Pub Date : 1900-01-01DOI: 10.30525/978-9934-26-069-8-13
A. Solodka, T. Moroz
Understanding the fact, that modern education has to become international, leads to improving ability of young people to evaluate the effects of other human positions, different cultures. This research deals with one of the most perspective trends – the formation of availability of students to interact cross-culturally. It can be understood as applied scientific and educational activity. The availability to interact cross-culturally is defined as a multidimensional construct reflecting individual ability to respond to the differences positively and interact efficiently with the others from a variety of backgrounds. The authors present conceptual approaches (dialogic, contextual, axiological, facilitation and practical) to cross-cultural education of students-translators as methodological tool aimed at providing a fundamental and holistic understanding of personality development in cross-cultural interaction, foundations and mechanisms of its implementation. The availability to interact across cultures is determined by the following components: productive interaction, positive interaction, ability to cultural transformation, multi subjective interaction. The authors stress, that in the process of cross-cultural interaction its participants need to achieve compliance (compatibility) to a new cultural environment. Ability to cultural transformation and adaptation serves the criteria of availability for cross-cultural interaction. It has been determined that a translator ("cultural mediator") is not inherent characteristic, but it is acquired in the real world of interaction and in activities in educational process of high school. It was revealed the dependence of personal efficiency in different cultures from the character and forms of interaction of translator that should promote individual development in cross-cultural context. This aim can be reached in the process of education before the contacts with another culture. For this purpose some practical activates were proposed. The method of interactive modeling is aimed at conscious reproduction of various individual and group situations of cross-cultural communication. The method of stimulation is aimed to create artificially a specific situation of intercultural communication and to predict possible options and outcomes, based on different points of view and aspects. With the use of the method of problem situations students are involved into situations, in which intellectual-ethical issues transform into emotional. Effective communication in translation requires more than mastering grammar and vocabulary of a language. It is the process that requires also knowledge of culture. Culture becomes an important part of the language teaching process. Obtaining cross-cultural competence, translators have a key to successful professional activity.
{"title":"STRATEGIC APPROACHES TO CROSS-CULTURAL AVAILABILITY FORMATION OF TRANSLATORS: THEORY AND PRACTICE","authors":"A. Solodka, T. Moroz","doi":"10.30525/978-9934-26-069-8-13","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-13","url":null,"abstract":"Understanding the fact, that modern education has to become international, leads to improving ability of young people to evaluate the effects of other human positions, different cultures. This research deals with one of the most perspective trends – the formation of availability of students to interact cross-culturally. It can be understood as applied scientific and educational activity. The availability to interact cross-culturally is defined as a multidimensional construct reflecting individual ability to respond to the differences positively and interact efficiently with the others from a variety of backgrounds. The authors present conceptual approaches (dialogic, contextual, axiological, facilitation and practical) to cross-cultural education of students-translators as methodological tool aimed at providing a fundamental and holistic understanding of personality development in cross-cultural interaction, foundations and mechanisms of its implementation. The availability to interact across cultures is determined by the following components: productive interaction, positive interaction, ability to cultural transformation, multi subjective interaction. The authors stress, that in the process of cross-cultural interaction its participants need to achieve compliance (compatibility) to a new cultural environment. Ability to cultural transformation and adaptation serves the criteria of availability for cross-cultural interaction. It has been determined that a translator (\"cultural mediator\") is not inherent characteristic, but it is acquired in the real world of interaction and in activities in educational process of high school. It was revealed the dependence of personal efficiency in different cultures from the character and forms of interaction of translator that should promote individual development in cross-cultural context. This aim can be reached in the process of education before the contacts with another culture. For this purpose some practical activates were proposed. The method of interactive modeling is aimed at conscious reproduction of various individual and group situations of cross-cultural communication. The method of stimulation is aimed to create artificially a specific situation of intercultural communication and to predict possible options and outcomes, based on different points of view and aspects. With the use of the method of problem situations students are involved into situations, in which intellectual-ethical issues transform into emotional. Effective communication in translation requires more than mastering grammar and vocabulary of a language. It is the process that requires also knowledge of culture. Culture becomes an important part of the language teaching process. Obtaining cross-cultural competence, translators have a key to successful professional activity.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125707172","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-8
Olha Mkhytaryan, I. Rodionova
