АЛГОРИТМ РЕФЕРУВАННЯ ПУБЛІЦИСТИЧНОГО ТЕКСТУ

The paper discusses the issues of training foreign students of humanities in reading and listening to journalistic texts in Russian. The aim of the study is to identify ways to update the materials of available textbooks on Russian as a foreign language, taking into account various factors. These include methodological factors (purpose and content of training; level of proficiency in Russian; requirements of normative documents; organizational forms of training; students’ training program; national composition of the study group), linguistic factors (genre, style, content value of the text; characteristics of text materials from the standpoint of textuality categories and communicative categories), extralinguistic factors (socio-political situation in the world; ideological attitudes). Special attention is paid to the description of the bank of standard texts of the main thematic groups. The work proposes tasks to control the level of formation of language and speech competencies within the framework of the academic discipline “Russian language in professional international activity” (level B2) at different stages of training. The scientific novelty of the study lies in developing criteria for the selection of journalistic texts for Russian language classes for foreigners studying in various educational programs (basic or additional). As a result of the research, the features of the use of media texts in the process of teaching students of a faculty of international relations are highlighted in comparison with the ways of presenting these texts within the framework of the course for students of international academic exchange programs.

The present approach targets the facilitation of translation and the correct transfer of opinions, style and overall spirit of written and spoken online journalistic texts. Here, we present the integration of an annotation strategy for written and spoken journalistic texts, detecting elements with explicit and implicit connotative features. The proposed annotation strategy is morphologically based, functioning as a checklist and targeting to address re-occurring problems encountered mainly by “semi-professional” translators, namely journalists, economists and other professionals working with multilingual written and transcribed journalistic texts available from the media and the Internet. Most of these professionals, usually having an above-average fluency of one or more foreign languages, often lack the necessary exposure to the culture(s) related to the concerned foreign language(s), especially due to distance or frequent changes of location. Thus, essential information is presented either in a subtle form or in an indirect way, constituting emotionally and socio-culturally “marked” elements, often going undetected. The present user-oriented design is aimed to be integrated into an annotation tool targeting the indication of the largest possible percentage of the points in the texts signalizing “marked” information, alerting the user-translator to evaluate these expressions and, in the case of transcribed spoken journalistic texts, to allow a comparison of “marked” elements with prosodic and paralinguistic features in the respective multimedia files.

Abstract. The syllabus of the academic discipline “Methodology for the formation of educational activitiesof foreign language in the General Secondary Education Institutions (GSEI)” was developed for studentsof the educational and professional program “French language and literature and a second foreign language”of specialty 014 Secondary education of the first (bachelor's) level of education. The purpose of the disciplineis to form students' necessary competencies to attract positive upbringing and communication techniquesto the educational process in order to implement the provisions of the New Ukrainian School Concept on the endto-end upbringing process based on values. Based on the discoveries in the field of neuroscience about the influence of empathy on the formation of the brain, mastering the methods of Humane Pedagogy, students study moderntechniques of educational work in a foreign language to create a positive atmosphere in the classroom, preventbullying, behavior disorders, study compensatory techniques for teaching children with cognitive dysfunctions,social and household maladjustment.

The article analyzes genre-style processes in modern journalistic texts in the conditions of digitalization. The causes and consequences of changes in the terminological paradigm of traditionally established and new concepts within the journalistic style as one of the functional varieties of the modern Ukrainian literary language are clarified. Based on the developments of Ukrainian and Pan-Slavic linguostylistics, the systematicity of the term journalistic style and the incorrectness of the concept of media style are substantiated, the terminological conditionality of the concepts of media discourseology, media text is determined. The communicative and pragmatic features of new multimedia genres in the context of interstyle interaction are determined. The mechanisms of the media in the present conditions are determined not only by the communicative-pragmatic intentions of the authors of the projects, the social demands of the time, but also by the technical capabilities of the digital environment. Integrating into them, the journalistic text retains its differential features against the background of other functional varieties of the literary language. This is the main reason for the linguistic expediency of using the traditional term of linguostylistics journalistic style, which has long been assimilated by the Ukrainian terminological system and in many Western European languages functions as internationalism. The concept of media style is incorrect, since modern media disseminate texts of all styles of the literary language. The introduction into scientific circulation of the concepts of media space, media discourse, media text indicates a change not in the nature of the journalistic text, but indicates its new communicative capabilities in the conditions of digitalization. New multimedia genres are also a product of modern technological means, which on the one hand make their hypertextuality and dialogicity possible, and on the other hand make the journalistic text particularly open to interaction with other stylistic varieties of literary language, in the conditions of democratization they adapt its vocabulary to the moods of society and the era, enhance expressiveness, provoking the phenomenon of stylistic polymorphism. The linguistic means of influencing the journalistic style on the mass consciousness are not new, but only deepened by the communicative intentions of the authors of the projects and reflect the change in the value orientations of the global world.

