(2017) Science and education, 4, 74-81. Odessa.

Serhii Pryima,
Doctor of Pedagogy, professor,
Department of Pedagogy and Pedagogical Skills,
Melitopol Bohdan Khmelnytsky State Pedagogical University,
20, Hetmanska Str., Melitopol, Ukraine,
Dayong Yuan,
senior researcher, Institute for Vocational and Adult Education at Beijing,
Academy of Educational Sciences,
No.811, Jinsong Xikou, Chaoyang District, Beijing, People’s Republic of China,
Olena Anishenko,
Doctor of Pedagogy, professor,
Head of the Department of Andragogy,
Institute of Pedagogical Education and Adult Education of NAES of Ukraine,
9, M. Berlinsky Street, Kyiv, Ukraine,
Yuriу Petrushenko,
Doctor of Economics, Head of the Department of International Economics,
Sumy State University, 57, Petropavlivska Street, Sumy, Ukraine

THE UNESCO GLOBAL NETWORK OF LEARNING CITIES:
TOOLS FOR THE PROGRESS MONITORING

The concept of learning cities and regions is recently becoming widespread both in the European and global theory of regional development acting as a marker for the successful socio-economic development of a city and region, development of their human potential, the basis of the regional education policy of countries. Analysis of theoretical principles and, particularly, the practice of implementing the concept of learning cities and regions for Ukraine is currently a necessary condition for its sustainable development, full entry into the European and global economy, as well as the educational space. Despite fairly thorough theoretical study of the conceptual bases of the regional education policy, the practice of its implementation indicates a number of problematic issues, among which there is the use of tools for monitoring the progress in building a learning city. The publication highlights the results of the research dealing with tools for monitoring the process of building learning cities. There has been analyzed the content of the Key Features of the UNESCO Global Network of Learning Cities as a framework document which represents the key features of learning cities and offers a checklist of actions to enhance and evaluate progress on the way of a learning city development. The importance of this document involves understanding the fact that building a learning city is a continuous process and there is no such a final line over which the city could pass to receive the desired status. However, there are objective attributes of a learning city and they refer more to what the city is doing on this way, but not to what it is like.

knowledge society, human development, adult education, formal and informal adult education, learning city, learning region, UNESCO Global Network of Learning Cities, Key Features of Learning Cities.