The article reveals the conceptual, semantic and procedural aspects of the application of pedagogical technologies in the process of forming the reading competence of students of philology in classes on the history of Ukrainian literature during the study of Ukrainian neoclassicists. The notion of pedagogical technologies, reading competence of future linguists, neoclassicism is specified and their explanation in the field of methods of teaching Ukrainian literature is given. Thus, the interpretation of reading competence is based on establishing relationships between similar concepts of competencies and competencies, according to which reading competence is interpreted as a social norm alienated from the subject to the student’s educational training necessary for his quality productive activity in reading. Instead, it is proposed to call reading competence the acquired ability of a student acquired in the process of teaching literature, consisting of knowledge, skills, experience, values and attitudes, which are fully realized in the process of practice. In addition, the interpretation of reading competence as a subject and as a component of the professional competence of the future vocabulary allowed to outline a number of important for future vocabulary reading competencies. Modeling the development of students’ reading competence by means of a work of art is proposed to be carried out on the basis of problem-based learning technologies, group work and local technology of problem-style analysis. The peculiarities of integrated teaching of literary, psychological, pedagogical and methodological disciplines are revealed, in particular the importance of purposeful formation of innovative consciousness of students during their mastering of literary courses by detailed description of step - by - step procedure of achievement of planned didactic goal is emphasized. A notable feature of the procedural part of the technologicalization of the pedagogical process is the optimal interaction of forms of traditional and innovative learning. Theoretical provisions are illustrated by the example of designing pedagogical tools for organizing independent reading of poetry by students of M. Dry-Khmara in order to determine the bright constants and thematic-semantic paradigms of individual poetics of the famous representative of neoclassical literary style. For this purpose, the formation of student creative groups is envisaged, the number of which is determined by the number of discussed dominants of M. Dry-Khmara’s individual style, which have become peculiar carriers of the integrity of lyrical works: 1) antinomy «freedom – slavery»; 2) the dominant «blood»; 3) the dominant motive «dream» – «death» – «life». The specificity of this work is to develop an algorithm for an approximate system of tasks for problem-style analysis of works by each of the creative groups, the solution of which brings students closer to understanding the author’s style of neoclassical
{"title":"FORMATION OF READING COMPETENCE OF FUTURE DICTIONARIES IN THE CONTEXT OF TECHNOLOGICAL LEARNING (ON THE EXAMPLE OF ANALYSIS OF POETRY BY M. DRY-KHMARY)","authors":"Olha Mkhytaryan, I. Rodionova","doi":"10.30525/978-9934-26-069-8-8","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-8","url":null,"abstract":"The article reveals the conceptual, semantic and procedural aspects of the application of pedagogical technologies in the process of forming the reading competence of students of philology in classes on the history of Ukrainian literature during the study of Ukrainian neoclassicists. The notion of pedagogical technologies, reading competence of future linguists, neoclassicism is specified and their explanation in the field of methods of teaching Ukrainian literature is given. Thus, the interpretation of reading competence is based on establishing relationships between similar concepts of competencies and competencies, according to which reading competence is interpreted as a social norm alienated from the subject to the student’s educational training necessary for his quality productive activity in reading. Instead, it is proposed to call reading competence the acquired ability of a student acquired in the process of teaching literature, consisting of knowledge, skills, experience, values and attitudes, which are fully realized in the process of practice. In addition, the interpretation of reading competence as a subject and as a component of the professional competence of the future vocabulary allowed to outline a number of important for future vocabulary reading competencies. Modeling the development of students’ reading competence by means of a work of art is proposed to be carried out on the basis of problem-based learning technologies, group work and local technology of problem-style analysis. The peculiarities of integrated teaching of literary, psychological, pedagogical and methodological disciplines are revealed, in particular the importance of purposeful formation of innovative consciousness of students during their mastering of literary courses by detailed description of step - by - step procedure of achievement of planned didactic goal is emphasized. A notable feature of the procedural part of the technologicalization of the pedagogical process is the optimal interaction of forms of traditional and innovative learning. Theoretical provisions are illustrated by the example of designing pedagogical tools for organizing independent reading of poetry by students of M. Dry-Khmara in order to determine the bright constants and thematic-semantic paradigms of individual poetics of the famous representative of neoclassical literary style. For this purpose, the formation of student creative groups is envisaged, the number of which is determined by the number of discussed dominants of M. Dry-Khmara’s individual style, which have become peculiar carriers of the integrity of lyrical works: 1) antinomy «freedom – slavery»; 2) the dominant «blood»; 3) the dominant motive «dream» – «death» – «life». The specificity of this work is to develop an algorithm for an approximate system of tasks for problem-style analysis of works by each of the creative groups, the solution of which brings students closer to understanding the author’s style of neoclassical","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"07 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130504594","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-1
