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1

МОВЛЕННЄВА ДІЯЛЬНІСТЬ ЯК СПОСІБ РЕАЛІЗАЦІЇ МОВЛЕННЄВОГО СПІЛКУВАННЯ

100%
Лянна О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 5(49)
143-150
EN
The article presents the analysis of different approaches to understanding and definition of speech, as a research activity of our and foreign scientists. Since the organic relation of speech activity with communication activity is emphasized in all approaches, we have examined singly the traditions of studying the speech in communication. For the analysis of communication as a speech phenomenon we explore the generation mechanism and perception of speech messages for communication aims or for regulation and control of own activity. These mechanisms are considered on their phase structure. We have examined the act of procreation of speech saying by means of O. O. Leontyev’s conventional scheme, as his theory provides the choice of behavior strategy, it is flexible, allows different ways of operating with a saying at various stages of generation or speech perception. The model of perception and understanding the speech saying in the article is examined by means of I. O. Zimnaya’s theory; this scheme consists of two different components: the image of the original perception and identification of the formed image. The analysis of the afore cited mechanisms suggests that the acts of transmission and reception of speech message making the structure of speech activity, provide feedback and it is the main condition of speech communication. The approach that has been used in the article allowed us to conduct theoretical analysis of speech activity as a way to implement speech communication. It is concluded that the acts of sending and receiving voice messages that make up the structure of speech activity, providing feedback are the main conditions of verbal communication. All these processes are provided by different mechanisms, which are regulated by the brain, which, uniting in working condition form a functional speech system. Breaking the link between the mechanisms of generation and perception of speech communications at the level of the brain can cause aphasia, which destroys speech activity and makes verbal communication impossible. The correct mapping of the various components of speech activity with the corresponding anatomical areas of the brain that has been affected as a result of stroke, brain tumor or traumatic brain injury, changes the approach to the analysis of speech disorders in aphasia and helps to determine the most appropriate and effective ways of recovery process of verbal communication of individuals in this category.
2

ОБҐРУНТУВАННЯ КРИТЕРІАЛЬНО-ДІАГНОСТИЧНОГО КОМПЛЕКСУ ВИВЧЕННЯ КОМУНІКАТИВНОГО КОМПОНЕНТА В ДІТЕЙ П’ЯТОГО РОКУ ЖИТТЯ ІЗ ЗНМ

100%
Брушневська І.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 7(61)
245-253
EN
In the article the author justifies the necessity of studying the formation of the communicative component of language activity of five years old children with GUS through the creation and application of criteria-diagnostic complex on the basis of analysis and synthesis of the psycho-linguistic, psychological and pedagogical, linguistic, speech therapy, teaching literature. Developed criteria and levels of rating will allow to define the levels of formation of cognitive and speech development, which are the basis of communicative component of language activity. On the basis of the received results the content of the method of forming the communicative component of five years old children with GUS can be developed. The key message of the article is the importance of thorough research into the issue of the formation of a communicative component of five-year old children’s speech activity when they have rudimentary speech abilities. In the foreground of the research is speech activity as a functionally complicated bi-directional process; the latter includes the skills, operations and habits being molded in the course of a pre-school children’s development. Special emphasis is made on Ye. Sobotovich’s psycholinguistic model of speech activity and psychological mechanisms underlying its formation. The research provides the analysis of linguistic and communicative components of speech activity, both components being interdependent and closely interrelated. The conclusion is drawn that the disorders of speech activity of the children with general underdevelopment of speaking abilities is caused by rudimentary nature of its structural component, which is manifested in the act of communication. The research contains specific arguments to prove the advisability of pursuing research into a diagnosis of the formation of a communicative component of the speech activity of verbally-challenged children of precisely this age, i.e. 5 year’s olds. The topicality of studying the formation of a communicative component of the children with underdevelopment speech abilities is determined by its importance for an act of communication and transmission of information in the course of oral, mental and intellectual activity as well as the child’s personal maturity.
3
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Communicative Approach as a Means of Learning a Foreign Language in Higher Education