1. Karlsen, A. (2015). Predislovie [Foreword]. Globalnaya set obuchaiushchikhsia gorodov YUNESKO. Rukovodiashchie dokumenty – UNESCO Global Network of Learning Cities: Guiding Documents]. Retrieved from: https://uil.unesco.org/fileadmin/keydocuments/LifelongLe arning/ learning-cities/unesco-global-network-oflearning-cities-guiding-documents-ru.pdf [in Russian].
2. Lukianova, L. (2016). Modeli rehioniv, shcho navchaiutsia, ta traiektorii yikh realizatsii na praktytsi [The Models of Learning Regions and the Trajectories of Their Implementation]. Osvita doroslykh: teoriia, dosvid, perspektyvy : zb. nauk. pr. – Adult education: theory, experience, prospects: coll. of research works, 10, 10-15. L. B. Lukianova (Ed.). [in Ukrainian].
3. Naiman, E. A. (2013). Stanovlenie kontseptsii “obuchaiushchegosya 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. 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].
5. Osnovnye kharakteristiki obuchaiushchikhsya gorodov [The Key Features of Learning Cities]. Globalnaia set obuchaiushchikhsia gorodov IuNESKO. Rukovodiashchie dokumenty – UNESCO Global Network of Learning Cities: Guiding Documents. Retrieved from: https://uil.unesco.org/fileadmin/keydocuments/LifelongLe arning/ learning-cities/unesco-global-network-oflearning-cities-guiding-documents-ru.pdf [in Russian].
6. Pekinskaya deklaratsiya o sozdanii obuchaiushchikhsya gorodov [the Beijing Declaration on Building Learning Cities]. Globalnaya set obuchaiushchikhsia gorodov IuNESKO. Rukovodiashchie dokumenty – UNESCO Global Network of Learning Cities: Guiding Documents. Retrieved from: https://uil.unesco.org/fileadmin/keydocuments/LifelongLe arning/ learning-cities/unesco-global-network-oflearning-cities-guiding-documents-ru.pdf [in Russian].
7. Pryima, S. (2016). Hlobalna merezha YuNESKO mist, shcho navchaiutsia: analiz normatyvno-pravovoho zabezpechennia [UNESCO Global Network of Learning Cities: Analysis of Legislative and Regulatory Framework]. Naukovyi visnyk Melitopolskoho derzhavnoho pedahohichnoho universytetu – Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy, 2(17), 153-160 [in Ukrainian].
8. Pryima, S. (2015). Kontseptualni zasady rehionalnoi osvitnoi polityky [Conceptual Framework of Regional Educational Policy]. Naukovyi visnyk Melitopolskoho derzhavnoho pedahohichnoho universytetu – Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy, 1(14), 112-128 [in Ukrainian].
9. 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].
10. Cities and Regions in the New Learning Economy. (2001). OECD: Paris [in English].
11. Dayong, Y. (2016). Learning Cities Agenda: the update version of adult education in China. Naukovyi visnyk Melitopolskoho derzhavnoho pedahohichnoho universytetu – Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy, 2(17), 174-178 [in English].
12. Delors, J., et al. (1996). Learning: The treasure within. The report to UNESCO of the International Commission on Education for the Twenty-first Century. Paris: UNESCO [in English].
13. European Lifelong Learning Index. Retrieved from: http://www.deutscher-lernatlas.de/ [in English].
14. Jordan, L., Longworth, N., & Osborne, M. (2014). The rise and fall and rise again of learning cities. In G. K. Zarifis & M. Gravani (Eds.). Challenging the “European area of lifelong learning”: A critical response. Lifelong Learning book series (Vol. 19), (рр.273- 284). Dordrecht: Springer [in English].
15. Kearns, P. (2012). Living and learning in sustainable opportunity cities. Retrieved from: http://pie.pascalobservatory.org/pascalnow/blogentr y/eccowell/ living-and-learning-eccowell-cities [in English].
16. Longworth, N. (2006). Learning Cities, Learning Regions, Learning Communities: Lifelong Learning and Local Government. N.Y.: Routledge [in English].
17. Mexico City Statement on Sustainable Learning Cities. (2015). UNESCO Institute for Lifelong Learning. Retrieved from: http://unesdoc.unesco.org/images/0023/002349/234932E. pdf [in English].
18. Morgan, K. (1997). The learning region: institutions, innovation and regional renewal. Regional Studies, 31, 491-503 [in English].
19. The 2010 Composite Learning Index. Retrieved from: http://css.escwa.org.lb/sd/1382/Canadian_Learning _Index.pdf [in English].
20. Roel, Rutten & Frans, Boekema (2007). The Learning Region: Foundations, State of the Art, Future. Edward Elgar Pub: Cheltenham, UK. Northampton, MA, USA. [in English].
21. Valdes-Cotera, R., Longworth, N., Lunardon, K., Wang, M., Jo S., Crowe S. (2015). Unlocking the Potential of Urban Communities: Case Studies of Twelve Learning Cities. UNESCO Institute for Lifelong Learning [in English].
22. World Urbanization Prospects: The 2014 Revision, Highlights. United Nations, Department of Economic and Social Affairs, Population Division (2014). (ST/ESA/SER.A/352). United Nations, New York, 2014. Retrieved from: https://esa.un.org/unpd/wup/Publications/Files/WUP2014-Highlights.pdf [in English].
23. Yarnit, M. (2015). Whatever became of the learning city? Journal of Adult and Continuing Education, 2(21), 24-34 [in English].

(2017) Science and education, 4, 81-86. Odessa.

Olha Bihun,
Doctor of Philology, associate professor, Department of French Philology,
Vasyl Stefanyk Precarpathian National University,
57, Shevchenko Str., Ivano-Frankivsk, Ukraine

FRENCH AS A SECOND/THIRD FOREIGN LANGUAGE IN THE CONTEXT
OF MULTILINGUAL COMPETENCE OF PHILOLOGY STUDENTS

Over the last decades one can observe extensive research on the theory of second or third foreign language teaching. Many works are dedicated to foreign language teaching based on the languages of national groups or teaching two foreign languages through their sequential acquisition or simultaneous learning the languages of the same language group. The aim of the article is to analyse the main methods of teaching a second/third foreign language, to specify their general theoretical and practical value in the processes of the development of multilingual competence of philology students. The factors of second language teaching such as the typological comparison of language phenomena; the phonetic, grammar, lexical, syntactic, semantic, morphological transferences were taken into account. The role of the latest methodical practices, such the Internet as an instrument for the organisation of distance learning was highlighted. The experience of foreign language teaching, in particular French, shows that the process of a second foreign language acquisition is a multiaspectual phenomenon which consists of many interrelated factors: linguistic, psychological, sociological and others. The efficiency of foreign language learning depends on the combination of the following factors: the effectiveness of principal methods of teaching, an adequate assessment of the target audience and its requirements for language acquisition, positive psychological mood, students’ motivation. Multilingual education results in achieving basic multilingual competence that allows to consider both the alternative way of learning the language and the way to get specific knowledge, to join the values of the world culture and to develop social communicative abilities of a personality.

multilingualism, competence, motivation, methods, foreign languages.

