(2017) Science and education, 2, 74-78. Odessa.

Svitlana Hryshchenko,
Doctor of Pedagogy, associate professor,
Department of Social Work,
Chernihiv National Pedagogical University named after T. H. Shevchenko,
53, Hetmana Polubotka Str., Chernihiv, Ukraine

SPECIFICS OF FUTURE TEACHERS’ WORK ON RE-EDUCATING
DIFFICULT PUPILS OF SECONDARY SCHOOLS

The article focuses on the essence of future teachers’ practical activity when working with difficult pupils at secondary schools. Based on certain scientific approaches, methods and techniques, the content of teaching instructions worked out in view of the specifics of educating difficult children is outlined. Suggested teaching instructions are based on the principles of re-education, personality correction, regular monitoring of the behavior norms acquisition, objective tools of influencing, teacher’s control of his/her own attitude to pupils, individualization. The objectives of each component are presented in the article in details. The paper includes a list of methods and techniques according to the specifics of future teachers’ work with difficult pupils and the overall results of their implementation in the school work.

educating difficulty, difficult pupils, re-education, teachers, work specifics.

1.Maksymenko, S., Maksymenko, K., Hlavnyk, O. (2003). Adaptatsiia dytyny do shkoly [Adapting child to school]. Kyiv [in Ukrainian].

2.Pidlypna, L. V. (2005). Adaptatsiia: 5-ti klasy [Adaptation: 5th grades]. Ivano-Frankivsk [in Ukrainian].

3. Orzhekhovska, V. M. (1994). Psykholohopedahohichni osnovy diahnostyky pravoporushen ta pryiomiv vykhovnoii korekysii [Psycho-pedagogical foundations of delinquency diagnostics and methods of educational correction]. Kyiv [in Ukrainian].

4.Sturova, M. P. (1999). Deviantnoye povedeniye nesovershennoletnikh kak pedagogicheskaya problema [Deviant behavior of juveniles as a pedagogical problem]. Pedagogika – Pedagogy, 7, 38-41 [in Russian].

5.Kapska, A. Y. (Eds.). (2000). Tekhnolohii sotsialno-pedahohichnoi roboty [Technologies of social and educational work]. Kyiv [in Ukrainian].

6.Shestopalova, O. (2000). Adyktyvna povedinka pidlitka: sutnist ta mozhlyvosti psykhokorekrsii [Adolescents’ addictive behavior: the nature and possibilities of psychocorrection]. Ridna shkola – Mother school, 9, 27- 30 [in Ukrainian].

(2017) Science and education, 2, 79-83. Odessa.

Kateryna Nekit,
PhD (law), associate professor,Department of Civil Law,
National University “Odessa Law Academy”,
23, Fontanska Doroha Str., Odessa, Ukraine

MODERN CHALLENGES OF REFORMING LEGAL EDUCATION IN UKRAINE

The article deals with the analysis of the current stage of legal education reforming in Ukraine. There is a discrepancy between the tasks of the reforms, set by the Bologna Process, and its objectives. In particular, there is improper understanding of the essence of student-centered concept, which results in its incorrect implementation into the educational process. Studentcentered teaching involves active participation of a student in the educational process, particularly in the process of educational content determination and assessment. Special attention in the paper is paid to the disadvantages of the current system of students’ academic achievements assessment. The project of the Concept of perfection of legal (juridical) education for specialized training of lawyers according to the European standards of higher education and the legal profession has been analyzed in the study. Some recommendations about the improvement of the reforms in the field of legal education have been suggested. In particular, there is the need for increasing students’ personal responsibility, proper planning of students’ independent work, development of adequate methods of students’ knowledge assessment, increasing the role of written essays for the formation of professional competencies of students majoring in Law.

legal education, reforming, concept of improvement of legal education, student-centered teaching, assessment.

1. Zubchenko, Ya. (2016). Bolonska systema poukrainski: lin ta manipuliatsiia [Bologna system in Ukraine: laziness and manipulation]. Retrieved from: http://osvita.ua/vnz/52421 [in Ukrainian]. 

