Pub Date : 2022-09-13DOI: 10.32589/1817-8510.2022.2.262682
Iryna Zadorozhna, Liubov Zenia
The article defines the peculiarities of developing learning and strategic competence in professional oral English communication of non-linguistic students. In particular, learning strategies necessary for the development of students’ professional oral communication skills in English (strategies for mastering a foreign language and strategies for organizing learning) have been specified. At the current stage, there is no unified classification of communicative strategies, which is due to the peculiarity of different types of discourses and the variety of strategies depending on the speakers’ communicative intentions. Based on the analysis of modern researches, the conclusion was made about the expediency of distinguishing the following communicative strategies: informative, evaluative-influential, emotional-influential, regulatory-motivational and conventional, which, in turn, contain a number of strategies and corresponding tactics. To form non-linguistic majors’ professional oral communication skills in English, it is necessary to outline typical situations, specify the most relevant communicative strategies and tactics by analyzing professional discourse, studying the results of surveys conducted among specialists working in the relevant field. The formation of learning and strategic competence should involve systematic and purposeful mastering of learning and communicative strategies, be carried out explicitly, implicitly and in an integrated way depending on the characteristics of the strategies, situation, learning objectives, students’ individual learning styles, level of their English communicative competence, motivation for learning English, learning and communication experience.
{"title":"NON-LINGUISTIC STUDENTS LEARNING AND STRATEGIC COMPETENCE IN PROFESSIONAL ORAL ENGLISH COMMUNICATION DEVELOPMENT","authors":"Iryna Zadorozhna, Liubov Zenia","doi":"10.32589/1817-8510.2022.2.262682","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.2.262682","url":null,"abstract":"The article defines the peculiarities of developing learning and strategic competence in professional oral English communication of non-linguistic students. In particular, learning strategies necessary for the development of students’ professional oral communication skills in English (strategies for mastering a foreign language and strategies for organizing learning) have been specified. At the current stage, there is no unified classification of communicative strategies, which is due to the peculiarity of different types of discourses and the variety of strategies depending on the speakers’ communicative intentions. Based on the analysis of modern researches, the conclusion was made about the expediency of distinguishing the following communicative strategies: informative, evaluative-influential, emotional-influential, regulatory-motivational and conventional, which, in turn, contain a number of strategies and corresponding tactics. To form non-linguistic majors’ professional oral communication skills in English, it is necessary to outline typical situations, specify the most relevant communicative strategies and tactics by analyzing professional discourse, studying the results of surveys conducted among specialists working in the relevant field. The formation of learning and strategic competence should involve systematic and purposeful mastering of learning and communicative strategies, be carried out explicitly, implicitly and in an integrated way depending on the characteristics of the strategies, situation, learning objectives, students’ individual learning styles, level of their English communicative competence, motivation for learning English, learning and communication experience.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42956989","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 : 2022-09-13DOI: 10.32589/1817-8510.2022.2.262661
H. Boiko
The notion “business game” has been specified in the paper. Students’ skills and qualities have been outlined that have been trained through business games. The steps that make up a business game have been distinguished. Quality and quantity evaluation criteria of students’ monologue speech competence in the process of business game have been proposed. English activities for business games aimed at building pre-service food technologists’ monologue speech competence have been presented. Two examples of business games have been offered:”Business Trip” and “International Food Technology Exhibition”. In the first business game one receptive and reproductive activity has been presented. This activity has been designed for developing skills of creating monologue structural elements based on the communicative situation designed by the lecturer on the video and mind map with following recording on an electronic medium. Two receptive and productive activities designed for building skills of creating a micro descriptive monologue based on the communicative situation designed by the lecturer on the key words and illustration. In the second business game one receptive and reproductive activity has been presented. This activity has been designed for developing skills of creating monologue structural elements based on the communicative situation designed by the lecturer on the video and table to fill in with the following recording on an electronic medium. Two receptive and productive activities designed for developing skills of creating a micro monologue based on the communicative situation designed by the lecturer on the key words and illustration. Control provided for each activity is self-control, based on the criteria offered by the lecturer, and lecturer control.