In recent years, foreign language testing has gained in significance with the advent of The Common European Framework of Reference for Languages (2001) (CEFR), a European language document which set comparable standards for learning, teaching and assessing foreign languages. The CEFR was used to set the research aim of this paper - testing grammar at level B2. The main aim of the research was to determine grammatical competence at level B2 and additional aims included: (a) determining which particular areas of grammar need to be learned by students at level B2, (b) formulating grammatical descriptors for each individual area of grammar, (c) determining the test?s threshold level which would fulfil the criteria for grammatical competence at level B2, and (d) determining the extent to which students have mastered the given areas. The pre-testing was followed by the main testing on the sample of 164 students in two secondary schools. The results indicated that the quantity and quality of grammatical competence was lower than expected: 47% of the population failed to fulfil the basic level of grammatical competence. The causes may be attributed to the factors of a subjective and objective nature. Level B2 is demanding qualitatively as well as quantitatively, regarding both the formal and the functional complexity and scope of language use, which requires intensive language production, high levels of motivation and sound working habits in order to master the given grammatical structures.

The authors studied whether Latin or French as a foreign curricular language is a better preparation for learning Spanish. Fifty native German speakers who took a university Spanish course concluded their course with a translation test. English was the 1st foreign language for all students, whereas half of them had learned French and the other half had learned Latin as their 2nd foreign language at school. Participants who had learned French at school made markedly fewer grammar errors and slightly fewer vocabulary errors in the Spanish test than participants who had learned Latin. Knowledge of Latin is probably not an optimal preparation for modern language learning. For many centuries, Latin was the language of the church and the sciences in the Western European world. Its value as a foreign language in higher education was therefore rarely questioned. Although Latin had lost its significance as a means of international communication as early as the 17th century, it enjoyed its heyday in Western curricula in the 19th century (Pfeiffer, 1976). In the wake of industrialization, however, there was increasing pressure for the curricula to make room for mathematics, sciences, and modern languages. Nevertheless, Latin persists as a curricular option in secondary schools in many European countries, particularly those with a tracked secondary system, such as Germany. At the Gymnasium, which is the highest track of the German secondary school system, Latin has the status of a core subject on equal basis with mathematics, English, and German. Depending on their elementary school achievement, approximately 35% of students enter the Gymnasium after Grade 4 and graduate after Grade 13. A final examination at Gymnasium level (Abitur) is required for university admission. For the Abitur, a minimum exposure of 4 years to at least two foreign languages is required. The vast majority of German students start with English as their first foreign language and, depending on what their parents decide, study either French or Latin as their second foreign language from Grade 7 on. Depending on which subjects students select in the last 3 years of the Gymnasium, they study the second language until Grades 10, 11, or 13. Overall, about two thirds of the students choose French, and one third choose Latin as their second foreign language. Advocates of Latin as a school subject make three arguments (Wolff, 1975). First, Latin provides insights into the roots of Western culture. Second, broad transfer effects are assumed, because learning Latin is thought to support the development of intelligent learning and reasoning strategies. It is assumed that studying Latin will improve achievement in formal domains such as mathematics and the sciences. Third, transfer effects to language competencies are expected. Translating Latin sentences into the mother tongue requires grammar knowledge that can be helpful for language-based activities in the mother tongue as well as for foreign language acquisition. Moreover, because Latin is the origin of the Romance languages and has impacted other European languages, Latin might provide advantages for modern language learning.