2. Nosko, I. V. (2011). Studentotsentrirovannoe obrazovanie kak osnovopolagayushchiy printsip bolonskikh reform v vysshey shkole [Student-centered education as basic principle of Bologna reforms at universities]. Vektor nauki TGU. – Vector of science, 1(4), 136-138 [in Russian]. 

3. Nekit, K. H. (2016). Problemy ta perspektyvy metodiv kontroliu navchalnykh dosiahnen studentiv yurydychnykh spetsialnostei [Problems and prospects of methods of academic achievements control of students of legal specialties]. Proceedings of International scientifically-educational internship “Innovative educational technologies: European Union experience and its implementation to the training of lawyers”. (pp. 163-166). Bratislava, Slovak Republic: Pan-European university [in Ukrainian].

4. Konopatska, L. V. (2016). Rol systemy zvorotnoho zviazku (feedback) u pokrashchenni osvitnoho protsesu [Role of the feedback system in the improvement of the educational process]. Vseukrainska naukovo-metodychna konferentsiia za mizhnarodnoiu uchastiu “Studentotsentryzm u systemi zabezpechennia yakosti osvity v ekonomichnomu universyteti” – Proceedings of Ukrainian Scientific and Methodical Conference with international participation “Student-centered educational system in procuring of quality of education in economical university”. (pp. 96-96). Kyiv: KNEU [in Ukrainian].

5. Tokar, V. V. (2016). Studentotsentryzm u systemi vnutrishnoho zabezpechennia yakosti osvity: implementatsiia v Ukraini dosvidu universytetiv SShA [Studentcentered educational system in interior system of procuring of quality of education: implementation of the USA experience in Ukraine]. Vseukrainska naukovometodychna konferentsiia za mizhnarodnoiu uchastiu “Studentotsentryzm u systemi zabezpechennia yakosti osvity v ekonomichnomu universyteti” – Proceedings of Ukrainian Scientific and Methodical Conference with international participation “Student-centered educational system in procuring of quality of education in economical university”. (pp. 43-45). Kyiv: KNEU [in Ukrainian].

6. Bologna with students’ eyes. Structural reforms. Retrieved from: http://bwse2015.esuonline.org/Structrual+Reforms [in English]

7. Ofitsiinyi sait Ministerstva ekonomichnoho rozvytku i torhivli Ukrainy [Official site of Ministry of Economic Development and Trade of Ukraine]. Retrieved from: http://me.gov.ua/Documents/List?lang=ukUA&tag=UpravlinniaDerzhavnimSektoromEkonomikiIs&s howArchive=true&showAllArchive=True [in Ukrainian].

8. Proekt Kontseptsii rozvytku vyshchoi yurydychnoi osvity v Ukraini (2009). [Draft Concept of development of high juridical education in Ukraine]. Yurydychnyi zhurnal. – Juridical journal, 11. Retrieved from: http://www.justinian.com.ua/article.php?id=3358 [in Ukrainian].

9. Bolonska systema [Bologna system]. Retrieved from: http://ksm.khnu.km.ua/bolonska-sistema [in Ukrainian].

10. Pidodvirna, Yu. (2014). Bolonska systema abo Bolonieze po-ukrainski [Bologna system or Bolognese in Ukrainian]. Retrieved from: http://studway.com.ua/bologna/.

(2017) Science and education, 2, 84-94. Odessa.