{"title":"DEVELOPING PRE-SERVICE FOOD TECHNOLOGISTS COMPETENCE IN MONOLOGUE SPEECH THROUGH BUSINESS GAME","authors":"H. Boiko","doi":"10.32589/1817-8510.2022.2.262661","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.2.262661","url":null,"abstract":"The notion “business game” has been specified in the paper. Students’ skills and qualities have been outlined that have been trained through business games. The steps that make up a business game have been distinguished. Quality and quantity evaluation criteria of students’ monologue speech competence in the process of business game have been proposed. English activities for business games aimed at building pre-service food technologists’ monologue speech competence have been presented. Two examples of business games have been offered:”Business Trip” and “International Food Technology Exhibition”. In the first business game one receptive and reproductive activity has been presented. This activity has been designed for developing skills of creating monologue structural elements based on the communicative situation designed by the lecturer on the video and mind map with following recording on an electronic medium. Two receptive and productive activities designed for building skills of creating a micro descriptive monologue based on the communicative situation designed by the lecturer on the key words and illustration. In the second business game one receptive and reproductive activity has been presented. This activity has been designed for developing skills of creating monologue structural elements based on the communicative situation designed by the lecturer on the video and table to fill in with the following recording on an electronic medium. Two receptive and productive activities designed for developing skills of creating a micro monologue based on the communicative situation designed by the lecturer on the key words and illustration. Control provided for each activity is self-control, based on the criteria offered by the lecturer, and lecturer control.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46794709","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 : 2022-09-13DOI: 10.32589/1817-8510.2022.2.262815
Marianna Levrints
Challenges encountered by foreign language teachers remain an understudied issue in the context of Ukraine, awaiting a more systematic empirical response. The given paper aimed to probe for the challenges of Ukrainian language teachers and consider their possible causes. To this end, an exploratory study was carried out with the participation of 44 foreign language teachers. The qualitative data collected through an open interview were subjected to content analysis. A range of potentially challenging aspects of language teaching and their causes were derived from the data analyzed. The findings indicated that the respondents were inclined to identify the challenges of language teaching with the aspects inherent to the profession. In other words, they commonly referred to difficulties deriving from the characteristics of their competence and the nature of their professional activity. The interviewees repeatedly referred to the challenges of personalizing instruction, its planning and management, establishing rapport with learners, attending to discipline issues, motivating learners, and teaching mixed-ability classes. The teachers also reflected on the challenges of developing various language competencies, like explaining grammar in clear terms and teaching speaking. Meanwhile, the respondents rarely mentioned causes of difficulties external to them, for instance, language policy. However, they frequently commented on the problems caused by the lack of resources, in particular, indispensable in distance learning. Thus, the teachers’ overriding concern stemmed from having to deal with learners, which outweighed the significance of developing their language skills. Overall, the qualitative snapshots of the foreign language teaching challenges help discern areas deserving more specific attention in teacher education. One of the study’s implications is the need to embrace the views of practitioners in organizing effective teacher education. Otherwise, risks are high of furnishing them with preparation experiences divorced from their actual needs.
