Learning RFL and UFL in Ukrainian Universities: Focus on Arabic Students

Shlenova, Maryna; Nesterenko, Anastasiya; Girich, Zoya; Konoplenko, Nataliia; Боярська-Хоменко, А. В.; Korneiko, Yuliia

doi:10.18662/rrem/188

Cited by 3 publications

(3 citation statements)

References 4 publications

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“…Therefore, it is recommended to focus on activities, project work, refer to literary works of different genres in the process of learning a foreign language (Baikushikova, 2021). In particular, having analyzed the results of the work of M. Shlenova et al (2019), it can be saw that foreign students (on the example of Arab students) master the listening material best of all, and grammatical material worst of all. This indicates the difficulties and the need for special methods for better explanation and detailing of Ukrainian grammar, for example, the use of colors, abbreviations, which are presented in the studies of I.…”

Section: Discussionmentioning

confidence: 99%

Communicative Methods of Forming Professional Competences of Future Foreign Specialists During Distance Learning of Ukrainian Language in HEIs

Zavaruieva¹,

Bondarenko²,

Lutsenko³

et al. 2022

SMC

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The COVID-19 pandemic and Russia's military aggression against Ukraine have surely influenced the intensive development of distance learning and showed the difficulties that occurred during the educational process, especially for foreign students. Under such conditions, the use of the latest means of teaching the Ukrainian language has become one of the main priorities for the training of future foreign specialists in higher education institutions. The purpose of the work is to analyze and identify effective methods that will develop communicative abilities of foreign students in the process of learning Ukrainian. During the study, video materials, dictionaries and color schemes were used, and the survey was conducted with second and third year students. The results of the research showed that introducing students to the cultural heritage of Ukraine before the direct study of the language increased their motivation and desire to learn Ukrainian. In addition, due to the use of role/business games and video materials in stages in accordance with their specialization, there was an increase in vocabulary, as indicated by high rates of listening. In case of problems with the perception of information and its adequate understanding (reception), mnemonics were used, which included non-verbal sign language or the principle of situationality. The study also showed that most students have difficulties with learning grammar. Therefore, the method of color schemes was used, which helped to focus on the exceptions and rules with a certain color. The methodology proposed by the authors was used in the study of cases of noun and adjective. At the same time, students independently chose colors and made an association with the concept indicated by the teacher. In addition, during the work it was advisable to use dictionaries, in particular, to search for words of foreign origin, which greatly influenced the process of proper understanding of the educational material by foreigners. The results show positive changes for effective, high-quality and fast learning of Ukrainian language by foreigners.

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Section: Discussionmentioning

confidence: 99%

Communicative Methods of Forming Professional Competences of Future Foreign Specialists During Distance Learning of Ukrainian Language in HEIs

Zavaruieva¹,

Bondarenko²,

Lutsenko³

et al. 2022

SMC

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“…In recent years, research studies have investigated the difficulties in learning Arabic experienced by students, especially from non-Arabic speakers (Bani-Khaled, 2014;Haron et al, 2016;Yusuf, 2018). Errors do not only occur among students, but are also often experienced by teachers (Nielsen & Carlsen, 2003;Nurhidayati et al, 2020;Shlenova et al, 2019). Since the early 1970s, experts in the field of learning Arabic from various parts of the world have paid serious attention to solving this problem.…”

Section: Introductionmentioning

confidence: 99%

Writing Composition Problem in Arabic Language Learning Among Arabic Language Education Students

Zulaeha

2022

lkw

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Learning foreign languages, especially Arabic, is still an obstacle for non-Arabic speakers. Apart from the problem of grammatical gaps, and phonological differences between source and target languages, writing composition proficiency is also a problem in learning arabic that often occurs, especially among Arabic language learners in higher education. Anchored by this problem, this study aims to investigate errors in the practice of arabic sentences composition made by learners at the university level, as well as the factors behind it. To explain this problem, the Error Foreign Language (EFL) approach to the content of insyā’ (writing/composing) assignments written by students in Arabic courses are involved as an analytical framework. The results of the analysis reveal that the types of tarkīb errors that appear in students’ assignments include; First, errors in the use of the letters jār, tarkib iḍāfī, tarkīb waṣfī, tarkīb jumlah fi’liyah, and tarkīb jumlah ismiyah that consist of mubtada’ (subject of the sentence) with khabar jumlah fi’ilyah, and mubtada’ with khabar mufrad. The factors that cause this are the result of interlingual interferences, inadequate learning, simplification, and fault analogy in Arabic language rules. The implications and recommendations for this problem are described intensely at the end of this study.

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“…The problem of designing a foreign language training curriculum is discussed in the scientific and pedagogical literature. The most considered issues are: defining the essential steps or elements in the process of curriculum development (Nicholls & Nichols, 1972;Brown, 1995); the problem of designing foreign language (mostly English) curriculum for specific purposes (Phillips & Shettlesworth, 1978;Mrowicki, 1986); the peculiarities of language curriculum for foreign students in local languages both for preparatory departments of the HEI (Shlenova et al, 2019;Proskurkina, 2013;Ivanyshyn, 2015) and bachelor's degree courses (Bey & Trostynska, 2008).…”

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confidence: 99%

Core Curriculum for Foreigners’ Language Training in Higher Agrarian Institutions: Correlation with Common European Recommendations

Lushchyk

Pikulytska

Tsyhanok

2020

RREM

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The article deals with introducing important items of the Core Curriculum for Foreign Language Training of Non-Residents in Higher Agrarian Education Institutions based on CEFR and taking into account professional orientation of foreign (Ukrainian) language training (on the example of Sumy National Agrarian University, Ukraine). Different methods of research (theoretical and empirical) have been used. The Curriculum's content (goal; objectives; principles of training; content components) has been shown. The main goal of foreign language training is identified as the students' acquisition of skills of communicative activity through the integration of communicative, learning and upbringing goals as well as deep professionalizing the future specialist. The Curriculum's context (stages, communicative training areas) are correlated with the requirements of CEFR to meet internationally recognised standards. To monitor if the curriculum meets the students' needs in foreign language training the questionnaires were conducted October-November, 2018. The questionnaires on students' self-assessment of language proficiency level; learning activities preferences; situations in which foreign language is useful for; the importance of work with professionally-oriented materials were generalised. Conclusions: the important foreign language skills for agrarian students are speaking and reading ones; the preferable communicative areas are the social-cultural and the learningprofessional ones; the work with professionally-oriented materials is indicated as an important one. This confirms the appropriateness of the curriculum to international students' needs in foreign language training. The results can be extrapolated for other higher agricultural institutions while foreign language curriculum development.

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Learning RFL and UFL in Ukrainian Universities: Focus on Arabic Students

Cited by 3 publications

References 4 publications

Communicative Methods of Forming Professional Competences of Future Foreign Specialists During Distance Learning of Ukrainian Language in HEIs

Communicative Methods of Forming Professional Competences of Future Foreign Specialists During Distance Learning of Ukrainian Language in HEIs

Writing Composition Problem in Arabic Language Learning Among Arabic Language Education Students

Core Curriculum for Foreigners’ Language Training in Higher Agrarian Institutions: Correlation with Common European Recommendations

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