Level Of Language Competence Research Articles

Language practices of Emilian and Esperanto communities: spaces of use, explicit language attitudes and self-reported competence

ABSTRACT This paper provides a comparative analysis of the language practices maintained by speakers of two minoritised languages: Emilian and Esperanto. Esperanto is seemingly maintaining itself more successfully than Emilian and can therefore serve as an insightful point of comparison. The aim of this study is to quantify spaces of language use and attitudes towards each language to investigate the following: (i) spaces of language use and (ii) explicit language attitudes in the two communities, and (iii) the relationship between spaces, language attitudes and self-reported competence. We administered an online sociolinguistic questionnaire over the summer of 2020, collecting 468 responses for Emilian and 154 for Esperanto. Results from Bayesian linear models suggest that the relationship between language attitudes and competence is modulated by spaces of use: at lower proportions of spaces of use, language attitudes are more positively correlated with language competence, while at higher proportions of spaces of use, the relationship between attitude and competence is reduced. Although Emilian is maintained in fewer spaces than Esperanto, we observe that it is still used in local spaces. We propose that creating spaces for users of minoritised languages like Emilian could engender higher levels of language competence and hence language maintenance.

FORMATION OF CONCEPTUAL AND TERMINOLOGICAL APPARATUS AS A COMPONENT OF PROFESSIONALLY ORIENTED FUTURE PHARMACIST TRAINING

The article analyzes the process of forming the conceptual and terminological apparatus as a component of professionally oriented training of future pharmacists; based on generalization of theoretical foundations, the features, strategies, and methods, the formation of the conceptual and terminological apparatus that contribute to the efficient training of future pharmacists in the process of studying the discipline «Analytical Chemistry» are revealed. The following criteria for the selection of chemical terms and concepts are proposed: thematic affiliation (exclusion of terms from related fields), focus on the vocabulary, systematicity, completeness of terminology coverage, as well as synchronicity (time factor), usage (frequency), semantic value of the term, term-forming capacity, normativity, and connectivity. The article considers the holistic organization of work on the qualitative mastering of the terminological vocabulary of analytical chemistry, and the development of professionally oriented communicative competence of future specialists majoring in the specialty 226 «Pharmacy, Industrial Pharmacy». It involves the use of proven methods and techniques for the rational selection, semantization and presentation of terminological language units. The exercises are divided into types, and their sequence in working with terms is established: introduction of terminological vocabulary (preparatory exercises) – language exercises – communicative and linguistic exercises, which involve the simultaneous selection and functioning of pre-text, while-text, and post-text exercises in such work. Post-textual tasks and forms of application of exercises have been developed. They are the following: work in pairs, organizing a cluster based on reference material, sentence construction, terminological dictation, and crossword puzzles. microtext construction, formulating definitions of terms, working with mental maps, using multimedia, trainings, video presentations, and the game «Guess the term!». It has been concluded that the usage of various communicative and speech exercises aimed at mastering terminological vocabulary in the process of teaching analytical chemistry contributes to professional communication skills improvement in the discipline and, by forming terminological experience, increases the level of professional language competence of future pharmacy specialists.

Where Does the First Year Students’ Level of English Language Skills Stand in CEFR A Study from Early Childhood Teacher Education Department

This study aims to reveal the proficiency level of English language skills among first-year students in the Early Childhood Education department at Universitas Negeri Medan. The skills assessed in this study include grammar, reading comprehension, writing proficiency, listening comprehension, and oral communication. This study employed a quantitative research methodology, focusing on first-year students who are enrolled in English language courses. Throughout the research process, the researchers refrained from administering any interventions to the samples. The acquired data from the samples undergoes analysis using descriptive statistics. The analysis indicates that 70% of the students demonstrated proficiency at the A2 level, which corresponds to basic English usage according to the Common European Framework of Reference (CEFR). This level corresponds to the English language proficiency of elementary kids. Based on this study, it is necessary to enhance the English language curriculum utilized in the Department of Early Childhood Education to align with the students' English language competence level.