{"title":"UNDERSTANDING CHALLENGES OF FOREIGN LANGUAGE TEACHERS: UKRAINIAN PERSPECTIVE","authors":"Marianna Levrints","doi":"10.32589/1817-8510.2022.2.262815","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.2.262815","url":null,"abstract":"Challenges encountered by foreign language teachers remain an understudied issue in the context of Ukraine, awaiting a more systematic empirical response. The given paper aimed to probe for the challenges of Ukrainian language teachers and consider their possible causes. To this end, an exploratory study was carried out with the participation of 44 foreign language teachers. The qualitative data collected through an open interview were subjected to content analysis. A range of potentially challenging aspects of language teaching and their causes were derived from the data analyzed. The findings indicated that the respondents were inclined to identify the challenges of language teaching with the aspects inherent to the profession. In other words, they commonly referred to difficulties deriving from the characteristics of their competence and the nature of their professional activity. The interviewees repeatedly referred to the challenges of personalizing instruction, its planning and management, establishing rapport with learners, attending to discipline issues, motivating learners, and teaching mixed-ability classes. The teachers also reflected on the challenges of developing various language competencies, like explaining grammar in clear terms and teaching speaking. Meanwhile, the respondents rarely mentioned causes of difficulties external to them, for instance, language policy. However, they frequently commented on the problems caused by the lack of resources, in particular, indispensable in distance learning. Thus, the teachers’ overriding concern stemmed from having to deal with learners, which outweighed the significance of developing their language skills. Overall, the qualitative snapshots of the foreign language teaching challenges help discern areas deserving more specific attention in teacher education. One of the study’s implications is the need to embrace the views of practitioners in organizing effective teacher education. Otherwise, risks are high of furnishing them with preparation experiences divorced from their actual needs.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44861232","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 : 2022-09-13DOI: 10.32589/1817-8510.2022.2.262687
Olena Parshikova, Halyna Melnychuk
The article considers the problems of professional prospective teachers’ training to use rhyming texts in teaching German at new Ukrainian primary schools. The results of the students’ questionnaire on the relevance of this training are given, its goals and objectives are determined within the elective course “Communicative and game technologies of early foreign language learning” for the third-year undergraduate students majoring in “Secondary Education”. The main professional competencies required for prospective teachers to use rhyming texts in early learning, in particular developing professionally oriented methodological and communicative skills: to select, adapt and methodically competently apply rhyming texts in accordance with the purpose of training; to intensify the educational activities of primary school students, to provide motivational, semantic and procedural basis for foreign language communication of students at the German language lessons and extracurricular activities through the use of didactic rhyming texts; to organize effective German-language interaction of pupils, to model and monitor pupils’ communicative game activity in German in the process of work on a didactic rhyming text. The experience of conducting lectures and practical classes of the elective course is described, the peculiarities of developing prospective teachers’ professional competence in applying didactic rhyming texts at two stages of German language primary school pupils’ teaching are demonstrated. Examples of professionally-oriented tasks and role-playing games for the developing prospective teachers’ methodological and communicative competencies in applying didactic rhyming texts in the early German language teaching are given.
{"title":"TRAINING PROSPECTIVE TEACHERS TO APPLY DIDACTIC RHYME TEXTS IN TEACHING GERMAN AT NEW UKRAINIAN PRIMARY SCHOOL","authors":"Olena Parshikova, Halyna Melnychuk","doi":"10.32589/1817-8510.2022.2.262687","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.2.262687","url":null,"abstract":"The article considers the problems of professional prospective teachers’ training to use rhyming texts in teaching German at new Ukrainian primary schools. The results of the students’ questionnaire on the relevance of this training are given, its goals and objectives are determined within the elective course “Communicative and game technologies of early foreign language learning” for the third-year undergraduate students majoring in “Secondary Education”. The main professional competencies required for prospective teachers to use rhyming texts in early learning, in particular developing professionally oriented methodological and communicative skills: to select, adapt and methodically competently apply rhyming texts in accordance with the purpose of training; to intensify the educational activities of primary school students, to provide motivational, semantic and procedural basis for foreign language communication of students at the German language lessons and extracurricular activities through the use of didactic rhyming texts; to organize effective German-language interaction of pupils, to model and monitor pupils’ communicative game activity in German in the process of work on a didactic rhyming text. The experience of conducting lectures and practical classes of the elective course is described, the peculiarities of developing prospective teachers’ professional competence in applying didactic rhyming texts at two stages of German language primary school pupils’ teaching are demonstrated. Examples of professionally-oriented tasks and role-playing games for the developing prospective teachers’ methodological and communicative competencies in applying didactic rhyming texts in the early German language teaching are given.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44536200","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 : 2022-09-13DOI: 10.32589/1817-8510.2022.2.262685
Tetiana Osiadla
The article outlines a system of exercises and communicative tasks for the development of Persian competence in dialogic speech of prospective interpreters majoring in national security. Two main models of teaching dialogue are identified - «top down» and «bottom up». The types and kinds of exercises and tasks are described, the developed system of exercises and tasks is realized in two stages. The first stage is introductory (top down); Stage II - cognitive-communicative (bottom up). The stages cover groups of exercises and tasks that cadets perform in the developed sequence - using Case study and role-playing exercises, which being combined allow to form and develop interaction skills, model communication situations and develop interaction abilities and strategies.