V. Badenkova, I. Korniienko
The article is devoted to the isolation and analysis in the poetic texts of D. Kremen, groups sacred concepts, microconceptospheres, the discovery of conceptual meanings in nature which clearly feels the spiritual, linguistic and cultural and individual-authorial components. The relevance of the chosen topic is due to the increasing attention of linguists, on the one hand, to the problems of linguoculturology and linguoconceptology, on the other - to the set concepts filled with religious, sacred meaning in general. The aim of the article is to trace how in the modern scientific paradigm one of the concepts "sacred" is interpreted, connected with the thematic concept of the conceptosphere of the sacred; demonstrate new trends in the implementation of the conceptosphere sacred, whose representatives are concepts to denote God and all that is holy in the understanding of the Divine, to identify by verbalization of microconceptospheres "biblical characters", "biblical loci", "church organization and cult", "sacred-chthonic beings". The subject of research is LEXICAL MEANS OF VERBALIZATION OF THE CONCEPTOSPHERE OF THE SACRED in poetic texts. The object is the microconceptosphere in the realization of the conceptosphere of the sacred in the poetic idiosyncrasy of D. Kremen. The methodological basis is the basic provisions of linguoconceptology, in particular the problems of interaction between language and culture. Research methods: the method of continuous sampling, which is used to collect the actual material; descriptive method, which allowed to analyze the results in a certain aspects; method of contextual and interpretive analysis associated with decoding units of secondary nomination, identification of symbolic and metaphorical and individual-authorial meanings and functional-semantic load. It was found that in the poetic idiostyle of D. Kremen the dominant of theonyms in the poetic idiostyle of D. Kremen is one of the most important cultural universals, the basis of all world religions is God. From the point of view of linguocognitology, the conceptual sphere, the conceptual image of "God", is a multifaceted, multifunctional, hierarchical structure, which is realized by multilingual connections and oppositions. The analysis of the isolated units shows that in the concept is dominated by meanings relevant to the Christian scenario, but also recorded in relation to certain pagan and ancient notions of the supreme deity. Nuclear concepts-images "Jesus Christ", "Virgin Mary" in the studied texts are characterized by a clear syncretism, due to the intersection of the manifested in its structure biblical and mythopoetic meanings. Linguistic means are singled out and characterized, which reveal both its traditional canonicity and symbolic-metaphorical representation in D. Kremen's poetic idiosyncrasy. The specificity of the linguistic representation of the concept is represented by the actual poetic semantic individual-authorial and expressive-pictori
{"title":"LEXICAL MEANS OF VERBALIZATION OF THE CONCEPTOSPHERE OF THE SACRED IN THE POETIC IDIODYSTLE OF D. KREMEN","authors":"V. Badenkova, I. Korniienko","doi":"10.30525/978-9934-26-069-8-1","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-1","url":null,"abstract":"The article is devoted to the isolation and analysis in the poetic texts of D. Kremen, groups sacred concepts, microconceptospheres, the discovery of conceptual meanings in nature which clearly feels the spiritual, linguistic and cultural and individual-authorial components. The relevance of the chosen topic is due to the increasing attention of linguists, on the one hand, to the problems of linguoculturology and linguoconceptology, on the other - to the set concepts filled with religious, sacred meaning in general. The aim of the article is to trace how in the modern scientific paradigm one of the concepts \"sacred\" is interpreted, connected with the thematic concept of the conceptosphere of the sacred; demonstrate new trends in the implementation of the conceptosphere sacred, whose representatives are concepts to denote God and all that is holy in the understanding of the Divine, to identify by verbalization of microconceptospheres \"biblical characters\", \"biblical loci\", \"church organization and cult\", \"sacred-chthonic beings\". The subject of research is LEXICAL MEANS OF VERBALIZATION OF THE CONCEPTOSPHERE OF THE SACRED in poetic texts. The object is the microconceptosphere in the realization of the conceptosphere of the sacred in the poetic idiosyncrasy of D. Kremen. The methodological basis is the basic provisions of linguoconceptology, in particular the problems of interaction between language and culture. Research methods: the method of continuous sampling, which is used to collect the actual material; descriptive method, which allowed to analyze the results in a certain aspects; method of contextual and interpretive analysis associated with decoding units of secondary nomination, identification of symbolic and metaphorical and individual-authorial meanings and functional-semantic load. It was found that in the poetic idiostyle of D. Kremen the dominant of theonyms in the poetic idiostyle of D. Kremen is one of the most important cultural universals, the basis of all world religions is God. From the point of view of linguocognitology, the conceptual sphere, the conceptual image of \"God\", is a multifaceted, multifunctional, hierarchical structure, which is realized by multilingual connections and oppositions. The analysis of the isolated units shows that in the concept is dominated by meanings relevant to the Christian scenario, but also recorded in relation to certain pagan and ancient notions of the supreme deity. Nuclear concepts-images \"Jesus Christ\", \"Virgin Mary\" in the studied texts are characterized by a clear syncretism, due to the intersection of the manifested in its structure biblical and mythopoetic meanings. Linguistic means are singled out and characterized, which reveal both its traditional canonicity and symbolic-metaphorical representation in D. Kremen's poetic idiosyncrasy. The specificity of the linguistic representation of the concept is represented by the actual poetic semantic individual-authorial and expressive-pictori","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127951037","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-10
