Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-08
S. Revutska, V. Liutyi, O. Bohdanova
The paper deals with the issue of replacing the traditional educational environment with a virtual one. The use of a virtual learning environment has different effects on the level of competence in foreign language communication. The purpose of the article is to substantiate the effectiveness of applying a virtual learning environment to the educational process of educational institutions and to describe the degree of its impact on the level of competence in foreign language communication. The authors conducted their research and experimental work on the basis of the Department of Philology, Translation, and Strategic Communications of the National Academy of the National Guard of Ukraine to identify the degree of influence of the use of virtual educational environments on the level of competence in foreign language communication. They developed the “Model of formation of a foreign language job communicative competence” based on the fact that the appropriate level of competence in a foreign language professional communication means the ability to obtain a necessary information from foreign sources (while reading and listening) and to formulate oneʼs thoughts by making oral and written messages in the target language (while speaking and writing) while following the grammatical rules of the target language, using the necessary fund of relevant lexical units (at the level that would indicate the creation of linguistic competence) in a coherent and logical form (at the level that would testify to the formation of discourse competence), using appropriate verbal and non-verbal communication strategies (at the level that would testify to the formation of strategic competence) and following the customs, rules, beliefs and principles of a certain society of the target language native speakers (at the level that would testify to the formation of sociocultural competence). The article presents the results of the pedagogical experiment on the formation of foreign language job communication competence based on three criteria (cognitive, motivational-value, and control-evaluative).
{"title":"Impact of virtual learning environment on the level of communicative competence formation","authors":"S. Revutska, V. Liutyi, O. Bohdanova","doi":"10.26565/2073-4379-2023-42-08","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-08","url":null,"abstract":"The paper deals with the issue of replacing the traditional educational environment with a virtual one. The use of a virtual learning environment has different effects on the level of competence in foreign language communication. The purpose of the article is to substantiate the effectiveness of applying a virtual learning environment to the educational process of educational institutions and to describe the degree of its impact on the level of competence in foreign language communication. The authors conducted their research and experimental work on the basis of the Department of Philology, Translation, and Strategic Communications of the National Academy of the National Guard of Ukraine to identify the degree of influence of the use of virtual educational environments on the level of competence in foreign language communication. They developed the “Model of formation of a foreign language job communicative competence” based on the fact that the appropriate level of competence in a foreign language professional communication means the ability to obtain a necessary information from foreign sources (while reading and listening) and to formulate oneʼs thoughts by making oral and written messages in the target language (while speaking and writing) while following the grammatical rules of the target language, using the necessary fund of relevant lexical units (at the level that would indicate the creation of linguistic competence) in a coherent and logical form (at the level that would testify to the formation of discourse competence), using appropriate verbal and non-verbal communication strategies (at the level that would testify to the formation of strategic competence) and following the customs, rules, beliefs and principles of a certain society of the target language native speakers (at the level that would testify to the formation of sociocultural competence). The article presents the results of the pedagogical experiment on the formation of foreign language job communication competence based on three criteria (cognitive, motivational-value, and control-evaluative).","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-14
A. Yashchenko, V. Kosmina
A student studying Ukrainian as a foreign language is challenged by the difficult task of not just learning the lexical units of the language but mastering the special terminology related to a chosen specialty. The role of language teachers is also changing: more and more importance is attached to their role as moderators of the educational process. They properly organize it and promote the assimilation and application of a whole range of teaching strategies - metacognitive, cognitive, social/affective - by their students. The objectives of this article are the analysis and development of drills that would allow students to master a specific Ukrainian vocabulary. The authors also dwell on metacognitive strategies as methods aimed at managing cognitive activity, through which the student controls the learning process independently. Such strategies can best contribute, on the one hand, to the most effective memorization and use of lexical units of special terminology related to the professional field, and on the other hand, help the teacher to enhance the design of the instructional material, the quality of lesson planning, and the assessment of the studentʼs knowledge. Collaboration in the formation of the above strategies can become an effective tool for memorization with subsequent active use of the vocabulary in future professional activities. In the process of forming the strategies, the students receive a precisely formulated target orientation in their activities, which increases motivation and efficiency in mastering the professional vocabulary. In their general conclusions, the authors note that such aspects as metacognitive, cognitive, and social strategies for reading scientific texts and the role of metalinguistic abilities in their development are insufficiently studied. Further research of the problem will continue in the direction of developing psycholinguistic aspects of diagnostics of metacognitive, cognitive, and social strategies for reading scientific texts, as well as introducing the proposed drills into the educational process.