{"title":"SYSTEM OF EXERCISES AND TASKS FOR PERSIAN INTERACTION COMPETENCE DEVELOPMENT TO PROSPECTIVE INTERPRETERS MAJORING IN NATIONAL SECURITY SAVEGUARD","authors":"Tetiana Osiadla","doi":"10.32589/1817-8510.2022.2.262685","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.2.262685","url":null,"abstract":"The article outlines a system of exercises and communicative tasks for the development of Persian competence in dialogic speech of prospective interpreters majoring in national security. Two main models of teaching dialogue are identified - «top down» and «bottom up». The types and kinds of exercises and tasks are described, the developed system of exercises and tasks is realized in two stages. The first stage is introductory (top down); Stage II - cognitive-communicative (bottom up). The stages cover groups of exercises and tasks that cadets perform in the developed sequence - using Case study and role-playing exercises, which being combined allow to form and develop interaction skills, model communication situations and develop interaction abilities and strategies.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42482760","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 : 2022-05-30DOI: 10.32589/1817-8510.2022.1.257875
O. Martynenko, Kateryna Shevelko
The system of higher education in Ukraine has been changing offering new distance learning solutions to all the participants of the educational process, lecturers and students. In higher educational establishments worldwide (Australia, Asia, North and South America, Europe), professors have been using different online platforms to teach students theoretical and practical disciplines according to the syllabus. Special attention is paid to the prospective translators and interpreters' preparation as their high quality education requires powerful theoretical and practical input. Online platforms Google Classroom and MyEnglishLab can be adjusted to the interpreters and translators' needs providing a wide range of functional learning tools for the professional preparation of pre-service specialists. According to the criteria of selection of educational online platforms for prospective interpreters and translators' preparation are the following: easy access to the online platform and user-friendly navigation, a possibility to create content, a possibility of bilateral communication, a possibility of computer-aided assessment and observance of academic integrity rules, both online platforms are suitable for theoretical input and practical skills that the students should acquire during their university studies. However, as for prospective translators and interpreters, it is recommended to use Google Classroom for teaching theoretical disciplines such as "Comparative Linguistics", "The History of the English Language", "Introduction to Translation Studies". While MyEnglishLab platform is suitable for covering practical courses developed by Pearson company. Meanwhile English practice for pre-service interpreters and translators' preparation is possible at the abovementioned platform as well.
{"title":"Prospective interpreters and translators' training: theoretical and practical disciplines online","authors":"O. Martynenko, Kateryna Shevelko","doi":"10.32589/1817-8510.2022.1.257875","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.1.257875","url":null,"abstract":"The system of higher education in Ukraine has been changing offering new distance learning solutions to all the participants of the educational process, lecturers and students. In higher educational establishments worldwide (Australia, Asia, North and South America, Europe), professors have been using different online platforms to teach students theoretical and practical disciplines according to the syllabus. Special attention is paid to the prospective translators and interpreters' preparation as their high quality education requires powerful theoretical and practical input. Online platforms Google Classroom and MyEnglishLab can be adjusted to the interpreters and translators' needs providing a wide range of functional learning tools for the professional preparation of pre-service specialists. According to the criteria of selection of educational online platforms for prospective interpreters and translators' preparation are the following: easy access to the online platform and user-friendly navigation, a possibility to create content, a possibility of bilateral communication, a possibility of computer-aided assessment and observance of academic integrity rules, both online platforms are suitable for theoretical input and practical skills that the students should acquire during their university studies. However, as for prospective translators and interpreters, it is recommended to use Google Classroom for teaching theoretical disciplines such as \"Comparative Linguistics\", \"The History of the English Language\", \"Introduction to Translation Studies\". While MyEnglishLab platform is suitable for covering practical courses developed by Pearson company. Meanwhile English practice for pre-service interpreters and translators' preparation is possible at the abovementioned platform as well.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41377334","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 : 2022-05-30DOI: 10.32589/1817-8510.2022.1.257861
S. Nikolaeva, V. Chernysh
The article is devoted to the description of a set of tasks for teaching bachelor, master and postgraduate students to write abstracts of speeches at scientific and scientific-practical conferences. Studies and publications on the formulated problem are analyzed, and a conclusion is made about insufficient attention of researchers to the practical side of the issue. Three stages have been introduced in the preparation of young scientists for writing abstracts in accordance with the qualification levels recorded in the National Qualifications Framework: preparatory (providing conceptual and methodological knowledge in the field of abstracts writing), main (development of special skills in the field of writing abstracts in the sphere of teaching foreign languages methods) and the final one (development and improvement of the skills of editing and text design, compliance with the norms of academic integrity, self-analysis). Each of the stages includes a series of tasks. In general, the tasks are developed from providing knowledge about the types of abstracts to teaching self-analysis of the prepared for publication abstracts quality. Completion of tasks involves the widespread use of various Internet services.
