Language and Didactic potential of Ukrainian for Specific Purposes Teachingforms in Developing Future Navigators' Text Formation Competency
Abstract
The article is devoted to determining the peculiarities of the organization of future navigators ’text formation competence development during various forms of training on the 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, seminars), 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 navigators’ and marine educational institution scadets (students)’ text formation competency.
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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 purposes 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 levels, 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 level where the word semantics, 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 studies that text is a source of information, a product, a tool and object of activity; N. Bondarenko, L. Varzatska, V. Melnychaiko, 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 combinations 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 information 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 tactics necessary for solving multiple life tasks in different situations. This justifies the necessity of studying language and didactic potential of Ukrainian for specific purposes teaching forms in developing future navigators’ text formation competency.
Conclusion
The aim of practical training is threefold – educational-developmental-upbringing. As the authors of the manual “Workshop on methods of teaching linguistic subjects in high school” correctly claim, learning objective involves acquiring the theory, elaborating a system of subject and speech skills. Developmental aim is realized when mastering the experience of the search, creative activity, it provides the development of the skills of transferring knowledge and skills into a new situation based on the problem and search activity, linguistic intuition, phonetic and intonation hearing, logical presentation of ideas, intellectual and cognitive abilities (audio and visual, operational and long-term memory, voluntary and involuntary attention, imagination, etc.), psychological readiness to communicate in different situations. The upbringing goal is realized by selection of the educational material (texts, illustrations, pictures, situations, etc.), which reflects universal moral values. Didactic material should be directed to the developing national consciousness, understanding the laws of their native language and society, associated with the leading ideas of philology, which allows students to understand the history of the language development, to master the richness of its expressive means [11, p. 109].
Development of text-formation competency should be continued during the seminars, which is an important form of learning organization in higher educational institutions and provides the development of professional thinking, cognitive motivation and professional use of knowledge in educational conditions [2, p. 179]. If during practical classes analytical and synthetic work with the text dominates, students’ speech during seminars is the result of methodically properly organized preparatory work: based on the written notes, abstracts and thematic notes to create their own text – speech in front of the audience or participating in debates and discussions.
During seminars students acquire knowledge about the diversity and variety of academic genres – abstract, theses of article, article summaries, review, article and so on. Analysis of these genres makes it possible to focus future navigators’ attention on general genre and stylistic characteristics of texts, to acquaint them with the typical speech clichés, compression, text folding up techniques.
Thus, methodically appropriate selection of learning forms, adequate to the content allows improving future navigators’ ability to take notes, review, annotate texts, which provides developing text formation competency.