Language and Didactic potential of Ukrainian for Specific Purposes Teaching forms in Developing Future Navigators' Text Formation Competency

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International Journal of Engineering Research & Science (IJOER) ISSN: [2395-6992] [Vol-3, Issue-12, December- 2017]
Page | 4
Language and Didactic potential of Ukrainian for Specific
Purposes Teaching forms in Developing Future Navigators’ Text
Formation Competency
Tetiana Gulchuk
Teacher of Ukrainian language and literature, Maritime College of technical fleet of National University "Odessa Maritime
Academy", Odesa
Abstract The article is d evoted to determining the peculiarities of the organization of future navigators text formation
competence development during various forms of trainin g on th e basis of the analysis of scientific literature on language
teaching methods. On the basis of analysis, generalization and systematization of scientific sources, we elucidated the forms
of organization of language teaching (lectures, practical classes, semin ars), which enable to improve the future navigators
ability to summarize, review and an notate texts that ensures the development of their textual competency. The conclusions
drawn in the article can be used during theoretical justification and practical development of a methodology for developing
future navigatorsand marine educational institution scadets (students)text formation competency.
Keywords language teaching material, methods of development, teaching methods, text formation competency, lecture,
practical class, seminar, speech skills, future navigators.
I. INTRODUCTION
Introduction of competency approach into educational process caused focus shifts of its goals, objectives, and accordingly,
the content: from the accumulation of knowledge, skills and capacities in the Ukrainian language for specific purpo ses to the
development of students’ ability to use them in practice, to employ individual speaking strategies and experience of
successful speech situation in simulated professional activity and social practice.
The analysis of scientific works of the Ukrainian language teaching theorists proves that “text as a basic learning tool
enables determining the tasks on all language le vels, repeating speech-related information (determining the type, style of
speech, ways of sentences connection within the complex syntactic unity, means of sentences connection in the text, finding
a topic and comment, etc.). <...> It is the text le vel where the word se mantics, its conceptual relationships are identified,
where stylistic differentiation of coherent utterance simulation modelling is realized.” [10, p. 61].
Today of great topicality is the problem of developing students’ text formation competency. N. Holub, O. Horoshkina, O.
Kopus, L. Mamchur, M. Pentyliuk et al. emphasize in their st udies that text is a source of information, a product, a tool and
object of activity; N. Bondarenko, L. Varzatska, V. Mel nychaiko, H. Shelekhova et al. reveal the peculiarities of students’
text formation skills developing; O. Hlazova, T. Hruba, I. Drozdova, O. Karaman, L. Kratasiuk, L. Ovsiienko, N. Perkhailo
et al. determined the specifics of pupils and students’ text formation activity organization. However, these works focus
primarily on elaborating productive co mbinations of methods and techniques of pupils and students’ text formation
competency development or on elaborating the system of tasks aimed at developing text formation competency.
One of the main directions of higher education development is training competitive specialists capable of professional
development, acquiring advanced knowledge based and info rmation technologies. In this context, the problem of students’,
especially, future navigators’ text formation competency development requires comprehensive study, since this competency
provides acquiring communication strategies and tac tics necessary for solving multiple li fe tasks in different situations. T his
justifies the necessity of studying language and didactic potential of Ukrainian for specific purposes teaching forms in
developing future navigators’ text formation competency.
II. AIM & SCOPE
The goal of the paper is to determine the peculiaritie s of arranging future navigators’ text formation competency
development during various forms of teaching based on the analysis of the scientific literature in language teaching.
We agree with T. Symonenko that “despite the large number of methods of implementing forms of learning organization, the
commonly recognized is the following system: lecture (lecture-information, problem-based lecture, lecture-visualization,
lectures- press conference); self-guided work (under the teacher’s guidance, without the teacher’s guidance); p roseminar,
International Journal of Engineering Research & Science (IJOER) ISSN: [2395-6992] [Vol-3, Issue-12, December- 2017]
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actual seminar, special seminar, seminar-research; other forms of learning organization (tutorials, clubs, colloquia,
consultations, practices, study groups); practical classes, laboratory classes” [15, p. 200]. We will consider some forms of
teaching future navigators the Ukrainian language for specific purposes.
