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Romaniuk, Svitlana Zakharivna. "Theoretical and Methodological Basics Teaching Ukrainian in a Foreign-Language Environment: Comparative Aspect." Studia Gdańskie. Wizje i rzeczywistość XVI (March 27, 2020): 135–50. http://dx.doi.org/10.5604/01.3001.0014.2518.
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The article substantiates and characterizes the role of the native lan-guage in formation and development of the ethnocultural community of immigrants and their descendants in the country of settlement/birth and in its foreign environment. Theoretical and methodological principles of teaching Ukrainian as a foreign/second language by ethnic Ukrainian in the western diaspora in the second half of the XX-early XXI century. It has been found out that this process takes place under the influence of the official/state language). It has been established that in these coun-tries, ethnic Ukrainians have formed a system of teaching the Ukrainian language, starting with kindergarten/room and finishing with universi-ties. Language acquisition begins with the development of oral speech (preference is given to formation of communicative competencies of pupils/students), then pupils learn to read and write and gradually ac-quire a knowledge of its basic linguistic concepts and categories and master the skills of their practical use. The main goal of the native lan-guage education of Ukrainians in the diaspora is to ensure free posses-sion of the younger generations of foreign Ukrainians in all vital situa-tions, in communication with Ukrainians on all continents of the planet. It is established that the foundations of Ukrainian lingvodidactics in the mid-40's of the twentieth century was laid by the Canadian teacher Illia Shklianka. His ideas found continuation in scientific works, text-books and pedagogical activity of Maria Deiko, Yar Slavutych, Roma Franko, Bohdan Shkandrii and other educators of the Western Ukra-inian diaspora. Today they are fruitfully developed by Romana Bedriy, Olenka Bilash, Maria Savdyk, employees of the Ukrainian Language Center of Canadian Institute of Ukrainian Studies at the University of Alberta, other educational and scientific institutions and establishments where Ukrainian language is studied. The main goal of their activity is to create an appropriate language environment for children, pupils and students who learn Ukrainian by means of modern methods and tech-nologies, innovative educational resources, including those made in Ukraine.
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Maksymenko, Oksana. "FOREIGN LANGUAGES IN SCHOOL EDUCATION: EUROPEAN AND UKRAINIAN TRENDS." Education: Modern Discourses, no. 4 (December 20, 2021): 50–65. http://dx.doi.org/10.37472/2617-3107-2021-4-06.
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The paper deals with the trends in foreign languages teaching in school education of Europe and Ukraine. The methods of description, comparison, analysis are used in order to specify the features of the issue. The international surveys of Eurydice, Eurostat, the OECD’s PISA and TALIS with the participation of the European Commission developed the main indicators that ensure the systemic nature of language training in the school sector. They encompass foreign languages in the curriculum, the range of languages studied, Content and Language Integrated Learning, expected levels for the foreign languages, qualification of foreign language teachers, transnational mobility of foreign language teachers, language support for newly arrived migrant students. The level of knowledge of modern foreign languages is determined in accordance with the Common European Framework of References. Taking into consideration the European policy of the development of the multilingual society through the individual competence in two foreign languages the European countries introduced the suggested approaches at the school level and created a comparable language-learning environment. It has determined similar and different trends in language education in schools. Ukraine has started introducing the common indicators to develop its own environment for language learning in school education withing the New Ukrainian school reform. It needs further studying and improving law, and education sectors under the conditions of current situation.
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Bogush, Alla M., Tetiana M. Korolova, and Oleksandra V. Popova. "Foreign Language Education Standards: Ukrainian Dimension." Universal Journal of Educational Research 8, no. 4 (April 2020): 1261–72. http://dx.doi.org/10.13189/ujer.2020.080417.
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Bondarchuk, Larysa, Lesia Iermak, and Tamara Podgurska. "INNOVATIVE METHODS AND IT TECHNOLOGIES IN THE TEACHING OF MODERN LANGUAGES AT THE ECONOMIC UNIVERSITY (ON THE EXAMPLE OF TEACHING UKRAINIAN AND POLISH LANGUAGES AS FOREIGN)." Scientific Journal of Polonia University 28, no. 3 (April 10, 2018): 121–29. http://dx.doi.org/10.23856/2815.
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The article presents the specific character of teaching foreign languages – "Ukrainian as a foreign language" and "Polish as a foreign language" – for students-economists at Kiev National Economic University named after Vadym Hetman. The basic assumptions of these disciplines are the principle of regularity, the orientation on achieving linguistic communication, and familiarizing students with vocational vocabulary. Disciplines are aimed at teaching practical knowledge of Ukrainian and Polish as foreign languages, shaping cultural (real-life) competences and familiarizing with the normative principles of functioning of these languages in various communication situations.
Particular attention is also paid to the use of innovative methods and IT technologies in language education of a modern economic university (case study method, project method, metaplan method in teaching Polish and Ukrainian languages as foreign).
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Fetsko, Ivanna. "Questions to Borrowing in Ukrainian Museology Term System." Terminological Bulletin, no. 4 (2017): 185–91. http://dx.doi.org/10.37919/2221-8807-2017-4-185-191.
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All cultures of the world is being developed in a close relationship, because any cultural isolation factors adversely affect their existence and undermines gains each individual link. The result of this interaction is the appearance of borrowed concepts, symbols and foreign language vocabulary in languages of different nations. Borrowing is quite logical and natural and predictable as no language can do own stocks lexical stock and must borrow lexical items and be a source of new vocabulary for other languages. The article determined museology terms in terms of their origin, the main source languages and ways of borrowing in foreign term unit in Ukrainan museology term system are identified. It was revealed that museology term system is historically conditioned set of terms; the basic structure consist of foreign-language loans. Much of tokens foreign origin, used for the purpose of nomination in museology term system, borrowed in the Ukrainian language from Greek (hliptoteka, catalog, thesaurus, etc.), Latin (artifact, exhibit, restoration, etc.), French (doublet, tourniquets and so on.), German (outline, of curiosities, etc.), Italian (props, graffiti, etc.), English (note, stand, etc.). so long before the formation of the modern UTM. Genetic peculiarity of terminology has a large number of hybrid terms, indicating that the assimilation of foreign units simultaneously with the aspirations of native speakers to use national elements: ekspozytsiynyk, collectibles, relikviynist (from the Latin root.). It also noted the presence of mixed structures of two languages, which actively operate in museology term system created by combining bases or term elements: Greek + Latin (demography, phillumeny, etc.); + Greek French (avtohid, portrait etc.); French + Latin (Disinfection et al.); Latin Greek + (codicology et al.); Latin + French (valorization etc.). National terms are less than other languages and hybrid terms. Depending on the nature of the process term lexicon borrowing in a foreign language can be divided into direct and indirect. Direct loans are term units that they learned terminological studied directly with language-producer, eg., From Latin: antique dealer, exhibitor, memorial and others. By indirect loans are tokens that entered the museology term system through the intermediary language. For example, through French from Latin included the following terms: amulet, crossbow, replica, etc .; French Italian Gallery, dog, etc .; German with French: poster template so on. Attracting loans allows Ukrainian term system organically fit into the global scientific context. Coming in term system, foreign units undergo appropriate phonetic, morphological and semantic adaptation, and promotes the enrichment of modern Ukrainian museology term system. The use of foreign term units in Ukrainian museology are motivated and helps avoid repetitions, replacing multi-toslivnoho one-word name or for its consolidation and foreign term unit different semantic nuances.
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Safonova, Natalia. "Linguistic Consciousness and Foreign Language Learninig." INTERNATIONAL JOURNAL OF MULTILINGUAL EDUCATION VII, no. 1 (June 24, 2019): 39–51. http://dx.doi.org/10.22333/ijme.2019.13005.
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The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main objective of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements and to improve the quality of language education.
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Verbytskyi, Volodymyr. "HIS BEATITUDE LUBOMYR HUSAR ABOUT THE UNITY OF THE CHURCH, STATE AND THE DIASPORA." Sophia. Human and Religious Studies Bulletin 13, no. 1 (2019): 5–9. http://dx.doi.org/10.17721/sophia.2019.13.1.