{"title":"Strategies for foreign students to learn special Ukrainian vocabulary","authors":"A. Yashchenko, V. Kosmina","doi":"10.26565/2073-4379-2023-42-14","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-14","url":null,"abstract":"A student studying Ukrainian as a foreign language is challenged by the difficult task of not just learning the lexical units of the language but mastering the special terminology related to a chosen specialty. The role of language teachers is also changing: more and more importance is attached to their role as moderators of the educational process. They properly organize it and promote the assimilation and application of a whole range of teaching strategies - metacognitive, cognitive, social/affective - by their students. The objectives of this article are the analysis and development of drills that would allow students to master a specific Ukrainian vocabulary. The authors also dwell on metacognitive strategies as methods aimed at managing cognitive activity, through which the student controls the learning process independently. Such strategies can best contribute, on the one hand, to the most effective memorization and use of lexical units of special terminology related to the professional field, and on the other hand, help the teacher to enhance the design of the instructional material, the quality of lesson planning, and the assessment of the studentʼs knowledge. Collaboration in the formation of the above strategies can become an effective tool for memorization with subsequent active use of the vocabulary in future professional activities. In the process of forming the strategies, the students receive a precisely formulated target orientation in their activities, which increases motivation and efficiency in mastering the professional vocabulary. In their general conclusions, the authors note that such aspects as metacognitive, cognitive, and social strategies for reading scientific texts and the role of metalinguistic abilities in their development are insufficiently studied. Further research of the problem will continue in the direction of developing psycholinguistic aspects of diagnostics of metacognitive, cognitive, and social strategies for reading scientific texts, as well as introducing the proposed drills into the educational process.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693043","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-12
I. Shkarban
The present article contextualizes the field of English for Academic Purposes, with a particular focus on the Master studentsʼ professional and academic skills in History and the role of the course in their making further career choices. Although literature presents some theoretical and pedagogical models of EAP course designs, there is still no specific methodology for the discipline construction under the academic program for History Masters. The authorʼs views on the design of the discipline “Basics of Scientific Communication in a Foreign Language” are introduced and methodologically substantiated in the work program as well as practically implemented on the basis of the e-learning educational and methodical complex aimed at the first- and second-year Masters in specialty 032 History and Archeology. The competency-based approach reflects the original conception of EAP in its concentration on discipline-specific texts and academic communication activities appropriate to the academic history where language is foregrounded and seen as constitutive of content encompassing chronological thinking, the ability to identify the time sequence for each historical event; historical comprehension, the skills to read and construct historical narratives imaginatively; historical analysis and interpretation, techniques in comparison and distinguishing experiences, beliefs, ideologies; historical research, including historical issues analysis and decision making, the ability to formulate historical problems in question based on historical sources, find contradictions in historical records, and establish socially significant historical interpretations. The focus on socio-cultural and professional competencies in the ethical dimension provides opportunities to examine the relationships between historical events in their past-present-future time sequencing from the history study perspective. The authorʼs work program on the discipline design and the implemented e-learning educational and methodical complex practically aim at the development of studentsʼ general and professionally oriented communicative competencies in English (linguistic, sociolinguistic, and pragmatic) to succeed in effective communication in their academic and professional environments.
