Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching
en-USvyklad.mov@karazin.ua (Н.І. Ушакова)olena.titarenko@karazin.ua (О.О. Тітаренко)Mon, 30 Dec 2024 00:00:00 +0000OJS 3.1.2.4http://blogs.law.harvard.edu/tech/rss60Metacognitive practices in training for essay writing in a target language
https://periodicals.karazin.ua/language_teaching/article/view/24771
<p>The relevance of the article stems from the problem of common student frustration with their essay writing performance in target language training. The issue is manageable when integrating essay writing skills with practices that use metacognitive strategies in cognitive processes. These strategies focus the thought of learners on personal development and consequently help them become more self-aware and proficient writers. The paperʼs purpose in this regard is to specify metacognitive practices as patterns of strategic behaviour and outline the rationale for their use in writing performance. In achieving this, the research employs methodological tools corresponding to current and archival materials analysis (student essays and teacher feedback techniques on their quality), behavioural observations, and case studies. Insights into self-assessments, self-efficacy beliefs, and the wide-ranging usefulness of various reflective procedures for advancing metacognitive abilities are among the objectives of this mixed-methods approach. The main results are embodied in certain transformations of theoretical ideas into specific learning tasks with metacognitive content and practices for their fulfilment, as well as in their visual illustrations and examples. The metacognitive model is part of these results, which frame metacognitive practices in the educational process. Despite its generalizing application, the model structure (personality – task – strategies at the level of cognitive and metacognitive thinking – teacher/peer student/group) limits the metacognitive practices functioning to strategic goals or attitudes aimed at cognition regulation. When the model is assumed, its extension through metacognition depicts these moments: (1) Stages of training metacognitive strategies: planning (analyzing essay requirements), monitoring (tracking progress during writing), evaluation (critically assessing written work), regulation (adapting strategies based on feedback), and others. (2) Skills development within these strategies. (3) Emotional factors. (4) Practical toolkits: reflection journals, peer reviews, and feedback integration.</p> <p>Overall, metacognitive practice implemented within the educational curriculum alters writing from a challenging task into a structured, intentional learning experience, suggesting that further research is warranted to refine and expand on these findings.</p>S. Volkov
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24771Mon, 30 Dec 2024 00:00:00 +0000Current state and challenges in teaching ukrainian online to non-philological foreign students
https://periodicals.karazin.ua/language_teaching/article/view/24775
<p>The proposed article addresses the issue of enhancing the quality of education for foreign students of philology enrolled in Ukrainian higher education institutions in alignment with the requirements of international students and the Ukrainian educational system.</p> <p>The article points out that the education of foreign citizens in non-linguistic higher education institutions can now be equated with intensive courses.</p> <p>This complicates the language training of foreign communicators. That is why new methods, forms, tools and techniques are being searched for, which will be the key to achieving high results in teaching foreigners online.</p> <p>In the modern information environment of online learning and during the difficult socio-political situation in our country, the way teachers impart relevant knowledge and skills and the way students acquire this knowledge are changing. This fact is reflected in the reduction of classroom hours and the increase of independent work time for foreign non-native speakers. It is clear that the established methods and forms of teaching need to be rethought and new solutions found.</p> <p>In the case of oral learning, as in the case of oral teaching, foreign communicators learn grammatical material, vocabulary (learning the sound form, grammar, meaning and use of a word) and favourable conditions are created for increasing their knowledge of the target language, developing pronunciation, vocabulary, grammar, speaking skills and, above all, listening (the most difficult type of language activity for foreigners) as well as speaking.</p> <p>The article outlines the main requirements of online language training with a limited number of hours in the learning process, as well as the advantages and challenges of oral learning.</p> <p>The authors focus on oral teaching as the leading form of proactive learning.</p>K. Geichenko, Y. Chorna
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24775Mon, 30 Dec 2024 00:00:00 +0000English abbreviations related to language teaching: problems of typology and translation into Ukrainian
https://periodicals.karazin.ua/language_teaching/article/view/24776