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The article considers a very important factor of His Beatitude Lubomyr Husar (Ukrainian Greek Catholic Church), who actively supported together with his followers, the most positive tendencies towards the development and pacification of Ukraine. The main idea of the article is to analyze, through the prism of the historical processes of creation and existence of the Ukrainian Greek Catholic Church, the work of His Beatitude Lyubomyr Guzar, as well as the influence of the phenomenon of the international activities of the Ukrainian Greek Catholic Church on and its cooperation with the state in various fields. culture, language and national traditions, as well as in the structure of the state and the foreign policy of Ukraine. In addition, the article discusses the great contribution of His Beatitude Lubomyr Husar, as the head of the Ukrainian Greek Catholic Church to the development and support of the Ukrainian diaspora abroad, which further contributed to the formation of numerous public associations of foreign Ukrainian in the world's states and linguistic, educational and cultural needs. The activity of public organizations of foreign Ukrainian is aimed at preserving its identity, language, culture and traditions. These activities are also implemented in joint projects of foreign diplomatic institutions of Ukraine and public organizations of foreign Ukrainian, directed, in particular, to scientific and educational projects, issuing periodicals with organizations, preparing and broadcasting television and radio programs, supporting Internet resources, publishing publications on Ukrainian topics. In mass media abroad, improvement of burial places (places of memory) of outstanding Ukrainian graves abroad, organization of children's lags her with the purpose of their acquaintance with the traditions of the Ukrainian language, literature, history of Ukraine, providing educational institutions with the study of the Ukrainian language and cultural centers of print, photo, audio, video production, objects of national symbols, publishing scientific, journalistic, artistic works and collections for communities of foreign Ukrainian, as well as works of foreign Ukrainian, translation of works of Ukrainian literature in foreign languages, popularization of the Ukrainian language, literature ry, culture, history and traditions of the Ukrainian people, including the teaching of the Ukrainian language, as well as other items in the Ukrainian language, fabrication and installation of plaques, dedicated to outstanding figures of Ukrainian history, science and culture and historical events.
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Bereza, Liudmyla, Tetiana Vrublevska, Liudmyla Matusevych, Iryna Mykytyn, and Oleksandra Fedorova. "Features of teaching Ukrainian as a foreign language." LAPLAGE EM REVISTA 7, Extra-C (June 19, 2021): 339–49. http://dx.doi.org/10.24115/s2446-622020217extra-c1018p.339-349.
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The purpose of the research is in establishing efficiency and determination of features of teaching Ukrainian as a foreign language. The main hypothesis is that involving a number of learning approaches-based activation and intensification of students' activities and the component of intercultural education increases success, reduces the range of difficulties and problems faced by students in the process of learning Ukrainian as a foreign language. The leading method in the study is the method of experiment. Auxiliary to the pedagogical experiment gave methods of observation and questionnaires. Statistical methods were used to evaluate the results of the experiment. The promising direction in the future is the direction of research attention and activities on the ways of forming skills and abilities of Ukrainian as a foreign language, the process of forming communicative competence, which involves creating favorable didactic and psychological conditions for learning foreign languages.
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Blavatskyy, Serhiy. "The cartographic propaganda in the Ukrainian foreign-language press in Europe (1900―1920s)." Proceedings of Research and Scientific Institute for Periodicals, no. 10(28) (January 2020): 43–63. http://dx.doi.org/10.37222/2524-0331-2020-10(28)-5.
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This paper seeks to develop new avenues for a study of the Ukrainian foreign-language press in Europe during the Ukrainian Revolution (1917―1921s). Specifically, it aims to explore the so-called «cartographic» argument in the editorial policies and content of these periodicals issued in West European languages in the West European countries. More specifically, we seek to study map propaganda on the basis of the content of the Ukrainian press published in the West European languages in Europe during the Paris Peace Conference (1919―1920s). The latter aimed at justifying the territorial integrity of Ukraine in terms of the Ukrainian terrains in the Eastern Europe and its representation in the European maps. It originated in the early 1900s, specifically, in Austria, and more specifically ― in the Ukrainian German-language reviews («Ruthenische Revue» and «Ukrainische Rundschau»). In our view, the Ukrainian post-WWI map propaganda was inspired by the Count M. Tyshkevych (Tyszkiewicz) and S. Sheloukhine, specifically, their groundbreaking work «Documents historiques sur l’Ukraine et ses relations avec la Pologne, la Russie et la Suede (1569―1764) publies avec notices explicatives et cartes par le C-te Michel Tyszkiewicz…» (Lausanne, 1919). We argue a specific correlation between map representation of respective stateless people and a justification of its nationstate aspirations in the European public sphere. Specifically, it has been argued that the cartographic propaganda was an element of strategic communication of the «territorialization of national identity» of Ukrainians in the internationally recognized borders of the UNR (according to the Brest-Litovsk Peace Treaty of Feb. 1918). The findings of this research prove an existence of continuum of map propaganda in the transnational media discourse transcending temporal and spatial boundaries. The follow-up studies on the research subject are to explore a persistence of the media patterns of map representation of the Ukrainian ethnic terrains in the media discourse, specifically, in the context of the Russian-Ukrainian «hybrid war» (since 2014). More specifically, a promising and relevant avenue is to study «map propaganda» over the question of belonging of the Crimea and its map representation in Ukrainian, Russian or in the Western public realms. Keywords: map propaganda, historical maps, ethnic terrains, Ukraine, Ukrainian, press.
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Turkevych, Oksana V. "UKRAINIAN AS A FOREIGN LANGUAGE FOR GERMAN-SPEAKING STUDENTS: ACHIEVEMENTS AND PROSPECTS IN THE 21ST CENTURY." Alfred Nobel University Journal of Philology 2, no. 22 (2021): 219–27. http://dx.doi.org/10.32342/2523-4463-2021-2-22-21.
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Ukrainian as the state language of an independent European country is the subject of study in various parts of the world, including universities within individual research of Ukrainian studies (for example, Harvard University or the University of Alberta) or Slavic studies (different countries). The latest trends in teaching / learning foreign languages are aimed at: attracting the latest information technologies, quick access to knowledge, taking into account student needs (task-based approach), interpreting language as a tool for career growth or international communication, changing or supplementing the paradigm of language education. Accordingly, the Ukrainian language, which is the object of study outside Ukraine, needs new relevant ways of teaching it as a foreign one, based on the latest quality results of linguistic research of the Ukrainian language, in particular in the functional aspect. The purpose of the article is to analyze the current situation and outline the prospects for teaching Ukrainian as a foreign language outside Ukraine (in particular, based on the study of the experience of teaching it in Austria and Germany). The tasks are to carry out a comparative analysis of textbooks of the Ukrainian language for German speakers, to outline the scope of current problems related to the teaching of the Ukrainian language outside Ukraine. This was made possible by the descriptive method, and the functional approach made it possible to trace the conformity of teaching materials with modern requirements and needs of students. Textbooks for German-speaking students are designed for the Beginners level and implicitly take into account the information that for students it is the second Slavic language (usually after Russian). The studied textbooks have a diverse quality of language content (usually intended for beginners, but cover topics, grammatical material, communicative situations from higher levels) and are based on the grammartranslation method (except Klymenko Lina, Kurzidim Jan. Razom (2008); Schubert Ludmila, Ukrainian for beginners and fortresses (2012). It was found that there are no student`s book, teacher`s book, workbook, audio materials, which together according to the stages of training (levels A1-C2) would consistently provide a clearly divided language materials and propose communication skills, taking into account on the Common European Framework of Reference for Languages: Learning, teaching, assessment (2020) and Standardized requirements. Levels of proficiency in Ukrainian as a foreign language (A1-C2). High-quality linguistic resources of the Ukrainian language (for example, functional grammar of the Ukrainian language, dictionaries of collocations, lexical minimums), taking into account the latest approaches to learning foreign languages, would not only raise students' motivation, but also contribute to greater competitiveness of the Ukrainian language in a modern globalized society.
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Budnik, Anzhela. "LANGUAGE PORTFOLIO IN TEACHING UKRAINIAN AS A FOREIGN LANGUAGE." Science and Education 30, no. 4 (April 2017): 137–42. http://dx.doi.org/10.24195/2414-4665-2017-4-23.
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Antonenko, W. I., and O. O. Pavlychko. "PHRASEOLOGICAL PARALLELS OF GERMAN AND UKRAINIAN LANGUAGES." Linguistic and Conceptual Views of the World, no. 66 (2) (2019): 9–16. http://dx.doi.org/10.17721/2520-6397.2019.2.01.
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The article focuses on issues associated with German and Ukrainian comparative phraseology. It provides comparative analyses of phraseological units in the German language with respect to their equivalents in the Ukraine language. The importance of phraseology is examined when forming communicative competencies in multicultural educational processes. Practically oriented research of contrastive phraseology includes three aspects: compilation of bilingual (multilingual) dictionaries (lexicography), translation and teaching of a foreign language. In this article we consider the phraseological parallels of the German and Ukrainian languages, focusing on the third aspect, namely the study of phraseology as one of the components of the study of a foreign language. In the study of the material of the German and Ukrainian languages in terms of their comparison (translation), the following groups of phraseological units can be distinguished: phraseological units with phraseological equivalents in German and Ukrainian languages – full equivalents that coincide in meaning, lexical composition, figurativeness, grammatical structure and stylistic coloring. In such units, the lexical and grammatical meaning fully coincide. Phraseological units with partial phraseological equivalents in the German and Ukrainian languages. The third group includes the phraseological units of the German language, which have no phraseological equivalents in the Ukrainian language. The transfer of the value of similar phraseological units is carried out in the following ways: Literal translation. This applies primarily to idioms denoting realities and which are absent in other languages. Descriptive translation. The phraseological meaning is transmitted using ordinary words or phrases of a non-phrasal nature. In a descriptive translation, phraseological units lose their figurativeness, and only the general phraseological meaning (that is, the figurative meaning) is transmitted. The analysis showed that most of the phraseological units of the German and Ukrainian languages are either equivalent, partially equivalent, or similar language units. The second most productive group of phraseological units refers to language units that are not equivalent in both languages. Comparison of the studied units of both languages belongs to the most important problems of general lexicography and phraseography. When studying the phraseology of a foreign language, a very important role is played by the native language. It is advisable to build on comparative (contrastive) phraseology. Comparison of German and Ukrainian phraseological units makes it possible to investigate the inter-lingual and foreign-language aspects of the phraseology of these languages. The knowledge gained in comparative phraseology is necessary in translation, as well as in teaching German.