{"title":"Basics of scientific foreign language communication for masters majoring in history: methodological aspect","authors":"I. Shkarban","doi":"10.26565/2073-4379-2023-42-12","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-12","url":null,"abstract":"The present article contextualizes the field of English for Academic Purposes, with a particular focus on the Master studentsʼ professional and academic skills in History and the role of the course in their making further career choices. Although literature presents some theoretical and pedagogical models of EAP course designs, there is still no specific methodology for the discipline construction under the academic program for History Masters. The authorʼs views on the design of the discipline “Basics of Scientific Communication in a Foreign Language” are introduced and methodologically substantiated in the work program as well as practically implemented on the basis of the e-learning educational and methodical complex aimed at the first- and second-year Masters in specialty 032 History and Archeology. The competency-based approach reflects the original conception of EAP in its concentration on discipline-specific texts and academic communication activities appropriate to the academic history where language is foregrounded and seen as constitutive of content encompassing chronological thinking, the ability to identify the time sequence for each historical event; historical comprehension, the skills to read and construct historical narratives imaginatively; historical analysis and interpretation, techniques in comparison and distinguishing experiences, beliefs, ideologies; historical research, including historical issues analysis and decision making, the ability to formulate historical problems in question based on historical sources, find contradictions in historical records, and establish socially significant historical interpretations. The focus on socio-cultural and professional competencies in the ethical dimension provides opportunities to examine the relationships between historical events in their past-present-future time sequencing from the history study perspective. The authorʼs work program on the discipline design and the implemented e-learning educational and methodical complex practically aim at the development of studentsʼ general and professionally oriented communicative competencies in English (linguistic, sociolinguistic, and pragmatic) to succeed in effective communication in their academic and professional environments.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-07
T. Plachynda
The article highlights the problem of the formation of a scientistʼs etiquette, in particular the etiquette of scientific communication, of beginning scientists who pursue higher education at the second (masterʼs) and third (educational and scientific) levels. The author emphasizes that it is extremely important for novice scientists to possess the competencies of scientific speech, scientific etiquette, corporate culture, etc. since during scientific research activities these skills will help effective communication in scientific circles and allow the beginners to present their work and research results in the best way. The purpose of the article is to analyze the problem of forming a culture of scientific speech of novice scientists for the successful presentation of the results of research activities and the development of scientific etiquette for the successful cooperation in scientific circles of the chosen field. The author used the following research methods: theoretical (analysis and synthesis, generalization and systematization of scientific sources of information) – to identify the state of the raised problemʼs development in pedagogical theory and practice); empirical (interviews, surveys, observations, and pedagogical experience needed to reveal the peculiarities of the formation of the etiquette of scientific communication in students of higher education (beginning scientists)). The disciplines studied by students of the second (masterʼs) and third (educational and scientific) levels of higher education at Kherson State Agrarian and Economic University, namely: “Philosophy of science” and “Philosophy of science and academic ethics”, are aimed at mastering the necessary competencies for the implementation of high-quality and effective scientific activity, application of philosophical approaches, methods of scientific research, and formation of the relevant qualities of a scientist in students of higher education. The author enlists qualities of a scientist as a creative personality; scientific traditions; requirements of professional ethics; general ethical principles of a scientist, etc. Entry into the scientific community for beginning scientists is a difficult stage of professional life, so they should be ready for the challenges that they are going to meet in their research work. It is the teachers of higher education institutions who are responsible for forming the etiquette of scientific communication in students of higher education.
{"title":"Formation of scientific communication etiquette of beginning scientist","authors":"T. Plachynda","doi":"10.26565/2073-4379-2023-42-07","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-07","url":null,"abstract":"The article highlights the problem of the formation of a scientistʼs etiquette, in particular the etiquette of scientific communication, of beginning scientists who pursue higher education at the second (masterʼs) and third (educational and scientific) levels. The author emphasizes that it is extremely important for novice scientists to possess the competencies of scientific speech, scientific etiquette, corporate culture, etc. since during scientific research activities these skills will help effective communication in scientific circles and allow the beginners to present their work and research results in the best way. The purpose of the article is to analyze the problem of forming a culture of scientific speech of novice scientists for the successful presentation of the results of research activities and the development of scientific etiquette for the successful cooperation in scientific circles of the chosen field. The author used the following research methods: theoretical (analysis and synthesis, generalization and systematization of scientific sources of information) – to identify the state of the raised problemʼs development in pedagogical theory and practice); empirical (interviews, surveys, observations, and pedagogical experience needed to reveal the peculiarities of the formation of the etiquette of scientific communication in students of higher education (beginning scientists)). The disciplines studied by students of the second (masterʼs) and third (educational and scientific) levels of higher education at Kherson State Agrarian and Economic University, namely: “Philosophy of science” and “Philosophy of science and academic ethics”, are aimed at mastering the necessary competencies for the implementation of high-quality and effective scientific activity, application of philosophical approaches, methods of scientific research, and formation of the relevant qualities of a scientist in students of higher education. The author enlists qualities of a scientist as a creative personality; scientific traditions; requirements of professional ethics; general ethical principles of a scientist, etc. Entry into the scientific community for beginning scientists is a difficult stage of professional life, so they should be ready for the challenges that they are going to meet in their research work. It is the teachers of higher education institutions who are responsible for forming the etiquette of scientific communication in students of higher education.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-09
