„Potem przemówił komendant Brygady naszej tow. Hiszpan w języku niemieckim i tow. kapt. tłumaczył”

And Then the Commander of Our Brigade, Comrade Spanish, talked in German and Comrade Captain Interpreted. Interpretation in the International Brigades during the Civil War in Spain 1936-1939 The aim of the present article is to describe multilingual interactions at the XIII Jarosław Dąbrowski International Brigade between volunteers of different nationalities, mainly Poles, and the Spanish population as narrated by Boruch Nysembaum, a communist from Warsaw and a participant of the Spanish Civil War. At the same time, it is the first presentation of onthe- spot memoirs written by a volunteer who did not return from this war. On the basis of his narrative, the article tries to answer the questions concerning the way volunteers, who lacked adequate foreign language skills, communicated with the Spanish population and with other volunteers, the forms of their communications, and finally, the specific characteristics of this multilingual communication.

EFFECTIVENESS OF USING EDUCATIONAL SPEECH SITUATIONS FOR SKILLS DEVELOPMENT OF FOREIGN LANGUAGE COMMUNICATION OF STUDENTS AS ONE OF THE CRITERIA OF FORMATION OF PEDAGOGICAL MASTERY OF FOREIGN LANGUAGE TEACHERS

The urgency is substantiated by the fact that according to the state standard, the purpose of teaching foreign languages within the basic course is to master the basics of foreign language communication, which requires a teacher to provide situations that would stimulate communication, in particular, real communication situations that arise in various spheres of life and relate to different topics. The purpose of the article is to determine the essence and effectiveness of the use of learning and speaking situations for the development of foreign language skills of students as one of the criteria for the formation of pedagogical skills of a foreign language teacher. Theoretical methods applied: analytical and descriptive methods of elaboration of theoretical and critical sources and resources; generalization of the received scientific data; synthesis and generalization of own long-term experience of preparation of future teachers of a foreign language. The use of learning-speaking situation in a foreign language lesson can serve different purposes of learning: to develop skills of dialogic and monologue speech, to help learn lexical and grammatical material. When developing foreign language skills, care should be taken to ensure that students are motivated. Therefore, students' learning activities are organized in such a way that they perform motivated actions with speech material to solve communicative tasks aimed at achieving the goals and intentions of communication. To do this, the teacher should create situations that would stimulate communication, in particular, situations of real communication that arise in different areas of life and relate to different topics. The core idea of the article lies in the fact, that the learning situation should evoke certain emotions in students. And this is possible only when the situation is completely clear to children and the teacher offers it interesting, enthusiastic and students have a desire to participate in communication. Learning situations, texts, and taking into account students' personal experiences can help manage the learning process. Discussion of situations built on the basis of relationships allows you to make the learning process as natural as possible, close to the conditions of real communication. The results of the study allow to make sure that the use of learning and speaking situations for the development of students' communication skills is one of the criteria for the formation of pedagogical skills of a foreign language teacher, as it requires him to show creative initiative, methodical training interest in the subject, to activate students, intelligently and subtly «conduct» the cognitive activity of students. And the most important criterion is productivity, which is the ability of students to hypothetically demonstrate well-formed foreign language communication skills in different areas and different life situations. An analytical review of information sources on the development of foreign language communication skills has been carried out, substantiates the nature and effectiveness of the use of learning and speaking situations for the development of foreign language skills of students as one of the criteria for developing pedagogical skills of a foreign language teacher has been substantiated in the article. The types of use of learning and speaking situations in a foreign language lesson have been determined. The types of exercises were substantiated, taking into account various educational and speech situations. Emphasis was placed on the advantages of using learning and speaking situations for the formation of students' foreign language communication skills. The results of the study allow to make sure that the use of learning and speaking situations for the development of students' communication skills is one of the criteria for the formation of pedagogical skills of a foreign language teacher, as it requires him to show creative initiative, methodical training interest in the subject, to activate students, intelligently and subtly «conduct» the cognitive activity of students. And the most important criterion is productivity, which is the ability of students to hypothetically demonstrate well-formed foreign language communication skills in different areas and different life situations.

