Pub Date : 2024-03-13DOI: 10.32589/1817-8510.2024.1.298900
Alla Melnyk
This article delves into effective flipped learning strategies for the training of future foreign language teachers, with a focus on developing their professionally oriented communicative competence. A methodological approach integrating asynchronous and synchronous interactions is proposed, highlighting the importance of independent learning activities, which are complemented by synchronous support to enhance engagement. This approach, underpinned by scientific literature, suggests that the evolution of asynchronous learning should strengthen the flipped learning methodology. It projects asynchronous -synchronous interaction as a special type of asynchronous mode. In this mode, the independent (asynchronous) component is primary, and the collaborative (synchronous) component is secondary. This structure emphasizes students’ independent learning activities. Synchronous interactions provide additional support in cooperation. The article advocates for a balanced use of both delayed (asynchronous) and quasi-instant (synchronous) communication, the latter being quicker than traditional delayed methods but not as immediate as real-time interactions.The study maintains that integrating and incorporating synchronous aspects into asynchronous learning activities enhances the core essence of flipped learning. It outlines four specific principles for the effective application of asynchronous-synchronous techniques. They are: consistent integration, making the best use of technology tools, feedback loop, combining communication methods. Drawing on previous research and the author’s personal teaching experience at the Faculty of Philology of Educational Technologies, Kyiv National Linguistic University, Ukraine, the impact of these methods on the education of students studying at the second (master’s) level has been examined. Survey results have indicated a significant positive effect (70% to 90%) of blended learning and the flipped learning model on students’ professional growth and overall satisfaction with their education. Additionally, the article presents examples of exercises (preparatory stage of flipped learning) designed to develop English-language professionally oriented speech competence in master’s students, along with online resources for their implementation in a blended learning format.
{"title":"ENHANCING FLIPPED LEARNING: A COMPREHENSIVE METHODOLOGY FOR INTERGRATING ASYNCHRONOUS AND SYNCHRONOUS INTERACTION","authors":"Alla Melnyk","doi":"10.32589/1817-8510.2024.1.298900","DOIUrl":"https://doi.org/10.32589/1817-8510.2024.1.298900","url":null,"abstract":"This article delves into effective flipped learning strategies for the training of future foreign language teachers, with a focus on developing their professionally oriented communicative competence. A methodological approach integrating asynchronous and synchronous interactions is proposed, highlighting the importance of independent learning activities, which are complemented by synchronous support to enhance engagement. This approach, underpinned by scientific literature, suggests that the evolution of asynchronous learning should strengthen the flipped learning methodology. It projects asynchronous -synchronous interaction as a special type of asynchronous mode. In this mode, the independent (asynchronous) component is primary, and the collaborative (synchronous) component is secondary. This structure emphasizes students’ independent learning activities. Synchronous interactions provide additional support in cooperation. The article advocates for a balanced use of both delayed (asynchronous) and quasi-instant (synchronous) communication, the latter being quicker than traditional delayed methods but not as immediate as real-time interactions.The study maintains that integrating and incorporating synchronous aspects into asynchronous learning activities enhances the core essence of flipped learning. It outlines four specific principles for the effective application of asynchronous-synchronous techniques. They are: consistent integration, making the best use of technology tools, feedback loop, combining communication methods. Drawing on previous research and the author’s personal teaching experience at the Faculty of Philology of Educational Technologies, Kyiv National Linguistic University, Ukraine, the impact of these methods on the education of students studying at the second (master’s) level has been examined. Survey results have indicated a significant positive effect (70% to 90%) of blended learning and the flipped learning model on students’ professional growth and overall satisfaction with their education. Additionally, the article presents examples of exercises (preparatory stage of flipped learning) designed to develop English-language professionally oriented speech competence in master’s students, along with online resources for their implementation in a blended learning format.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246836","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 : 2024-03-13DOI: 10.32589/1817-8510.2024.1.298899