The ongoing debate on code switching (CS) in multilingual societies and Foreign Language (FL) classes is still relevant and worth considering. This linguistic phenomenon simply refers to altering from one language to another during speech and writing (Richards and Schmidt 2013). While some authorities propose that interactions between learners and instructors in the FL class be carried out only in the target language, other opinions favour a careful blend of both target and source languages. Ghana, a multilingual country in West Africa, adopted English as its official language during the colonial era. French was later introduced to promote regional integration among Ghana and her neighbours, especially since Ghana is greatly surrounded by francophone countries within the subregion (Gandolfi et al. 2021). French has since then been the second most widely taught FL in the country, with a presence in almost all stages of the Ghanaian academic trajectory. This multilingual position of Ghana makes it common to find elements of CS present in FL classrooms, where both instructors and learners occasionally resort to English for instructional conversations (Chachu 2016). This study focuses on university students’ perceptions of CS between English as the source language and French as a foreign language (FFL) during the instruction of the latter. Some frameworks for teaching and learning FFL in Ghana prefer that the language of instruction and interaction be limited to the target language only (Soku and Azanku 2015). The Common European Framework of References for Languages (CEFR) however, suggests the possible use of CS for purposes of instruction when there are favourable conditions (Council of Europe 2001). To identify the roles of CS and investigate FL students’ opinions on this, our data was gathered from classroom observations and questionnaires that had both Likert scale and open-ended questions. This was at the end of their first semester of studying university-level FFL. It was observed that CS plays a significant role in the understanding of linguistic concepts and greatly improves students’ engagement and participation in the FL class. Of the 36 respondents, 34 felt their academic needs were met when the language of instruction and interaction alternated between French and English. Twenty-nine students reported losing focus easily in the FFL class in instances where the medium of interaction was limited to French alone, while 26 reported feeling nervous whenever they were asked to only communicate in French. For metalinguistic aspects of the language, 33 students, constituting 91.7% were of the view that a careful blend of English and French could go a long way to aid their understanding and foster the learning of grammatical concepts. Generally, students attested to better retention of vocabulary in the target language when there was a good blend of both languages. It is recommended therefore that language instructors resort periodically to CS to ensure understanding and engagement from students. CS also helps learners have the opportunity to intervene with their limited linguistic structures when they are faced with linguistic challenges in the FL classroom. Click here to read the corresponding ISSOTL blog post.

The purpose of this work is to study how teachers and students react to the urgent large-scale transition to online education. The research was done via surveys conducted at the Center for Additional Educational Programs in the field of Russian as a Foreign Language at St. Petersburg State University. March 2020 transition to distance learning kept intact the lesson schedule, the duration of lessons, and the compliance with the approved programs. This case study was conducted as follows: (1) a questionnaire for teachers was distributed via e-mail; (2) teachers’ responses were collected and processed; (3) a questionnaire for students was created in Google Forms; (4) students’ responses were collected and processed; (5) the research results were described and analyzed; (6) teachers’ and students’ responses were compared. The study involved 45 teachers and 100 foreign students, mostly from China. The majority of teachers taught at Level A2 (48%); the majority of students studied at Level B1 (36%). The study shows that modern teachers (77.8%) have a high degree of adaptability, which allows them to switch to new teaching formats in two weeks. They use a variety of teaching aids: not only textbooks mandated by the curriculum (100%), but also other textbooks (91.1%), educational materials from the Internet (88.9%), authentic audio/video materials (51.1%), and self-developed educational materials (53.3%). According to students, the most effective are the authentic materials from the Internet (45%), and the textbook mandated by the program (41%). Both teachers and students noted difficulties in the online training of four language skills: speaking (35.6% of teachers and 32% of students), writing (17.8% and 32%, respectively), listening (15.6% and 40%), and reading (11.1% and 17%). Teachers lack personal communication with students (35.6%), specialized online tools for teaching Russian as a foreign language (13.3%), and effective means of monitoring the acquisition of educational material (31.1%). They strive to solve these problems through a variety of activities, creating an atmosphere conducive to authentic communication. Research data correspond with the conclusions of methodologists about the fundamentally new nature of the relationship between teachers and students in the virtual environment, which is manifested in a less hierarchic teacher-student relationship due to greater initiative, involvement, and independence of students in an online lesson. The article presents a way to study the perception of changes in the teaching mode by teachers and students. The research enriches the e-learning knowledge area with data on how the sudden mass transition to online foreign language learning was carried out.