1. Baker, C. (1992). Attitudes and Languages. Clevedon: Multilingual Matters [in English].
2. Carrier, M. (1997). ELT online: the rise of the Internet. ELT Journal, 51(3), 279-309 [in English].
3. Cenoz, J., & Genesee, F. (1998). Beyond bilingualism. Multilingualism and multilingual education. Clevedon: Multilingual Matters [in English].
4. Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press [in English].
5. Cicurel, F. (2005). La flexibilité communicative: un atout pour la construction de l’agir enseignant [Communicative flexibility: an asset for the construction of the teaching act]. Le français dans le monde: Recherches et applications (Les interactions en classe) – French in the world: Research and applications (Classroom interactions), (pp. 145-164). Retrieved from: http://www.ilpga.univ-paris3.fr/pagespersonnelles/francine-cicurel/articles/f2.pdf [in French].
6. Coste, D. (2006). De la classe bilingue à l’éducation plurilingue [From bilingual to polylingual education.]. Le français dans le monde – French in the world, mai-juin, 345. Retrieved from: http://www.fdlm.org/fle/article/345/bilingue.php [in French].
7. Cronin, M., & Myers, S. (1997). The effects of visuals versus no visuals on learning outcomes from Interactive multimedia instruction. Journal of Computing in Higher Education Spring, 8 (2), 46-71 [in English].
8. Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40 (2), 97–118 [in English].
9. Isaacs, T., &Trofimovich, P. (2016). Second Language Pronunciation Assessment. Clevedon: Multilingual Matters [in English].
10. Klein, H. G., & Stegmann, T. D. (2000). EroComRom – Die Sieben Siebe: Romanische Sprachen sofort lesen können [EroComRom - The Seven Sieves: Romanic languages can be read immediately]. Frankfurct: Fachbuch [in German].
11. Les Européens et leurs langues: rapport [Europeans and their languages: report]. (2012), Eurobaromètre special 386. Retrieved from: http://ec.europa.eu/public_opinion/archives/ebs/ebs_386_ fr.pdf [in French].
12. Littlewood, W. (1984). Foreign and Second Language Learning. Cambridge, New York: Cambridge University Press [in English].
13. Mitchell, R., & Myles, F. (2004). Second Language Learning Theories (2nd ed.), London: Hodder Arnold [in English].
14. Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51 (2), 144-156 [in English].
15. Reynolds, R. (2010). Museum audios for design students: Auditory wallpaper or effective learning support? Art, Design & Communication in Higher Education, 9 (2), 151-166 [in English].
16. Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Languages Teaching. (2nd ed.). Cambridge, New York: Cambridge University Press [in English].
17. Saville-Troike, M. (2006). Introducing Second Language Acquisition. Cambridge, New York: Cambridge University Press [in English].
18. Wilcox, B., Morrison, T., & Oaks, D. (1999). Computer corpora and authentic texts: Toward more effective language teaching. Reading Research and Instruction, 38(4), 415-42 [in English].

(2017) Science and education, 4, 87-91. Odessa.

Oksana Andreiko,
Doctor of Pedagogy, professor,
Department of Violin,
Lviv National Music Academy named after Mykola Lysenko
5, Nyzhankivskoho Str., Lviv, Ukraine

EXPERIMENTAL WORK ON THE FORMATION
OF VIOLINISTS’ PERFORMING CULTURE

The carried out research aimed to check the efficiency of the developed organizational-methodical system for the formation of future violinists’ performing culture. The system consists of the following stages: adaptation-instructing, orientation-analytical, predictive-transformational, and corrective-harmonizing. Experimental work on the formation of violinists’ performing culture involves the summative and formative experiments aimed at checking the effectiveness of the suggested system for students’ performing culture formation at higher educational institutions. The aim of the summative experiment was to define the formation levels of violinists’ performing culture in terms of applying traditional teaching methods. According to the results of the summative experiment the following four levels, which form future musicians’ performing culture, have been defined – low (reproductive), satisfactory (reproductive-creative), high (creative), perfect (artistic-creative). During the formative experiment the effectiveness of the suggested organizationalmethodical system was assessed. According to the research results, due to the increase of the levels of the students’ performing culture in the experimental group, the suggested system has proven its effectiveness

artistic-creative level, professional self-diagnostics, axiological-performing analysis, predictivetransformation stage, evaluative-creative personal-professional system, violinist’s performing culture.