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Kushnir, Iryna. "DISCOURSE APPROACH IN THE SYSTEM OF TRANING OF THE UKRAINIAN LANGUAGE OF FOREIGN STUDENTS OF MEDICAL SPECIALTIES." Educological discourse, no. 3 (2020): 37–52. http://dx.doi.org/10.28925/2312-5829.2020.3.3.
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The article describes the main characteristics of the discourse approach in the system of teaching Ukrainian as a foreign language and the main components of the Ukrainian-language medical scientific-academic discourse as a basis for selecting the content of language education of foreign medical students of Ukrainian universities. By participating in the Ukrainian-language medical discourse, foreign medical students gain professional knowledge and the opportunity to become subjects of communicative practices of professional communication with equal professionals and various members of Ukrainian society (patients), to whom the future doctor's professional activity is directed. The author cites the following content components of the system of teaching Ukrainian as a foreign language: communicative roles of the subjects of medical discourse that regulate the communicative needs of foreign students; appropriate communicative intentions and strategies, tactics of realization of these intentions; genre forms of medical discourse; situational and thematic organization; basic communicative units of realization of medical discourse. Linguodidactic interpretation of this kind of medical discourse allowed to formulate partial principles of selection of language and speech materials for teaching Ukrainian as a foreign language. The characteristics of the essence and components of medical scientific-academic discourse are given in the article, the principles of selection of educational materials for teaching Ukrainian as a foreign language are singled out are the communicative-linguistic basis of language education of foreign medical students. The linguo-methodical interpretation of the studied phenomenon will help in the selection of language material and the creation of methodological developments and manuals on the Ukrainian language for foreign students; in the choice of teaching methods and techniques necessary for the formation of cognitive-linguistic skills of decoding / coding of a communicative event by instrumentality of a foreign (Ukrainian) language.
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Zlotnyk-Shagina, Olga. "Text in modeling the language consciousness of foreign students." Actual issues of Ukrainian linguistics theory and practice, no. 41 (2020): 177–93. http://dx.doi.org/10.17721/apultp.2020.41.177-193.
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The article considers the text as the main tool in the process of learning the Ukrainian language for foreign students. The text helps not only in learning the foreign language, but also in learning the mentality and the formation of intercultural competence. That is why the initial postulate of the theory of linguistics in Ukraine is the focus on the study of Ukrainian culture in the process of learning the language through various media and sources of national and cultural information, for example, through the text. For this purpose, texts and tasks for them have been developed, which will later be included in the educational and methodological development intended for foreigners studying the Ukrainian language. The article presents a classification of tasks that accompany the texts by stages of their implementation and examples of such tasks for the rapid study of Ukrainian as a foreign language. The main task of a teacher of Ukrainian as a foreign language is to make the most of the material of the textbook for the development of grammar and language skills and abilities of students, because they need to encourage them to express themselves and prepare for natural communication. The purpose of training always determines the choice of methods. For foreigners studying the Ukrainian language, the motivation is mainly constructive communication with Ukrainian-speakers, official correspondence in the Ukrainian language, i.e. professional activity. And in this aspect, the creative approach to working with the text is an effective solution to educational problems, which is based on the analysis of the relationship between language and speech, speech and thinking, thinking and communication. Therefore, the article presents a practical part of working with the text to learn the Ukrainian language. The textbook for learning Ukrainian as a foreign language is not only a means of teaching foreign students to read in Ukrainian, but also a great opportunity to form and develop their speaking, listening and writing skills, so in the arsenal of every teacher of Ukrainian as a foreign language should be different texts which correspond to the cultural theme as well as the interests and abilities of students.
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Bevzo, Halyna A. "THEORETICAL AND PRACTICAL ASPECTS OF INTERCULTURAL COMMUNICATION IN TEACHING UKRAINIAN AS FOREIGN LANGUAGE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 139–42. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-139-142.
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The article actualizes the problems of learning Ukrainian as a foreign language; effective approaches and methods of studying the lexical and grammatical system of the Ukrainian language are considered. Emphasis is placed on the purpose of language training – the formation of communicative competence of subjects, the culture-centric orientation of the modern linguodidactic paradigm and the main provisions of the personality-oriented approach as conceptually significant for the organization of Ukrainian as a foreign language. Features of modern methods of teaching Ukrainian as a foreign language based on personality-oriented approach to the organization of the educational process, which provides personal monitoring of knowledge, skills, speech skills, potential communication skills of each foreign student, his personal qualities, which is one of the main means of motivation for study Ukrainian language; correspondence of language and communicative tasks to the needs, requests, opportunities, interests of each personality of a foreign student, etc. The necessity of building subject-subject relations between the participants of the educational process is substantiated, which will ensure active conscious assimilation of language material. The ways of implementation of modern teaching methods (intonation reading, role play, immersion method, etc.) in the practice of teaching Ukrainian as a foreign language are outlined. The interactive model of teaching allows to consider the motives of learning, create a positive atmosphere of the educational process, use the subjective experience of students, create situations of success, demonstrate the possibility of using acquired knowledge in practice, use various teaching methods, forms of educational process. Emphasis is placed on the importance of practicing dialogic communication, the formation of skills which will mean that students have a number of skills that ensure the implementation of the communicative task in typical communication situations. It was found that the study of Ukrainian as a foreign language involves the formation of communicative competence of subjects – native speakers of different languages as representatives of different cultures, which indicates the establishment of competence-cultural paradigm of modern linguodidactic system.
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Homonyuk, Olena, and Natalia Avramenko. "Foreign Experience in Mastering Medical Professional Terminology by Foreign Students at Medical Universities." Comparative Professional Pedagogy 7, no. 4 (December 1, 2017): 32–38. http://dx.doi.org/10.1515/rpp-2017-0047.
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Abstract Professional broadcasting of future medical foreign workers in the medical sector is a compulsory component of their professional readiness. The diversity of professional broadcasting functions of foreign students, the skillful use of the entire range of speech functionality, its external expressive attributability of speech; these are the most important means of medical skills, which are achieved by training at preparatory faculties. The purpose, principles, approaches, content and structure of the program that realize the concept of Ukrainian-language training of foreign citizens in Ukrainian universities have been described. Comparative analysis of the curriculum on studying Ukrainian, Russian languages by foreign students in CIS countries has been conducted. It has been shown that the program meets the requirements of the General Education Standards in the Ukrainian language as a foreign language, the All-European Recommendations on Language Education and defines the levels of language and communicative competence of foreign students for the main types of speech activity: speaking, listening, reading and writing. The program provides the students with communicative needs in everyday life, educational, professional, socio-cultural, educational and scientific spheres and the formation of a communicative competence that will contribute to the formation of the linguistic personality of a future specialist. The analysis of professional broadcasting of future foreign medical workers as a socio-pedagogical problem has been carried out. The importance of mastering professional speech as an obligatory part of professional readiness of foreign students-physicians has been singled out. The efficiency of the methodical system for implementation pedagogical conditions in the process of studying at preparatory faculties in medical universities has been analyzed. All material has been tailored to meet the goals and objectives defined by the cognitive and professional needs of foreign students.
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Melnychuk, Iryna, and Mariana Pashko. "Formation of the ukrainian language professional competence of medical specialties foreign students by means of interactive technologies." Academic Notes Series Pedagogical Science 1, no. 189 (August 2020): 29–33. http://dx.doi.org/10.36550/2415-7988-2020-1-189-29-33.
