Pub Date : 2021-07-08DOI: 10.32589/2412-9283.34.2021.236922
І. Zaytseva
Abstract. Introduction. The article deals with the features of using the interactive platform MyEnglishLabin teaching English for prospective economists. The role of distance and blended learning of prospectiveeconomists has been considered. The existing scientific concepts for teaching English for specific purposes havebeen analysed. The importance of information technologies in the process of professional foreign language training of prospective economists has been highlighted in the study.The efficiency and necessity of usingthe interactive platform MyEnglishLabin teaching English for prospective economists have been emphasized.The advantages of using the interactive platform MyEnglishLab in the process of distance and blended learningin a coronavirus pandemic have been identified. The purpose of this article is to single out the peculiaritiesof using the interactive platform MyEnglishLab in teaching English for prospective economists. Methods.The studies on methods of teaching prospective economists English conducted abroad and in Ukraine, as wellas scientific investigations on the usage of the interactive platform MyEnglishLab have been reviewed. Results.The components of blended learning and the concepts of distance learning have been outlined. The authordefines positive aspects of using the interactive platform MyEnglishLab both for students and Universityteachers, such as: itencourages students’ involvement, provides constant individual feedback, allows 24/7to complete tasks, promotes interactive communication practice, supports various students’ learning styles,balance synchronous and asynchronous learning. Moreover, the online platform also offers University teachersdiagnostic, and personalized intervention tools, including an automatic report of students’ mistakes that allowsUniversity teachers to analyze them, understand language difficulties of every student and choose tasks forrevision to prevent such mistakes in the future. Besides, it contains grammar and vocabulary activities, listeningand reading comprehension tasks, phonetic exercises etc. The author clarifies functional and specific featuresof the innovative educational online platform MyEnglishLab.The examples of the exercises, that prospectiveeconomists can perform in the process of using the interactive platform MyEnglishLab, have been given.Conclusion. To sum up, peculiarities of using the interactive platform MyEnglishLab in teaching English forprospective economists have been analysed in the research. The value of the educational online platformMyEnglishLab as one of the most innovative tools for distance and blending learning of English for specificpurposes by prospective economists has been highlighted.
{"title":"MyEnglishLab platform application in the process of teaching English to prospective economists","authors":"І. Zaytseva","doi":"10.32589/2412-9283.34.2021.236922","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236922","url":null,"abstract":"Abstract. Introduction. The article deals with the features of using the interactive platform MyEnglishLabin teaching English for prospective economists. The role of distance and blended learning of prospectiveeconomists has been considered. The existing scientific concepts for teaching English for specific purposes havebeen analysed. The importance of information technologies in the process of professional foreign language training of prospective economists has been highlighted in the study.The efficiency and necessity of usingthe interactive platform MyEnglishLabin teaching English for prospective economists have been emphasized.The advantages of using the interactive platform MyEnglishLab in the process of distance and blended learningin a coronavirus pandemic have been identified. The purpose of this article is to single out the peculiaritiesof using the interactive platform MyEnglishLab in teaching English for prospective economists. Methods.The studies on methods of teaching prospective economists English conducted abroad and in Ukraine, as wellas scientific investigations on the usage of the interactive platform MyEnglishLab have been reviewed. Results.The components of blended learning and the concepts of distance learning have been outlined. The authordefines positive aspects of using the interactive platform MyEnglishLab both for students and Universityteachers, such as: itencourages students’ involvement, provides constant individual feedback, allows 24/7to complete tasks, promotes interactive communication practice, supports various students’ learning styles,balance synchronous and asynchronous learning. Moreover, the online platform also offers University teachersdiagnostic, and personalized intervention tools, including an automatic report of students’ mistakes that allowsUniversity teachers to analyze them, understand language difficulties of every student and choose tasks forrevision to prevent such mistakes in the future. Besides, it contains grammar and vocabulary activities, listeningand reading comprehension tasks, phonetic exercises etc. The author clarifies functional and specific featuresof the innovative educational online platform MyEnglishLab.The examples of the exercises, that prospectiveeconomists can perform in the process of using the interactive platform MyEnglishLab, have been given.Conclusion. To sum up, peculiarities of using the interactive platform MyEnglishLab in teaching English forprospective economists have been analysed in the research. The value of the educational online platformMyEnglishLab as one of the most innovative tools for distance and blending learning of English for specificpurposes by prospective economists has been highlighted.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"72 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":"127497137","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: 10.32589/2412-9283.34.2021.236901
B. Labinska, А. Ivashchuk
Abstract. The article under discussion deals with the analysis of French textbooks used at the lessons ofthe French language in Galicia in the first half of the twentieth century. The authors carry out an overview ofthe sources relevant to the issue under study and prove that the topic has never been an object of any scientificresearch before. In the article, we have reviewed five French textbooks and identified the main method of Frenchlanguage teaching implemented in them. The books, which were used, can be divided into three groups – textbooks,readers, and grammar reference books. All the textbooks under analysis were recommended by the educationauthority of Galicia. The textbooks are analyzed according to the criteria proposed by N. Borysko. Thus, the Frenchtextbooks used in Galicia are found to be compiled by means of the direct method of teaching foreign languagesthat is marked with a wide range of phonetic material, the absence of translation exercises, the emphasis ona practical approach to improving foreign language competencies.
