Philology Department Research Articles

Implementation of Master’s degree programs in Artic indigenous languages in the higher education system (on the example of the Sámi language)

In this article, we discuss the specifics of implementing the Master’s degree program entitled “Technologies of teaching the Sámi language” launched at the Department of Philology, Intercultural Communication, and Journalism of the Murmansk Arctic University during the 2022–23 academic year. The lectures and practical sessions included in the program are briefly described. The methodological aspects of the discipline “Teaching the Sámi language (initial stage, school)” are presented in greater detail. The relevance of introducing a Master’s degree in this profile for reviving the Sámi language, which is on the verge of extinction, is shown. The factors leading to extinction of the indigenous language of the Kola North are outlined; measures for preserving and reviving the Sámi language are proposed.

Using Two-Way Immersion Program in Teaching English in Kazakhstan: Teachers’ View

The Program of Two-way immersion is a form of integration students from two different groups and contemporary studying of two languages and subjects on these languages. The method as a method was appeared in Canada in the early 1960s. The program of TWI adherence to the following criteria: 1. The number of students is the same in two group; 2) groups gathered into one group according to the main subjects; 3) all main subjects are taught in two languages simultaneously. Two types of TWI program: 50\50; 90\10. This qualitative study aims to examine teachers’ views on the implementation the bilingual program into educational process of Kazakhstan. The literature review showed that Two-way immersion program is one of the innovative methods within the trilingual education of Kazakhstan, that not sufficiently studied and approved. It was hypothesized that TWI program makes an effect on trilingualism of Kazakhstan. For checking the awareness of this program, it was conducted an experimental work in Karaganda Buketov University, Kazakhstan. (103 teachers from the faculty of foreign languages, within five departments: Department of foreign philology; Foreign languages department; Department of translation theory and practice; Department of the theory and practice of foreign language training; Department of the practical foreign language course)The results demonstrate that this program is not sufficiently studied, becomes relevant in the educational process and informative, as well as to create the necessary methodological recommendations. The usage of TWI program improves the system of bilingual education in Kazakhstan, expands the level of professional readiness of teachers and students, develops high levels of academic competence and motivation.

STUDENT YEARS OF ACADEMICIAN P.G. VINOGRADOFF

The article reveals the importance of the period of student studies at Moscow University for the future career of the Russian and British historian Pavel Gavrilovich Vinogradoff (1854–1925), who became a member of Saint Petersburg Academy of Sciences and the Royal Society of London. The research source base was made up of offi cial documents from Moscow University collection and ego-documents, i.e. correspondence, diaries and memoirs. The results are presented in the form of a “thick description”, revealing the culture of higher education in the Russian Empire in the early 1870s. Home training under the guidance of his father, as well as graduation from the 4th men’s gymnasium in Moscow with a gold medal became a reliable basis for Pavel Vinogradoff ’s mastery of the university course at the Department of History and Philology at Moscow University. The author characterizes not only the successes in the study of individual disciplines, but also the infl uence of professors, and most importantly, practices of their educational activities and relationships. He was especially influenced by those professors who were active in research — S.M. Solovyov, F.I. Buslaev, and, especially, V.I. Guerrier, whose disciple Pavel Vinogradoff became from the first year of his study. His scientifi c interests were formed under Guerrier’s infl uence. The system of lecture courses and the professor’s seminars recently introduced into the practice of teaching became a model to be perfected by the student, later himself a professor at Moscow University. N.I. Storozhenko’s home meetings were renewed by P.G. Vinogradoff in the early 1890s and created the basis for the Historical Society at Moscow University. In the author’s opinion, it was the mastery of educational practices, rather than evaluative indicators of success in certain disciplines that were crucial to the success of Vinogradoff ’s future career. Diverging from his teacher’s theoretical and methodological views on the principles of studying the past, nevertheless he, as a successor of Guerrier’s work, improved the methods of the scientific and pedagogical school of Moscow University’s “world historians”.

