К вопросу о профессиональном становлении студента-филолога

The search for factors and determinants of effective foreign (second) language acquisition (FLA/SLA) is an interdisciplinary problem that is becoming more and more practically important in the modern globalising world. The purpose of this study is to examine and compare the correlation between personality traits and the foreign language proficiency (FLP) level among students of various university specialties. The total sample includes 241 first- and second-year undergraduate students (74% females), of which 128 students (82.5% females) study at the Linguistics Department and 113 students (64% females) belong to other departments. All the students learn English as a primary foreign language (FL). The Five-Factor Model (FFM) of personality traits (Neuroticism, Extraversion, Openness, Conscientiousness, and Agreeableness) were measured by the NEO Five-Factor Inventory (Russian adaptation by S. Biryukov and M. Bodunov). In testing the foreign language proficiency levels, we used the traditional Academic Performance Index (semester Final Grades in English) and assessments of the foreign language proficiency levels made by English teachers in relation to their students according to the Foreign Language Proficiency Scale (10 indices and the total score) developed by the authors. To process the data in the R software environment, version 3.5.2, the methods of descriptive statistics, Cronbachs alpha and Macdonalds omega coefficients, Spearmans rank correlation analysis and Wilcoxons T -test were used. The findings of our research showed that FLP is most closely related to Openness in linguistics students and to Conscientiousness in non-linguistics students. These facts should be taken into account by the developers of programmes for psychological and pedagogical support of the FL learning process in Russian universities.

This study’s main aim is to examine the ethno-cultural empathy levels of philology students and how they perceive the heroes in literary works in terms of values and their tendency to adopt these heroes as role models. This study employed a descriptive relational survey, with participants comprising philology students from two state universities in Kazakhstan. Using the snowball sampling method, 285 voluntary students were included. The Scale of Ethno-cultural Empathy and the Role-Modeling Scale of Intertextual Heroes in Literary Works in Terms of Values were used to collect data. The findings showed that philology students exhibited high ethno-cultural empathy, with mean scores of 3.57 in Empathic Feeling and Expression, 3.32 in Empathic Perspective Taking and Acceptance of Cultural Differences, and 3.45 in Empathic Awareness. Their mean score on the Role-Modelling of Heroes scale was 3.28, indicating a limited tendency to adopt literary heroes as personal role models. Gender analysis revealed significantly higher empathic tendencies among female students, though no significant gender difference was found for role-modeling heroes. Third- and fourth-year students demonstrated greater empathy than first- and second-year students. Multiple regression analysis indicated that students’ role-modeling perceptions significantly predicted their ethno-cultural empathy levels, suggesting a positive contribution to empathy development. The study recommends enhancing ethno-cultural empathy and hero role modeling among philology students by selecting culturally diverse literature, planning character analysis activities, strengthening empathy programs, creating ethics-focused materials, fostering interdisciplinary collaborations, organizing reading groups, and using interactive digital platforms.

The research approaches the issue of designing professionally oriented academic content in teaching the Russian language for international students according to the principles of anthropological linguoadidactics. The main task of professionally oriented academic content design is to optimize the teaching-learning process within the frameworks of the foundation course at pre-university departments in Russia and, as a result, to free up learners' working time for better preparation for universities. The means of optimization is a teaching strategy for the integration of academic content that covers learners' communicative competence and ensures their success during the first year of study at the chosen department. This teaching strategy is based on three principles of anthropological linguadidactics; 1) anthropological; 2) communicative; 3) cognitive. The implementation of the model involves a comprehensive consideration of the academic content from the point of view of learner's personality. The originality of the research lies in the integration of the foundation course academic contents according to the spheres of communication (educational and professional, sociocultural and everyday communication) and building an integrated instructional design model of professionally oriented teaching Russian for international students at pre-university departments. The research was carried out on the academic content and educational activities of: a) the first term first year students of the Department of Philology at Pushkin State Russian Language Institute; b) learners doing their foundation programme to pursue a degree in Philology. anthropological linguodidactics, basic principles, professionally oriented education, students of Philology, instructional design model for integration.

As an academic discipline, Linguistics - the scientific study of language - is associated with a range of concepts. Students of Linguistics are traditionally introduced to these concepts in their first year of study, and everything that follows builds on knowledge of these concepts. But language, as Blommaert (2011) notes, is the most visible sign of social change. Currently, much critical thinking is said to be philosophical outflows of a late or post-modern era, characterized by an intensification of three characteristics that have been part of human history for some time: globalization, migration and the dominant position of English, accompanied by the growth of new hybrid languages in urban spaces. In terms of the ongoing vitality of other languages and the influence of a number of dominant language ideologies (Weber and Horner 2012), these three characteristics have sparked discourses of endangerment, revitalization, commodification and carnivalisation (Duchene en Heller, 2007; Heller, 2010). At the same time, there has been a steady evolution in our understanding of many linguistic concepts, particularly those emanating from particular language ideologies and hierarchical political powers. This paper addresses this issue and its implications for the study and treatment of the colloquial variety of Afrikaans known as Kaaps. The contents of the paper have been slightly modified from the original Afrikaans version which appeared in Kaaps in Fokus.

