Foreign Language Competence Research Articles

НАПРЯМИ ТА УМОВИ ВИРІШЕННЯ АКТУАЛЬНИХ ПИТАНЬ ЛІНГВІСТИЧНОГО ЗАБЕЗПЕЧЕННЯ ВІЙСЬК В УМОВАХ ДІЇ ВОЄННОГО СТАНУ В УКРАЇНІ

LSF is interpreted quite ambiguously within Ukrainian scientific discourse. The term lacks clarity in delineating a single meaning, systematic use and pronounced tendency towards ambiguity within the sectoral (philological-pedagogical and military-pedagogical) conceptual field. Currently, LSF covers completely communicative and functional spectrum related to the military area. However, they primarily mean studies of military translation and Ukrainian military's foreign language training (especially in English). The aim of the present research is to outline the actual concerns and concepts of the linguistic support for forces (LSF) throughout the wartime, to outline the tasks of the LSF in the focus of present events in Ukraine and, in particular, in the educational process of the military in the state of full-scale war. In addition, there is a purpose to focus on those topical questions of the LSF, which have arisen or acquired aggravation with the beginning of the Russian-Ukrainian war confrontation. It was found that war always has a worldwide global essence. Even though it is concentrated locally in geographical dimension (like in Ukraine). Therefore, in the paradigm of up-to-date war events and their effects, language as an instrument of understanding and cooperating between various participants of war has a wide range of extremely important functions. Especially while speaking about foreign languages, which play an indispensable operating and strategic, additionally also ideological role in war narratives. The works of prominent scientists on the subject of LSF identifies promising directions for the improvement of LSF in Ukraine. They were analyzed in the article. The significance of implementing special computer technics and software into the LSF field was highlighted. This would fasten the process of working out the large layers of information and allows having quick essential communication in a timely manner. Under the conditions of martial law adequate messaging is necessary. Whether in real time or under situations of remote (asynchronous) communicative interaction. In the field of foreign language training of the military as one of the fundamental problem of LSF as a discipline and field of knowledge, it has been observed that the tendencies to train the military in an authentic foreign language environment are maintained. The very format of such acquisition of foreign language competences appears in current literature (scientific, special, in the documentation of the Armed Forces of Ukraine, etc.) as the most advantageous for successful language training of military personnel. In addition, learning in reliable foreign language surroundings contributes to compliance with NATO canons.

Practice and prospects of seafarer simulation training in foreign communication competence

The STCW Convention primary points out the required competencies of seafarers. The high level of their technological and technical training and capabilities is known to be among the most important ones. Due to the high speed of technological progress, it means the necessity to develop the professional abilities, knowledge and skills constantly and not to lose from the view the important perspectives. Analyzing educational experience, the article proves that the effectiveness of simulators, used for seafarer training, in developing foreign language competences is increased if special simulation training scenarios are provided whereby many soft and hard factors must be taken into account including the principals of the Ecological Education. As Augmented Reality Gadgets are known to be prospectively implemented into the ship’s navigation, questions about their effectiveness, discussed and searched with questionnaire among seafarers and cadets of Maritime University, are valuable from different points of view including simulation training scenarios designing. The survey showed that not all influencing from the practical point of view, perspectives for the introduction of AR technologies are considered to be positive, desirable and valuable. The article points out the necessity to take into account all of them especially at the stage of equipment elaboration and simulation development. The Ecological Augmented Reality attitude should and is able to be an important instrument at stages of design development and implementation. We are sure that the being developed AR “tools” should be based not only on the principles of an Ecological Psychology, but Ecological Education as well which may contribute to higher levels of performance and adaptation to the user’s perceptual abilities and environmental motivation.

