Pub Date : 2022-01-13DOI: 10.32589/2412-9283.35.2021.251133
Azimeh Khalil
Abstract. Introduction. Teaching Arabic is an educational, linguistic phenomenon driven by realistic factorsand data. Students of this language are in dire need of acquiring language communication skills (listening,speaking, reading, writing). To make it easy for them to learn and achieve their goals, you need to look forteaching ways and tools that limit the process and reduce efforts. A tendency has emerged to use various moderntechnologies in education, which allows us to serve the educational process, hence the importance of usingvarious modern technologies in teaching the Arabic language. Purpose. To present the best ways and methodsof using modern technology and e-learning in the teaching Arabic for non-native speakers, as well as movingaway from traditional and boring teaching the Arabic language methods and replacing them with modernmethods and techniques that attract learners; develop the teaching methods and enrich the learning process.Methods. The article discusses the best ways and methods of using modern technological techniques and e-learningin the process of teaching the Arabic language and abandoning traditional methods of teaching the language,replacing them with modern methods and techniques attractive to students. Results. The importance of usingthese methods in teaching Arabic for non-native speakers is highlighted by the fact that they appeal to the senses,which are the outlets for learning, as well as their effective impact on the elements of the educational process(teacher-student-teaching material). The use of these methods in teaching Arabic to non-native speakers is a toolof preserving and spreading the language and proof of the ability of the Arabic language to keep up with moderndevelopments and makes the learning process more effective, contributes to the achievement of educationalgoals, helps in facilitating learning process and has the desired benefits. Conclusions. It can be emphasizedthat the world is witnessing rapid development today, and universities and institutions must keep pace withthese developments, and develop the appropriate infrastructure for technological development, in addition tomodernizing the technologies used. Hopefully, this study will open the door to more extensive research in this areaand contribute to the importance of multimedia accreditation to keep pace with the development of educationalsystems and their impact on learning in general and learning in particular.
{"title":"Modern Tools of Teaching Arabic to Students","authors":"Azimeh Khalil","doi":"10.32589/2412-9283.35.2021.251133","DOIUrl":"https://doi.org/10.32589/2412-9283.35.2021.251133","url":null,"abstract":"Abstract. Introduction. Teaching Arabic is an educational, linguistic phenomenon driven by realistic factorsand data. Students of this language are in dire need of acquiring language communication skills (listening,speaking, reading, writing). To make it easy for them to learn and achieve their goals, you need to look forteaching ways and tools that limit the process and reduce efforts. A tendency has emerged to use various moderntechnologies in education, which allows us to serve the educational process, hence the importance of usingvarious modern technologies in teaching the Arabic language. Purpose. To present the best ways and methodsof using modern technology and e-learning in the teaching Arabic for non-native speakers, as well as movingaway from traditional and boring teaching the Arabic language methods and replacing them with modernmethods and techniques that attract learners; develop the teaching methods and enrich the learning process.Methods. The article discusses the best ways and methods of using modern technological techniques and e-learningin the process of teaching the Arabic language and abandoning traditional methods of teaching the language,replacing them with modern methods and techniques attractive to students. Results. The importance of usingthese methods in teaching Arabic for non-native speakers is highlighted by the fact that they appeal to the senses,which are the outlets for learning, as well as their effective impact on the elements of the educational process(teacher-student-teaching material). The use of these methods in teaching Arabic to non-native speakers is a toolof preserving and spreading the language and proof of the ability of the Arabic language to keep up with moderndevelopments and makes the learning process more effective, contributes to the achievement of educationalgoals, helps in facilitating learning process and has the desired benefits. Conclusions. It can be emphasizedthat the world is witnessing rapid development today, and universities and institutions must keep pace withthese developments, and develop the appropriate infrastructure for technological development, in addition tomodernizing the technologies used. Hopefully, this study will open the door to more extensive research in this areaand contribute to the importance of multimedia accreditation to keep pace with the development of educationalsystems and their impact on learning in general and learning in particular.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130994897","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 : 2022-01-13DOI: 10.32589/2412-9283.35.2021.251185
