Advanced Linguistics

Постійне посилання на фонд

https://ela.kpi.ua/handle/123456789/39947
ISSN 2663-6646 (Online), ISSN 2617-5339 (Print) Періодичність: 2 рази на рік
Рік заснування: 2017 (Журнал є правонаступником Вісника НТУУ «КПІ». Серія: Філологія. Педагогіка.)
Тематика: загальне мовознавство, соціолінгвістика, прагматика, когнітивістика, психолінгвістика, дискурсологія, паралінгвістика, емотіологія, лінгвістична антропологія, корпусна лінгвістика, порівняльно-історичне мовознавство, комп’ютерна лінгвістика, міжкультурна комунікація, літературознавство, педагогіка та викладання іноземних мов.
Офіційний сайт: https://al.fl.kpi.ua/

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Перегляд Advanced Linguistics за Автор "Anoshkova, Tetiana"

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  • Ескіз
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    Global competence matrix
    (КПІ ім. Ігоря Сікорського, 2022) Anoshkova, Tetiana
    The article analyses the concept of global competence and its main components with its further integration into the curriculum based on the experience of the United States of America. The works of foreign researchers were thoroughly studied using the methods of analysis and synthesis. Based on the definition of global competence there were distinguished three basic components which are knowledge and understanding, skills, attitudes and values. A list of elements which constitute these components were presented. The basic elements which were mentioned include knowledge of one’s own history, norms and traditions; understanding of global issues and the connection between local and global social, economic and political processes; foreign language proficiency; analytical and critical thinking skills; intercultural communication and appreciation of cultural differences; and global responsibility which includes valuing human dignity and cultural diversity. Using analysis and systematic approach the matrix of global competence was constructed. Taking into account all the components of the matrix, there were identified its key elements that can be used for educating young specialists at Ukrainian higher educational institutions. Based on the matrix, such components as knowledge and understanding of historical events, intercultural awareness, analytical and critical thinking skills, appreciation of similarities and differences, and global responsibility were derived. The choice was based on the cognitive nature of the competences and their possible assessment. The results obtained can be used to improve the education curriculum in Ukraine.
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    The role of foreign language learning in fostering global competence in the US higher education institutions
    (КПІ ім. Ігоря Сікорського, 2024) Anoshkova, Tetiana
    The paper examines the critical role of foreign language education in fostering global competence among undergraduate students in the United States. Despite public recognition of the importance of foreign language skills, the U.S. has historically lagged behind other nations, particularly European countries, in foreign language proficiency. The research contextualizes this issue within the evolution of educational policies and practices, analyzing the relationship between language learning and global competence. Through a synthesis of education documentation, theoretical analysis, and a review of general education requirements from 12 U.S. higher education institutions, the study highlights the integral role of foreign language courses in undergraduate curricula. These institutions, selected for their geographic, institutional, and funding diversity, universally emphasize language learning as a core component of global education. Foreign language courses not only develop linguistic proficiency but also foster intercultural understanding, broaden worldviews, and equip students with critical thinking and problem-solving skills. The study draws on significant reports to underscore the importance of foreign language education in global competence development. The findings reveal that U.S. higher education institutions include foreign language requirements in their curricula to promote cultural awareness and prepare students for global challenges. In conclusion, the study emphasizes that foreign language education is pivotal for developing globally conscious students capable of engaging as responsible citizens and professionals in a multicultural world. Thus, foreign language skills contribute significantly to developing tolerance, broadening perspectives, and cultivating global citizenship.
  • Ескіз
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    The role of liberal arts in educating future engineers
    (КПІ ім. Ігоря Сікорського, 2020) Anoshkova, Tetiana
    The article studies the possibility of liberal arts integration into the undergraduate curriculum of Ukrainian technical universities and colleges in general and Igor Sikorsky Kyiv Polytechnic Institute in particular. Having studied the experience of different countries, it was found out that the US colleges are considered the best example of liberal arts education. In the following research work the author studies the liberal arts programmes of the eight private universities of the United States, which remains the members of the Ivy League, and analyses their education principles, core curriculum, and skills they develop. Highlighting the two approaches to curriculum arrangements, which are core-type and distribution-type systems, the author studies their distinctive features. Having analysed the programmes offered by the universities under consideration it was found out that the main areas of knowledge include arts and humanities, natural and social sciences and within these areas the core curriculum is compiled. Based on the achieved information there is presented a list of global competencies, each university or college is aimed at. The main global competencies which are typical for all of the studied universities and colleges include critical thinking, cultural awareness, intercultural collaboration, and problem-solving. Having studied the development strategy of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” (hereinafter officially abbreviated name – Igor Sikorsky KPI) it is determined that this strategy supports the aims which lay the foundation to the modern liberal arts colleges. The author states that it is impossible to educate the well-rounded, globally-oriented engineering specialists in the 21st century without developing their global competencies and broadening the areas of knowledge acquired.