Wyniki wyszukiwania - Biblioteka Nauki

1

A critical review of research on strategies in learning Chinese as both a second and foreign language

100%

Jiang X. , Cohen A.

|

2012

|

tom 2

|

nr 1

9-43

EN

This article critically reviews strategy research on learning Chinese both as a second and foreign language. Through a careful examination of major data bases in both the Chinese and English languages, the article summarizes research in the field and the principal research methods used in the studies reviewed. Moreover, key limitations in research designs, inconsistencies in reported findings, inappropriate use of research methods, and weaknesses in both Chinese- and English-language publications are discussed. The article concludes by calling for future research paying more attention to current language learning strategy theories and practices.

2

Pupils’ approach to teachers’ role as motivating factor in foreign language classes

100%

Virginija Jūratė Pukevičiūtė V. J. , Miglė Antanėlienė M.

Problemy Wczesnej Edukacji

|

2017

|

tom 13

|

nr 1(36)

101-111

EN

The article researches the pupils’ attitude towards the role of the teacher in the educational process which is revealed through the students-teacher relationships. The study showed that the students appreciate the professional pedagogical and special pedagogical competencies of the foreign language teachers the highest talking of learning and training objectives formulation, the interpretation of training material, the incentive of improvement. Also, students usually appreciate teachers’ personal characteristics positively, emphasizing tactful teacher’ behaviour, patience, objectivity, sense of humour and appropriate speaking tone. Moreover, it turned out that the schoolchildren feel less secure talking of interaction with teachers: they usually turn to the teachers only for subject matters; they do not always feel free in the classroom. Because of a fear to make a mistake the students do not want to express their views openly as they are not always sure that their opinion is important for their teachers.

3

ТРЕНІНГ ІЗ ІНОЗЕМНОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ ДЛЯ СТУДЕНТІВ І КУРСУ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ

100%

Шульга І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

nr 5(59)

244-252

EN

The article is aimed at the distinguishing of the trainings characteristics, which are essential for the formation and development of the professionally oriented communicative competence of students, especially to its’ the most important components, in the conditions of poor language competence, typical for the educational activity of the junior students. The analysis method of the possible use of training technologies for the teaching and learning process intensification has been employed. The group discussion, role play and psychodrama have been analyzed. The basic procedure for all the types of trainings is the group discussion. The questioning has found out the most relevant and problematic communicative situations of the professional learning activity for the students of the non-philological specialities. The case study should be defined by the description of roles and the developed case study scenario. The scenario includes the characteristics of the specific problem and circumstances. The factors that promote group cohesion have been analyzed. The linguo-methodological description of the training assumes the structuring of the course of study and filling it with the appropriate language and speech material, creation of the methods of its’ representation, consolidation and accusation control. The training structural elements are called the episodes and are the contextual thematic units, which include the terminology of training technologies. The scenario of language interaction is the model of professional learning communication of the students, who play different roles in order to develop the particular behavioural programs in the framework of given communicative situations. The ways of the communicative programs’ verbal implementation are the objects of the language study classes. Here is suggested the approach to the structuring and systematization of the language material, which solves the invariative tasks of the organization of the students language training, as well as tasks, important for the particular specialities. A challenge for further methodological development searches we consider the invariant component of the training and the variable components of learning a foreign language of professional orientation of students of technical specialties.

4

STUDENT MULTICULTURAL EDUCATIONWHILE MASTERING A FOREIGN LANGUAGE

88%

Biletska I.

Педагогічні науки: теорія, історія, інноваційні технології

|

2017

|

nr 6(70)

