ВИКОРИСТАННЯ СУЧАСНИХ ТЕХНОЛОГІЙ НАВЧАННЯ ТА ВИХОВАННЯ ДЛЯ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ НАВЧЕНОСТІ СТУДЕНТІВ ЗВОАнотація.Пріоритетним завданням педагогічної освіти є забезпечення людини комплексом знань і вмінь, необхідних для її активного творчого життя та впровадження сучасних технологій навчання.Система вищої освіти є тим осередком науки та культури, який передає знання, уміння та навички молодому поколінню, формує світогляд, культуру, мораль кожного випускника.Вища освіта у сучасних умовах має пріоритетне значення, належить до фундаментальних основ забезпечення розвитку соціальноекономічної системи України.Система вищої освіти України зазнала значних змін, що пов'язані з розвитком ринкових відносин, процесами глобалізації, євроінтеграції та інформатизації суспільства.Сучасна вища освіта України потребує модернізації фундаментальних положень.Підготовка майбутніх магістрантів в

КРИТЕРІЇ ВІДБОРУ МЕРЕЖЕВИХ СЕРВІСІВ З УРАХУВАННЯМ ХМАРНИХ ТЕХНОЛОГІЙ ДЛЯ НАВЧАННЯ СТУДЕНТІВ ЗВОАнотація.В даний час все більшої популярності набувають «хмарні технології».Це пов'язано з бурхливим розвитком Інтернету і супутніх технологій.Хмарні технології надають споживачам рішення, готовність до повноцінної роботи.Достатньо володіти будь-яким пристроєм, здатним з'єднатися з інтернетом, і можна отримати доступ до віддаленої бази, яка розташовується на віддаленому сервері.Хмарні сервіси є динамічно масштабованим способом доступу до зовнішніх ресурсів для обчислення у вигляді сервісу, що надається за допомогою Інтернету, при цьому користувачеві не потрібні особливі знання про інфраструктуру «хмари» або

Currently, the educational system of Ukraine is experiencing hard times due to full-scale war. A literature review revealed that military actions harm the mental health of civilians and cause fear, stress, loneliness and burnout. Therefore, learning strategies in wartime should contain effective and psychologically comfortable assimilation of new knowledge. The present study aims to evaluate the efficacy of mindset activities in boosting the psychological well-being of engineering students and improving their EFL grammar and vocabulary skills. A two-group pre and post-test design was used. First-year engineering students were included in the study. PHQ-9 depression questionnaire was used to measure the rate of depression before and after treatment. The questionnaire responses in the experimental group before and after treatment showed that the number of students with moderate depression decreased to 15% after treatment and the percentage of students with minimal depression increased by 20%. The changes in mild depression were minor (5%). By contrast, the respondents’ answers to the pre-and post-treatment questionnaire in the control sample did not show significant shifts from severe to minimal rates of depression. To compare students’ scores in EFL pre- and post-grammar and vocabulary tests after applying mindset activities the Fisher’s Exact Test was used. Twenty-five students of the experimental group (83.3%) passed the test (n1 = 30) and twenty students (57.1%) succeeded in passing the test in the control sample (n2 = 35). The application of the test showed that the obtained empirical value φ (2.359) is higher than the critical value φ (1.64) at P < 0.05. Based on the data obtained, it can be concluded that employing mindset activities in EFL classes during wartime can help reduce the rate of depression among engineering students and improve EFL grammar and vocabulary skills.

