Self-study Work Research Articles

ACADEMIC INTEGRITY GAMES IN EDUCATION

The paper investigates the promotion of academic integrity (AcadI) by implementing the method of gamification in the educational process. The aim of the research is to highlight the complex of games on AcadI as one of the prospective forms of work with youth at general secondary education institutions (GSEIs) and higher education institutions (HEIs). Methods. To achieve the goal, the following methods were used: theoretical (analysis, synthesis of scientific and pedagogical sources) and empirical (observation of the educational process). Results and discussion. Based on their own experience, the authors of the article highlight the system of AcadI games, which is considered as several educational game practices that help teachers educate students on aspects of AcadI, develop their knowledge about academic integrity, prevent scientific dishonesty, give them good citation practice, improve their ability to correctly cite sources and format their scientific work, etc. The system of AcadI games was used in the content of the Educational course "Methodology and Organisation of Professional Research and Academic Integrity" for students of the second (master's) level of higher education in the specialties 014 Secondary Education (Ukrainian Language and Literature), 014 Secondary Education (Language and Foreign Literature (English)) and 014 Secondary Education (Language and Foreign Literature (German)) at University of Hryhorii Skovoroda University in Pereiaslav (HSUP). It was based on 3 dominant learning approaches (storytelling, interactivity, and situational learning) and divided into 3 groups, namely: 1) situational games, 2) storytelling games, 3) interactive AcadI games through online learning tools ("You Quote It, You Note It", "Goblin Threat"), apps ("Dilemma Game"), and platforms ("Integrity Games Platform"). These AcadI games are used as a group, pair and/or individual tasks at practical lessons, individual tasks for self-study work, and as a preparatory element to an individual research work. Conclusions. It was attempted to highlight the system of Academic Integrity games, that is considered by authors as crucial and can be easily used for students, studying English as a foreign language, of all levels and specialties at HEIs, GSEIs, colleges and institutes, etc. The implementation of such games incorporates proactive action in building a culture of honesty/integrity and fostering ethical behaviour of youth in educational institutions. The prospects of the research are seen in the pedagogical experiment of checking the effectiveness of the highlighted complex of AcadI games in teacher training at HSUP.

Quality criteria for educational and methodological provision at the department of therapeutic dentistry of the faculty of dentistry in preparing future practitioners

The article deals with the methodological provision of the educational process, namely the creation of a complex of educational and methodological materials and dental equipment for students and interns when conducting practical manipulations in the specialty "Dentistry" according to the latest training systems during martial law.Aim. The main task of the faculty of dentistry is to train highly qualified specialists who possess high fundamental, general medical, and professional preparation in theoretical and practical skills.Material and methods. Therefore, higher education teachers face a number of essential tasks such as methodology for educational program development, designing a set of teaching and learning materials in the discipline, and implementing individual psychological approaches to each student.Results. Educational and methodological provision is a set of materials in printed and electronic form. In turn, teaching materials can be information (multimedia presentations, training videos, computer training programs, etc.), which is systematized by the purpose of the discipline or standard education program, presented in a form convenient for use in the educational process [3,4]. For successful mastery of the discipline by students in the specialty “Dentistry” and optimization of the educational process, a set of academic and methodological materials have been developed, which included the following stages:I. Development of a syllabus on the discipline "Therapeutic Dentistry" from 2020, which is included in the curriculum for training the relevant specialty, based on the standard educational program.II. Preparation of theoretical material on the discipline in accordance with the requirements of educational qualification characteristics and educational and professional programs for training specialists, methods of conducting practical classes, didactic and control materials:- sets of theoretical questions, tests and case studies on the discipline by the topic;- structural and logical schemes of the content arranged by topics, sections, and structural modules;- sets of tables on topics;- database of instructional and regulatory documents;- multimedia presentations of lectures;- a set of examination cards;- criteria for assessing students' knowledge and skills on the discipline;- a list of the availability of literature for the discipline, a list of scientific literature sources, and information resources from the Internet;- database of teaching and learning materials on the department's website.III. Systematization, structuring and design of educational materials.IV. Approbation and correction of materials.V. Replication of materials in printed or electronic form:- requirements for students in the specialty "Dentistry" according to the syllabus;- methodological guidelines of the lecture course for teachers;- a course of lectures on "Therapeutic Dentistry" for students;- methodological guidelines of practical classes for teachers;- methodical instructions of practical classes for students;- protocols for practical classes;- a collection of test tasks on the discipline developed for knowledge control in practical classes;- methodological guidelines for self-study work of students;- a collection of test tasks for self-study work.Conclusion. The complex of educational and methodological materials and their structuring, from the standpoint of the logic of cognitive activity of future specialists, will help acquire knowledge in this discipline and contribute to their qualified application by the future doctor in practical activities.