Mária Rakovská, Dariya Pustovoichenko
Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively ca
{"title":"IMPROVING THE EFFICIENCY OF FOREIGN LANGUAGE TEACHING FOR FUTURE NON-LINGUISTIC SPECIALISTS WITH THE APPLICATION OF THE SIOP MODEL","authors":"Mária Rakovská, Dariya Pustovoichenko","doi":"10.30525/978-9934-26-069-8-10","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-10","url":null,"abstract":"Introduction. The article deals with the problem of students’ academic professional literacy development by means of a foreign language based on the implementation of the SIOP Model. The foundations of the question have been borrowed from the SIOP (Sheltered Instruction Observation Protocol) Model that focuses on helping English Language Learners (ELLs) with academics in a mainstream classroom. The SIOP Model provides a practical and flexible tool for educators to use in planning, implementing and observing Sheltered Instruction. The SIOP Model is one of the two major areas, the other being General English, which is established in the English-speaking world. The professionally oriented English course is developed for students from different non-linguistic specialties. The goals, objectives, content of the course are compiled according the students’ requirements of real target foreign language communication situations. The principles and approaches that underlie occupational mobility are outlined. It is revealed that occupational mobility serves as a criterion for evaluating the effectiveness of professional development. The aim of the study. The aim of this paper is to outline the improving the efficiency of foreign language teaching for future non-linguistic specialists with the iplementation of the SIOP Model. Methods of the research. Methods of the research include theoretical - study of literature, experience on the problem, theoretical analysis of philosophical, sociological, psychological, pedagogical literature on research topics, synthesis of theoretical and empirical material, its generalization and systematization of data, modeling, comparison, forecasting; as well as a set of empirical methods – observations, study and generalization of pedagogical experience. Results. . It is revealed that The SIOP Model was developed to assist mainstream teachers in using research-based practices which ensure ELLs success with academic language and vocabulary. Over time, the model has proven to be a form of best practices for educators. It is also known to reach ELLs by focusing on academic language in order to obtain optimal results. Learning foreign languages in the context of intercultural paradigm has great potential for personal development. It is determined that professional mobility and competence are interdependent. The curriculum should include a cultural component, on the basis of which intercultural communication competence is formed. It is revealed that in the process of forming professional mobility it is very important to distinguish personal characteristics that provide mobility, activity and creativity of a person. The pedagogical conditions of professional mobility with the help of foreign languages are outlined. It is determined that the process of learning foreign languages is aimed at forming elements of general cultural and professional competences. Good command of a foreign language enables future professionals to effectively ca","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125252426","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-2
V. Barkasi, Tetiana Filippyeva
The aim of the article is to study the advantages of media education technologies in the training of future foreign language teachers due to the fact that the current stage of society highlights the education of the individual who must effectively select and concentrate information, process it and create new, separate useful from unnecessary ways and programs for their solution. Therefore, today it is not enough to use video, audio, press and information and communication technologies when teaching future foreign language teachers only for the development of oral and written speech. It is necessary to pay attention to the development of visual and critical media literacy of students, based on the main objectives of media education. The article considers the problems of formation of professional competence of the future teacher of a foreign language by means of media education. The author analyzes the principles and functions of media education as the main components of professional media education of the future foreign language teacher. The peculiarities of the introduction and rational use of the latest media educational technologies in the professional training of future foreign language teachers are revealed. Their influence on the educational process and the need to update the role of the teacher in modern conditions of pedagogical activity are analyzed. The relevance of the article is determined by the dynamic trends in the introduction of media in the educational process. The integrated use of media education technologies motivates future foreign language teachers to master their profession, gives them the opportunity to acquire and develop new skills and abilities. The inclusion of the study of media education technologies in the initial program of the Faculty of Foreign Languages will promote the rational use of media education in future professional activities, critical evaluation of information, the ability to analyze and recognize media texts, and learn about new trends in teaching their subject. Improving knowledge in the field of media educational technologies, acquiring knowledge of pedagogical development of personality and awareness of the role and place of teachers in the educational process provides an opportunity to intensify and motivate student learning activities and gain initial pedagogical experience.
