Готові списки джерел за темами / Ukrainian as foreign language

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Добірка наукової літератури з теми "Ukrainian as foreign language"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "Ukrainian as foreign language"

1

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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Анотація:
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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2

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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Анотація:
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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3

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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4

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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Анотація:
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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5

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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Анотація:
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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6

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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Анотація:
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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7

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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Анотація:
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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8

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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Анотація:
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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9

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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Анотація:
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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10

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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Анотація:
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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Більше джерел

Дисертації з теми "Ukrainian as foreign language"

1

Tsurkan, M. V. "Students’ individual work in learning Ukrainian as a foreign language." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18284.

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2

Shleneva, M. G. "Methods to increase students’ interest in ukrainian as foreign language." Thesis, НТУ "ХПІ", 2018. http://repository.kpi.kharkov.ua/handle/KhPI-Press/36726.

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3

Shleneva, M. G. "The interactive technologies of study Ukrainian as a foreign language: structural analysis." Thesis, Харківський національний автомобільно-дорожній університет, 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/32017.

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Анотація:
At the present stage of integration process Ukrainian higher education institutions go through the difficult period of reforming. According to the new "Education law", modern higher education institutions will have the system reconstructions of educational process and transition to the modernized educational approach both for Ukrainian and foreign students. Thus, the idea of practical orientation of Ukrainian as a foreign language is approved in activity of language departments. First of all it is necessary to teach foreign students to read, to write, to speak Ukrainian and also to work independently with textbook. The basis issue of all educational transformations should be understanding of foreign student’s capacities and forecasting of personality development requirements in the conditions of adaptation. That’s why on a practical classes of Ukrainian as a foreign language the teacher of higher education institution is faced by a difficult task: to teach students to listen, to perceive, to remember a studying material, to develop the creative potential. The developing purposes have to be defined according to a concrete studying material and provide students with knowledge, practical skills, requirements to perform educational tasks creatively and qualitatively.
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4

Island, Anyasi. "Adaptation of foreign students to the study in the Ukrainian high schools." Thesis, НТУ "ХПИ", 2014. http://repository.kpi.kharkov.ua/handle/KhPI-Press/8492.

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5

Roman, L. A. "Thinking as the fifth essential skill in learning Ukrainian as a foreign language." Thesis, БДМУ, 2020. http://dspace.bsmu.edu.ua:8080/xmlui/handle/123456789/18278.

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6

Дегтярьова, Тетяна Олегівна, Татьяна Олеговна Дегтярева, Tetiana Olehivna Dehtiarova, Ганна Вікторівна Дядченко, Анна Викторовна Дядченко, and Hanna Viktorivna Diadchenko. "Game Method As A Way Of Intensification Of Teaching Ukrainian Language As Foreign." Thesis, Sumy State University, 2021. https://essuir.sumdu.edu.ua/handle/123456789/84396.

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Анотація:
In the process of teaching the Ukrainian language of foreign students, the game is the most effective form of learning, as it promotes the development of interest in foreign language communication, creates a certain information base, forms the necessary language mechanisms. The game method is the pedagogical tool that is able to remove the language barrier and intensify the process learning Ukrainian as foreign language. In the game students acquire personal knowledge that becomes meaningful and emotionally colored to them, and it helps them to understand and feel the situation better. This, in turn, requires students to mobilize knowledge, encourages them to learn new things, broadens their horizons and forces them to master a set of communication skills. So the aim of the article is to observe the issue of teaching the Ukrainian as foreign language through the game method implication.
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7

Шленёва, Марина Геннадиевна. "Place of the grammar tasks in system of study Ukrainian as foreign language." Thesis, Харківський національний університет будівництва та архітектури, 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/33731.