The system of exercises and tasks for the formation of intercultural foreign language communicative competence of prospective teachers of the german language

Exercises and tasks serve as learning tools for modeling a foreign language environment, a motive for communication, and a tool for improving cognitive-communicative and metacognitive learning strategies. The article deals with the methodical features of compiling a system of exercises and tasks for mastering the German language in the context of intercultural communication. The article considers a system of exercises and tasks for the formation of intercultural foreign language communicative competence of future teachers during self-study work. An analysis of the specialized literature was carried out, which became the basis for the theoretical justification of the developing and use of exercises and tasks for the formation of a cultural secondary language personality. The generalized system covers all types of speech activities and contains communicative, semi-communicative and non-communicative exercises of a receptive, reproductive and productive nature, with the aim of forming and developing language and speech foreign language skills and abilities, which are based on the intercultural aspect. The author gives a number of examples of exercises according to the determined levels of mastering German-language material, namely receptive, reproductive-productive and creative. The criteria for developing exercises have been specified: focus on receiving or issuing information; communicativeness; motivation; level of action management; presence/absence of a game component; presence/absence of visual and illustrative supports; method of performing the exercise; cultural and emotional orientation of exercises. The system of exercises consists of subsystems, the goals of which are aimed at mastering the German language skills and abilities in listening, speaking, reading and writing. The specifics of using the acquired information for oral and written communication were studied. The article describes in detail the course of foreign language activities to ensure the consistent use of foreign language information for the purpose of acquiring cultural, linguistic, sociocultural knowledge and developing skills and abilities of intercultural communication. Special attention is given to the intercultural aspect of the content, the manifestation of which is the language and speech material, the communicative behavior of interlocutors during the intercultural communication. Interactive, innovative technologies and teaching methods are proposed for the effective application of exercises in order to optimize the educational process of future teachers during independent work.

SPEAKING CHALLENGES FACED BY BACHELOR DEGREE STUDENTS IN KAZAKHSTAN

In the context of Kazakhstani university of Narxoz, the current study tried to explore the difficulties faced by Bachelor Degree students and the possible causal factors of these difficulties while speaking English as a foreign language. In this study, the researcher applied two qualitative approaches: open- ended questionnaire and semi-structured interview as a research tool to collect data. 10 students from the Faculty of Digital Engineering at the University of Narxoz were invited to participate for both interview and questionnaire. The collected data were analyzed through thematic analysis in terms of two major categories: challenges and causes which were divided into four sub-categories of broad terms. Moreover, the study attempted to reveal some ideas and ways of solving these speaking difficulties suggested by students themselves. The findings found out the most common speaking difficulties which were divided into linguistic, personal and social problems , while teacher and teaching, course content, poor schooling and classroom environment were found to be the primary causes of speaking deficiency. The most common ideas to improve speaking skills and to overcome their language barriers, students were advised to attend language courses or to be actively involved in classes at the university as well as to do more self-study work. As regards suggestions for teachers, they were recommended to changes their current methods to more effective and to more practical ways of teaching. Also, students wished that their educators focus on more practice of oral production which can be provided in form of different competitive games and activities.