The ever-growing shortage of engineers in the world job market makes education institutions more responsive to engineering labour needs.Engineering students graduate from the university with the expectation of being able to compete in a global business environment.Foreign language fluency is important for future engineers to excel in their careers and pursue their qualifications in English-speaking countries.The present study sought to examine the efficacy of the Mechanical engineering multiple-choice questions android application and FE engineering exam flashcards as tools for improving the vocabulary size on technical terms and developing the FE test-taking skills.To address these challenges, we used a one-group pretest-posttest design.Fifty college graduates studying ESP in their first year at Higher Education Institution Podillia State University, Ukraine, participated in the study.Pretest and posttest were comprised of two components: Quizlet engineering flashcards (25 terms) and 50 engineering multiple-choice questions.The participants were tested first under the control condition and then under the treatment condition.The technical vocabulary acquisition was measured on a scale from 0 to 12.5.The initial baseline shows an average technical vocabulary acquisition score increased from 4.9 to 8.6.To compare students' results in engineering multiple-choice questions before and after using the Mechanical engineering application we used Wilcoxon signed rank-sum test.The findings of the study indicate that the empirical value obtained is in the zone of significance.Consequently, the first hypothesis (the group's academic performance has increased significantly) is accepted.The study offers pedagogical implications for EFL instructors concerning the integration of the Mechanical engineering application and FE engineering exam flashcards to improve the engineering vocabulary size and develop test-taking skills in the FE engineering qualification exam.

СУЧАСНІ ІНФОРМАЦІЙНО-КОМУНІКАЦІЙНІ ТЕХНОЛОГІЇ В НАВЧАЛЬНОМУ ПРОЦЕСІ ЗВОАнотація.Сучасний період розвитку суспільства характеризується сильним впливом на нього інформаційнокомунікаційних технологій (ІКТ), які проникають в усі сфери людської діяльності, забезпечують поширення інформаційних потоків у суспільстві і утворюють глобальний інформаційний простір.Невід'ємною і важливою частиною цих процесів є комп'ютеризація освіти.Зараз в Україні йде становлення нової системи освіти, орієнтованої на входження у світовий інформаційно-освітній простір.Цей процес супроводжується істотними змінами в педагогічній теорії і практиці освітнього процесу, пов'язаними із внесенням коректив у зміст технологій навчання, які повинні бути адекватними сучасним технічним можливостям і сприяти гармонійному входженню студента в інформаційне суспільство.Комп'ютерні технології покликані стати невід'ємною частиною цілісного освітнього процесу, значно підвищувати його ефективність.Тому рівень комп'ютеризації разом з кадровим і методичним забезпеченням освітнього процесу є вирішальним показником оцінювання дієздатності не тільки сучасної школи, а й закладу вищої освіти.Обов`язковим компонентом оцінки сучасного викладача є оволодіння ним сучасними технологіями отримання і передачі студентам нової інформації

The paper analyzes professional training of future philologists in higher education institutions in Ukraine. It determines and justifies the content of future philologists’ professional training on the example of the degree programme on Germanic Languages and Literature (including Translation), taking into account the new regulatory requirements. It describes the most effective forms, methods and technologies of organizing educational activities of future philologists. It clarifies the components of professional competency of future specialists in Germanic philology. It specifies the procedures and measures for assuring the internal quality of philological education at higher education institutions. Some general characteristics of future philologists’ professional training in higher education institutions in Ukraine, justified in the paper, have proved the need to update the content of such training and introduce effective organizational forms and methods of teaching and learning, which will promote the subject-subject interaction in the educational process, as well as contribute to personality development and assure the quality of education.

the roLe of adVaNced LearNiNg techNoLogieS iN profeSSioNaL traiNiNgof future phiLoLogiStS at uS uNiVerSitieS

Comprehension and implementation of such experience will help to improve the foreign language education of future teachers of humanities in our country and will contribute to successful integration of Ukrainian national education into the world educational space. The purpose of the study is to systematize theoretical issues and generalize the experience of developing foreign language education for future teachers of humanities at pedagogical universities of Ukraine (mid-XX - early XXI century). An analysis of the original literature of the study period allowed us to identify the most effective methods of foreign language education in foreign countries: Grammar-Translation Method, which provides written work and focuses on the study of grammatical rules through translation of the original texts; Audio-Lingual Method, which enables the rapid training of foreign language specialists on the basis of the following provisions: language learning as habit-formation (language learning is); avoiding mistakes because they form bad habits (Mistakes are bad and should be avoided, as they make bad habits); mastering verbal communication and then writing (language skills are learned more effectively if they are presented verbally first, then in written form); when learning an analog language better than analysis (analogy is a better foundation for language learning than analysis); the meaning of words can only be learned in a linguistic-cultural context (the meanings of words can be learned only in a linguistic and cultural context); Cognitive-Code Methodologies (conscious-practical method, or theory of conscious mastery of code); its main provisions are: the verbal basis of learning the foreign language; language-based thinking formation.