Anna Baliuk,
post-graduate student, Department of Pedagogy,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
26, Staroportofrankivska Str., Odesa, Ukraine

THE IMPACT OF PROFICIENCY LEVEL ON RECEPTIVE
AND PRODUCTIVE VOCABULARY OF EFL LEARNERS

To know a word means both recognizing and using it correctly (Pignot-Shahov, 2012). The scarcity of the research and the inconsistent reports about the nature of the relationship between receptive (R) and productive (P) vocabulary knowledge indicate the complexity of this issue. Therefore, the present study investigated the relationship between these two types of English vocabulary knowledge as a whole and also in different frequency bands, across two proficiency levels. Version A of the R and P Vocabulary Levels Tests were distributed among 100 EFL learners of two proficiency levels. It was found that R vocabulary size was always greater than the P one, and that the gap between them widened as the frequency of words decreased. Although the participants progressed in R and P vocabulary knowledge, the proficiency level did not make any significant difference in the nature of the relationship between R and P vocabularies. It was concluded that the EFL context can be an important factor that hinders the turning of R vocabulary into P one.

receptive vocabulary, productive vocabulary, Vocabulary Level Test, EFL Learners.

1. Alderson, J. C. (2005). Diagnosing foreign language proficiency. London: Continuum.

2. Anderson, R.C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.). Comprehension and teaching: Research reviews. Newark, DE: International Reading Association.

3. Bachman, L. F. (2004). Statistical analyses for language assessment. Cambridge: Cambridge University Press.

4. Corson, D.J. (1995). Using English words. Dordrecht: Kluwer Academic Publishers.

5. Crow, J.T. (1986). Receptive vocabulary acquisition for reading comprehension. Modern Language Journal, 70, 242-250.

6. Fan, M. (2000). How big is the gap and how to narrow it? An investigation into the active and passive vocabulary knowledge of L2 learners. RELC Journal, 31(2), 105-119.

7. Harrington, M., & Carey, M. (2009). The on-line Yes/No test as a placement tool. System, 37(4), 614-626.

8. Henriksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21(2), 303-317.

9. Henriksen, B., & Haastrup, K. (1998). Describing learners‟ lexical competence across tasks and over time: A focus on research design. In K. Haastrup, & A. Viberg (Eds.). Perspectives on lexical acquisition in second languages (pp. 61-95). Sweden: Lund University Press.

10. Hilton, H. (2008). The link between vocabulary knowledge and spoken L2 fluency. Language Learning Journal, 36(2), 153-166.

11. Klein-Braley, C., & Rattz, U. (1984). A Survey of research on the C-test. Language Testing, 1(2), 134- 146.

12. Laufer, B. (1992). How much lexis is necessary for reading comprehension? In Arnaud, P.J.L. and Béjoint, H. (eds.), Vocabulary and Applied Linguistics (pp. 126–132). London: Macmillan.

13. Laufer, B. (1998). The development of passive and active vocabulary: Same or different? Applied Linguistics, 19, 255-271.

14. Laufer, B. (2005). Lexical frequency profiles: From Monte Carlo to the real world. A response to Meara (2005). Applied Linguistics, 26(4), 582-588.

15. Laufer, B., Elder, C., Hill, K., & Congdon, P. (2004). Size and strength: Do we need both to measure vocabulary knowledge? Language Testing, 21(2), 202- 226.

16. Laufer, B., & Goldstein, Z. (2004). Testing vocabulary knowledge: Size, strength, and computer adaptiveness. Language Learning, 54(3), 399-436.

17. Laufer, B., & Nation, P. (1995). Vocabulary size and use: Lexical richness in L2 written production. Applied Linguistics, 16(1), 307-322.

18. Laufer, B., & Nation, P. (1999). A vocabularysize test of controlled productive vocabulary. Language Testing, 16(1), 33-51.

19. Laufer, B., & Paribakht, T. S. (1998). The relationship between passive and active vocabularies: Effects of language learning context. Language learning, 48(3), 365-391.

20. Meara, P. (1990). A note on passive vocabulary. Second Language Research, 6, 150-154.

21. Melka, F. (1997). Receptive vs. productive aspects of vocabulary. In N. Schmitt, & M. McCarthy (Eds.). Vocabulary: Description, acquisition, and pedagogy (pp. 84-102). Cambridge: Cambridge University Press.

22. Milton, J. (2009). Measuring second language vocabulary acquisition. Clevedon: Multilingual Matters.

23. Nation, P. (1983). Testing and teaching vocabulary. Guidelines, 5(1), 12-25.

24. Nation, P. (1990). Teaching and learning vocabulary. Mass.: Newbury House.

25. Nation, P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.

26. Nation, P. (2006). How large a vocabulary is needed for reading and listening? Canadian Modern Language Review, 63(1), 59-82.