<p>The article analyses the thematic groups (TG) and subgroups (SG) of English language abbreviations of four categories related to language teaching: 1) names of language teaching organisations; 2) names of approaches to language teaching and forms of its organisation; 3) names of forms of control, diplomas and certificates in language teaching; 4) characteristics of languages as objects of study and learners. On the basis of similar studies on thematic classification of Ukrainian language terminology, the author claims the insufficient number of studies on English language abbreviations. This, together with the need for their systematic thematic classification, has made it possible to substantiate the relevance of the study. The aim of the study is to identify the above-mentioned TGs and TPGs, to determine their structural characteristics and methods of translation. Consequently, the tasks included the selection of research material, its analysis, the formulation of conclusions and further perspectives. The criterion for distinguishing between TGs and TPGs is the denotative feature, which signifies the realities of extra-linguistic reality. The division of lexemes into TGs and TPGs is an important task in the study of the terminological system. The material of the study included 435 abbreviations selected from original English sources. Within the categories analysed, TGs and TPGs have different degrees of branching and can each contain from 1 to 7 groups and subgroups. The latter can be further subdivided into even smaller units. As a result, the largest and most ramified TGs and TPGs are located in the centre of each category, while the smallest are on the periphery. The analysed TGs and TPGs differ in terms of their quantitative composition, structural models, belonging to a part of speech and the principles of rendering English abbreviations into Ukrainian. The logic and clarity of the analysed TGs and TPGs are ensured by the common conceptual features of their components, which give the respective TGs and TPGs their thematic integrity. These components are based on different models of term formation, which may influence the techniques chosen to translate them. The study of such dependencies within the analysed categories is suggested as a prospect for further research.</p>N. Kovalchuk
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24776Mon, 30 Dec 2024 00:00:00 +0000Information technologies for the study of lexical and grammatical norms in the course “Ukrainian language for professional purposes”
https://periodicals.karazin.ua/language_teaching/article/view/24777
<p>The article analyzes the current aspects of studying lexical and grammatical norms in the classes of the course “Ukrainian language for professional purposes” using information technologies. The authors consider the issue of developing and improving lexical and grammatical competence of higher education students as a requirement and basis for the culture of oral speech of a specialist. The purpose of the article is to analyze theoretical and methodological ways of studying lexical and grammatical norms using information technologies in the classes of the course “Ukrainian language for professional purposes”, as well as to study the problem of improving linguistic and communicative competence in higher education students in the context of the educational needs of the modern generation of “zoomers” in Ukraine, which, in addition to the global challenges associated with the COVID-19 pandemic, is forcibly exposed to the influence of social and demographic changes associated with the Russian-Ukrainian war.</p> <p>In the article, the authors emphasize the need to take into account the specifics of studying this problem in the conditions of work of a higher education teacher with a generation of students aged approximately 17–22 years, that is, with the so-called virtual generation of “zoomers” (Gen-Z). This generation is characterized by a number of features that the teacher should consider. In particular, the article defines teaching methods that address the educational needs of a modern student.</p> <p>For effective assimilation of the specified material, such methods are offered as: rapid change of type of activity, orientation on information technologies, individual approach, involvement in social interaction, gamification, interactive presentation of a new material, orientation on the visual rather than the auditory component, etc.</p> <p>The most effective online resources were identified as: the educational platform “Vseosvita”, the graphic design tool “Canva”, the digital educational system “To the lesson”, the platform “Classtime”, the tool for creating educational cards “Quizlet”, etc. A typology of tasks possible for work on such platforms was proposed.</p> <p>A promising direction for further research is the development of a database of tasks of different levels of complexity, narrow professional focus.</p>L. Radomska, M. Moshnoriz
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24777Mon, 30 Dec 2024 00:00:00 +0000Writing skills improvement and development of critical thinking
https://periodicals.karazin.ua/language_teaching/article/view/24787