One of the ti me-tested and relevant so far remains the lecture (lecture class) logically complete, scientifically based and
systematized presentation of ed ucational and scientific material; one of the main organizational forms of classes in high
school that forms the basis of knowledge in a particular scientific field, deter mines the direction, the essence and character of
all other classes and self-guided work in the relevant discip line [7, p. 247]. This definition is the most reasonab le and
comprehensively reveals the peculiarities of the lecture as a classical form of learning organization in modern universities. In
addition, we support the position of O. Kopus who regards lecture as a secondary scientifi c and educational professional text.
It is important that during the lecture, students perceive a model text of scientific style, mastering in practice the text
formation rules and at the same ti me create their own texts (notes). It seems appropriate to focus on building students’ skills
of creating secondary academic genres that include the ability to perceive and analyze information, interpret it when taking
notes.
We consider correct an opinion of A. Aleksiuk, that unlike other forms of learning organization, lecture has the following
advantages: compared to textbooks it has much more opportunities to incorporate the audience ’s specifics, latest scientific
achievements; it does not only provide st udents with knowledge, but also teaches to critically evaluate the learning material ;
it facilitates the perception of information through the living word, intonation, teacher’s or lecturer’s facial expressions and
gestures; it opens up the opportunities of direct contact of the lecturer with the audience that enhances their attention;
lecturing saves student’s time [1, p. 457].
Without going into a detailed analysis of the peculiarities of university lectures we will make use of some generalizations of
the Ukrainian language teac hing theorists which are acceptable for working out the criteria of the efficiency of educational
lecture on the Ukrainian language for specific purposes:
lecture’s subordination to t he goal and obj ectives of modern language education in Ukraine; lecturing focuses o n
developing future specialist’s language and communicative professional competency; motivation of students’
learning activity;
scientific and solid character of the content, accuracy of formulations, clarity and consistency of presentation, arguing
in favour of theoretical positions on the Ukrainian language with the examples of linguistic units, citing reliable
information sources; providing clarity of presentation with modern electronic learning tools;
mandatory inclusion in the c ontent of the lecture o f those problems which are the subjects of discussion a mong
scientists and have controversial outlining i n the scientific and academic literature. Teacher and scholar expresses his
view on a particular issue at the same time giving students the right to choo se any of the conceptions. But as a rule,
students share the lecturer’s authoritative opinion;
the content of the lecture should reflect the interdisciplinary relationships, predominantly those with special
disciplines. Herewith, it p rovides mainstreaming of s tudents’ basic knowledge gained in the process of mastering
other courses that activates the development of professional competency;
introduction to lecture plan of questions (with a list of references) required for independent study by students, and the
questions recommended for an in-depth study of the lecture theme to students’ request beyond the curriculum;
professional orientation of the lectures’ content, subordination of the lecture’s structure to specific didactic purpose;
taking into consideration the specifics of the lecture theme when choosing methods of lecturing;
optimal combination of traditional and innovative types of lectures within the modules of the disciplines;
interrelationship of the lecture with other organizational forms of students’ classroom and extracurricular learning;
lecturer’s consideration of mechanisms of and long-term and random-access memory: me morizing, storing, realizing
and reproducing information (I. Zymniaia); use of mnemotechnical tools that facilitate students’ memorization of
theoretical information on the Ukrainian language for specific purposes;
teacher’s differentiated approach to the content and methods of lecturing, conditioned by the for m of students’
learning (full-time, evening classes, di stance learning), the discipline’s specifics, the theme of the lecture, the overall
level of students’ success in the Ukrainian language for specific purposes;
International Journal of Engineering Research & Science (IJOER) ISSN: [2395-6992] [Vol-3, Issue-12, December- 2017]
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clear structure of the lecture, the unity of content and form, ideal verbal design, curiosity and vividness, nor mal rate of
presentation [6, p. 209; 8, p. 151].