PROFESSIONAL LEXICAL COMPETENCE DEVELOPMENT IN BLENDED LEARNING

The integration of Ukraine into the world community requires perfect mastery of foreign languages from future professionals. The number of hours allocated to studying a foreign language in institutions of higher education is insufficient for the formation of all types of foreign language competences, in particular, foreign language lexical competence. Possession of lexical competence is part of the system of development of speaking in a foreign language. That is why there is a need to improve the methods, means and technologies of foreign language learning. The purpose of the article is to reveal the role of the process of formation of students' foreign language lexical competence. To achieve the goal, a questionnaire was conducted among students of a language institution of higher education. The paper presents the data and analysis of the conducted survey. It was concluded that the combination of traditional teaching methods and innovative ones in the process of learning a foreign language makes it possible to intensify the independent activity of students, increases cognitive activity, and contributes to more effective vocabulary development in blended learning. Recommendations are given on facilitating students’ mastery of lexical units in blended learning.

О СРАВНИТЕЛЬНОМ ОПЫТЕ ИСПОЛЬЗОВАНИЯ СДО И ВНЕДРЕНИЯ ЦИФРОВЫХ ИНСТРУМЕНТОВ В ОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСС ПО ИНОСТРАННОМУ ЯЗЫКУ В ЯЗЫКОВОМ И НЕЯЗЫКОВОМ ВУЗАХ

The modern development of computer technology and the total digitalization of all types of information in the last decade have opened up almost unlimited opportunities for a large-scale expansion of the introduction of information technologies in the educational process. It was at the beginning of the 21st century and the period of the COVID-19 pandemic in particular that a real breakthrough occurred in the distance learning system. The article discusses the experience of implementing distance learning systems and using digital tools in the foreign language educational process in linguistic and non-linguistic universities, namely in the Bashkir State Pedagogical University named after M. Akmulla and the Ufa State Petroleum Technological University. The difference in the degree of motivation for learning a foreign language, the hours allocated for the study of the discipline and the specific structure of the discipline are reflected in the organization of classes and independent work of students. Also, not only the types of interactive space for teacher-student communication differ, but also the methods and tools used to form foreign language competence. The authors dwell in detail on the use of mental maps, online whiteboards and Google forms in the educational process, as well as the organization features of LMS university platforms and the possibility of their use in relation to the language discipline. Considering that the process of teaching foreign languages in LMS has its own peculiarities, the article provides grounds for the need to build the educational process in such a way that it is as close as possible to live communication between a teacher and a student, since one can master language skills successfully only in communication. The authors analyze LMS systems from the point of view of their application in full-time and part-time education and in blended learning (when offline learning is combined with elements of online learning) which involves independent control by the student of the way, time, place and pace of performing certain tasks.

Methodological Aspects of the First Foreign Language for History and Archaeology Bachelors

The present study aims at methodological grounding of the specific types of foreign language competences for non-philology faculty students enrolled in the First Foreign Language (English) course taught within the first (bachelor) level of the academic professional program 0.32 History and Archaeology. The suggested methodological and conceptual basis outlined in the research has a concrete practical application to address university language teachers in non-philology faculties, curricula designers, professionals, researchers or practitioners in the field of foreign language teaching. The competency-based foreign language author methodology is practically exemplified in the study as a collaborative teacher-student(s) foreign language learning experience to reinforce cognitive competences through brainstorming, intellectual communication and research via formative e-learning educational and methodological complex, its development and implementation. An overall history study is essentially focused on the concept of historical thinking, specifying such cognitive skills as significance, primary source evidence, continuity and change, cause and consequence, historical perspective-taking, the ethical dimension as key research matters of academic history discourse. The fundamental meaning-making aspects of historical accounts theoretically and empirically substantiate that history and historical knowledge are always culturally predetermined, dynamic and open to contestation and discussion. Within the conceptual-methodological model, the issue is open to a broad scientific analysis in terms of cognitive competences in professional history and archaeology settings as well as in the field of competency-based foreign language learning deploying spoken and written discourse for special purposes. Pragmatic competence encompasses discursive strategies of organizing and structuring the general and professional or specialised discourse in terms of its coherence, cohesion, thematic organization, logical reasoning, as well as functional action-oriented knowledge via general or professional-oriented communicative functions performing. From the foreign language studying perspective multimodality approach has clearly envisaged as progressive constituent for further research under the competency-based foreign language learning methodology to apply in non-linguistic specialties.