ADALÉKOK AZ ÖNÁLLÓ KÁRPÁTALJAI MAGYAR TANNYELVŰ FELSŐOKTATÁS TÖRTÉNETÉHEZ

This study aims to present the path leading to the establishment of independent Hungarian-language higher education in Transcarpathia. Transcarpathia, as a region and administrative unit, was established within the territory of the Czechoslovak Republic following World War I. After World War II, the region became part of Soviet Ukraine. The first higher education institution in Transcarpathia was the Uzhhorod State University, established by the Soviet regime in 1945. In 1963, a Hungarian department was established at the university, followed by the Department of Hungarian Philology two years later. The establishment of the Hungarian college of Higher Education in Berehove, which currently operates as the only independent Hungarian-language higher education institution in Transcarpathia, established the power shifts following Ukraine declares its independence and the period of higher education expansion. Local advocacy organizations and the Hungarian government played a decisive role in the establishment of the Ferenc Rakoczi II Transcarpathian Hungarian College of Higher Education, ensuring the supply of teachers for Hungarian-language schools in Transcarpathia.

Review of B.I. Kuznetsov’s Private Collection in the Archives of Orientalists at the Institute of Oriental Manuscripts of the Russian Academy of Sciences

The article describes scholarly and teaching activities of the Russian researcher of Tibet B.I. Kuznetsov (1931–1985) as well as his private collection of archival materials. The documents from the collection have been assessed and classified into three categories: 1. Scholarly works and their background (1965–1998): 2. Service documentation (1962–1985): 3. Materials from other people (1959–1979). In 1956, after graduating from the department of Chinese philology at the faculty of Oriental Studies at Leningrad University, Bronislav Ivanovich joined a Ph.D. program and began studying the Tibetan language first under V.S. Vorobyov-Desyatovsky (1927–1956) and later under B.I. Pankratov (1892–1979). During his postgraduate Ph.D. studies, he also started to teach the Tibetan language at the faculty of Oriental Studies. Some details of his scholarly and teaching activities have been mentioned in his letters to R.E. Pubaev (1928–1991). The life of B.I. Kuznetsov, a teacher and researcher of Tibetan studies, is of a great interest to scholars as an integral part of the historical development of Tibetan studies in Russia.

Translations of portrait characteristics of the heroes of V.G. Korolenko's Siberian short stories into the Yakut language

The object of the study is the Siberian stories of V.G. Korolenko. The subject of the study is the portrait characteristics of the heroes of V.G. Korolenko's Siberian short stories. The material for the study was the portrait characteristics of the heroes of V.G. Korolenko's Siberian short stories translated by N.E. Mordinov-Amma Achchygyya. His stories are rich material for research, since in them the portrait characteristics of the characters are presented very figuratively, using various expressive means (metaphors, comparisons, personifications, metonymies, hyperboles). The short stories "Makar's Dream", "Marusina Zaimka", "At-Davan" from the Yakut cycle of Siberian short stories were chosen for the study. The theoretical basis for the research is the works of G.N. Pospelov, A.B. Esin, L.S. Kulik, O.I. Ivanova, K.I. Platonova, I.S. Yemelyanov and others. The purpose of this work is to identify the features of the translation of portrait characteristics in the translation of Korolenko's literary texts from Russian into Yakut. The purpose of the work identified the following tasks: 1) to analyze the concept of "portrait characteristics"; 2) to make a solid selection of portrait characteristics from Siberian stories; 3) to consider the features of the translation of portrait characteristics when translated into the Yakut language. Descriptive and comparative methods were used to solve the research tasks. The material was collected using a continuous sampling method. The relevance of this study is due to the lack of scientific works in Yakut literary studies on the comprehensive study of portrait characteristics when translated into the Yakut language. The scientific novelty of the work lies in the fact that in modern literary criticism, the transfer of portrait characteristics in the translation of literary texts remains still unexplored. The theoretical significance of the study lies in the fact that it reveals for the first time the features of portrait characteristics when translated into the Yakut language. The practical significance of the research lies in the possibility of using its results in the analysis of other similar works and their translations. Also, the research materials can be used in universities of the humanities in the creation of textbooks, textbooks on translation practice for students of the philological department.

