scholarly journals IMPROVEMENT OF ACADEMIC SPEECH OF APPLICANTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

2021 ◽  
Vol 77 (4) ◽  
pp. 179-184
Author(s):  
Yuliia Korotkova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Scientific Language ◽  
Scientific Texts ◽  
Scientific Text ◽  
Scientific Discussion ◽  
Project Method ◽  
Doctor Of Philosophy ◽  
Scientific Report

The article is devoted to the elucidation of ways to improve the academic speech of applicants for the degree of "Doctor of Philosophy". The concept of "academic speech" is understood as the activity of the researcher to create specialized professional scientific texts and present orally or in writing the results of research at scientific events of various levels. It is noted that the improvement of academic speech in the conditions of postgraduate / adjunct studies can be significantly contributed by the discipline "Fundamentals of Academic Speech", which aims to deepen knowledge of modern Ukrainian literary language, to develop a sense of scientific language, the language taste, to master the scientific style of speech and writing, language means of the scientific text, to develop the steady abilities and skills of the correct and communicatively justified use of language means in academic speech, to form the speech behavior in oral scientific discussion. The most common mistakes that occur in scientific texts are identified. They include: lexical (tracings from the Russian language, tautology, pleonasms, incorrect use of paronyms), grammatical (incorrect formation of singular forms of nouns, adjectives, numerals, pronouns, incorrect use of prepositions, incorrect formation of participles, incorrect use of pronouns), syntactic (oversaturation of the scientific text with the verb forms on "-ся", non-normative use of prepositions as a part of syntactic constructions); stylistic, punctuation, spelling mistakes. A number of exercises, methods and forms of organization of the educational process which can contribute to the improvement of academic speech of future scientists are proposed. They include exercises on editing and translating scientific texts, role-playing and business games, discussions, debates, brainstorming, project method, preparation of own scientific texts, speeches with an oral scientific report in compliance with the requirements for public speaking.

scholarly journals Application Of Game Methods As A Basis For Forming Positive Motivation Of Students Of Non-Philological Higher Educational Institutions

2021 ◽  
Vol 03 (04) ◽  
pp. 438-443
Author(s):  
Mashkhura Aminovna Khafizova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Practical Significance ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Role Playing Games ◽  
Higher Educational ◽  
Effective Use ◽  
The Russian Language

The purpose of this article is to study and research the methods and forms of using the motivational capabilities of pedagogical games in the process of mastering a foreign speech, in particular the Russian language in non-philological higher educational institutions. The methodology of the article is based on the effective use of various modern pedagogical approaches, accompanied by gaming technologies in the study of Russian as a foreign language. The practical significance of the article lies in the possibility of further application of situational role-playing games, both in psychological and pedagogical activities and in the educational process.

scholarly journals Learning the Russian Language in the Game: Traditional and New Approaches

2019 ◽  
Vol 8 (7) ◽  
pp. 50
Author(s):  
Julia Vladimirovna Kapralova ◽  
Lada Alekseevna Moskaleva ◽  
Iana Arthurovna Byiyk
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
University Education ◽  
Modern Culture ◽  
Role Playing Games ◽  
Structural Peculiarities ◽  
Teachers And Students ◽  
Game Forms ◽  
The Russian Language

The article deals with the traditional game approaches that have well recommended themselves at the lessons of the Russian language, and their potential and ways of modifying into a single game space of the lesson is being discussed. Basing on personal experience, the authors of the article present the possibilities of organizing a Russian language lesson in the form of a quest. Many experts rightly paid attention to the effectiveness of using games in the learning process. Despite the attractiveness for teachers and students, until recently, game approaches as a form of education have remained on the periphery of the educational process, being just a supplement to the main methods. Only role-playing games can be called an exception, with their being included both in the educational process of school and university education, and in professional-oriented training of specialists. However, under the influence of processes in modern culture and the active development of gaming technology, the "gamification" of education acquires the character of a mass phenomenon both at school and in higher educational institutions, and ignoring these processes is not only impossible but impractical. In this regard, the article provides a scientific and methodological understanding of this form of education and identifies the structural peculiarities of the quest unlike the other game forms. The article is addressed to teachers of Russian as a foreign language and can be used as a kind of model for conducting quests in classes both in various courses on grammar, reading, writing, listening, linguistic and cultural studies, and in students' independent educational activities.