Yana Fabrychna
The paper deals with learning activities on the topic of “Teachers and Learners: New Roles and Competences” aimed at the development of profession specific bilateral translation competence of student teachers of English. The purpose of the article is to suggest learning activities for the profession specific bilateral translation knowledge revision and systematization as well as profession specific bilateral translation skills and communicative abilities and attitudes development and improvement. Learning activities are developed on the basis of selected English and Ukrainian texts on foreign languages and cultures teaching in accordance with defined learning objectives. Warming up activities encourage students to discuss the notion of competence and the communicative approach application into language teaching. Profession specific knowledge area involves foreign language communicative competence development. Profession specific translation knowledge objective involves translation workflow (translation-oriented analysis of stylistic, sociolinguistic and socio-cultural characteristics of a source text); lexicological aspect (ways of rendering of titles of papers); lexico-grammatical aspect (ways of rendering of nominative constructions). Practice activities develop profession specific translation vocabulary skills to convey foreign languages and cultures teaching terms as well as grammar skills to convey the nominative constructions. Communicative tasks facilitate the development of profession specific translation skills to identify translation problems and difficulties and ways of their solving; render a dissertation extract (English-to-Ukrainian translation) and an academic article (Ukrainian-to-English translation). Evaluation and further development planning involves working with sections of Profession Specific Bilateral Translation Learning Biography and Dossier. Learning activities performed in the suggested way and order will help to achieve learning objectives.
{"title":"LEARNING ACTIVITIES FOR TEACHING PROFESSION SPECIFIC TRANSLATION TO STUDENT TEACHERS OF ENGLISH ON THE TOPIC OF TEACHERS AND LEARNERS: NEW ROLES AND COMPETENCES.","authors":"Yana Fabrychna","doi":"10.32589/1817-8510.2024.1.298899","DOIUrl":"https://doi.org/10.32589/1817-8510.2024.1.298899","url":null,"abstract":"The paper deals with learning activities on the topic of “Teachers and Learners: New Roles and Competences” aimed at the development of profession specific bilateral translation competence of student teachers of English. The purpose of the article is to suggest learning activities for the profession specific bilateral translation knowledge revision and systematization as well as profession specific bilateral translation skills and communicative abilities and attitudes development and improvement. Learning activities are developed on the basis of selected English and Ukrainian texts on foreign languages and cultures teaching in accordance with defined learning objectives. Warming up activities encourage students to discuss the notion of competence and the communicative approach application into language teaching. Profession specific knowledge area involves foreign language communicative competence development. Profession specific translation knowledge objective involves translation workflow (translation-oriented analysis of stylistic, sociolinguistic and socio-cultural characteristics of a source text); lexicological aspect (ways of rendering of titles of papers); lexico-grammatical aspect (ways of rendering of nominative constructions). Practice activities develop profession specific translation vocabulary skills to convey foreign languages and cultures teaching terms as well as grammar skills to convey the nominative constructions. Communicative tasks facilitate the development of profession specific translation skills to identify translation problems and difficulties and ways of their solving; render a dissertation extract (English-to-Ukrainian translation) and an academic article (Ukrainian-to-English translation). Evaluation and further development planning involves working with sections of Profession Specific Bilateral Translation Learning Biography and Dossier. Learning activities performed in the suggested way and order will help to achieve learning objectives.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246021","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 : 2024-03-13DOI: 10.32589/1817-8510.2024.1.298980
Vаleriia Kudina, Daria Sapsai
Reflections on modern requirements for the teaching profession .
对现代教师职业要求的思考 .