N. Sarnovska, Y. Rybinska, M. Antonivska
Positive intercultural interaction and positive changes aggravate cross-cultural communication problems in modern society, caused by contradictions between the values and lifestyles of different peoples. In this regard, the search for ways to transform cultural diversity as a factor hindering intercultural dialogue into a means of mutual understanding and enrichment, into a tool for the development of a socially active and independent personality, capable of being a full-fledged participant in the dialogue of cultures, is becoming more relevant in education. The purpose of the article is to compare the functions of speech activity and culture and show their close relationship; to demonstrate that the methodological meaning of this unity is that speech acts cannot be learned in isolation from culture, and intercultural learning is not just interaction with another culture, but the cultural development of the learner; to consider the intercultural approach peculiarity in learning a foreign language through cognition, evaluation, and comparison of the native culture with the culture of the nation whose language is studied. The research methodology consists of theoretical analysis and generalization of scientific and methodological literature, which considers the basic principles, concepts, approaches to culture, and universal and cultural features in teaching foreign languages; synthesis of modern theoristsʼ views, to demonstrate the importance of the intercultural approach in language learning and personality development. The authors consider the process of joint learning of language and culture, which involves not only the formation of intercultural competence as one of the results of language learning but also the acquisition of a linguistic and cultural picture of the world as the content of this process, as well as the formation of other competencies, abilities, and qualities of a multilingual, multicultural personality. The process of learning a foreign language can be seen as a unique potential for personal development. It is not only about the development of intellectual qualities that allow one to penetrate the mental space of people of a foreign culture and overcome their cultural isolation, but also about the rooting of value and semantic orientations that contribute to the successful self-realization of modern youth as cultural subjects in a multicultural space.
{"title":"Intercultural approach to foreign language learning as a factor of studentsʼ personal development in the process of foreign culture studying","authors":"N. Sarnovska, Y. Rybinska, M. Antonivska","doi":"10.26565/2073-4379-2023-42-09","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-09","url":null,"abstract":"Positive intercultural interaction and positive changes aggravate cross-cultural communication problems in modern society, caused by contradictions between the values and lifestyles of different peoples. In this regard, the search for ways to transform cultural diversity as a factor hindering intercultural dialogue into a means of mutual understanding and enrichment, into a tool for the development of a socially active and independent personality, capable of being a full-fledged participant in the dialogue of cultures, is becoming more relevant in education. The purpose of the article is to compare the functions of speech activity and culture and show their close relationship; to demonstrate that the methodological meaning of this unity is that speech acts cannot be learned in isolation from culture, and intercultural learning is not just interaction with another culture, but the cultural development of the learner; to consider the intercultural approach peculiarity in learning a foreign language through cognition, evaluation, and comparison of the native culture with the culture of the nation whose language is studied. The research methodology consists of theoretical analysis and generalization of scientific and methodological literature, which considers the basic principles, concepts, approaches to culture, and universal and cultural features in teaching foreign languages; synthesis of modern theoristsʼ views, to demonstrate the importance of the intercultural approach in language learning and personality development. The authors consider the process of joint learning of language and culture, which involves not only the formation of intercultural competence as one of the results of language learning but also the acquisition of a linguistic and cultural picture of the world as the content of this process, as well as the formation of other competencies, abilities, and qualities of a multilingual, multicultural personality. The process of learning a foreign language can be seen as a unique potential for personal development. It is not only about the development of intellectual qualities that allow one to penetrate the mental space of people of a foreign culture and overcome their cultural isolation, but also about the rooting of value and semantic orientations that contribute to the successful self-realization of modern youth as cultural subjects in a multicultural space.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-11
L. Chernovaty
The paper presents a comparative analysis of various groups of data (language acquisition speed, quality of language acquisition, comparative acquisition efficiency depending on the period of exposure, adult-child, and younger-children versus older-childrenʼs differences in acquisition) obtained in different experiments over a substantial time span. As it follows from the experimental studies analysis, there is conflicting data regarding the existence of a “critical age” for the foreign language acquisition and its specific limits. Much of the data can be interpreted in various ways. Differences between adults and children, older children and younger children can be explained not only by the existence of the “critical age”, but also by other reasons. The advantage of older students may be explained by their better memory, which allows them to learn a large number of clichés with which they successfully communicate, even having a very limited supply of language material. In general, basing on the available data, it is hardly possible to state that there is any age boundary in human life beyond which the foreign language acquisition is impossible or difficult to any serious degree. Experimental data, while contradictory, do not give rise to a straightforward conclusion about the advantage of any age group in any aspect of language. In short-time courses, adults progress faster but on longer stretches, children close the gap and even outpace adults. There are quite a few differences in language acquisition between adults and children, as well as older and younger children, but these differences are probably not due to the existence of a “critical age”, but to other factors discussed in the paper. It is likely that adults can learn language just as effectively as children provided the factors that impede their learning (strong instrumental and integrative motivation, absence of unfavorable affective factors, etc.) are eliminated. However, this assumption requires further research.