Adaptive higher education of linguistic students via «flipped classroom» blended learning

Introduction. According to the report of the international Organisation for Economic Co-operation and Development (OECD), one of the trends in education in 2022 is recognised as the creation of an educational environment capable of meeting the needs of diverse learners and, at the same time, forming global competencies of the 21st century, as well as being accessible and adaptable for all population groups. This person-centred approach to learning and the trend towards continuous growth in the number of students predetermine the relevance of replacing traditional teaching formats with adaptive ones. At the same time, the widespread digitalisation of education and the emergence of blended teaching models provide opportunities for implementing the principles of adaptive learning in higher education. The objective of the article is to identify the dynamics of the level of students' independence and self-control during the transition from traditional to blended adaptive teaching model, as well as to evaluate its effectiveness in teaching linguistic students. Materials and methods. The strategy of microlearning was used in modelling the learning content. To achieve the objective of the study an experiment was conducted at Southern Federal University (SFedU), Institute of Philology, Journalism and Intercultural Communication. It involved 4th year students within the applied bachelor’s program in the study area «Pedagogical education with two majors (Russian and English)» within the framework of the theoretical course «English Lexicology» from 2020 to 2022. The results of the pedagogical experiment were analysed using the nonparametric Pearson χ2 -criterion. Results. After the experimental and control group students being subjected to final double testing on identifying the level of foreign language competence and educational maturity the data analysis showed higher scores for students in the experimental group (significance level p = 0.048 < 0.05 for Final Test and p = 0.031 < 0.05 for Final Questionnaire). In the course of the research, the authors came to the conclusion that the teaching process within the «flipped classroom» model framework based on the technological adaptation of a discipline has increased the level of academic achievement in English Lexicology as well as educational maturity. Conclusion. Adaptive learning in a distance format via a «flipped classroom» model meets the maximum requirements for adaptive courses, such as the personalization of student learning with the construction of individual educational trajectories, systematic monitoring of mastering micro-themes and modules of the discipline as well as implementing controlled pedagogical influence with a facilitative role of a teacher.

Professionally oriented language training foreign higher education acquires

The article is devoted to the solution of the linguistic didactic problem relevant for modern higher education – the definition of the scientific and methodological foundations of professionally oriented language training of foreign students. The purpose of the article is to substantiate the main methodical mechanisms for the implementation of the tasks of the professional orientation of the language training of foreign bachelors. Foreign language communicative competence is an important component of the readiness of future specialists to carry out professional activities in modern conditions. For students of higher education, a foreign language plays the role of an educational discipline, a means of learning and professional improvement. The following methods of scientific research were used: analysis of current sources on the topic of research, study of the experience of domestic and foreign pedagogy in teaching professional speech, implementation of selected approaches and methods in practice, analysis of approbation of proposed methodological solutions. The article systematizes modern approaches to selecting the content of communication training in the professional field of communicative connection. The content of concepts has been clarified: the principle of professional orientation of language education, the professional component of communicative competence, requirements for the content of professionally oriented educational content, the characteristics of the methods of teaching foreign students of professional speech have been clarified. It was established that the formation of the professional component of communicative competence in modern conditions requires the involvement of additional educational tools and the development of methodically appropriate techniques, the definition of language training forms, the creation of motivational pedagogical conditions that contribute to the formation of a positive attitude to the learning process. To implement the specified linguistic and didactic conditions, a program that considers modern requirements for language and speech content, the introduction of innovative technologies into the learning process has been developed. The proposed approach to the selection of content and teaching methods ensures the formation of a professional component of foreign language competence and allows for the effective organization of the educational process in academic groups of foreign students studying in economic education programs. Prospects for further research of this problem lie in the development of innovative methodical support for the formation of the professional component of the communicative competence of foreign students, increasing the efficiency of the organization and achieving high effectiveness of the educational process.

