Translingual Personality of a Scholar and Researcher: the 60th Anniversary of Prof. Zifa Kakbayevna Temirgazina

As an English teacher, communicating through English language properly and thoroughly is highly required particularly at Senior High School level. They are expected to communicate politely since teachers are the role model of teaching. As a professional teacher, English teachers must have professional competencies such as speech acts proficiencies. Speech act is included into spoken English and is taught in Senior High School level in order to develop students’ communicative competence. This is a descriptive qualitative research and is aiming at describing pedagogical knowledge of English teachers on speech acts in Senior High School level of West Nusa Tenggara. The knowledge itself is divided into some branches, they are the ability to define speech acts, ability to identify speech acts conversation and ability to identify speech act utterances. The researcher conducted the interview to collect the data. The data are obtained from the interview and the tape recorder to record the interview process. After analyzing the data, the researcher found that Senior High School teachers mostly can answer questions about speech acts. They can define speech acts, they can identify the speech act conversations and they can identify the speech act utterances. In conclusion, the knowledge of speech acts of Senior High School teachers is categorized very good because they can answer most questions correctly. Therefore, Senior High School teachers fulfill professional language competencies; they comprehend teaching materials and have good pedagogical skills.

The problem of the reading literacy development of primary school students remains relevant in the modern educational space. Most of the theoretical reviews and practical recommendations aimed at solving this problem are based on the concept of reading literacy proposed in the PISA tests. When teachers developing methodological recommendations for the development of reading skills, they often lose sight of the fact that PISA texts and tasks are aimed at control, and not at the development of reading literacy. The authors of the international system for monitoring reading literacy apply the method of working with text when learning a foreign language and focus on information skills. If we use a similar technique to work with text in our native language, we will violate the patterns of perception and understanding of what is read, described in the studies of psycho- and sociolinguists. That is why the article discusses the methodological grounds for correcting the methodology for developing the reading literacy of primary school students. Based on the theory of speech activity, sociolinguistic studies of the text and the provisions of functional stylistics, the processes of perception and understanding of the text in the native language are described, the necessary components of meaningful reading are identified, which makes it possible to ensure progressive movement from a more primitive level of understanding of the text to a deeper one. Diagnostics of reading skills in sixth graders was carried out, gaps in the reading actions of students were identified. As intermediate results of the study, methodological materials for the development of reading literacy are presented, they are developed taking into account the described methodological foundations and difficulties found during the diagnostics. The continuation of the experimental work will make it possible to correct the content and methods used in methodological practice for the development of students’ reading literacy when working with texts in their native language. Keywords: reading literacy, text, reader actions, theory of speech activity, reading as a type of speech activity, text perception, text understanding, text interpretation