Sakha Language in a Northern Industrial Monotown: Linguistic Distribution in Speech Repertoire of Sakha People

This study explores the functioning of the Yakut language in the conditions of the northern industrial monotown Mirny (Republic of Sakha (Yakutia)). The study identifies the features of linguistic distribution in the speech repertoire of ethnic Sakha based on data from a sociolinguistic survey and interviews (n=279). Descriptive statistical methods and content analysis are employed. The results reveal an asymmetric nature of Yakut-Russian bilingualism with Russian language predominance in public communication. While Sakha individuals exhibit a high level of language competence in the Yakut language, its application is limited. In familial and friendly communication, the Yakut language maintains significant positions; however, its demand is minimal in the professional-business sphere, especially in industry. Among individuals with higher education, the percentage of Russian speakers at work reaches 68.34% compared to 55.77% among those with only secondary vocational education. Russian language dominates in management, service sectors, and law enforcement (75—100%). Only in fields such as healthcare, education, and culture does the Yakut language maintain strong positions. The native language is primarily perceived by Sakha as a symbolic marker of identity, yielding to Russian in social prestige and communicative power. The vitality prospects of the Yakut language in the city are assessed ambiguously and are linked to the effectiveness of language policy in key institutional contexts (education, media, government).

USING CLIL IN PROFESSIONAL TRAINING OF FUTURE VOCATIONAL EDUCATION TEACHERS IN LEADING EUROPEAN COUNTRIES

The challenges of wartime have prompted Ukrainian researchers to seek the most effective methods for enhancing professional education, particularly professional training of future vocational education teachers. As a result, examining the leading European experience with content and language integrated learning (CLIL) in professional training programmes for future vocational education teachers is scientifically justified and necessary. It is found that the problem of using CLIL in professional training of future specialists is notably significant. In the context of globalization and European integration processes, future professionals must demonstrate high levels of foreign language competence and competitiveness in the international labour market. Leading European countries, including Germany, the Netherlands, Belgium, France and Spain, actively implement CLIL’s conceptual aspects in their training programmes. However, the specific features of these implementations, such as sectorality, strategies and approaches, assessment characteristics and material support, may vary. The main advantages and challenges of using CLIL in professional training of future vocational education teachers are identified. Based on leading European experiences, the most effective methods to enhance professional training through CLIL are substantiated. These methods include the development of integrated educational programmes, effective use of resources, differentiated instruction, systematic assessment and feedback, as well as reflective practice. Accordingly, relevant recommendations are proposed to improve professional training of future vocational education teachers in Ukraine by integrating key aspects of CLIL into curricula. It is defined that, by adopting these practices, future vocational education teachers can effectively employ CLIL to enhance both language and vocational learning, better preparing their students for success in global and multicultural work environments. Further research is aimed at analyzing the content of foreign language training for future vocational education teachers in developed countries.

English-majored Students’ Problems in Listening Comprehension: The Case of a University in Vietnam

The article looks into the difficulties that English-majored students face when it comes to listening comprehension in a Vietnamese university. Listening comprehension, a fundamental skill in language learning, is often challenging for students despite its importance. This study uses a qualitative research approach to investigate the specific challenges that English-majored students have in their listening comprehension abilities. Data is collected using a painstakingly crafted questionnaire instrument, which is targeted to elicit specific comments from participants about their listening comprehension experiences and issues. The findings highlight a variety of barriers to students’ listening comprehension, ranging from language competence levels and exposure to different accents to a lack of realistic listening materials and inefficient tactics. The study emphasizes the necessity of addressing these issues through focused treatments, such as the use of realistic listening materials, more listening practice opportunities, and the teaching of effective listening methods. Teachers can optimize English language training techniques and nurture better language competency among English-majoring students in Vietnamese institutions by addressing the specific needs revealed by the questionnaire instrument.

Implementation of Visual Mind Mapping Strategy to Improve Students’ Language Competence

The opportunities of the educational process can be expanded using innovative mechanisms. The aim of the work is to determine the effectiveness of teaching because of implementing the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, and the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted of information visualisation and intellectual activity development. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that using Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on the Kirkpatrick model made it possible to establish that most students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare learning effectiveness with using Visual Mind Mapping for junior and senior year students.