The present study discusses the concepts of education and training, while also highlighting the paradigm wars of the positivistic and naturalistic views, beginning with the age of ancient philosophies and continuing to the latest era of postmodernism. Additionally, language education is examined considering the linguistic and educational fundamentals which all need to be based on and combined by a philosophy. The research in foreign language (FL) education is evaluated from both the teaching and learning perspectives in order to reach conclusions concerning the current situation and the requisites of futuristic and innovative FL education. What is my educational philosophy? is proposed as a key question that not only FL teachers but also all educators should ask themselves; a question that will guide teachers throughout their entire lives and illuminate their minds throughout their teaching practice. Teacher and learner roles are discussed in order to determine whether teachers or learners should come first in the process of education. It is emphasised that the philosophical perspectives of education urgently need to be built into the minds of educators prior to asking them to convey knowledge of any kind or to apply the materials of a specific teaching method. The study concludes with the observation that there exists a serious discrepancy between the needs, preferences and interests of the learners and the views held by educational decision makers, who seem to fail to catch up with the trends in technology and globalisation.

The paper deals with interface of macro- and micro-language policies in the language education of the southern Siberian republics of Tuvan and Khakassia, which includes Russian, foreign languages and indigenous languages, Tuvan and Khakass, which have the status of republican official languages. A comparative study of non-linguistic educational programs at various levels in Khakass State University and Tuva State University made it possible to evaluate the linguistic “weight” of undergraduate curricula and reveal a more obvious linguistic orientation in Tuvan State University. The undisputed leader among the foreign languages studied at two universities is English, German is the second. Sociolinguistic surveys of students of different ethnicity allowed establishing the levels of self-assessment of their language competence in foreign and native languages. Almost a third of respondents rate the quality of foreign language skills as unsatisfactory, which is associated with low level of school language education and minimal prospects for studying and working abroad. Self-assessment of the level of proficiency in ethnic languages is significantly higher — with only 18 % of Khakass respondents not speaking their native language. However, the Tuvinian and Khakass languages included in the Atlas of Endangered Languages of UNESCO are practically not represented in the programs of university non-linguistic education. The introduction of mandatory USE in Russian and foreign languages, became a new challenge and threat to republican state languages and strengthens the role of micro-language planning and its agents at different levels

The rapid development of the society requires changes in technologies and methods of the educational process. Therefore, the implementation of innovative technologies aimed at individual approach, mobility and distance in education is necessary and inevitable. In this regard, modern higher education institutions must radically change their educational objectives, update the content of education, implement innovative technologies in the development of student personality as a subject aimed at developing a competent person who is creative in solving problems. Nowadays, the students and teachers are the most important figures in educational institutions who should work creatively, learn, improve themselves as well as the teachers must work to develop and improve methods of teaching and education, including interactive ones. The article is devoted to the problem of preparing foreign students of specialized specialties for professionally oriented innovative technologies. Problems related to various methods and techniques of innovative technologies are highlighted. Emphasis is placed on the process of professional foreign language training, which should be aimed at the development of creative personality, its self- -improvement, the formation of socially active and independent people in the context of intercultural dialogue, the disclosure of creative potential. The basic principles of realization of the communicative approach as a communicative method of teaching speech activity in the specialty in foreign language classes (Ukrainian) are formulated. The main features of the presentation as one of the types of information processing of the text as a practical result of research conducted in the framework of interactive forms of learning. The stages of preparation of foreign students to create and conduct a presentation on the specialty in foreign language classes (Ukrainian) are considered. The importance of formation of foreign language communicative competence in the context of professional training of future specialists is proved, attention is focused on one of the main types of information processing of professional text – compression. The list of features of presentation as one of the types of compression of a scientific text is given, the main stages of preparation of foreign students for creating and conducting a presentation in the specialty in foreign language classes (Ukrainian) are analyzed. It is proved that teaching compression is the formation of students’ culture of working with scientific text, improving skills and abilities of understanding, analysis of scientific text and writing a secondary scientific text based on the disclosure of the semantic structure of the original text.

