ППП - 2020 рік

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https://elar.khmnu.edu.ua/handle/123456789/9021

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Cambridge English Teaching Framework as a means for consistent language teachers’ professional development
(Khmelnytskyi National University, 2020) Sadovets, O.
The paper concerns an important issue of language teachers’ professional development, namely its consistent, logical and effective organization and implementation which is especially urgent in view of new professional development policy that is being introduced in developing countries, a so-called “accumulative system of professional development hours/credits”. Due to it teachers received more freedom in selection of professional development forms, activities, places but frequently they chaotically choose available professional development forms without thorough consideration of their effectiveness and usefulness. It has been defined that teachers need some direction to move on their development. In this respect special attention should be paid to Cambridge University which has elaborated Cambridge English Teaching Framework (CETF) according to which teachers’ professional development organization and consistent implementation is fulfilled. It outlines categories of teachers’ professional development (Learning and Student; Teaching, Learning and Assessment; Language Abilities, Language Knowledge and its Awareness for Teaching; Professional Development and Values) and stages of their professionalism (Foundation, Developing, Proficient and Expert). It has been substantiated that this framework can be used by developing countries to optimize and rationalize language teachers’ professional development. Using this framework, teachers can determine the category and the stage of their current professional development and understand what their next goal in this process is. Besides, Cambridge University team has elaborated professional development activities for each category and stage organized into 4 groups: 1) methodical videos; 2) printed matter; 3) teachers’ self-development such as search of new methods of teaching, attendance of conferences, seminars, webinars, downloading resources etc.; 4) enrolling into educational courses elaborated for each stage and level of professionalism.
English training in asian countries aimed at internationalization of higher education
(Khmelnytskyi National University, 2020) Paziura, Nataliia; Bidyuk, Natalya
The paper outlines the important role of cross - cultural competence in foreign language training and its role in the process of internationalization of higher education in the countries of Asian region. As foreign language proficiency remained a distinctive feature of social class, foreign language communication skills acquired special importance with increasing pace of internationalization of higher education. Under globalization foreign language proficien cy has become one of the main requirements for academic mobility. Special attention is paid to English as the language of cross - cultural communication and necessary component of internationalization. As English is the language for education in universities all over the world, scholars and scientists consider that encouraging the use of English in teaching makes it easier for non - English speaking specialists to fulfill their study abroad. The experience of Asian countries is of great value to scientists as these countries are interested in increasing the number of foreign students in Asian educational establishments as well as studying Asian students abroad. China is put in the center of the author s ’ att ention as it has acquired the status of a main exporter of higher education due to Chinese students’ interest in oversea courses. The analysis of peculiarities of foreign language training in different countries has been conducted in the article. In non - En glish - speaking countries English is taught as an additional language or is used as a medium of instruction in education to make non - English speakers’ participation in the process of internationalization possible. The author s have analyzed the main problems and difficulties in foreign language training, stresses the importance of cross - cultural competence for brining up tolerance for representatives from different cultures and awareness of cultural differences between nations as main condition for effective communication. There are some difficulties in students’ attempt to develop adequate English proficiency to learn other subjects’ content through English. On the other hand, cross - cultural communication skills enhance efficiency of teaching as a teacher should be aware of his students’ culture and some traditions. The paper highlights the fact that one of the important factors, influencing foreign language t raining, is understanding not only linguistic, grammar, phonological differences such as differences in the structure of native and target languages, but cultural values and behavior patterns of verbal and nonverbal communication according to national cult ures as well.
Framework of future linguists' research activities: the UK Experience
(Khmelnytskyi National University, 2020-03) Komochkova, Olga
In the UK, research training of future linguists plays a rather important role in developing their scientific culture and mindset, research stance and also fosters respect for scientific contributions from other members of the scientific community within and outside the UK. Research training of future linguists in British universities is characterized by diversified research activities (linguists projects, bachelor / master dissertations, organization of student scientific conferences, compilation of research bibliographies); prevalence of independent research activities over classroom work. Linguistic projects can be compulsory and optional. Research training in linguistics with their help covers all years of study. The structure of bachelor and master dissertations in linguistics is not significantly different and usually consists of the following components: a) title page; b) abstract; c) introduction; d) analysis of recent publications; e) research methodology; e) output data and their analysis; e) discussion; g) conclusions; h) sources used. British universities also involve candidates in departmental research projects. This allows future linguists to work side-by-side with their lecturers, promote their own research portfolios, participate in modern linguistic research and gain the valuable experience they will apply in their professional activities, in particular in the research field. The authors of the article believe that it is also important to establish linguistic circles, which should include meetings with the leading linguists. Based on the analyzed data, one can determine the following characteristics of future linguists’ research activities in British universities: a) diversification of research activities (implementing linguistic projects, writing bachelor / master dissertations, organizing student scientific conferences, compiling research references); b) prevalence of independent work over classroom work (1:2); c) active collaboration of British higher education institutions with the Linguistics Association of Great Britain; d) introduction of financial and individual incentives into research activities; e) involvement of future linguists in departmental research projects in linguistics; f) effective development of future linguists’ research portfolio (improving their skills in using information technologies, teamwork skills and organizational skills).