{"title":"Reflections on modern requirements for the teaching profession.","authors":"Vаleriia Kudina, Daria Sapsai","doi":"10.32589/1817-8510.2024.1.298980","DOIUrl":"https://doi.org/10.32589/1817-8510.2024.1.298980","url":null,"abstract":"Reflections on modern requirements for the teaching profession .","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246297","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 : 2024-03-13DOI: 10.32589/1817-8510.2024.1.298901
Vira Swyrydjuk, Sofiia Bozhok
The article deals with the didactic and methodological principles of teaching a second foreign language in general secondary education institutions in the light of the intercultural aspect. The professional literature on the problem of organizing the educational process of teaching a foreign language and culture in general and German as a second foreign language in particular is analyzed. Attention is focused on the principles of learning as a regulator of thinking and speaking processes of understanding and generating foreign language information. The importance of adherence to the principles and their advantages in the formation of skills and abilities of foreign language communicative competence is presented. The author singles out the principle of visibility, the observance of which involves and interconnects other principles, for example: scientificity, feasibility, creativity and individualization. The rules that can dominate in the development of the educational process of teaching a second foreign language are formulated, where visibility as a didactic principle is internalized in the methodological principle of communicative approach. Examples in German of the implementation of the principle of communicativeness, in particular the principle of real authentic communication, are given. Three aspects for achieving communicative goals with the characteristics of the culture of speech are distinguished. The requirements for compiling teaching and learning materials, which are also an integral component of the educational process of teaching a second foreign language, are specified. The author describes the principle of taking into account the native language and culture, when students learn to realize the culture of the peoples of the language being taught. A comparison of linguistic features in German and Ukrainian socio-cultures is presented. The factor of the phenomenon of culture, which is thematized to students in the educational process through the prism of a foreign language and comparing the facts of the cultural experience of the peoples whose language is studied with the experience of the people whose heritage is the Ukrainian language, is highlighted.
{"title":"INTERCULTURAL ASPECT: DIDACTIC AND METHODOLOGICAL PRINCIPLES OF TEACHING A SECOND FOREIGN LANGUAGE IN GENERAL SECONDARY EDUCATION INSTITUTIONS","authors":"Vira Swyrydjuk, Sofiia Bozhok","doi":"10.32589/1817-8510.2024.1.298901","DOIUrl":"https://doi.org/10.32589/1817-8510.2024.1.298901","url":null,"abstract":"The article deals with the didactic and methodological principles of teaching a second foreign language in general secondary education institutions in the light of the intercultural aspect. The professional literature on the problem of organizing the educational process of teaching a foreign language and culture in general and German as a second foreign language in particular is analyzed. Attention is focused on the principles of learning as a regulator of thinking and speaking processes of understanding and generating foreign language information. The importance of adherence to the principles and their advantages in the formation of skills and abilities of foreign language communicative competence is presented. The author singles out the principle of visibility, the observance of which involves and interconnects other principles, for example: scientificity, feasibility, creativity and individualization. The rules that can dominate in the development of the educational process of teaching a second foreign language are formulated, where visibility as a didactic principle is internalized in the methodological principle of communicative approach. Examples in German of the implementation of the principle of communicativeness, in particular the principle of real authentic communication, are given. Three aspects for achieving communicative goals with the characteristics of the culture of speech are distinguished. The requirements for compiling teaching and learning materials, which are also an integral component of the educational process of teaching a second foreign language, are specified. The author describes the principle of taking into account the native language and culture, when students learn to realize the culture of the peoples of the language being taught. A comparison of linguistic features in German and Ukrainian socio-cultures is presented. The factor of the phenomenon of culture, which is thematized to students in the educational process through the prism of a foreign language and comparing the facts of the cultural experience of the peoples whose language is studied with the experience of the people whose heritage is the Ukrainian language, is highlighted.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245613","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 : 2024-03-13DOI: 10.32589/1817-8510.2024.1.298904
Hanna Boretska
The article examines the issue of improving the quality of practical training of pre-service English language teachers and describes the features of the organizing and implementing teaching practice for students majoring in specialty 014 Secondary Education. The expediency of surveying employers and pre-service teachers during teaching practice to identify the language and methodological education levels of the students and their readiness for professional activities is substantiated. The publication describes survey methods and tools, emphasizing the importance of collaboration with employers and receiving feedback for further improvement of pre-service teacher training. Surveys are compiled, featuring questions on pre-service teachers’ professional readiness and the development of soft skills, with examples of such surveys for both employers and students provided. The article includes a description of survey results, examples of respondents’ answers, and an analysis of the survey outcomes. The conducted survey made it possible to diagnose and describe the challenges that pre-service English language teachers may face during teaching practice. Conclusions are drawn regarding ways to enhance the quality of pre-service teacher preparation for professional activities.