38-48

EN

In our article we attempt to reveal the potential of a foreign language as an academic subject in the realization of student multicultural education in higher pedagogical educational establishments. There was used a complex of general sciences methods according totheaim of thearticle: analysis (historiographical, comparative, retrospective), synthesis, abstraction, generalization, analogy for consideration of the development history of formation and theoretical issues of language education and practice of teaching foreign languages. Multicultural education is seen as a complex, multidisciplinary concept that combines a variety of approaches to addressing the cultural heterogeneity of society and is an integral part of general education in most countries of the world. It is revealed that foreign language is an important means of multicultural education of student youth, formation of a culture of inter-ethnic relations of students in the conditions of state orientation on establishment of all-round contacts with peace-loving countries of the world. The effectiveness of multicultural education while teaching foreign languages in higher education institutions is ensured under the following conditions: involving students in learning and communication activities aimed at supporting the implementation of standard microfunctions (establishing social relationships, motivations, expressing attitudes, assisting in communication, etc.) and macrofunctions (description, narration, commentary, beliefs, etc.) in popular fields for young people which are primarily public (social-domestic, sociocultural, public and political), educational and personal; problem-thematic orientation of the subject-based communication content; using interactive methods in student learning and communication activities; special selection of linguistic and speech material based on regional studies to be included in the education process. Further researches of the problem will consist in determining the content, technologies of student multicultural education while mastering a foreign language, the study of foreign experience in promoting multicultural education among the youth in higher education institutions.

5

МУЛЬТИМЕДІЙНІ ТА ІНТЕРНЕТ-ТЕХНОЛОГІЇ В МОВНІЙ ПРОФЕСІЙНІЙ ПІДГОТОВЦІ МАЙБУТНІХ УЧИТЕЛІВ ІНОЗЕМНОЇ МОВИ В США

88%

Білецька І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 4(48)

39-49

EN

The aim of our article is to analyze different approaches of American scientists to the interpretation of the concept of «educational technology», underscoring the focus on multimedia and Internet-technologies, which become the first priority in professional language training of future foreign language teachers in the USA. In our opinion this experience is worthy of deep study and implementation into Ukrainian system of education. The goal of the study is facilitated by the use of the following methods: study, analysis and synthesis of pedagogical literature, synthesis, comparison, classification. The pedagogical purpose of using multimedia technology in foreign language teachers training is determined by the possibility of implementing intensive forms and methods of training, strengthening its motivational component through application of modern techniques of processing of audiovisual information, improve emotion perception, skills to implement various forms of self-employment in its processing. American teachers believe that the use of multimedia training programs in the process of foreign language education contributes to the formation of interest in the knowledge that, in turn, affects the activation and focus students when learning a foreign language. Internet technologies play a very important role and vast base for foreign language education, for realizing professional and personal interests and needs of future foreign language teachers. The application of characterized Internet technologies in the process of professional future foreign language teachers training opens to the teachers the opportunity for individual work with each student. And the students, in turn, have available training materials (authentic texts, audio and video), which provide a much higher level of perception of foreign language information. In American literature five types of educational Internet-resources can be fined: hotlist, multimedia scrap-book, treasure hunt, subject sampler and webquest. Further research could be the study of interactive, project and other types of technologies in linguistic training of foreign language teachers in the United States.

6

Português como língua estrangeira: difusão do português em contexto timorense

88%

Alexandre Marcelo Bueno A. , Pires de Brito R.

Studia Iberystyczne

|

2014

|

tom 13

285-296

EN

This paper presents two experiences of Portuguese teaching in East Timor. Separated by time, each report shows different problems and distinct situations from the social, cultural and historical needs of the Portuguese in East Timor.

7

The role of attitudes in the development of Russian as a foreign language: A retrospective study

88%

Bátyi S.

|

nr 1

149-167

EN

The article reports the findings of a retrospective study which looked at Hungarian learners’ attitudes towards Russian people, the Russian language and teachers of Russian. Mixed-methods sequential explanatory design (Ivankova, Creswell, & Stick, 2006) was applied which combines the collection and analysis of quantitative and qualitative data in two consecutive phases. First person accounts turned out to be a useful and relevant resource for exploring individual differences in proficiency in Russian. Differences in attitudes appear to play a role in the developmental process, but to what extent this refers to attrition or non-acquisition is unclear.