Framework of future linguists’ research activities: the UK experience
(Khmelnytskyi National University, 2020) Komochkova, O.
In the UK, research training of future linguists plays a rather important role in developing their scientific culture and mindset, research stance and also fosters respect for scientific contributions from other members of the scientific community within and outside the UK. Research training of future linguists in British universities is characterized by diversified research activities (linguists projects, bachelor / master dissertations, organization of student scientific conferences, compilation of research bibliographies); prevalence of independent research activities over classroom work. Linguistic projects can be compulsory and optional. Research training in linguistics with their help covers all years of study. The structure of bachelor and master dissertations in linguistics is not significantly different and usually consists of the following components: a) title page; b) abstract; c) introduction; d) analysis of recent publications; e) research methodology; e) output data and their analysis; e) discussion; g) conclusions; h) sources used. British universities also involve candidates in departmental research projects. This allows future linguists to work side-by-side with their lecturers, promote their own research portfolios, participate in modern linguistic research and gain the valuable experience they will apply in their professional activities, in particular in the research field. The authors of the article believe that it is also important to establish linguistic circles, which should include meetings with the leading linguists. Based on the analyzed data, one can determine the following characteristics of future linguists’ research activities in British universities: a) diversification of research activities (implementing linguistic projects, writing bachelor / master dissertations, organizing student scientific conferences, compiling research references); b) prevalence of independent work over classroom work (1:2); c) active collaboration of British higher education institutions with the Linguistics Association of Great Britain; d) introduction of financial and individual incentives into research activities; e) involvement of future linguists in departmental research projects in linguistics; f) effective development of future linguists’ research portfolio (improving their skills in using information technologies, teamwork skills and organizational skills). Keywords: linguistics, linguist, research, research activities, the UK, lingustic project, bachelor / master dissertation.
Fundamental approaches to teaching english literature to ESL students: overview of the worldwide experience
(Khmelnytskyi National University, 2020) Sadovets, O.
The paper gives an overview of approaches to teaching literature to ESL students in order to form their literary competence – the mastery of reading skills and knowledge of role and norms of literary language, ability to differentiate a literary and non-literary text, to understand and analyze them. It has been stated that nowadays literature is considered to be too complicated and inaccessible to ESL students which is caused by ineffective teaching methods that are teacher-centered and do not take into account students’ points of view. Besides, there is a discrepancy between the content of the syllabus and teaching approaches and strategies. Different classifications of approaches to teaching literature worldwide have been characterized: 1) language-based, culture-based, professional growth and integrated approaches; 2) traditional, language-based and reader-response approaches; 3) New Criticism, structuralism, stylistic, reader-response, language-based and critical literacy approaches. Their advantages and disadvantages have been highlighted. It has been proved that no definite approach can be absolutely efficient as teachers have to use a combination of methods that are student-centered, interactive, communicative; fulfill educational, communicative and humanistic functions; and create better background knowledge of students so that they can discuss the content of the work, not concentrating on grammar, lexis and textual interpretation. Students should be encouraged to read independently, appreciate literary texts and develop language skills and cultural awareness about the language of the original. It has been defined that reader-response and language-based approaches work well for ESL students. Stylistic and critical literacy approaches are the most motivating and communicative, but the most effective way is to combine approaches to take into account each aspect of literature study and involve students as active participants.
Integration of english for specific purposes into applied linguistics curriculum: overview of leading universities’ experience and a new approach suggestion
(Хмельницький національний університет, 2020-05) Садовець, Олеся Володимирівна; Лисак, Галина Олександрівна; Sadovets, Olesia; Lysak, Halyna
The aim of the paper is to prove the relevance and appropriateness of ESP for students studying Linguistics in tertiary education, design possible formats of its implementation and check its effectiveness by means of experiment. In the course of the research the experience and practice of leading universities of Great Britain, the USA, Canada and France have been analyzed, peculiarities and specificity of Applied Linguistics curriculum have been studied and the place of ESP in educational process has been defined. In the result of the conducted analysis a completely new approach to ESP in Applied Linguistics curriculum has been suggested. It has been defined that ESP course for linguists must be focused on the tasks corresponding to the types of professional tasks that linguists may perform in their future professional life. The idea of developing an ESP revision course has been outlined. Tasks within it are supposed to cover the main skills of professional linguists – doing research in linguistics, doing linguistic analysis of texts, processing information using IT and working with machine translation; translating and interpreting; editing and proofreading. 20 Bachelor’s degree students of Khmelnytskyi National University (Ukraine) studying linguistics professionally in Applied Linguistics specialty took part in this research. The experiment took place in 2018-2019 and 2019-2020 academic years. The results of the experiment indicated significant dynamics in increase of students’ academic performance (proficiency) in the experimental group. During the experiment, the students of the experimental group significantly improved their knowledge and developed ESP skills. At the beginning of the experiment only 5 students (17 %) had a high level of professional knowledge and skills whereas at the end of the experiment the number of students reached 6 (50 %). The originality and the value of the study lies in a new approach to ESP for future linguists (branch that has never been included to the list of ESL branches before). The value of the ESP revision course has not only been substantiated but demonstrated on the basis of designed lessons and samples of tasks that can be included into them.