88%
Chornous V.
Viae Educationis
|
2022
|
issue 1
41-45
EN
The article substantiates the importance of using a communicative approach in foreign language teaching. The term “communication” is interpreted by scientists as a totality, meaningful generalisation of theoretical and practical knowledge presented in the form of concepts, principles, provisions that promote mutual understanding, and situations necessary for successful interactions. The purpose of teaching a foreign language in a higher education institution is the possession of future teachers of communicative competencies that allow them to implement their knowledge, skills and abilities to solve creative problems. The principles of communicative learning are determined: the principle of speech and mental activity, individualisation, functionality, and novelty. The main factors of effective application of the communicative approach important for teaching a foreign language are highlighted: communicative orientation of all kinds of training; the main link in learning by their interests, abilities, and needs; teaching materials are presented on a thematic or functional basis. Communicative teaching methods are identified, which are based on a humanistic approach and aimed at the development and self-improvement of the individual, the disclosure of its reserve capabilities and creative potential, create conditions for effective improvement of education in higher education. The scientific novelty of forming students’ communicative skills in higher education institutions is determined by changes in the education system, focusing on the formation of communicative competence of future professionals. The use of pedagogical tasks in foreign language classes allows students to form a communicative culture, skills and abilities of foreign language communication; contributes to the real, personal preparation of students for future professional activities; makes foreign language classes more interesting and meaningful. Orientation of foreign language classes on the development of professionally necessary communicative skills and communicative culture ensures the implementation of the principles of the contextual approach of learning, increases students’ motivation for learning and the success of foreign language learning.
4

ОСОБЛИВОСТІ ОЦІНЮВАННЯ ЗНАНЬ СТУДЕНТІВ З ІНОЗЕМНОЇ МОВИ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ ПОЛЬЩІ

75%
Загоруйко Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2014
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issue 8(42)
341-347
EN
The peculiarities of students' foreign languages knowledge assessment in higher educational institutions in Poland have been revealed in the article. The assessment of Polish students’ achievements in foreign languages in such four types of speech activities as listening, speaking, reading and writing has been characterized. The forms and aim of tests for assessment of students’ knowledge of foreign languages have been mentioned. Also such innovations in the assessment of Polish students’ academic achievements in foreign languages as self-assessment, the use of ICT and portfolio evaluation have been analyzed. The author notes that after the implementation of the Bologna system the module-rating system of assessment has become the alternative to the traditional system of students’ achievement assessment in higher educational institutions in Poland. Among the peculiarities of the module-rating system of assessment the author stresses on the students’ interest in receiving high marks, especially those who have a high rating from the previous modules and enhancing learning motivation, self-study and self-assessment of knowledge and skills. Describing the assessment of students’ academic achievements in foreign languages, the author stresses on the introduction of such forms of assessment, as oral questioning on workshops from current and previous topics; small tests, conducted at the beginning of the practical class; testing for basic themes of the course; assessment of the written homework; assessment of the degree of students’ activity and the quality of their presentations and comments during the discussion. The author proves that systematic checking the level of students’ knowledge and skills in foreign languages gives the opportunity to identify the difficulties and state their successe, especially in talented students who need support.
5
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Засоби створювання емфатичної художньої мови

75%
Soina I., Petrusenko N.
Path of Science
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2018
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vol. 4
|
issue 4
1020-1024
UK
Статтю присвячено дослідженню інтонаційних малюнків висловлювань, виявленню їх специфіки в художній мові. У роботі аналізується синтаксичний рівень висловлювань художніх текстів, що є суттєвим для формування образної системи людини. Метою статті є визначення синтаксичних засобів, які є суттєвими для стилю мовлення автора художнього твору.
EN
The article is devoted to the study of intonation patterns of expressions, to detection of their specificity in poetic language. The paper analyzes the syntactic level of the statements of poetic texts, which is essential for the formation of a figurative system of man. The purpose of the article is to identify syntactic means that are essential for the style of the author of the work of art.
6