Developing a culture-based Indonesian language textbook for non-native speakers for academic purposes

Language and culture could not be learned and taught separately. Therefore, a learning material based on culture should be considered for a meaningful instructional process. This study is aimed to develop a culture based textbook for academic purpose using a model of teaching language and culture. This model includes language knowledge, language awareness, culture awareness, and culture experience. The first step (need assessment) concerning the need to develop a culture based textbook was done in the previous study by Zuchdi and Nurhadi (2019), while the level of students language competence and their cultural interest was done in the beginning of this study. This study was the development of an intercultural based textbook through these following procedures: defining objectives, identifying culture topics, developing materials and media of instruction, content layout and graphic design, internal and external review, try out for product validation, and developing final draft. Based on the survey, the majority of respondents were in level 3 and 4 of Indonesian language competence, so this textbook was developed for that levels. The respondents were students taking Indonesian language program in Ahmad Dahlan University in Yogyakarta. The data were collected using pretest-postest and instructor’s reflection, and then analyzed by finding out the difference between the scores category. Almost half of the pretest scores were in the low and medium category, while all of the postest scores were in the high category. Based on the the instructor’s reflection, the students were really involving to study using this textbook. It can be concluded that the culture based Indonesian language textbook for academic purpose is effective for teaching and learning Indonesian as a foreign language.

Integrating Chatbots In Educational Administration For Improved Language Learning Outcomes

This study investigates using chatbots in educational management to improve language learning outcomes. Due to their ability to offer individualized and practical help to learners, chatbots have been introduced as educational aids. The effect of chatbot integration on language learning results is examined in this study, along with its theoretical and practical ramifications. The study uses a mixed-methods approach, integrating qualitative student experiences and quantitative data on language competence levels. The results show a link between using chatbots and successful language learning. While practical implications emphasize the importance of seamless integration and user-centered design, theoretical implications underline the relevance of technology-mediated interactions in education. In its final section, the paper discusses its limits and makes suggestions for educational institutions looking to use chatbots to improve language learning.

Переклад як інструмент комунікації фахівців з міжнародних економічних відносин

The communication skills of specialists in international economic relations determine the ease of overcoming linguistic and cultural boundaries in today’s globalized world. As businesses expand into international markets, the demand for professionals with a high level of language competence, including translation and interpretation skills, is high. The article substantiates that translation competence is an integral part of the professional competence of applicants for economic direction, since integration processes and international cooperation increase the requirements for foreign language proficiency not only in the interpersonal sphere, but also in the economic, especially in the field of international business. In the course of the study, the main key challenges and barriers to effective communication in international business are identified and characterized, namely: cultural differences, language barriers, non-verbal communication signals, technological challenges, time zone differences, cross-cultural misunderstandings, translation and interpretation. Emphasis is placed on translation and interpretation, as it is an important tool for facilitating communication between speakers of different languages. Correct translation and interpretation requires not only knowledge of the language, but also cultural competence, understanding of the context and knowledge of the subject. The authors identify the main areas of application of translation and interpretation in international business, including: legal and regulatory documents; financial reports and market analysis results; marketing and promotional materials for international markets; translation of technical specifications, instructions and documentation for products; diplomatic negotiations, international conferences and diplomatic correspondence on economic issues. Thus, translation is an effective tool for effective communication, cooperation and negotiations in international economic relations. By overcoming language barriers, fostering intercultural understanding, and the exchange of information and ideas, translation plays a vital role in promoting economic cooperation, trade liberalization, and sustainable development on a global scale.

Development of a mobile application for checking the level of English knowledge using the SWIFT programming language and the UIKIT framework

This scientific work is aimed at the development and implementation of an innovative mobile application aimed at assessing the level of knowledge of foreign languages. The main goal of the study was to create a convenient and fast tool that allows users not only to determine their level of language competence, but also to identify shortcomings and determine the optimal path for further improvement.
 In the course of the study, the existing methods and systems for evaluating language skills were carefully analyzed. Based on this analysis, detailed functional and non-functional requirements for the developed software product were formulated. The choice of technical and software tools, in particular the Swift programming language and the IOS operating system, was justified by their relevance and the ability to create applications for all devices in the Apple ecosystem.
 A significant part of the work was the creation of a database using the non-relational Realm system for mobile devices. The application interacts with data in JSON format, which allows you to efficiently load and display lists of questions for users. In the development process, such libraries as Foundation, UIKit, RealmSwift and others were used in order to ensure optimal performance and reliability of the application.
 Special attention was paid to creating an intuitive and convenient interface for users. The development process included a careful design of the logic and structure of the mobile application in order to ensure maximum convenience during use.
 One of the key parts of the research was testing the developed application. UI testing was carried out to check the correctness and usability of the interface, compatibility testing to ensure operation on different devices, and functional testing to check compliance with all defined requirements.
 As a result of the research, an information system for automated testing that meets high standards and requirements was successfully developed. The obtained results can serve as a basis for the integration of the program into the educational process or to provide students with the opportunity to gain practical skills in assessing their language competence.