8

МУЛЬТИЛИНГВИЗМ В СИСТЕМЕПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ БУДУЩЕГО УЧИТЕЛЯ ИНОСТРАННЫХ ЯЗЫКОВ

75%

Стеченко Т. , Ушакова Л.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 2(46)

408-417

EN

The aim of the article is consideration of the essence of the plurilingual and intercultural еducation and investigates the facilities of its application in the system of higher school formation in Ukraine, namely, in vocational training of future teachers of foreign languages. Plurilingual and intercultural еducation assumes using in system of training all languages which a learner knows: regional, minority and migration languages, languages of schooling, foreign languages. It mustresultinformingof plurilingual and multiculturalpersonality. Priority is given to the cultural approach to the study of foreign languages, because it gives the opportunity not only to learn the verbal aspect of language, but also understand the view of the world media of this language. The method of theoretical analysis allowed us to gain insight into the issue and draw conclusions, that the multilingual Ukrainian society, including foreign languages are taught in schools, has good prerequisites for the use of ideas the plurilingual and intercultural еducation in the vocational training system of future teachers of foreign languages. During the formation of future teachers’plurilingual multicultural personality are at least four linguistic systems involved: first language (mother tongue) –language/languages, mastery of which takes place in early childhood; second everyday language – a language that is not native, but is used in everyday communicative person practice as the official language, the language of the media, language of education; first foreign language; second foreign language. The special value of this combination of special ties that while learning two foreign languages, students appear in a wider perspective for the development of meta-linguistic awareness, as a special form of the language of human consciousness, which has the ability to abstract and logical operations with multiple language systems. The formation of meta-linguistic competence is a new qualitative leap in the development of the language personality of the student. Modern educational institution must provide the necessary conditions for the formation of a plurilingual multicultural competence of future teachers of foreign languages in the unity of all its components. In addition, the development of multicultural language personalityof future teachers of foreign languages should beat the forefront of higher education, as this is a significant factor in the professional activity of the teacher of a foreign language in a multilingual education.

9

РОЛЬ ОСВІТНІХ ІННОВАЦІЙ У ПРОЦЕСІ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ У ВИЩІЙ ШКОЛІ

75%

Безлюдна В. , Безлюдний Р.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 4(48)

293-299

EN

The role of educational innovations in learning process of foreign languages at higher school is found out in the article. Such theoretical methods as systemically-analytical, terminological analysis of pedagogical scientific literature, synthesis of pedagogical experience have been used in the research in order to study different scientific approaches and development. Usage of innovative technologies in educational process makes the quality of a student education better. To the authors mind, the most effective and productive, among educational innovations, which promote learning process of foreign languages, are: interactive technologies, informative-communication technologies and web-technologies. Interactive technologies which are characterized by organization of active study model, allow saving classroom time, update activization of searching by the students new knowledge, stimulating the teachers to search new forms, methods of organization educational process at educational establishments. Informative communicative technologies (ICT) have a number of advantages in the learning process of foreign languages. ICT is a motivate means which makes the process of learning more interesting and fascinating, offers a wide range of multimedia means which allow to diversify educational process (for example, to use texts, charts, video, separately or combined, applying Power Point or an interactive board), gives an opportunity of intensive independent study. Web-technologies allow realizing the didactic principle of presentation at the expense of the wide application of multimedia – static and the dynamic (animated) graphics, video, sound. Technology of hypertext is one of the components of web technology which creates conditions for study to use different services of the Internet. The results of the research can be used in teaching such training courses as «Foreign language», «Foreign Language for Specific Purposes», «Business Foreign Language», «Practice of Oral and Written Speech (foreign languages)». It is determined that interactive, informative communication and web-technologies play an important role in expansion and improvement of foreign-language knowledge of the students and form students communicative skills. The prospects of the subsequent research consist in creation of the personal focused innovative technologies which would open individual abilities of the student.

10

АКТУАЛЬНІСТЬ ВИВЧЕННЯ ІНОЗЕМНОЇ МОВИ СТУДЕНТАМИ НЕМОВНИХ СПЕЦІАЛЬНОСТЕЙ У ВИЩОМУ НАВЧАЛЬНОМУ ЗАКЛАДІ

75%

Грітченко І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 7(51)