<p>The article discusses the importance of improving writing skills along with the development of critical thinking. Despite significant achievements in this area, the study of critical thinking and its individual aspects as a complex phenomenon, as a necessary component of the process of improving writing skills, remains relevant. The interest in this topic will not diminish. The aim of the article is to substantiate the necessity of a comprehensive approach to writing skills improvement, that should be based on the simultaneous development of both writing skills and critical thinking skills for higher education students; to describe teaching techniques and technologies effective for the development of writing in a foreign language using critical thinking skills.</p> <p>The process of developing critical thinking takes place within the framework of improving discourse competence (coherence and cohesion), one of the four components (grammatical, sociolinguistic, discourse, strategic) defined as parts of the general communicative competence.</p> <p>Discourse competence can be improved when the development and strengthening of the grammatical competence component (words and rules) have already been completed.</p> <p>As the work on improving writing skills in foreign language classes for higher education students is supposed to adopt a holistic and comprehensive approach the Complex for improving writing skills is offered. The main requirements for the Complex for improving writing skills are as follows: grammatical competence (words and rules) is supposed to be basically formed; critical thinking skills should correspond to the accompanying mental operations; it is mandatory to work on words and phrases that enable logical transitions between between pieces of information in narration ; it is mandatory to work on techniques that train emotional control, the ability to communicate effectively under pressure while maintaining neutrality; and the development of cooperation skills and self-organization with the use of digital tools is essential.</p> <p>A detailed list of technics is offered that are parts of the Complex for Improving Writing Skills, which consists of 3 stages (1) accumulation of information from various sources; 2) research/processing of information (comparison, analysis, evaluation, ordering; sorting; testing different points of view, different possibilities and justification); 3) conclusion, recognition and analysis of errors, decision-making). The Complex for Improving Writing Skills aligns with the core requirements for fostering critical thinking while enhancing communicative competence in foreign language classes at higher education institutions.</p>S. Revutska
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24787Mon, 30 Dec 2024 00:00:00 +0000Ukrainian language in the system of training for foreign master’s students
https://periodicals.karazin.ua/language_teaching/article/view/24788
<p>The article examines the main features of teaching the Ukrainian language to foreign undergraduates who received a bachelorʼs degree outside Ukraine, study in Ukrainian higher education institutions online in English and study Ukrainian as the state language of the country of study. Since the Ukrainian language for the studied contingent is neither a means of obtaining higher education nor a language of socio-cultural communication, there is no real Ukrainian-speaking environment and formed communicative needs, the motivation of these foreigners in learning the Ukrainian language is quite low, and it is the teacher who determines the effective organization of the educational process and the involvement of English-speaking undergraduates in studying the Ukrainian language.</p> <p>The volume and content of the Ukrainian language educational material for English-speaking higher education applicants are analyzed, and teaching methods and techniques are identified that are effective for the formation of Ukrainian-language communicative competence in them. It was concluded that the increase in motivation in learning the Ukrainian language of the studied contingent of foreign speakers is facilitated by careful selection of educational material, minimizing the requirements for the formation of types of speech activity at the A1 level of language proficiency, reducing the volume of grammar and vocabulary that correspond to this level according to the State Language Standards, while simultaneously including topics that present universal human interests and values in the curricula, building classes on the principles of Ukrainian-centrism and communication using elements of audiovisual and grammatical-translation methods with the use of English as an intermediary language.</p> <p>Prospects for further scientific research may include the analysis and selection of interactive methods that correspond to the studied learning situation, the development of principles for creating distance courses and online textbooks with the active involvement of digital learning and Internet technologies in order to introduce a Ukrainian-speaking environment and form communicative competence of foreign undergraduates studying in Ukrainian higher education institutions in English online.</p>O. Trostynska