THE EFFECT OF IMPLEMENTING CASE STUDY APPROACH ON STUDENTS LEARNING OUTCOMES IN TEACHING KAZAKH LEGAL DISCOURSE

This study explores case study not as research method, but as a teaching method in teaching legal discourse pre-service law students. The purpose of this study was to explore the role of case study method in teaching Kazakh legal discourse and its effect on learning outcomes in the Kazakh language acquisition of law students. Thirty-five pre-service law students enrolled at the Department of History and Law at Sh.Ualikhanov Kokshetau University participated in this study. The present study was done during the academic year 2021/2022 at the Department of Philology and Pedagogy, Kokshetau University (KU) at Professional Kazakh language course (PKL). The present study applied mixed methods to identify the effect of case study approach on pre-service law students' performance and learning outcome. The data collection was done through questionnaires and interviews. The data were analysed descriptively using frequency and percentage gained from the questionnaire and interpretation of interview results. The research results have shown that the use of the case study method has a positive effect on students’ learning outcomes and developing language and soft skills. Many students noted the significance of case study approach as it combines theory and practice to facilitate students’ skills of working with diverse sources of information. Analysis of the participant's responses illustrates that among language skills best of all students managed to enhance their speaking skills and listening skills. Furthermore, besides language skills, PKL course learners indicated that the case study approach had a great impact on developing their soft skills such as problem-solving and decision-making skills, critical and analytical thinking skills, negotiation, and presentation skills, teambuilding skills, interpersonal skills, anticipating skills in problem identification and solving.

DEVELOPMENT OF ACADEMIC PARTNERSHIP IN MILITARY REALITIES ON THE BASIS OF UNIVERSITY OF PISA ETHICAL VALUES

The article outlines the aspects of the development of future philologists’ academic partnership culture in Ukrainian universities in wartime realities based on the ethical values of the European experience, the University of Pisa (UNIPI, Italy) in particular.
 Valuable practices of the Department of Philology, Literature, and Linguistics of the University of Pisa (Italy) on academic culture and ethics development are presented. The article co-author is undergoing an internship as a visiting professor under the program of research support of the European Research Space of Ukrainian Universities in wartime realities.
 Valuable practices for the development of academic culture and ethics at the University of Pisa include the following: fundamental principles and values of the university community, cultural and professional development of participants in the educational process, respect for learning, teaching, and evaluation, closely connected with research, ethical rules of academic communication in the scientific and educational community, problem lectures, seminars, symposium-discussions, workshops, problem-oriented research colloquiums.
 The course of joint events in wartime conditions for students, master’s students of philology of Donbas State Pedagogical University, and Sumy A.S. Makarenko State Pedagogical University based on the ethical values of the University of Pisa.
 The methodology for the formation of the academic culture of future teacher-researchers in Ukrainian pedagogical universities is designed taking into account the valuable practices of the Department of Philology, Literature and Linguistics of University of Pisa, which relate to the integration of the content of educational disciplines, the use of active, interactive and collaborative teaching methods and techniques; development of research laboratories for academic communication.
 Attention is focused on the principles of academic ethics in teaching and learning processes, which includes the following postulates: reliability in ensuring the quality of scientific research; honesty in the development, execution, review, and publication of research in a transparent manner; respect for participants in the research process; responsibility for research from idea to publication, scientific guidance, and mentoring, etc.

Bringing Modern Russian Literature to Life: an Innovative Textbook Using Content and Language Integrated Learning for Students of Russian as a Foreign Language

The article outlines an innovative approach to teaching modern Russian literature to international learners studying Russian as a foreign language. The method is based on Content and Language Integrated Learning (CLIL), a widely recognized approach to teaching various disciplines in foreign languages. By employing authentic materials and exercises, this approach helps learners to build their linguocultural competency while improving their language and speech competencies. The article proposes a well-structured students’ book that includes modern Russian writers’ texts, biographies, summaries, possible criticism of their works, and other authentic materials. The textbook is designed to be used for classwork and homework by students studying Russian as a foreign language at Philology departments. This approach has the potential to enhance learners’ understanding and appreciation of modern Russian literature while simultaneously improving their language skills.

Impact of virtual learning environment on the level of communicative competence formation

The paper deals with the issue of replacing the traditional educational environment with a virtual one. The use of a virtual learning environment has different effects on the level of competence in foreign language communication. The purpose of the article is to substantiate the effectiveness of applying a virtual learning environment to the educational process of educational institutions and to describe the degree of its impact on the level of competence in foreign language communication. The authors conducted their research and experimental work on the basis of the Department of Philology, Translation, and Strategic Communications of the National Academy of the National Guard of Ukraine to identify the degree of influence of the use of virtual educational environments on the level of competence in foreign language communication. They developed the “Model of formation of a foreign language job communicative competence” based on the fact that the appropriate level of competence in a foreign language professional communication means the ability to obtain a necessary information from foreign sources (while reading and listening) and to formulate oneʼs thoughts by making oral and written messages in the target language (while speaking and writing) while following the grammatical rules of the target language, using the necessary fund of relevant lexical units (at the level that would indicate the creation of linguistic competence) in a coherent and logical form (at the level that would testify to the formation of discourse competence), using appropriate verbal and non-verbal communication strategies (at the level that would testify to the formation of strategic competence) and following the customs, rules, beliefs and principles of a certain society of the target language native speakers (at the level that would testify to the formation of sociocultural competence). The article presents the results of the pedagogical experiment on the formation of foreign language job communication competence based on three criteria (cognitive, motivational-value, and control-evaluative).