10-16

EN

The article deals with the problem of foreign language learning by students of non-language specialties of higher educational establishments. The analysis of scientific literature showed the continued interest of teachers, trainers, linguists to the problem of foreign language courses for professional communication. There are many areas of professional foreign language, such as foreign language for economists (A. Kapustin, N. Sinitsyna, B. Ternova), foreign language for managers (A. Ivanov, N. Mukan), foreign language for lawyers (I. Batina, Y. Khomenko) etc. Despite the large number of scientific papers on the above-mentioned problem, in our opinion, a number of issues still need more detail. The aim of the article is to analyze the implementation of scientific and educational literature, illuminating the relevance of foreign language learning by students of non-language specialties. The research methodology included the use of theoretical research methods. The article indentifies the basic theoretical principles of learning foreign language communication (the need to implement communication technology skills formation in all types of speech activity; required use of comprehensive training in all types of speech activity; taking into account individual interests and characteristics of students as well as the various actions, steps or methods of activity implementation used by students in order to enhance learning; required use of a truly communicative tasks that contribute to the formation of communication skills, the actual conditions of adequate communication), training components of intensive foreign language courses for professional communication (handling skills of language, linguistic skills that characterize the level of practical proficiency as a means of communication, educational and compensatory skills to ensure a culture of language acquisition training in terms of culture and communication with its carriers, as well as exercises of various types). Therefore, we believe that foreign language for professional communication helps in student’s development of his professional orientation. It has great educational and developmental potential. This can provide the tasks facing the teacher and students within the profiled-based learning foreign languages. The further research should include study of foreign language learning features by students of technical specialties of higher educational establishments.

11

O definiowaniu języków ojczystego i obcego oraz o „terminologicznym chaosie” w glottodydaktyce – polemicznie

75%

Miodunka W. T.

|

2013

|

nr 16

275-283

EN

The paper argues with W. Cockiewicz’s article Jak uporządkować terminologiczny chaos w glottodydaktyce i po co? (2013; ‘How to put order into the terminological chaos in language pedagogy and what should one want to do this for?’). The author begins with a critical overview of Cockiewicz’s treatment of the terms język rodzimy and język ojczysty (‘native’ and ‘foreign language’), and then appeals to French dictionaries of linguistic terminology and French language pedagogy (DdL, LDdL, DdD) to show how they define the terms langue maternelle, langue étrangère, and bilinguisme. The paper argues that what Cockiewicz considers to be “terminological chaos” in language pedagogy should be rather viewed as a quest, connected with the evolution of this branch of science, for terms that would be univocal and could replace the ambiguous and laden with connotations term język ojczysty ‘native language’.

12

Jak uporządkować terminologiczny chaos w glottodydaktyce i po co?

75%

Cockiewicz W.

|

2013

|

nr 15

201-213

EN

The terminology used in language pedagogy does not constitute a coherent system because it is not based on definitions of terms but rather on descriptions of prototypes and illustrating them with examples. As a result, different terms overlap. This is disadvantageous for discourse in language pedagogy, because it enforces terms to be redefined anew in every statement. The current article proposes a way to order and systematize terminology referring to, on the one hand, languages as viewed from the perspective of language pedagogy, and on the other, to the phenomenon of bi- and multilingualism. Based on five systematically employed criteria, a discrete set of terms has been obtained which reflect the language pedagogical (i.e. prepared from the point of view of language pedagogy) classification of languages. The first criterion allows also a bi- or multilingual person to be unambiguously distinguished from a polyglot. The first term describes someone who has acquired two or more native languages, while the second a person who has learned several or many foreign languages. The criteria of competence or of circumstances of use, which have so far been in common use, do not allow for such a clear distinction.

13

ЗМІСТОВА ХАРАКТЕРИСТИКА ЗОВНІШНІХ І ВНУТРІШНІХ РИЗИКІВ У ДІЯЛЬНОСТІ АГРАРНИХ ВИШІВ

75%

Клочкова Т.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 8(52)

