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ПРОФЕСІЙНА ПІДГОТОВКА МАГІСТРІВ ГУМАНІТАРНИХ НАУК З ЛІНГВІСТИКИ В ЕДИНБУРЗЬКОМУ УНІВЕРСИТЕТІ v

100%
Комочкова О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2016
|
issue 5(59)
18-
EN
The article deals with professional training of Masters of Arts in Linguistics at the University of Edinburgh. The aim of the study consists in revealing peculiarities of Linguistics curriculum at the University of Edinburgh. Such methods as analysis, synthesis, systematization and generalization have been used. The author has characterized structural-organizational and content components of MA (Hons) Linguistics (full-time) at the University of Edinburgh. It has been found out that Scottish degrees differ from those elsewhere in UK. The author has outlined the following advantages of Scottish degrees: flexibility in courses choice, stipulating for students’ academic maturity; their academic mobility development; accumulation of core professional experience. It has been stated that during Year 1 students are introduced to foundations of linguistic theory, study regional and social variation of world languages, in particular English, as well as communication methods. During Year 2 students develop their knowledge of linguistic theory, research methodology, structure of oral and written English and other languages, the evolution of language and patterns of linguistic changes. Year 3 and 4 are based primarily on specialized courses (Linguistics Core: structure and Linguistics Core: others). In Year 3 students taking a Modern Language and Linguistics or English Language go abroad as an obligatory part of their degree programme. In Year 4 students have to write a dissertation (7000–10000 words) in language sciences. The author has also characterized strategies of teaching and learning applied during educational process at the University of Edinburgh. Most of courses are taught through lectures, tutorials, practicals or small-group project work. The University is keen to develop innovative approaches to teaching and learning, e.g. e-learning techniques, peer-assisted learning, clicker technology etc. Educational process of MA (Hons) Linguistics is based predominantly on independent student work (75 %). Based on the study results the author has systematized British experience of Masters of Arts’ in Linguistics professional training and has emphasized the expediency of its positive aspects implementation into professional training of linguists at the national universities. Prospects for further researches are seen in the analysis of Linguistics curricula at leading European universities.
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