Implementation of visual mind mapping strategy to improve students’ language competence

The opportunities of the educational process can be expanded through the use of innovative mechanisms. The aim of the work is to determine the effectiveness of teaching as a result of the implementation of the Visual Mind Mapping strategy to improve students’ foreign language competence. The aim was achieved using the general theoretical method of comparison, calculation of the concordance coefficient, the efficiency coefficient, the Whitney-Wilk test. Learning was ensured through the development of educational mechanisms, which consisted in the visualization of information and the development of intellectual activity. The study of new words, the use of digital technologies (Writer, Rosetta Stone, Busuu), the development of communication skills, and the development of professional skills were also provided. It was found among students that the use of Visual Mind Mapping contributes to obtaining a high level of knowledge in a shorter time. Focusing on Kirkpatrick model made it possible to establish that the majority of students acquired a high level of foreign language competence after testing their knowledge. The students have a positive attitude to learning using Visual Mind Mapping. The practical significance of the article is the possibility of involving innovative technologies for learning a foreign language. The prospects of further research are to compare the effectiveness of learning with the use of Visual Mind Mapping for junior and senior year students.

The Correlation between Arabic Learning Motivation and Arabic Language Competence of Education Study Program Students in Post- COVID-19 Pandemic

The COVID-19 pandemic has had a major impact on learning, especially student learning motivation, which also has an impact on the Arabic language competence of high school students when they turn into university students. Students are not only required to be able to learn independently but also have to answer the challenges of the 21st century, especially to communicate using Arabic. The purpose of this article is to explore university students' motivation in learning Arabic after online learning and its correlation with their Arabic language competence. A quantitative approach was used with a bivariate correlation research method. The population of this study was students at UIN Raden Fatah Palembang with a sample of 1213 people with diverse scientific specifications. The research analysis was conducted with prerequisite test followed by correlation test and univariate test. The results showed that the motivation to learn Arabic language of students of Arabic language education study program has a positive and significant correlation with the level of Arabic language competence despite having gone through online learning for several years when students are in secondary education. Therefore, it is important for Arabic teachers to continue to innovate in learning by using digital learning media to increase motivation in Arabic. Learning should also be based on digital literacy, so that students can become agents of change by breaking the shackles of the lack of infrastructure in schools and replacing them with media that are ready to access and fill content related to Arabic language learning.

THE SCIENTIFIC STYLE OF SPEECH IN THE CLASSES FOR THE MOVEMENT TRAINING OF FOREIGN STUDENTS

The relevance of the study lies in the presentation of the methodological strategy, the formation of skills and methods of teaching ULF, the identification of common communication problems that arise in foreign students at the initial stage who study in a non-native language. The analysis of modern sources highlights the expansion of the range of research material on topic of teaching foreigners in Ukrainian, the emergence of relevant research and development of text and illustrative material based on modern Ukrainian reality, specifically on Ukrainian topics, unlike in the past, when only the experience of teaching RFL was used. The purpose of the study is to substantive the need for teaching the scientific style of speech in a non-native language. The methodology of the study in presenting the main material of the article is based on the general principles of forming the course on the scientific style of speech at the initial stage of training of foreign students who have to master the terminology in their chosen specialty and obtain higher education in Ukrainian higher education institutions. The methods of teaching for the formation of skills and abilities of future specialists in the field of various types of language and speech activities, professionally oriented level of language proficiency and professional terminology are outlined. Conclusions. The article focuses on the principles of selection, modeling and content of educational texts, tasks for texts depending on the level of language competence, the need to motivate students to learn and form intercultural competence in order to master the language of instruction and adapt foreign students to new conditions of functioning in a foreign language space in order to prevent culture shock. As a prospect for further development of research on the topic, attention is drawn to the need to structure and constantly replenish the textbook library in the form of paper and electronic textbooks modeled to the appropriate level of students and their specialization: a body of texts in the specialty.

Do You Want to Increase Physical Activity in Adolescents? A School-Based Physical Activity Program Could Be an Efficient Way.