27. Nemati, A. (2010). Active and passive vocabulary knowledge: The effect of years of instruction. Asian EFL Journal, 12(1), 30-46.

28. Pignot-Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge. Language Studies Working Papers, 4, 37-45.

29. Qian, D. D., & Schedle, M. (2004). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing, 21, 28-52.

30. Read, J. (2000). Assessing vocabulary. Cambridge: Cambridge University Press.

31. Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. London: Palgrave Macmillan.

32. Schmitt, N., Schmitt, D., & Clapham, C. (2001). Developing and exploring the behaviour of two new versions of the Vocabulary Levels Test. Language Testing, 18(1), 55-88.

33. Stæhr, L. S. (2009). Vocabulary knowledge and advanced listening comprehension in English as a foreign language. Studies in Second Language Acquisition, 31(4), 577-607. 34. Webb, S. (2008). Receptive and productive vocabulary sizes of L2 learners. Studies in Second Language Acquisition, 30(1), 79-95.

35. Wei, M. (2007). An examination of vocabulary learning of college level learners of English in China. Asian EFL Journal, 9(2), 93-114.

36. Wilkins, D.A. (1972). Linguistics in language teaching. London: Arnold.

37. Yu, G. (2010). Lexical diversity in writing and speaking task performances. Applied Linguistics, 31(2), 236-259.

38. Zhong, H. (2012). Multidimensional vocabulary knowledge: Development from receptive to productive use. In D. Hirsh, (Ed.). Current perspectives in second language vocabulary research. Berlin: Peter Lang.

39. Zhong, H., & Hirsh, D. (2009). Vocabulary growth in an English as a foreign language context. University of Sydney Papers in TESOL, 4, 85-113.

(2017) Science and education, 2, 95-111. Odessa.

Serhii Pryima,
Doctor of Pedagogical Sciences, associate professor, professor,
Department of Pedagogy and Pedagogical Skills,
Bohdan Khmelnytsky Melitopol State Pedagogical University,
20, Hetmanska Str., Melitopol, Ukraine,
Andrii Orlov,
PhD (Candidate of Philosophical Sciences), associate professor,
Department of Sociology,
Bohdan Khmelnytsky Melitopol State Pedagogical University,
20, Hetmanska Str., Melitopol, Ukraine,
Olena Anishenko,
Doctor of Pedagogical Sciences, professor,
Head of the Department of Andragogy,
Institute of Pedagogical Education and Adult Education of NAES of Ukraine,
9, M. Berlinsky Street, Kyiv, Ukraine,
Katerina Kuchyna,
PhD (Candidate of Pedagogical Sciences), lecturer,
Department of Primary Education,
Bohdan Khmelnytsky Melitopol State Pedagogical University,
20, Hetmanska Str., Melitopol, Ukraine

EDUCATIONAL NEEDS OF ZAPORIZHZHIA REGION RESIDENTS:
STATE AND POTENTIAL FOR THE LEARNING REGION DEVELOPMENT

The competitiveness of any country, region or city under conditions of globalization is determined by their ability to learn. The idea of the “learning city or region” has recently become widespread in the global theory of regional development. The “learning city or region” acts as a marker of the successful socio-economic development of a city or a region, the development of its human potential, the basis of the regional education policy. The theoretical rationale, design and experimental verification of the conceptual grounds of the regional education policy requires a careful analysis of both the educational potential of the region and the study of the educational needs of its residents. In order to identify the educational needs of Zaporizhzhia region residents and the level of their satisfaction 400 respondents have been surveyed. The experiment was conducted in the form of a standardized interview using “face-to-face” method by means of a questionnaire which included 20 questions. It was designed according to the specific features of the respondents and was divided into conventional blocks making possible to identify the current state of the education services market in the region and assess its strengths and weaknesses; to analyze the structure of the education services market in the region; to determine educational needs and the needs of the region residents to sort out priorities concerning the opportunities for the education services market development. The analysis of the survey results has revealed the following factors influencing education development in the region: the availability and interrelation of different levels and forms of education; the need for cooperation and collaboration among all stakeholders of regional development, the resources sharing; the need for constant dialogue and use of feedback mechanisms in the development and implementation of regional programs and development strategies; the need to encourage the development of social partnership by establishing permanent links between various agencies and organizations of formal and informal education; the need to expand volunteer movement in informal education; the need to establish pilot projects as prospective resource centers for issues of education regional development management.