119-125

EN

The article focuses on the identification and analysis of the risks that may arise in the process of teaching foreign languages in the agrarian higher education institutions. The theoretical methods, such as analysis, synthesis, comparison and generalization, have been applied in order to meet the goal of this paper. The author characterizes the risks of high priority, such as the qualitative risk (risk of failure to attract students who are identified as gifted and talented), the recruitment risk (risk of inability to recruit enough student contingent), the risk of failing to achieve the main goal of foreign language teaching in the agrarian universities, which is to ensure a sufficient level for practical use of a foreign language in the future professional activity of specialists in the agrarian sector, the risk of low student motivation in learning a foreign language, as well as the reputational risk. The above mentioned risks are connected to, or dependent upon, the reputational risk. It is important to understand the relationship between these types of risks so that they can be effectively prioritized. Having identified the key risks in the process of teaching foreign languages in the agrarian universities, consideration has then been given to how they should be managed to reduce their probability or impact, should they occur. It is essential to understand the interaction between the identified risk and mitigation. One risk may require several mitigations to be in place to ensure it is effectively managed. The examples of appropriate risk mitigation measures which may reduce the impact of each risk on the process of teaching foreign languages in the agrarian higher educational institutions are given along with the detailed risk description. The mitigation measures to be put in placeare followed by early warning mechanisms essential for timely prevention of occurring adverse events in teaching process. The further research should focus on the possibility to use the experience and best practice of the European universities under the issue being studied in Ukraine. The European model of risk-based approach to teaching foreign languages is a good source of reference for the Ukrainian agrarian higher school.

14

ТЕСТУВАННЯ ЯК ОДИН ІЗ ВИДІВ МОНІТОРИНГУ ПРИ ВИВЧЕННІ ІНОЗЕМНОЇ МОВИ (НА ПРИКЛАДІ СПЕЦІАЛЬНОСТІ «ТУРИЗМ»): ПЕРЕВАГИ Й НЕДОЛІКИ

75%

Чикалова М.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 6(50)

320-325

EN

The article examines the role of testing during foreign language learning at higher educational establishments. The aim of the article is to analyse advantages and disadvantages while applying the current control of knowledge of the students of non-linguistic specialties (as an example, major «tourism» is proposed). It is confirmed that testing is one of the most unified forms of students’ knowledge and skills monitoring. The future experts of the Hospitality Industry will often face the practice of filling out different forms, public opinion polls, marketing researches etc. in their future professional activity. These activities are closely related to the direct control test: the choice of several proposed answers; brief statements of thoughts and ideas; verification of the given data etc. Examples of tests that are useful when testing the knowledge of future professionals of the tourism industry are proposed. The introduction of remote electronic verification of students’ knowledge, namely using iSpring QuizMaker, is advisable. It is a convenient, simple and functional application to create interactive electronic tests, surveys and monitoring of student knowledge using audio and video etc. Since this specialty demands constant communication and listening comprehension, current testing cannot be limited with «mute» paper or computer tests. One of the most effective controls is listening comprehension (especially telephone talks as well as using situations with a significant noise effect). Clear and detailed tasks to check understanding of the listened text will help both to evaluate the situation adequately, and to make the students be greatly interested in the task. As response options it is advisable to offer not only bookish, but also conversational matching. Special attention in current tests for those students who have chosen tourism industry as their future occupation should be paid to the major lexicology and numerals (recording large and small numbers aurally, phone numbers, time (hours, minutes) etc.). The tests types that are helpful when checking the quality of the future experts’ knowledge in tourism industry are offered. It is focused on the fact that the application of such testing is effective only for the written and audio control, and is not acceptable to test the skills of oral expression and the potential development of the individual.

15

WORD COMPUTER, BOARD AND ONLINE GAMES IN LEARNING ENGLISH

75%

Olha O.

Педагогічні науки: теорія, історія, інноваційні технології

|

2016

|

nr 9(63)