Mapping the Student intra-departmental “mobility” on the Department of Philology at the University of Ioannina, Greece: A research approach

This article refers to the intra-departmental development and mobility of the students, as a basis of reference the qualitative and quantitative characteristics of the students of the Department of Philology of the University of Ioannina in Greece, in relation to the possibilities given to them by the Department's Study Program. The research presented in the relevant article is original and highlights data on the subject, which can strengthen reflection on the issue of student development during their studies. The research is based on the methodological principles of the case study, from which, however, useful conclusions can be drawn and give reasons for reflection on the quality course and upgrading of students in modern Higher Education, both in Greece and internationally.

Translated Selection from Hrach῾ya T῾amrazyan’s Գրիգոր Նարեկացի եւ Նարեկյան Դպրոցը Grigor Narekats῾i and the School of Narek (Volume 2: pps. 53–63): Khosrov Andzewats῾i’s work Commentary on the Hours as a Pedagogical Program and its Role in the Formation of the Academic-Educational Curriculum of the School of Narek

Translated Selection from Hrach῾ya T῾amrazyan’s Գրիգոր Նարեկացի եւ Նարեկյան Դպրոցը Grigor Narekats῾i and the School of Narek (Volume 2: pps. 53–63): Khosrov Andzewats῾i’s work Commentary on the Hours as a Pedagogical Program and its Role in the Formation of the Academic-Educational Curriculum of the School of Narek Translated with an Introduction by Christopher Sheklian Introduction Life and Work of H.H. T῾amrazyan No Armenian scholar has done more to place the literary works of St. Gregory of Narek (Grigor Narekats῾i) in its larger context than Hrach῾ya T῾amrazyan. In a series of studies spanning three decades, the late director of the Mesrop Mashtots Institute of Ancient Manuscripts, known as the Matenadaran, argued for the idea of the “school of Narek.” T῾amrazyan’s first academic monograph, published in 1986, described the life and works of Anania of Narek, the influential first abbot of the monastery and the first cousin of St. Gregory’s mother. Anania, alongside a certain biblical exegete Peter, founded the monastery with the support of King Gagik I, the Artsruni ruler of the Armenian kingdom of Vaspurakan. After his monograph on the abbot of the monastery, T῾amrazyan continued to study the monastery and its notable teachers and writers, especially Anania, Grigor, and Gregory’s father Khosrov Andzewats῾i. Along with the bishop and historian Ukhtanēs Sebastats῾i, who also studied at the monastery, these three are the major figures associated with the monastery, especially in the important moment around the turn of the last millennium. In 1999, with the publication of T῾amrazyan’s The School of Narek it became possible “to speak of a veritable school of Narek.”1 [End Page 141] Throughout the rest of his life, T῾amrazyan published studies relating to various aspects of the writers associated with that school, notably its most famous monastic/monk, St. Gregory of Narek. In addition to a biographical work, The Life of St. Gregory of Narek, which has been translated into French, T῾amrazyan explored the reception of Neoplatonism in the thought of St. Gregory.2 The selection translated here originally comes from his 1999 work The School of Narek. It was reprinted as part of his three-volume magnum opus Gregory of Narek and the School of Narek, which gathered and rearranged much of his previous work to provide a comprehensive account of the “school” of Narek.3 The third volume was published after his death by his daughter Arusyak T῾amrazyan. These three volumes solidified Hrach῾ya T῾amrazyan’s reputation as the preeminent contemporary Armenian scholar of the Monastery of Narek, building not only on his earlier dissertations and monographs, but also his extensive work as editor of the definitive editions of the works of the authors associated with the monastery for the monumental Matenagirk῾ Hayots῾, the series of Classical Armenian texts, which Abraham Terian describes as a “‘Patrologia Armena.’”4 T῾amrazyan sifted through all the texts attributed to the various authors named Anania in the Armenian literary tradition, presenting a coherent body of work from the pen of Anania of Narek. He likewise argued for the authenticity of several works attributed to Gregory of Narek, including them in the Matenagirk῾ Hayots῾. Hrach῾ya Hranti T῾amrazyan was born in Yerevan, on 5 December 1953. He graduated from the N. Kupskaya (currently Nikol Aghbalyan) High School in 1971, and from the Philological Department of the Yerevan State University in 1976. He worked at the Mashtots Mate-nadaran from 1977 to 1988, during which time he defended his thesis, “Anania of Narek and Tenth-century Armenian Poetry.” In 1999, he earned the degree of Doctor of Philological Studies with his doctoral [End Page 142] dissertation, “The School of Narek.” He worked for a time as the editor of “Nairi” Publications, as the head of the publishing bureau of the Republic of Armenia, and again at “Nairi” as its executive director before returning to the Matenadaran. From 2007 until his death in 2016, he served as the Director of the Matenadaran. During that time, he implemented new and exciting programs, increased the staff, and left an impressive legacy at the largest depository of Armenian manuscripts in...