L. Byrkun
{"title":"Academic course curriculum “Modern Concepts of Teaching English at Secondary School”","authors":"L. Byrkun","doi":"10.32589/2412-9283.35.2021.251185","DOIUrl":"https://doi.org/10.32589/2412-9283.35.2021.251185","url":null,"abstract":"","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115001732","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 : 2022-01-13DOI: 10.32589/2412-9283.35.2021.251181
B. Labinska, N. Vyspinska
Abstract. The syllabus is designed for Master students majoring in specialty 014 Secondary education, subjectspecialty 014.021 Secondary education (Language and Literature (English))”/ 014.022 Secondary education(Language and Literature (German)) / 014.023 Secondary education) (Language and Literature (French)).The purpose of the obligatory course is to provide methodological training of students for the implementationof their professional functions of a foreign language teacher in general secondary education institutions in aninclusive educational environment: communicative-educational (developing of students' language, speech andeducational-strategic competencies), developmental-educational, constructive-planning, gnostic and organizationalfunctions that are implemented by means of a foreign language in general secondary education. The course consistsof two modules: foreign languages teaching system in an inclusive educational environment and methods offorming language and speech competencies in students with special educational needs. The course focuses onthe peculiarities of the methods of foreign language communicative competence development in students withvisual and hearing impairments and autism spectrum disorders as the most numerous groups of students withspecial educational needs. The course highlights current theoretical issues of modern methods of teaching foreignlanguages to the learners with special educational needs within the New Ukrainian School scheme and practicaltraining of students to develop extracts of the lessons in foreign language competence in listening, speaking,reading, writing and lesson planning in the context of inclusive education. The syllabus offers a list of referenceson the course topics.
{"title":"Teaching Foreign Languages to Students with Special Educational Needs Syllabus for Master Students","authors":"B. Labinska, N. Vyspinska","doi":"10.32589/2412-9283.35.2021.251181","DOIUrl":"https://doi.org/10.32589/2412-9283.35.2021.251181","url":null,"abstract":"Abstract. The syllabus is designed for Master students majoring in specialty 014 Secondary education, subjectspecialty 014.021 Secondary education (Language and Literature (English))”/ 014.022 Secondary education(Language and Literature (German)) / 014.023 Secondary education) (Language and Literature (French)).The purpose of the obligatory course is to provide methodological training of students for the implementationof their professional functions of a foreign language teacher in general secondary education institutions in aninclusive educational environment: communicative-educational (developing of students' language, speech andeducational-strategic competencies), developmental-educational, constructive-planning, gnostic and organizationalfunctions that are implemented by means of a foreign language in general secondary education. The course consistsof two modules: foreign languages teaching system in an inclusive educational environment and methods offorming language and speech competencies in students with special educational needs. The course focuses onthe peculiarities of the methods of foreign language communicative competence development in students withvisual and hearing impairments and autism spectrum disorders as the most numerous groups of students withspecial educational needs. The course highlights current theoretical issues of modern methods of teaching foreignlanguages to the learners with special educational needs within the New Ukrainian School scheme and practicaltraining of students to develop extracts of the lessons in foreign language competence in listening, speaking,reading, writing and lesson planning in the context of inclusive education. The syllabus offers a list of referenceson the course topics.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"113 7","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120930405","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 : 2022-01-13DOI: 10.32589/2412-9283.35.2021.251186
L. Zienia, Y. Plotnikov
This paper aims to investigate curriculum planning and design research in the recent years. The articlesystematically reviews the key studies conducted and published from 2011 to 2020 to reveal current trends andto show best research practices. All the analyzed publications represent the leading scientific journals in the fieldof linguistics.The bibliography might be useful for curriculum designers and educational managers.