107-116

EN

The article deals with the peculiarities of using the board, computer and online games in a foreign language classroom. It also gives the analysis of the types and the possible kinds of this activity and provides the main objectives in studying foreign languages. The article emphasizes the importance of using these techniques to increase the students’ motivation, considering possible challenges faced by teachers and students as well as psychological and methodological solutions to these problems for better foreign language acquisition. The article explores the place of games in the process of learning foreign languages, analyzes games as a means of stimulating the learning process, shows their role in raising motivation in students, studies the kinds of computer, board and online games, their goals and ways of their use in the educational process. The article also points out that due to the application of such techniques as the board, computer, and online games, the possibilities of modern methods of learning a foreign language are considerably broadened and diversified. The content of lessons is rich, and a teacher gets the possibility to use educational time more effectively, to invent the original methods of teaching and increase the volume of educational material for students’ mastering and usage. This allows mastering language material, language skills, and abilities more effectively and quicker. The article also emphasizes the important place of motivation in modern education as the key to obtaining high results in the study of foreign languages. Learning game promotes the use of knowledge in new situations, in other words, the new material passes through some kind of practices that brings diversity and interest into the learning process. Therefore, one of the urgent problems of a modern methodology of foreign language teaching is to organize students learning through games. Educational games are a means of maintaining students’ interest in the material and enhance it throughout a lesson. In the game process, students are easily involved in oral communication during which they are showing their skills not noticing the learning process itself

16

РИЗИК-ОРІЄНТОВНИЙ ПІДХІД ДО ВИКЛАДАННЯ ІНОЗЕМНИХ МОВ У ВИЩИХ АГРАРНИХ ЗАКЛАДАХ ОСВІТИ

75%

Клочкова Т. , Кобжев О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 9(53)

18-24

EN

The article focuses on the identification and analysis of the risks that may arise in the process of teaching foreign languages in the agrarian higher educational institutions. The theoretical methods, such as analysis, synthesis, comparison and generalization, have been applied in order to meet the goal of this paper. The author characterizes the risks of high priority, such as the qualitative risk (risk of failure to attract students who are identified as gifted and talented), the recruitment risk (risk of inability to recruit enough student contingent), the risk of failing to achieve the main goal of foreign language teaching in the agrarian universities, which is to ensure a sufficient level for practical use of a foreign language in the future professional activity of specialists in the agrarian sector, the risk of low student motivation in learning a foreign language, as well as the reputational risk. The above mentioned risks are connected to, or dependent upon, the reputational risk. It is important to understand the relationship between these types of risks so that they can be effectively prioritized. Having identified the key risks in the process of teaching foreign languages in the agrarian universities, consideration has then been given to how they should be managed to reduce their probability or impact, should they occur. It is essential to understand the interaction between the identified risk and mitigation. One risk may require several mitigations to be in place to ensure it is effectively managed. The examples of appropriate risk mitigation measures which may reduce the impact of each risk on the process of teaching foreign languages in the agrarian higher educational institutions are given along with the detailed risk description. The mitigation measures to be put in place are followed by early warning mechanisms essential for timely prevention of occurring adverse events in teaching process. The further research should focus on the possibility to use the experience and best practice of the European universities under the issue being studied in Ukraine. The European model of risk-based approach to teaching foreign languages is a good source of reference for the Ukrainian agrarian higher school.

17

WARA OD MIOTŁY? Odpowiedź na polemikę profesora Władysława Miodunki

75%

Cockiewicz W.

|

2014

|

nr 17

253-259

EN

This text is a reply to prof. Władysław Miodunka’s polemic on the proposition previously put forward by this author, to systematize the basic language pedagogical terminology. The opponent resents the use of the phrase “terminological chaos”. The author explains why he had used it, and answers several other minor objections. In this case, terminological chaos results not from that one term has multiple meanings, as this is the relatively widespread situation in many disciplines, but from that the terms used in language pedagogy are not defined in the classical sense, and therefore do not discretely distinguish the respective phenomena. Instead, definitions describe prototypes. Adopted from cognitive linguistics, this custom has the undesirable effect that everything that is not prototypical, eludes the terminology – even if such descriptive definitions do provide many important pieces of information on the essence of the respective phenomena.