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The article deals with the main principles of formation of the Ukrainian language professional competence of medical specialties foreign students in the process of using interactive technologies. It has been determined that the guarantee of qualitative vocational training for medical student is mastering with the language of study. It has been established that learning discipline of «Ukrainian Language as Foreign» provides implementation of: communicative needs of foreign students in everyday, educational and professional, socio-cultural, educational and scientific fields; high level of general language training of students from other countries; basic knowledge in Ukrainian language with the prospect of their further use in professional activity. It has been proved that it is advisable to use means interactive technologies for effective formation of the Ukrainian language professional competence of medical specialties foreign students. It has been substantiated that using the mentioned technologies in training of students-foreigners of medical university is caused by necessity to bring their educational activity while studying the Ukrainian language to real conditions of medical practice in Ukrainian medical establishments. The competences (integral, general, special), which foreign student must acquire in the process of studying Ukrainian language as foreign have been characterized Based on the analysis, generalization of scientific sources, normative documents, the expediency of forming Ukrainian-language professional competence of foreign medical students is argued. Ukrainian-language training of foreign students of medical institutions of higher education is an extremely important component of professional training of future medical professionals. Learning a language in a professional field is now gaining special importance for future doctors, and it is the teacher who must use such forms and methods to make this process interesting and desirable for students. To achieve this goal, it is appropriate to use interactive learning technologies, through which foreign students will be able to learn to articulate and express their views in Ukrainian, communicate, discuss, perceive and evaluate professional information, ie actively use the acquired knowledge and skills of Ukrainian communication in practice. in the role of a health worker during clinical practice. Systematic use of interactive teaching methods in the educational process is aimed at intensifying educational, cognitive, independent, communicative activities of foreign medical students in the process of learning the Ukrainian language on the basis of enhanced interpersonal interaction between teacher and students.
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Navalna, Maryna. "Pecularities of Borrowed Lexical Items Functioning in Ukrainian Mass Media Language." Scientific notes of the Institute of Journalism, no. 1 (74) (2019): 68–77. http://dx.doi.org/10.17721/2522-1272.2019.74.7.
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The article analyzes the most commonly used foreign-language lexical items in the language of modern Ukrainian mass media. The objective of the article is to study the thematic direction of foreign-language lexical items, to determine their stylistic role, as well as to indicate the instability of spelling of certain borrowings. The descriptive method and method of observation are used as the main ones in the scientific research for the study of lexical items in the language of Ukrainian periodicals of the beginning of the XXI century. At different stages of the research, the method of functional analysis was used to determine the stylistic meaning of lexical items. The foreign-language words are an integral part of Ukrainian vocabulary, due to some extralin factors, such as Ukraine’s course towards European integration, the process of globalization, economy restructuring, orientation towards the countries of the West, that have caused the close cultural, political, and social and economic cooperation of the Ukrainians with other nations. As the language of modern mass media shows, the borrowings get into various scopes of society: economic, social and political, scientific, cultural, educational, communication, everyday life etc. Due to the active borrowing of foreign-language lexical items, we can have a threatening linguistic situation: functioning of doublets in the language, increasing the number of unwanted homonyms, borrowing of proper names without translation, borrowing of words that aim at imitating something different. The borrowings in the Ukrainian language have often different spelling, which proves the instability of spelling and requires further scientific researches.
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VORONA, Nataliia, and Nataliia PYLYPENKO-FRITSAK. "National-language orientation of teaching Ukrainian as a foreign language." Humanities science current issues 1, no. 37 (2021): 232–40. http://dx.doi.org/10.24919/2308-4863/37-1-36.
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HODIK, Kateryna, and Irina IVANENKO. "Problems of studying the Ukrainian language as a foreign language." Humanities science current issues 1, no. 37 (2021): 106–11. http://dx.doi.org/10.24919/2308-4863/37-1-17.
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Navalna, Maryna. "ОСОБЛИВОСТІ ФУНКЦІОНУВАННЯ ЗАПОЗИЧЕНИХ ЛЕКСЕМ У МОВІ УКРАЇНСЬКИХ ЗАСОБІВ МАСОВОЇ ІНФОРМАЦІЇ." Psycholinguistics in a Modern World 15 (December 25, 2020): 204–7. http://dx.doi.org/10.31470/10.31470/2706-7904-2020-15-204-207.
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The article analyzes the most commonly used foreign-language lexical items in the language of modern Ukrainian mass media. The object of the article is to study the thematic direction of foreign-language lexical items, to determine their stylistic role, as well as to indicate the instability of spelling of certain borrowings. The descriptive method and method of observation are used as main in scientific research for the study of lexical items in the language of Ukrainian periodicals of the beginning of the XXI century. At different stages of the research, the method of functional analysis was used to determine the stylistic load of lexical items. Foreign-language words are an integral part of Ukrainian vocabulary, due to some extralinguistic factors, such as Ukraine’s course towards European integration, the process of globalization, restructuring of the economy, orientation towards the countries of the West, that have caused a close cultural, political, and social and economic cooperation of the Ukrainians with other nations. As the language of modern mass media shows, borrowings get into various scopes of society: economic, social and political, scientific, cultural, educational, communication, everyday life etc. Due to the active borrowing of foreign-language lexical items, we can have a threatening linguistic situation: functioning of doublets in the language, increasing the number of unwanted homonyms, borrowing of proper names without translation, borrowing of words that aim at imitating something different. Often borrowings in the Ukrainian language have different spelling, which proves the instability of spelling and which requires further scientific researches.
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Витман, Константин, and Konstantin Vitman. "The legal status of regional or minority languages: Ukrainian and foreign experience." Comparative Research In Law and Politics 1, no. 2 (November 1, 2013): 94–99. http://dx.doi.org/10.12737/1931.
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The legal status of regional or minority languages in
Ukraine, Post-Soviet space and European understanding is studied.
The author proves that Ukraine stretches the meaning of
regional languages, provided by European Charter for Regional
or Minority Languages. The regional languages rather play the
role of the largest national minorities’ languages than disappearing
ones in Ukraine. National minorities did not get appropriate
protection of their language rights that is why they had to take
advantage of international legal rules. Ukraine had to extend the
concept of “regional language” to the largest national minorities’
languages to use international law effectively. Thus, the legal status
of regional languages has been changed in national language
law.
Thanks to European Charter for Regional or Minority Languages
the idea of regional language got implanted in language policy terminology.
That is why the lawmakers decided not to decline it during
new language Act working out. The Ukrainian experience exemplifies
modification of the legal status of regional languages, its
adaptation to language situation and has no analogs in Post-Soviet
space.
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Zuyenko, M., V. Kravchenko, and I. Kohut. "MULTILINGUALISM AND CLIL METHODOLOGY WITHIN MULTIED ERASMUS+ PROJECT." Aesthetics and Ethics of Pedagogical Action, no. 25 (May 12, 2022): 19–26. http://dx.doi.org/10.33989/2226-4051.2022.25.256645.
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The paper presents the results of a research into Ukrainian state and university language policies, and a Ukrainian university community’s potential to become multilingual in terms of its foreign language proficiency and attitudes toward multilingual educational approach. The article highlights the importance of multilingualism in modern society and the interdisciplinarity of its study as related to sociolinguistics, cognitive linguistics, and pedagogics. The results of the research prove that students understand the opportunities of foreign languages and ready to face new methods in teaching among them were relevantly presented storytelling as method of language teaching withing CLIL methodology. Ukrainian universities can develop their own multilingual models, as the case study of one top Ukrainian university (Poltava V.G. Korolenko National Pedagogical University) suggests.
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Derkach, G. "Using an interactive methodology for working on the text “searching reading” in a foreign audience." New Collegium 2, no. 100 (June 12, 2020): 61–65. http://dx.doi.org/10.30837/nc.2020.2.61.
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The article highlights the need to use interactive techniques in the study of the Ukrainian language as a foreign language in order to increase the cognitive interest of foreign students in learning the language, consolidating the positive motivation for learning. Experience in teaching the Ukrainian language as a foreign language using technical means: audiovisual methods, computerized programs was confirmed. It has been reviewed a significant number of works revealing the content of innovation in the teaching of humanities in high school. The necessity of using innovative methods in the classroom to increase the effectiveness of the educational process and the level of knowledge of students is proved. The traditional and interactive techniques in the study of the Ukrainian language as a foreign language are considered. The method of language learning is defined - the use of the text in the Ukrainian language classes as the main didactic unit of instruction. The use of an interactive methodology for working on the text “searching reading” in a foreign audience is considered. The use of this technique is described on the research material, which is a small-sized literary text, and the training capabilities of the interactive method of “searching reading” are demonstrated. The work emphasizes the need to use active and interactive working methods when studying the Ukrainian language as a foreign language. It is proved that the use of an interactive technique allows you to work out group work skills, interaction, the ability to think and analyze information creatively, and form foreign students' interest in the Ukrainian language.
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Orekhova, Larysa, and Nataliia Kantarzhi. "Features of teaching foreign students in ukrainian language." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 17, no. 5 (124) (October 25, 2018): 59–64. http://dx.doi.org/10.24195/2617-6688-2018-5-9.
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Minyailo, Roman. "Ukrainian Fishing Vocabulary in the Foreign Language Space." Path of Science 6, no. 6 (June 30, 2020): 4001–6. http://dx.doi.org/10.22178/pos.59-4.