{"title":"Pedagogical grammar as the framework of TEFL research. Part 14. Age and foreign language acquisition: experimental data","authors":"L. Chernovaty","doi":"10.26565/2073-4379-2023-42-11","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-11","url":null,"abstract":"The paper presents a comparative analysis of various groups of data (language acquisition speed, quality of language acquisition, comparative acquisition efficiency depending on the period of exposure, adult-child, and younger-children versus older-childrenʼs differences in acquisition) obtained in different experiments over a substantial time span. As it follows from the experimental studies analysis, there is conflicting data regarding the existence of a “critical age” for the foreign language acquisition and its specific limits. Much of the data can be interpreted in various ways. Differences between adults and children, older children and younger children can be explained not only by the existence of the “critical age”, but also by other reasons. The advantage of older students may be explained by their better memory, which allows them to learn a large number of clichés with which they successfully communicate, even having a very limited supply of language material. In general, basing on the available data, it is hardly possible to state that there is any age boundary in human life beyond which the foreign language acquisition is impossible or difficult to any serious degree. Experimental data, while contradictory, do not give rise to a straightforward conclusion about the advantage of any age group in any aspect of language. In short-time courses, adults progress faster but on longer stretches, children close the gap and even outpace adults. There are quite a few differences in language acquisition between adults and children, as well as older and younger children, but these differences are probably not due to the existence of a “critical age”, but to other factors discussed in the paper. It is likely that adults can learn language just as effectively as children provided the factors that impede their learning (strong instrumental and integrative motivation, absence of unfavorable affective factors, etc.) are eliminated. However, this assumption requires further research.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-05
О. Osova
Modern European integration processes highlight the importance of foreign languages in a multicultural society and their effective teaching, accordingly, is one of the priority tasks of the European language policy. However, its implementation is significantly complicated in the crisis Ukraine experiences nowadays. Consequently, it causes a change in approaches to teaching foreign languages and the methods used. One of the preconditions for improvement of the level of foreign language education and coping with crisis situations is the research of best practices in other countries. The purpose of such an investigation is the improvement of this experience and implementation of the best achievements of scholars and practitioners in the branch of linguistic didactics and methodology of teaching foreign languages in the educational process. The aim of this paper is to summarize and systematize the experience of teaching foreign languages in higher education establishments in Ukraine, and to determine its linguistic and didactic peculiarities in crisis situations. The author considers the practice of teaching foreign languages in Ukrainian higher education institutions in crisis situations. Within the period of the investigation, there could be distinguished the covid and war stages. These stages differ in linguistic and didactic features of teaching foreign languages. During the covid period, the teaching of foreign languages was arranged as the active development and teachersʼ acquaintance with online courses characterized by a complete set of goals, content, forms, methods, and means of teaching foreign language communication, setting educational content in accordance with the specific features of “Foreign Language” as an educational component. Whereas during the war period, the teaching of foreign languages in higher education institutions has been done in synchronous, asynchronous, and mixed versions of distance teaching of foreign languages. Linguistic and didactic features of the determined period include the application of flexible approaches to the organization of constructive communication between the participants of the educational process. Moreover, the creation of “situations of success” during the implementation of creative projects has manifested itself as a specific feature of this period. This paper reveals a significant expansion of the teacherʼs didactic repertoire in using digital technologies, depending on their functions (those of training, communication and cooperation, search and information, presentation and research, experimentation, and gamification). As a result, changes in a teacherʼs role as a coach, an Internet moderator, a video tutor, and a facilitator of communication were detected.