As an academic discipline, Linguistics – the scientific study of language – is associated with a range of concepts. Students of Linguistics are traditionally introduced to these concepts in their first year of study, and everything that follows builds on knowledge of these concepts. But language, as Blommaert (2011) notes, is the most visible sign of social change. Currently, much critical thinking is said to be philosophical outflows of a late or post-modern era, characterized by an intensification of three characteristics that have been part of human history for some time: globalization, migration and the dominant position of English, accompanied by the growth of new hybrid languages in urban spaces. In terms of the ongoing vitality of other languages and the influence of a number of dominant language ideologies (Weber and Horner 2012), these three characteristics have sparked discourses of endangerment, revitalization, commodification and carnivalisation (Duchêne en Heller, 2007; Heller, 2010). At the same time, there has been a steady evolution in our understanding of many linguistic concepts, particularly those emanating from particular language ideologies and hierarchical political powers. This paper addresses this issue and its implications for the study and treatment of the colloquial variety of Afrikaans known as Kaaps.

As an academic discipline, Linguistics - the scientific study of language - is associatedwith a range of concepts. Students of Linguistics are traditionally introduced to theseconcepts in their first year of study, and everything that follows builds on knowledgeof these concepts. But language, as Blommaert (2011) notes, is the most visible signof social change. Currently, much critical thinking is said to be philosophical outflowsof a late or post-modern era, characterized by an intensification of three characteristicsthat have been part of human history for some time: globalization, migration andthe dominant position of English, accompanied by the growth of new hybridlanguages in urban spaces. In terms of the ongoing vitality of other languages and theinfluence of a number of dominant language ideologies (Weber and Horner 2012),these three characteristics have sparked discourses of endangerment, revitalization,commodification and carnivalisation (Duchêne en Heller, 2007; Heller, 2010). At thesame time, there has been a steady evolution in our understanding of many linguisticconcepts, particularly those emanating from particular language ideologies andhierarchical political powers. This paper addresses this issue and its implications forthe study and treatment of the colloquial variety of Afrikaans known as Kaaps. Thecontents of the paper have been slightly modified from the original Afrikaans versionwhich appeared in Kaaps in Fokus.

This article analyses the perception of the Russian language by students of the Faculty of Philology of Vilnius University. The purpose of the study is to find out what associa­tions are linked with the Russian language by students of different specialties, classify them by semantic areas and try to interpret them according with the sociolinguistic back­ground of Lithuania by conducting a psycholinguistic experiment. The experiment was carried out in the Autumn of 2014 with the help of students of Lithuanian, English, Polish and Russian philology. 1 333 responses were received. The greatest number of semantic areas to distinguish was derived from the students of Russian philology, who provided more associations as compared to philologists of other languages. For those informants who have a poor command of Russian or do not know the language at all the associations are more often based on political and historic events.

In a previous paper, Hambleton and Novick (1973) conceptualized a decisiontheoretic formulation for several issues in criterion-referenced measurement. Among the issues discussed was the important problem of allocating individuals to mastery states. These authors proposed a solution to the problem based on a Bayesian procedure given by Novick, Lewis, and Jackson (1973). More recently, Lewis, Wang, and Novick (1973) have developed a Bayesian procedure that is more appropriate in the context of criterion-referenced measurement. Based on this most recent

Uspostavljanje modela filmske edukacije u srednjoj školi

У статті представлені основні результати теоретичного аналізу й емпіричного дослідження психологічних особливостей впливу професійної мотивації на виникнення внутрішньоособистісного конфлікту у студентів першого року навчання. На основі кількісного і якісного аналізу емпіричних даних з’ясовано особливості прояву професійної мотивації та її значення для навчальної діяльності, проаналізовано мотиви учбової діяльності, мотиваційно-потребові установки, мотивація досягнень як чинників, що впливають на виникнення внутрішньоособистісного конфлікту у студентів першого року навчання. Представлено результати кореляційного аналізу між рівнем внутрішньої конфліктності і професійною мотивацією, мотивами досягнення успіху; між рівнем тривожності і мотивацією досягнення; між рівнем емоційної напруги і професійною мотивацією. Враховуючи висновки емпіричного дослідження, визначено перспективу подальших аспектів дослідження даної проблеми. &nbsp

Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, of colleges and universities, college students and their parents. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Although access to higher education is virtually universally available, many students who start in a higher education program drop out prior to completing a degree or achieving their individual academic and/or social goals. In response to student attrition, colleges have developed intervention programs and services to try to retain students. In spite of all of the programs and services to help retain students, according to the U.S. Department of Education, Center for Educational Statistics, only 50% of those who enter higher education actually earn a bachelor's degree. Enrollment management and the retention of students remain a top priority of federal and state government, colleges, universities, and parents of students who are attending college and of students themselves. This book offers a formula for student success intended to assist colleges and universities in retaining and graduating students. Contributors: Some of the leading educators who study college student retention contributed to this book. All are truly dedicated to helping students achieve their individual academic and personal goals. A list of each and their affiliation follows: Alexander W. Astin: Allan M. Cartter Professor of Higher Education at the University of California, Los Angeles, and Director of the Higher Education Research Institute. Elizabeth Barlow: Executive Director of Institutional Research at the University of Houston, Houston, Texas. John Bean: Associate Professor of Higher Education at Indiana University, Bloomington. Joseph B. Berger: Associate Professor of Education and Chair of the Department of Educational Policy, Research, and Administration in the School of Education at the University of Massachusetts, Amherst. John Braxton: Professor of Education in the Higher Education Leadership and Policy Program in the Department of Leadership, Policy and Organizations at Peabody College, Vanderbilt University. Kurt Burkum: Doctoral student and Ostar Fellow in the Center for the Study of Higher Education at Penn State University. Alberto F. Cabrera: Specializes in research methodologies, college choice, college students, classroom experiences, minorities in higher education, and economics of education. Gloria Crisp: Doctoral student in educational leadership with a focus on higher education in the department of Educational Leadership and Cultural Studies, College of Education at the University of Houston. Linda Hagedorn: Associate professor and the associate director of the Center for Higher Education Policy Analysis (CHEPA), as well as the program chair for the Community College Leadership program in the Rossier School of Education at the University of Southern California. Steve LaNasa: Assistant Vice Provost for Academic Planning at the University of Missouri, Kansas City, where he is responsible for outcomes assessment, planning, and program evaluation. Amy S. HirschyAssistant professor in the Department of Educational and Counseling Psychology and the Department of Leadership, Foundations, and Human Resource Education at the University of Louisville. Stephanie D. Lee Doctoral student in the Department of Leadership, Policy, and Organizations at Peabody College of Vanderbilt University in Nashville, Tennessee. Susan C. Lyon: Works in the Office of Student Affairs in the School of Engineering at the University of Massachusetts, Amherst. Thomas G. Mortensen: Senior Scholar at the Pell Institute for the Study of Opportunity in Higher Education in Washington, D.C., and an independent higher education policy analyst living in Oskaloosa, Iowa. Amaury Nora: Professor of Higher Education and Associate Dean for Research and Faculty Development in the College of Education at the University of Houston. Leticia Oseguera: Doctoral candidate in the University of California, Los Angeles, School of Education's Higher Education and Organizational Change program. Alan Seidman: The creator and editor of the Journal of College Student Retention: Research, Theory & Practice. John H. Schuh: Distinguished professor of educational leadership at Iowa State University, Ames, where he is also department chair. Vincent Tinto: Distinguished University Professor at Syracuse University and chair of the higher education program.

This study investigates the efficacy of using AI-translated animations to enhance Arabic vocabulary acquisition among second-year students at the University of Islamic Sciences Malaysia. Traditional teaching methods often fail to engage non-native learners, resulting in poor vocabulary retention. This research aims to explore whether AI-translated animations can provide a more engaging and effective learning experience. In modern education, animations, defined as sequences of visually engaging images, have emerged as powerful tools, particularly with advancements in Information and Communication Technology (ICT) and Artificial Intelligence (AI). This study explores how translated animations enhance vocabulary acquisition among linguistic students, focusing on second-year Arabic linguistics students at the University of Islamic Sciences Malaysia. By integrating AI, animations provide audiovisual content that improves linguistic awareness, pronunciation, and comprehension, fostering an enjoyable and effective learning environment (Webb, 2010). Research highlights significant challenges in mastering Arabic vocabulary among non-native learners, often attributed to traditional teaching methods reliant on textbooks and blackboards (Hussein Salahuddin, 2020; Noorhayati, 2011). These outdated approaches result in disengagement and poor performance, particularly in vocabulary sections. Conversely, lessons incorporating animations demonstrate improved vocabulary retention and understanding. This research seeks to address the question: What tools can enhance and support Arabic vocabulary mastery? JEL Codes: Keywords: AI Translation, Arabic Vocabulary, Language Learning, AI Animation, Educational Technology.