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Trubitsyna, Olga M., Olha Kanibolotska, Iryna Y. Zozulia, Alla S. Stadnii, and Maryna Y. Martynenko. "Professional Foreign-Language Training as a Component of Higher Vocational Education." International Journal of Higher Education 9, no. 7 (August 7, 2020): 187. http://dx.doi.org/10.5430/ijhe.v9n7p187.
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Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world’s language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world’s leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of “English as a foreign language” both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.
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Safonova, Nataliia, and Alla Anisimova. "Linguistic Consciousness and Foreign Language Learning in Multilingual Education." International Journal of Multilingual Education X, no. 2 (December 24, 2021): 71–83. http://dx.doi.org/10.22333/ijme.2021.18005.
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The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.
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Pentyliuk, Mariia, Iryna Kushnir, Iryna Zozulia, and Iuliia Kosenko. "Updating the Selection Principles of Content Components in Linguistic Education of Foreign Non-Philological Students." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 4 (December 14, 2021): 113–32. http://dx.doi.org/10.18662/rrem/13.4/473.
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The authors of this article point to the need to update the content of language education of foreign non-philological students of the Ukrainian higher education institutions. Updating the content component of the Ukrainian language teaching system as a foreign language foregrounds the following factors: the demands of a contemporary information society for the tasks and results of foreign language teaching, modern standards of language education, conditions for the teaching process organization of language disciplines to foreign students of the Ukrainian higher education institutions, and communicative needs of foreign students with a new mindset. An act of communication is considered to be the basic unit of teaching Ukrainian as a foreign language, which linguistic incarnations are discourse sentence expressions and discourse texts. An effective updating enabler of a language education content of foreign non-philological students is to identify most suitable general methodological principles for the selection of teaching materials. Techniques of educational technologies in the empirical spectrum of methodology are developed precisely in terms of linguodidactic principles. The present research theoretically substantiates the distinction of the selection principles for the content components of a language education system of foreign non-philological students. It describes the array of experimental tools for the expert assessment of practitioners as well as highlights statistical indicators of the survey results. The article also analyzes the discussion of the principles proposed by the authors for the selection of language materials for teaching Ukrainian as a foreign language to non-philological students. This article also exemplifies the results of a holistic assessment by experts of a probable application of the principles suggested in questionnaires on the selection of learning materials for textbooks / manuals that are used in the actual learning process. Statistical indicators of the imparted expert evaluation have verified the relevance to improve existing textbooks / manuals and bring them closer to communicative needs of modern foreign students with mosaic thinking, the requirements of up-to-date educational language standards, and conditions for the teaching process organization of language disciplines to foreign students of the Ukrainian higher education institutions.
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Gremalіuk, T. V. "VOCABULARY OF FOREIGN ORIGIN: PROBLEMS OF NORM IN THE CONTEXT OF THE HISTORICAL DEVELOPMENT OF UKRAINIAN LITERARY LANGUAGE." Opera in linguistica ukrainiana, no. 28 (September 28, 2021): 52–61. http://dx.doi.org/10.18524/2414-0627.2021.28.235517.
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The article presents a multifaceted analysis of the dynamics of spelling and pronunciation of words of foreign origin in the Ukrainian literary language. The research expanded the range of knowledge about the phases of formation of the Ukrainian orthography, in particular, the part devoted to the orthography of foreign tokens and made it possible to explain the changes in the rules of spelling and pronunciation in diachrony. Linguistic and extralinguistic factors that influenced linguistic evolution are identified and the processes of normalization of borrowed vocabulary taking into account the historical context are highlighted. The views of Ukrainian linguists on the norms of spelling and pronunciation of words of foreign origin are generalized. It was stated that although there are few foreign words (approximately 10 percent), compared to other Ukrainian lexical collections, foreign words have provoked and are causing many discussions among linguists about their mastery of the Ukrainian literary language. After all, the legalization of the language norm, its written reflection and its organization in Ukraine is very difficult, which causes heterogeneity of spelling and pronunciation of words of foreign origin. Transformations in borrowed tokens over a long historical period are traced. A chronological description of all editions of the Ukrainian orthography is made and the most typical changes and establishments in the spelling and pronunciation of foreign words are systematized. It is proved that the lack of clearly formulated and formed rules for spelling borrowed words has led to variable spelling and pronunciation. After all, the phonetic system of the Ukrainian language can not fully reflect the peculiarities of the sound system of a foreign language, which indicates a complex process of stabilization of pronunciation and spelling norms of words of foreign origin in the Ukrainian literary language.
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Laguta, T., and O. Verzhanskaya. "Features of ethno-oriented language learning." New Collegium 1, no. 103 (March 30, 2021): 109–13. http://dx.doi.org/10.30837/nc.2021.1.109.
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The article is devoted to the peculiarities of ethno-oriented language teaching of foreign students. The definition of communicative ethnostistics is given, its object and subject are considered. The urgency of the problem is substantiated. The aim of the work is to consider different styles of national communication, as well as the parameters that are used to describe the national style of communication. Two main types of language acquisition are considered − communicative and non-communicative. Listeners of the communicative type prefer an intuitive way of learning the language, they easily learn the language during verbal communication. In most cases, they do not need deep theoretical explanations of the language material; they work successfully when attention is directed not to the learning process itself, but to its content side. Students of the non-communicative type are more inclined to analyze linguistic material, to identify logical and grammatical patterns in the language. It is emphasized that taking into account the ethnopsychological characteristics, mentality, national and cultural experience of representatives of different countries contributes to the organization of an effective educational process in a foreign audience and high-quality preparation of foreign students for successful communication. It is concluded that the national traditions of education and the associated styles of language acquisition must be taken into account already in teaching the Ukrainian language at the preparatory stage, which will optimize the process of learning the Ukrainian language. An ethno-oriented approach to teaching Ukrainian as a foreign language will allow teachers to adequately understand foreign students; to determine the effectiveness of the most acceptable forms and methods of teaching for representatives of a certain ethnic group; provide concrete assistance in solving problems of adaptation to a new socio-cultural environment; identify the difficulties that representatives of different ethnic groups face during language acquisition. Ethno-oriented education covers the interaction of the native and foreign (Ukrainian) languages in the cultural and educational space.
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Gazizova, Olena. "STATE PRIORITIES IN PRESERVATIONG OF ETHNONATIONAL IDENTITY BY THE REPRESENTATIVES OF UKRAINIAN DIASPORA: EDUCATIONAL CONTENT." Almanac of Ukrainian Studies, no. 28 (2021): 34–39. http://dx.doi.org/10.17721/2520-2626/2021.28.5.
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The legacy of substance and spirit, as well as traditional ethnonational dimensions, which are fundamental for the national being of Ukraine and allow feeling a constant connection with the Motherland, form an essential foundation for the further representation of Ukrainians and their culture in Ukraine and abroad. The article is devoted to research of modern state of Ukrainian school membership abroad, especially in the context of ethnical and national identity formation and preservation. Problems of native language education of the young generation of Ukrainian Diaspora representatives are analyzed. It is indicated that many Ukrainians who don‟t live on Ukraine ground have such structure complicated phenomenon as ethnical and national identity. They recognize themselves as the representatives of Ukrainian nation (national factor), withstand to ethnical assimilation in the countries of settlement and preserve their language, traditional culture, ethnical self-consciousness (ethnical factor), support building up of Ukraine and development of Ukrainian studies in the world (state build factor). The article focuses on the priorities of the state policy regarding Ukrainians abroad, the activities of state institutions aimed at meeting their educational, cultural, and information needs. As the Ukrainian authorities do not systematically protect the interests of their foreign compatriots and do not provide adequate support of cultural and educational centers as well as cultural and information projects, the process of foreign diasporas‟ assimilation intensifies. Today, in particular, there are virtually no Ukrainian studies textbooks and manuals for schools abroad. This constitutes a significant problem for teachers who are forced to adapt textbooks developed for educational institutions in Ukraine and are not very suitable for foreign countries. Due to the lack of state support of the Ukrainian educational process abroad, the teaching community is trying to consolidate efforts to solve this problem.
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Bezliudnyi, Roman, and Vita Bezliudna. "FOREIGN LANGUAGE TRAINING OF STUDENT YOUTH IN THE EUROPEAN UNION: ANALYSIS OF SOME RESEARCHES." Psychological and Pedagogical Problems of Modern School, no. 2(6) (December 21, 2021): 105–11. http://dx.doi.org/10.31499/2706-6258.2(6).2021.247629.
