学生远程学习乌克兰语作为外语的社会参与

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摘要

本文分析了学生对乌克兰语课堂参与度的看法。考虑到2019冠状病毒病大流行引发的远程交付的背景,重点是学习者的社会参与,这一类别尚未探索,但与所研究的背景相关。这一分析依赖于一些完善的参与理论框架,这些框架将这个概念视为学生在课堂上所做、所说、所想、所感和所做。我们将投入视为学习者为取得成就而实际花费的精力,这有助于他们在学习中取得成功[8]。参与的概念是多方面的,包括许多层面,通常被讨论为:行为、情感、认知[2]和代理[10];11)。特别是在远程学习和教学方面,社会参与的概念被证明是重要的,证明了本研究的重点(sivachenko & Nedashkivska, 2021)。这项研究针对的是在一所高等院校就读初级、中级和高级乌克兰语言课程的学生。样本包括23名本科生的回答。这些数据是基于学生的书面调查,旨在解决学生参与的多个层面。定性分析侧重于社会参与,包括讨论两个子类别:社会互动和社会联系,强调它们在远程语言教学中的作用。研究结果还强调了它们的相关性,不仅适用于远程课堂,而且还可能适用于其他技术辅助语言学习和教学的环境。文章最后为教育工作者提供了一些实用的建议,这些建议可以帮助他们在课堂上促进社会参与。关键词:乌克兰语,乌克兰语学习与教学,学生参与,社会参与,远程格式,远程语言教学,远程语言学习与教学。
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STUDENTS’ SOCIAL ENGAGEMENT IN LEARNING UKRAINIAN AS A FOREIGN LANGUAGE REMOTELY
The article analyzes students’ perceptions about their engagement in a Ukrainian language classroom. Considering the context of a remote delivery, prompted by the COVID-19 pandemic, the focus is on learners’ social engagement, a category still unexplored, but relevant for the context studied. The analysis relies on some well-established theoretical frameworks of engagement, which view this concept as referring to what students do, say, think, feel, and make in classrooms. We view engagement as the energy that learners actually spend toward their achievement, contributing to their success in learning [8]. The concept of engagement is multifaceted and includes a number of levels, commonly discussed as: behavioral, emotional, cognitive [2], and agentic [10; 11]. Particularly with respect to remote learning and teaching, the concept of social engagement proved to be significant, justifying the focus of the present study (Sivachennko & Nedashkivska, 2021). The study targets students enrolled in beginner, intermediate, and advanced Ukrainian language courses at a postsecondary institution. The sample includes responses from 23 undergraduate students. The data is based on a written student survey, designed to address the multiple levels of student engagement. The qualitative analysis, focusing on social engagement includes the discussion of two sub-categories: social interaction and social connection, underscoring their role in remote language teaching and learning. The results also highlight their relevance not only for a remote classroom, but going beyond as potentially relevant for other contexts of technology-assisted language learning and teaching. The article concludes with some practical recommendations for educators that may assist in promoting social engagement in their classrooms. Key words: Ukrainian language, Ukrainian language learning and teaching, student engagement, social engagement, remote format, remote language teaching, remote language learning and teaching.
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SPORT LEXIS IN TEACHING UKRAINIAN AS A FOREIGN LANGUAGE The Ukrainian language in HALYCHYNA school system in the interwar period STAGES OF ESTABLISHMENT OF COMPUTER TERMINOLOGY AGAINST THE BACKGROUND OF THE DEVELOPMENT OF INFORMATION TECHNOLOGIES IN UKRAINE YOUTH SLANG IN MODERN STUDENTS’ SPEECH DEVELOPMENT OF TERMINOLOGICAL COMPETENCE OF STUDENTS MAJORING IN APPLIED LINGUISTICS
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