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Анотація:
The feature of grammatical material is that its assimilation doesn't remain at the level of perception. It requires realization in the corresponding skills which are reached by trainings. The didactic essence of methods is that the teacher directs foreign students to development language skills by means of special tasks.
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8

Зайцева, Станіслава Станіславівна, Станислава Станиславовна Зайцева, Stanislava Stanislavivna Zaitseva, and Victor Adeseye Adebisi. "Intercultural communication: studying the ukrainian language by foreign students, its importance for intercultural relations." Thesis, Харківський національний автомобільно-дорожній університет, 2022. https://essuir.sumdu.edu.ua/handle/123456789/87481.

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Мета цього дослідження – вказати на взаємозв’язок української мови та освіти, а також на важливість вивчення української мови іноземними студентами.
The relevance and aim of this research is to point out the relationship between the Ukrainian Language and education, as well as the importance of learning the Ukrainian language to foreign students.
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9

Сорока, Марія Анатоліївна, and Ксенія Борисівна Кугай. "Globalization processes impact on foreign languages study at Ukrainian universities." Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18266.

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10

Зайцева, Станіслава Станіславівна, Станислава Станиславовна Зайцева, Stanislava Stanislavivna Zaitseva, Марина Миколаївна Набок, Марина Николаевна Набок, and Maryna Mykolaivna Nabok. "Use of Google services for organization of distance learning in Ukrainian as a foreign language." Thesis, International Science Group, 2022. https://essuir.sumdu.edu.ua/handle/123456789/87747.

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Анотація:
На заняттях з української мови як іноземної важливо забезпечувати формування у студентів навичок чотирьох видів мовленнєвої діяльності: читання, говоріння, письма й аудіювання. Відповідно навчальним матеріалом й інструментом для забезпечення навичок слугують тексти, робочі зошити, відеоматеріали, аудіофайли із, наприклад, новими словами, короткі аудіофайли із домашнім читанням текстів, фото із письмовими вправами, онлайн-дошки тощо. Таким чином існує нагальна потреба у збереженні й обміну цими файлами між викладачем і студентами. Найпопулярнішим способом залишається використання електронної пошти, мобільних додатків. Проте, під час дистанційного навчання можуть виникнути питання через різницю у часі між країнами студентів-іноземців та викладачем з України.
In Ukrainian as a foreign language classes, it is important to ensure that students develop the skills of four types of speaking activities: reading, speaking, writing and listening. Accordingly, textbooks, workbooks, videos, audio files with, for example, new words, short audio files with home reading of texts, photos with writing exercises, online boards, etc. are used as training materials and tools to provide skills. Thus, there is an urgent need to preserve and share these files between teacher and students. The most popular way is to use e-mail, mobile applications. However, during distance learning, questions may arise due to the time difference between the countries of foreign students and the teacher from Ukraine.
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Книги з теми "Ukrainian as foreign language"

1

Struk, Danylo Husar. Ukrainian for undergraduates. Edmonton [Alta.]: Canadian Institute of Ukrainian Studies, University of Alberta, 1991.

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2

Beni︠u︡kh, O. P. Ukrainian-English. New York, N.Y: Hippocrene Books, 1994.

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3

Slavutych, I͡Ar. Standard Ukrainian grammar. Edmonton: Slavuta Publishers, 1987.

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4

Slavutych, I͡Ar. Conversational Ukrainian. 5th ed. Edmonton: Gateway Publishers, 1987.

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5

Cymbalistyj, Petro. Ukrainian linguistic elements in the Russian language, 1680-1760. London: School of Slavonic and East European Studies, University of London, 1991.

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6

Poulard, Johannes. Beginner's Ukrainian =: I͡A︡k si͡a︡ mai͡e︡sh. New York: Hippocrene Books, 1996.

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7

Parlons ukrainien: Langue et culture. Paris: Harmattan, 1995.

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8

Beginner's Ukrainian with Interactive Online Workbook: A basic Ukrainian course. New York, NY: Hippocrene Books, 2011.

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9

Mosenkis, I︠U︡riĭ. Leksyka hruzynsʹkoho, kytaĭsʹkoho, koreĭsʹkoho ta i︠a︡ponsʹkoho pokhodz︠h︡enni︠a︡ v ukraïnsʹkiĭ movi. Kyïv-Umanʹ: RVT︠S︡ "Sofii︠a︡", 2009.