scholarly journals Levels and criteria for understanding of the scientific text in the pre-university period

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Olga Kharitonova ◽  
Olga Fisenko ◽  
Marina Masyuk
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Scientific Language ◽  
Scientific Texts ◽  
Scientific Text ◽  
Text Understanding ◽  
Proficiency Level ◽  
Multi Level ◽  
Discourse Functions

The article covers the issues concerning the levels and criteria of preparatory department students' understanding of the scientific text. Teaching scientific language presupposes work with scientific texts at a language proficiency level of A1. When teaching how to work with the scientific text, one should consider its pragmatic, contents and cognitive discourse functions. Understanding is a multi-level psychological category, which determines foreign students' way of reading the scientific text. Each of the levels forms certain skills of text understanding. The article proves that comprehension of the depths of meaning is one of the criteria of scientific text understanding.

scholarly journals Interdyscyplinarność w przekładzie tekstu naukowego. Francuski i włoski język akademicki w tłumaczeniu na język polski

2020 ◽  
Vol 2 (XXII) ◽  
pp. 173-186
Author(s):  
Ewelina Berek ◽  
Lucyna Maria Marcol Cacoń
Keyword(s):  
The Other ◽  
Scientific Language ◽  
Source Text ◽  
Specific Nature ◽  
Scientific Texts ◽  
Scientific Text ◽  
Translation Strategy ◽  
Interdisciplinary Nature ◽  
Interdisciplinary Knowledge ◽  
The One

The aim of this article is to demonstrate the differences appearing in French and Italian scientific texts and their translations into Polish. The specificity of the scientific text causes enormous difficulties faced by novice translators. On the one hand, one must faithfully reflect the merits of work, and, on the other hand, take care of the appropriate style of the target text. As Stanisław Gajda [1982] states, each discipline produces a completely separate language termed “scientific sublanguage”, and the basic difficulty in the case of translation by people not familiar with the scientific language seems to be the recreation of the specific nature of the scientific language of the source text in the target text. The multidimensionality and interdisciplinary nature of scientific translation should also be considered because only on the basis of interdisciplinary knowledge can the translator choose the appropriate translation strategy.

scholarly journals PROBLEM OF LANGUAGE REDUNDANCY ON THE EXAMPLE OF A SCIENTIFIC TEXT

2019 ◽  
Vol 10 (1) ◽  
pp. 129-140
Author(s):  
Natalia V Alontseva ◽  
Yury A Ermoshin
Keyword(s):  
Literary Criticism ◽  
Russian Language ◽  
Scientific Texts ◽  
Actual Problem ◽  
Scientific Text ◽  
Continuous Sampling ◽  
Russian Speakers ◽  
History Of ◽  
The Subject ◽  
The Russian Language

Language redundancy is an actual problem for native Russian speakers. In this article, the authors consider the issue of linguistic redundancy in written communication, and describe some of its aspects using examples derived from various scientific and popular-scientific articles in the field of humanities (psychology, linguistics, literary criticism) selected from public Internet sources. The article describes the history of the scientific study of the problem of linguistic redundancy in texts of various styles, presents a typology of examples of linguistic redundancy primarily at the level of a combination of lexical units and at the level of text construction. The research also gives arguments on the reasons for linguistic redundancy emergence and possible steps to overcome it. The object of the study is a popular-scientific and scientific text, the subject of the study are stylistic errors and elements of language redundancy. The material of the analysis is represented in the texts obtained by the method of continuous sampling from collections of scientific articles in the Russian language, posted on the Internet. In each specific example, the authors propose their own way of expressing content without unnecessary lexical units, omitting or replacing them with synonyms and synonymous expressions. The stylistic error causing the problem of linguistic redundancy is a violation of the formal connection of sentences in the text, in which the reference words or link words are repeated. The article provides their typology and examples of errors of this type. The scientific novelty of the research is primarily related to the lack of research on linguistic redundancy on the material of scientific texts In Russian. The authors of the article see the practical value and possible implementation of the results in the drawing attention of the authors of scientific texts to their works in terms of their compliance with the norm in this aspect.