{"title":"Teaching young scientists how to write abstracts for presentations at conferences","authors":"S. Nikolaeva, V. Chernysh","doi":"10.32589/1817-8510.2022.1.257861","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.1.257861","url":null,"abstract":"The article is devoted to the description of a set of tasks for teaching bachelor, master and postgraduate students to write abstracts of speeches at scientific and scientific-practical conferences. Studies and publications on the formulated problem are analyzed, and a conclusion is made about insufficient attention of researchers to the practical side of the issue. Three stages have been introduced in the preparation of young scientists for writing abstracts in accordance with the qualification levels recorded in the National Qualifications Framework: preparatory (providing conceptual and methodological knowledge in the field of abstracts writing), main (development of special skills in the field of writing abstracts in the sphere of teaching foreign languages methods) and the final one (development and improvement of the skills of editing and text design, compliance with the norms of academic integrity, self-analysis). Each of the stages includes a series of tasks. In general, the tasks are developed from providing knowledge about the types of abstracts to teaching self-analysis of the prepared for publication abstracts quality. Completion of tasks involves the widespread use of various Internet services.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46546081","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 : 2022-05-30DOI: 10.32589/1817-8510.2022.1.257878
S. Nikolaeva, O. Matviyenko
Program for passing the entrance exam to graduate school in the specialty 011 Educational, pedagogical sciences for graduate students of Kyiv National Linguistic University.
通过基辅国立语言大学研究生入学考试的专业011教育、教学科学。
{"title":"The program of the entrance examination for postgraduate studies: for candidates for the degree of doctor of philosophy (phd), field of knowledge: 01 education / pedagogy, specialty: 011 educational, pedagogical sciences","authors":"S. Nikolaeva, O. Matviyenko","doi":"10.32589/1817-8510.2022.1.257878","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.1.257878","url":null,"abstract":"Program for passing the entrance exam to graduate school in the specialty 011 Educational, pedagogical sciences for graduate students of Kyiv National Linguistic University.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44011410","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 : 2022-05-30DOI: 10.32589/1817-8510.2022.1.257876
Ilona Lechner, Ilona Huszti, Erzsébet Bárány, Márta Fábián
Das Bildungswesen hat sich seit März 2020 durch die Covid19-Pandemie weltweit gewaltig verändert. Am 12. März 2020 wurde in der Ukraine die erste Phase der Quarantäne verhängt. Infolgedessen wurden unter anderem auch die Bildungsinstitute geschlossen. Die schlagartige Umstellung auf Fernunterricht hat viele LehrerInnen frustriert, sie konnten nur schwer mit der neuen ungewöhlichen Situation zurechtkommen. Die Umstellung vom Präsenz- auf den Fernunterricht hat ebenso das Lehrpersonal des Lehrstuhls für Philologie der Ferenc Rákóczi II. Ungarischen Hochschule von Transkarpatien völlig unerwartet getroffen. Diese Tatsache hat uns dazu motiviert, eine Umfrage darüber durchzuführen, wie der Fernunterricht auf die LehrerInnen und SchülerInnen/StudentInnen gewirkt hatte. Unsere Forschung haben wir anhand von vier Online-Fragebögen im Kreise von vier verschiedenen Zielgruppen in Transkarpatien betrieben. Unter den Informanten waren Schüler (N=63) und Sprachlehrer (N=65) im Sekundarbereich, bzw. Bachelor- und Masterstudenten ((N=95) und Sprachlehrer (N=18) im Tertiärbereich. In dieser Studie wird auf ein wichtiges Teilergebnis unserer umfangreichen Forschung eingegangen. Wir haben nach der Antwort auf die Forschungsfrage gesucht, wie die HochschullehrerInnen ihre StudentInnen