Linguodidactic competence paradigm as the end result of teaching  ukrainian language for professional purposes

Humeniuk, Iryna

doi:10.33251/2522-1477-2019-6-190-194

Cited by 4 publications

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“…In order to implement a pedagogical experiment (ascertaining and final stages), it is necessary to substantiate the choice of criteria for assessing the formation of professional competences, which are components of the competence paradigm of Ukrainian Language for Professional Purposes: discursive, documentary, general scientific, information technology, entrepreneurial, editorial, and terminological ( (Humeniuk, 2019). These criteria include: cognitive and motivational, operation and activity-based, professional and creative.…”

Section: Resultsmentioning

confidence: 99%

The Criterion and Level Aspect of the Experimental Research into the Effectiveness of the Methodical System of Teaching Ukrainian Language for Professional Purposes

Humeniuk,

Humeniuk

2024

jpnu

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The article analyzes the criterion and level aspect of the experimental research into the effectiveness of the methodical system of teaching Ukrainian Language for Professional Purposes. The tasks have been performed in the context of teaching the academic discipline to students of specialties 012 Preschool Education and 013 Primary Education. The terminological base of the study has been formed based on interpretation of the concepts: “criterion,” “indicator,” “level,” and “competence paradigm”. In accordance with the research aim, the criteria for assessing the formation of students’ professional competences have been substantiated. The cognitive and motivational criterion is singled out to illustrate the formation of the knowledge, professional and motivational components of students’ training, which include the system of content-based interdisciplinary connections in the theoretical unit of the academic discipline Ukrainian Language for Professional Purposes. The operation and activity-based criterion has been introduced to determine the level of formation of students’ abilities and skills to operate the acquired knowledge in practice, create secondary texts using samples and auxiliary means (dictionaries, schemes, spelling, etc.), and act according to an algorithm. The professional and creative criterion illustrates the ability of future specialists in pedagogy for productive and creative application of acquired abilities and skills in changeable conditions and independent activity at the analytical and synthetic level. The developed criteria are the main parameters for determining the level of formation of the predicted ability of students at higher education institutions for practical professional and pedagogical activity. According to each criterion, the indicators of formation of students’ professional competences have been determined: discursive, documentary, general scientific, information technology, entrepreneurial, editorial, and terminological. Based on the criteria and their indicators, three levels of formation of the studied ability have been established, and the selection of their nominations has been substantiated: sufficient, satisfactory, and initial. The materials provided in the article are a part of the experimental research shown in the author's doctoral dissertation: Humeniuk I. M. “Methodical System of Teaching Ukrainian Language for Professional Purposes to Students at Pedagogical Institutions of Higher Education”, 13.00.02 “Theory and Methods of Teaching (Ukrainian language)”, 2023.

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Section: Resultsmentioning

confidence: 99%

The Criterion and Level Aspect of the Experimental Research into the Effectiveness of the Methodical System of Teaching Ukrainian Language for Professional Purposes

Humeniuk,

Humeniuk

2024

jpnu

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Polycode Text as a Means of Implementation of the Text-Centric Teaching Technology

Humeniuk

2020

SaE

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Formation of spoken and written professional language of students is connected with the increase of the level of a set of their competences. The efficiency of this process largely depends on usage of the potential of the text-centric technology in the process of teaching the Ukrainian language for professional purposes because text is the main means for creation of professional context. The aim of the article is determination of directions of implementation of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education, and analysis of the functional load of polycode text in this context. A set of methods has been used in the research process: the theoretical methods (reflexive analysis and generalization of literary sources for clarification of the level of solving the issue in the modern scientific area), the methods of visualization and generalization (for elucidation of the ways of usage of polycode texts while teaching the course). On the basis of analysis of scientific definitions of the concept “text” and its main features, there has been formulated a linguo-didactic definition of educational text and vectors of implementation of the text-centric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education. Research of polycode text as a means of implementation of the text-centric teaching has been conducted, the main kinds of polycode texts and their functional load in the course of the Ukrainian language for professional purposes have been defined and analyzed. The exceptional didactic potential of hypertext as a modern form of organization of material, which is becoming especially important in conditions of distant education, is emphasized. The most efficient organizational forms of working with hypertext have been defined. Considering the features of the structure of polycode text (combination of the verbal and nonverbal components), document has been defined as its specific form. The holistic view of the studied issue is illustrated by the constructed model of the textcentric teaching technology of the Ukrainian language for professional purposes at pedagogical institutions of higher education.

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Methodology of Ukrainian for Professional Purposes as a branch of Ukrainian language didactics

Humeniuk

2021

Inter. Sci. Journ. of Univ. and Leader.

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The relevance of the topic of the article is determined by the necessity of studying the objective preconditions for the establishment and development of the methodology of teaching Ukrainian for Professional Purposes as a new branch of linguodidactics and creation of a holistic scientific and methodological system of teaching the course at pedagogical institutions of higher education. The work aims to figure out the essence of the “methodology of teaching Ukrainian for Professional Purposes” concept, the specificity of formation of this branch of linguodidactics, its interscientific bases, process structure, and regularities of historical development. The methodological basis of the research consists of the comparative, retrospective, systemic and chronological approaches. A set of methods has been used during the study: reflexive and comparative analysis, visualisation, mathematical and statistical processing, generalisation. The article determines five fundamental scientific platforms that ensure the theoretical and methodological content of the branch of linguodidactics: the platforms of linguistics, documentation science, scientific research, psychology, professional pedagogy. The fact that the development of the methodology of teaching Ukrainian for Professional Purposes as a new branch of linguodidactics requires synthesis of theoretical and applied aspects for the formulation of initial statements and conduction of independent scientific and methodological research into this sphere, which, in its turn, has a reverse impact on the practice of teaching Ukrainian for Professional Purposes, has been emphasized. The study of the historical past, particularly the period of the emergence of the educational course, has shown that the formation of the methodology of teaching this discipline as a branch of Ukrainian linguodidactics had been taking place according to the requirements of the time and based on the practical experience of teaching. Based on studying the dynamics of the scientific interest in the methodology of teaching Ukrainian for Professional Purposes between 1994 and 2020, a low level of consideration of the methodological aspects of teaching the course in scientific publications has been determined (10 %) and acknowledged as insufficient for the development of a holistic scientific and methodological system of teaching the discipline at pedagogical institutions of higher education.

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Linguodidactic competence paradigm as the end result of teaching ukrainian language for professional purposes

Cited by 4 publications

References 0 publications

The Criterion and Level Aspect of the Experimental Research into the Effectiveness of the Methodical System of Teaching Ukrainian Language for Professional Purposes

The Criterion and Level Aspect of the Experimental Research into the Effectiveness of the Methodical System of Teaching Ukrainian Language for Professional Purposes

Polycode Text as a Means of Implementation of the Text-Centric Teaching Technology

Methodology of Ukrainian for Professional Purposes as a branch of Ukrainian language didactics

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