STRUCTURAL AND FUNCTIONAL PECULIARITIES OF INTRODUCTORY CONSTRUCTIONS IN UKRAINIAN SCIENTIFIC DISCOURSE

2019 ◽  
pp. 68-74
Author(s):  
O. Novikova
Keyword(s):  
Scientific Discourse ◽  
Sentence Structure ◽  
Scientific Texts ◽  
Scientific Text ◽  
Wide Applicability ◽  
Scientific Discussion ◽  
Modern Development ◽  
Actual Material ◽  
Individual Style ◽  
Linguistic Means

Scientific style is one of the functional styles, which is now actively and dynamically developing. It aims to reflect the phenomena of linguistic reality and the processes of the society modern development. The mandatory features of the scientific texts syntax can be completed to the abstractivness and generalization, which are manifested as the exception of a personal subject of action (deagency) from the sentence structure and the wide applicability of nominalizing structures (the nominal nature of a statement). One of the ways to implement the deagency and nominal nature of a statement of scientific thought is the use of introductory constructions. Activation of introductory units in modern Ukrainian scientific speech is an innovative phenomenon. They have different extralinguistic nature and perform tasks that implement various communication patterns. The use of introductory constructions in a scientific text is necessary not only for the expressiveness of the message, but also for semantic integrity, which is ensured by combining all parts of the text around one topic. They help to realize such categories of the text as coherence, modality, consistency, and articulation. The specificity of the choice of introductory units depends on author's individual style, his thoughts about a particular problem, and predetermines the choice of linguistic means for conducting scientific discussion or argumentation. The article traces new trends in the communicative and pragmatic organization of modern Ukrainian scientific discourse due to the use of various types of introductory constructions. Their main functions and stylistic manifestations within the most important semantic groups are identified; the ways of structural and grammatical, and functional and stylistic diversity of introductory words, word combinations and sentences are established. Analyzing the actual material regarding the use of introductory words, phrases and sentences in modern Ukrainian scientific discourse, we state that they acquire a wider use and stylistic weight, serve as a means of implementing several communicative and pragmatic functions: text and connectedness, accent and affirmative, accent and hypothetical, and appraisal functions. There is a noticeable tendency towards the predominant use of the Ukrainian proper introductory words, phrases and sentences, which are increasingly confidently squeezing out of use common early introductory units, which testifies to the Ukrainization of scientific speech.

scholarly journals “LIVE” AND “DEAD” PARAPHRASING: A RESEARCH BASED ON THE SERVICES PROVIDED BY MODERN ONLINE PROGRAMMES

2021 ◽  
pp. 161-174
Author(s):  
IVAN S. SAMOKHIN ◽  
◽  
NATALYA M. NEPOMNYASHCHIKH ◽  
Keyword(s):  
Syntactic Structure ◽  
Russian Language ◽  
Online Services ◽  
Scientific Texts ◽  
Scientific Text ◽  
Main Method ◽  
Russian Scientific ◽  
Literary Pedagogy ◽  
Russian Universities

