Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations

Developing oral competence within foreign language acquisition context

2023-12-29T10:36:39+00:00

In the context of contemporary educational priorities and directions, foreign language competence is considered an integral asset for a successful career. In response, educators are tasked with employing effective pedagogical methods and instructional strategies that expedite the acquisition of language skills among their students. Their goal is to facilitate swift language mastery while ensuring the lasting retention of acquired knowledge, enabling its effective application in various communicative contexts.

Concerning the evaluation of the effectiveness of foreign language learning, we emphasize that immersing learners in authentic communication situations greatly enhances productive learning. However, improving oral skills, particularly when encountering intricate psychological and cultural barriers, poses challenges that have yet to receive comprehensive examination.

As criteria for determining the complex ratio of various factors in the speakerʼs communicative interaction with the language material, we propose a method that involves analyzing the gradual development of oral intentions, acts, and sequences. These stages include the initial phase, which entails delineating objectives, tasks, and the extent of communication; the second stage, focusing on the speakerʼs collection of information related to the language context; the third stage, oriented toward clarifying the communicative roles of participants and defining the socio-cultural context; and the fourth stage, where the dialogue seamlessly integrates into the sequence of communicative acts and conversational patterns.

We assert that during the communication process, there arises a need to generate supplementary lexical resources. At this juncture, it is paramount for the teacher to foster the development of a mechanism enabling students to monitor and self-assess their language proficiency. The selected pedagogical methods should be thoughtfully structured to facilitate the transition of knowledge from the realm of comprehension to that of production, ultimately culminating in the capacity to think and articulate thoughts in a foreign language.

Communicative competence in a target language extends beyond the confines of classroom instruction. Therefore, educators should design the learning process in a manner that fosters self-directed skill enhancement and nurtures studentsʼ intrinsic motivation for independent practice.

Ukrainian as a foreign language: principles of the development of academic integrity and critical thinking among foreign students

2023-12-27T13:25:04+00:00

The scholarly and practical interest both within Ukraine and globally towards theoretical exploration, practical methodologies, and technologies fostering critical thinking and exemplifying academic integrity across the European and international landscape aligns with the imperative of advancing higher education within a framework of innovative student development. This article aims to investigate the impact of instructors teaching Ukrainian as a foreign language on the cultivation and enhancement of critical thinking skills and academic integrity among international students.

The research methodology is rooted in R. Paul and L. Elder’s theory, emphasizing a dual-component structure of critical thinking encompassing elements of thinking and intellectual standards. The approach integrates our own professional reflections, insights from colleagues, data collection, student questionnaires, and scientific observations of their academic.

This study clarifies the principles underlying the introduction of optimal tools from the arsenal of philological disciplines. These tools are designed to nurture critical thinking skills and instill adherence to academic integrity principles among foreign students at Kyiv National University of Technologies and Design, particularly within the framework of the elective course “Interesting Ukrainian: Conversation Club”. Additionally, it analyzes quantitative indicators reflecting the acquisition of critical thinking skills and adherence to academic integrity among foreign students.

The findings affirm several key points: Firstly, instructors wield significant influence in raising foreign students’ awareness of the importance of upholding academic integrity ideals. Secondly, teachers possess the capacity to structure educational modules effectively, fostering the development of critical thinking skills within their disciplines. Thirdly, this approach stimulates foreign students to perceive themselves as integral contributors to the educational process, nurturing their sense of responsibility and professional awareness. Finally, the study highlights the most effective methods for cultivating academic integrity.

Challenges in learning foreign languages encountered by intermediate-level students

2023-12-26T09:51:33+00:00

This article is dedicated to exploring and clarifying the challenges faced by intermediate-level learners aiming for advanced proficiency in a target language, but instead encountering a period of stagnation. Within this context, a survey of the studentsʼ expectations regarding learning outcomes revealed that the most highly valued achievement was the ability to conduct targeted searches on the Internet using their recently acquired language skills. Following closely was the recognition of the influential impact of fluent intercultural dialogue with foreigners as the second priority on the path to language proficiency. This capacity not only broadens professional horizons but also increases engagement in the virtual environment.

Understanding studentsʼ needs is a fundamental task in education. To address this, we suggest a range of productive strategies and tools to evaluate intermediate-level learnersʼ needs. These include diagnostic evaluations, self-evaluation, needs analysis surveys, feedback monitoring, cultural competence assessment, learning style monitoring, technology usage and preferences, and continuous formative assessment. Applying these techniques allows educators to acquire a comprehensive understanding of studentsʼ requirements, inclinations, and obstacles. It empowers teachers to customize their pedagogical approaches and content, providing enhanced support to students navigating through the stagnation phase.