FEATURES OF BLENDED LEARNING TECHNOLOGY IN THE SYSTEM OF HIGHER EDUCATION

The essence of the notions of “blended learning”, and “distance learning” and their importance in higher education have been highlighted. The history of “blended learning”(BL) origin is considered as well as various approaches of the researchers regarding the interpretation of that definition are presented. To achieve the goal of the research, such methods as analysis, synthesis, the study of scientific literature, and Internet sources on the particularly pertinent problem of BL implementation within modern higher education conditions are used.
 Based on the analysis of scientific and pedagogical literature, some tendencies in the implementation of BL in the system of higher education have been summarized. It has been stated that Bl, as a groundbreaking technology, can’t appear on its own and is unable to exist in its pure form but it must be a flexible system of distance learning, added with a direct interaction of a professor and education applicants during traditional learning that, in its turn, will predominantly allow intensifying the educational process, building out and increasing the effectiveness of self-study work. It has been clarified that common to the definition of BL is the interaction of subjects in the educational process by combining three different ways of learning: distance learning (DL), traditional learning, and independent learning.
 DL is supposed to take into account the changes that have taken place in the educational information structure of modern society, which determines the relevance of the development and implementation of ICT. It can be considered as a means of modernizing the education system, enriching the quality of BL by adding the extensive application of ICT and lifting it to new levels. Its strengths and weaknesses are subjected to scrutiny, where the latter can be weakened or eliminated through the active usage of the advantages of BL as a demanding form of modern education.
 It has been postulated that, firstly, the pertinence to the introduction of BL is predominantly based on the fact that it is impossible to accomplish academic achievements, by realizing only one pedagogical technology. Secondly, it is not worth contradicting distance (online) and traditional (face-to-face, offline) learning, drawing attention that nowadays both forms of learning are not being applied in a pure form. Thirdly, DL will never displace offline learning and the main purpose of BL lies in not pushing out this form of learning but integrating it effectively. It has been inferred that BL cultivates opportunities to optimize the timing expenses of a teacher and increase the efficiency of the learning process in general. Furthermore, a student has become an active participant in the learning process, who can build up an individual learning trajectory.

Blended learning as a promising direction of informatization of higher education

The article discusses possible options for transitioning from the traditional form of organization of the educational process to blended learning at the university. The author reveals the advantages and disadvantages of blended learning organization models, which allow combining traditional face-to-face learning with the self-study work of students in a digital environment that corresponds to a new generation of professionals. The advantages of the models include the formation of educational routes for students, taking into account the goals of education, changes in the speciality and the labour market, and great freedom of the student when he can choose a convenient time, place and pace of learning; motivating students to study in traditional classes with a teacher, reducing the percentage of failed courses. Keywords: informatization, higher education transformation, blended learning models, learning trajectories.

Teachers in Distance Education During the COVID-19 Pandemic. Context of Mainstream, Inclusive and Special Education

The aim of the article is to present the results of research on distance education conducted during the COVID-19 pandemic in the Silesian Voivodeship (Poland). The research focuses on the work of teachers in mainstream schools and those who work with students with special educational needs. The author presents: the difficulties indicated by teachers, the support they experience and the solutions they apply, especially to students with special educational needs. The study was based on a quantitative paradigm, using a diagnostic survey method and online survey questionnaires, sent to respondents in the LimeServey system. 958 teachers representing primary and secondary schools participated in the study.The teachers indicated the difficulties of distance learning, such as the inability to monitor the progress of students, problems with the organization of group activities and the use of activating methods in teaching. They found the support in interpersonal contacts and self-study work; they rarely used the help of specialists. Half of the respondents worked with students with special educational needs. The largest group of such students were those with specific learning difficulties. Students with disabilities accounted for about 36% of those students identified by teachers. The teachers working with students with special educational needs experienced technical problems on the part of the student and psychophysical problems resulting from the specific condition of the student with special educational needs.The results of the research and the recommendations were presented to the school authorities in order to improve the quality of distance education and raise the standards of teachers.