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10

Franko, Roma Z. Ukrainian for speakers of English: Text : introductory and intermediate levels. Calgary, Alta: Detselig Enterprises, 1994.

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Частини книг з теми "Ukrainian as foreign language"

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Huszti, Ilona, Márta Fábián, and Erzsébet Bárányné Komári. "12. Differences Between the Processes and Outcomes in Third Graders’ Learning of English and Ukrainian in Hungarian Schools in Beregszász." In Early Learning of Modern Foreign Languages, edited by Marianne Nikolov, 166–80. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691477-014.

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Phạm, Thạch Ngọc. "Foreign Language Policy." In Higher Education in Vietnam, 169–83. London: Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137436481_8.

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Hornikx, Jos, and Frank van Meurs. "Foreign Language Display." In Foreign Languages in Advertising, 57–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31691-4_3.

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Lyman, Frank T. "Foreign Language Interest." In 100 Teaching Ideas that Transfer and Transform Learning, 92–93. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003230281-59.

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Blackshire-Belay, Carol A. "Foreign Workers’ German." In Creole Language Library, 431. Amsterdam: John Benjamins Publishing Company, 1992. http://dx.doi.org/10.1075/cll.11.43bla.

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Hornikx, Jos, and Frank van Meurs. "Ethnic Language." In Foreign Languages in Advertising, 123–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31691-4_5.

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Dingley, James. "Ukrainian and Belorussian — a testing ground." In Language Planning in the Soviet Union, 174–88. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-20301-7_9.

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Kryvenko, Anna. "In the warmth of the Ukrainian temperature domain*." In Typological Studies in Language, 300–332. Amsterdam: John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/tsl.107.10kry.

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de Groot, Annette M. B., and Rosanne C. L. van den Brink. "Chapter 15. Foreign language vocabulary learning." In Language Acquisition and Language Disorders, 285–97. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lald.52.19gro.

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Train, Robert. "Language ideology and foreign language pedagogy." In Language Learning & Language Teaching, 238–69. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.16.14tra.

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Тези доповідей конференцій з теми "Ukrainian as foreign language"

1

"FOREIGN LANGUAGE PROFICIENCY OF UKRAINIAN STUDENTS: PROBLEMS AND SOLUTIONS." In Global Business and Law Development Imperatives. Київський національний торговельно-економічний університет, 2019. http://dx.doi.org/10.31617/k.knute.2019-10-10.102.

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Leshchenko, Tetyana, and Maryna Zhovnir. "MIND MAPPING TECHNIQUE IN UKRAINIAN AS A FOREIGN LANGUAGE TEACHING." In TENDENZE ATTUALI DELLA MODERNA RICERCA SCIENTIFICA. European Scientific Platform, 2020. http://dx.doi.org/10.36074/05.06.2020.v2.05.

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Leshchenko, Tetyana, and Maryna Zhovnir. "E-LEARNING TECHNOLOGIES FOR LEARNING UKRAINIAN AS A FOREIGN LANGUAGE." In PARADIGMATIC VIEW ON THE CONCEPT OF WORLD SCIENCE. European Scientific Platform, 2020. http://dx.doi.org/10.36074/21.08.2020.v2.02.

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4

Zvonko, Hanna. "PECULIARITIES OF THE LINGUOCULTURAL APPROACH TO TEACHING UKRAINIAN AS A FOREIGN LANGUAGE." In Modern Scientific Research: Achievements, Innovations and Development Prospects. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-126-8-33.

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Bilianska, Mariia, Alla Kolodyazhna, Yana Shuhailo, and Lubov Bohoslavets. "Peculiarities of the Ukrainian Language as a Foreign Language Teaching in the Conditions of Distance Learning." In International Conference on New Trends in Languages, Literature and Social Communications (ICNTLLSC 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210525.029.