Having determined studentsʼ expectations and the obstacles they faced at the intermediate level, the authors have drawn conclusions regarding the correlation between these factors, noting a direct dependency between them. The article proposes methods and approaches aimed at addressing the dissonance between learnersʼ expectations and demotivating difficulties. These approaches include a task-based approach, error correction, individualized feedback, cultural immersion, co-teaching for dual guidance, and peer collaboration. Additionally, it is suggested that to rectify occasional errors, teachers should engage students in methods involving open-ended questions. They should instruct students in skills relevant to effective conversational performance, such as opening conversations, turn-taking, interrupting, changing the subject, understanding adjacency pairs, and closing conversations.

Studing of English economic terminology: prospects and challenges for students of economic faculties

2023-12-26T09:51:36+00:00

The article examines current aspects of English language learning by students of economics faculties. It particularly focuses on the transition from general literary vocabulary to specialized professional terminology. The research combines several methods: analysis of modern approaches to studying professional terminology, assessment of the effectiveness of various English teaching methods in economics faculties, and surveys involving both applicants and instructors.

The author substantiates the importance of cultivating professional competence through terminology acquisition and the utilization of authentic materials such as the Harvard Review and Forbes. Proposals include integrating modules dedicated to studying English terminology within professional disciplines and introducing optional English courses to compensate for the shortage of hours allocated to English language instruction in senior courses.

Survey results highlight studentsʼ keen interest in mastering English professional terminology and their willingness to engage in project-based learning. Identified challenges include the high cost of educational materials and curriculum overload, with suggestions to leverage internet resources and modern educational tools.

Emphasis is placed on the necessity of a comprehensive approach to English language education for economics students, particularly highlighting the importance of honing English skills in professional contexts theyʼll encounter in their careers. Prioritizing the study of English-language professional terminology within the curriculum is deemed crucial for economics students. This specialization offers an alternative to the communicative approach, bridging the gap between general language proficiency and mastery of economic language.

Recommendations encompass implementing interdisciplinary approaches to teaching English terminology and fostering collaboration among instructors to enhance studentsʼ language and professional skill development. Furthermore, emphasizing innovative teaching methods, such as interactive technologies and virtual resources, is deemed instrumental in heightening student engagement and activity in the learning process. These approaches are considered vital in enhancing studentsʼ ability to comprehend and employ English terminology effectively.

Intersubject connections in the focus of teaching English in higher education institutions

2023-12-26T09:51:39+00:00

The article is dedicated to the analysis of English language teaching, taking into account the experience of implementing interdisciplinary connections in English classes at agricultural universities. The relevance of the article stems from the necessity to explore the subject relations between humanitarian disciplines and the courses “Foreign Language” and “Business Foreign Language”. The article addresses the current issue of the possibilities for implementing the “Law on the Use of the English Language in Ukraine”.

In the scientific literature, there is a multitude of opinions regarding the definition of the term “interdisciplinary connections”, leading to a significant number of works dedicated to various aspects of interdisciplinary connections. When characterizing the main features of interdisciplinary connections, the authors demonstrate the potential for reevaluating the process of teaching English in non-language higher educational institutions and highlight some advantages of implementing interdisciplinary connections, as observed in the process of teaching a foreign language to bachelorʼs and masterʼs students at Odessa State Agrarian University. These advantages include increased motivation among the students and enhanced communicative interaction among participants in the educational process.

The incorporation of an interdisciplinary approach in the context of using the English language in contemporary settings can find application in the development of work programs, the creation of English language manuals and online textbooks, as well as in the formulation of methodological recommendations. In the context of modern educational policy, the teaching of foreign languages in non-language higher education institutions can be approached from the perspective of both formal and informal education. This approach is characterized by the interdisciplinary integration of the courses “Foreign Language” and “Business Foreign Language” with humanities courses such as “Philosophy and Social Ethics”, “History of Ukrainian Statehood”, and “Ukraine – European Union”.

The linguistic and didactic potential of a culinary recipe in teaching Ukrainian as a foreign language

2023-12-26T09:51:41+00:00

The primary challenge in teaching Ukrainian as a foreign language is to identify language units, speech genres, or text types relevant for use in the educational process to develop the communicative and linguistic-cultural competence of learners. Given the significance of gastronomic culture in the modern world, a culinary recipe can serve as a valuable source of information about national cultural traditions and material for developing communication and intercultural skills.

The article explores the concept of a ʼculinary recipeʼ and the specific characteristics that make it a distinct type of text with potential applications in teaching Ukrainian as a foreign language. It argues that the linguistic and didactic potential of a culinary recipe is grounded in its features, such as compact size, the presence or potential use of visual aids for information presentation, a typical and repeated text structure, and optimal lexical content in terms of frequency of usage and stylistic neutrality. This content includes background and non-equivalent vocabulary, borrowings, internationalisms, hyperonyms, hyponyms, words related to product names, dishware, and other kitchen utensils, gustatory and deverbative culinary adjectives, as well as culinary verbs and verbs related to food processing.