zum Fremdsprachenlernen im virtuellen Raum motiviert haben. Alle Befragten haben darin übereingestimmt, dass das Lehrmaterial interessant und unterhaltsam sein soll, damit die StudentInnen ihr Interesse, ihre Motivation nicht verlieren. Um die Antworten der LehrerInnen zu validieren, haben wir auch das einschlägige Teil des Fragebogens für Studenten in die Analyse eingezogen. Aufgrund dessen ist festzustellen, dass die Hochschullehrer die Schwierigkeiten in diesem Bereich überwunden haben, da sich 86 Prozent der befragten Studenten mit den Motivationsstrategien ihrer Lehrer zufrieden waren.
从2020年3月以来，世界范围内的教育发生了巨大的变化。12日,.2020年3月28日，乌克兰实施了第一阶段隔离。其中包括教务所都关闭了远距离教学给许多教师带来了绝望，使他们难以应付新的不常见的情况。转型之后的存在的远距离学习同样教员的Lehrstuhls语言学Ferenc Rákóczi II .匈牙利的外喀尔巴丁大学这一事实激励我们进行一项调查，来支持远距离学习对老师和学生的效果。我们做了四份网上问卷调查在移植地区的四个不同的目标群体中进行。信息提供者中，是中学的学生(N=63)和语言教师(N=65)，以及学士，硕士学生(N=95)和学生会教师(N=18)。在这项研究中提出了我们广泛研究的一个重要组成部分。大学教授们是如何激励学生在虚拟空间里学习外语的。所有接受调查的人都同意材料应是有意思和娱乐的，以便女学生不失去兴趣和动力。为了批准教师的回答，我们还在调查问卷中引入了相关的学生问卷。由于这一事实，大学生们发现他们成功地克服了在这个问题上的困难，即超过86%的学生对老师给他们的激励策略表示满意。
{"title":"Motivierungsstrategien zum fremdsprachenlernen im tertiärbereich während der pandemie","authors":"Ilona Lechner, Ilona Huszti, Erzsébet Bárány, Márta Fábián","doi":"10.32589/1817-8510.2022.1.257876","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.1.257876","url":null,"abstract":"Das Bildungswesen hat sich seit März 2020 durch die Covid19-Pandemie weltweit gewaltig verändert. Am 12. März 2020 wurde in der Ukraine die erste Phase der Quarantäne verhängt. Infolgedessen wurden unter anderem auch die Bildungsinstitute geschlossen. Die schlagartige Umstellung auf Fernunterricht hat viele LehrerInnen frustriert, sie konnten nur schwer mit der neuen ungewöhlichen Situation zurechtkommen. Die Umstellung vom Präsenz- auf den Fernunterricht hat ebenso das Lehrpersonal des Lehrstuhls für Philologie der Ferenc Rákóczi II. Ungarischen Hochschule von Transkarpatien völlig unerwartet getroffen. Diese Tatsache hat uns dazu motiviert, eine Umfrage darüber durchzuführen, wie der Fernunterricht auf die LehrerInnen und SchülerInnen/StudentInnen gewirkt hatte. Unsere Forschung haben wir anhand von vier Online-Fragebögen im Kreise von vier verschiedenen Zielgruppen in Transkarpatien betrieben. Unter den Informanten waren Schüler (N=63) und Sprachlehrer (N=65) im Sekundarbereich, bzw. Bachelor- und Masterstudenten ((N=95) und Sprachlehrer (N=18) im Tertiärbereich. In dieser Studie wird auf ein wichtiges Teilergebnis unserer umfangreichen Forschung eingegangen. Wir haben nach der Antwort auf die Forschungsfrage gesucht, wie die HochschullehrerInnen ihre StudentInnen zum Fremdsprachenlernen im virtuellen Raum motiviert haben. Alle Befragten haben darin übereingestimmt, dass das Lehrmaterial interessant und unterhaltsam sein soll, damit die StudentInnen ihr Interesse, ihre Motivation nicht verlieren. Um die Antworten der LehrerInnen zu validieren, haben wir auch das einschlägige Teil des Fragebogens für Studenten in die Analyse eingezogen. Aufgrund dessen ist festzustellen, dass die Hochschullehrer die Schwierigkeiten in diesem Bereich überwunden haben, da sich 86 Prozent der befragten Studenten mit den Motivationsstrategien ihrer Lehrer zufrieden waren.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45545742","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 : 2022-05-30DOI: 10.32589/1817-8510.2022.1.257864
L. Morska, O. Zadorozhna