Scandinavian and Dutch philology at St. Petersburg/ Leningrad University

In the 19th — early 20th centuries at St. Petersburg University, Scandinavian philology was understood as the study of Old Norse literary works, mostly in connection with the history of Russia, there was no teaching of modern languages. The first Scandinavian language, Swedish, was taught for the first time in 1935 and they began to actively study the Scandinavian languages. The Norwegian department was opened in 1945, the Danish in 1947. A great contribution to the scientific study of various aspects of Scandinavian languages was made by the scientific and organizational activities of professor M. I. Steblin-Kamensky, who published numerous works on Scandinavian linguistics, as well as on medieval literature and mythology. He initiated the creation of the country’s first department of Scandinavian philology at Leningrad University in 1958, which he headed for 30 years. The founder of Swedish linguistics was S. S. Maslova-Lashanskaya, author of the most important works. V. P. Berkov created a whole library with his works on the Norwegian language. He is recognized as one of the world’s largest lexicographers, a specialist in bilingual dictionaries. The Scandinavists who worked at the department in different years made a significant contribution to science. In 1972, the Dutch/Netherlands branch was opened, which in a short time showed great scientific potential. Professor I. M. Mikhailova, the author of numerous publications in the field of Dutch linguistics and literary criticism, is the head of the department of Scandinavian and Dutch Philology.

SAVREMENA NEMAČKA KVIR KNjIŽEVNOST U INTERNACIONALNOJ GERMANISTICI (SA PRIMEROM IZ NASTAVNE PRAKSE)

Building on the current literary and didactic discourse of the German-speaking area, which only started to deal with the issue of queer literature in 2017, the subject of this paper is the analysis and categorization of the material created on the basis of students’ texts written after reading the queer novel „Lass uns von hier verschwinden” by Julian Mars and „Blood- book” by Kim de l’Horizon. Using qualitative research methods, an answer to the following research questions is expected: How to train female and male students to deal with LGBTI+ literature with pleasure, and whether dealing with such literary texts lead to consolidation or change in terms of values and to social engagement. The main goal of the teaching is the train- ing for participation in the cultural discourse. Queer issues have gained special importance in the last few years (and not only) in our country. This is proven by the events before and during EuroPride in Belgrade in September 2022. This study has been conducted with 16 students at the Department of German Language and Literature at the Faculty of Philology and Arts at the University of Kragujevac. During the implementation of teaching and research from October 2022 to January 2023, they were fourth-year students. Although representative, this research can generate fruitful impulses (for now only) for university teaching of literature at all philological departments in the country and region.

“Working at full speed here”: The Department of Classical Philology at the Leningrad State University in evacuation to Saratov (1942–1944)