ОCОБЛИВОСТІ ВИКЛАДАННЯ ЛАТИНСЬКОЇ МОВИ МАЙБУТНІМ ФІЛОЛОГАМ

The article considers some aspects of teaching the Latin language to future philologists. Special attention has been paid to the historical aspect of teaching Latin. The differences between teaching Latin and teaching modern languages have been distinguished. It has been stressed that Ukrainian students do not need to obtain all language competencies while learning this course. Among them are philologists, Law students, medical students, etc. The authors pay special attention to training philologists as they are likely to teach the basics of Latin to the students of other majors. There are some problems connected with the study of Latin in the 21st century. For instance, this language is learnt only for one or two semesters in modern Ukrainian institutions of higher education. Therefore, it is impossible to learn a large number of Latin words. So, the authors recommend choosing some frequently used words, as well as some proper nouns. It has been underlined that learning Latin is a complicated activity because of the absence of native speakers and lack of definitive knowledge about the Latin phonetics. It has been mentioned that not so many texts survive from Classical Antiquity and there is only a limited number of post-classical Latin-language texts. This language, like any other one, has changed a lot, so we focus on learning Classical Latin. It was used as a literary standard by writers of the late Roman Republic and early Roman Empire. But we use the texts adapted for the present-day students. Foe example, the words are spelt separately and the letters u and j are used. In this article the authors have distinguished several clusters of Latin words that are to be learnt. Students are asked to find out the etymology of modern English words that have Latin origin. It has been shown that Latin helps students to get ready for learning other languages. The linguodidactic potential of Latin proverbs has been shown. Besides, the authors have used some mottos of countries, regions and cities. It is suggested to use modern Internet sources including Englishlanguage ones. The article contains an example of a multiple-choice exercise aimed at training grammar skills. The authors assume that learning Latin should be supported with discussions and self-study work presentations. Special attention is paid to motivation of students.

SELF-STUDY WORK IN ONLINE MODE AS AN INNOVATIVE FOREIGN LANGUAGE LEARNING TECHNOLOGY

The article attempts to analyze the students’ problems during training, creating situations favorable for the development of their creative activity in the process of foreign language learning and to examine the importance of organizing communicative activities, ensuring practical mastery of a foreign language. Ways to increase active work with any information that teaches thinking and trains intellectual abilities are also examined. Work methods using the Learningapps.org. internet service worked out, it is suggested to consider an experiment on the topic ″Self-study online work″ with a group of students, in order to promote self-study work, increase knowledge quality and develop skills for working with information. Keywords: Internet service; self-study online work; innovativeness; multimedia; network technologies; motivation.

Use of ICT Tools in Professional Training of Future Primary School Teachers in Studying the Ukrainian Language by Professional Orientation

The article considers ICT tools used in the educational process of training future primary school teachers at the Ferenc Rakoczi II Transcarpathian Hungarian Institute and Mukachevo State University in teaching the disciplines «Ukrainian language for professional purposes». The purpose of the article is to consider the benefits of using ICT in the educational process and give examples of their use for the training of future primary school teachers. Methods. In the process of experimental work the following research methods were used: theoretical: analysis, comparison, systematization, generalization; empirical: observations, surveys. The results. Means and forms of computer use in classes are defined as following: use of media resources as a source of information; computer support of the teacher's activity at different stages of the lesson; organization of students' project activities. The advantages of using ICT are highlighted, namely: individualization of education; intensification of students' self-study work; increasing the volume of tasks performed in the classroom, expanding information flows when using the Internet; increase of motivation and cognitive activity due to the variety of forms of work, the possibility of including the game moment. Emphasis is placed on using the LearningApps.org program, which is designed to support learning and teaching through small public interactive exercises. Using the Learning Apps interactive task designer, a number of tasks that are used in Ukrainian language classes for professional purposes have been developed. The authors noted that both teachers and students can create interactive modules based on ready-made templates. The application for creating educational projects Kahoot is considered. With its help you can create a test, survey, educational game or arrange a marathon of knowledge. The application works both in the desktop version and on smartphones. It is proposed to use different types of Kahoot. The classic version of Kahoot (Classic Kahoot) is a quiz-competition between individual students of the group. Team Kahoot is a team game (the group is divided into several teams, and each team gives their answers after discussing them). Blind Kahoot allows us to submit new material in an unusual way, this forces students not to be passive participants in the process. Connected Kahoot is a game mode where groups from different educational institutions participate. Ghost Kahoot allows students to once again take part in the same quiz and compete with themselves. The next Learner to Leaders Kahoot mode is an option for the most gifted and active students who want to demonstrate their knowledge and skills. Research activities on this topic were carried out through the analysis of scientific and pedagogical literature and the results of research on the training of future primary school teachers. Conclusions. The use of ICT in the educational process of future primary school teachers contributes to the development of motivation and interest of students to study the discipline «Ukrainian language for professional purposes».