{"title":"IMPLEMENTATION OF THE DIRECT METHOD OF TEACHING FOREIGN LANGUAGES IN FRENCH TEXTBOOKS USED IN GALICIA (THE FIRST HALF OF THE 20TH CENTURY)","authors":"B. Labinska, А. Ivashchuk","doi":"10.32589/2412-9283.34.2021.236901","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236901","url":null,"abstract":"Abstract. The article under discussion deals with the analysis of French textbooks used at the lessons ofthe French language in Galicia in the first half of the twentieth century. The authors carry out an overview ofthe sources relevant to the issue under study and prove that the topic has never been an object of any scientificresearch before. In the article, we have reviewed five French textbooks and identified the main method of Frenchlanguage teaching implemented in them. The books, which were used, can be divided into three groups – textbooks,readers, and grammar reference books. All the textbooks under analysis were recommended by the educationauthority of Galicia. The textbooks are analyzed according to the criteria proposed by N. Borysko. Thus, the Frenchtextbooks used in Galicia are found to be compiled by means of the direct method of teaching foreign languagesthat is marked with a wide range of phonetic material, the absence of translation exercises, the emphasis ona practical approach to improving foreign language competencies.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"70 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":"117105240","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: 10.32589/2412-9283.34.2021.236970
M. Smirnova, Н. Kutasevych
Abstract. The syllabus of the academic discipline “Methodology for the formation of educational activitiesof foreign language in the General Secondary Education Institutions (GSEI)” was developed for studentsof the educational and professional program “French language and literature and a second foreign language”of specialty 014 Secondary education of the first (bachelor's) level of education. The purpose of the disciplineis to form students' necessary competencies to attract positive upbringing and communication techniquesto the educational process in order to implement the provisions of the New Ukrainian School Concept on the endto-end upbringing process based on values. Based on the discoveries in the field of neuroscience about the influence of empathy on the formation of the brain, mastering the methods of Humane Pedagogy, students study moderntechniques of educational work in a foreign language to create a positive atmosphere in the classroom, preventbullying, behavior disorders, study compensatory techniques for teaching children with cognitive dysfunctions,social and household maladjustment.
{"title":"The syllabus of the academic discipline “Methodology for the formation of educational activities of foreign language in the General Secondary Education Institutions (GSEI)”","authors":"M. Smirnova, Н. Kutasevych","doi":"10.32589/2412-9283.34.2021.236970","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236970","url":null,"abstract":"Abstract. The syllabus of the academic discipline “Methodology for the formation of educational activitiesof foreign language in the General Secondary Education Institutions (GSEI)” was developed for studentsof the educational and professional program “French language and literature and a second foreign language”of specialty 014 Secondary education of the first (bachelor's) level of education. The purpose of the disciplineis to form students' necessary competencies to attract positive upbringing and communication techniquesto the educational process in order to implement the provisions of the New Ukrainian School Concept on the endto-end upbringing process based on values. Based on the discoveries in the field of neuroscience about the influence of empathy on the formation of the brain, mastering the methods of Humane Pedagogy, students study moderntechniques of educational work in a foreign language to create a positive atmosphere in the classroom, preventbullying, behavior disorders, study compensatory techniques for teaching children with cognitive dysfunctions,social and household maladjustment.","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":"2021-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127587518","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: 10.32589/2412-9283.34.2021.236976
R. Martynova
Abstract. Introduction. Currently, the role of pedagogical modelling is getting more essential concerningthe need to master more information within the same educational time-limit and master it not only for thereproductive use of knowledge, but also for productive activity. To have the effective teaching process, it isnecessary to model the links of the procedural block of teaching. Purpose is modelling the links of theprocedural block of the process of teaching academic disciplines and, in particular, the education course“History of Language Teaching” for the students of humanitarian faculties on the basis of the methodologicalregularities of pedagogical modelling which were presented by the author in the previous works. Methods:study and analysis of psychological, didactic, linguistic and methodological literature on the topic, as well asthe method of modelling the teaching process of any education discipline and the method of conducting formativeand mass experiments with further mathematical processing of the results. Results. The results of the studyhave shown that: the methods of acquiring knowledge at the receptive stage are: explanation of theoreticalmaterial by the teacher, its noting by students, its reading from the textbook during out-of-class time; methodsof developing receptive skills are: comparison of a new material with the material learned earlier; selection ofthe correct answer from the given variants; methods of developing reproductive skills at the reproductivestage are: answers to questions about the content of the information which was heard and read; its retellingbased on these questions; short written and oral presentations; the methods of developing productive skills atthe productive stage are: discussion of the material under study, its interpretation and presentation by comparingit with the previously learned one; the methods of developing reflective-and-creative skills at the reflective-andcreativestage are: writing a report on the topic under study and its presentation to the group; developing projectsfor the implementation of the acquired knowledge; conducting practical training based on the content understudy. In accordance with the developed methods, the definite teaching aids have been offered. Conclusion.According to the results of the formative experiment, the majority of students demonstrated 80-percent proficiencyof the material under study; according to the results of the mass education, the students demonstrated 70-percentproficiency of the material that proves the efficiency of the developed model of the educational process.