{"title":"THE ROLE OF MEDIA EDUCATION IN THE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS","authors":"V. Barkasi, Tetiana Filippyeva","doi":"10.30525/978-9934-26-069-8-2","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-2","url":null,"abstract":"The aim of the article is to study the advantages of media education technologies in the training of future foreign language teachers due to the fact that the current stage of society highlights the education of the individual who must effectively select and concentrate information, process it and create new, separate useful from unnecessary ways and programs for their solution. Therefore, today it is not enough to use video, audio, press and information and communication technologies when teaching future foreign language teachers only for the development of oral and written speech. It is necessary to pay attention to the development of visual and critical media literacy of students, based on the main objectives of media education. The article considers the problems of formation of professional competence of the future teacher of a foreign language by means of media education. The author analyzes the principles and functions of media education as the main components of professional media education of the future foreign language teacher. The peculiarities of the introduction and rational use of the latest media educational technologies in the professional training of future foreign language teachers are revealed. Their influence on the educational process and the need to update the role of the teacher in modern conditions of pedagogical activity are analyzed. The relevance of the article is determined by the dynamic trends in the introduction of media in the educational process. The integrated use of media education technologies motivates future foreign language teachers to master their profession, gives them the opportunity to acquire and develop new skills and abilities. The inclusion of the study of media education technologies in the initial program of the Faculty of Foreign Languages will promote the rational use of media education in future professional activities, critical evaluation of information, the ability to analyze and recognize media texts, and learn about new trends in teaching their subject. Improving knowledge in the field of media educational technologies, acquiring knowledge of pedagogical development of personality and awareness of the role and place of teachers in the educational process provides an opportunity to intensify and motivate student learning activities and gain initial pedagogical experience.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131136838","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-4
T. Yefymenko, V. Maĭstrenko
The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the "language picture of the world" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.
{"title":"LINGUISTIC ABILITIES FOR MASTERING FOREIGN LANGUAGES IN STUDENT TRANSLATORS WITHIN SIOP MODEL","authors":"T. Yefymenko, V. Maĭstrenko","doi":"10.30525/978-9934-26-069-8-4","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-4","url":null,"abstract":"The purpose of the paper is to identify linguistic abilities to master foreign languages in students-translators. This research was conducted based on the methods and methodology of observation, comparison, analysis, functional and descriptive methods. In order to solve this problem, the achievements of linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages were analyzed, as the study of the phenomenon of linguistics ability is based on them. Linguistic ability includes some specific abilities such as foreign language ability, language guessing, language intuition and communication skills. The result is the formation of a linguistic personality, in particular, the bilingual personality of the translator in a dialogue that has the ability and skills to use the language in all its manifestations in different situations of intercultural communication; the ability to understand and assimilate someone else's way of life and behavior in order to break ingrained stereotypes; skills to expand the individual picture of the world by involving in the \"language picture of the world\" speakers of the studied language. Value/originality. The development of language abilities is possible on the basis of individualization, differentiation of the learning process and increasing motivation for learning a language. It is necessary to clarify that the presence of communication skills, linguistic intuition and ability to languages is absolutely not enough for a full-fledged foreign language communication, and even more so for characterizing a secondary linguistic personality, in fact, its development is the leading goal of teaching a foreign language for translation students. Linguistic giftedness and ability for languages are only a prerequisite for the formation of intercultural competence and the development of a secondary linguistic personality.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124449022","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-5
Svitlana Zaskalieta
The purpose of this article is to analyze the domestic and European experience in organizing the cognitive activity of students in foreign language classes, to identify its main ways of activation. The main direction of development of modern humanitarian education in Ukraine is to increase the level of higher education to European. Entering the European educational space. Ensuring the quality of education, modernization of its content, development and implementation of educational innovations and information technologies, creating conditions for training a specialist suitable for effective implementation of innovative tasks of the appropriate level of professional activity is an urgent task facing higher education institutions. One of the priority areas of education reform is the need to achieve a qualitatively new level in the study of foreign languages. Unlike other subjects, a foreign language is a whole field of knowledge, as it reveals to a person the treasury of a foreign language culture, new lifestyles. Ukraine's integration into the world community requires perfect command of foreign languages. The article highlights the current problems of modernization of higher education and identifying ways to enhance the independent cognitive activity of students in foreign language classes. Particular attention is paid to the characteristics of the most effective methods of teaching English in higher education. As a result of theoretical analysis and experience of work of university teachers on new educational and methodical complexes the aspects which remained out of attention of scientific researches are revealed. These include the methodological potential of the organization of independent cognitive activity of students, as well as the use of interdisciplinary links in foreign language classes. The realization of this idea is impossible without the development and implementation of appropriate learning technologies. Among the approaches, the author singles out the introduction of an interdisciplinary approach.