(Be)coming Critical Teacher Educators: Collaborative Self-Study across Contexts

ABSTRACT This collaborative self-study looks at how eight white literacy teacher educators worked together to re-center critical literacy and teaching for equity in methods courses. We used self-study methodology to interrogate not only our pedagogy, but also our own internalization of white supremacy culture and complicity in perpetuating the status quo. Our group met virtually on a monthly basis, discussed common readings, shared resources, and wrote journal reflections. Findings show that our collaboration helped us explore and evolve how we framed the work of critical literacy, delve into the discomfort of initiating and facilitating difficult conversations with students and colleagues, and develop concrete actions for re-centering and enacting critical literacy practices. Building upon the collaborative self-study work that guided our practice, we argue that our collaboration – across contexts and across time, attending to both our self-work and our pedagogy – provides a new way forward. As teacher educators, we found self-study to be a sustainable way to outgrow ourselves, and this research serves as a call to action for other teacher educators to take up this work, as well. Dismantling the status quo is a lifelong endeavor, our work is ongoing, and we find it is strengthened when approached both individually and collectively.

СТРУКТУРИРОВАНИЕ СОДЕРЖАНИЯ ВАРИАТИВНОЙ ИНОЯЗЫЧНОЙ ПОДГОТОВКИ В ВУЗЕ

The article deals with the issues of structuring the variative foreign language training content. Variative foreign language training consists of a basic mandatory part for all students, which implements the requirements of Federal state educational standards at a minimum level and variation part. The variation part, represented by educational variants, is designed to meet the cognitive needs of students and take into account personal characteristics that affect the acquisition of a foreign language at the University. It is shown that the system approach is the basis for structuring the content. Professionally oriented foreign language training in higher education is considered as part of the higher education system, is subject to general goals, is regulated by the standard, program, and includes the levels of higher education: bachelor's, master's, specialty, and postgraduate. Disciplines related to foreign language acquisition are focused on the formation of foreign language communication skills, and also allow forming flexible skills that are necessary by specialists in different areas of professional activity today and are increasingly in the future. It is noted that the system approach regulates the construction of variative training parts in the aggregate, due to their interaction. The core of the system is the basic and variation variants availability. The framework of the system is the educational standards requirements, the educational program data, which sets the terms of the course development, the number of hours for classroom and self-study work, the form of intermediate and final control. The system integrity is manifested in the presence of horizontal and vertical links between the educational process elements. Horizontal links are located in the relationship between the basic and variation parts at each education level. Vertical links are found between the basic and additional parts of all levels on the basis of content and technology continuity. Continuity is understood as taking into account the individual level of educational achievements and reliance on the studied material. The results led to structure the variative foreign language training content in "Animal husbandry", to identify the basic and variation parts for the growth and development of foreign language skills and orientation training to suit individual needs and students’ characteristics.

The Reform of Blended Courses for Software Project Management

Blended teaching is a teaching method integrating classroom teaching and online learning. Based on OBE (Outcome-based education), this paper proposes some reform ideas for blended teaching by software project management curriculum. Project driven, flipped classroom, vivid animations, MOOC video and cases study etc. are adopted to improve the self-study ability and team work of students. Although it takes more time to study, it gain high praise and enhance the teaching quality.