The article also emphasizes the presence of typical structural models in word combinations and sentences. Special attention is given to the appropriateness and effectiveness of studying dish names and processing productive grammatical models, particularly word combinations. It highlights the importance of avoiding categorical imperatives in language materials and suggests processing culinary instructions primarily with the verb form in the 1st person plural.

In conclusion, the author recommends the integration of culinary recipes into Ukrainian language classes for foreign language learners, particularly for students at proficiency levels approaching A2–B1.

Development of critical thinking in the process of improving productive communication skills

2023-12-26T09:51:44+00:00

The author addresses a crucial issue for higher educational institutions – the development of students’ critical thinking abilities. Every teacher in a higher educational setting, irrespective of their discipline, must both foster and cultivate students’ critical thinking skills within their classes. This is particularly vital for foreign language instructors. The article aims to substantiate the efficacy of implementing specific techniques aimed at enhancing students’ critical thinking within higher educational processes and to systematize these techniques for fostering critical thinking in foreign language classes, thereby enhancing productive skills such as speaking and writing.

Despite extensive scholarly exploration, the study of critical thinking, both in its general scope and various facets, remains an inexhaustible and vital field that will continue to evolve. Concerning the cultivation of critical thinking skills in the process of learning foreign languages, it is noteworthy that the breadth of research in this area remains vast. Within the communicative approach to foreign language learning, where lessons are designed to mirror real-life scenarios and involve constant comparison between one’s native language and the foreign language being learned, critical thinking must remain a constant presence.

While the techniques employed in receptive language skills (reading and listening) may be adequate, those used to develop critical thinking during sessions focused on refining productive language skills (speaking and writing) in higher education institutions require further enhancement. Consequently, a comprehensive analysis of this aspect of the broader issue demands ongoing attention. The article presents an exhaustive list of techniques applicable during sessions aimed at cultivating productive skills (speaking and writing), aligning them with specific critical thinking skills and the mental operations that accompany them.

Training of engineers on a bilingual basis: specifics of the English mathematical language

2023-12-26T09:51:46+00:00

Due to globalization processes in higher education, the use of English as the medium of instruction is becoming more widespread in non-English-speaking countries. Bilingual education is actively being implemented in Ukraine, where professional disciplines are taught in a foreign language, primarily English. This article emphasizes that in bilingual education, the foreign language serves not only as a goal but also as a means of comprehending specialized knowledge. Consequently, the issues related to the nuances of employing a foreign language within specific subject areas, especially when teaching professional disciplines at technical universities, are highly relevant.

The article underscores that, at present, only specific aspects of the challenges associated with bilingual higher education have been identified. A comprehensive concept of bilingual professional education in Ukraine has yet to be fully developed. In particular, the methodological and technological foundations for bilingual education in professional engineering and technical disciplines remain underdeveloped.

The primary objective of this work is to explore the distinctive features of the English mathematical language within the context of bilingual training for future engineers. The article also analyzes the use of mathematical symbols in acquiring relevant linguistic conventions. It highlights various linguistic aspects of mathematical English texts and conducts a comparative analysis between mathematical and general literary language, examining their shared characteristics and differences.

From this perspective, the article delves into the semantic and syntactic aspects of mathematical language, its vocabulary, terminology, and the role of symbols in mathematical expressions. Particular attention is devoted to the use of variables in standard expressions. Various types of variables are identified, including terms, characteristics, and references.

The article introduces the concept of “highlighting a form in mathematical language and filling this form with variables”, essentially associating structure with content. The practical application of this concept results in the creation of mathematical templates or clichés, which are utilized in bilingual mathematics education. The article provides examples of such templates and illustrates how they can be employed.

Practical experience confirms the effectiveness of this approach, especially when teaching higher mathematics in English to students pursuing engineering and technical specialties. It demonstrates that students can quickly grasp the fundamentals of the English mathematical language through this method

Contrastive approach in teaching Ukrainian as a foreign languagе

2023-12-28T14:49:34+00:00

The article continues a series of studies dedicated to teaching the Ukrainian language to foreign students who either know or have experience in studying Russian. This group comprises foreigners from post-Soviet countries, as well as foreign master’s and postgraduate students who previously studied in Ukrainian higher education institutions in Russian. In compliance with the Law on Education, they are now studying Ukrainian or learning it as the state language of their current country of study.

The mastery of a new foreign language, as is commonly known, is built upon existing speaking experience, which determines the methodological necessity of comparing the systems of the known language with the language being studied. Such a comparative analysis allows the identification of common features in both languages and facilitates the application of previously acquired knowledge and skills in learning a new foreign language. Interference, understood as the interaction of different language systems, directly impacts the acquisition of a new language system. The foundation for studying and regulating interference processes lies in the contrastive approach. Contrastive linguistics aims to identify differences and similarities between modern languages, aiding in determining the directions of interference and explaining the cause of typical errors.