The formation of scientific research activity abilities in comprehensive school is undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners’ demands and interests. Scientific research activity is not an entertainment but a very responsible, thorough work requiring great self- independence. During this activity children’s analytic thinking becomes stronger, information search and usage abilities are being developed, they can learn to analyze the accumulated material, make presentations, prepare research reports and so on. It is important to make more pupils interested in this activity. This shouldn’t be the privilege of gifted pupils only. However, talking about the developing of scientific research activity at school, several essential questions arise: • Is it possible to teach every child to perform research activity? • What to do if a pupil wants to take up scientific research activity but school can’t provide elementary conditions for this purpose (for example, there is no equipment, no competent leader and so on.)? • How to integrate effectively scientific research elements into teaching content? Research object is training of pupils’ scientific research activity abilities and interest in comprehensive schools. Research purpose is to describe current situation of organizing and performing scientific research, to define essential factors encouraging and disturbing the pupils’ interest in scientific research activity, to determine essential peculiarities of teachers’ competence in the sphere of organizing and performing scientific research activity. Expert inquiry was applied in the research. The kind of expert inquiry is “Delphi research” which foresees expert questioning for several times (stages). The research was carried out from March to May 2008. From the group preliminary formed from 45 experts, 30 took part in the research. Experts were communicated with using e-mail. The first data analysis round was followed by the preparation of the second stage questionnaire, which consisted of closed type questions. Second stage data have been processed employing mathematical statistics. The third stage questionnaire has been prepared according to the second stage generalised results. Generalizing the results, the following conclusion can be made: • Scientific research activity in comprehensive school is undoubtedly a meaningful, integral sphere, however, for developing such kind of activity in Lithuanian comprehensive schools not an adequate attention was paid up to now; • Comprehensive school teachers seeking to form scientific research abilities and to develop such activity in the training process face various difficulties: lack of administration support, lack of pupils’ motivation, shortage of material and financial resources, etc. • According to experts, the majority of pupils are more or less interested in scientific research activity, however in a greater part of schools there are no favourable conditions. More than two thirds of experts have evaluated the current teaching process as not very appropriate for scientific research activity and teachers’ competence in the formation and development of pupils’ scientific research abilities in the training process has been evaluated as average; • It is stated, that factors disturbing pupils’ interest in scientific research activity in the teaching process are: a) lack of teachers’ motivation, b) pupils’ orientation to choose an easier, less effort demanding way, c) poor material basis of schools, d) lack of methodology how to organize pupils’ scientific research work, e) insufficient teachers’ preparation for scientific research work. • It is stated, that essential encouraging factors in the pupils’ interest in scientific research activity are such: a) teacher’s personality and activity, b) pupils’ curiosity, their wish to develop knowledge, to show themselves, c) pupil’s abilities, d) different teaching subjects’ pupils scientific conferences, seminars and other similar arrangements, e) trips, excursions to scientific establishments, meetings with scientists. • It is stated, that for positive development of scientific research activity influence should have: a) giving priorities to young scientist competition winners entering high schools, b) balance and reduction of the amount of teaching material, c) more effective cooperation of schools and scientists, d) the raise of teachers’ qualification, improvement of pedagogical and psychological preparation and so on. The majority of experts think that in the nearest 5 years there won’t occur any essential changes in this sphere: situation in the development of scientific research activity will improve a little, teachers’ competence will slightly rise. Key words: scientific research activity, comprehensive school, science education, career.

The quality of teacher service is very important in educational organizations to achieve the stated goals. Early childhood education is very important, fundamental, and strategic in building human resources and preparing a qualified generation of the nation, so it must be implemented as well as possible. Kindergarten teachers must be well prepared in order to provide quality services. Based on the above background, this study aims to look at and find efforts and strategies that can be used to improve the quality of teacher services through strengthening professional competence, personality, and job satisfaction for Kindergarten teachers in Bogor City. This research uses correlational research method, the research is conducted using quantitative methods and data collection is carried out through a questionnaire. then explained by statistical analysis and analyzed by regression analysis. The study population was 298 private Kindergarten teachers with A accreditation in Bogor City. The research sample of 171 respondents was determined by the Slovin formula, selected using proportional random sampling method. The results of quantitative research found that professional competence that emphasizes the ability to develop teaching materials, learning approaches, and developing teaching materials can improve teacher quality. Personality that emphasizes awareness, friendliness, emotional stability, openness to experience, extraversion can improve the quality of teacher services. Job satisfaction that emphasizes salary, employment, promotion opportunities, supervisors, colleagues can improve the quality of teacher service. Based on this research, the stronger the professional service competence, personality, and job satisfaction, the higher the teacher quality. The results showed that there was a positive and significant relationship between professional competence and the quality of teacher services with the coefficient of determination r2y1 = 0.417. There is a positive and significant relationship between personality and service quality with the coefficient of determination r2y2 = 0.515. There is a positive and significant relationship between job satisfaction and service quality with the coefficient of determination r2y3 = 0.463. This shows that the quality of teacher services can be improved by increasing professional competence, personality, and job satisfaction. The results of the SITOREM analysis on professional competence, personality, job satisfaction and teacher service quality show that there are indicators that are priority to be improved, namely: emotional stability, agreeableness, extraversion, pay, job, promotion opportunities, supervisors, designing learning approaches, developing teaching materials, develop professionalism, responsiveness. The indicators that need to be maintained are: openness to experience, conscientiousness, co-workers, reliability, tangibles, assurance, and empathy. Keyword: professional competence, personality, job satisfaction, quality of service