МОЖЛИВОСТІ ВИКОРИСТАННЯ ТЕОРІЇ ПАСИВНОГО ГОЛОСОУТВОРЕННЯ В КОРЕКЦІЙНО-ЛОГОПЕДИЧНІЙ РОБОТІ З ДІТЬМИ

75%
Катерина З.-Л.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 8(62)
233-241
EN
The article highlights the theoretical analysis of the issue of usage of passive phonation theory in correctional and speech therapy work with children at the present stage of development of integration processes in education. It is stated in the article that the possession of speech in the preschool age children in the conditions of the dysontogenesis is slow and peculiar. At each step of development they have difficulties in the assimilation of those or other units of speech. During the presentation of material, article describes the relationship of hearing and speech, covers the active nature of hearing. The author also highlights the information of the close relationship between logopedics and other sciences. The connection with musical art in general and phonopedia in particular gains special importance. In the course of presentation the article, author explains the expediency of phonopedia in working with children with speech disorders. The article highlights the role of passive phonation in the organization and development of speech. It discloses a problem of speech activity formation among children and the most important stages of logopedic work in this direction. In the correction and speech therapy work with children important steps are stimulation of speech activity, voice training, automation and differentiation of sounds. Hearing, perception and speech playback get huge importance here. In work with children with speech disorders it is necessary to pay great attention to what kids listen to on the radio, the television, from the mouths of teachers and parents. Scientists have proved that it is active listening and understanding of reverse speech that help the child to master the correct pronunciation of speech sounds and lexical and grammatical speech systems completely. The education of the muscular sense and passive phonation is very important in the formation of speech activity of children. Passive phonation is a motor reactions of the articulation apparatus organs in response to auditory stimuli that replicate the identical pronunciation of the sound articulation structure, but have a lower intensity. We believe that in working with children with lalopathy it is advisable to use techniques of active listening and passive phonation in forms of listening, singing and pronouncing (or reading in working with school students) to themselves on the stages of stimulation of speech activity, voice training, automation and differentiation of sounds.
7

ТЕОРЕТИЧНИЙ АНАЛІЗ ДОСЛІДЖЕНЬ ПРОБЛЕМИ МОВЛЕННЄВОЇ ДІЯЛЬНОСТІ

75%
Зелінська-Любченко К.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 1(55)
14-21
EN
The article deals with the theoretical analysis of speech activity. The priority significance of the problems at the present stage of development of integration processes in education are under review. During the presentation of the article the various aspects of speech activity, which were investigated by philosophers, sociologists, psychologists, linguists, and educators are shown. The role of activity in the organization and development of verbal communication of people who have received methodological and experimental justification in the theory of activity mediation of interpersonal relationships is highlighted. Speech activity of people can enter into the other, broader activities, such as public productive, informative. However, it can be an independent activity Speech activity is divided into these main types: listening, speaking, reading, and writing. The types of speech activity are also differentiated for initial and reactive. In the direction of broadcast or transfer information, the skills are divided into receptive and productive. Speech activity is determined by four phase structure: orientation, planning, execution, control. It is determined by the unity of two sides – external (executive) and internal ones. Speech activity is classified according to various criteria: by degree of difficulty: echolalia speech repetition, speech-naming, choral, communication; role in planning: active, reactive speech; according to the degree of arbitrariness etc. Psycholinguistics considers necessary combination in the structure of speech activities of its internal and external factors and shares activity following speech characteristics: the idea of the process of communication (speaking) how about purposeful activity; the idea of the structure of speech activity as the unity of three; the idea of speech activity and its organization as a hierarchical multilevel structure. The problem of speech activity is revealed in the text as one of the most important in modern learning, particularly in speech therapy correction needed to improve the process of logopedic influence. Knowledge of the aspects of speech activity is necessary to create favorable conditions for the upbringing of the child with speech infringements.
8

