(2017) Science and education, 2, 116-120. Odessa.

Svitlana Pampura,
PhD (Candidate of Linguistic Sciences),
Department of Foreign Languages,
Donbas State Pedagogical University,
19, G. Batiuka Str., Sloviansk, Ukraine

THE CASE STUDY METHOD AS A MEANS OF INCREASING MOTIVATION
OF STUDENTS MAJORING IN PSYCHOLOGY FOR LEARNING ENGLISH

The article deals with the issue of teaching English for students majoring in non-linguistic specialities. The review of theoretical resources has shown that the modern level of intercultural communication demands transformation in the system of vocational training for students of non-linguistic specialities and introduction of multidimensional teaching of foreign languages for special purposes. It has been stated that motivation for learning English is an essential factor in the process of successful development of professional competences. The use of the case study method in teaching English has proved its effectiveness for increasing motivation and creating good opportunities for implementation of interdisciplinary links.

foreign language teaching, innovative technologies, professional competence, motivation of students majoring in non-linguistic specialities, case study method, interdisciplinary links.

1. Goncharenko, T. Ye. (2010). Motyvatsiia vyvchennia inozemnoii movy yak sotsialna funktsiia osvity [Motivation at studying foreign languages as education social function]. Teoriia i praktyka upravlinnia sotsialnymy systemamy: filosofiia, psykholohiia, pedahohika, sotsiolohiia – Theory and practice of social systems management: philosophy, psychology, sociology, 4, 47-55 [in Ukrainian].

2. Zolotova, M. V. & Demina, O. A. (2015). O nekotorykh momentakh ispolzovaniia metodov keisov v obuchenii inostrannomu yazyku [Concerning some aspects of using the case study method in teaching a foreign language]. Teoriya i praktika obshchestvennogo razvitiya – Theory and practice of social development, 4. Retrieved from: http://teoriapractica.ru/rus/files/arhiv_zhurnala/2015/4/pedagogics/zol otova-demina.pdf [in Russian].

3. Kuznetsova, O. Yu. (2015). Aktualni aspecty modernizatsii inshomovnoii osvity [Relevant aspects of foreign languages teaching modernization]. Proceedings from V Mizhnarodna konferentsiia «Suchasni pidkhody do navchannia inozemnoii movy: shliakhy integratsii shkoly ta vnz» - Proceedings from the fifth international conference «Modern Approaches to Foreign Language Teaching: Ways of School and University Integration» (pp. 64-65). Kharkiv [in Ukrainian].

4. Yakobson, N. V. (1969). Psikhologicheskiie problemy motivatsii v povedenii cheloveka [Psychological Problems of Motivation in Human Behaviour]. Moscow: Prosveshcheniie [in Russian].

5. Yaremenko, N. V. (2016). Deiaki shliakhy intensyfikatsii vykladannia angliiskoii movy studentam nemovnykh spetsialnostei [Some Ways of Intensification of English Teaching to Students of Nonlanguage Specialities]. Aktualni problemy pedahohiky, psykholohii ta profesiinoi osvity – Relevant issues of Pedagogy, Psychology and Professional Education, 1. Retrieved from: http://journals.uran.ua/apppfo/article/view/61824/57569 [in Ukrainian].

6. Gardner, R. C. Language Learning Motivation: The Student, the Teacher, and the Researcher. – Retrieved from: http://files.eric.ed.gov/fulltext/ED464495.pdf [in English].

(2017) Science and education, 2, 121-126. Odessa.

Svitlana Romaniuk,
Doctor of Pedagogy, associate professor,
Department of Pedagogy and Methodology of Primary Education,
Chernivtsi Yurii Fedkovych National University,
2, Kotsiubynskoho Str., Chernivtsi, Ukraine,
Natalia Bogdanets-Biloskalenko,
Doctor of Pedagogy, associate professor,
Department of Ukrainian Literature and Comparative Studies,
Borys Grinchenko Kyiv University,
18/2, Tabloid-Kudryavska Str., Kyiv, Ukraine

INNOVATIVE APPROACHES TO TEACHING UKRAINIAN
TO CHILDREN IN ENGLISH SPEAKING ENVIRONMENT

The article is focused on the issue of using effective forms, methods and means of teaching Ukrainian in the multicultural environment of its speakers. The leading role in this process should be given to active interaction of teachers and students during oral communication based on specific situations through the dialogue, active use of language games, roleplaying, etc. The successful teaching of the mother tongue in the multicultural environment can be provided by the use of such techniques as parallel introduction of the texts of different types, comparison of popular science and artistic description of one and the same subject, description with the use of keywords, etc. Language exercises which are aimed at the development of speaking skills influence the formation of concepts, feelings, attitudes and beliefs. Their goal is to help children to learn the vocabulary of the language and to use it widely for both educational tasks and everyday communication. A teacher should observe the following pedagogical conditions in order to promote study material digestion and its mastering by students: partial assistance at a certain stage of their independent work; demonstration by a teacher of his/her own creative works, discussing them with students; support of creative abilities of children, treating them as full partners; sincerity of behavior: the ability to be gratified by students’ success, to empathize in case of their failures, to control emotions, show emotional responses to students’ creative activities, maintain their interest in the work.