The article deals with the problem of applying modern online platforms and digital technologies to teaching linguistics students in the US experience. It has been highlighted that nowadays it is imperative to discover new approaches to enhancing the quality of education process, in particular, professional training in linguistics, using prominent achievements of the leading countries, namely, the USA. The country is worldwide recognized as the main centre of linguistics and applies the most advanced and innovative technologies to teaching linguistics. Recent researches and publications on the topic have been analyzed. It has been found that digital learning is viewed in different contexts, may have different terms and interpretations, however most scholars agree it promotes digitality of the education process and sets innovative trends in the education of the future. It has been stated that future linguists should be able to effectively apply linguistic theories and methods for fulfilling standard professional tasks, in particular developing scientific and technical and special terminology, linguistic software, conducting research in the field of psycholinguistics, forensic linguistics, communicative linguistics, sociolinguistics, cognitive linguistics, applied linguistics, etc. Therefore, it has been specified that the US experience of professional training in linguistics aims to strengthen the education process with the use of innovative digital technologies so that future linguists may confidently implement the acquired knowledge and skills into professional activities. It has been found that content management systems are widely applied in professional training in linguistics, since they are aimed at making study time more flexible so that the students may efficiently organize their learning and successfully achieve learning goals. It has been clarified that online/distance learning, which includes videoconferencing software and massive open online courses, is actively implemented to eliminate geographic barriers and connect learners all over the world. It has been specified that modern linguistic multimedia laboratories play the leading role in making professional training in linguistics more digital. Based on the research findings, relevant conclusions have been drawn and optimal recommendations have been outlined how to enhance the quality of professional training in linguistics worldwide through applying modern online platforms and digital technologies.

The article deals with the problem of professional education of linguistics students at universities of Great Britain. The authors analyse the role of linguistics as an academic discipline in Great Britain, outline recent trends in university admission campaigns of 2008-2016 which indicate a gradual but stable increase in the number of applicants wishing to pursue a career in linguistics. They focus on the analysis of degree programmes as defined by Frameworks for Higher Education Qualifications of the UK Degree-Awarding Bodies in the context of linguistics professional education, as also define features of curricula of professional education of linguistics students at British universities with consideration of the Subject Benchmark Statement for Linguistics and look at career prospects of future linguistics specialists in Great Britain.

Abstract The paper deals with professional training of future foreign language teachers in the USA based on the experience of Lewis University. As evidenced by research findings, the scope of foreign language education in the USA is rather broad, since they attempt to promote both traditional and critical languages in the context of developing translingual and transcultural competences. Based on the example of Lewis University, we have characterized professional training of future foreign language teachers, who major in the Spanish language. The obtained results prove that the programme content is extremely practice-oriented and designed to fulfill personal needs of every student; the programme curriculum is not overwhelmed with theoretical paradigms and foreign language students can participate in different activities and fully comprehend the realities of schools and the education process. It has been found that while mastering the programme, they are able to acquire the professional knowledge, skills and abilities they will definitely need in practice. The positive aspects of Lewis University’s foreign language education programme have been determined. They are the following: practice-oriented approach to professional training of future foreign language teachers; an optimal selection of professional education courses and electives, as well as effective clinical practice; the assessment and evaluation of foreign language students’ results during and after undergoing clinical practice from different perspectives, namely, organization, content, specifics; the implementation of the inclusive education component into the content of the programme curriculum; the fulfillment of different personal, learning and occupational needs of future foreign language students. It has been concluded that the outlined positive aspects of American experience in providing professional training of future foreign language teachers based on the experience of Lewis University can be implemented into the system of foreign language education in Ukraine in order to enhance quality and efficiency of these specialists’ training at Ukrainian higher education institutions.