{"title":"Planning and Curriculum Design in Foreign Language Education: Annotated Bibliography","authors":"L. Zienia, Y. Plotnikov","doi":"10.32589/2412-9283.35.2021.251186","DOIUrl":"https://doi.org/10.32589/2412-9283.35.2021.251186","url":null,"abstract":"This paper aims to investigate curriculum planning and design research in the recent years. The articlesystematically reviews the key studies conducted and published from 2011 to 2020 to reveal current trends andto show best research practices. All the analyzed publications represent the leading scientific journals in the fieldof linguistics.The bibliography might be useful for curriculum designers and educational managers.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131222296","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 : 2022-01-09DOI: 10.32589/2412-9283.35.2021.251140
N. Feshuk
Retrospective of foreign language teaching methods - interview of a newspaper journalist"Bukovyna", authors of the online publication "Zbruch", members of the National Union of Journalistsof Ukraine Nataliya Feshchuk with Doctor of Pedagogical Sciences, professor, head of the departmentof foreign languages for humanities faculties of Chernivtsi National University named afterYuriy Fedkovich Labinskaya Bohdana Igorivna.
{"title":"A retrospective of foreign language teaching methods: a conversation with B. I. Labinskaya","authors":"N. Feshuk","doi":"10.32589/2412-9283.35.2021.251140","DOIUrl":"https://doi.org/10.32589/2412-9283.35.2021.251140","url":null,"abstract":"Retrospective of foreign language teaching methods - interview of a newspaper journalist\"Bukovyna\", authors of the online publication \"Zbruch\", members of the National Union of Journalistsof Ukraine Nataliya Feshchuk with Doctor of Pedagogical Sciences, professor, head of the departmentof foreign languages for humanities faculties of Chernivtsi National University named afterYuriy Fedkovich Labinskaya Bohdana Igorivna.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115009562","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 : 2021-07-13DOI: 10.32589/2412-9283.34.2021.236931
M. Pysanko, L. Tsyhan
Abstract. The syllabus is designed for bachelor students majoring in 035 Linguistics, 035.06 Oriental Languagesand Literature (translation included) and West European Language. The elective course is aimed at teachingstudents the basics of interpreting social, political, economic, scientific, cultural and educational texts of differentgenres (speeches, reports, commentaries, interviews etc.), interpreter’s note-taking system; providing studentswith theoretical background knowledge, developing interpretation skills and abilities essential for performingsuccessful interpreting from English into Ukrainian and vice versa. The course consists of two modules:Interpreting as Interlingual and Cross-Cultural Communication, Types of Interpretation; Lexical and SemanticAspects of Interpretation. The course focuses on acquiring social and political vocabulary, background knowledgerequired for efficient interpreting and appropriate and adequate behaviour in professional interpreter’s environment.The Syllabus offers a list of references on the course topics.