Literacy and essential skills development in the context of canadian corporate L&D
(Khmelnytskyi National University, 2020) Bidyuk, N.; Kozlovsyi, Yu.; Kryshtanovych, M.
The research is an attempt to analyze the issues of adult literacy and essential skills (LES) development in the context of corporate education in Canada. Literature review of official documents and scientific works revealed the importance of functional literacy development which encompasses literacy in its traditional understanding and other skills essential for the sustainable development of an individual, company, nation, and mankind. The important role of the private sector in this respect is undisputable. Since Canada is one of the most developed countries in the world, its experience in the area of adult LES development is assumed to be an exemplar for other countries. Because of this, the paper outlines the state of adult LES promotion and enhancement in Canada focusing on the role of the private sector in the process. Digital literacy is regarded as one of the essential skills of the 21st century, thus the experience of Canada in technical upskilling of the working population is considered as well. The research reveals that increasing investment into employees’ learning is beneficial for an individual and a company alike. Therefore, significant attention is paid to the experience of Canadian companies in this area. Cooperation of various stakeholders is crucial for addressing the issue of low levels of literacy and essential skills, thus, the paper dwells on some national programs and local initiatives facilitating cooperation between public and private sectors for advancing the literacy level of working adults in Canada. The results of the research wrap up with one of the effective approaches to developing LES training in the corporate context as recommended in the scope of Advancing Workplace Learning, a wide-scale national project dedicated to various aspects of corporate L&D in Canada.
Modern trends in teacher education in Canada
(Хмельницький національний університет, 2020) Androshchuk, Iryna; Androshchuk, Ihor
The paper deals with the characteristics of professional training of future teachers in Canada. They include the increase in the number of hours allocated for practical training of students; the digitalization of the educational process which enhances the teacher’s role, as both a participant in this process and the source and transmitter of knowledge; active use of information and communication technologies which helps to increase working hours and, at the same time, reduce the number of classes. The paper shows that the high social status of the teacher leads to increasing requirements for applicants for the teaching profession. It specifies the following basic schemes of implementing teaching placements that are used in professional training of future teachers; supervised teaching; one-year part-time teaching at schools; four-month teaching placement under the guidance of university and school mentors. The paper emphasizes the need to develop pedagogical skills during the professional training of future teachers, which can be realized through direct, indirect, interactive, experimental strategies, as well as self-study. Besides, it clarifies the main models of teacher training in Canada: a consecutive model (it is implemented during one- or two-year training programmes after obtaining a bachelor’s degree in certain sciences); a concurrent model (it involves simultaneous training in certain sciences and pedagogy); a graduate model (it is designed for two years and aimed at training highly qualified teachers (Master of Education) or methodologists), a sole degree model (it involves obtaining teacher education in higher education and specialized teacher education). The paper proves that they also implement distance learning that is suitable for teachers who cannot afford to pay for such training or do not have the time to attend classes. It describes the basic principle of teacher education in Canada which lies in lifelong learning realized in two aspects, namely, initial professional training at universities, as well as both the development and improvement of teacher’s professional competency, teaching and skills.
Professional certification and advanced training of cybersecurity professionals in the UK
(Khmelnytskyi National University, 2020) Tretko, V.; Vashkurak, Yu.; Gorbenko, A.
The article deals with professional certification and advanced training of cybersecurity professionals in the UK. It shows that researchers in the UK, as well as in Western Europe, are debating the meaning of “recognition”, “accreditation”, “certification” and “licensing” of professional qualifications. The reason for such an interest is the legitimate try to implement the employment freedom principle, the specific need to make full use of professionals’ working capacity and professional competence and the promotion of mobility and exchange in the European space. The article indicates that professional recognition of higher education qualifications in the UK somewhat differs from that in Western Europe. Professional recognition lies in obtaining the status of a certified professional in the field of cybersecurity under international standards, rather than obtaining an appropriate academic degree. The article proves that certification and advanced training of cybersecurity professionals in the UK is provided at the level of universities, international organizations. Besides, they take various forms (mainly online learning) on a paid basis, differ in the duration of the study and the content of courses. The following structures and companies are considered as most prestigious for employment (internship): "Accenture”, “Canary Wharf”, “Indonesian Ministry of Finance”, “JP Morgan”, “IBM”, “Ministry of Defence”, “Royal Mail”, “Singapore Police”, “CISCO”, “Facebook” and many others. Importantly, they put forward significant demands on the certification of professionals. The recognition of cybersecurity professionals’ qualifications lies in two forms (state and certified). Certification takes place in the Academic Centres of Excellence in Cyber Security Research, the National Cyber Security Centre, as well as in public and private companies and international organizations. They create opportunities for obtaining the status of a Master in Cyber Security, a certified cybersecurity engineer, a certified IT support professional.

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