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The article presents a theoretical generalization of the researches on the problem of foreign language training of student youth in the European Union. Today in the institutions of higher education of Ukraine there is a tendency to intensify the foreign language training of each applicant for higher education. Among the many aspects in the content of education, foreign language training of higher education in Ukraine focuses on itself special attention. At the same time, it was found out that currently in Ukraine there is a complex multi-level contradiction of the following nature: The European Union prepares graduates of schools that speak a foreign language at the B2 level, and Ukrainian pedagogical higher education institutions graduate students who do not speak a foreign language at the B2 level; Ukrainian schools require from students B2 level which their teachers do not have, and therefore, in a sense, Ukrainian students may be more competent than their teachers, which is unacceptable. The analysis of foreign language training of student youth in the European Union allowed the authors to identify the achievements and features of foreign language training of student youth in some European countries in order to outline the required by the domestic education system trends in foreign language training at higher education institutions. The authors of the article analyzed the professional training of future foreign language teachers in such European countries: Germany, Poland, Slovakia, France, Italy. It was found out that such training is thoroughly researched by Ukrainian comparative scientists and is gradually introduced into the domestic system of higher education.But taking into account such tasks, problems and challenges facing Europe and Ukraine in the field of foreign language education, as well as permanent forms of cooperation within the Bologna Process, the prospects for further research the authors see in a deeper study of the process of reforming foreign language education, which brings obvious benefits to Ukrainian higher education.
Keywords: foreign language education; foreign language training; student youth; European Union countries; higher education; foreign language; institutions of higher education; Ukraine.
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TYMKOVA, Valentyna. "THE ROLE OF TERMINOLOGY IN FORMING THE LANGUAGE AND PROFESSIONAL COMPETENCY OF ECONOMIC PROFILE SPESIALISTS." "EСONOMY. FINANСES. MANAGEMENT: Topical issues of science and practical activity", no. 3 (43) (March 2019): 172–82. http://dx.doi.org/10.37128/2411-4413-2019-3-13.
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The article states that the organization of modern production and commercial structures, changes in the political and economic life of our state contribute to the active replenishment of the Ukrainian language with the new terms of the economic sphere. It is noted that at the present stage, foreign-language borrowings take a significant place in the lexical composition of the Ukrainian literary language, because in general appearing of borrowings in terminology is a natural process common for all languages of the world. There remain actual proposals that the full development of a given terminology system is possible only under the condition the balance of national and international components is preserved. New economic terms have filled our language and at present time, this tendency is preserved. It has been found out that having a significant word-formation and lexical vocabulary, the Ukrainian language can present such subtle shades of meanings that can not be represented in other words. It has been proved that this contributes to the selection of a successful national term, therefore, it is not necessary to abuse our language with foreign-language words. An important role in the preparation of a language-competent specialist belongs to the language, in particular, to such an important its branch as terminology. It is known that terminological vocabulary plays an important role in the vocabulary of the Ukrainian literary language. It is the indicator of the development level of scientific vocabulary in society and, as a result, of science in general. Terminological vocabulary is a kind of barometer that determines the level of vocational education, since rich and branched terminology is undoubtedly one of the important indicators of the level of vocational education in the state. The vocabulary of the economic profile is that part of the vocabulary of the language, which includes the concepts denoting the names of objects, phenomena, processes of socio-economic life. It is connected with relevant sciences and spheres of economic life - management, marketing, finance, law, production, taxation, statistics, insurance, etc. To one of the main sources of the formation of modern Ukrainian economic vocabulary belong foreign language borrowings. At the same time, at the Ukrainian language professionally-oriented classes of Vinnytsia National Agrarian University, in the process of teaching economic terminology, much attention is paid to the Ukrainian terms, which determine the national specificity of the Ukrainian language, for example: funds, estimates, cost, purchase, sale, etc., to their formation and correct use in professional language. In the modern world, terminology plays an important role in people’s communicating as it is a powerful source of information. Besides, terminology is a part of the vocabulary that is extremely sensitive to external influences. The maximum number of foreign language borrowings is recorded in those areas where the closest interaction of languages and cultures occurs. This is primarily economy. Modern economic terminology is being renewed, improved according to the development and improvement of the economic sphere. The process of correlation of national and foreign-language components in the system of Ukrainian financial and economic terminology is especially felt today, when the dynamics of borrowing English-language terminology units as special names of new phenomena and concepts has become much more active. At the same time, we observe a tendency towards excessive usage of borrowings of English-speaking origin in financial and economic terminology, unjustified usage of foreign language units under the condition of existing the autochthonous correspondences with the same meaning. Therefore, the need for a professional evaluation of English term usage in the financial and economic terminology of the Ukrainian language is in time.
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Zlotnyk-Shagina, Olga. "Peculiarities of the development of oral speech for foreign students." Current issues of Ukrainian linguistics: theory and practice, no. 43 (2021): 148–62. http://dx.doi.org/10.17721/apultp.2021.43.148-162.
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The article considers oral speech as the main tool in the process of learning the Ukrainian language for foreign students. Therefore, oral speech should always be developed and improved. And for foreign students, the development of oral speech in the study of the Ukrainian language is the most important aspect. Without oral coherent speech it is impossible to fully master the Ukrainian language. There are many different methods of speech development for foreign students, for example, Ukrainian literature is closely related to the language and culture of the Ukrainian people, which is ideal for the development of oral speech of foreign students. to determine the role of oral speech in language learning and the formation of students' professional understanding of the essence of communicative activity, nature, components and forms of communication, features of verbal and nonverbal communication code, the influence of national and cultural factors on communication in both professional and everyday activities. As oral presentations become an increasingly important feature of higher education, it is important to find out what oral communication skills students need to function successfully in an academic context. Thus, this specific presentation aims to identify and describe students' assessment of their own skills in the oral academic Ukrainian language, in particular, to compare how good and important their skills are. Oral speech allows students to form a holistic view of the nature and functions of communication in society, the technical means of communication; to acquaint foreign students with the basic laws of communication, with the verbal and nonverbal code of communication, types of communication barriers; to expand the active and passive vocabulary in the field of professional speech of foreign students of philology; to form basic practical skills necessary for communication in the field of intercultural communication; to raise the general educational and cultural level of foreign students. The article presents options for the development of oral speech and presents examples of exercises that contribute to the rapid study of the Ukrainian language as a foreign language and the development of oral speech.Keywords: oral speech, learning Ukrainian as a foreign language, listening, speaking, dialogue, monologue, written language, reading, writing.
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Fetsko, Ivanna. "Specificity of Hybridization as a Productive Source of the Enrichment of Terminology of the Ukrainian Museum Science." Terminological Bulletin, no. 5 (2019): 195–201. http://dx.doi.org/10.37919/2221-8807-2019-5-26.
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The question of existence of national and borrowed units, the development and adaptation of foreign terminology is always relevant in the Ukrainian linguistics. The foreign language terminological units that expanded into national terminological systems were always of great interest for researches who are studying borrowings in terminology and the causes of this process. In spite of the fact that terminological nomination and the role of the national and borrowed elements in the formation of terminological systems of different branches of knowledge were analyzed. The general and multi-dimensional characteristics of borrowings are required for the Ukrainian terminological system of museum affairs The Ukrainian terminological system of museum science can develop, change, reflecting all the realities of modern life. The history of the development of science, the change of scientific views, as well as integration, cultural and linguistic connections ‒ all these are reflected in the terminological system as a whole, and in separate terms. The terms borrowed from different languages began to operate at different stages of development of museum science. The Ukrainian terminological fund of the museum science was replenished with borrowings from Greek, Latin, French, etc. as a result of interlanguage relations. Foreign language units replenished the Ukrainian museum affair with varying intensity in different periods of its formation. The terminological units, that are complex nouns, in the structure of which there are bases or terminological elements of different origin, belong to the terminological apparatus of the professional language of the museum workers. We distinguish in the terminological system of the museum science hybrid terminological formations that arise as a result of derivation mainly from foreign language bases with the help of specific word-formation formants. The foreign language components that serve as international terminological elements involved in the formation of terms. It should also be noted about the presence of the mixed structures from two languages that are active in the terminological system of museum science, created by combining the bases or terminological elements. The modern Ukrainian terminological system of museum science is characterized by the genetic heterogeneity of its units that reflects the long historical process of formation of the terminological system and the influence of various languages and extra-language factors.
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Ushakova, Natalia, Tetiana Aleksieienko, Iryna Kushnir, Iryna Zozulia, and Tetiana Uvarova. "Storytelling Technique in Teaching Ukrainian as a Foreign Language Remotely." Theory and Practice in Language Studies 12, no. 4 (April 2, 2022): 629–38. http://dx.doi.org/10.17507/tpls.1204.02.