COMPARATIVE ANALYSIS OF FUTURE FOREIGN LANGUAGE TEACHERS’ INDEPENDENT LEARNING ORGANIZATION IN UKRAINE AND GREAT BRITAIN

The article provides a comparative analysis of the experience of organizing independent extracurricular work of future foreign language teachers in higher education institutions of Ukraine and Great Britain. The analysis of educational and methodological support of the disciplines of the cycle of professional training of foreign language teachers of domestic higher education institutions gives reasons to assert that independent extracurricular work has a significant share in relation to classroom educational activities of students. There is a tendency to increase the hours of independent extracurricular work.Independent extracurricular work of future foreign language teachers in domestic higher education institutions, unlike British ones, has only a practical focus and is aimed at the formation of foreign language competence of future teachers. It was determined that in the organization of independent extracurricular work, Ukrainian scientists and practitioners adhere to didactic (individualization activities, a combination of individual, paired and group forms of the specified work, creativity, visuality) and methodical (autonomy, communicativeness, interconnected learning of speech activities and aspects of language, interrelated learning of language and culture, the dominant role of exercises, the authenticity of educational materials) principles.It was found out that Great Britain has developed quite a powerful experience of organizing independent extracurricular work of future foreign language teachers. Some features in this field are common to both countries, but in higher education institutions of Great Britain there is a much greater amount of work related to the formation of student independence, capable of consciously and responsibly performing various tasks outside the classroom. Changing the authoritarian model of professional education, characteristic of Soviet times, to a person-oriented one involves the maximum individualization of independent extracurricular work of future foreign language teachers, the creation of conditions for self-development and self-improvement, meaningful and independent determination of one's own educational needs, one's capabilities, and individual educational goals. In this aspect, work in higher educational institutions of Ukraine has begun and needs further improvement. In the higher educational institutions of Great Britain, a modern model of higher education has already been created, designed to provide the student with systematized, solid and at the same time operational knowledge, capable of providing conditions that contribute to the realization of a necessary and urgent requirement: to teach the student to learn independently. These processes have a certain tradition and are actively implemented.

MODERN EDUCATIONAL TECHNOLOGIES IN TEACHING A FOREIGN LANGUAGE FOR LAWYERS

In accordance with the Federal State Educational Standard of Higher Education, adopted by the order of the Ministry of Education and Science of the Russian Federation in February 2020, the implementation of various educational programs provides for the use of educational technologies. The article discusses the relevance of the search for modern technologies for teaching English to law students in the context of the implementation of the Federal State Educational Standard (3++). The author analyzes the possibilities of new pedagogical technologies and reveals their advantages. Based on the analysis of tasks for students, the author concluded that modern educational technologies contribute to the formation of foreign language competence in the process of teaching a professionally oriented foreign language course.
 The article discusses modern educational technologies that are convenient to use when teaching a foreign language. Educational technologies include several convenient technological tools, an affordable, free, convenient service for work that can be used when preparing presentations, creating documents, various tables, as it offers a huge number of visual design options. The main results of the study are the scientific substantiation of the effectiveness of educational material.

Teaching marine engineering terms through online methods in maritime training courses

Verbal communication is an integral part of seafarers’ professional activity and a compulsory condition of vessels’ safety, the prevention of marine environment pollution, the fulfillment of international and national legislation in the field of sea transport, and the organization and management of sea transport traffic involving multinational crews. The present study contributes to the resolution of professional communication linguistic support problems within the framework of the marine engineer’s activities. Additionally, it ensures safety at sea by developing the terminological component of the foreign-language competence of marine engineers. The purpose of the research presented in this article is to identify patterns of teaching the English maritime engineering term system used in oral professional communication and technical documentation engaging the Moodle Platform. The concept of marine engineering terminology, as well as the principles of distinguishing it from a more general concept of «maritime terminology», was considered in order to achieve this goal. The article suggests a combination of the most efficient Moodle tools that can be used to develop trainees’ specific terminological competence. Highlights A comprehensive analysis has allowed identifying differences in the functioning of ship engineering terms in technical documentation and oral professional communication The elements of this terminological system under analysis form hierarchical paradigms The functioning of ship-engineering terms in professional communication is complicated by the presence of synonyms within the terminological system and pseudo-international vocabulary Marine engineering terms can be successfully taught through a combination of several Moodle instruments, which enables trainees to conduct comprehensive structural-semantic comparative analysis of the English ship engineering terminological system