Удосконалення самостійної роботи студентів при вивченні французької мови

The article substantiates the peculiarities of the formation of English grammar competence during classroom and extracurricular work in teaching cadets of economic specialties’ English, especially English for Specific Purposes. The purpose of the article is to determine the requirements for the formation of English grammar competence in accordance with the preparation of cadets of economic specialties’ in the field of knowledge of 05 “Social and behavioral sciences” (051 «Economics») while teaching them English for Specific Purposes. Methodology. Theoretical statements of this work involves analysis of existing methods and approaches to the organization of teaching cadets of economic specialties’ English grammar. It is defined the requirements according to the stages of teaching English at the Academy of the State Penitentiary Service in the first and second years. The theoretical and methodological basis of this article includes the general background of higher school didactics and methods of teaching foreign languages, approaches to scientific and pedagogical research, theoretical and methodological principles on which the methods of teaching English grammar to the cadets, future economists, at different stages while their studying at the Academy of State Penitentiary Service. Results. In this article it is used a critical analysis of domestic and foreign pedagogical, linguistic and methodological literature on the research theme, educational documents, curricula. Based on the research, it is noted that the content of linguistic competences includes declarative and procedural knowledge, skills and language awareness. It is determined that the effectiveness of the development of professional oral and written communication skills in English must be done according to the level of formation of students’ grammatical competence. Practical implications. It is pointed out that these requirements of English grammar competence’s level should be taken into account in the organization of future economists’ educational activities, which is designed to help ensure the realization of the aim of teaching them in the Academy. Further improvement of grammatical competence occurs in the process of mastering English communicative competence at the cadets’ classroom activities and self-study work. It is necessary to use grammatical phenomena in educational materials while teaching cadets English for Specific Purposes. Value (originality). The value of the study is characterized by the presentation of a new vision of the formation of English grammar competence during classroom and extracurricular work while teaching cadets of economic specialities English and English for Specific Purposes. Key words: teaching English, grammar competence, future economists, grammar declarative knowledge, grammar procedural knowledge, grammar skills, language awareness.

Эффективность веб-технологий в процессе организации самостоятельной работы студентов при изучении английского языка

This article discusses the effectiveness of Web technologies on students’ self-study work in the English language learning process and gives the reasons of the need to create a new model for its organization. The experience of language preparation in the process of teaching languages at the Tashkent State University of Economics is presented in the article. The importance of the Web technologies in model of organization of students’ independent work is developed and scientifically justified. The results of experimental studies aimed to test the effectiveness of the developed model of formation of professionally language competence of students are given in this paper.

The substantiation of modern pedagogical technologies for improving the quality of teaching the discipline “Pharmaceutical law and legislation”

Aim. To demonstrate the best practices of the Social Pharmacy Department at the National University of Pharmacy in substantiating current trends in the development and application of modern pedagogical technologies in order to improve the quality of teaching the discipline “Pharmaceutical law and legislation”.Materials and methods. The research was conducted based on the results of summarizing original methodological developments, the experience of holding the contest in the discipline “Pharmaceutical law and legislation” in 2019 and 2020, the materials of the student’s essay competition on the topic “Knowledge of law is the requirement of our time”, which was attended by 45 students, as well as the results of an analysis of scientific and educational literature, regulations of Ukraine. The data obtained are presented using the methods of analysis, synthesis, generalization, system, formal-logical, comparative-legal, and interpretation of the legal norm.Results. It has been found that the implementation of modern pedagogical technologies using case studies, problem-based, content analysis of legal norms (grammatical, systematic, historical, and comparative interpretation) contributes to improving the quality of the students’ assimilation of the program material of the discipline “Pharmaceutical law and legislation”. It has been substantiated that the case study method is inextricably linked with other interactive methods, such as problem-solving, discussion, brainstorming, and so on. The methods used for the students’ understanding of the content of legal norms are presented. The own pedagogical developments on the application of each of these methods are given.Conclusions. It has been proven that the use of the case-based and problem-based methods in classes on the discipline “Pharmaceutical law and legislation” contributes to the development of professional analytical thinking, development of skills for solving practical situations. It has been substantiated that cases-studies, case-exercises, case-situations can be used by the criterion of the situation. It has been found that the problem method can be implemented during lectures, seminars, and practical classes, as well as for the self-study work of students.

ELABORATION OF SELF-STUDY WORK FOR PHILOLOGISTS (PROVIDED WITH EXAMPLE OF READING LESSON SEQUENCE)

The article focuses on the problem of self-study work application at philological faculties. The importance of adoption and integration of information and communication technologies (ICT) in teaching foreign languages is substantiated. Owing to ICT, students’ motivation improves and foreign language retention can be increased. In face-to-face learning application of ICT requires availability of infrastructure, but in out-of-class learning students can use their own devices and be ready to learn and improve their knowledge. Self-study work is viewed as a kind of distance learning that should take place in particular educational environment, for example Moodle. Moodle can help apply differentiated instruction. Tasks and exercises are differentiated according to dominant learning styles of students. The example of reading lesson sequence on Moodle (with type of exercise/activity) is proposed.