{"title":"PROCEDURAL BLOCK LINKS MODELLING FOR TEACHING ACADEMIC DISCIPLINES","authors":"R. Martynova","doi":"10.32589/2412-9283.34.2021.236976","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236976","url":null,"abstract":"Abstract. Introduction. Currently, the role of pedagogical modelling is getting more essential concerningthe need to master more information within the same educational time-limit and master it not only for thereproductive use of knowledge, but also for productive activity. To have the effective teaching process, it isnecessary to model the links of the procedural block of teaching. Purpose is modelling the links of theprocedural block of the process of teaching academic disciplines and, in particular, the education course“History of Language Teaching” for the students of humanitarian faculties on the basis of the methodologicalregularities of pedagogical modelling which were presented by the author in the previous works. Methods:study and analysis of psychological, didactic, linguistic and methodological literature on the topic, as well asthe method of modelling the teaching process of any education discipline and the method of conducting formativeand mass experiments with further mathematical processing of the results. Results. The results of the studyhave shown that: the methods of acquiring knowledge at the receptive stage are: explanation of theoreticalmaterial by the teacher, its noting by students, its reading from the textbook during out-of-class time; methodsof developing receptive skills are: comparison of a new material with the material learned earlier; selection ofthe correct answer from the given variants; methods of developing reproductive skills at the reproductivestage are: answers to questions about the content of the information which was heard and read; its retellingbased on these questions; short written and oral presentations; the methods of developing productive skills atthe productive stage are: discussion of the material under study, its interpretation and presentation by comparingit with the previously learned one; the methods of developing reflective-and-creative skills at the reflective-andcreativestage are: writing a report on the topic under study and its presentation to the group; developing projectsfor the implementation of the acquired knowledge; conducting practical training based on the content understudy. In accordance with the developed methods, the definite teaching aids have been offered. Conclusion.According to the results of the formative experiment, the majority of students demonstrated 80-percent proficiencyof the material under study; according to the results of the mass education, the students demonstrated 70-percentproficiency of the material that proves the efficiency of the developed model of the educational process.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"16 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":"125699033","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: 10.32589/2412-9283.34.2021.236902
N. Dmitrenko
Abstract. Introduction. The systematic analysis of methodological concepts revealing the problem specificityof the methodological principles of autonomous learning of professionally oriented English communication ofprospective teachers are carried out. Purpose. To substantiate theoretically and develop the methodological systemof autonomous learning of professionally oriented English communication of prospective teachers. Methods. Reviewing the studies on methodological problem of autonomous learning with the aim to analyze existingconcepts and substantiate methodological principles of autonomous learning of professionally oriented Englishcommunication of prospective teachers. Results. The methodical bases of autonomous teaching and learningof professionally oriented English communication of prospective teachers are substantiated in the article.The author presents the components of the methodical system of autonomous learning of professionally orientedEnglish communication of prospective teachers, describes organizational conditions of autonomous learningof professionally oriented English communication of prospective teachers, and also develops a method ofimplementing autonomous learning of professionally oriented English communication of prospective teachers.The criteria for assessing the formation level of autonomous learning of professionally oriented Englishcommunicative competency are defined and the concept of «autonomous learning of professionally orientedEnglish communication of prospective teachers» is specified. Conclusions. The results reveal the objectivityand cogency of the data and are the argument to prove the efficiency of the developed methodological principlesof autonomous learning of professionally oriented English communication of prospective teachers.