More than a signboard: the name of a store in the speaker’s mental lexicon

Background. Forming a system of spatial, social and cultural landmarks, each speaker consciously/unconsciously records proper names which seem important. The most significant units are remembered, and it is they that determine the general idea of the entire set of marked objects. Since the system of linguistic units in the individual mental lexicon is regulated by a great number of subjective factors, it can be assumed that the tendencies of the reflection of reality in the mental lexicon common to a group of speakers open the way to the analysis of current social stereotypes. Shop and store names are one of the groups of commercial names, therefore, by their very nature, they are maximally oriented towards reflecting positive stereotypes of large social groups.Purpose. The purpose of this article is to analyze how the names of shops and stores are reflected in the mental lexicon of the women residents of Kyiv, the capital of Ukraine, and to try to outline the connection between the proper names verbalization in speakers’ mental lexicon and their ideas about extralinguistic reality.Methods. The material for this study consists of 249 graphic variants of 160 names of clothing, footwear and food stores, collected by surveying 45 women residents of Kyiv. Descriptive, comparative, and quantitative methods were used in the research, and techniques of the structural method were occasionally involved.Results. Current store names in the capital of Ukraine create а very colorful linguistic landscape with its main feature – the predominance of foreign language components, both lexical and graphic. Among all this diversity, the speaker remembers 3 or 4 names оn average, which determine her idea of the general trends in the nomination of objects in this field and indirectly ‒ these objects themselves. The analysis of store and shop names active in the mental lexicon of Kyiv residents shows that the absolute majority of clothing and shoe stores (79 % and 81 %, respectively) are perceived by names identified with other cultural spaces. Not only the name’s origin, but primarily its graphic form is a clear indicator of belonging to some cultural space. The opposite case in the name system of grocery stores is recorded ‒ only 26 % of them were reproduced by respondents in Latin. The form in which the store or shop name is stored in the mental lexicon depends on a) the graphic code visualized on the signboard / in the advertisement and b) the sound form of the name commonly used in informal communication. The activity of the second factor directly depends on the symmetry of the sound and spelling of the barbarism name and the level of speaker’s foreign language competence. The result of the collision of different graphic codes in the speaker’s mind is mixing, which is manifested in the recording of the original form of the name from Latin to Cyrillic during memorization. Therefore, while keeping proper names in memory, speakers try to assimilate their form to the rest of the fixed units, and this often manifests itself in the transformation of the original form of proper name.Discussion. Oversaturation of Kyiv’s commercial ergonomics system with barbaric names forms a strong public stereotype about the attractiveness and progressiveness of other cultures in the consumption sphere and creates the illusion of the absence of national Ukrainian in it. Trying to master the system of store and shop names, Kyiv residents find themselves in a conflict situation: the dominant graphic code for them is the Cyrillic alphabet, while the Latin alphabet prevails in the visual space of Kyiv’s trade establishments. The way out of this situation is transformation ‒ recording of the original name with the help of a graphic system convenient for the speaker. In order to form a general idea about the reflection of the commercial proper names system in the mental lexicon of Ukrainians, it is necessary to involve in the study data from representatives of different age groups from different regions of the country.