The use of multimedia education instruments in the process of training of future specialists in labour protection

The article describes the functionality of multimedia education instruments to train future specialists in labour protection. One of the tasks of HEI is to train a future specialist for professional activity in a highly developed information and communication environment, who must be a connoisseur of modern pedagogical technologies, able to independently acquire and deep knowledge and skills. The primary task of the higher educational institution should introduce the forms and methods of students’ active learning into the educational process practice. The purpose of the article is to analyse the functionality of multimedia teaching instruments that will determine the effectiveness of their use in the process of future labour safety professionals’ training. While doing the research, theoretical methods made it possible to identify problems and tasks, to study the scientific literature and summarize the material. The latest multimedia educational instruments give students the opportunity to use non-traditional information sources, improve the efficiency of self-study work, give new opportunities for creativity, and implement new forms and methods of learning. Multimedia learning tools greatly expand the capabilities of teachers, which promotes individualization of learning, activation of students' cognitive activity and adapts the learning process to their individual characteristics. Each student can work in its own mode, choose the rate at which the material is optimally assimilated. Information technologies are used to develop educational technologies and create modern effective learning tools. They have a large range and potential to improve the learning process. The students’ individual self-work helps to consolidate, deepen and systematize the acquired knowledge. In order to ensure and improve the quality of the educational process, it is necessary to develop and implement modern information and communication technologies along with the traditional means of education. The introduction of multimedia technologies in the educational process will improve the quality of knowledge, strengthen the motivational aspect, the students’ cognitive interest to increase the level of professional training.

Organizational and educational peculiarities of teaching speech adaptation to future English language teachers

The article reveals organizational and educational peculiarities of effective developing of future English language teachers’ speech adaptation skills in English Practice classes aimed at the third-year students of foreign languages departments. The suggested subsystem of professionally oriented activities and the model of the teaching process for developing speech adaptation skills have been described. The main conditions for successful implementation of the methodology of teaching speech adaptation have been specified. The organizational forms of teaching and the sequence of teaching stages within one unit of activities have been defined. The introductory stage is connected with developing the system of declarative knowledge about speech adaptation. Basic diagrams, tables and receptive-analytical activities are offered to systemize the educational information. The stage of pedagogical interaction practice includes two sub-stages: 1) doing communicative professionally oriented activities after work with each of three subgroups of activities within one unit of activities; 2) students’ taking part in microteaching. During the stage of reflection the observation tables are filled in, then students take part in written self-assessment and reflective discussion. The peculiarities of using individual, pair, group and front modes of classroom work have been analyzed. The ways of monitoring the learning process, assessment criteria and controlling methods of speech adaptation skills development level have been clarified. The quantity and distribution of academic hours for classroom and self-study work have been suggested.

Peculiarities of forming sociocultural competence of prospective university English teachers by means of information and research project

article reveals peculiarities of arranging educational process according to the model of forming sociocultural competence of prospective university English teachers by means of information and research project. structure and the contents of the system of exercises on which the suggested educational model is based are described. structure of the system of exercises for forming sociocultural competence of prospective English university teachers by means of information and research project provides organising students 'activity according to the stages that reflect the logics of this project type , and provides conducting the information research of the sociocultural phenomenon according to the three project stages: 1) preparatory; 2) executive; 3) final. stages of the project work are divided into phases on which the particular research project tasks involving the critical thinking are solved and the certain types of speech activities predominate . means of realisation of the suggested educational model is the selected lingua -socio-cultural material presented in the texts of opinion news articles from online English newspaper and magasine editions of Great Britain and the USA . recommendations on practical implementation of the designed model for forming sociocultural competence of prospective university English teachers by means of information research project during The Practice of the English Spoken and Written Speech classes are given. authors took into account,firstly, the requirements of the Ukrainian syllabus concerning the target level of sociocultural competence of prospective university English teachers, the thematic areas, the quantity and distribution of academic hours for classroom and self-study work, and secondly, the peculiarities of the educational process organisation to be taken into account while conducting project work, particularly, the contents of the stages and phases that build up the structure of information and research project. Several examples of activities and teaching materials are submitted.