The aim of this study was to assess the effects of a classroom-based physical activity program, using bike desks, on academic and physical performance in adolescents. The Program to Enhance and Develop Active Lessons (PEDAL) was designed for this purpose, expecting an increase in students' physical activity without any decrease in academic performance. This intervention based on pedal or bike desks-stationary bikes that integrate with a desk workspace-was conducted with 55 high- school students who were randomly assigned to two groups: a PEDAL group (n = 28, 14.86 ± 0.65 years old, 46.4% girls) and a control group (n = 27, 15 ± 0.68 years old, 51.9% girls). Throughout the intervention, the PEDAL students pedaled 4 days a week for 10 weeks during their Spanish-language arts lessons. The comparisons between the PEDAL group and the control group, as well as the pre- and post-test results, were statistically analyzed to verify the students' physical activity (i.e., IPAQ-SF, heart rate monitors, polar OH1+), cardiorespiratory capacity (20 m shuttle run test), and academic performance (d2 test of attention and language proficiency test). Regarding the physical aspect, only the PEDAL group showed significant growth in their physical activity levels as compared to the pre-test data (p = 0.001), and they achieved higher results compared with the control group (p = 0.022) and less sedentary time than control students (p = 0.012). Concerning cardiorespiratory fitness, there were no post-test differences between the two groups (p = 0.697), probably because the physical activity performed with the bike desks was light-moderate. As far as academic performance is concerned, no significant post-test effects were discovered in either group on the levels of language competence (p = 0.48), attention (TOT, p = 0.432), and concentration (CON, p = 0.216). In conclusion, adolescents who move while learning, using bike desks, increase their light and moderate physical activity without any detriment to academic performance.

Development of professional communication in English (experience of Ukrainian military officers)

The purpose of the research is to analyse the development of professional communication in English among Ukrainian military personnel. To achieve this goal theoretical methods of cognitive science were used, particularly, analysis, synthesis, comparison, abstraction, and content analysis. The results substantiate that due to the training opportunities in the European countries and the United States, it was possible to prepare significant reserves to counter Russian troops. Acquiring necessary language skills for foreign training required the introduction of new standards to internal training of military personnel. An important step was the launch of the STANAG 6001 standard, which aims to unify the training of officers, cadets, and other military personnel in order to achieve a high level of language competence. The project approach expanded the application of this standard providing with new prospects. Creative projects are characterised by discussion and agreement on the results and the form of their presentation. The conclusions emphasise that training military personnel in foreign language communication during a full-scale war was a significant challenge for all participants in the educational process.

The Use of E-Learning Tools for Teaching English in High School

The study was devoted to the analysis of impact of using e-learning tools for teaching English in high school. The special attention was paid towards the implementation of e-learning at the Ukrainian institutions of secondary education. The purpose was to explain the peculiarities of using e-learning tools for teaching English in high school and to evaluate their efficiency in different classroom conditions. The study had to solve the following tasks: (1) explain the usage of e-learning tools in Ukrainian high school and to evaluate their efficiency; (2) assess the level of foreign language competence among high school pupils; (3) describe learners’ perceptions towards using e-learning tools; (4) outline the key challenges when e-learning tools are integrated into the curriculum. Both quantitative and qualitative approaches were applied to answer the research questions. The purposive sample involved 78 high school pupils representing one institution of secondary education of universal profile where English is an obligatory subject and is taught 3 hours per week. The findings showed that a number of e-learning tools are used in the process of teaching English, particularly Learning Management Systems, virtual classrooms, interactive whiteboards, games and simulations, online libraries, communication tools, language learning application. It was found that Zoom, Moodle, Google classroom, SMART board, Kahoot!, and Quizlet are the most preferrable by pupils when they study English. According to the respondents, pupils appreciate the possibility to access course materials at any time, using interactive elements, improved assessment activities, better engagement, increased motivation, enhancement of learning experience. But the survey showed that Ukrainian high school pupils face technical issues, time management problems, home distractions, limited interaction, lack of motivation and unclear assessment procedures. The findings will be useful for learners, educators, parents, school administrators, curriculum developers, and technology providers to make the appropriate improvements within the educational process.