Modern specialists of any professional field should be distinguished by professional competence, the ability to update knowledge as well as process a significant amount of information, and creatively solve professional tasks. The specified qualities are formed in the process of professional training in the institutions of higher education, in particular through the participation of students in scientific and research activities. The purpose of the article is to investigate the essential characteristics of scientific research activities of students of higher education institutions. Research methods: analysis of scientific literature, systematization (to clarify key research concepts), generalization (for the purpose of forming author's conclusions). As a result of a comprehensive study of the problem, the essential characteristics of the scientific research activity of students were clarified, by which we understand the practice of obtaining new scientifically based knowledge, aimed at a purposeful change of social reality, which is implemented in a logical sequence through the application of appropriate forms and methods of scientific knowledge. The most important features of the students' scientific research activity have been determined: in its essence, it is an empirical activity; it is purposeful and characterized by the interconnection of certain elements, procedures and methods; is built within the framework of logical and constructive schemes, methods and means of cognition, characteristic of scientific and research activity; performed according to the research algorithm; is based on facts that require empirical verification; the result of research work is new knowledge about objects; is a methodological regulation that sets a logical direction for the selection of methods and means of activity. It is substantiated that scientific research activity is implemented at three levels (reflective-theoretical, experimental-theoretical and research), each of which involves a step-by-step process (problem definition; hypothesis formulation; selection of research methods and tools; implementation of the research plan; evaluation of the obtained results) and application of appropriate research methods. Research tasks at these levels are aimed at the study and scientific analysis of a real practical situation. The structure of students' scientific research activity involves a set of elements: motives, goals, object and subject of research, process and result.

The quality of teacher service is very important in educational organizations to achieve the stated goals. Early childhood education is very important, fundamental, and strategic in building human resources and preparing a qualified generation of the nation, so it must be implemented as well as possible. Kindergarten teachers must be well prepared in order to provide quality services. Based on the above background, this study aims to look at and find efforts and strategies that can be used to improve the quality of teacher services through strengthening professional competence, personality, and job satisfaction for Kindergarten teachers in Bogor City. This research uses correlational research method, the research is conducted using quantitative methods and data collection is carried out through a questionnaire. then explained by statistical analysis and analyzed by regression analysis. The study population was 298 private Kindergarten teachers with A accreditation in Bogor City. The research sample of 171 respondents was determined by the Slovin formula, selected using proportional random sampling method. The results of quantitative research found that professional competence that emphasizes the ability to develop teaching materials, learning approaches, and developing teaching materials can improve teacher quality. Personality that emphasizes awareness, friendliness, emotional stability, openness to experience, extraversion can improve the quality of teacher services. Job satisfaction that emphasizes salary, employment, promotion opportunities, supervisors, colleagues can improve the quality of teacher service. Based on this research, the stronger the professional service competence, personality, and job satisfaction, the higher the teacher quality. The results showed that there was a positive and significant relationship between professional competence and the quality of teacher services with the coefficient of determination r2y1 = 0.417. There is a positive and significant relationship between personality and service quality with the coefficient of determination r2y2 = 0.515. There is a positive and significant relationship between job satisfaction and service quality with the coefficient of determination r2y3 = 0.463. This shows that the quality of teacher services can be improved by increasing professional competence, personality, and job satisfaction. The results of the SITOREM analysis on professional competence, personality, job satisfaction and teacher service quality show that there are indicators that are priority to be improved, namely: emotional stability, agreeableness, extraversion, pay, job, promotion opportunities, supervisors, designing learning approaches, developing teaching materials, develop professionalism, responsiveness. The indicators that need to be maintained are: openness to experience, conscientiousness, co-workers, reliability, tangibles, assurance, and empathy

Российская психолингвистика: итоги и перспективы (1966–2021): Коллективная монография

Over the past decades there has been a significant increase in the studies exploring cognitive foundations of translation reflected in a considerable amount of literature published on the topic. However, it is important to bear in mind that many of the ideas in the cognitive literature are mainly rooted in the psycholinguistic approaches to translation. For instance, a lot of scholarly works on translation in the former Soviet Union published in 1960-1970s emphasise the role of translator’s thinking and speech processes. The emergence of ‘theory of speech activity’, Soviet version of Western psycholinguistics, stimulated interest of linguists and psychologists who considered translation and interpreting, their procedural aspects worthy of scholarly attention. A. Leontyev (1969), one of the founders of the above mentioned ‘theory’, paid special attention to translator’s mental operations and probabilistic programming of the target language utterance(s). Thus far, a number of recent cognitive translation studies have confirmed the effectiveness of previous psycholinguistic models of translation designed within the framework of theory of speech activity. The goal of the study is a theoretical review of psycholinguistic approaches to interpreting and translation discussed in the works of scholars who were part of the Soviet theory of speech activity. The main objective is to reveal the translator’s status, his/her thinking and speech operations as psycholinguistic units in the approaches under review. Together, the psycholinguistic studies reviewed in the paper support the notion that the translator relies both on his/her algorithmic actions and heuristic solutions with the latter based on his/her background guided by probability thinking mechanism. This integrated approach proves useful in expanding our better and deeper understanding of translator’s activity.

