设法解决他们必须处理并成功完成的任务，我们在调查的第一阶段为教师创建了一份在线问卷，供他们填写，而在第二阶段，我们使用了访谈，对其结果进行了定性分析。结果显示，对于大多数教师来说，远程教学是一个全新的体验领域，因为他们在大流行之前没有尝试过。一个重要的教学含义衍生出fromВісник КНЛУ。Серія Педагогіка та психологія。Випуск36。202290这是经验证据，也就是说，培训导师如何进行在线教学是至关重要的。对导师来说，造成最大困难的因素是对学生表现和知识的评估。这一发现也证实了导师必须有机会发展他们作为在线教师的技能。结论。我们研究的第二阶段强调了远程学习的一些积极特征。首先，由于学院为此提供了技术背景，在COVID-19之前因疾病等原因无法参与教育过程的学生现在可以在线上课。另一个好处可能是在教育过程中邀请著名的外国演讲者。虽然在新冠疫情之前，我们的特邀讲师亲自来到我们学院给学生讲课，但由于目前的危机形势，这是完全不可能的。然而，完美的解决方案可能是在线连接。
{"title":"Peculiarities of language teaching during the quarantine period at the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education (the results of questionnaire data and of interviewing)","authors":"І. Huszti, Е. Bárány, І. Lechner, М. Fábián","doi":"10.32589/2412-9283.36.2022.262052","DOIUrl":"https://doi.org/10.32589/2412-9283.36.2022.262052","url":null,"abstract":"The year 2020 will be remembered for a long time for the worldwide spread of COVID-19, andall the unprecedented consequences it had caused. The extremely swift transition from in-class to online teachingmeant serious challenges for academia, both teachers and students. Aims. Therefore, our main objective wasto collect empirical evidence from instructors on how they coped with the tasks and challenges that they hadto face when starting teaching remotely. Methods. To better understand the undergoing processes and get insightsinto how language teachers at a higher educational establishment managed to solve the tasks they had to dealwith and complete successfully, we have created an online questionnaire for tutors to fill in during the first phaseof our investigation, while in the second one we used an interview, the results of which were analysed qualitatively.Results. The results revealed that for most of the instructors distance teaching was a completely new area ofexperience as they had not tried doing it before the pandemic. A crucial pedagogical implication derives fromВісник КНЛУ. Серія Педагогіка та психологія. Випуск 36. 202290this empirical evidence, namely, that it is of utmost importance that tutors be trained how to teach online.The factors that caused the most significant difficulties for the tutors were, among others, the assessment of studentperformance and knowledge. This finding also confirms the implication that tutors must be provided with thechance to develop their skills as online teachers. Conclusions. The second phase of our research highlighteda number of positive features of distance learning. First, students who were unable to participate in theeducational process prior to COVID-19, e.g. due to illness, are now able to join classes online, as the collegeprovides the technical background for this. Another benefit could be to involve renowned foreign speakersin the educational process. While our invited lecturers before COVID-19 came to our college in person andgave lectures to students, this is completely impossible due to the current crisis situation. However, the perfectsolution could be online connection.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124543523","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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