{"title":"ORGANIZATION OF INDEPENDENT COGNITIVE ACTIVITY OF STUDENTS IN FOREIGN LANGUAGE CLASSES","authors":"Svitlana Zaskalieta","doi":"10.30525/978-9934-26-069-8-5","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-5","url":null,"abstract":"The purpose of this article is to analyze the domestic and European experience in organizing the cognitive activity of students in foreign language classes, to identify its main ways of activation. The main direction of development of modern humanitarian education in Ukraine is to increase the level of higher education to European. Entering the European educational space. Ensuring the quality of education, modernization of its content, development and implementation of educational innovations and information technologies, creating conditions for training a specialist suitable for effective implementation of innovative tasks of the appropriate level of professional activity is an urgent task facing higher education institutions. One of the priority areas of education reform is the need to achieve a qualitatively new level in the study of foreign languages. Unlike other subjects, a foreign language is a whole field of knowledge, as it reveals to a person the treasury of a foreign language culture, new lifestyles. Ukraine's integration into the world community requires perfect command of foreign languages. The article highlights the current problems of modernization of higher education and identifying ways to enhance the independent cognitive activity of students in foreign language classes. Particular attention is paid to the characteristics of the most effective methods of teaching English in higher education. As a result of theoretical analysis and experience of work of university teachers on new educational and methodical complexes the aspects which remained out of attention of scientific researches are revealed. These include the methodological potential of the organization of independent cognitive activity of students, as well as the use of interdisciplinary links in foreign language classes. The realization of this idea is impossible without the development and implementation of appropriate learning technologies. Among the approaches, the author singles out the introduction of an interdisciplinary approach.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122662086","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-6
S. Kalenyuk, Viktoriya Zhelyazkova
The detailed consideration of lexical processes, structuring of lexical units, study of neologization processes, selection of functional types of neolexes, their classification and systematization provoke the active development of modern linguistics. The purpose of the work is to identify thematic subgroups of socio-political vocabulary, to find out the structural-semantic and functional features of the neolexes of the analyzed vocabulary in the mass media of Mykolayiv region. The object of the work is the vocabulary of the mass media of Mykolayiv region. The subject of research is socio-political vocabulary, neolexes in the mass media space of Mykolayiv region.To solve the above problems used methods of linguistic research, the choice of which depends on the purpose, objectives and collected factual material: the method of observation and the method of continuous sampling (to identify tokens related to the socio-political layer, innovations in publications and broadcasting); method of comparison (to determine the neological nature of the studied units and features of the mass media of Mykolayiv region at the all-Ukrainian level); descriptive (for inventory and classification of empirical material); component analysis (from the study of word semantics), comparable (during the analysis of socio-political vocabulary of the period 2015-2018). In the article the basic modern classifications of social and political vocabulary of language of mass media are considered, the thematic subgroups of tokens of the Nikolaev mass media are analyzed, features of the offered classification are established. Having analyzed the most important thematic subgroups that have been identified in the course of working with factual material, the following thematic subgroups function in the mass media space of Mykolayiv region: nomenclature names in the language of mass media; names of departments, bodies in the structure of the state administrative apparatus; names of political parties, movements, ideological currents and their members; tokens of the military sphere; name of social processes of disorganization of public life. The active use of the names of political parties, movements, ideological currents and their members is observed during the election campaign. In our opinion, due to the negative attitude of the society to the political activity of the majority of the representatives of the People’s Deputies of Ukraine, the affiliation of specific individuals to the respective parties has been silenced lately. But, of course, this subgroup of social and political vocabulary takes place and is actively reflected in the mass media, for example: poroshenkivci, election campaign, coalition government. Words that directly describe the life of society (spiritual life, cultural values, etc.) fully fill the pages of the media of various types, for example: patriotism, national symbols, street art, independence, unemployment, subsistence level. The nature of the information spa
{"title":"SEMANTIC CLUSTERS OF SOCIO-POLITICAL VOCABULARY IN THE MEDIA","authors":"S. Kalenyuk, Viktoriya Zhelyazkova","doi":"10.30525/978-9934-26-069-8-6","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-6","url":null,"abstract":"The detailed consideration of lexical processes, structuring of lexical units, study of neologization processes, selection of functional types of neolexes, their classification and systematization provoke the active development of modern linguistics. The purpose of the work is to identify thematic subgroups of socio-political vocabulary, to find out the structural-semantic and functional features of the neolexes of the analyzed vocabulary in the mass media of Mykolayiv region. The object of the work is the vocabulary of the mass media of Mykolayiv region. The subject of research is socio-political vocabulary, neolexes in the mass media space of Mykolayiv region.To solve the above problems used methods of linguistic research, the choice of which depends on the purpose, objectives and collected factual material: the method of observation and the method of continuous sampling (to identify tokens related to the socio-political layer, innovations in publications and broadcasting); method of comparison (to determine the neological nature of the studied units and features of the mass media of Mykolayiv region at the all-Ukrainian level); descriptive (for inventory and