The history of classical philology in the USSR during the Great Patriotic War is not yet adequately covered in science. Despite domestic and material difficulties, breakdown of communication and lack of access to literature, the pursuit of science and the training of young people continued. This article reveals how the staff of the LSU Department of Classical Philology, which was evacuated to Saratov, adapted to wartime conditions in terms of scholarly organization and research (1942–1944) based on fragmentary archival data and personal sources. With a staff of five, headed by I. M. Tronsky, the department was able to teach Latin and Ancient Literature at the Faculty of History and Philology, as well as to train a small number of “classical” students using pre-revolutionary manuals that had survived in Saratov. The research work of the department’s scholars ran counter to the general theme of the department: “Literature and War”. The titles of the papers by I. M. Tronsky, J. M. Borovsky and G. A. Stratanovsky testify to the desire to continue, as far as the book fund allowed, the themes initiated before the war, or to develop the subjects of the reception of the ancient heritage. In the beginning of 1944, under the supervision of I. M. Tronski, T. N. Chikalina presented a traditional dissertation on the syntax of the “Laws of the Twelve Tables”. The wish not to interrupt the genuinely scientific philological research and to be in the course of world science is also proved by the theme chosen for the department in 1944 — “Lucretius” — to commemorate the 2000th anniversary of the poet’s death.

Людмила Алексеевна Вербицкая: «украинский старт» российского филолога

The activities of the prominent Russian organizer of science, scientist, and teacher of higher education, Lyudmila Alekseevna Verbitskaya (Bubnova), are extremely relevant. Studying of her experience allows us to form an effective work algorithm for our contemporary seeking to make a personal contribution to the development of national science and education. To conduct the study, the authors have used such methods as analysis, synthesis, generalization, comparison, as well as a number of purely historical methods: historical-systemic, comparative, retrospective. The publication is to analyze the previously unpublished documents from the archive of the Ivan Franko Lviv State University on Lyudmila Bubnova’s stay in the Lviv Children’s Labour Colony, where criminals and children of repressed Soviet citizens were kept together. Lyudmila Alekseevna Verbitskaya is a famous Russian philologist and organizer of science, the only female rector in the history of the St. Petersburg State University. Lyudmila Alekseevna began her career in Ukraine, being admitted to the Ivan Franko Lviv State University from the Lviv Children's Labor Colony, where she was kept as the daughter of an “enemy of the people.” The article is based on unique archival documents that permit to analyze the initial formation of the future philologist; among them L. A. Bubnova’s handwritten autobiography (1953), petition of the head of the department of children's colonies of the Lviv region, Major Chumakov, to the rector of the Ivan Franko Lviv State University for her admission to the faculty of philology (department of Russian philology), L. Bubnova's texts in Russian and Ukrainian written for entrance examination in the university, documentary data on her grades at entrance examination in Russian language and literature, Ukrainian language, history of the USSR, geography, and foreign language. Of interest is her personal data sheet, her academic certificate for the first year at the university with results of 8 exams and tests in the first semester and 12 tests and exams in the second semester, as well as her coursework. The authors conclude that the “Lviv period” in her life and education gave L. A. Verbitskaya (Bubnova) a launching pad for her future scientific and administrative career.

ГЕРОДІАН. ІСТОРІЯ РИМСЬКОЇ ДЕРЖАВИ ПІСЛЯ МАРКА АВРЕЛІЯ. КНИГА І (ПЕРЕКЛАД ІЗ ДАВНЬОГРЕЦЬКОЇ МОВИ)

A Ukrainian translation of the first work of the Greek-speaking historian’s of the era of Roman rule Herodian (III century AD) "The History of the Empire after Marcus Aurelius" (Τῆς μετὰ Μάρκον βασιλείας ἱστορίας βιβλια ὀκτώ), which describes the events in the political the life of the Roman Empire from 180 to 238 AD, that is, from the death of Marcus Aurelius to the coming to power of Gordian III, is offered to the attention of scientists and the general public. Book I covers the reign of emperor Commodus (180–192 AD). The Ukrainian translation of the work is published for the first time in bilingual form. The scientific editor of the translation is Lesia Zvonska, Dlitt., professor of the department of general linguistics, classical philology and neo-hellenistic studies of the Educational and scientific institute of philology of Taras Shevchenko National University of Kyiv. Original text source: Lucarini, C.M. ed. (2005). Herodiani Regnum post Marcum. Munich: Saur.

Zdalna edukacja językowa z perspektywy studentów i wykładowców – gdzie jesteśmy i dokąd zmierzamy?