{"title":"English-Ukrainian Interpretation Course Syllabus for Bachelor Students","authors":"M. Pysanko, L. Tsyhan","doi":"10.32589/2412-9283.34.2021.236931","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236931","url":null,"abstract":"Abstract. The syllabus is designed for bachelor students majoring in 035 Linguistics, 035.06 Oriental Languagesand Literature (translation included) and West European Language. The elective course is aimed at teachingstudents the basics of interpreting social, political, economic, scientific, cultural and educational texts of differentgenres (speeches, reports, commentaries, interviews etc.), interpreter’s note-taking system; providing studentswith theoretical background knowledge, developing interpretation skills and abilities essential for performingsuccessful interpreting from English into Ukrainian and vice versa. The course consists of two modules:Interpreting as Interlingual and Cross-Cultural Communication, Types of Interpretation; Lexical and SemanticAspects of Interpretation. The course focuses on acquiring social and political vocabulary, background knowledgerequired for efficient interpreting and appropriate and adequate behaviour in professional interpreter’s environment.The Syllabus offers a list of references on the course topics.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129454864","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 : 2021-07-08DOI: 10.32589/2412-9283.34.2021.236935
І. Huszti, Е. Bárány, І. Lechner, М. Fábián
Introduction. The year of 2020 can be considered an exceptional one as the horrible COVID-19 broke outand spread all over the world. The new reality has totally altered the sphere of education. During the months-long quarantine in Ukraine in spring 2020 educational institutions had to close and all primary, secondary and tertiaryeducation had to transit from face-to-face learning to distance learning. Aims. This period was challenging for bothstudents and teachers. Our main objectives were to better understand the undergoing processes and get valuableinsights into how language teachers at a higher educational establishment managed to solve the tasks they hadto face and complete the educational process successfully. Methods. We have created an online questionnairefor tutors to fill in. Our research instrument consisted of three parts: in the first one, we asked our 18 respondentsabout their personal data; in the second part the tutors were asked to indicate on a Likert-scale how much theyagreed or disagreed with the given statements on issues directly related to distance learning, while in the thirdsection of the questionnaire we requested our research participants to answer open-ended questions and expresstheir views on how they managed to motivate their students to learn, or what caused significant problems forthem during teaching online. Results. The empirical findings revealed that for most of the tutors distance teachingwas a completely new area of experience as they had not tried doing it before the pandemic. They used a numberof online applications; however, it was Google Classroom that was used by all of them on the initiative of theirworkplace. The factors that caused the most significant difficulties for the tutors were, among others,the assessment of student performance and knowledge. There was a lack of trust on the tutors’ part as to whothe assignments were completed by. For some tutors it was frustrating not to be certain about whose work theywere assessing – whether the students’ or somebody else’s. Conclusions. A crucial pedagogical implicationderives from our empirical evidence, namely, that it is of utmost importance that tutors be trained how to teachonline. They should be given the opportunity to develop their digital skills needed for distance or online teaching.Our other finding also confirms the implication that tutors must be provided with the chance to develop theirskills as online teachers. In addition, it is advisable for tutors to develop mutual trust between them and theirstudents.
{"title":"Learning languages during the quarantine at the Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education","authors":"І. Huszti, Е. Bárány, І. Lechner, М. Fábián","doi":"10.32589/2412-9283.34.2021.236935","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236935","url":null,"abstract":"Introduction. The year of 2020 can be considered an exceptional one as the horrible COVID-19 broke outand spread all over the world. The new reality has totally altered the sphere of education. During the months-long quarantine in Ukraine in spring 2020 educational institutions had to close and all primary, secondary and tertiaryeducation had to transit from face-to-face learning to distance learning. Aims. This period was challenging for bothstudents and teachers. Our main objectives were to better understand the undergoing processes and get valuableinsights into how language teachers at a higher educational establishment managed to solve the tasks they hadto face and complete the educational process successfully. Methods. We have created an online questionnairefor tutors to fill in. Our research instrument consisted of three parts: in the first one, we asked our 18 respondentsabout their personal data; in the second part the tutors were asked to indicate on a Likert-scale how much theyagreed or disagreed with the given statements on issues directly related to distance learning, while in the thirdsection of the questionnaire we requested our research participants to answer open-ended questions and expresstheir views on how they managed to motivate their students to learn, or what caused significant problems forthem during teaching online. Results. The empirical findings revealed that for most of the tutors distance teachingwas a completely new area of experience as they had not tried doing it before the pandemic. They used a numberof online applications; however, it was Google Classroom that was used by all of them on the initiative of theirworkplace. The factors that caused the most significant difficulties for the tutors were, among others,the assessment of student performance and knowledge. There was a lack of trust on the tutors’ part as to whothe assignments were completed by. For some tutors it was frustrating not to be certain about whose work theywere assessing – whether the students’ or somebody else’s. Conclusions. A crucial pedagogical implicationderives from our empirical evidence, namely, that it is of utmost importance that tutors be trained how to teachonline. They should be given the opportunity to develop their digital skills needed for distance or online teaching.Our other finding also confirms the implication that tutors must be provided with the chance to develop theirskills as online teachers. In addition, it is advisable for tutors to develop mutual trust between them and theirstudents.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127852210","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 : 2021-07-08DOI: 10.32589/2412-9283.34.2021.236916
Y. Plotnikov, Т. Korobeinikova
Abstract. This paper aims to investigate learning autonomy research in the recent years. The article systematicallyreviews the key studies conducted and published from 2011 to 2020 to reveal current trends and to show bestresearch practices. All the analyzed publications represent the leading scientific journals in the field of languageeducation.