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Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities in Ukrainian language and educational environment. There are three stages of the developed experimental model, implemented during online Ukrainian practical classes to foreign non-philological specialities students with different levels of language proficiency, from Beginner to Intermediate, in different Ukrainian higher education institutions. The methodological experiment, observational and diagnostic methods, quantitative and qualitative comparative methods as well as descriptive methods showed that the modified storytelling technique was effective for developing monological speaking skills. Besides, the previous authors’ hypothesis was also confirmed by the use of teaching aids, described in the article, such as: converged texts, created with due account for the specific requirements to structural and semantic content as well as presentation format, focused on features of modern students with clip thinking and on general educational processes; system of iterative questions; and digital teaching aids. The results of the research showed that the modified storytelling technique, firstly developed within the theory of teaching Ukrainian as a foreign language, should not be used not as the main method for teaching foreign non-philological students of higher education.
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Borysko, Nataliia, Alina Dolyna, Elvira Bondarenko, and Iryna Korniiko. "Learning German grammar after English: Let us give Ukrainian students a chance." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 516–29. http://dx.doi.org/10.34069/ai/2020.29.05.57.
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The problem of developing grammatical competence of pre-service philologists, teachers, interpreters, and translators while learning German after English is quite urgent nowadays as it is a typical second foreign language after English. The reasons for students’ unacceptable level of German are examined by analyzing the results of the survey of 437 students and 37 academics from nine Ukrainian universities and singling out the five groups of factors. The study is based on the following research methods: critical analysis of local and foreign scientific works; generalizing the teaching experience of German as a foreign language after English, scientific observation of teaching process; analysis of local and authentic programs and courses/textbooks, and survey of students and academics. This research reveals the main problems of teaching German as a second foreign language: the insufficient amount of modern local methodological research projects for higher education; improper methodological, psychological, and pedagogical preparation of teachers; lack of teaching and learning materials; low level of students’ learning autonomy, language, and metalinguistic awareness, and motivation. The aim of the article is to study the possibilities and ways of solving the given problems. The main aspects of interaction and mutual influence between the two foreign languages and native language are considered. The solutions for the singled out problems of teaching and learning German after English are suggested. The article presents and justifies the hierarchy of teaching principles: general methodological principles of teaching any foreign language, special principles of teaching second foreign languages, and particular principles of German grammatical competence development. The study offers the means for applying the last group of principles into practice.
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Shunevych, B. I., H. S. Drapalyuk, and N. I. Pyndyk. "INNOVATIVE COMPUTER TECHNOLOGIES IN FOREIGN LANGUAGES INSTRUCTION AT UKRAINIAN HIGHER SCHOOLS." Ukrainian Journal of Information Technology 2, no. 1 (2020): 73–78. http://dx.doi.org/10.23939/ujit2020.02.073.
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The global process of transition to the information society, as well as economic, political and social changes that accompany it, accelerate the reform of the Ukrainian education system. First of all, it concerns providing access to education and training for all people who have the necessary skills and knowledge. The effective solution of these problems is facilitated by distance and blended learning, carried out on the basis of modern pedagogical, information and telecommunication technologies. In the article the ways of organizing blended teaching/learning of foreign languages in Ukrainian higher education institutions (HEI) are analyzed; types of software used for creating educational materials by means of innovative computer technologies to organize blended language learning are revealed; the prospects of using electronic materials of known platforms of online courses for teaching languages as supplements to distance courses compiled by the lecturers of the Department of Foreign Languages at Lviv Polytechnic National University on the basis of Lviv Polytechnic virtual learning environment (VLE) are considered. Materials of research are as follows: dissertations, scientific papers, materials of Ukrainian and international scientific and practical conferences, published by lecturers of foreign languages at Ukrainian higher education institutions, as well as web pages of these institutions and software for compiling educational materials. On the basis of the analyzed materials, partially presented in the article, it was revealed that for organization of blended learning the lecturers of Foreign Language Departments at HEI, in addition to traditional educational materials for full-time study (manuals, dictionaries, audio and video recordings, etc.), actively use: electronic materials compiled by means of different types of tools in open access; portal materials for language learning; distance courses or their elements compiled by means of the VLE of their educational institutions; educational materials of the platforms of mass open online courses (MOOC). Lecturers of the Department of Foreign Languages at Lviv Polytechnic National University have used MOOC for their students teaching since January 2019. English language practical classes, held at Lviv Polytechic for the first year students, demonstrated that the students using successfully the materials of distance course, compiled by the lecturers of the Department of Foreign Languages for their students, can improve better their knowledge of the language than the rest students. The further researches will be concerned to description of the techniques for organization of foreign languages blended learning by incorporating the materials of the MOOC platforms in the course of classes with full-time and part-time students.
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SHLENEVA, M. "FEATURES OF INTERACTIVE METHODS AT LESSONS OF UKRAINIAN AS FOREIGN LANGUAGE (FOR TECHNICAL DEPARTMENTS)." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 22 (November 7, 2018): 214–17. http://dx.doi.org/10.33989/2075-146x.2018.22.185301.
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The article discusses the features of interactive learning methods of Ukrainian as foreign language at the technical departments of universities. In the realities of the modern education, interactive approaches are presented for the study Ukrainian language by foreign students, which contribute to its in-depth and comprehensive study, reveal the details of their applications and conclude on the most effective among them. it is emphasized that group interactive methods are used most often and demonstrate the best results, because the study process of Ukrainian language takes place in direct communication with a native speaker – teacher . Each method has own advantages and disadvantages, but contributes to a better assimilation of the studied material and encourages students to study the Ukrainian language as a foreign language more diligently.
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Tsurkan, Маria. "The sphere of existence of ukrainian language as a foreign language." Current issues of social sciences and history of medicine, no. 3 (April 27, 2017): 37–42. http://dx.doi.org/10.24061/2411-6181.3.2017.73.
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Zelens'ka, Liudmyla, and Olena Tarapat. "USE OF MULTIMEDIA FOR ACADEMY FROM UKRAINIAN LANGUAGE AS FOREIGN LANGUAGE." Theory and practice of social systems management, no. 3 (October 10, 2019): 122–30. http://dx.doi.org/10.20998/2078-7782.2019.3.10.
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Kochukova, N. I., and I. M. Riabinina. "FUNCTIONING OF NEOLOGISMS WITH FOREIGN LANGUAGE COMPONENTS IN MODERN UKRAINIAN LANGUAGE." "Scientific notes of V. I. Vernadsky Taurida National University", Series: "Philology. Journalism" 1, no. 1 (2022): 47–53. http://dx.doi.org/10.32838/2710-4656/2022.1-1/09.
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Popovych, Anzhelika. "Lexical stylistics of the Ukrainian language in the reception of Ivan Ohiienko." IVAN OHIIENKO AND CONTEMPORARY SCIENCE AND EDUCATION SCHOLARLY PAPERS PHILOLOGY, no. 17 (December 1, 2020): 107–13. http://dx.doi.org/10.32626/2309-7086.2020-17-2.107-113.
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Ivan Ohiienko made a signifi cant contribution to the formation and development of Ukrainian language Stylistics. His reasoning on certain stylistic issues is recorded in such scientifi c investigations as «The Science of Native Language Duties», «Ukrainian Literary Language History», «Our Literary Language: How to Write and Speak in Literature», «Grammatical and Stylistic Dictionary of Shevchenko’s Language» etc.ºíêàThe purpose of our article is to determine Ivan Ohiienko’s contribution to the development of Ukrainian Language Lexical Stylistics.Among the stylistic concepts, the concepts of lexical stylistics are clearly dis-tinguished. I. Ohiienko payed attention to the stylistic load of synonyms, archaisms, neologisms, dialectisms, terms, borrowed words, vulgarisms, provincialisms, etc.The linguist argued for the need to use archaisms in the artistic style to give the text artistry, a description of a bygone era, the archaic coloring of the speech of the characters, providing teaching pathos and more. I. Ohiienko considered it appropriate to use old slavonic in the confessional style.The stylistic use of «local language» (dialectisms) is limited to the conscious use in the characters’ language, and in works of regional purpose. Unacceptable dialect words in the scientifi c style.I. Ohiienko singled out specifi c features of the use of foreign languages: in the presence of Ukrainian words-equivalents to replace borrowing; to refuse frivolous use of foreign words; do not use tracing words; in journalistic style unknown to the general public to explain other languages. The scientist was fi rmly convinced that the use of foreign words does not contribute not only to Ukrainian language development, but also to spiritual culture development in general.According to I. Ohiienko, synonyms should not only be known, but also felt, in particu-lar, the correct use of stylistic synonyms, which diff er in relation to diff erent functional styles.Thus, I. Ohiienko’s reseaches on the problems of the History Ukrainian literary language development are also important for Stylistics development.
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Dmytruk, Veronika, and Halyna Shevchyk. "THE ISSUE OF EDUCATION AT A HIGHER ESTABLISHMENT AND SIMULTANEOUS LEARNING A FOREIGN LANGUAGE." Collection of Scientific Papers of Uman State Pedagogical University, no. 3 (October 12, 2021): 54–63. http://dx.doi.org/10.31499/2307-4906.3.2021.241563.