{"title":"TEACHING PRACTICE: SURVEY RESULTS OF EMPLOYERS AND STUDENTS IN THE CONTEXT OF PRE-SERVICE ENGLISH TEACHERS’ TRAINING","authors":"Hanna Boretska","doi":"10.32589/1817-8510.2024.1.298904","DOIUrl":"https://doi.org/10.32589/1817-8510.2024.1.298904","url":null,"abstract":"The article examines the issue of improving the quality of practical training of pre-service English language teachers and describes the features of the organizing and implementing teaching practice for students majoring in specialty 014 Secondary Education. The expediency of surveying employers and pre-service teachers during teaching practice to identify the language and methodological education levels of the students and their readiness for professional activities is substantiated. The publication describes survey methods and tools, emphasizing the importance of collaboration with employers and receiving feedback for further improvement of pre-service teacher training. Surveys are compiled, featuring questions on pre-service teachers’ professional readiness and the development of soft skills, with examples of such surveys for both employers and students provided. The article includes a description of survey results, examples of respondents’ answers, and an analysis of the survey outcomes. The conducted survey made it possible to diagnose and describe the challenges that pre-service English language teachers may face during teaching practice. Conclusions are drawn regarding ways to enhance the quality of pre-service teacher preparation for professional activities.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246031","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 : 2024-03-13DOI: 10.32589/1817-8510.2024.1.298977
Ruslan Slobozhenko
This paper represents the English lesson plan related to the pressing issue in the world today and offers an array of assignments for students at the B2-C1 level at English lessons. The stuff which engages students in improving their language skills include reading, listening, and speaking exercises, raise students’ interest in discussing the issue of crisis, its causes and consequences and how it will impact on the world economy, and organize active usage of language material as well as help students acquire it effectively. The special attention is paid to the lexical and semantic features of the key words associated with the word ‘crisis’.
{"title":"The English lesson plan on the topic “A history of the crisis”","authors":"Ruslan Slobozhenko","doi":"10.32589/1817-8510.2024.1.298977","DOIUrl":"https://doi.org/10.32589/1817-8510.2024.1.298977","url":null,"abstract":"This paper represents the English lesson plan related to the pressing issue in the world today and offers an array of assignments for students at the B2-C1 level at English lessons. The stuff which engages students in improving their language skills include reading, listening, and speaking exercises, raise students’ interest in discussing the issue of crisis, its causes and consequences and how it will impact on the world economy, and organize active usage of language material as well as help students acquire it effectively. The special attention is paid to the lexical and semantic features of the key words associated with the word ‘crisis’.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245629","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 : 2024-03-13DOI: 10.32589/1817-8510.2024.1.298894
S. Nikolaeva, Valentyna Chernysh, Yana Diachkova
The article analyzes various aspects of the academic integrity problem facing higher education students. An overview of the main state documents on the specified problem has been made: laws, codes, regulations, letters, methodological recommendations, etc. The points of view regarding the relevance and essence of the problem are based on the publications of domestic and foreign scientists. Attending online webinars and lectures on the sought-after problem on the Coursera and Prometheus platforms, familiarization with the scientific and practical conference programs, online courses on teaching academic integrity, surveying the teachers’ and students’ results on awareness of the issue of academic integrity lead to the conclusion about the relevance of the problem and the feasibility of its research. The study of scientific articles over the past five years allows to state that the problem of the academic integrity competence structure of higher education students remains relevant, but insufficiently researched, which has negative impact on the effectiveness of its formation. The concept of the academic integrity competence is clarified, and its structure based on the National Qualifications Framework (2020) is substantiated. We believe that the above-mentioned competence should consist of four sub-competencies; knowledge in academic integrity in the field of education, skills in academic integrity in the field of education, communication based on the principles of academic integrity in the field of education, responsibility and autonomy in compliance with academic integrity in the field of education. The structure of each of the subcompetencies, which consists of microcompetencies for a specific level of education and for each of the training courses, is defined according to the Academic Integrity Competency Resource Map (University of Waterloo, 2023). For example, sub-competency 1 “Knowledge in the field of academic integrity in education” covers 4 microcompetencies, the first of which is “Knowledge in the field of academic integrity in education” for undergraduate (first, second, third and fourth years), for master’s (first and second years), and postgraduate studies (first and second years). Subcompetencies two, three and four are similarly structured. The next step in the study of the mentioned problem is to specify the content of each of the microcompetencies.