{"title":"Learning autonomy in foreign language teaching: annotated bibliography","authors":"Y. Plotnikov, Т. Korobeinikova","doi":"10.32589/2412-9283.34.2021.236916","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236916","url":null,"abstract":"Abstract. This paper aims to investigate learning autonomy research in the recent years. The article systematicallyreviews the key studies conducted and published from 2011 to 2020 to reveal current trends and to show bestresearch practices. All the analyzed publications represent the leading scientific journals in the field of languageeducation.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"31 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122093748","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 : 2021-07-08DOI: 10.32589/2412-9283.34.2021.236941
Дарина Прилипко
Abstract. Introduction. Modern processes of globalization, rapid technological progress and rapid developmentof society set new demands on the professional training of the specialists in translation, whose professional activitiesare directly related to intercultural communication. One of the main requirements for qualified professionalsis mastering foreign languages as a means of intercultural communication. Therefore, there is a need to selecteffective tools, methods and technologies for the prospective translators' intercultural competence formationin dialogical speech. Purpose. To analyze the technology of intercultural training for the prospective translators'intercultural competence formation in dialogic speech (Spanish after English). In accordance with the purpose,the objectives of the study are as follows: 1) to reveal the essence of the concept of intercultural training andpotential opportunities for its use; 2) identify a set of effective methods used in the technology of interculturaltraining; 3) highlight the principles of developing intercultural training; 4) to substantiate the value andeffectiveness of the application of intercultural training technology for the formation of a certain competence.Results. The article is devoted to a detailed analysis of intercultural training for the prospective translators'intercultural competence formation in dialogical speech (Spanish after English). The concept of interculturaltraining is highlighted, the structure of intercultural training, a set of teaching methods, principles of constructionand characteristic features for the formation of intercultural competence in higher education institutions are considered.Conclusion. Thus, in the context of globalization, the preparation of prospective translators for interculturalcommunication is becoming increasingly important. As an effective technology for the formation of interculturalcompetence in the dialogical speech of prospective translators (Spanish after English), intercultural training isproposed, which is implemented taking into account the principles of its organization, choice of interactive teaching methods and tasks. We see prospects for further research in the scientific substantiation of the criteriafor selecting educational material for the formation of prospective translators of intercultural competence indialogical speech (Spanish after English) using intercultural training.