"The ongoing epidemic situation has presented the education system with its greatest challenge in recent years. The replacement of the conventional teaching method by remote learning has required a change in the work culture of educators and adaptation to new learning strategies of students, causing a number of difficulties for both groups involved in language education. Having this situation in mind, this article focuses on remote learning of a foreign language, both from the perspective of the student and the academic teacher. It aims to address the questions of what the current situation of online learning is and what could be done to improve it. The paper starts by briefly discussing the literature review regarding the impact of pandemics on the education system and the difficulties faced by students at different levels of education. This is followed by a description of the research conducted among students of the philology department and university teachers. The results indicate a number of difficulties of an institutional, pedagogical and personal nature. Finally, potential solutions will be presented that may prove to be the key to changing the perception of remote education and become a source of its success."

Поэма Есенина «Ус»: материалы к историческому и литературоведческому комментарию

The article examines Esenin’s poem “Us” in the context of the poet’s works of 1914– 1917, first of all relating to the national history (“The Song of Yevpaty Kolovrat” and “Martha the Mayoress”). Special attention is paid to the historical sources of the “Us” poem in view of the wide range of Esenin’s readings in the mid-1910s and his classes in 1913–1915 at the History and Philology Department of the A.L. Shanyavsky Moscow State University. Esenin was able to familiarize himself with popular textbooks, songs of the Razin cycle as well as with historical works which pay considerable attention to Stepan T. Razin. At the same time Vasily R. Us was a rare and minor character in works devoted to Razin. One of the first addressed to the image of Us was Kamensky in his novel “Stenka Razin,” published in 1916. But if in Kamensky’s Us is an associate of Razin, in Esenin’s work he is an independent character, and the second central character is Us’ mother.

The significance and role of István Kótyuk’s work in Transcarpathian Hungarian science and education in the mother tongue

István Kótyuk, who passed away in the autumn of 2020, is a famous Hungarian linguist, translator, lexicographer and author of numerous textbooks for schools with Hungarian language of instruction in Transcarpathia. István Kótyuk’s activities were very diverse. Scientific research, teaching, organizing and translating activities and work in the field of Hungarian and Ukrainian lexicography are only some of the most important achievements of the scientist.
 István Kótyuk was born on 11 January 1934 in the village of Rativtsi, then part of Czechoslovakia, now in the Uzhhorod district of Ukraine. In 1949, he was admitted to the Mukachevo Teachers’ College, which operated in Khust until 1950. In 1953 he graduated as a primary school teacher and in the same year he started studying at the Hungarian Language Department of the Pedagogical College in Uzhhorod. The Pedagogical College was soon closed down, and he continued his studies at the Uzhhorod State University, where he graduated in 1958 with a degree in Russian language and literature. After that, he worked first at the editorial office of the Zakarpatska Pravda (Carpathian True Word) and then at the regional radio station. In 1963, the Hungarian Language and Literature Department of the Uzhhorod State University was established, where he was appointed as a teacher of Hungarian language and literature. During his 30 years there, he taught various subjects: modern Hungarian (morphology and syntax), dialectology, historical grammar of the Hungarian language and other special courses in the Hungarian language. István Kótyuk worked at Uzhhorod State University until 1994. In 1997, he accepted an invitation from the newly established Ferenc Rákóczi II Transcarpathian Hungarian College of Higher Education and taught Hungarian grammar to the students, first at the Linguistics Department and then, after the Hungarian language and literature section of the Philology Department was established, to the students of that department. In the middle of the 60s of the last century István Kótyuk started to investigate the Hungarian dialect of the historical Uzh county. His research included the phonetic, vocabulary, formal, syntactic and stylistic features of the dialect, as well as the Eastern Slavic influences in the dialect. He also wrote his doctoral dissertation on this topic, which he defended in 1974 under the title Украинские заимствования в ужанском венгерскoм говоре (Ukrainian loanwords in the Hungarian Uzh dialect). With several years of active research, he contributed to the creation of the All-Carpathian Language Atlas (1989–2003) and the Dictionary of Transcarpathian Hungarian Dialects (the glossaries of which were also published in Acta Hungarica). Besides his scientific activities, István Kótyuk also did a lot of work in the field of education. Since 1971, he wrote 16 textbooks approved by the Soviet and later by the Ukrainian Ministry of Education and Science for grades 4–11 in secondary schools of Transcarpathia with Hungarian language of instruction, some of which have been published several times. As a result, several generations of Transcarpathian Hungarian schoolchildren have been able to acquire knowledge of their mother tongue from the textbooks compiled by István Kótyuk.
 István Kótyuk’s work has been recognised with numerous awards. His wisdom, his knowledge, his perseverance, his humanity remain an example for us. We cherish his memory with a grateful heart.