Meeting International Law Students’ Demands for Their Professional Foreign Language Learning

Introduction. In today’s world, the profession of international lawyer has acquired a new status. This fact inspired the authors of the article to think about the need to analyse the foreign language competencies which international law students should obtain. Aim. The objective of this article is to identify the best time to start the legal foreign language course at international law faculties; the competencies which law students acquire and want to acquire; and an assessment of the significance of the competencies acquired in the course of the legal foreign language training of law students. Materials and methods. This article is a study based on an analysis of Russian and foreign scientists’ related works, and the results obtained during the surveys of 3rd- and 4th-year international law students at MGIMO studying a language. Both comparative and system analysis methods were used. Results. This research reveals the students’ views on the best time to start learning the foreign language, the foreign language competencies acquired and wanted by the students, and their significance for their future careers. Scientific novelty. Identification and analysis of the language competencies necessary for international lawyers’ professional activities, with aim of improving foreign language studies in this context, with the results for the first time based on students’ opinions. Practical significance. The results of the present study can serve as a basis to develop new approaches and methods to improve the training of international law students and to create specialty foreign language training programs for non-linguistic students.

Automated Discourse Analysis Techniques and Implications for Writing Assessment

Analysing writing development as a function of foreign language competence is important in secondary school children because the developmental patterns are strongest at a young age when successful interventions are needed. Although a number of researchers have explored the degree to which specific textual characteristics in EFL students’ essays are associated with high and low ratings by teachers, the extent to which such characteristics are associated with rater-mediated assessment under standard exam conditions remains relatively unexplored. Motivated by the above void in pertinent literature, the overall aim of the present study was to investigate the relationship between specific discourse features present in the writing scripts of EFL learners sitting for the British Council’s APTIS for TEENS exam and the assigned scores during operational scoring by specially trained raters. A total of 800 international EFL students aged 13 to 15 years old took part in the study, and 800 scored written essays on the same task prompt of the pertinent test produced under standard exam conditions were analysed. The results showed statistically significant differences (p ≤ 0.05) between the linguistic features identified in the essays produced by young EFL learners at different levels of language competence. The main text features that were repeatedly found to make a significant contribution to distinguishing scores assigned to texts both within and across levels were word frequency, word abstractness, lexical diversity, lexical and semantic overlap, all of which could be used to obtain a numerical cut-off point between proficiency levels. These findings support the notion that progress in L2 writing is primarily associated with producing more elaborate texts with more sophisticated words, more complex sentence structure and fewer cohesive features as a function of increased language competence. The findings of the study could provide practical guidance to EFL teachers, material developers and test designers as to the kind of linguistic strategies young EFL learners develop as a function of their level of language competence and suggestions to consider when designing EFL classroom curricula, writing skills textbooks and exam papers on written production.

Mindfulness and foreign language learners’ self-perceived proficiency: the mediating roles of anxiety and burnout

ABSTRACT Mindfulness has been overlooked in previous studies of second or foreign language learning. This study aims to explore the relationship between mindfulness, anxiety, burnout and self-perceived foreign language proficiency among a sample of 492 learners. Further, it seeks to make up for the deficiency in the current empirical literature regarding the mediation roles of anxiety and burnout in the relationship between mindfulness and students’ self-perceived foreign language competence. The findings were as follows: (1) students have a moderate level of mindfulness and foreign language anxiety, low level of perceived proficiency and foreign language learning burnout; (2) an increased level of mindfulness was associated with higher perceived foreign language competence and lower levels of anxiety and burnout; (3) anxiety and burnout mediated the relationship between mindfulness and students’ self-perceived FL proficiency. It is suggested in the implications that school administrators and policymakers might need to provide space and time to integrate mindfulness practices into the curricula. Language instructors could also incorporate brief and accessible interventions in classrooms to enhance students’ level of mindfulness. Limitations and future directions are discussed for further investigations.