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The article is devoted to the psychological and pedagogical substantiation of the expediency of learning foreign languages while studying in the institution of higher education. The authors analyse the current educational process in Ukrainian and identify the most important factors influencing the formation of qualified professionals and establish the role of foreign language in each of these factors. It was found that studying can be extremely intensified due to learning a foreign language. It is established that learning foreign languages increases a person’s ability to develop intellectually.
Keywords: pedagogical psychology; institution of higher education; foreign language; English language; training intensification; motivation; information management; information gathering; information processing.
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Kretska, Yuliia. "I. Ohijenko über fremdsprachl iche einflüsse auf das Ukrainische." IVAN OHIIENKO AND CONTEMPORARY SCIENCE AND EDUCATION SCHOLARLY PAPERS PHILOLOGY, no. 17 (December 1, 2020): 60–64. http://dx.doi.org/10.32626/2309-7086.2020-17-2.60-64.
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The article deals with the views of a prominent scientist and a statesman Ivan Ohiienko on the process of formation of the Ukrainian literary language as the basis of spiritual and cultural growth of the people and the conditions that contribute to the development of the united literary language. The analysis of historical and linguistic aspects of the literary language development in Ukraine and the current language situ-ation in the early twentieth century, linguist’s advice on further development of his na-tive language is especially relevant in today’s socio-economic and political conditions in Ukraine, when bilingualism remains widespread in diff erent fi elds of communica-tion and the infl uence of other languages on Ukrainian language remains signifi cant. In the works «Grammatical and stylistic dictionary of Shevchenko’s language», «Our literary language», «History of the Ukrainian literary language» and others the re-searcher covers in detail the history of the origin and development of the Ukrainian language, as well as its state, in particular, spelling, vocabulary, grammatical struc-ture. The scientist analyses the language of writers -T. Shevchenko, Marko Vovchok, M. Rylsky, etc., the language of whose works became the basis for the development of the modern Ukrainian language, describes the requirements for it, characterizes the ways of its improvement. Among the main requirements for a good literary lan-guage Ivan Ohiienko calls the correctness, clarity, purity, richness and sonority of the language. To ensure the purity and other important features of the literary Ukrainian language, the scientist considers it necessary to avoid both obsolete, spatial words, as well as words and phrases, adopted from other languages. Russisms and Polonisms spoil the Ukrainian language, although, according to I. Ohiienko, some Russisms can be considered archaisms that were still preserved in the language at that time. Only the use of foreign words, which are not easy to replace with good Ukrainian equivalents, is allowed in the literary language. I. Ohiienko himself rarely uses foreign words, words, adopted from other languages, are very rare in his works, obviously, only those that denote new concepts, his language is characterized by clarity and purity
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Leshchenko, Tetiana, Olena Shevchenko, and Maryna Zhovnir. "THE OPPORTUNITIES OF MOBILE TECHNOLOGIES IN THE PRACTICE OF TEACHING THE UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 12 (2022): 90–102. http://dx.doi.org/10.28925/2414-0325.2022.128.
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The article deals with the problem of forming a linguistic personality of foreign medical students. The article highlights the problem of forming the language personality of a foreign medical education seeker in the context of changes in the world and domestic educational systems. The authors analyze the relevance and appropriateness of using mobile technologies in Ukrainian language classes as a foreign language, taking into account the modern development of society, organizational and technological foundations of studying the subject «Ukrainian as a Foreign Language». Considering the trend of transition of users from the operation of desktop personal computers to more mobile portable devices (tablets, smartphones) and based on the problems of organizing the educational process, the assumption of the effectiveness and relevance of mobile technology in teaching Ukrainian as a foreign language. Based on the analysis of the existing definitions of the term "mobile learning" the interpretation was offered, in which mobile devices are the means to achieve didactic objectives. The potential of the use of mobile technologies in education is analysed, as well as the factors that complicate their applications by teachers are given. The domestic experience of using mobile devices for educational purposes is considered. The authors argue that there are many opportunities to transfer information materials to the learner. Options for using mobile learning in Ukrainian as a foreign language classes are shown. The article proposes the use of smartphones when performing practical tasks; target platforms in the study of topics; independent language acquisition; when repeating the material in extracurricular time. The advantages of using mobile devices as convenient tools for accessing cloud services to organize joint activities of students are considered.
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Romaniuk, Svitlana Zakharivna, and Iryna Shaposhnikova. "Bilingual Schools as a Model of National Education of the Ukrainians Abroad in a Foreign Language Environment." Studia Gdańskie. Wizje i rzeczywistość XVII (May 1, 2021): 229–65. http://dx.doi.org/10.5604/01.3001.0014.9108.
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The article provides a retrospective analysis of the evolutionary proc-esses of formation and development of native language education of Ukrainians in the polyethnic environment of Canada and the important role of the state bilingual (Ukrainian-English) school, their importance in preserving the national culture of diaspora Ukrainians. The organizational and pedagogical principles of the educational process in bilingual schools as the main means of learning the native language by Canadian Ukrainians are highlighted. In Canada, there are four types of language immersion programs. They differ from each other in the number of academic hours dedicated to learning in the second language. The full immersion program in the second language takes 80 to 100 percent of the study time. In the programs of partial immersion during the first half of the day training is conducted in the second lan-guage, and during the other – in English. It is established that the system of bilingual education gave students the opportunity to master the Ukrainian language as a subject and at the same time to study certain school subjects in this language, which is extremely important from a psychological point of view. According to the educational program for grades 1–12 in the first three grades, the main focus is on listening, speaking and cultivating respect for culture, but already in the second grade, children begin learning reading and writing; in the 4–6 grades the culture of language is formed – its comprehension, speaking, reading and writing; in grades 7–12 students improve language and speech knowledge, skills and abili-ties, use them in their everyday life. It is found out that the main method of forming language and speech competence is conversational-visual. To implement it, teachers widely use methodological resources of teaching: printed educational publica-tions, audio and video resources, educational and methodical materials on different types of media, information and communication Internet resources, periodicals, primarily pedagogical. It has been detected that public bilingual schools in Canada contrib-ute to the mastery of the Ukrainian language as a major factor in pre-serving the ethnocultural identity of Canadian Ukrainians, an important means of their ties to the world Ukrainians.
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Babich, Tetyana, and Maryna Lipatova. "SOME ASPECTS IN TEACHING SCIENTIFIC LANGUAGE STYLE IN THE COURSE OF UKRAINIAN LANGUAGE AT THE INITIAL STAGE." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 70–73. http://dx.doi.org/10.36550/2415-7988-2021-1-194-70-73.
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The actuality of theme is due to current trends in education. The article deals with problems of professional language formation competence of foreign students. The article considers special features of studying scientific style by the students of the Preparatory faculty, with the actual issues related to the questions of teaching the language of speciality in the course of Ukrainian as a foreign language at the initial stage. The importance of learning the language of speciality at the initial stage in the course of learning Ukrainian as a foreign language is emphasized. The article examines the problems of selection and presentation of language material for foreign students training at the pre-university level of education. The authors define the basic methods of scientific words and semantization of terms, the ways of developing and forming general scientific concepts. Сommunicative skills are the leading tendency in the modern methods of teaching foreign languages. The peculiarities of formation of professional communicative competence of foreign students are regarded in the article. Process of the formation of professional and communicative competence of foreign students in higher technical educational establishments has two stages and is a complicated phenomenon. Formation of communicative competence at the initial stage will intensify the process of formation of professional and communicative competence on the main stage. At the preparatory department of the main goal is the formation of knowledge, skills and abilities in the volume, which provides further successful learning of foreign students in higher educational institutions of Ukraine.
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Derba, Svitlana. "PROFESSIONAL PRODUCTION (PEDAGOGICAL) PRACTICE IN FOREIGN STUDENTS AND MASTER'S COURSES." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 10–12. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-10-12.
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The article deals with the basic principles of organization of conducting of professional-production (pedagogical) practice for foreign students of the second year of magistracy of the Institute of Philology of Kyiv National Taras Shevchenko University. The main tasks of this practice, the features of "passive" and "active" parts of pedagogical practice are formulated. The competences of foreign students, who are formed during the internship, are considered. Compulsory academic discipline The postgraduate professional practice (with a distance from theoretical studies) is separated from theoretical studies in the fourth semester of the master's program, lasts 6 weeks and is calculated for 270 hours (9 credits). Students are required to attend 10 lectures and practical classes in the higher education institution (Ukrainian, which they are taught as basic) and independently conduct the practical training in the undergraduate courses of the specialty "Ukrainian language and translation" or at the preparatory department, as well as to prepare a detailed plan specialty classes. The questionnaire that students fill out after attending lectures or practical classes of other teachers of the Ukrainian and Russian languages as foreign languages, as well as the structure of the detailed syllabus of self-conducted practical training for foreign students of bachelors is offered. The article proposes a plan of a detailed synopsis, which prepares students for independent practical training in Ukrainian as a foreign language.