The article explores the essence and basic techniques of paraphrasing (rewriting) of a Russian-language scientific text. The motivation for the study were modern requirements for the publication activity of teaching and research staff of Russian universities. The attempts of assessing the level of services provided by “synonymizers” - online paraphrasing tools - for Russian scientific text samples have not been discussed in linguistic literature. The synonymizers available on the Internet were given a task to process the introductory paragraph from the article “Literary Pedagogy: Formation and Prospects” by E. M. Shastina and colleagues. It was found that the main method of paraphrasing that modern online services apply is the use of synonyms, along with such methods as selecting hyponyms and hypernyms, descriptive rewriting, changing the syntactic structure and adding lexical units that do not affect the content of the utterance. We conclude that at the present, synonymizers cannot compete with people - the quality of paraphrasing performed by all tested online services turned out unsatisfactory compared to the human-made version that involves the same techniques but with a completely different result. Besides, the article presents “The list of popular words and phrases used in scientific texts (with identical and similar vocabulary)” developed by the authors.

http://sjeducation.academysps.edu.ua/an/anishchenko-v-o-2-7-eng/

2021 ◽  
Vol 2021 (2) ◽  
pp. 15-24
Author(s):  
O.P. Bykonia ◽  
◽  
T.Z. Ihnatovych ◽  
Keyword(s):  
Educational Process ◽  
Law Students ◽  
Scientific Texts ◽  
Scientific Text ◽  
English Reading ◽  
Linguistic Research ◽  
New Vision ◽  
English Competence ◽  
Definition Of ◽  
Learning English

In the article the authors substantiate the peculiarities of how to teach reading popular-scientific texts to law students during the distance learning English. The aim of the article is to give the definition of an English popular- scientific text and it’s structure in the linguistic paradigm and to show the peculiarities of how to teach reading this kind of texts to future lawyers. Methodology. Theoretical statements include the analysis of the existing methods and approaches to teaching reading English popular-scientific texts to law students. General principles of higher school didactics and methods of teaching foreign languages, general scientific, comparative, descriptive, logical and semantic approaches to defining the peculiarities of English popular-scientific texts in linguistic theory are the theoretical and methodological basis of this article. Results. The definition of an English popular-scientific text is given on the basis of the linguistic research, the features of such texts are specified on the basis of the analysis of linguists` research, popular-scientific sites and printed editions. The requirements as to the level of mastering English competence in reading English popular-scientific texts are made according to the stages of learning English by future lawyers at the Academy of the State Penitentiary Service starting from the first to the fourth year of studies. In the article the authors use the critical analysis of the national and foreign linguistic and methodical literature sources on the research topic as well as of the educational documents and programmes. Practical implications of the results achieved lies in giving an English popular[1]scientific text in the context of future lawyers learning English at the different stages of the educational process. The authors define the types of reading and corresponding skills which are to be formed at each year of studies while learning how to read English popular-scientific texts. Some specific requirements as to the level of mastering English reading competence are to be taken into account while organizing educational activities that should help to get the degree of Masters of Law. The materials for the research are popular-scientific sources, first at all, scientific blogs, popular-scientific events and editions. Value (originality). The value of the study is characterized by the presentation of a new vision of forming future lawyers English competence while reading popular-scientific texts. The authors also give the definition of an English popular-scientific text and its structure on the basis of the linguistic research. Key words: an English popular-scientific text, future lawyers, English, reading.

Prospects for the use of modern technologies to increase student involvement

2020 ◽  
Vol 1 (1) ◽  
pp. 28-33
Author(s):  
Iu. V. Amelina ◽  
R. V. Amelin
Keyword(s):  
Social Networks ◽  
Information Technologies ◽  
Role Playing ◽  
Educational Process ◽  
State University ◽  
Role Playing Games ◽  
It Education ◽  
Interaction Plot ◽  
Role Playing Game ◽  
Live Action

The article discusses the prospects of role-playing games in the educational process to increase students’ motivation and involvement, as well as the possibility of modern information technologies (primarily social networks) for constructing innovative forms of such games. The author’s format of the live-action role-playing game is presented. It was developed and tested at the Saratov State University. It involves the integration of numerous educational tasks into a single plot, within which each participant plays a role and communicates with other participants to complete tasks. The main interaction, plot development and group activities occur in dialogs, conversations and groups of social networks. This approach has shown its viability in teaching legal disciplines, and also has prospects for use in IT education.