18

НОВІ ПІДХОДИ ДО ВИКЛАДАННЯ ТЕОРЕТИЧНИХ ДИСЦИПЛІН ЦИКЛУ «ІНОЗЕМНІ МОВИ» В КОНТЕКСТІ ІНФОРМАТИЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ

75%

Палад'єва А.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 6(50)

264-270

EN

The article studies peculiarities of organization of teaching of theoretical linguistic disciplines in the context of informatization of education. It emphasizes the importance of using internet technologies in the system of higher education, reveals main theoretical groundings of their implementation into the educational process and training teachers of English as a foreign language. The author analyses didactic parameters of using web-resources in the process of teaching linguistic theoretical academic subjects, taking as an example Theoretical grammar of the English language. The article gives an overview and brief analysis of some on-line linguistic databases, resources, free language theory courses which are widely available. The author demonstrates various possibilities of using specialized on-line resources for teaching the theory of the English language and organizing research work of undergraduate and graduate students. Reform of higher education in Ukraine is caused the needs of today society due to the building of information society and integration in the global intellectual space dimension. Modification of the requirements of educational process in higher education, its quality and semantic parties should ensure the quality of training to world standards. That is one of the main vectors and targets of the improvement of higher education in Ukraine should create a system of quality assurance and professional development aimed at forming professional independence and acquire new knowledge and skills in the conditions of intensive informational society. In this context particularly urgent search for new and upgrade existing forms of educational process appears. Thus, approaches to teaching theoretical subjects in a foreign language must be updated in view of the need for a informative professional competence. The systematic use of the Internet for relevant practical, research, creative tasks will improve professional skills improvement, skills will form the search, selection and analysis of scientific material. Further research prospects seen in a detailed study of the experience of using online technology in teaching linguistic disciplines at leading universities abroad.

19

ZJAWISKO LĘKU JĘZYKOWEGO W PROCESIE NAUKI JĘZYKA NIEMIECKIEGO

63%

Bawej I.

Neofilolog

|

2017

|

nr 49/2

235-255

EN

The article discusses the problem of language anxiety in foreign lan-guage learning. The author presents definitions and typologies anxiety, the biological symptoms of anxiety and their interpretation. A research study, conducted on a group of students of Applied Linguistics is des-cribed. The investigation included if they are afraid of speaking in German classes and during the exam, or if they are afraid of their German teacher. The results of the study show that communication apprehension, test anxiety, social anxiety, final grades, attitude to the teacher, and self-assessment are some of the reasons for language anxiety in the foreign language learning process.

20

РОЛЬ ПЕДАГОГІЧНОЇ ПРАКТИКИ В ПІДГОТОВЦІ ВЧИТЕЛІВ ІНОЗЕМНИХ МОВ В АВСТРІЇ

63%

Биндас О.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

nr 4(48)

33-39

EN

One of the important areas of European education is to prepare foreign languages teachers. The issues involved in the Austrian educational system are worked out by both foreign and domestic scholars: O. Lokshyna, L. Zahorulko, L. Kartashova, N. Kohut, O. Denicheva, L. Dzevyts’ka, O. Gassner, H. Seel, U. Fritz, B. Friehs, L. Graf, F. Buchberger, M. Schratz and others. Still little attention was paid to the organization and conducting the practical trainings, their types and role for teachers training in Austrian schools. The purpose of this article is to highlight the experience of foreign languages learning and to analyze the features of practical aspects of foreign languages teachers training in Austria. The article deals with the matters of foreign languages teachers training in Austrian higher educational establishments. An important component of their training is the methodological expertise forming, which is closely involved with the acquisition of theoretical knowledge and practical skills and abilities. The problem of formation of practical skills and abilities of future foreign languages teachers in their training is investigated. Different organizational forms of practical teacher training in the relationship and in the general context of training are analyzed. The organization experience of foreign languages learning and analysis of features of practical aspects of foreign languages teachers training in Austria are highlighted. Having considered the features of foreign languages teachers training in Austrian higher educational establishments, one could confirm that special attention is given to practical training for teaching in schools and to vocational work in order to verify the correctness of the student’s choice of teaching profession that greatly improves the quality of foreign languages teachers training. Based on the comparative analysis some points, the implementation of which will promote much higher quality of specialists training in Ukraine, are formed. They are: the increasing attention to the selection of applicants for teaching profession using an aptitude test; the introduction of practical training during the first weeks for future teachers training in higher educational establishments; the extension of practical teachers training by reducing the time for theoretical training; the implementation of educational students’ internships in the countries whose language is studied. The further research will cover the issues of academic mobility of foreign languages teachers in European countries as a component of their professional development.