Abstract The article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personality-oriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.

У статті автором актуалізована необхідність удосконалення професійної підготовки філологів з урахуванням різних концепцій, теорій ідей, методологічних підходів та принципів. Визначено методологічні орієнтири у дослідженні порушеної проблеми, що формують основу для подальшого теоретичного вивчення особливостей професійної підготовки філологів та обґрунтування концептуальних засад розвитку системи професійної підготовки філологів. Здійснено аналіз методологічних підходів до професійної підготовки філологів (аксіологічний, синергетичний, культурологічний, антропоцентричний, компетентнісний, системний, діяльнісний та особистісно орієнтований підходи). Схарактеризовано основні положення зазначених підходів та доцільність їхнього використання у професійній підготовці фахівців-філологів. Акцентовано увагу на філософії людиноцентризму та культуроцентризму як нових орієнтирів сучасної філософії освіти. Зазначено, що філософія людиноцентризму та культуроцентризму акцентує увагу на розвитку людської самосвідомості, культуровідповідності, культурної ідентичності, розумінні сутності людини, осягненні своєрідності людини і на цій основі виробляє перспективу розвитку самої людини. Розкрито необхідність використання синергетичної парадигми, що передбачає самокерований розвиток філологів шляхом спеціально конфігурованих впливів: з боку викладача – створення та реалізації оптимальних педагогічних умов, з боку студентів – участь у змодельованих професійно спрямованих ситуаціях. Особливу увагу приділено культурологічному та компетентнісному підходам, які орієнтують професійну підготовку філологів на розвиток їх духовної культури і соціальної відповідальності, професійних компетенцій, творчого потенціалу, критичного мислення, комунікативної майстерності. Описано соціально-педагогічний портрет сучасного філолога як культуромовну толерантну особистість, яка усвідомлює свої національні корені, шанує цінності інших культур, уміє захопити «живим», емоційним, пристрасним словом рідної та іноземної мови, має високий рівень наукової культури та естетичного смаку. Наголошено на важливості інтеграції зазначених підходів, що сприятиме удосконаленню професійної підготовки філологів, поєднанню мети, змісту, структури, етапів, форм, методів організації навчання, забезпеченню системного бачення гармонійного розвитку культуромовної особистості філолога. Ключові слова: філологи, методологічні підходи, людиноцентризм, культуромовна особистість, ціннісні орієнтації, професійні компетенції.

Abstract It has been concluded that until recently debates on what is understood as African Studies have involved American scholars or have been mainly located within the African Studies Association (ASA) in the USA. Lately, European scholars have begun to occupy more discursive space and challenged Afrocentric orientations as well. African Studies emerged, on the one hand, predominantly due to the states’ participation in either the colonisation or decolonisation of Africa and its people. On the other hand, powerful strategic geopolitical dimensions have motivated the emphasis on area studies and, in particular, African studies, in the United States after Second World War. It has been stated that American curricula consist of the following groups of subjects: 1) the major, i.e. the subjects which provide the required level of knowledge, abilities and skills in a particular area; 2) the minor, i.e. the subjects, that are necessary for better mastering of specialization subjects; 3) other areas of concentration, which are also a part of the curriculum (optional classes, etc.); 4) liberal studies courses, that provide mastering necessary skills and understanding of the interconnectedness of different fields of knowledge; 5) upper division courses, that are studied at the third and fourth years of study; 6) electives, which students can choose to explore new fields or expand the list of both professionally oriented and non-oriented courses. Based on the results generated by the official websites providing applicants with relevant information about degree programs, we have found out that African Studies are offered by numerous American higher education institutions, namely, Stanford University, Yale University, Columbia University in the City of New York, University of Pennsylvania, Duke University, University of Chicago, Brown University, University of Richmond, University of Kansas, University of Iowa and others. It has been indicated that African studies provide students with the understanding of the interactions among the social, economic, cultural, historical, linguistic, genetic, geopolitical, ecological and biomedical factors that shape and have shaped African societies. The interdisciplinary structure of the programs offers students an opportunity to satisfy the increasingly rigorous expectations of admissions committees and prospective employers for a broad liberal arts perspective that complements a specialized knowledge of a field. In addition, students are encouraged to pursue Study Abroad to enhance their understanding of African diasporic experiences.