{"title":"Methodological Principles of Autonomous Learning of Professionally Oriented English Communication of Prospective Teachers","authors":"N. Dmitrenko","doi":"10.32589/2412-9283.34.2021.236902","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236902","url":null,"abstract":"Abstract. Introduction. The systematic analysis of methodological concepts revealing the problem specificityof the methodological principles of autonomous learning of professionally oriented English communication ofprospective teachers are carried out. Purpose. To substantiate theoretically and develop the methodological systemof autonomous learning of professionally oriented English communication of prospective teachers. Methods. Reviewing the studies on methodological problem of autonomous learning with the aim to analyze existingconcepts and substantiate methodological principles of autonomous learning of professionally oriented Englishcommunication of prospective teachers. Results. The methodical bases of autonomous teaching and learningof professionally oriented English communication of prospective teachers are substantiated in the article.The author presents the components of the methodical system of autonomous learning of professionally orientedEnglish communication of prospective teachers, describes organizational conditions of autonomous learningof professionally oriented English communication of prospective teachers, and also develops a method ofimplementing autonomous learning of professionally oriented English communication of prospective teachers.The criteria for assessing the formation level of autonomous learning of professionally oriented Englishcommunicative competency are defined and the concept of «autonomous learning of professionally orientedEnglish communication of prospective teachers» is specified. Conclusions. The results reveal the objectivityand cogency of the data and are the argument to prove the efficiency of the developed methodological principlesof autonomous learning of professionally oriented English communication of prospective teachers.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"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":"134251522","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: 10.32589/2412-9283.34.2021.236963
О. Bigych
Abstract. Teaching approaches of speed dating – the modern form of teaching the foreign language and culturein specialized secondary and high school are analyzed in the review.
摘要回顾分析了中专外语文化教学的现代形式——速配的教学方法。
{"title":"Speed Dating as an interactive form of teaching the foreign language and culture","authors":"О. Bigych","doi":"10.32589/2412-9283.34.2021.236963","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236963","url":null,"abstract":"Abstract. Teaching approaches of speed dating – the modern form of teaching the foreign language and culturein specialized secondary and high school are analyzed in the review.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"22 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":"122056818","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: 10.32589/2412-9283.34.2021.236966
Т. Тrubchaninova, О. Zhygadlo, І. Zaiarna, V. Кlavdich, M. Stupenkо
Abstract. The course is aimed at the first-year-of-study Bachelor students in law. The goal of the course is to formEnglish communicative competence of law students to ensure their effective interaction in a professionalenvironment at the international level. The course syllabus pays special attention to the specific features oflegal English, particularly the use of legal terms, Latin borrowings, grammatical structures, as well as somecommunicative aspects of oral and written speech of legal professionals. The course syllabus also outlinesthe methods of teaching, gives the overview of the assessment procedure of learning outcomes and objectivesand provides the reading list with references.
{"title":"“English as a Foreign Languages” syllabus for first-year Bachelor students in law","authors":"Т. Тrubchaninova, О. Zhygadlo, І. Zaiarna, V. Кlavdich, M. Stupenkо","doi":"10.32589/2412-9283.34.2021.236966","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236966","url":null,"abstract":"Abstract. The course is aimed at the first-year-of-study Bachelor students in law. The goal of the course is to formEnglish communicative competence of law students to ensure their effective interaction in a professionalenvironment at the international level. The course syllabus pays special attention to the specific features oflegal English, particularly the use of legal terms, Latin borrowings, grammatical structures, as well as somecommunicative aspects of oral and written speech of legal professionals. The course syllabus also outlinesthe methods of teaching, gives the overview of the assessment procedure of learning outcomes and objectivesand provides the reading list with references.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"40 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":"134374024","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: 10.32589/2412-9283.34.2021.236975
О. Datskiv
Methods of teaching foreign languages in pedagogical institutions of higher education - a conversationD., Associate Professor O. Datskiv with Doctor of Pedagogical Sciences, Professor, Professorof the Department of English Philology and Methods of Teaching English at TernopilI. P. Zadorozhna, Doctor of Pedagogical Sciences, Professor, Professor of the Department of English Philology and Methods of Teaching English at Volodymyr Hnatiuk Ternopil National Pedagogical University.