Parsing Pragmatics

The four teacher competencies are very important and cannot be separated from one another. Professional competence, pedagogic competence, social competence and personality competence. One competency complements other competencies, so there is no more major competency. Assessing overall competence has often been done, especially with regard to professional competence. The author is interested in discussing specifically about pedagogic competence, with the assumption that professional competence will be meaningless if a teacher cannot carry out the learning process using methodical didactics. In other words, professional competence will not have any effect without understanding pedagogic competence. Pedagogic competence actually when applied correctly contains elements of other competencies, both professional, social and personality. Teacher competence, does not necessarily happen without a certain ability to be taught, then teaching competence must be followed by a strong basis as a form of social and personality abilities. The competence of lecturers, of course, has always focused on professional abilities in accordance with their fields of expertise, even as if ignoring other competencies. These conditions will be a problem when applying and the condition of students who are not ready. A good teaching ability must of course be supported by an expertise, which makes him a teacher. If as an instructor, this is not a problem, but when knowledge and skills must be shared with students, the problem arises how to do it, especially for students with vocational characteristics. Optimal learning quality produces good achievement for students. Many factors are the cause so that students are not satisfied in learning in class/school and of course become an obstacle to student achievement. In addition to psychological factors and internal factors, there are also other external factors. Therefore, researchers are interested in studying specifically pedagogic competence, so that the problem in this study is the Professional and Pedagogic Competence of Faculty of Technology Unima Lecturers. How is the level of professional and pedagogic competence of Faculty of Technology Unima Lecturers?. Are there differences in the competence of female and male lecturers?

The article examines the problem of the readiness of future social workers for research activities. It is established that in the pedagogical theory and practice there are no coherent researches of essential characteristics and structure of readiness of social workers for carrying out scientific researches. The purpose of the article is to study the essence and content structure of the readiness of social workers for scientific research activities. Methods of research used: analysis of scientific literature, systematization (for clarification of key concepts of research), generalization (in order to formulate author's conclusions). The scientific approaches to understanding the concept of readiness of a specialist to a certain type of activity - personal and functional are analyzed. It was established that the readiness of the future social worker for research activities is an integral system of professional and personal qualities of a specialist, a solid theoretical and methodological knowledge and research skills, an active personal position in the process of realization of research roles, which is expressed through a positive and conscious attitude to the scientific-research as a component of professionalism. The range of qualities that a social worker must possess: professional competence from a wide range of social problems, high level of general education and culture, knowledge of the related scientific fields, kindness, love for people, sincerity, kindness, sensitivity, mercy, empathy, sociability, flexibility, the ability to support the others and to stimulate them for the development of their own forces, organizational skills, etc. Motivational-value, cognitive, activity and emotional-volitional components are determined in the structure of readiness of social workers for research activities. The motivational-value component implies the presence of interest in SRA (scientific-research activity) in the process of solving professional problems, the desire to deepen scientific research knowledge, and the attitude towards the SRA (scientific-research activity) as a value. The cognitive component defines knowledge of the theory and methodology of scientific knowledge, interdisciplinary research methods. Activity component involves the formation of a number of research skills; emotional-volitional - a sense of intellectual satisfaction from SRA (scientific-research activity), emotional stability, persistence, responsibility, organization, ability to self-reflection.