ФОРМУВАННЯ ІНШОМОВНОЇ ЛЕКСИЧНОЇ КОМПЕТЕНЦІЇ В МАЙБУТНІХ ФАХІВЦІВ

The article is dedicated to the topical issue of developing foreign language communicative competence, which consists of phonetic, lexical, grammatical, reading and writing competencies among future specialists. Based on the statement that achieving a high level of professional foreign language competence is impossible without the formation of a particular profile of foreign language lexical competence among students in written and oral communication, the main emphasis was made precisely on developing lexical competence. The research has outlined the structure of foreign language lexical competence. It consists of: 1) lexical knowledge that students acquire during the mastering of a foreign language lexical system, namely semantic connections, oral and written forms of words, their relative value, rules of word formation, distinctive or similar features with the corresponding lexical unit (LU) of native language, etc.; 2) lexical skills to intuitively correctly create, implement and understand foreign language LU based on speech lexical connections between graphic and spoken forms of words; 3) speech and language experience, which ensures storage, categorization, and acquisition of skills for working with available information (its understanding and reinterpretation), which students receive while learning a foreign language, as well as building the patterns of using foreign words in their minds; 4) ways of carrying out cognitive activities that are realized during communication and depend on the knowledge of LU and their semantic meanings, as well as lexical skills that a student acquires during classroom and individual activities. The development of foreign language lexical competence occurs in two stages. At the introductory stage, students gain knowledge of the lexical structure of a foreign language and the rules by which it is used. At the automation stage, students develop and improve the skills of working with new lexical units at «word-phrase-sentence» and «monologue-dialogue-text» levels. In addition, the current work has presented effective methods and tools for developing foreign language lexical competence: online flashcards and interactive work with them; associative maps; LU visualization; use of YouTube; joining the online thematic groups; implementation of interactive dictionaries while reading texts online; passive work with LU – associograms, grouping LU by categories, search for semantic connections, etc. Key words: foreign language lexical competence, lexical units, oral communication, written communication, lexical knowledge, lexical skills.

Hashtags and Environmental Literacy in the EFL Classroom

Abstract Hashtags have become an omnipresent phenomenon in the digital age. As such, far from simply being indexing devices, they can be perceived as meaning-making practices in their own right, which are involved in shaping contemporary social discourses. This discursive potential of hashtags can, for instance, be seen in current debates about climate change on Instagram and Twitter, where environmentally themed hashtags play an important role in how individuals construct a meaningful relationship to the natural environment. The present paper takes an educational perspective on these environmental hashtags, by taking a closer look at how hashtags can be used in the English as a foreign language (EFL) classroom to foster learners’ environmental literacy. It will be argued that hashtags provide a particularly useful learning foundation in English language education, since they assist learners in developing vital foreign language competences in the form of a response-ability and a discourse-ability and, overall, reveal the cultural construction of knowledge about the environment.

Development of Professionally Oriented Intercultural Competence of Future Tourism Experts in the Conditions of Post-Industrial Postmodern Society

The problem of formation of professional intercultural competence is relevant in the conditions of post-industrial postmodern society. The article highlights main trends in factors of intercultural competence. The article considers different approaches to determining the foreign language competence of tourism experts to intercultural competence. The analysis of theoretical and methodological approaches gives grounds to define the concept of German-language competence and qualifications of tourism experts. In the context of the study, the features of intercultural competence are identified. The objectives of the article are to determine main aspects of the formation of professional German-speaking competence of future tourism experts. In the course of the research the world and domestic experience of professional competence formation of future tourism experts and formation aspects of foreign language professional competence are analyzed. Also, based on the study, it can be argued that there is no single approach to the future tourism professionals formation of intercultural competence. Methods of analysis, synthesis, a research method and method of content analysis were used in the research. Based on the study, it is proved that levels of intercultural competence are controlled processes in the context of the use of modern educational technologies. Future tourism experts combine knowledge and skills in professional terms to achieve a high level of qualification. The results of the study are the basis for extracurricular activities in the formation of foreign language competence.