{"title":"Interview with I. Zadorozhna","authors":"О. Datskiv","doi":"10.32589/2412-9283.34.2021.236975","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236975","url":null,"abstract":"Methods of teaching foreign languages in pedagogical institutions of higher education - a conversationD., Associate Professor O. Datskiv with Doctor of Pedagogical Sciences, Professor, Professorof the Department of English Philology and Methods of Teaching English at TernopilI. P. Zadorozhna, Doctor of Pedagogical Sciences, Professor, Professor of the Department of English Philology and Methods of Teaching English at Volodymyr Hnatiuk Ternopil National Pedagogical University.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"3 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":"126062699","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: 10.32589/2412-9283.34.2021.236971
Д. А. Руснак, Ольга Матвєєва
Abstract. The syllabus is designed for bachelor students majoring in 014 Secondary Education,014.023 Secondary Education, Language and Literature (French). The obligatory course is aimed at developingstudents receptive and reproductive grammar skills, namely teach students to build simple and complexsentences of different types according to the French language, and also teach them to perceive and understanda foreign language by ear and while reading. The course consists of four modules: concordance of the times of the indicative mood, pronouns, types of conditional phrases and Subjunctive mood. The course focuseson teaching the understanding and use of grammatical structures in different communication situations.The Syllabus offers a list of references on the course topics.
{"title":"French Grammar Course Syllabus for Bachelor Students","authors":"Д. А. Руснак, Ольга Матвєєва","doi":"10.32589/2412-9283.34.2021.236971","DOIUrl":"https://doi.org/10.32589/2412-9283.34.2021.236971","url":null,"abstract":"Abstract. The syllabus is designed for bachelor students majoring in 014 Secondary Education,014.023 Secondary Education, Language and Literature (French). The obligatory course is aimed at developingstudents receptive and reproductive grammar skills, namely teach students to build simple and complexsentences of different types according to the French language, and also teach them to perceive and understanda foreign language by ear and while reading. The course consists of four modules: concordance of the times of the indicative mood, pronouns, types of conditional phrases and Subjunctive mood. The course focuseson teaching the understanding and use of grammatical structures in different communication situations.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":"54 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":"121672444","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 : 2020-12-28DOI: 10.32589/2412-9283.33.2020.221682
S. Bodnar
. The major concern of higher education institutions nowadays is to consider how to design new instructional approaches to developing interconnected professional and foreign language competence of students majoring in accounting. The detailed analysis of the present-day scientific works proves that content and language integrated learning (CLIL) is considered one of the widely-spread approaches in achieving this aim. In the present paper, the author tries to confirm this idea concerning training future Ukrainian accountants and draws on examining the effect of CLIL syllabus at Odesa Trade and Economics institute of Kiev National Trade and Economics University and Odessa National University of Economics. The programme included integrated learning a foreign language and “Macroeconomics” as a major subject. The programme duration was 4 months. A total of 108 students majoring in accounting participated in the programme of integrated learning. After the completion of the programme the students' professional knowledge and foreign language proficiency were assessed and their feedback collected and analyzed. Data were obtained from multiple sources, including interviews, pre-and-post assessment tests of language and professional proficiency. Results indicated significant advantages of CLIL regarding future accountants’ competence in a foreign language and a major subject.
{"title":"DEVELOPING FUTURE ACCOUNTANTS’ PROFESSIONAL COMPETENCY THROUGH CONTENT AND LANGUAGE INTEGRATED LEARNING","authors":"S. Bodnar","doi":"10.32589/2412-9283.33.2020.221682","DOIUrl":"https://doi.org/10.32589/2412-9283.33.2020.221682","url":null,"abstract":". The major concern of higher education institutions nowadays is to consider how to design new instructional approaches to developing interconnected professional and foreign language competence of students majoring in accounting. The detailed analysis of the present-day scientific works proves that content and language integrated learning (CLIL) is considered one of the widely-spread approaches in achieving this aim. In the present paper, the author tries to confirm this idea concerning training future Ukrainian accountants and draws on examining the effect of CLIL syllabus at Odesa Trade and Economics institute of Kiev National Trade and Economics University and Odessa National University of Economics. The programme included integrated learning a foreign language and “Macroeconomics” as a major subject. The programme duration was 4 months. A total of 108 students majoring in accounting participated in the programme of integrated learning. After the completion of the programme the students' professional knowledge and foreign language proficiency were assessed and their feedback collected and analyzed. Data were obtained from multiple sources, including interviews, pre-and-post assessment tests of language and professional proficiency. Results indicated significant advantages of CLIL regarding future accountants’ competence in a foreign language and a major subject.","PeriodicalId":273615,"journal":{"name":"Vìsnik KNLU. Serìâ “Psihologìâ ta pedagogìka” / Visnyk KNLU. Series \"Pedagogy and Psychology\"","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114705019","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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