Currently, the practical level of foreign language proficiency of philology graduates does not always correspond to the social order of society. In this paper, a model for professional foreign language training of philology stu-dents was developed, theoretically justified and experimentally tested. For this purpose, the Moodle tool was widely deployed and we identified and ex-perimentally tested pedagogical conditions that ensure the effectiveness of professional foreign language training for philology students. The experi-mental work involved a random sample of 305 students of the "bachelor" level of the training direction 5B021000 (6B023)–foreign philology. The re-sult of the qualitative and quantitative analysis allows to conclude the effec-tiveness of the proposed model of professional foreign language training of philology students based on Moodle, which is confirmed by the calculations during the statistical processing of the research results. The scientific novel-ty of the study is that the pedagogical conditions that ensure the effective-ness of the Moodle-based professional foreign language training of philology students were identified and experimentally tested. The results of the study showed the effectiveness of using distance learning in the current health context due to the COVID-19 pandemic.

Introducción: El presente estudio ha permitido conocer si en forma conjunta el rendimiento de cursos del Centro Preuniversitario Valdizano (CEPREVAL) está relacionado con el rendimiento de los diferentes cursos del primer año de estudios universitarios de la EAP de Medicina Humana, UNHEVAL de Huánuco. Métodos: Se consideró los cursos de Aptitud Matemática, Aptitud Verbal, Química, Biología y Anatomía del CEPREVAL como variables del vector independiente, y los cursos de Matemática y Lógica, Lenguaje y Comunicación, Química Médica, Anatomía Humana, Biología Celular y Molecular del primer año de estudios de la EAP Medicina Humana como variables del vector dependiente. Estas variables fueron analizadas en una muestra de 35 estudiantes de Medicina que ingresaron en los años 2005 y 2006 por la modalidad del CEPREVAL. El análisis integral de los datos consistió en la medición de asociación entre las variables canónicas de los vectores dependientes e independientes, mediante la aplicación del Análisis de Correlación Canónica. El tipo de estudio empleado fue correlacional, retrospectivo y longitudinal. Resultados: Dos fueron las correlaciones canónicas que resultaron relevantes para un nivel de significación de 0,05. La primera correlación canónica alcanzó mayor ponderación (0,792) y la segunda correlación obtuvo el valor de 0,538. Los cursos que contribuyeron significativamente en el rendimiento de los estudiantes del primer año de estudios universitarios fueron Aptitud Verbal, Aptitud Matemática, Matemática y Lógica, Lenguaje y Comunicación, Química Médica y Anatomía Humana. No hubo aporte significativo de los cursos de Biología, Biología Celular y Molecular. Conclusiones: Los resultados permitieron concluir, que el rendimiento académico de los cursos del primer año de estudios universitarios de la EAP Medicina Humana está correlacionado en forma conjunta con el rendimiento de los cursos del CEPREVAL

The article considers the issue of the to-be translators’ training for cross-cultural professional interaction using as an example the communication between representatives of Spanish and Italian cultures. In this study, the author considered the possibility of combining the theoretical discipline of philosophical science with practical exercises for the development of speech competencies in Spanish and Italian foreign languages. After all, philosophy, according to the author, can become an integral auxiliary element in the formation of the worldview of future professionals, the formation of thinking, imagination, disclosure of creative and spiritual potential of the individual for further effective use in the realities of professional activity. The philosophy of education in recent years is considered by many authors as an important element that makes possible conscious educational development, which is not implemented within the dominant mentality. The article also described the essence of the concept of intercultural communication, because it is a fundamental element of professional translation. Given the practicality of new teaching models, the article examines the problem of forming a translator’s personality, their worldview, their human qualities, finding motivation and inspiration, revealing creative and intellectual potential and much more, which includes the process of preparing a translator for cross-cultural professional interaction. The domestic and foreign scientific and journalistic materials of the authors who worked in the field of philosophical science and its relationship with other disciplines and the process of professional training of applicants in higher education were considered and analyzed. Based on the experience and findings of research, the author has developed several examples of practical exercises based on crosscultural interaction in the Spanish-Italian environment, using which students of philology, translation and linguistics can work out and consolidate all necessary competencies in the process of philosophical science tasks. In the course of writing the article, the object of research was analyzed, which was the process of training future translators in higher education on the basis of a combination of philosophy and translation. The subject of research, which was the pedagogical conditions of preparation of future translators for cross-cultural professional interaction on the basis of a combination of philosophy and translation, was also considered. A set of exercises for the practice of cross-cultural interaction in the Spanish-Italian environment was developed, in which students of philology, translation and linguistics can work out and consolidate all the necessary competencies in the process of performing the proposed tasks through the prism of philosophical science. In the future, it is planned to expand and deepen research on this issue and develop new practical exercises and recommendations for their application for a comprehensive coverage of philosophical science for translators.