{"title":"Intercultural training for prospective translators intercultural competence formation in dialogical speech (Spanish after English)","authors":"Дарина Прилипко","doi":"10.32589/2412-9283.34.2021.236941","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236941","url":null,"abstract":"Abstract. Introduction. Modern processes of globalization, rapid technological progress and rapid developmentof society set new demands on the professional training of the specialists in translation, whose professional activitiesare directly related to intercultural communication. One of the main requirements for qualified professionalsis mastering foreign languages as a means of intercultural communication. Therefore, there is a need to selecteffective tools, methods and technologies for the prospective translators' intercultural competence formationin dialogical speech. Purpose. To analyze the technology of intercultural training for the prospective translators'intercultural competence formation in dialogic speech (Spanish after English). In accordance with the purpose,the objectives of the study are as follows: 1) to reveal the essence of the concept of intercultural training andpotential opportunities for its use; 2) identify a set of effective methods used in the technology of interculturaltraining; 3) highlight the principles of developing intercultural training; 4) to substantiate the value andeffectiveness of the application of intercultural training technology for the formation of a certain competence.Results. The article is devoted to a detailed analysis of intercultural training for the prospective translators'intercultural competence formation in dialogical speech (Spanish after English). The concept of interculturaltraining is highlighted, the structure of intercultural training, a set of teaching methods, principles of constructionand characteristic features for the formation of intercultural competence in higher education institutions are considered.Conclusion. Thus, in the context of globalization, the preparation of prospective translators for interculturalcommunication is becoming increasingly important. As an effective technology for the formation of interculturalcompetence in the dialogical speech of prospective translators (Spanish after English), intercultural training isproposed, which is implemented taking into account the principles of its organization, choice of interactive teaching methods and tasks. We see prospects for further research in the scientific substantiation of the criteriafor selecting educational material for the formation of prospective translators of intercultural competence indialogical speech (Spanish after English) using intercultural training.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116093361","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 : 2021-07-08DOI: 10.32589/2412-9283.34.2021.236927
Y. Kozachenko
Introduction. The transition to new forms of learning, namely distance learning, calls into question the relevanceof those principles, forms and technologies of learning that were previously effective in meeting educationalneeds. For a detailed analysis, it is necessary to turn to the technology of critical thinking, which will effectivelyexplore all the disadvantages and advantages of training medical students. Purpose. The article examinesthe technology of critical thinking and analyzes the impact of critical thinking on the training of medical studentsat foreign language classes. Methods. The study of the theory of critical thinking includes both theoretical andempirical methods, namely: philosophical methodology, systems approach, method of pedagogical observation,system-structural analysis and comparative analysis. Results. Critical thinking theory has been identifiedas an important and integral aspect of the learning process. It has been found that a critical assessment of one'sknowledge, skills and abilities is an important stage in the formation of any personality. It is revealed that the basicprinciples of critical thinking are observation, interpretation, analysis, conclusion and assessment of the situation.The technology of critical thinking consists of seven stages in student learning, namely: encouragement tocreativity, motivation for self-knowledge, brainstorming, systematization and analysis, comparison, situationality and grouping. Conclusion. It is noted that the technology of critical thinking occupies an important placein the training of prospective doctors. The study of critical thinking technology proves that a critical assessmentof their knowledge, skills and abilities is an important stage in the formation of any individual.
{"title":"Critical thinking technology in prospective doctors training","authors":"Y. Kozachenko","doi":"10.32589/2412-9283.34.2021.236927","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236927","url":null,"abstract":"Introduction. The transition to new forms of learning, namely distance learning, calls into question the relevanceof those principles, forms and technologies of learning that were previously effective in meeting educationalneeds. For a detailed analysis, it is necessary to turn to the technology of critical thinking, which will effectivelyexplore all the disadvantages and advantages of training medical students. Purpose. The article examinesthe technology of critical thinking and analyzes the impact of critical thinking on the training of medical studentsat foreign language classes. Methods. The study of the theory of critical thinking includes both theoretical andempirical methods, namely: philosophical methodology, systems approach, method of pedagogical observation,system-structural analysis and comparative analysis. Results. Critical thinking theory has been identifiedas an important and integral aspect of the learning process. It has been found that a critical assessment of one'sknowledge, skills and abilities is an important stage in the formation of any personality. It is revealed that the basicprinciples of critical thinking are observation, interpretation, analysis, conclusion and assessment of the situation.The technology of critical thinking consists of seven stages in student learning, namely: encouragement tocreativity, motivation for self-knowledge, brainstorming, systematization and analysis, comparison, situationality and grouping. Conclusion. It is noted that the technology of critical thinking occupies an important placein the training of prospective doctors. The study of critical thinking technology proves that a critical assessmentof their knowledge, skills and abilities is an important stage in the formation of any individual.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133879581","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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