ДІАЛОГІЧНА ВЗАЄМОДІЯ УЧАСНИКІВ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА ПОПЕРЕДЖЕННЯ НАСИЛЛЯ У ШКОЛІ

1970 ◽  
Vol 8 (1) ◽  
pp. 165-172
Author(s):  
Оксана Воронкевич
Keyword(s):  
School Violence ◽  
Prevention Program ◽  
Role Playing ◽  
Educational Process ◽  
Self Determination ◽  
Psychological State ◽  
Necessary Condition ◽  
Training Methods ◽  
Role Playing Games ◽  
Time Information

У   статті   актуалізовано   проблему   поширеності   шкільного   насильства   у   середовищі   учнів  початкових класів. Особлива увага звертається на необхідність діалогічної взаємодії учасників освітнього  процесу як необхідної умови попередження насилля у школі.  Опираючись на результати власного дослідницького пошуку, автор пропонує варіант програми  психологічної профілактики шкільного насильства вчителів стосовно учнів. Дана програма спрямована на  формування  у  педагогів  навичок  глибинного  самопізнання  й  пізнання  дітей,  апробування  нових  форм  поведінки та базується на ідеї діалогізації педагогічної взаємодії, оскільки важливо налагодити суб’єкт- суб’єктну взаємодію учня та вчителя й не використовувати монологічну модель спілкування. Наголошено,  що педагоги повинні стимулювати будь-які прояви суб’єктної активності дітей, що сприяють виробленню  у них адекватної оцінки себе та свого оточення, розвитку здатності до самовизначення. Відзначено, що  для   діалогічного   освітнього   середовища   характерними   є   такі   властивості,   як   різноманітність,  динамічність, напруженість, достатність, кожна з яких сприяє високій ефективності освітньої взаємодії,  здійснює істотний вплив на розвиток особистості. Під час занять використано різні тренінгові методи:  рольові ігри, міні-лекції, мозковий штурм, обговорення в загальному колі тощо. Разом із тим поширено  інформацію з актуальних для педагогів питань спілкування з дитиною без агресії, злості та конфлікту.  Представлено  результати  успішної  апробації  програми  психологічної  профілактики  шкільного  насильства  з  боку  вчителів,  що проявилися в розумінні важливості толерантного ставлення до учнів,  набутті практичних умінь відчувати психологічний стан іншої людини та адекватно реагувати на нього,  виявляти доброзичливість, прихильність до школярів та надавати їм необхідну допомогу.  The article actualizes the problem of the prevalence of school violence among elementary school pupils.  Special attention is drawn to the need for dialogical interaction of participants in the educational process as a  necessary condition for preventing violence in school.  Relying on the results of his own research, the author suggests a variant of school violence psychological  prevention program of teachers in relation to pupils. This program is aimed at educating the students the skills of  deep self-cognition and cognition of children, testing new forms of behavior and is based on the idea of pedagogical  interaction dialogization, since it is important to establish subject-subject interaction between the pupil and the  teacher and not use the monologue model of communication. It is highlighted that teachers should stimulate any  manifestation of children's subject activity, which helps to develop an adequate assessment of themselves and their  environment, development of self-determination ability. It is noted that a dialogical educational environment is  characterized by such attributes as diversity, dynamism, intensity, sufficiency, each of them contributes to the high  effectiveness of educational interaction, have a significant impact on the development of personality. During the  classes various training methods were used: role-playing games, mini-lectures, brainstorming, discussions in the  general circle, etc. At the same time, information on relevant for teachers issues about communicating with a child  without aggression, anger and conflict is propagated.  Was presented results of successful approbation of the school violence psychological prevention program  from teacher’s part, manifested in the understanding importance of the tolerant attitude towards pupils, acquiring  practical skills of feeling the another’s person psychological state and react adequately to it, showing benevolence,  adherence to schoolchildren and providing them the necessary assistance. 

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