Ukrainian language, English-speaking environment, multicultural society, bilingual public schools, innovative approaches to teaching Ukrainian.

1. Bilash, B. (1979). Dvomovne navchannia [Bilingual education]. Ukrainskyi uchytel v Kanadi – Ukrainian teacher in Canada, 2, 34 [in Kanada].

2. Zoshchuk, S. (1991). Dvomovnist, ale yaka? [Bilingualism but what kind of?]. Zhyttia i shkola – Life and school, 1, 33-36 [in Kanada].

3. Kis, R. (2002). Mova, dumka i kulturna realnist [Language, thought and cultural reality]. Lviv: Litopys [in Ukrainian].

4. Sembaliuk, P. (1983). Mii dosvid z peredshkilliam [My experience with Pre School]. Ukrainskyi uchytel v Kanadi – Ukrainian teacher in Canada, 3, 40-41.

(2017) Science and education, 2, 126-133. Odessa.

Antonina Chychuk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Preschool Education,
Bohdan Khmelnytskyi Cherkasy National University, 81,
Shevchenko Blvd., Cherkasy, Ukraine
Tetiana Kuchai,
Doctor of Pedagogy, professor,
Department of Aviation English, National Aviation University, 1,
Prospect Komarova, Kyiv, Ukraine

COMPARATIVE STUDY OF FUTURE TEACHERS’ ENVIRONMENTAL TRAINING IN GREAT BRITAIN AND UKRAINE

Considering the numerous changes in social and political life of modern Ukraine and the fact that the state seeks to join world scientific community as a full partner, there is a need for educational system reforming and striving for meeting the European standards. That is why the experience of leading countries should be taken into account. The paper aims to compare the peculiarities of future teachers’ environmental training in Great Britain and Ukraine. In order to achieve this goal, the curricula of Roehampton University, University of Leeds and University of Glasgow were compared with those of The Bohdan Khmelnytsky National University of Cherkasy and Pavlo Tychyna Uman State Pedagogical University. It should be noted that in Great Britain, more academic hours are allocated for the disciplines in the field of environmental studies, compared to Ukraine. Besides, in British universities students get more time for independent and scientific work. One more difference is that British graduates work in biomedical laboratories, hospitals, etc. as distinct from Ukrainian colleagues, who are usually hired as school teachers. It has been concluded that the environmental training in Ukraine should be performed in the following directions: expansion of hours for environmental disciplines and the number of subjects of the environmental sphere (for example, implementation of subjects “Environmental Development of a Child” and “Socialization of a Child” into the training course of students majoring in “Primary education”), increasing the financing, etc. The following ideas taken from British experience should be implemented into the educational system of Ukraine (particularly, in the field of environmental training): creating the conditions for lifelong environmental learning of teachers, student-centered approach and encouraging students to take part in scientific activities, adoption of methods of conducting different types of lessons (lectures and practicals), as well as IT methods (online discussions, online presentations, etc.). It should be concluded that the study of the specificity and experience of other countries in all spheres of life in general and education in particular will definitely contribute to the improvement of the state in all its spheres.

training, teachers, environmental education, Great Britain, Ukraine.