Aim. To determine the role of training of bachelors in the “Education in the Field of Life Safety” profile in project research activities, to reveal its significance within the framework of the activity-based approach, and to propose practical ways of its integration into the educational process for developing the competencies. Methodology. The study applied key methodological approaches: the activity-based approach as the foundation for organizing project-research activity, the systemic approach for analyzing its place in the educational process, the competence-based approach for assessing the formation of professional skills, and the praxiological approach to combine theory with practice. Methods of theoretical analysis of literature, generalization of pedagogical experience, observation of the implementation of student projects, and qualitative analysis of results were used, ensuring the scientific validity of the conclusions. Results. As a result of the research conducted, the set goal of determining the role of project-research activity in the training of bachelors in the “Education in the Field of Life Safety” profile was achieved. The significance of this activity as a component of bachelor training in the “Education in the Field of Life Safety” profile has been theoretically substantiated and revealed. Practical ways of integrating research activity into the educational process have been developed and presented, including the modular principle of structuring disciplines, diverse forms of research activity, and a criteria-based assessment system aimed at developing the professional competencies of future teachers. Research implications. The theoretical significance of the research lies in substantiating the role of project-research student training as a tool for implementing an activity-based approach. The practical significance is determined by the development of recommendations for the implementation of project-based research activities in the educational process. Conclusions. The conducted research confirmed the role of training in project research bachelors in the “Education in the Field of Life Safety” profile. The developed practical integration methods for implementing project-based research activities for students, including a modular approach to organizing academic disciplines and a criteria-based assessment system, ensure the development of professional competencies within an activity-based approach. Implementing project-based research activities in the educational process contributes to the development of teachers capable of creatively solving professional problems and adapting to changing educational conditions.

This article continues a series of scientific research focusing on the stages of formation and development of the methodology of language training of foreign higher education students. Specifically, it examines the work of the Language Training Department at the Institute of International Education for Study and Research of V.N. Karazin Kharkiv National University. The objective of the article is to elucidate the system of teaching Ukrainian to foreign medical students pursuing higher education in English and its practical implementation. The article analyses theoretical research and methodological developments carried out by the department’s teachers in the field of language training of foreign medical students. The theoretical framework encompasses various educational paradigms relevant to the training of higher medical education students, the systematization of training principles, including professional dialogue, and the characterization of levels and elements within the integrative system of professional and communicative training of the target group. Furthermore, the article scrutinizes the normative, procedural, and evaluative functions of linguistic discipline curricula. It examines the principles governing the selection of content elements and topics that embody the linguistic, speech, and professional components required for teaching the Ukrainian language to future doctors. Theoretical developments have led to the characterization of principles guiding the creation of textbooks aimed at forming the communicative competence components of future medical professionals. An analysis of a series of textbooks demonstrates their effectiveness in fulfilling the objectives outlined in the work programs and in fostering general and professional competences among higher medical education students. In response to contemporary challenges, such as the need to adapt to educational disruptions caused by pandemics and martial law, the authors underscore the importance of integrating modern digital technologies into the educational process. The article explores the possibilities of digital storytelling technology and evaluates the alignment of distance courses, created by departmental teachers on the Moodle platform, with the objectives of language training. Looking ahead, the authors envision optimizing the formation of medical students’ communicative competence through theoretical development and the implementation of a comprehensive model in the educational process. This model would blend effective traditional teaching strategies with the capabilities of modern digital technologies and platforms.

The article discusses the basic concept in the theory of speech activity. The ratio of the four phases in the structure of speech activity to the system for development of creative storytelling in preschool age is analyzed. The significance of the imaginary communicative-speech situations for the natural motivation of the children’s speech activity and the orientation in the communication situation is considered. Describes the pedagogical tools used to build the communicative-speech situation and the requirements it must meet in order to motivate children’s creative storytelling. Guided by the theory of speech activity and the peculiarities of the imaginary communicative-speech situation, the author derives methodical algorithms of creative storytelling in preschool age, which, develop in unity the verbal-creative and communicative-speech skills of children.

This study examines how extraposition constructions with adjectives, such as it is important to honour those who have done honour to us (CB) function in the deontic and directive domain. It is found that in these two domains, which correlate with different sets of adjectives, the adjectival expressions can function on two distinct levels, either relating to the real world (State of Affairs (SoA)-related), or relating to the speaker’s argumentative goals (speaker-related). These levels have also been noted for other linguistic categories, such as interclausal relations (e.g., Davies 1979; Sweetser 1990; Verstraete 2007). Within the set of speaker-related uses, a further distinction will be proposed between text-building uses and mental focus on a proposition uses. The first type serves to build arguments, or to specify or justify the organization of a text. The second type is used to make the hearer focus mentally on a propositional content. It will be argued that this latter type is a partially filled construction in the sense of Goldberg (1995). In this sense, this study proposes a constructionally motivated typology of extraposition constructions in the deontic-directive domain.