classification of empirical material); component analysis (from the study of word semantics), comparable (during the analysis of socio-political vocabulary of the period 2015-2018). In the article the basic modern classifications of social and political vocabulary of language of mass media are considered, the thematic subgroups of tokens of the Nikolaev mass media are analyzed, features of the offered classification are established. Having analyzed the most important thematic subgroups that have been identified in the course of working with factual material, the following thematic subgroups function in the mass media space of Mykolayiv region: nomenclature names in the language of mass media; names of departments, bodies in the structure of the state administrative apparatus; names of political parties, movements, ideological currents and their members; tokens of the military sphere; name of social processes of disorganization of public life. The active use of the names of political parties, movements, ideological currents and their members is observed during the election campaign. In our opinion, due to the negative attitude of the society to the political activity of the majority of the representatives of the People’s Deputies of Ukraine, the affiliation of specific individuals to the respective parties has been silenced lately. But, of course, this subgroup of social and political vocabulary takes place and is actively reflected in the mass media, for example: poroshenkivci, election campaign, coalition government. Words that directly describe the life of society (spiritual life, cultural values, etc.) fully fill the pages of the media of various types, for example: patriotism, national symbols, street art, independence, unemployment, subsistence level. The nature of the information spa","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128883488","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-11
L. Ruskulis, Lidiia Aizikova
The article clarifies the peculiarities of the organization of educational and scientific research activity of higher education institution students, which is an important way to improve the quality of training and forming of specialists with an academic degree, able to creatively apply the latest achievements of scientific and technological progress, and opens opportunities for effective acquisition and use of knowledge; implements an individualized approach to learning; develops the ability to independently conduct research and summarize the investigation results; dominant tasks are characterized; the directions (educational research, scientific research and scientific organizational) and types of educational research activity of students (abstract, scientific reviews and articles, course and diploma papers) are analysed; the theoretical bases of stylistics and the concept of “style” are investigated; the substyles of the scientific style are analysed (proper scientific (academic, purely scientific); scientific and technical (production and technical); scientific humanitarian; scientific informative (scientific summarizing); scientific reference (reference-encyclopaedic). It is proved that the main purpose of scientific language is to create and produce the scientific text, by which we mean the highest communicative unit within scientific discourse, a holistic communicative block having a clear, logical structure and internally complete parts, saturated with relevant terminology, a set of constant text categories and a means of presenting scientific information, the results of scientific research. The levels of organization of the scientific text (linguistic-structural (operating with linguistic models); linguistic-cognitive (verbalized concepts in the text); communicative-rhetorical (means of persuasion in the scientific text); communicative-pragmatic (personal attitude of the one who produces a scientific text to the message) are investigated; the features of primary (monograph, dissertation, bachelor and master theses) and secondary (scientific article, abstracts, summaries, annotations, reviews, reports) scientific texts are characterized. The paper reveals the principles of compiling scientific texts: content saturation – innovativeness of the presented information, its cognitive value; professional core – the need for analysed information for a particular sphere; scientific informativeness – the author’s concept of the represented research; novelty of the scientific text – new observations and knowledge discoveries that can be implemented in practice; content completeness – the integrity of the presented statements; problematicity – coding of problematic issues; comprehensibility to a specialist in a particular field – apprehensibility of information and providing necessary conditions to understanding it; intertextuality – connection of the scientific text with other types of texts; text declarativeness – a clear comparative analysis of a
{"title":"SCIENTIFIC TEXT AS A MEANS FOR REALIZATION OF HIGHER EDUCATION INSTITUTION STUDENTS IN EDUCATIONAL AND SCIENTIFIC RESEARCH ACTIVITIES","authors":"L. Ruskulis, Lidiia Aizikova","doi":"10.30525/978-9934-26-069-8-11","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-11","url":null,"abstract":"The article clarifies the peculiarities of the organization of educational and scientific research activity of higher education institution students, which is an important way to improve the quality of training and forming of specialists with an academic degree, able to creatively apply the latest achievements of scientific and technological progress, and opens opportunities for effective acquisition and use of knowledge; implements an individualized approach to learning; develops the ability to independently conduct research and summarize the investigation results; dominant tasks are characterized; the directions (educational research, scientific research and scientific organizational) and types of educational research activity of students (abstract, scientific reviews and articles, course and diploma papers) are analysed; the theoretical bases of stylistics and the concept of “style” are investigated; the substyles of the scientific style are analysed (proper scientific (academic, purely scientific); scientific and technical (production and technical); scientific humanitarian; scientific informative (scientific summarizing); scientific reference (reference-encyclopaedic). It is proved that the main purpose of scientific language is to create and produce the scientific text, by which we mean the highest communicative unit within scientific discourse, a holistic communicative block having a clear, logical structure and internally complete parts, saturated with relevant terminology, a set of constant text categories and a means of presenting scientific information, the