In our previous articles, we explored interference effects when Russian-speaking foreigners studied the Ukrainian language, focusing on phonetics, grammar, and syntax. These studies involved a comparative analysis of the functional-communicative organization of sentences, exemplified by the examination of ways to express subject-predicate relations in Ukrainian and Russian.

Functional-communicative grammar emphasizes the pivotal role of syntax as a system that organizes all other language levels. It views a sentence from a communicative organizational perspective as an utterance formed according to a specifically defined structural scheme, with the structural core being the predicate. The predicate designates specific positions for the participants in the situation described by the proposition (subject names or actants) and their quantity.

The proposed article investigates various types of extenders for the predicative centre of sentences, considers primary methods of expressing object, meaning, and circumstantial relations in both simple and complex sentences, and highlights key differences in expressing these relations between Ukrainian and Russian. These differences merit the attention of Russian-speaking learners to prevent interference errors.

The methodical recommendations provided herein may prove beneficial to teachers and methodologists in developing training programs, crafting textbooks, and designing teaching materials for Ukrainian language instruction tailored to specific groups of foreign learners. They also serve as valuable resources for novice teachers in preparing for practical classes.

Communicative and linguistic translation tools for academic adaptation of educational migrants in crisis conditions

2023-12-26T09:51:55+00:00

The article is devoted to solving the urgent scientific and methodological problem of adaptation of migrants to living conditions in a new socio-cultural space, which is caused by the current crisis conditions that have developed in Europe and the world and pose a threat not only to the health, but also to the lives of millions of people. A significant part of migration flows is made up of students who master their future profession at foreign universities, in particular in Polish higher education institutions.

Modern approaches to determining the structure of communicative competence of an educational migrant, types of adaptation, and tasks of language training are analyzed. The level of proficiency in the language of instruction is the main factor of the success of the educational process. It has been found that todayʼs conditions require clarification of the composition of participants of the academic adaptation of foreign students. The authors believe that at the initial stage of the adaptation process, the role of translators increases significantly. The requirements for the structure of communicative competence of an educational migrant and the professional and communicative competence of a translator have been clarified. A list of actual communicative situations in the domestic, educational, professional, administrative, socio-cultural spheres of communication is determined, examples of lexical units that will ensure the implementation of communicative tasks are provided.

For the formation of professional translation competence, the development of communicative and linguistic tools is proposed: the creation of an educational complex consisting of a syllabus of an elective discipline, a manual, the theoretical and practical sections of which will provide linguistic and methodical guidelines for the formation of interpretation and translation skills in situations of adaptation of educational migrants. It is also proposed to add a complex dictionary of a new type to the toolkit, which will combine the characteristics of different types of lexicographic works and perform the task of interpreting and explaining current lexical units.

The developed linguomethodical principles for the creation of an educational complex for the formation of professional and communicative competence of translators can become an invariant model for the creation of variable methodical materials for teaching translation from/into other languages.

Pedagogical grammar as the framework of TEFL research. Part 15. Age and foreign language acquisition: biological, cognitive and affective factors

2023-12-26T09:51:58+00:00

The paper presents a comparative analysis of the three groups of factors (biological (neurological), cognitive and affective), which are believed to be related to the impact of the learnersʼ age on the foreign language acquisition. Having analyzed the available research data concerning the possible role of biological aspects the hypothetic critical age may be based on (laterization, puberty, plasticity of specific brain areas, neuronsʼ maturation time, the thalamus hypothesis), the author formulates the preliminary conclusion about the contradictive data on the issue and the need for further research in the area. The same generally applies to the cognitive and affective aspects of the problem. The age differences in the foreign language learning can only partially be explained by different attitudes to language as an object of acquisition of children and adults considering a wide range of varieties within each of the said groups. The difference in adult and child acquisition strategies can be explained by a number of cognitive factors, such as the strong social attitude to the use of the native and foreign languages, as well as the ability of abstract thinking in adults. The cognitive development can explain why teenagers learn the language better than younger children, but it cannot account for the advantage of teenagers in the field of pronunciation acquisition or the childrenʼs better results in speaking over long periods of time. As far as affective aspects are concerned, many adults have problems in passing through the crucial stage (cultural stress) or they do not pass it through at all. In typical cases of language acquisition, most affective factors in the language environment are unfavorable for adults and favorable or neutral for children, creating unequal learning conditions. At the same time, some adults manage (due to individual and other factors) to approach the affective parameters of the childʼs conditions of acquisition. This may be an explanation for cases of adultsʼ rapid and effective acquisition of the foreign language.