1. Andreiko, O. I. (2013). Vykonavska kultura skrypalia: teoriia ta metodyka formuvannia: monohrafiia [Violinist’s performance culture: theory and methods of formation: monograph]. Lviv: Halytska vydavnycha spilka [in Ukrainian].
2. Medushevskyi, V. V. (1980). Chelovek v zerkale intonatsyonnoi formy [Man in the mirror of intonation form]. Sovetskaya muzyka – Soviet music, 9, 40-46 [in Russian].
3. Rudnytska, O. P. (2002). Pedahohika: zahalna ta mystetska: navch.posib. [Pedagogy: general and artistic: tutorial]. Kyiv: Interprof [in Ukrainian]
4. Nadolnyi, I. F. (Eds.). (2008). Filosofiia: navch.posib. [Philosophy: tutorial]. Kyiv: Vikar [in Ukrainian].
5. Andreiko, O. (2012). The formation of acmeindividual of musician-performer. Science, Technology and Education, (Vol. 2.), (pp. 16-20) [in English].

(2017) Science and education, 4, 91-100. Odessa.

Ivan Voloshchuk,
Doctor of pedagogy, associate professor,
Yaroslav Rudyk,
PhD (Candidate of Pedagogical Sciences), associate professor,
Department of Teaching Methods and Educational Institutions Management,
Olena Soloviova,
senior lecturer, Department Romance and Germanic Languages and Translation,degree-seeking student,
The National University of Life and Environmental Sciences of Ukraine,
15, Heroiv Oborony Str., Kyiv, Ukraine

MEASUREMENT OF GIFTEDNESS:
ANNOYING FAILURES AND GREAT DISCOVERIES

The article presents the results of the research on intelligence, giftedness and its measurement which demonstrate strong and weak points of solving the problem of measuring gifted individuals. Intelligence comes out as a mental construct of intelligent behaviour and giftedness is given as its attribute. Intelligent behaviour is structurally presented; this serves a theoretical basis for the measurement of giftedness which is based on the suggested principles. The issue of development of giftedness is brought to the open and social and pedagogical conditions are considered to be necessary to change structural components of giftedness quantitatively.

instinctive behaviour, reactive behaviour, intelligent behaviour, intelligence, giftedness, measurement of giftedness.

1. Spearman, C. (1904). General Intelligence, Objectively Determined and Measured. The American Journal of Psychology, 15(2), 201-292 [in English].
2. Thurstone, L. L. (1938). Primary mental abilities. Chicago: University of Chicago Press [in English].
3. Cattell, R. B. (1987). Intelligence: Its structure, growth and action (Vol. 35). Elsevier [in English].
4. Gardner, H. (2007). Struktura razuma: teoriya mnozhestvennogo intellekta [Structure of intellect: theory of multiple intelligence]. Moscow: OOO «YD Vyliams [in Russian].
5. Binet, A. (1900). Attention et adaptation [Attention and adaptation]. L'année psychologique – The psychological year, 6(1), 248-404 [in French].
6. Wechsler D. (1997). Wechsler Adult Intelligence Scale (3rd ed.). San Antonio, TX: Psychological Corporation [in English].
7. Snigireva, T. A. (2006). Osnovy kvalitativnoy tekhnologii diagnostiki struktury znaniy obuchaemykh [Foundations of qualitative technology of the students’ knowledge structure diagnostocs]. Izhevsk: Ekspertiza [in Russian].
8. Renzulli, J. S. (1986). The three-ring conception of giftendness: A developmental model for creative productivity. In Sternberg, R. J., and Davidson, J. E. (Eds.), Conceptions of Giftedness, Cambridge University Press, New York, (pp. 332-357). [in English].
9. Amthauer, R., Brocke, B., Liepmann, D., & Beauducel, A. (1970). Intelligenz-Struktur-Test 2000 [Intelligence-structure-test]. R. Göttingen: Hogrefe [in German].