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РОЗВИТОК ЛІНГВІСТИКИ У ДРУГІЙ ПОЛОВИНІ ХХ – НА ПОЧАТКУ ХХІ СТОЛІТТЯ У ВЕЛИКІЙ БРИТАНІЇ

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Комочкова О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2017
|
issue 6(70)
12-25
EN
The article deals with the problem of linguistics development in the late XX – the early XXI century in Great Britain. While researching, the materials of scientific works by leading British scholars have been considered. The author has analyzed the activities of British linguistic organizations, in particular, the Linguistics Association of Great Britain, the Philological Society, the British Association for Applied Linguistics. Based on historical analysis, the author has identified four stages of linguistics development in the late XX – early XXI century in Great Britain: the first stage (1928–1958) – formal recognition of linguistics as an independent scientific branch, establishment of linguistics departments at universities, introduction of curricula for training future linguists); the second stage (1959–1977) –establishment of the Linguistics Association of Great Britain, which introduced the systematic organization of scientific linguistic conferences, innovative forms of interaction between conference participants (sections-meetings, workshops, teach-ins, language tutorials, themed sessions), established Journal of Linguistics, profiling of linguistic associations); the third stage (1977–2000) – the search for new forms of interaction between specialists in linguistics and authorities, legislative support of these scholars (establishment of the British National Committee for Linguistics, the Committee for Linguistics in Education, the Committee of the Joint Societies for Linguistics, the Association of Heands and Professors of linguistics); inconsistency in professional steps by the representatives of the above-mentioned organizations, which has led to elimination of most of them); the fourth stage (2000 – present time) – an active collaboration of Linguistics Association of Great Britain with the Subject Center for Languages, Linguistics and Area Studies, development of Subject Benchmark Statement for Linguistics, introduction of the UK Linguistics Olympiad, founding of the Undergraduate Linguistics Association of Britain). Prospects for further research are seen in a thorough analysis of professional training of the future specialists in linguistics, in particular the content and organizational and pedagogical basis of professional training of linguists at British universities.
2

ПРОФЕСІЙНА ПІДГОТОВКА МАГІСТРІВ ГУМАНІТАРНИХ НАУК З ЛІНГВІСТИКИ В ЕДИНБУРЗЬКОМУ УНІВЕРСИТЕТІ v

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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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