{"title":"Linguistic and didactic peculiarities of teaching foreign languages in crisis situations: the experience of Ukrainian higher education institutions","authors":"О. Osova","doi":"10.26565/2073-4379-2023-42-05","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-05","url":null,"abstract":"Modern European integration processes highlight the importance of foreign languages in a multicultural society and their effective teaching, accordingly, is one of the priority tasks of the European language policy. However, its implementation is significantly complicated in the crisis Ukraine experiences nowadays. Consequently, it causes a change in approaches to teaching foreign languages and the methods used. One of the preconditions for improvement of the level of foreign language education and coping with crisis situations is the research of best practices in other countries. The purpose of such an investigation is the improvement of this experience and implementation of the best achievements of scholars and practitioners in the branch of linguistic didactics and methodology of teaching foreign languages in the educational process. The aim of this paper is to summarize and systematize the experience of teaching foreign languages in higher education establishments in Ukraine, and to determine its linguistic and didactic peculiarities in crisis situations. The author considers the practice of teaching foreign languages in Ukrainian higher education institutions in crisis situations. Within the period of the investigation, there could be distinguished the covid and war stages. These stages differ in linguistic and didactic features of teaching foreign languages. During the covid period, the teaching of foreign languages was arranged as the active development and teachersʼ acquaintance with online courses characterized by a complete set of goals, content, forms, methods, and means of teaching foreign language communication, setting educational content in accordance with the specific features of “Foreign Language” as an educational component. Whereas during the war period, the teaching of foreign languages in higher education institutions has been done in synchronous, asynchronous, and mixed versions of distance teaching of foreign languages. Linguistic and didactic features of the determined period include the application of flexible approaches to the organization of constructive communication between the participants of the educational process. Moreover, the creation of “situations of success” during the implementation of creative projects has manifested itself as a specific feature of this period. This paper reveals a significant expansion of the teacherʼs didactic repertoire in using digital technologies, depending on their functions (those of training, communication and cooperation, search and information, presentation and research, experimentation, and gamification). As a result, changes in a teacherʼs role as a coach, an Internet moderator, a video tutor, and a facilitator of communication were detected.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-13
T. Yablonska
The article deals with the issue of the usage of phrasal verbs in professional English. First, profound knowledge of modern English is impossible without a confident command of phrasal verbs. Secondly, phrasal verbs are among the most used verbs in everyday colloquial speech and it is impossible to imagine modern English without them. One of the predominant features of phrasal verbs is that the meaning of the same verb can change beyond recognition or become opposite in combination with different postpositions. Precisely because of this, the purpose of the research is connected with the identification of challenges encountered in mastering phrasal verbs due to these combinations functioning not only at the everyday level but also as a full-fledged component of the language ofprofessional communication. This suggests that the semantic relationships between the parts of phrasal verbs are crucial. To achieve the set goal, the following methods of teaching were applied: descriptive (for a general description of the context of a phrasal verb in English); contextual-interpretive (to identify the functional and semantic meaning of a phrasal verb), as well as a method of creating a problem situation using a phrasal verb. The author highlights the main features of phrasal verbs that cause difficulties in learning English, considers lexico-semantic variants of phrasal verbs presented in modern phraseological dictionaries; gives some examples of professionally oriented phrasal verbs in modern English and the reasons for their appearance. It has been proved that modern English is difficult to imagine without them owing to their specificity, diversity of the context, and semantic relationships between the parts of phrasal verbs. The same can be said about their polysemy, variety, and idiomaticity. Such popularity of phrasal verbs is explained by their semantic brevity and informativeness. They can be a highly productive means of language economy. The functioning of phrasal verbs is directly related to the mobility of these language combinations, and their ability to acquire new and transform existing lexical meanings for their expansion to new concepts and phenomena. In turn, scientific and methodical bases of using phrasal verbs in the appropriate professional English context will serve as a perspective for further research.