СТРУКТУРА ПСИХОЛОГІЧНОГО МЕХАНІЗМУ ФОРМУВАННЯ ІНШОМОВНИХ ЗДІБНОСТЕЙ

63%
Шумський О.
Педагогічні науки: теорія, історія, інноваційні технології
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2016
|
issue 1(55)
334-342
EN
At present due to the rapid development of intercultural communication the problem of researching the foreign language capacity is really topical. The aim of this paper is to describe the structure of psycholinguistic mechanisms of forming foreign language capacity of the personality and characterize its main components. In the paper the essence of the notion “foreign language capacity” is defined. We interpret this term as the individual-psychological and psycho-physiological peculiarities which enable the high rate and level of mastering foreign language under certain conditions and within the scope of a particular language teaching methodology that is, acquiring basic speaking-, listening-, reading- and writing skills. Language capacity is usually realized in speech activity which stipulates a number of interconnected language actions, that is semantic, phonematic, lexical, morphological and phonetic ones. The main components of the foreign language capacity structure are selected and characterized. They are as follows: foreign language thinking and feel for language. The individual-typical peculiarities (or types) of mastering languages are analyzed. There are three of them, that is communicative speech, cognitive-linguistic and mixed ones. These types differ in the volume of aural- or visual memory; the lability-inertness of mental-speech processes; capacity for speech activity or linguistic analysis. The role and place of internal and external factors which affect the forming of foreign language capacity are defined. The internal factors are as follows: a number of a person’s inclinations along with his or her potential possibilities which stipulate the prevalence of a particular form of activity. The external factors are teaching methods as well as a teacher’s personal characteristics and the peculiarities of the social and psychological environment in which the teaching process takes place. It is substantiated that capacity for communication form the basis of communication skills of the personality and it has its own specific character and structure. The general structure of psychological mechanism of forming foreign language capacity is characterized. It has the following structure: inclinations – foreign language communicative activity – foreign language capacity – secondary linguistic identity – foreign language activity – foreign language competence.
9

КУЛЬТУРОЛОГІЧНИЙ ПІДХІД ДО НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ МАЙБУТНІХ МОЛОДШИХ СПЕЦІАЛІСТІВ З ЖУРНАЛІСТИКИ

63%
Наталія П.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 2(66)
104-115
EN
Based on the analysis of scientific sources there are ways of typing the concept of culture in the article. It outlines the scientific and methodological foundations of cultural approach to teaching of Ukrainian language students of the specialty 061 “Journalism” in the conditions of educational process of universities of the I–II levels of accreditation and ways of its realization in the context of the course “Ukrainian language for professional direction”.There are examples of tasks for practical classes with Ukrainian language of the professional direction for future journalists.It provides a scheme oriented cultural analysis of the text. The study used: methods of theoretical analysis of scientific sources; study and generalization of the advanced experience in the introduction of innovative changes within the educational process of higher education institutions of the I–II levels of accreditation. Advanced technologies for the realization of culturological approach to teaching Ukrainian language students of the specialty 061 “Journalism” in the conditions of educational process of universities of the I–II levels of accreditation of Ukraine are defined as: creation of cultural studies clubs; methodological support of the discipline “Ukrainian language (for professional purposes)” on the basis of linguistic and cross-cultural, ethno-linguistic material; creation of centers of multicultural development;development of a system of laboratories of international cultural cooperation; development of copyright design technology, which will be based on specific subjects, such as “Ukrainian language in dialogue of cultures”; “Foundations of regional geography”; “Multicultural environment”. The methodological foundation of cultural technologies, of course, must be presented through innovative techniques, tools, methods, forms of educational activities and cooperation with students: theatre, discussion, debate, electives, design technology, games, presentations, case-system, communication discourse training and so on. The choice of methods, receptions, means of training depends on the methodological competence of the teacher of Ukrainian language and literature, understanding the importance of problems of development of cultural personality of the future journalist, their attitude to the linguistic and cultural heritage of the nation and the desire of students to develop the skills of personal and intercultural communication.
10

