ethanporcaro/eric-fulltext-meta huggingface dataset:
Psycholinguistic Background of Training English Discussion Skills in Students of Philology Departments
Author: Pysanko, Mariia L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Psycholinguistics,Linguistics,Departments,Communication Skills,Second Language Instruction,Second Language Learning,English (Second Language),Majors (Students),Student Attitudes,College Students,Student Participation,Barriers,Student Motivation,Emotional Response,Age Differences,Learning Processes,Self Efficacy,Correlation,Occupational Aspiration,Group Discussion,Psychological Patterns,Teaching Methods,Foreign Countries

The efficiency of training of students of Philology Departments depends on the level of their communicative skills, that is, their abilities to participate in spontaneous discussion. This arises the issue of training these skills in the English majors. The research intends to determine and analyse the psychological background of Training English discussion skills in students of Philology Departments, to substantiate the difficulties that may arise at the initial stage. The authors analysed theoretical findings and practitioners' experience on discussion skills training. The survey determined motives of Ukrainian university students for participation in discussions and the obstacles that may arise. The article identifies the attitude of students of Philology Departments towards the problems and issues to be discussed, and the most urgent, interesting and challenging topics for the discussion. The discussion is characterised by the role of communication, motivation, cotextuality, spontaneity, emotional colouring, and the topic of discussion. Age peculiarities of the first-year students have an impact on the learning process and may complicate it. As a social group, students are characterised by confidence in their future profession, a stable attitude towards the chosen profession, while the level of the students' perceptions of their profession directly correlates with the level of their attitude towards the studies. The results of the survey prove the students' high motivation, their readiness to communicate and participate in discussions organised by the teachers in class. The topics and problems suggested included personally, professionally, socially and socio-culturally related issues that can be discussed. The most part of the students chose 'youth problems' (57%) as the most urgent. The survey gives the opportunity to determine four groups of difficulties/obstacles that most of the students come across when participating in English discussion: psycholinguistic (caused by the nature of the dialogical speech); linguistic (caused by the language); psychological (caused by students); methodological (caused by teaching methods). The findings can be taken into account while conducting the further research on the problem of developing curricula, syllabus, teaching materials and manuals for teaching English as the major in the universities.
Purpose and Features of Teaching Philosophical Disciplines at Tertiary Educational Institutions While Training Specialists of Various Knowledge Areas
Author: Lavrynenko, Svitlana O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Philosophy,Humanities Instruction,Higher Education,World Views,Scientific Research,Research Methodology,Ethical Instruction,Critical Thinking,Foreign Countries,Educational Objectives

Today there is a downward trend in the credibility of the humanities in university education including philosophy, it is evidenced by the reduction of popularity and the number of teaching hours. Nevertheless, according to students and professors, philosophy is an interesting and necessary discipline for specialists of various knowledge areas. The article is devoted to the study of the basic purpose and features of teaching philosophical disciplines at tertiary educational institutions. Training specialists in various fields in times of urgent need for total revision of the educational paradigm and principles of teaching not only in tertiary education but also throughout the entire system of Ukrainian education as a whole. In the course of the investigation, the methods of interdisciplinary approach, system analysis, social-cultural method, social-activity and concrete-historical approach have been applied. In the framework of the study conducted, the basic functions of philosophical disciplines have been identified that make them an integral part of the educational process at the tertiary educational institution, namely: a) philosophy as a system of world perception formation; b) philosophy as a methodology of scientific research; c) philosophy as the grounding of moral and ethical education; d) philosophy as the basis for critical thinking formation. In the course of investigation it was possible to identify some of the most important general formation principles of the required competences while studying philosophical disciplines, which are further necessary for the comprehensive learning of educational material at a sufficient level. Innovative principles and technologies of modern education help create the relevant matrix of pedagogical design, which makes it possible to better understand the processes and phenomena studied in different disciplines, to comprehend them, to conduct reflection. In the article it was possible to analyze the value of philosophical education for students of tertiary educational institutions of all training areas, to prove the need for such knowledge for the formation of professional, scientific, research, political and social competences of a future adult human, a responsible worker and a concerned citizen.
Professional Foreign-Language Training as a Component of Higher Vocational Education
Author: Trubitsyna, Olga M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Higher Education,Second Language Learning,English (Second Language),Ukrainian,Languages for Special Purposes,Language Proficiency,Intercultural Communication

Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world's language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world's leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of &quot;English as a foreign language&quot; both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.
Communicative Competence Formation of Future Officers in the Process of Foreign Language Training
Author: Kozyar, Mykhaylo M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Military Personnel,Military Training,Teaching Methods,Computer Assisted Instruction,Role Playing,Educational Games,Computer Simulation,Computer Software,Multicultural Education,Case Studies,Intercultural Communication,Language Proficiency,Comparative Analysis

Modernization of the military system and its content has enhanced the value of the foreign language as a subject aimed at the formation of communicative competence of future officers. It mainly concerns a professional language, which is an obligatory part of the cadets' professional training. One of the main tasks of foreign language training of future officers is to form the communicative competency in the spheres of professional and situational communication as well as to learn new professional information from foreign sources. Based on the stated above, the author developed the methodology of forming communicative competence of future officers in the process of foreign language training with the active implementation of informational communicative technologies and computer means of teaching: the virtual reality, military-professional games, role play stimulators, and other software, within which a dialogue appeared. The last is regarded as an active message exchange between participants of the educational process or a user and the information system in real-time. The use of informational communicative technologies has enabled instant access to remoted module informational resources, synchronous (asynchronous) communication between subjects of the educational process. It has also provided new opportunities for testing, administration, and cooperation. The experimental usage of the author's methodology was implemented into the teaching process of the subject &quot;Foreign language&quot; based on the intercultural educational environment as a set of immersion, virtual, interactive, and discourse educational environments. The analysis of the obtained results and objective consideration of the dynamics of the changes in the formation of communicative competence of future officers have been done through the integrated test (targeted monitoring, a set of adapted tests application, an online survey, a questionnaire, case study, situational modelling, individual and group interviews) and methods of mathematical statistics. The conducted study has proved the efficiency of the author's methodology implementation based on the intercultural educational environment of higher military education establishments. The proposed methodology can be successfully used in the process of foreign language training of various specialists because its main strategic orientation is to form communicative competence and abilities for intercultural communication among students (cadets).
Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher
Author: Klieba, Anna I.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Skills,Preservice Teacher Education,Teacher Competencies,Faculty Mobility,Social Support Groups,Professional Continuing Education,Faculty Development,Foreign Countries,Mentors,Teacher Collaboration,Lifelong Learning,Technological Literacy,Teacher Empowerment,Teacher Responsibility,Beginning Teacher Induction

The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers' training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers' mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers' professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils' knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers' participation have been developed in almost all EU countries.
Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School
Author: Tsurkan, Maria V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Response,Ukrainian,Second Language Learning,Foreign Students,Foreign Countries,Student Motivation,College Students,Verbal Communication,Nonverbal Communication,Role Playing,Learning Processes

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students' audience.
Teaching a Professional Foreign Language to Specialists in Various Industries
Author: Namestyuk, Svitlana V.
Date: 2020-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Second Language Instruction,Second Language Learning,Professional Education,Competency Based Education,Undergraduate Students,Specialists,Language Proficiency,Communicative Competence (Languages),Foreign Countries,Value Judgment,Course Evaluation

This article discusses the main tools and methods of teaching a professional foreign language. Theoretical and practical bases of the organization of the process of introduction and implementation of technologies in teaching foreign languages in higher education are considered and analyzed. The systematization of general trends taking into account domestic and foreign scientific experience is carried out. It also presents the points of view of various scientists on the relevance of studying this topic, formulated recommendations for the introduction of modern effective experience in the practice of foreign language lecturers. The actual task of education, in the trend of globalizing world processes, is teaching a professional foreign language. The development of international cooperation in the fields of education, medicine, natural, technical, and economic sciences requires the study and constant improvement of foreign languages. The existing problems of education require a comprehensive solution. This solution will be achieved using the program-target method. The weakest skill among university students was oral speech. This indicates that conversational skills are a weak point, which is confirmed during observations of classes. A survey of 500 students showed that speaking classes were rated significantly higher than classes for practicing other skills. Thus the aim of the article is a theoretical analysis of scientific approaches of researchers to the problem of teaching a professional foreign language for specialists in various fields.
Implementation of Modern Distance Learning Platforms in the Educational Process of HEI and Their Effectiveness
Author: Kuleshova, Viktoriia V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Distance Education,Integrated Learning Systems,Educational Technology,Higher Education,Electronic Learning,Instructional Effectiveness,Foreign Countries,Program Implementation,Usability