{"title":"STRUCTURE OF THE HIGHER EDUCATION APPLICANTS’ ACADEMIC INTEGRITY COMPETENCE","authors":"S. Nikolaeva, Valentyna Chernysh, Yana Diachkova","doi":"10.32589/1817-8510.2024.1.298894","DOIUrl":"https://doi.org/10.32589/1817-8510.2024.1.298894","url":null,"abstract":"The article analyzes various aspects of the academic integrity problem facing higher education students. An overview of the main state documents on the specified problem has been made: laws, codes, regulations, letters, methodological recommendations, etc. The points of view regarding the relevance and essence of the problem are based on the publications of domestic and foreign scientists. Attending online webinars and lectures on the sought-after problem on the Coursera and Prometheus platforms, familiarization with the scientific and practical conference programs, online courses on teaching academic integrity, surveying the teachers’ and students’ results on awareness of the issue of academic integrity lead to the conclusion about the relevance of the problem and the feasibility of its research. The study of scientific articles over the past five years allows to state that the problem of the academic integrity competence structure of higher education students remains relevant, but insufficiently researched, which has negative impact on the effectiveness of its formation. The concept of the academic integrity competence is clarified, and its structure based on the National Qualifications Framework (2020) is substantiated. We believe that the above-mentioned competence should consist of four sub-competencies; knowledge in academic integrity in the field of education, skills in academic integrity in the field of education, communication based on the principles of academic integrity in the field of education, responsibility and autonomy in compliance with academic integrity in the field of education. The structure of each of the subcompetencies, which consists of microcompetencies for a specific level of education and for each of the training courses, is defined according to the Academic Integrity Competency Resource Map (University of Waterloo, 2023). For example, sub-competency 1 “Knowledge in the field of academic integrity in education” covers 4 microcompetencies, the first of which is “Knowledge in the field of academic integrity in education” for undergraduate (first, second, third and fourth years), for master’s (first and second years), and postgraduate studies (first and second years). Subcompetencies two, three and four are similarly structured. The next step in the study of the mentioned problem is to specify the content of each of the microcompetencies.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140245759","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 : 2024-01-02DOI: 10.32589/1817-8510.2023.4.295048
G. Boiarkina
The article clarifies necessity for a structured presentation and research of various geographical names using examples of countries’ names by students of international relations’ faculties of higher educational establishments who study the Chinese language and plan to work in international organizations, diplomatic institutions, etc. It is noted that the correct use and spelling of geographical names will be the key to successful negotiations when meeting with partners, speeches at international conferences, supporting effective everyday communication as well. The importance of delineating a clear approach when studying countries’ names in the modern standard Chinese language (putonghua) is determined by the fact that, firstly, in the textbooks and various manuals for learning Chinese, insufficient attention is paid to the interpretation of the meanings of characters - components from which toponymic names are formed; secondly, insufficient number of examples are given in order to trace certain patterns of original transference of countries’ names in Chinese; thirdly, it does not reflect the general system, using which it is possible to simplify and at the same time to improve studying many geographical names. The article focuses on the fact that students of the faculties of international relations as well as students of philological faculties of linguistic higher educational establishments when learning the Chinese language need to have a clear idea of how toponyms are interpreted in order to use them in the future international communication. Exact examples of structured research of countries’ names in Chinese are given and analyzed.