РОЗУМОВО ВІДСТАЛІ ДІТИ ЯК МЕДИКО-ПСИХОЛОГО-ПЕДАГОГІЧНА ПРОБЛЕМА

63%
Боряк О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
74-85
EN
The article deals with the modern approaches to the problem of mental retardation determination in medical, psychological and pedagogical aspects as well as study of psychological and clinical characteristics of mentally retarded children. Speech disorders in mentally retarded children are very different and have stable character. These speech disorders negatively affect the mental development of mentally retarded child and the effectiveness of his teaching. The purpose of the article is data generalization regarding the definition of mental retardation in medical, educational and psychological aspects; the reasonableness and determination of relationships and interdependencies of mental retardation levels and speech development disorders. While studying the problems of medical, psychological and pedagogical definition of mental retardation were used theoretical research methods: analysis, classification, comparison and generalization of scientific data in the field of medicine, speech therapy, correctional psycho-pedagogy, general and special psychology and neuro-psychology on the topic studied for the purpose of determining the state of investigation of the problem and promising directions of its solution. The modern stage of development of defectological science requires efforts which are aimed at deepening of scientific-theoretical and scientific-methodological views about integrity, systematic approach and integration, individual and personal focus of correctional-psycho-pedagogical influence on cognitive, general mental as well as speech development of a mentally retarded child. Probably, the expectation of a correctional effect in the development of speech activity of mentally retarded children can be achieved under certain specially created conditions: a science-based system analysis of demonstration both verbal and psychological dysontogenesis; development of principles, methods and content of the early differential diagnosis of speech development considering the psychological mechanisms and patterns of speech activity formation during ontogenesis; development of varied classification (typology) of different demonstrations of speech development disorders in the middle of children nosology considering the structure and complexity of both intellectual and speech disorders; development of a special system of correctional logopedic effect with support on the determination of the causes and individual characteristics of speech development disorders in mentally retarded children.
11
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Роль аудіювання у формуванні іншомовної компетенції здобувачів знань фахових передвищих навчальних закладів

63%
Пестушко А.
Viae Educationis
|
2022
|
issue 1
56-64
UK
У статті розглядається проблема навчання аудіювання на заняттях з англійської мови та роль цього процесу у формуванні іншомовної компетенції здобувачів знань фахових передвищих навчальних закладів. Тема статті визначається тим, що формування комунікативної компетентності іноземної мови у здобувачів знань фахових передвищих навчальних закладів при вивченні як першої, так і другої іноземної мови, на сучасному етапі розвитку світової спільноти слід розглядати як обов’язкову складову загальної фахової підготовки. Проаналізовано різні види аудіювання та відповідні тексти. Описані засоби навчання аудіювання, наведено приклади вправ для навчання кожного виду аудіювання та способи контролю рівня розуміння прослуханих текстів. У статті подається визначення проблеми труднощів навчання аудіюванню у фахових передвищих навчальних закладах. Зазначається роль аудіювання при навчанні іноземній мові у фахових передвищих навчальних закладах. Розглядаються проблеми навчання в цілому та при навчанні аудіюванню (лексичні, фонетичні), причини їх появ. Розглядаються мовленнєві особливості самого аудіотексту для здобувачів знань фахових передвищих навчальних закладів. Подаються шляхи вирішення проблеми навчання, а також декілька прикладів вправ, які можуть буди використані при навчанні. У дослідженні проаналізовано підходи до визначення поняття «ауюдіювання», проведено огляд ключових концепцій дослідників стосовно трактувань, структури та принципів формування зазначеного виду мовленнєвої діяльності. Стаття розкриває теоретичні, практичні, організаційні аспекти навчання англійської мови як засобу міжкультурного спілкування, репрезентує методичні технології та підходи до навчання такого виду мовленнєвої діяльності як аудіювання, формування лексичної компетентності здобувачів знань фахових передвищих навчальних закладів, особливості викладання іноземної мови в закладах фахової передвищої освіти. У ході роботи відображено основні етапи наукової думки в галузі педагогіки, а також проаналізовано принципи розвитку навичок аудіювання у здобувачів знань фахових передвищих навчальних закладів. Виявлено комплекс системо-утворюючих принципів формування таких навичок у студентів. Встановлено комплексний аналіз педагогічних, психологічних знань проблеми дослідження. Аналізуються й описуються основні проблеми й складнощі у проесі формування навичок аудіювання. На основі цих теорій висвітлено основні проблеми формування іншомовної компетенції здобувачів знань фахових передвищих навчальних закладів та роль аудіювання у цьому процесі.
EN
This article considers the problem of teaching listening in English lessons and the role of this process in the formation of foreign language competence of students of professional higher educational institutions. The topic of the article is determined by the fact that the formation of communicative competence of a foreign language in those seeking knowledge of professional higher educational institutions in the study of both first and second foreign language, at the present stage of development of the world community should be considered a mandatory component of general professional training. relevant texts. The means of listening are described, examples of exercises for teaching each type of listening and ways to control the level of comprehension of the listened texts are given. The article provides a definition of the problem of difficulties in teaching listening in professional higher education institutions. The role of listening in foreign language teaching in professional higher educational institutions is noted. Problems of learning in general and in learning to listen (lexical, phonetic), the reasons for their occurrence are considered. The speech features of the audiotext for the seekers of knowledge of professional higher educational institutions are considered. There are ways to solve the problem of learning, as well as some examples of exercises that can be used in learning. The study analyzes the approaches to the definition of «listening», reviews key concepts of researchers regarding the interpretations, structure and principles of formation of this type of speech activity. The article reveals the theoretical, practical, organizational aspects of teaching English as a means of intercultural communication, represents methodological technologies and approaches to teaching such activities as listening, lexical competence of students of professional higher education, especially foreign language teaching in higher education. In the course of the work the main stages of scientific thought in the field of pedagogy are reflected, and also the principles of development of listening skills at the seekers of knowledge of professional higher educational establishments are analyzed. A set of system-forming principles of formation of such skills in students is revealed. A comprehensive analysis of pedagogical and psychological knowledge of the research problem has been established. The main problems and difficulties in the process of developing listening skills are analyzed and described. Based on these theories, the main problems of foreign language competence formation students of professional higher educational institutions and the role of listening in this process are highlighted.
12