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24788Mon, 30 Dec 2024 00:00:00 +0000Pedagogical grammar as a frame concept for research in the field of foreign language teaching methods. Part 17. Linguistic and pedagogical grammar
https://periodicals.karazin.ua/language_teaching/article/view/24792
<p>The article deals with the correlation between linguistic (LG) and pedagogical (PG) grammars. The author considers LG as a set of data from all existing linguistic theories, and PG as information about the conditions and ways of performing grammatical actions in the process of their acquisition in the classroom. Analysing this general problem, the author outlines the range of questions that need to be answered in the course of his study. Is there a single theory of LG that can independently provide a basis for designing an adequate PG? What is the relationship between the amount and content of LG and PG information? Does the amount and type of PG depend on specific learning objectives and conditions? What are the best ways of presenting PG information for its effective use in the learning process? What factors influence the choice of presentation method? Should the structure of the PG reflect the structure of the LG? What factors influence the order in which grammatical phenomena are introduced in the process of acquiring the relevant grammatical actions in the classroom, and what determines the way in which such phenomena are grouped into organisational units of the course material (topics, units, etc.)? Having outlined the scope of these questions, in this paper the author analyses the potential of several LG models: traditional, structural, transformational and case grammar. In the authorʼs view, the traditional model of grammar, which has been used in language teaching for centuries, remains a good source of information about the surface structure of a language, but it may lack data about its functional aspect. Although structural grammar, which served as the basis for the audiolingual method, has been much criticised, the failures of this method are more related to the inadequacy of the underlying psychological model. While the potential of the transformational and case models of grammar is assessed positively, the paper considers them too complex to be used in the classroom without additional processing. Based on the conclusions, the author outlines the prospects for further research.</p>L. Chernovaty
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24792Mon, 30 Dec 2024 00:00:00 +0000Models of professional training of teachers of ukrainian as a foreign language in the national education system
https://periodicals.karazin.ua/language_teaching/article/view/24805
<p>The relevance of the problem under study is due to the growing interest among foreigners in learning Ukrainian and the lack of appropriate teaching staff. The purpose of the article is to summarize the national experience of professional training of teachers of Ukrainian as a foreign language (UFL) and outline the prospects for the development of this area. Using the methods of analysis, comparison, systematization and pedagogical observation, five models of training of specialists in teaching UFL are identified.</p> <p>The first of them – within the framework of a elective block of disciplines – is outlined on the basis of the experience of teaching domestic philologists of Ukrainian studies in the elective block at the Taras Shevchenko National University of Kyiv (until 2020), as well as foreign citizens who receive higher education at the program ‘Ukrainian Language and Literature (for Foreigners)’ (2018-2024). The history of the formation of the specialization ‘UFL’ and then the elective block is outlined; the system of academic disciplines and the methodological algorithm for the formation of professional competence of the UFL teacher are described. The second model of training specialists in UFL – a special educational program – is analysed on the example of Ivan Franko National University of Lviv and V. N. Karazin Kharkiv National University. The third model involves one or more elective educational components that introduce philology students to the methods of teaching UFL. The training of teachers of Ukrainian as a non-native language within pedagogical education programs is the fourth model. Finally, training in non-formal education (advanced training) is defined as the fifth model.</p> <p>The article presents the certificate program ‘Methods of teaching UFL’ of the Taras Shevchenko National University of Kyiv, outlines the system of academic disciplines, forms and methods of work. The author notes the growing interest in teaching children Ukrainian as an inherited language and as a foreign language and notes the lack of such professional development programs for teachers.</p> <p>The conclusion is made about the need to create postgraduate education programs (of different duration, according to specific aspects, for different contingents – teachers of high education, secondary schools, Saturday schools, etc.).</p>H. Shvets
Copyright (c) 2024 Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations
https://periodicals.karazin.ua/language_teaching/article/view/24805Mon, 30 Dec 2024 00:00:00 +0000