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1

ЗНАНИЯ ОБ ОСОБЕННОСТЯХ ТЕКСТА АКАДЕМИЧЕСКОЙ ЛЕКЦИИ КАК БАЗА ДЛЯ ОСМЫСЛЕНИЯ МЕХАНИЗМОВ ЕГО ПРОДУЦИРОВАНИЯ

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Пахненко И.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 6(60)
53-61
EN
Practice shows that the students, future teachers of linguistics and linguistic disciplines have some difficulties in building and text design of academic lectures. The development of this segment of professional speech training is only possible in the context of knowledge about the peculiarities of the text of modern scientific and educational lectures, which are determined by the latest achievements in the field of text linguistics, communicative linguistics, pedagogical discourse, etc. The most important feature of the text of academic lecture is informative character, which is determined by logicality, objectivity, accuracy, conclusiveness of presentation, terminology and saturation and is reflected in two types of information – content-factual and thematic. The integrity of the text of scientific and educational lecture is achieved by the presence in it of the structures which “need detailing and allows the reader or listener to identify the themes and subthemes of the text”; the internal organization of semantic unity, i.e. the distinct relations between the main theme and its sub-themes, on the basis of which the student can “predict” the thinking of the teacher; the presence of transitions between the completed parts of the lecture. Peculiar embodiment in scientific and educational texts gets the category of the continuum: the continuum of time and space is poorly represented (except for those segments of the lectures, where we are talking about the formation and development of an issue in the history of linguistics or lingua-methodology), the information unfolds in a logical term in different ways, deductive, inductive, traduction, problem. A continuum of an academic lecture is provided by special types of communication – cohesion: traditional grammatical means (conjunction, conjunctive words, prepositions, adverbs), logical (verbal formulas), and composite-structural. The peculiarity of the category of connectedness is a large amount of retrospection. A distinctive feature of an academic lecture takes place its dialogical nature, which implies that in the process of creating the text of the lecture is dialogical knowledge correlation – the correlation of “old” (already existing in the information supply of students) and “new” knowledge. The presented analysis of the lecturer’s speech parties in statics is the basis for understanding activity programs underlying the construction of these texts (dynamics).
2

ПОДГОТОВКА БУДУЩИХ ПРЕПОДАВАТЕЛЕЙ ЛИНГВИСТИЧЕСКИХ И ЛИНГВОМЕТОДИЧЕСКИХ ДИСЦИПЛИН К ОРГАНИЗАЦИИ САМОСТОЯТЕЛЬНОЙ И ИНДИВИДУАЛЬНОЙ РАБОТЫ СТУДЕНТОВ-ФИЛОЛОГОВ

100%
Пахненко И.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
271-283
EN
In terms of reforming the current system of higher education, which lies in reorientation from lecture-informative to individual-differentiated and learner-oriented form of studying, the organization of students’ self-guided and individual educational and practical activities is of special importance. It, in its turn, actualizes the problem of readiness of the 6th year students of linguistic and linguomethodological departments (like any others) for the work under conditions mentioned above. In connection with this problem the minimum of basic linguomethodological knowledge and professional skills should be defined. These skills are very important for the 6th year students-philologists in the process of organization of teaching the other students. For the time being, linguomethodology of higher school is lack for appropriate and efficient training program of the 6th year students. Thus, in the context of this problem the article deals with the description of possible idea of training the Master students specializing in the Russian language for the organization of self-guided and individual work of students under present-day conditions. Firstly, the range of basic linguomethodological knowledge is defined, namely, knowledge about: 1) self-guided work and factors which define its correlation with the classes of linguistic and linguomethodological disciplines; 2) the circumstances of efficiency and methodological support in the process of students-philologists’ training; 3) peculiarities of the individual work of would-be teachers of the Russian language and the types of this work. Secondly, the list of professional skills of the 6th year students is represented. The tasks are the following: 1) to define the material scope for the self-guided work on the basis of general curriculum of a certain academic discipline; 2) to substantiate the recommendations of the prominent methodologists concerning the topics selection for students’ self-guided work; 3) to elaborate educational and methodological materials for the students’ self-guided work; 4) to develop the means of (self-) testing; 5) to analyse and use the experience of self-guided work organization suggested by the linguistic and linguomethodological departments of both native and foreign universities; 6) to see the potential of contemporary informational and methodological sources, which can ensure the process of teaching the students; 7) to be able to use educational supplies, methodological recommendations intended for organization of the students’ self-guided activity; 8) to elaborate the individual educational and research tasks, methodological advice to solve them. Thirdly, the tasks of the course “Methodology of teaching the linguistic disciplines at higher school” are suggested. These tasks are thought to be conducive to develop the necessary skills the Master students.
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