ПІДГОТОВКА СТУДЕНТІВ ДО ВИВЧЕННЯ ПРИКМЕТНИКА ЯК ЗАСОБУ ОВОЛОДІННЯ УЧНЯМИ ПОЧАТКОВИХ КЛАСІВ НАВИЧКАМИ ОБРАЗНОГО МОВЛЕННЯ

51%
Зенченко Т.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 3(47)
336-345
EN
The competence approach to the language and speech course teaching stimulates the development not only of the secondary school pupils’ speech communication optimization, particularly in primary school pupils, but also in the system of teachers’ training in higher educational establishments. The system of methodical guidelines for future primary school teachers is worked out. The features of future teachers’ training in the process of the primary school pupils’ communicative competence forming, particularly in the studying of adjectives are determined. According to the linguists O. K. Bezpoyasko, K. H. Horodens’ka, V. M. Rusanivs’ky feature is an object quality, which is not subject to a time changes, it is inseparable from it, it is a natural entity, constantly accompanies it; the idea about adjective’s features static character and immutability is formed according to it. One aspect of the language practical teaching intensification at school is pupils’ speech skills improving in the process of studying parts of speech. In our opinion adjectives take special place in it. The linguists and lingua- didacticians believe that the imagery of language in a fiction is created by the extensive using of figurative-expressive means such as epithets. Epithets are often the adjectives that improve verbal characterization, caused the additional features and emotionally expressive nuances. Teaching the adjective certainly has great potential for enriching the primary pupils’ vocabulary, developing abilitie to determine the function of adjectives in speech, replacing them with synonyms, and using this part of speech in the sentences. Stylistically the adjectives often serve as epithets. Future teachers must describe epithets’ role as the primary function of adjectives to the pupils. It must be noted that any communication has certain degree of emotion because adjective’s importance is quite reasonable. The epithet is the most used stylistic device, it provides the author the widest range of expressing their personal perception of people and events, it helps to define the author’s communicative utterances to a certain social group. Communicative and expressive adjective’s functions are implemented in different types of texts and utterances primarily to express their attitude to the event or phenomenon. Emotional epithet is perhaps the most significant means of speaking. Attitude to reality is displayed with a predicative function of adjectives taken in the short form (texts of the scientific style, newspapers).
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