Deutsch als Fremdsprache in Rumänien am Beispiel der Polytechnischen Universität Temeswar

In the phenomenon of globalization, the foreign language skills are part of both scientific field and everyday life. Though the number of learners of German decreased in the last twenty years, German seems to be again in greater demand as a foreign language all over the world. In the Romanian universities, the study of the German language continues to arouse great interest in the recent years. The following article deals with the role that German language plays in our country, and it tries to find answers regarding the Banat region/area, by using the example of the Polytechnic University of Timișoara. Another topic that the author emphasizes is the contribution of German as a foreign language - lessons in promoting the German language and culture in the Banat region.

A CEFR BASED EVALUATION OF B1+ LEVEL PREPARATORY PROGRAM AT A TURKISH STATE UNIVERSITY: THE APPLICATION OF THE FOREIGN LANGUAGE SKILLS SCALE

Despite the centrality of the Common European Framework of Reference for Languages (CEFR) in language teaching and assessment, studies investigating its learning outcomes in language program evaluations are quite scarce. This paper aims to evaluate the effectiveness of a modular English preparatory school program through the Foreign Language Skills Scale. The research sample consists of 357 preparatory school students having attained B1+ level of proficiency in the program. The results revealed that while the language program designed to be in line with the CEFR guidelines, in general, serves for the needs of the students, there are still some discrepancies between the learning outcomes of B1+ and opinions of students about their competencies, especially in listening sub-skills.

The level of preparedness of trained labor in marine and fisheries sectors towards globalization

Building the quality of the workforce in the marine and fisheries sector through formal education is a strategic step to improve the quality of human resources to support the national economy. Workers with skills and competency are capital in increasing economic growth. This study aims to examine the readiness of trained workforces in the marine and fisheries sector in the globalization era, especially in Industry Era 4.0. This study employs qualitative analysis with a case study approach and is represented descriptively. The results show that almost all graduates of marine and fisheries vocational schools were employed. However, some findings are discovered: 1) lack of practice facilities in vocational schools; 2) lack of ability of graduates of foreign language vocational schools; 3) the internship program for prospective trained workers, especially in foreign industries, has not been facilitated by the government. Some recommendations should be considered: 1) allocate a higher budget to add or improve facilities and infrastructure, 2) increase hours of study on foreign language skills or invite professional native teachers to improve foreign language skills, and 3) promote cooperation with foreign industry to manage internship programs abroad before entering the industry.

METHODOLOGICAL ASPECTS OF ONLINE FORMS OF TEACHING

Aim. The paper presents results of a questionnaire survey which aim was to find out English learners´ preferences of different platforms and applications to be used for home schooling. Concept. Key attention of the authors is paid to the issue of the transition of face-to-face forms of education to online platforms, caused by school closures due to the coronavirus pandemic in 2020. At first, they deal with the use of digital technologies in teaching in general. They analyse how digital didactic means were used prior to the pandemic situation and they present research results related to differences among the ways of the use of these means within different subjects teaching (natural science subjects, technically oriented subjects, languages, social science subjects, artwork subjects). Consequently, the authors deal with the methodological aspects of the use of online forms in foreign language teaching. Methodology. To find answer to such questions as which educational form, school education or home schooling, is more preferred by English learners, what are the strengths and weaknesses of home schooling, which foreign language skills are being practiced via online Zoom lessons, which foreign language skills are being practiced via worksheets, or which mobile applications are used to enlarge students` vocabulary range, a questionnaire survey was carried out. Respondents of the survey were English learners, secondary vocational school students,,aged from 16 to 20 year-olds. Results and conclusions. Based on the analysis of the data recorded from the learners` responses to the particular questionnaire items as the most significant three weaknesses of the home schooling were identified technical problems, more homework and lack of social contacts, while as the main strengths were found out home comfort, sufficient sleeping time and less dense timetable.