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Bondarchuk, Yu A., and K. В. Kugai. "Perception of Ukrainian literature in English-speaking world: stereotypes." In THE ISSUES OF MODERN PHILOLOGY AND CREATIVE METHODS OF TEACHING A FOREIGN LANGUAGE IN THE EUROPEAN EDUCATION SYSTEM. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-180-0-30.

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Namachynska, H. Ya. "The Ukrainian borrowings in fiction texts written by V. Korolenko." In THE ISSUES OF MODERN PHILOLOGY AND CREATIVE METHODS OF TEACHING A FOREIGN LANGUAGE IN THE EUROPEAN EDUCATION SYSTEM. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-180-0-4.

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Bondar, Natalia, Tetiana Konovalenko, and Ivan Riznitskii. "Development of Future Foreign Language Teachers' Soft Skills by Means of ICT in Ukrainian Universities." In Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010932400003364.

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Chystiak, D. O. "Reception of Ukrainian poetic literary discourse in French-speaking countries (1961–2021)." In THE ISSUES OF MODERN PHILOLOGY AND CREATIVE METHODS OF TEACHING A FOREIGN LANGUAGE IN THE EUROPEAN EDUCATION SYSTEM. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-180-0-26.

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Balakhtar, Kateryna, Olena Bondarchuk, and Serhii Ostapov. "Creativity of Foreign Languages Teachers in Ukrainian Higher Education Institutions: Empirical Data." In Symposium on Advances in Educational Technology. SCITEPRESS - Science and Technology Publications, 2020. http://dx.doi.org/10.5220/0010920500003364.

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Звіти організацій з теми "Ukrainian as foreign language"

1

Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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Анотація:
The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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2

Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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Анотація:
The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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3

Бакум, З. П., та О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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4

Petrovych, Olha B., Alla P. Vinnichuk, Viktor P. Krupka, Iryna A. Zelenenka, and Andrei V. Voznyak. The usage of augmented reality technologies in professional training of future teachers of Ukrainian language and literature. CEUR Workshop Proceedings, July 2021. http://dx.doi.org/10.31812/123456789/4635.

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Анотація:
The article deals with the peculiarities of creation and practical application of augmented reality (AR) technologies for the organization of students-philologists’ individual and group work in studying the discipline “Methodic of teaching literature”. The relevance of the introduction of AR technologies for the future teachers-philologists’ readiness formation to the professional activity is substantiated. Analysis of the scientific sources suggested that the professional training process requires the modernization of teaching methods, and the usage of information and communication technologies (ICT) in education, in particular AR technologies, allows to make the learning process interesting and exciting. The domestic and foreign experience of AR technologies application into current educational practices is generalized. A step-by-step algorithm for creating the AR in the mobile application Unite and its subsequent content filling for professional training of future teachers of Ukrainian language and literature is described. The visualization of the educational content of the lepbook “Incredible Lesya Ukrainka”, made by students- philologists at the Mykhailo Stelmakh Faculty of Philology and Journalism of Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University during the studying the discipline “Methodic of teaching literature”, is detailed. It is specified that the educational process is based on the creation AR with the visualization of interactive learning materials with animation, instructions, links, video content, illustrations etc. according to the rubrics of the lepbook. It is emphasized that the implementation of AR technologies provides the increasing of motivation for systematic mastering of practical skills, enhances students’ concentration and attention, increases their cognitive experience, promotes the development of their creative abilities, produces the opportunities of using the visualized content for students’ research work, stimulates them to self-expression, motivates them to self-development, trains them to the skillful use of the Internet, modern gadgets and mobile applications, etc. Prospects for studying the possibilities of using AR technologies in lessons of Ukrainian literature at secondary school are determined.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Гарлицька, Т. С. Substandard Vocabulary in the System of Urban Communication. Криворізький державний педагогічний університет, 2018. http://dx.doi.org/10.31812/123456789/3912.