1. Avsheniuk, N. M. (2005). Standartyzatsiia profesiinoi pidhotovky vchyteliv u Anhlii i Uelsi (kinets XX – pochatok XXI st.) [Standartization of teachers’ professional training in England and Wales]. Candidate’s thesis. Kyiv [in Ukrainian].
2. Bamburkyn, A. P. (2006). Tendentsii razvitiya systemy obrazovaniya i obucheniya [Developmental tendencies of education]. Osvita rehionu – Regional education, 1(2), 17-19 [in Russian].
3. Diordiieva, H. (2004). Umovy pidvyshchennia ekolohichnoi kompetentnosti studentiv - maibutnikh vchyteliv [Conditions of improving students-future teachers’ ecological competence]. Pidhotovka maibutnoho vchytelia pryrodnychykh dystsyplin v umovakh modeliuvannia osvitnoho seredovyshcha, XI Karyshynski chytannia : zb. nauk. prats – Training of future nature studies teachers under the conditions of educational environment designing: collection of scientific works (pp. 387-389). Poltava [in Ukrainian].
4. Nykytiuk, S. (2006). Tendentsii rozvytku zaochnoi osvity vchyteliv inozemnykh mov u Velykobrytanii [Developmental tendencies of extramural training of foreign languages teachers in Great Britain]. Ridna shkola – Native school, 5, 79-80 [in Ukrainian].
5. Radomskyi, V. A., Lipskyi, P. Yu. (2002). Neobkhidnist udoskonalennia systemy ekolohichnoi osvity fakhivtsiv [The necessity of improving the system of specialist’s environmental education]. Kontseptualni zasady modernizatsii systemy osvity v Ukraini: prohrama ta materialy vseukr. nauk.-prakt. konf. – Conceptual bases of Ukrainian educational system modernization: proceedings of the conference (pp. 38-41) [in Ukrainian].
6. Starovoit, S. M. (2004). De Montfort universytet – tsentr novitnikh tekhnolohii z profesiinoi pidhotovky ekolohiv u Velykii Brytanii [De Montfort university as a center of innovative technologies in ecologists’ professional training in Great Britain]. Pedahohika i psykholohiia formuvannia tvorchoi osobystosti: problemy i poshuky: zb. nauk. pr. – Pedagogy and psychology of creative personality formation: collection of scientific works, 33, 234-239. T. I. Sushchenko (Ed.). Kyiv, Zaporizhzhia [in Ukrainian].
7. Shved, M. (1997). Ekolohichna edukatsiia za kordonom i v Ukraini [Environmental education abroad and in Ukraine]. Lviv: Vyd. “Svit” [in Ukrainian].
8. Biological Sciences Undergraduate School. Leeds University. Retrieved from: http://webprod1.leeds.ac.uk/catalogue/dynprogrammes.as p?Y=200809&P=BS-BLGY%2FORD [in English].
9. Biological Sciences. Roehampton University. Retrieved from: http://studentzone.roehampton.ac.uk/programmedetails/ug /biologicalsciences/index.asp [in English]. 10. In-service training and educational development: an international survey (1986). D. Hopkins (Ed.). London: Croom Helm [in English].
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12. Primary education. Roehampton University. Retrieved from: http://studentzone.roehampton.ac.uk/programmedetails/ug /newprimaryeducation/index.asp [in English].
13. Undergraduate Courses Running (2009). School of Education. University of Leeds. Retrieved from: http://www.education.leeds.ac.uk/current_students/underg raduate.php [in English].
14. University of Glasgow (2008). Biology. Undergraduate study. University of Glasgow: CCB [in English].
15. University of Glasgow (2008). Initial teacher education. Undergraduate study. University of Glasgow: CCB [in English].

(2017) Science and education, 2, 133-138. Odessa.

Tetiana Koknova,
PhD (Candidate of Pedagogical Sciences), associate professor,
Roman and Germanic Philology Department, Luhansk Taras Shevchenko National University,
1, Gogol square, Starobilsk, Ukraine

IMPLEMENTATION OF PLAY-BASED LEARNING ACTIVITY AS A TOOL TO DEVELOP STUDENTS’ PROFESSIONAL COMMUNICATIVE COMPETENCE WITHIN UNIVERSITY COURSE “ENGLISH FOR SPECIFIC PURPOSES”

One of the most effective ways to develop students’ ability to find, extract and process information from the great variety of authentic sources is the implementation of some interactive forms and methods into the studying process and its theoretical and practical enrichment. In this research the play-based learning activity is understood as the combination of the following three components: playing (stimulating emotional emancipation and exalting the participants, fulfilling their ambitions, expressing their opinions creatively and inspiring interaction between them); educational (aiming to enrich students’ knowledge, abilities, skills and experience) and professional (providing the opportunity for teachers to simulate a variety of professional situations). Professional communicative competence is considered to be the combination of knowledge, skills and experience that students of different specialties require to have in order to carry out their professional activities. In order to check the efficiency of the playbased learning activity in the development of students’ professional communicative competence we have conducted the experiment, which was held in Luhansk Taras Shevchenko National University (on the basis of Roman and Germanic Philology Department). The study involved 64 second year students of the Foreign Language Department who were divided into two groups: experimental group (32 students) and control group (32 students). 32 students of the experimental group were involved into the experiment with implementing the play-based learning activity in the curriculum and the students of the control group continued studying in their usual way. The research results have shown the effectiveness of play-based learning activity implementation within the university course “English for Specific Purposes” to develop the students’ professional communicative competence.

play-based learning activity, pedagogical method, the development of professional communicative competence, “English for specific purposes” (ESP), university students, major, specialty.

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3. Zafirov, C. (2013). New challenges for the project based learning in the digital age. Trakia Journal of Sciences, 11 (3), 298-302.
4. Herreid, F. H., & Schiller, N.A. (2013). Case Studies and the Flipped Classroom. The Journal of College Science Teaching, 42, 62-66.
5. Dyer, Ronald., (2013). Games in higher education. New pedagogical approaches in game enhanced learning: Curriculum integration. France: Grenoble Ecole de Management.
6. Pavlenko, O. O. (2005). Formuvannia komunikatyvnoi kompetentnosti fakhivtsiv mytnoi sluzhby v systemi neperervnoi profesiinoi osvity [The Formation of Communicative Competence of Customs Service Specialists in the System of Continuous Professional Education]. Doctor’s thesis. Kyiv [in Ukrainian].
7. Verbitskii, A. A. (1991). Aktivnoe obuchenie v vysshei shkole: kontekstnyi podkhod [Active learning in higher education contextual approach]. Moscow: Vysshaia shkola [in Russian].