Grammatical Interference in English Communication Used by Nurul Jadid Students

Interference is one of the factors that can undermine a language system. Generally, interference often occurs in the language learning process. The interference is caused by a tendency to accustom the pronunciation of one language to another. Its scope includes changes in sound form, grammar, sentence structure, and vocabulary. Nurul Jadid Islamic boarding school is one of the boarding schools that develops foreign language skills as an attempt to prepare young people to be able to compete in the global world. In fact, the language learners (santri) still often mix the structure of their first language into foreign languages to communicate. Therefore, this study aims to identify the grammatical interference in the foreign language communication of Nurul Jadid students, and what factors behind them. The research method used is descriptive qualitative. The results show that the form of interference in Nurul Jadid students’ communication is in the form of morphological and syntactical structures. Besides, these interferences are caused by several factors; they are learners’ bilingualism, language loyalty, synonymy necessity, and the learner’s habit in using their first language. This research is expected to provide information to language teachers so that they can find learning innovations that can improve the quality of foreign language skills of Nurul Jadid's students.

Comparison of Interests and Special Abilities of Left- and Right-handers

Cerebral lateralization is associated with differences in brain organization and handedness is seen as its main marker. In order to verify the hypothesis that differences in brain organization tend to be associated with different patterns of interests and abilities, 379 normal left-handed subjects (221 women, aged 18 – 72 years) and 366 normal right-handed subjects (256 women, aged 18 – 72 years) were interviewed about their interests and special abilities. The following interests and special abilities were studied: singing, playing an instrument, dancing, painting, acting, foreign language skills, sports skills, and writing poetry.The results in the left-handers group showed that there is a significantly higher percentage of subjects with a pronounced interest in playing an instrument. In the group of right-handers, the study demonstrated a significantly higher percentage of subjects specifically interested in learning foreign languages. With respect to the abilities, a significantly higher incidence of participants with vocal, instrumental, sports, and foreign language skills was found in the left-handers’ group. Differences in functional cerebral organization between left- and right-handers were suggested as possible explanation for the relationship of handedness with special abilities.

THEORETICAL ASPECTS OF THE FORMATION OF ACCOUNTANT’S PROFESSIONAL COMPETENCE IN WORKING ENVIRONMENT

The last few years have seen significant changes in the world economy and by extension in accounting. Modern accountants have an important role in global entrepreneurship. As a result, the majority of employers prefer candidates with advanced accounting or auditing experience, knowledge of IT, including accounting and internal audit software, and good foreign language skills. The article contains an analysis of the content and components of the professional competence of accountants working in Latvia. The theoretical review is based on the information gathered and analysed from open sources and scientific databases.

INTEGRATING ONLINE TEACHING ENGLISH AS A FOREIGN LANGUAGE

Online education/e-learning has been increasingly adopted globally as it has served as the only tool accessible for teachers and students to maintain undisrupted learning during the coronavirus outbreak. The relevance of the article is determined by the need to define effective ways to implement online education in foreign language classes to produce a positive effect on the learning outcome. The purpose of the article is to present ways of providing English-as-a-foreign-language learners with an online course designed in the learning management system Moodle and aimed at enhancing students' foreign language skills. The work uses a logical method (theoretical), the study of the experience of educational organizations and personal pedagogical experience at Pskov Branch of the Academy of Federal Penal Service of Russia (empirical). The study described the diversity of Moodle structure particular tasks, its assessment procedure and present military students’ feedback about the impact of the course on their foreign language acquisition, developing learners' autonomy and soft skills. It explored what problems English-as-a-foreign-language learners had with their English language learning and what support they needed to gain the maximum benefits from the online learning environment. The outcome of the online education was a substantial increase in the learners' autonomy and an integrative development of foreign language skills and soft skills.