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The article is devoted to substandard elements which are considered as one of the components in the system of urban forms of communication. The Object of our research is substandard vocabulary, the Subject is structural characteristics of the modern city language, the Purpose of the study is to define the main types of substandard vocabulary and their role in the system of urban communication. The theoretical base of our research includes the scientific works of native and foreign linguists, which are devoted to urban linguistics (B. Larin, M. Makovskyi, V. Labov, T. Yerofeieva, L. Pederson, R. McDavid, O. Horbach, L. Stavytska, Y. Stepanov, S. Martos). Different lexical and phraseological units, taken from the Ukrainian, Russian and American Dictionaries of slang and jargon, serve as the material of our research. The main components of the city language include literary language, territorial dialects, different intermediate transitional types, which are used in the colloquial everyday communication but do not have territorial limited character, and social dialects. The structural characteristics, proposed in the article, demonstrate the variety and correlation of different subsystems of the city language. Today peripheral elements play the main role in the city communication. They are also called substandard, non-codified, marginal, non-literary elements or the jargon styles of communication. Among substandard elements of the city language the most important are social dialects, which include such subsystems as argot, jargon and slang. The origin, functioning and characteristics of each subsystem are studied on the material of linguistic literature of different countries. It is also ascertained that argot is the oldest form of sociolects, jargon divides into corporative and professional ones, in the structure of slangy words there are common and special slang. Besides, we can speak about sociolectosentrism of the native linguistics and linguemosentrism of the English tradition of slang nomination. Except social dialects, the important structural elements of the city language are also intermediate transitional types, which include koine, colloquialisms, interdialect, surzhyk, pidgin and creole. Surzhyk can be attributed to the same type of language formations as pidgin and creole because these types of oral speech were created mostly by means of the units mixing of the obtruded language of the parent state with the elements of the native languages.
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Pavlyuk, Ihor. MEDIACULTURE AS A NECESSARY FACTOR OF THE CONSERVATION, DEVELOPMENT AND TRANSFORMATION OF ETHNIC AND NATIONAL IDENTITY. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11071.

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The article deals with the mental-existential relationship between ethnoculture, national identity and media culture as a necessary factor for their preservation, transformation, on the example of national original algorithms, matrix models, taking into account global tendencies and Ukrainian archetypal-specific features in Ukraine. the media actively serve the domestic oligarchs in their information-virtual and real wars among themselves and the same expansive alien humanitarian acts by curtailing ethno-cultural programs-projects on national radio, on television, in the press, or offering the recipient instead of a pop pointer, without even communicating to the audience the information stipulated in the media laws − information support-protection-development of ethno-culture national product in the domestic and foreign/diaspora mass media, the support of ethnoculture by NGOs and the state institutions themselves. In the context of the study of the cultural national socio-humanitarian space, the article diagnoses and predicts the model of creating and preserving in it the dynamic equilibrium of the ethno-cultural space, in which the nation must remember the struggle for access to information and its primary sources both as an individual and the state as a whole, culture the transfer of information, which in the process of globalization is becoming a paramount commodity, an egregore, and in the post-traumatic, interrupted-compensatory cultural-information space close rehabilitation mechanisms for national identity to become a real factor in strengthening the state − and vice versa in the context of adequate laws («Law about press and other mass media», Law «About printed media (press) in Ukraine», Law «About Information», «Law about Languages», etc.) and their actual effect in creating motivational mechanisms for preserving/protecting the Ukrainian language, as one of the main identifiers of national identity, information support for its expansion as labels cultural and geostrategic areas.
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SWA CONSULTING INC RALEIGH NC. Evaluating Predictors of Foreign Language Learning. Fort Belvoir, VA: Defense Technical Information Center, December 2011. http://dx.doi.org/10.21236/ada585074.

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Juveland, Sara. Foreign Language Students' Beliefs about Homestays. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.289.

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Dorr, Bonnie. LEXICALL: Lexicon Construction for Foreign Language Tutoring. Fort Belvoir, VA: Defense Technical Information Center, February 1997. http://dx.doi.org/10.21236/ada458641.

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