{"title":"Difficulties in mastering phrasal verbs in professional English","authors":"T. Yablonska","doi":"10.26565/2073-4379-2023-42-13","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-13","url":null,"abstract":"The article deals with the issue of the usage of phrasal verbs in professional English. First, profound knowledge of modern English is impossible without a confident command of phrasal verbs. Secondly, phrasal verbs are among the most used verbs in everyday colloquial speech and it is impossible to imagine modern English without them. One of the predominant features of phrasal verbs is that the meaning of the same verb can change beyond recognition or become opposite in combination with different postpositions. Precisely because of this, the purpose of the research is connected with the identification of challenges encountered in mastering phrasal verbs due to these combinations functioning not only at the everyday level but also as a full-fledged component of the language ofprofessional communication. This suggests that the semantic relationships between the parts of phrasal verbs are crucial. To achieve the set goal, the following methods of teaching were applied: descriptive (for a general description of the context of a phrasal verb in English); contextual-interpretive (to identify the functional and semantic meaning of a phrasal verb), as well as a method of creating a problem situation using a phrasal verb. The author highlights the main features of phrasal verbs that cause difficulties in learning English, considers lexico-semantic variants of phrasal verbs presented in modern phraseological dictionaries; gives some examples of professionally oriented phrasal verbs in modern English and the reasons for their appearance. It has been proved that modern English is difficult to imagine without them owing to their specificity, diversity of the context, and semantic relationships between the parts of phrasal verbs. The same can be said about their polysemy, variety, and idiomaticity. Such popularity of phrasal verbs is explained by their semantic brevity and informativeness. They can be a highly productive means of language economy. The functioning of phrasal verbs is directly related to the mobility of these language combinations, and their ability to acquire new and transform existing lexical meanings for their expansion to new concepts and phenomena. In turn, scientific and methodical bases of using phrasal verbs in the appropriate professional English context will serve as a perspective for further research.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-06
O. Pasichnyk
The article is dedicated to identifying the essence of the phenomenon of “clip thinking” of students as a new cognitive reality in the modern information-driven environment. The author presents the features and key prerequisites for the emergence of the phenomenon and analyzes its main positive and negative characteristics. In the context of foreign language learning, “clip thinking” may cause certain cognitive difficulties in the selection of the main aspects of long scientific and technical texts, retelling, monologue speech, or mastering certain grammatical topics. Educators, in their professional activity, should take into account the specifics of information assimilation by modern youth, which requires rethinking educational policy and searching for innovative didactic tools. One of the approaches aimed at integrating clip thinking into the process of foreign language learning is the method of visualization which promotes quick and efficient assimilation of the material and increases the efficiency of the educational process by taking into account the distinctive features of modern youthʼs thinking patterns. In this regard, the task of the teacher is to create and use visualization that not only complements verbal information but also acts as its carrier, which contains the elements of problematic nature and minimizes the negative effects of clip thinking. The article outlines the basic principles of infographics implementation in the process of foreign language acquisition in higher education institutions. It was found that its use optimizes the educational process, ensures its dynamism and stimulates the cognitive effect, helps to increase the motivation of “visual” students, and makes learning more meaningful. Infographics help students to interact continuously with educational content and to gain more in-depth visual information analysis and comprehension skills. The article specifies the use of mind maps as another form of visual data representation that contributes to the learning of lexical and grammatical material, analysis of professionally oriented texts, organizing information, and development of creative thinking. It is noted that the problem of training teachers to elaborate an interactive learning environment based on visual tools is a promising area for further scientific research.