The growing role of distance learning platforms at higher educational institutions in developing countries, and the inadequate study of their effectiveness have necessitated the elimination of this imbalance. An additional problem in studying the issue of platforms' effectiveness is the limitation of studies, which is based on qualitative methods of assessing the effectiveness. The quantitative assessment of the effectiveness and level of satisfaction with the implementation of distance learning platforms at higher educational institutions has been conducted in this academic paper. The assessment has been conducted using the System Usability Scale (SUS) to assess the Usability of the Moodle remote platform in Ukraine and the User Satisfaction Questionnaire (USQ) to assess students' satisfaction. The article proves the connection between the Usability of the distance learning platform and the level of satisfaction with its use. This provides an opportunity to improve the problem areas of the Usability platform in order to increase the efficiency of its use. The following effects of application have been revealed, namely: increase of internal motivation, involvement in the learning process, level of satisfaction from courses and training programs (curricula), recognition of homework's importance, increased interest in subjects, and students' self-efficacy. Effective communication and quick response, an automatic control system are factors that contribute to the introduction of modern distance learning platforms in the educational process of HEI. The important elements of the effectiveness of distance learning platforms in the educational process of HEI are interactivity, simplicity, convenience, the speed of student-teacher interaction, platform flexibility, and quality control.
Educational Leaders and the Acknowledgment Gap
Author: Tollefson, Kaia
Date: 2016-03-00
Type: Journal Articles
Subjects: Leadership Responsibility,Instructional Leadership,Social Justice,Academic Achievement,Achievement Gap,Student Motivation,Learner Engagement,Student Attitudes,At Risk Students,Cultural Differences,Cultural Capital,Social Influences,Social Capital,Economic Factors,Socioeconomic Status,Poverty,Racial Differences,Ethnicity,Minority Groups,Educational Opportunities,Knowledge Level,Ideology,Social Bias,Cultural Awareness,Values,Educational Environment,Culturally Relevant Education,Parent School Relationship

This article takes as its premise the idea that an &quot;a priori&quot; acknowledgment gap exists relative to other kinds of gaps described in the literature on educational disparities between racial and ethnic groups. The authors define the acknowledgment gap as a disparity between some educational leaders and the communities they serve in understanding and valuing the roles of historical context and cultural, social, and economic capital in facilitating or hindering students' academic success. A brief summary of gap discourse is included, providing context for the authors' suggestion that an acknowledgment gap--existing as it does, as a mental state--precedes, explains, and actually lays foundation for the existence of other kinds of gaps describing educational disparities. Examples of the acknowledgment gap are followed by suggested actions that educational leaders can take to reduce it. School leaders working to narrow the acknowledgment gap, the authors suggest, will be creating a stronger platform on which to stand in their ongoing fight to eliminate disparities in educational opportunities and achievement.
Rural Superintendents&apos; Experiences in the Application of Principle-Centered Leadership at the Personal and Interpersonal Levels
Author: Davidson, Shelby
Date: 2017-00-00
Type: Journal Articles
Subjects: Rural Schools,Superintendents,Educational Administration,Administrative Principles,Empowerment,School Districts,Trust (Psychology),Leadership Effectiveness,Public Schools,Administrator Attitudes,Leadership Styles,Modeling (Psychology),Administrator Characteristics

Covey (1990) suggested that to achieve success in leadership, one must identify core values and principles and ensure that managerial and organizational systems are aligned with these values and principles. These values explained by Covey in principle-centered leadership are built upon the foundation principles of trustworthiness at the personal level and trust at the interpersonal level, which allows for empowerment at the managerial level and alignment at the organizational level. The purpose of this phenomenological study was to explore rural superintendents' experiences in the application of principle-centered leadership in their school districts. This study was conducted with 10 superintendents representing rural public school districts in East Texas. Participants from the study were purposely chosen from several different counties as well as from districts of varying sizes of student enrollment. This study affirms that practicing principle-centered leadership helps superintendents to become effective leaders in their districts. During this study, it was apparent that effective superintendents practice the tenets of principle-centered leadership with different methods and actions based on their beliefs and personalities. In addition, it was apparent in the study that trustworthiness and trust is the foundation of principle centered leadership, which allows for empowerment and alignment to vision.