Study of Changes in Language Ability Based on Data from a Word Association Test

Changes in the language ability of native speakers under the influence of the rapid development of technology and the transformation of the surrounding world is one of the urgent problems of modern psycholinguistics. The re-search material was the data of the Russian associative dictionary (late 80s - early 90s of the twentieth century) and the results of a free associative experiment presented in the multilingual associative thesaurus of politeness (2020). Within the framework of the theory of speech activity, the cue−target pair is considered as a speech action. According to the model of speech action developed by us, its essential components are methods and means of predication. The paper shows that significant changes have occurred in the structure of the associative fields "dog" of different fixation times, emphasizing the dynamics of the language ability of native speakers. The number of speech actions of the full syntactic cycle decreased by 26%, and the number of syntactic primitives and topic-comment structures increased by 10% and 16%, respectively, which indicates a decrease in the level of potential readiness to produce and perceive speech actions of the full syntactic cycle. Different hierarchy of structural components of the analyzed associative field demonstrate changes in the means of predication. The experimentally revealed reduction in the proportion of operational associates (-14%) and emotional-evaluative reactions (-26%) indicates a decrease in the importance of emotive and linguistic orienting points in the formation of associative links, and also diagnoses a decrease in the level of language competence. The increase in the share of conceptual reactions (+12%) and reactions-images (+28%) emphasizes the dominance of cognitive orienting points in the production of speech actions.

TEACHING ENGLISH TO POSTGRADUATE STUDENTS IN A TECHNICAL UNIVERSITY DIGITAL ENVIRONMENT

One of the main tasks of training postgraduate students in graduate school is to develop competences necessary to present and discuss the results of their research work in a foreign language in oral and written forms, as well as to fully understand foreign language scientific texts in their specialty.In the last decades international scientific communication has shifted from a plural use of several languages to a clear dominance of English. The shift implies that an ever-increasing number of scientists whose mother tongue is not English have moved to English for publication and conference participation.A literature analysis and own experience revealed such problems of postgraduate students’ training in foreign languages as heterogeneity of the contingent with an unequal and often low initial level of language proficiency, a limited number of hours allocated for practical classes in English; a low level of self-directedness in language learning, a lack of elementary knowledge of the scientific discourse.In an attempt to solve these problems, the Department of Foreign Languages staff at Kharkiv National Automobile and Highway University have developed and implemented a training course for postgraduate students in two, traditional paper and online, versions, the latter designed with the use of such a modern approach in language didactics as audiovisual translation appropriate for self-learning and flipped classroom activities. The course comprised three modules: scientific reading, academic speaking and academic writing. Besides, postgraduates with the elementary level of English were offered a grammar course covering all the basic grammatical topics necessary to formulate correct written and oral utterances. The effects of teaching English with the use of videos with recorded parallel bilingual vocabulary and texts placed on an online platform were compared to the results of the traditional teaching with the use of the paper copy. The research was carried out in the 2021-2022 academic year and aimed, firstly, to compare language skills of two groups of learners: those who studied the course with the use of audiovisual technology (the experimental group) with those who studied in the traditional mode (the control group); and, secondly, to reveal how the level of self-directedness changed in the process of the course study in both groups. The study involved a mixed approach of quantitative and qualitative methods to diagnose the level of learners' language competence and self-directedness. Our results indicate that the use of audiovisual translation in teaching foreign languages improves students’ language skills and increases autonomy in studies. It can be concluded that utilizing audiovisual translation due to auditory and visual support and opportunity for learners to study at their own pace has a significant impact on postgraduate students’ language proficiency though this approach requires further research and wider implementation.

PECULIARITIES OF THE LANGUAGE EDUCATIONAL POLICY OF THE EUROPEAN UNION COUNTRIES

The need to apply foreign languages is constantly growing. Knowledge of a foreign language becomes a vital necessity not only in professional activities, the educational process, on the labor market, but also in everyday life, because language has always been and remains an integral component of universal human culture. At the same time, the language education policy of the European Union countries, despite the significant relevance of this issue, still remains researched insufficiently, in particular, the results of researchers in this area have not been generalized to obtain a systemic picture of the problem, as well as the implementation of European experience in the field of Ukrainian society. The purpose of research is to review the peculiarities and practical measures implemented by the countries of the European Union to improve the level of language competence of their citizens. The article examines the features of the language education policy of the European Union, represented by educational programs and practical measures to increase the level of language competence of its citizens. A number of state measures aimed at overcoming language barriers between the European Union and Ukraine have been proposed. The study of the problem was carried out using a toolkit of methods of analysis, synthesis and generalization, which were used to determine the main directions of implementation of the language policy of the EU, as well as in the development of proposals for improving the language education policy of Ukraine. It was concluded that the mastery of foreign languages in the EU countries belongs to the basic competencies, as well as the ability to write, read and count. Each country should implement a purposeful language policy in the field of language learning. It was established that the experience of developing the language competence of citizens, accumulated in the countries of the European Union, can be used in our country as well, especially the main concepts of language policy - language learning throughout life and multilingualism. Worthy of attention is the experience of universities developing their own language policy, as well as the ways and methods of its implementation.