Learning english through YouTube as a self-development factor for future officers

The aim of the article was to assess the effectiveness of learning English through YouTube as a factor in improving the future officers’ language skills. The study involved the following methods: survey, pedagogical experiment, Score-Rating System of Performance Control; Scale of Assessing the Need to Achieve the Goal by Yu. M. Orlov; Adapted Method of T. I. Ilina — Examining Motivation to Study in a higher educational institution (HEI); Diagnosis of the Level of Reflexivity Development by A. V. Karpov. The dynamics of change in the level of foreign language competence is very insignificant for students in the traditional form of education (control group), and it applies only to levels A1 (-8%) and A2 (+8%), that is, the lowest of the represented ones. Learning through the proposed model helps increase student involvement in foreign language learning, which is reflected in the increased number of completed assignments. The quality of education is growing, which is reflected in the increased level of student performance.

INTERACTIVE STUDYING AS A METHOD OF INTERPRETER’S FOREIGN-LANGUAGE COMPETENCE FORMATION

The article substantiates the necessity of he foreign-language competence formation of specialists inthe translation sphere during the process of studying a foreign language for professional purpouse, business and secondforeign languages. The modern state of interpreters’ preparation for professional activity is analyzed.Practical mastering of a foreign language is considered as a process of acquiring of a communicativeprofessionally oriented foreign competence by students. It is revealed that the level should not be lower than that whichallows the usage of a foreign language in scientific, informational and professional activities.It had been determined that the foreign competence of interpreters is an integrative quality that includes the
 level of mastering of foreign language knowledge, skills and abilities and consists of linguistic, communicative, socio-cultural and professional competences.
 As a result of the study, it was found that, skills of free communication in a foreign language and translation skillsneed particular knowledge in the field of economics, science or technology. The specialists with such level of languageproficiency must have not only knowledge and skills of foreign language, but also a profound understanding of foreignlanguage culture and realities.Effective formation of foreign language competence of specialists in the field of translation takes place in theprocess of studying such disciplines as: “Foreign Language (for Professional Purposes)”, “Business Foreign Language”, “Second Foreign Language”.The meaning of foreign language (for professional purposes) for experts in the sphere of interpretation isanalyzed. The process of foreign language competence formation, which is a necessary component of a full-fledgedprofessional training of interpreners had been described.The research reveals that the introduction of interactive studying methods is due to the application of the mainaspects, namely: projects, business games, web-quest, excursions, etc.It is proved that an important aspect in foreign language competence formation is the usage of informative andcommunicative technologies in education, which includes the using of information and communication technologies ineducation, work with computer and multimedia educational programs, distance learning technologies in foreignlanguages, creation of presentations, usage of resources of the World Wide Web Internet.

ОСОБЛИВОСТІ ФОРМУВАННЯ ІНШОМОВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ІНЖЕНЕРІВ-ЕНЕРГЕТИКІВ ЗАСОБАМИ НАВЧАЛЬНИХ ПРОЄКТІВ

The paper substantiates the expediency of applying educational projects as a means of forming future energy engineers’ foreign language competence based on the opportunities they provide to create an individual trajectory for learning a foreign language and to improve communication skills. The author’s own definitions of the concept of «project learning technologies», «project work» and «educational project» have been formulated. The efficiency of creating profession-oriented projects in the course of educational process has been experimentally verified by the example of forming foreign language competence of the students majoring in 141 «Electric Power, Electrical Engineering and Electro-mechanics» with the use of English site materials. According the results obtained in the investigation, it has been determined that the work on an educational project makes students exhibit their intellectual skills, enhance their intrinsic motivation to mastering new knowledge, improve their skills of self-organization and self-development, provide activation and automation of their receptive and productive communication skills. A complex of interrelated and complementary features, which characterize the process of forming future energy engineers’ foreign language communication skills by means of educational projects has been determined, namely: creation of an individual trajectory for learning a foreign language; revealing of the inner potential of every higher education student regardless of their foreign language competence level; autonomy in the process of carrying out educational work, encouragement to self-education and self-development; computerization of foreign language training, expanding personal and professional horizons; improvement of speaking activity skills; formation of a complex of competences (information, communication, professional, project and investigation ones) that are necessary for successful self-realization under the conditions of intellectual and innovative society development.