Abstract The article deals with master program in foreign language education at New York University Steinhardt (US). Thus, its peculiarities have been revealed. It has been defined that the study program presupposes mastering of foreign language teaching approaches that meet various needs of learners. It has been indicated that students acquire the understanding of educational conditions as well as economic, social and cultural factors influencing learning; develop professional knowledge of linguistics, (foreign) language acquisition, (foreign) language pedagogy, etc. The curriculum of the program is based on block-modular and interdisciplinary approaches that results in considerable flexibility. In addition, students have excellent opportunities to gain valuable practical experience and strengthen professional teaching skills during student teaching placements including abroad. It has been concluded that professional training of future specialists in the field of foreign language education on the example of New York University contributes to forming of modern, competitive philologists able to apply the latest teaching technologies, forms and methods to the educational process and adapt to fast-changing conditions of the educational environment. It has been emphasized that the abovementioned positive aspects of US experience in training foreign language teachers can be taken into account while developing national curricula in education, philology, linguistics, applied linguistics etc.

AbstractThe article deals with studying organizational and content peculiarities of English teachers’ professional training in Canada. It has been found out that professional training of English teachers, in particular, is provided in many Canadian higher education institutions, namely, universities, university colleges, community colleges and CEGEP colleges. Students are offered the curricula ensuring their high mobility as they may define specificity, a mode and a level of study according to their educational needs and interests. It has been concluded that the content of philological training is a process coordinating the content according to its components, namely, theoretical, empirical and practical knowledge and skills form the block system of interrelated elements. It has been defined that main theoretical and methodical principles for structuring curricula and syllabi for English teachers’ professional training in Canada are multiculturalism; combination, concordance and rational correspondence of theory and practice; pedagogical ideas of equal opportunities, respect for cultures, identity and unity of learning and socialization; consistency and succession; collegiality, partnership, transparency and a dialogue of cultures. It has been specified that programme specifications for English teachers’ training are based on such directions of pedagogical activity as developing students’ interest and respect for cultures of the nations of the world, understanding their general and specific values, comprehending the essence of global events and their consequences, accepting different views on them. As a result, future English teachers obtain the abilities and skills that will ensure their effective activity in multicultural environment as well as learn how to solve the issues associated with adaptation, integration and learning of children from different ethnic groups.

У статті досліджено філософські, психолого-педагогічні та соцолінгвістичні проекції професійної підготовки майбутніх філологів. Визначено, що вони передбачають створення оптимальних умов для навчання мови, літератури, перекладу тощо; стимулювання мовленнєво-розумової активності студентів; розвитку їхнього критичного мислення, мовної особистості, множинного інтелекту, здатності до концептуального моделювання інформації; розширення знаннєвого простору з урахуванням індивідуальних стилів і навчальних стратегій студентів. Зазначено, що в зарубіжному науковому дискурсі вчені концентрують увагу на проблемі підготовки фахівців інтегративного типу в галузі філології, яке можливе за умови науково обґрунтованої методології, що базована на вагомих здобутках філософії, психології, педагогіки, лінгводидактики, соціолінгвістики й культурології, а також орієнтована на загальноєвропейські вимоги до мовної освіти, позитивний зарубіжний досвід і національні традиції.