The paper reviews the development of specialized translation training methodology in Ukraine on the example of Dictum Factum and UTTU Series projects, as well as in a broader context. The authors argue for the relevance of including specialized translation into the content of university-level translator training. The article shows the dynamics of the specialized translation share in the global amount of translation services in the late 1990s and the early 2000s, as well as the intensification of its investigation among the foreign and Ukrainian researchers. The authors outline the specifics of translator training problems in Ukraine after it gained independence and give grounds for the development of a comprehensive model of specialized translation training for the purpose of the research planning and coordination. The paper formulates the tasks and conditions to be accomplished to achieve the said aim. The researchers describes the model developed within the Mykola Lukash Translation Studies department at V.N.Karazin Kharkiv National University. This model is based on the competence, field-oriented and cyclic approaches. The competence approach relies on the PACTE model (with some distinctions) and includes bilingual, extralinguistic, translation, personal and strategic subcompetences. Thus, the aim of the training is defined as a systematic, purposeful and integrative development of the said subcompetences. The acquisition of skills and subskills is provided for on the basis of their list for each type of translation and interpreting. The system of assessing the latter is an important component of the model. The field-oriented approach implicates a prevalence of specialized translation in the content of training, while the cyclic approach involves organization of exercises in cycles, each of which is based on one text related to a specific topic or subtopic. The paper shows the development of this model in the works of various Ukrainian researchers, as well as its implementation in the published textbooks and other teaching materials. The authors outline the prospects of further research.

С.М. роМанЮк, кандидат філософських наук, доцент, доцент кафедри іноземних мов № 2 Національного юридичного університету імені Ярослава Мудрого (м. Харків) диСТанцІйне наВчаннЯ ІноЗеМної МоВи: порІВнЯльний аналІЗ СучаСниХ плаТФорМ Та онлайн-СерВІСІВ Статтю присвячено аналітичному огляду сучасного стану електронних засобів дистанційного навчання іноземної мови. Систематизовано термінологію шляхом наведено чітких визначень таких понять, як дистанційна освіта, платформа дистанційного навчання, онлайн-сервіс. З метою проведення аналізу виокремлюється ряд найпопулярніших сучасних платформ дистанційного навчання (Moodle, Google Classroom, Sakai) та онлайн-сервісів (Busuu, LinguaLeo, Lang-8). Ретельний аналіз основних функцій та особливостей зазначених платформ дистанційного навчання дозволив встановити, що усі з них підходять для розробки методики навчання іноземної мови, оскільки мають усі функції, які необхідні для забезпечення ефективного формування навичок та вмінь читання, говоріння, аудіювання та письма, а отже, вибір однієї з них повністю залежатиме скоріше від персональних вподобань кожного окремого викладача. Усі три онлайн-сервіси мають значний дидактичний потенціал для організації самостійної роботи студентів, зокрема Busuu доречно рекомендувати для навчання говоріння, LinguaLeo-для розвитку навичок і вмінь аудіювання та читання, а Lang-8-для навчання письма іноземною мовою. Ключові слова: дистанційна освіта, платформи дистанційного навчання, онлайн-сервіс, навчання іноземної мови.

The article analyzes the modernization processes in the modern education system of Ukraine, primarily in the formation of its pedagogical potential. The expediency of using in this sphere the achievements of foreign states in which Ukrainians live is substantiated. It has been proved that the most significant experience in training pedagogical staff for the Ukrainian schooling system in the diaspora has been developed in Canada. It is carried out by universities and university colleges. It is established that their educational and professional programs include academic courses, professional courses, and practical activities at school (educational practice). The task of these courses is to provide future teachers with knowledge of the subjects they will teach at school. The curricula include mandatory fundamental disciplines (development of children/adolescents, education of children with special needs, methods of teaching different subjects, theory of learning, etc.) and optional courses of professional direction offered by universities. The peculiarities of training teachers of Ukrainian disciplines in Alberta, Saskatchewan, and Toronto universities and the organization of their further professional growth by public institutions of Canadian Ukrainians are analyzed. It was established that Ukrainian studies in Canadian universities have a degree structure of training specialists and cover three levels: Bachelor, Master, and Ph.D. However, different universities have different Ukrainian language training programs and, accordingly, their graduates have various opportunities for further employment. It was found that postgraduate education and professional growth of Ukrainian school teachers are provided by public organizations of foreign Ukrainians (World Coordinating Educational Council, Congress of Ukrainians of Canada, School Councils, etc.). They organize summer teacher training courses, seminars, webinars, online training, etc. The ideas of foreign experience, which it is advisable to creatively implement in the activities of institutions of higher pedagogical education in Ukraine, are distinguished.