lifelong education, adult education, learning city and region, educational needs, education services market.

1. Lazorenko, O. O. & Kolyshko, R. A. (2010). Analitychnyi zvit doslidzhennia u sferi neformalnoi osvity doroslykh u pilotnykh oblastiakh v Ukraini: Poltavska ta Lvivska oblasti [The analytical report on informal adult education studies in the pilot regions in Ukraine: Poltava and Lviv regions]. Kyiv: TOV «CTI «E ta E» [in Ukrainian].
2. Lukianova, L. (2016). Model rozvytku reghioniv, shho navchaiutsia ta traektorii ii realizatsii [The model of learning regions and the trajectories of its implementation]. Osvita doroslykh: teoriia, dosvid, perspektyvy: zb. nauk. pr. – Adult education: theory, experience, prospects : coll. of research works, 10, 10-15 [in Ukrainian].
3. Naiman, E. A. (2013). Stanovlenie kontseptsii «obuchaiushchegosia regiona» v zapadnoi nauke [Establishment of the Learning Region concept in the Western science]. Vestnik Tomskogo gosudarstvennogo universiteta. Kulturologiia i iskusstvovedenie – Bulletin of Tomsk State University. Culturology and Art Criticism, 1(9), 81-91 [in Russian].
4. Obuchaiushchiisia region: obrazovanie dlia vsekh pokolenii [The Learning Region: education for all generations]. Materialy zakliuchitelnogo Foruma proekta «Obuchaiushchiisia Region: neformalnoe obrazovanie dlia vsekh pokolenii» – Proceedings of the final Forum of the project “The Learning Region: informal education for all generations”. (n.d.). Retrieved from: http://dvvinternational.by/wp-content/uploads/2010/02/Learningregion.pdf [in Russian].
5. Ovsienko, L. V. (2009). Nepreryvnoe obrazovanie i model «obuchaiushchegosia regiona» [Lifelong education and the model of the Learning Region]. Vysshee obrazovanie v Rossii – Higher Education in Russia, 2, 96-99 [in Russian].
6. Safonov, V. V. (2014). Instytutsini chynnyky rehulyatornoi polityky derzhavy na rynku pratsi [Institutional factors of regulatory policy in the labor market]. Visnyk Sumskoho natsionalnoho ahrarnoho universytetu: Seriya «Ekonomika i menedzhment» – Bulletin of Sumy National Agrarian University: Series «Economics and Management», 8(61), 38-42 [in Ukrainian].
7. Sheraizina, R. M. & Aleksandrova, M. V. (2006). Obuchaiushchiisia region kak faktor razvitiia karery cheloveka [The Learning Region as a factor of the personal career development]. Chelovek i obrazovanie – Man and Education, 8-9, 70-72 [in Russian].
8. Longworth, N. (2006). Learning Cities, Learning Regions, Learning Communities: Lifelong Learning and Local Government. N.Y.: Routledge [in English].
9. Morgan, K. (1997). The learning region: institutions, innovation and regional renewal. Regional Studies, 31, 491-503 [in English].
10. Rutten, R. & Boekema, F. (Eds.) (2007). The Learning Region: Foundations, State of the Art, Future. Edward Elgar Pub: Cheltenham, UK [in English].
11. Yarnit, M. (2015). Whatever became of lerning city? Journal of Adult and Continuing Education, 2, (Vol. 21) [in English].