The article is devoted to the characteristics of the psycholinguistic processes of development of foreign language lexical competence in reading professionally oriented resources and determining the criteria for assessing the development of the mentioned phenomenon. It has been substantiated in the paper that determining the structural elements of foreign language lexical competence in reading professionally oriented literature should be based on understanding the specifics of cognitive processes that provide understanding of the text content, namely memory (short-term and long-term), and attention, as well as defining communicative strategies as a constitutive element of the foreign language communicative competence in reading. The multi-level (seven-level) nature of text comprehension has been considered as the one to serve as the foundation for constructing the methodical model of the teaching/learning process; in this respects, four types of information that the reader receives from the text (categorycognitive, situational-cognitive, emotional-evaluation and motivational-volitional) have been described. At the same time, characterizing the structure of foreign language lexical competence in reading professionally oriented texts involves understanding the specifics of the final result (foreign language lexical competence in reading, developed on a high level), which is possible by determining the criteria for the formation of the studied phenomenon. The results of the analysis of the psycholinguistic mechanisms involved in reading professionally oriented texts, with the selection of appropriate communication strategies to be applied while developing the competence in reading as mandatory elements of lexical competence have been presented in the study. The study also summarizes the achievements of specialists in methods of teaching in determining the criteria assessment of the development of foreign language lexical competence in reading professionally oriented resources.
{"title":"Foreign language lexical competence in professionally oriented reading as a methodical problem","authors":"L. Morska, O. Zadorozhna","doi":"10.32589/1817-8510.2022.1.257864","DOIUrl":"https://doi.org/10.32589/1817-8510.2022.1.257864","url":null,"abstract":"The article is devoted to the characteristics of the psycholinguistic processes of development of foreign language lexical competence in reading professionally oriented resources and determining the criteria for assessing the development of the mentioned phenomenon. It has been substantiated in the paper that determining the structural elements of foreign language lexical competence in reading professionally oriented literature should be based on understanding the specifics of cognitive processes that provide understanding of the text content, namely memory (short-term and long-term), and attention, as well as defining communicative strategies as a constitutive element of the foreign language communicative competence in reading. The multi-level (seven-level) nature of text comprehension has been considered as the one to serve as the foundation for constructing the methodical model of the teaching/learning process; in this respects, four types of information that the reader receives from the text (categorycognitive, situational-cognitive, emotional-evaluation and motivational-volitional) have been described. At the same time, characterizing the structure of foreign language lexical competence in reading professionally oriented texts involves understanding the specifics of the final result (foreign language lexical competence in reading, developed on a high level), which is possible by determining the criteria for the formation of the studied phenomenon. The results of the analysis of the psycholinguistic mechanisms involved in reading professionally oriented texts, with the selection of appropriate communication strategies to be applied while developing the competence in reading as mandatory elements of lexical competence have been presented in the study. The study also summarizes the achievements of specialists in methods of teaching in determining the criteria assessment of the development of foreign language lexical competence in reading professionally oriented resources.","PeriodicalId":32907,"journal":{"name":"Inozemni movi","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42645033","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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