{"title":"Ways of integrating clip thinking phenomenon into the process of foreign language teaching in higher education institutions","authors":"O. Pasichnyk","doi":"10.26565/2073-4379-2023-42-06","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-06","url":null,"abstract":"The article is dedicated to identifying the essence of the phenomenon of “clip thinking” of students as a new cognitive reality in the modern information-driven environment. The author presents the features and key prerequisites for the emergence of the phenomenon and analyzes its main positive and negative characteristics. In the context of foreign language learning, “clip thinking” may cause certain cognitive difficulties in the selection of the main aspects of long scientific and technical texts, retelling, monologue speech, or mastering certain grammatical topics. Educators, in their professional activity, should take into account the specifics of information assimilation by modern youth, which requires rethinking educational policy and searching for innovative didactic tools. One of the approaches aimed at integrating clip thinking into the process of foreign language learning is the method of visualization which promotes quick and efficient assimilation of the material and increases the efficiency of the educational process by taking into account the distinctive features of modern youthʼs thinking patterns. In this regard, the task of the teacher is to create and use visualization that not only complements verbal information but also acts as its carrier, which contains the elements of problematic nature and minimizes the negative effects of clip thinking. The article outlines the basic principles of infographics implementation in the process of foreign language acquisition in higher education institutions. It was found that its use optimizes the educational process, ensures its dynamism and stimulates the cognitive effect, helps to increase the motivation of “visual” students, and makes learning more meaningful. Infographics help students to interact continuously with educational content and to gain more in-depth visual information analysis and comprehension skills. The article specifies the use of mind maps as another form of visual data representation that contributes to the learning of lexical and grammatical material, analysis of professionally oriented texts, organizing information, and development of creative thinking. It is noted that the problem of training teachers to elaborate an interactive learning environment based on visual tools is a promising area for further scientific research.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.26565/2073-4379-2023-42-10
O. Trostynska, O. Hrebenshchykova, Olena Titarenko
The purpose of the article is a general analysis of the peculiarities of the organization of language training for foreign students of higher education in Ukraine and the systematization of models of language training for foreigners since the country gained its independence. The research was conducted in synchronic and diachronic aspects. Dynamic changes in the issue of the language course of Ukraineʼs development testify to the relevance of the study of the proposed models for teaching inophones.The authors proposed six working models of the linguistic organization of education of foreigners in higher education institutions of Ukraine, where the languages of instruction are Ukrainian, English, and Russian (used for some time in the eastern and southern regions), however, the language of socio-cultural communication is not always the studentʼs language of instruction. The authors analyse the advantages and disadvantages of each model, the features of their functioning, availability of educational programs and describe the content of language competence, speech, and professional components. The models of learning inophones in conditions of bilingualism (taking into account positive and negative interference) were also thoroughly studied.There is stated the main goal of teaching the Ukrainian language to the students of higher education who chose English as a medium of instruction in their fields. This model involves a reorientation of the content of the competencies that come to the fore (linguistic, speech, sociocultural, intercultural).The article provides practical recommendations for creating methodological support for the educational process of various models. Attention is focused on the need to intensify this kind of work against the background of enhancement of the role of distance learning and intensification of the application of innovative language teaching methods. The researchers propose options for solving the problems that arise during the teaching of Ukrainian as a foreign language to inophones.
{"title":"Models of language training for foreign students of higher education in Ukraine","authors":"O. Trostynska, O. Hrebenshchykova, Olena Titarenko","doi":"10.26565/2073-4379-2023-42-10","DOIUrl":"https://doi.org/10.26565/2073-4379-2023-42-10","url":null,"abstract":"The purpose of the article is a general analysis of the peculiarities of the organization of language training for foreign students of higher education in Ukraine and the systematization of models of language training for foreigners since the country gained its independence. The research was conducted in synchronic and diachronic aspects. Dynamic changes in the issue of the language course of Ukraineʼs development testify to the relevance of the study of the proposed models for teaching inophones.The authors proposed six working models of the linguistic organization of education of foreigners in higher education institutions of Ukraine, where the languages of instruction are Ukrainian, English, and Russian (used for some time in the eastern and southern regions), however, the language of socio-cultural communication is not always the studentʼs language of instruction. The authors analyse the advantages and disadvantages of each model, the features of their functioning, availability of educational programs and describe the content of language competence, speech, and professional components. The models of learning inophones in conditions of bilingualism (taking into account positive and negative interference) were also thoroughly studied.There is stated the main goal of teaching the Ukrainian language to the students of higher education who chose English as a medium of instruction in their fields. This model involves a reorientation of the content of the competencies that come to the fore (linguistic, speech, sociocultural, intercultural).The article provides practical recommendations for creating methodological support for the educational process of various models. Attention is focused on the need to intensify this kind of work against the background of enhancement of the role of distance learning and intensification of the application of innovative language teaching methods. The researchers propose options for solving the problems that arise during the teaching of Ukrainian as a foreign language to inophones.","PeriodicalId":33456,"journal":{"name":"Vikladannia mov u vishchikh navchal''nikh zakladakh osviti na suchasnomu etapi Mizhpredmetni zviazki","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692897","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：