III. OBJECTIVE
The main objective of the lecture is to lay the foundations of scientific knowledge, to introduce the scie ntific research
methodology of the discipline and yet provide scie ntific and educational interaction of the teacher and students [13, p. 3].
And in parallel student s improve skills of text compression “transformation of the source text with a n intention to tur n it
into a more concise form, which is achieved by the omission of redundant elements of the utterance, elements that can be
restored from the context and extralinguistic situation, and through the use of more compact constructions” [14, p . 43].
According to the observations, students perceive a lecture by hearing (full-time learning), and this perception causes most
difficulties, or visually (distance learning). Therefore, we consider rational preliminary training students for crea ting a
secondary text outline, since understandi ng the lecturer’s speech speaker but not having the skills of taking notes stu dents
can not normally make notes. Thus, to teach students note-ta king is one of the main tasks of teaching the Ukrainian language
in high school [4, p. 273274].
Modern theory of language teaching (O. Biliaiev, O. Horoshkina, L. Skurativsky, H. Shelekhova, O. Shunevych et al.)
defined the basic types of notes and justified the e ffectiveness of exercises and tasks. We will only state those skills
improvement of which should be continued in high school, particularly, in the perception of the lecture: to apply the
techniques of text compression; to represent the sense structure of the text usin g the logical and structure schemes and tables;
to present scientific and educational text in an optimal form for further activity and others.
We consider favorable the conclusions of O. Shunevych that to develop the skills of taking notes the following methods and
techniques are optimal: semantic text analysis, observations on the language of t he text, producing statements from previous
training exercises, transformation, projecting; creative constructing tech niques, algorithmization elements, condensing of
linguistic units, analysis of their own and others’ statements, modelling [17, p. 13]. Some of them can be used during lectur es
on the Ukrainian language for specific purposes.
We agree with the conclusions of M. Hreb , that the lecture effectiveness depends on objective and subjective factors,
including the level of professional competency of the teacher, namely: the possession of th e lecturing methods, knowledge of
factual material on the subject, a high level of speech culture and oratorical skills, etc. and students’ readiness to perceive
the information, development of a special hearing culture [3, p. 186].
Particularly noteworthy are semantic notes to which future navigators are involved when mastering special disciplines.
Teachers of the Ukrainian language for spec ific purposes should rely on the principles of preparing semantic notes: discrete
principle, according to which factual knowledge must be represented as separate utterances; the principle of finality, which
implies that a set of utterances should reflect the knowledge of the subject in full; the conciseness principle, according to
which the utterances should consist of a minimum number of words expressing a complete thought; the principle of the
primacy of definitions, requiring introduction of new concepts through definition; the uniquene ss principle according to
which any utterance must not contain more than one notion; the unambiguity principle each utterance is a semantic fact and
must express only one idea; the consistency principle t hat leads to the location of the utterances according to the lo gics of
presenting the course; the sufficiency principle, according to which any utterance is given in its full formulation, its sense
does not depend on other utterances; the grammatical principle determines the s ubordination of the utterances’ structure to
the logics of constructing correct speech [5, p. 105-106].
When developing the future navigators’ text-formation competency special atte ntion should be paid to practical classes,
whose purpose is to deepen and consolidate the knowledge acquired at lectures or using textbooks, to develop the skills of
using knowledge, performi ng certain actions and operations [9, p. 103]. Modern theory of language teaching revealed the
methods of giving practical classes in universities. We consider it necessary to focus on the functions of this form of studies
organization: ongoing monitoring of the results of students’ self-guided work; students’ mastering the skills of independent
oral presentations, justifying their position on the issue under discussion; teaching students the rules of discussing and skills
of listening to the interlocutor; realization of communicative and activity-based teaching approach [15].
During practical classes students can perform analytical and synthetic text-formation activity: annotate and summarize
professionally oriented texts, create their own utterances, review the classmates’ answers etc. Clearly, special attention
should be given to the choice o f professionally orie nted texts. O. Roshchupkina co nsiders them as a co mmunicative unit,
aimed at developing students’ specific skills at a particular stage of training. The te xt, the scholar argues, is a structural and