results of scientific research. The levels of organization of the scientific text (linguistic-structural (operating with linguistic models); linguistic-cognitive (verbalized concepts in the text); communicative-rhetorical (means of persuasion in the scientific text); communicative-pragmatic (personal attitude of the one who produces a scientific text to the message) are investigated; the features of primary (monograph, dissertation, bachelor and master theses) and secondary (scientific article, abstracts, summaries, annotations, reviews, reports) scientific texts are characterized. The paper reveals the principles of compiling scientific texts: content saturation – innovativeness of the presented information, its cognitive value; professional core – the need for analysed information for a particular sphere; scientific informativeness – the author’s concept of the represented research; novelty of the scientific text – new observations and knowledge discoveries that can be implemented in practice; content completeness – the integrity of the presented statements; problematicity – coding of problematic issues; comprehensibility to a specialist in a particular field – apprehensibility of information and providing necessary conditions to understanding it; intertextuality – connection of the scientific text with other types of texts; text declarativeness – a clear comparative analysis of a","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127112343","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 : 1900-01-01DOI: 10.30525/978-9934-26-069-8-9
P. Osipov, Nataliia Bulyk
Translation issues have long been in the field of view of translators and philologists-researchers. The focus was on the definition of the translation process in view of its psychological and lexical-semantic features and its perception as a certain creative action. The translation process is always functionally and thematically defined and controlled. Its main purpose is to provide the necessary information and establish communication between people of different languages and cultures. Considering translation as an interlingual communication process, we address the question of what language operations should be performed to ensure the integration of source and target texts and at the same time eliminate their interlinguistic structural differences at the conceptual and stylistic levels. The dominant of any translation is its goal (skopos), because differences in the definition of translation goals cause, in turn, differences in interlingual translation strategies. The translator's understanding of the text presupposes his knowledge of the history of society, institutions, social conditions, religious beliefs, culturally and situationally determined patterns of speech activity and behavior of the "source culture", as well as knowledge of the syntax and semantics of the "source text" and their structures. Each translation creates a dynamic connection and is an intercultural transfer of the text insofar as it takes into account the culturally specific comparison of language, situation and object in question. From the standpoint of hermeneutics and from the point of view of translation, the difference of cultures means the difference between "source culture" and thus – the culture of "source language" and "target culture" and thus - the culture of "target language". The analysis focuses on the translation of the most famous poems of German classics. In J. Goethe, along with the ballad "Erlkönig" ("The Forest King"), it is his popular excerpts from the tragedy "Faust". The translation was made by famous writers B. Hrinchenko and M. Rylsky. F. Schiller's poetry is represented by his ballads "Pirnach" ("DerTaucher") and "Glove" ("DerHandschuh"). The latter was translated by the famous poet and translator M. Orest. Heine's works were translated into Ukrainian by such well-known writers as I. Franko, L. Pervomaisky and others.
{"title":"TRANSLATION OF CLASSICS OF GERMAN POETRY IN UKRAINIAN","authors":"P. Osipov, Nataliia Bulyk","doi":"10.30525/978-9934-26-069-8-9","DOIUrl":"https://doi.org/10.30525/978-9934-26-069-8-9","url":null,"abstract":"Translation issues have long been in the field of view of translators and philologists-researchers. The focus was on the definition of the translation process in view of its psychological and lexical-semantic features and its perception as a certain creative action. The translation process is always functionally and thematically defined and controlled. Its main purpose is to provide the necessary information and establish communication between people of different languages and cultures. Considering translation as an interlingual communication process, we address the question of what language operations should be performed to ensure the integration of source and target texts and at the same time eliminate their interlinguistic structural differences at the conceptual and stylistic levels. The dominant of any translation is its goal (skopos), because differences in the definition of translation goals cause, in turn, differences in interlingual translation strategies. The translator's understanding of the text presupposes his knowledge of the history of society, institutions, social conditions, religious beliefs, culturally and situationally determined patterns of speech activity and behavior of the \"source culture\", as well as knowledge of the syntax and semantics of the \"source text\" and their structures. Each translation creates a dynamic connection and is an intercultural transfer of the text insofar as it takes into account the culturally specific comparison of language, situation and object in question. From the standpoint of hermeneutics and from the point of view of translation, the difference of cultures means the difference between \"source culture\" and thus – the culture of \"source language\" and \"target culture\" and thus - the culture of \"target language\". The analysis focuses on the translation of the most famous poems of German classics. In J. Goethe, along with the ballad \"Erlkönig\" (\"The Forest King\"), it is his popular excerpts from the tragedy \"Faust\". The translation was made by famous writers B. Hrinchenko and M. Rylsky. F. Schiller's poetry is represented by his ballads \"Pirnach\" (\"DerTaucher\") and \"Glove\" (\"DerHandschuh\"). The latter was translated by the famous poet and translator M. Orest. Heine's works were translated into Ukrainian by such well-known writers as I. Franko, L. Pervomaisky and others.","PeriodicalId":337549,"journal":{"name":"Trends of philological education development in the context of European integration","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131681727","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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