{"title":"Structured studying of geographical names on the example of countries’ names in the modern Chinese language by students of higher educational establishments","authors":"G. Boiarkina","doi":"10.32589/1817-8510.2023.4.295048","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.4.295048","url":null,"abstract":"The article clarifies necessity for a structured presentation and research of various geographical names using examples of countries’ names by students of international relations’ faculties of higher educational establishments who study the Chinese language and plan to work in international organizations, diplomatic institutions, etc. It is noted that the correct use and spelling of geographical names will be the key to successful negotiations when meeting with partners, speeches at international conferences, supporting effective everyday communication as well. The importance of delineating a clear approach when studying countries’ names in the modern standard Chinese language (putonghua) is determined by the fact that, firstly, in the textbooks and various manuals for learning Chinese, insufficient attention is paid to the interpretation of the meanings of characters - components from which toponymic names are formed; secondly, insufficient number of examples are given in order to trace certain patterns of original transference of countries’ names in Chinese; thirdly, it does not reflect the general system, using which it is possible to simplify and at the same time to improve studying many geographical names. The article focuses on the fact that students of the faculties of international relations as well as students of philological faculties of linguistic higher educational establishments when learning the Chinese language need to have a clear idea of how toponyms are interpreted in order to use them in the future international communication. Exact examples of structured research of countries’ names in Chinese are given and analyzed.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139390208","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 : 2024-01-02DOI: 10.32589/1817-8510.2023.4.295037
Н. Boretska, Т. Pushkaryova, I. Tarayan
The training of a future foreign language teacher at the Faculty of Philology of Educational Technologies of Kyiv National Linguistic University is a complex and responsible task, an important stage of which is pedagogical practice. The choice of the base by the educational institution determines the quality of the entire training and affects the achievement of the goalsto be realised during the practice. To be included in the KNLU's general secondary education institutions, certain requirements are set, namely: experienced teaching staff, innovative teaching methods, mentoring system, safe educational environment and infrastructure, etc. The Scandinavian Gymnasium of Kyiv is a practice site that fully meets all these requirements and is a long-term partner of Kyiv National Linguistic University.
{"title":"Partnership for Development: collaboration between Kyiv National Linguistic University and Scandinavian Gymnasium","authors":"Н. Boretska, Т. Pushkaryova, I. Tarayan","doi":"10.32589/1817-8510.2023.4.295037","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.4.295037","url":null,"abstract":"The training of a future foreign language teacher at the Faculty of Philology of Educational Technologies of Kyiv National Linguistic University is a complex and responsible task, an important stage of which is pedagogical practice. The choice of the base by the educational institution determines the quality of the entire training and affects the achievement of the goalsto be realised during the practice. To be included in the KNLU's general secondary education institutions, certain requirements are set, namely: experienced teaching staff, innovative teaching methods, mentoring system, safe educational environment and infrastructure, etc. The Scandinavian Gymnasium of Kyiv is a practice site that fully meets all these requirements and is a long-term partner of Kyiv National Linguistic University.","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139391151","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 : 2024-01-02DOI: 10.32589/1817-8510.2023.4.295056
О. Anishchenko
Review of the collection of papers «Acta Andragogica» (8/2023, Július Matulčík (ed.), Univerzita Komenského v Bratislave, filozofická fakulta, Bratislava (Slovensko) («Andragogic Research», 8/2023, edited by professor J. Matulčík, Comenius University in Bratislava, faculty of Philosophy, Bratislava, Slovak Republic
{"title":"A relevant publication for researchers and practitioners in the field of adult education","authors":"О. Anishchenko","doi":"10.32589/1817-8510.2023.4.295056","DOIUrl":"https://doi.org/10.32589/1817-8510.2023.4.295056","url":null,"abstract":"Review of the collection of papers «Acta Andragogica» (8/2023, Július Matulčík (ed.), Univerzita Komenského v Bratislave, filozofická fakulta, Bratislava (Slovensko) («Andragogic Research», 8/2023, edited by professor J. Matulčík, Comenius University in Bratislava, faculty of Philosophy, Bratislava, Slovak Republic","PeriodicalId":513122,"journal":{"name":"The scientific and methodological journal \"Foreign Languages\"","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139390250","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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