The present study examines the influence of ambiguity tolerance on the performance of Iranian GFL-learners (Note 1) at level B1 in the processing of gap-filling-text tests. It is assumed that learners with more tolerance of ambiguity achieve better results in the reading comprehension or in the contextual guessing of the omitted words. 34 GFL learners at Level B1 in Iran Language Institute in Mashhad have completed a three-part pilot gap-filling test as well as the pilot questionnaire called SLTAS (Note 2) to assess their ambiguity tolerance. In order to examine the hypothesis and to answer the research question, the total score of the subjects who participated in the pilot and the main study were analyzed by SPSS program version 18.0. The quantitative-correlative analysis did not demonstrate a statistically significant relationship between the tolerance of ambiguity and reading comprehension. In conclusion, with regard to the multi-dimensionality of reading comprehension, and despite the divergent empirical evidence in research literature, it is still advisable to take into account the affective, cognitive, and extra-linguistic determinants of reading comprehension in further empirical studies from various aspects and to greater extents. This study provides suggestions for the recognition of the interaction between different affective, and cognitive influential factors in the multidimensional reading process, as well as a basis for the teachers’ and linguists’ methodology with respect to learners in terms of their individual differences while instructing reading comprehension in German as a foreign language.

The article deals with the problems of teaching Russian language to foreign students in Russian medical universities. The advantages of the professionally oriented model of teaching Russian as a foreign language (RFL) using CLIL technology are considered. The article presents the results of the methodological experiment, which involved 18 foreign medical students studying in the specialty program (level B2). The aim of the experiment is to test the effectiveness of CLIL technology in teaching Russian to foreign medical students. On the basis of analyzing the results of input and final testing, the levels of professional competence formation in students of the experimental and control groups are compared. It is proved that the introduction of CLIL technology helps to improve the level of proficiency in Russian for special purposes and lays a solid foundation for further professional training.

Reforming of the higher education system in Ukraine, improving the regulatory framework, the introduction of a new list of competence areas and specialties aimed to training of future specialists, led to the creation of specialty 227 "Physical Therapy, Occupational Therapy". However, the standard of higher education at the first (bachelors) level in the specialty 227 "Physical Therapy, Occupational Therapy" does not take into account the specifics of activities in the field of physical culture and sports. In turn, a fragment of the theoretical content of the subject area of specialty 017 "Physical Culture and Sports" is the basics of sports medicine, and the standard of higher education at the first (bachelor's) level in this specialty provides for the formation of competence in an individual’s emergency care and body’s pathological processes. The purpose of the study was to create the specification of structure and content of the educational and professional program "Physical Rehabilitation" at the first (bachelor's) level in the specialty 017 Physical Culture and Sport at Lviv State University of Physical Culture named after Ivan Boberskyi. Material and methods. The following research methods, system approach, methods of analysis and synthesis, documentary method, methods of scientific induction and deduction were used in the work. Results and discussion. It is shown that the educational-professional program of the first (bachelor's) level of higher education in the specialty 017 "Physical Culture and Sport" (physical rehabilitation) is aimed at the formation of professional competencies that integrate knowledge of medical rehabilitation and sports. It is established that the educational and professional program of the first (bachelor's) level of higher education in the specialty 017 "Physical Culture and Sport" (physical rehabilitation) at Lviv State University of Physical Culture named after Ivan Boberskyi with the standard 4-year term of bachelor's degree, is on the basis of complete general secondary education with 11-year study term has 240 ECTS credits and on the basis of complete general secondary education with a 12 years term of study – 180-240 ECTS credits, in accordance with the standard of higher education in Ukraine. Conclusion. Taking into account the above-mentioned peculiarities, we offered the nomenclature of special (professional, subject) competencies of the bachelor according to the educational-professional program "Physical rehabilitation" of the specialty 017 "Physical culture and sport"

This chapter first revisits the temporal-spatial theoretical framework laid out in previous chapters and encapsulates how it is applied in the examination of ideologies in language education in China. By summarising the English language ideologies exhibited in various educational sectors in China, it explores their social-cultural and educational implications. It suggests that Chinese language policy-makers, educators, ELT practitioners and learners need to redefine the English language education according to the current Chinese situation, as well as its strategic plans in the twenty-first century, so as to develop distinctive forms of intercultural competence, making the Chinese competitive at the modern world system. It also contends that as states are constantly changing their positions in the modern world system, China should not overemphasise the role of English in Chinese education but should take into account the importance of other foreign languages. Furthermore, it suggests that the teachers of English in China should address in a more socially sensitive way in their teaching the local linguistic need and present a more realistic picture of what English brings to the learners’ life and study. The chapter ends with a discussion of the significance and limitation of this study as well as an indication of the relevance of the framework for the study of English language ideologies in other localities.