Статті (КАМТС2)

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https://ela.kpi.ua/handle/123456789/13329
У зібранні розміщено матеріали, що опубліковані або готуються до публікації в наукових журналах та збірниках.

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Перегляд Статті (КАМТС2) за Автор "Halatsyn, Kateryna"

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  • Ескіз
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    Distance Technologies in the Process of Forming the English-Language Competence of Future Engineers
    (Wydawnictwo Akademii Polonijnej „Educator”, 2021) Halatsyn, Kateryna; Feshchuk, Alla
    The urgency of forming English-speaking competence through distance technologies is caused by modern requirements of training specialists in the technical sphere and epidemiological situation in the world. The article aims to define the essence of English-speaking competence formation through distance technologies. In order to realise the defined goal, it is essential to solve the following tasks: 1) to substantiate the essence of the process of formation of English-speaking competence with application of distance technologies; 2) to analyse the specificity of formation of English-speaking competence of future engineers in the course of the use of distance technologies at English lessons. Distance technologies of developing English-speaking competence of future engineers are considered as a set of forms and methods aimed at forming and improving the competence of reading, translation, listening of authentic audio texts, video texts, scientific articles; improving the competence of English-speaking written speech; systematisation of English-speaking grammar competence through tests with the help of distance platforms and Internet-resources. It was found that English-language professional competence integrates knowledge of professional terminological vocabulary, skills of working with English-language professional texts and documents, and background knowledge of socio-cultural features of the language under study.
  • Ескіз
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    Psycho-Pedagogical and Methodological Aspects of Storytelling in the Process of Learning English in Higher Educational Institutions
    (Інститут зі справ публічної адміністрації, 2022) Halatsyn, Kateryna; Feshchuk, Alla
    The article reveals the content of the interactive method of teaching and upbringing – storytelling and the main psychological and pedagogical principles of its use in the study of English in higher education institutions, taking into personal account experience. It is emphasized that this interactive method is able to provide not only the formation of foreign language communicative competence and culture of foreign language communication but also the development of the cognitive sphere and personal qualities of future specialists. The main stages of the application of this method in learning English, as well as methodological requirements for the organization of the educational process in higher education institutions for the effective acquisition of English by students and the formation of their foreign language competence, are presented. The use of storytelling as an interactive teaching method diversifies the process of learning English, has excellent potential for the development of the cognitive sphere of the individual and provides the creation of a foreign language communicative environment in the learning process.
  • Ескіз
    ДокументВідкритий доступ
    Psychological Research of the Ability to Foreign Languages Acquisition
    (Universidad de Almería, 2021) Kozlovska, Ganna; Furman, Anatolii; Kolesnichenko, Natalia; Kharchenko, Nadiia; Halatsyn, Kateryna; Matorina, Natalia
    Along with psychological approaches and concepts of teaching foreign languages, concepts of mastering a foreign language, built on the ideas of appropriation and interpretation of a foreign language linguistic experience, have spread in psychological science. While not being opposed to theories of teaching foreign languages, these concepts and approaches, however, have some differences from them, which also require analysis and interpretation. To avoid misunderstandings in the use of the most general concepts from the field of psychology of mastering foreign languages, in their study the authors clarify them, guided by the literary materials that make up its scientific paradigm. The authors analysed the use of non-standard techniques to facilitate the acquisition of foreign languages. In their research, the authors tested the hypothesis that in the conditions of personality-oriented dialogical teaching of a foreign language, personal characteristics that complicate foreign language communication are significantly optimised. As a result of the experimental work, the hypothesis was confirmed; still, in an even more strengthened form: the significant connection between the motivation of learning and the level of development of abilities for languages is fundamentally destroyed. In other words, in the conditions of student-centred learning, insufficient development of potential language abilities ceases to be a factor that negatively affects the motivation of learning.
  • Ескіз
    ДокументВідкритий доступ
    Technology-Enhanced Personalized Language Learning: Strategies and Challenges
    (CTI Global, 2023) Leshchenko, Mariya ; Lavrysh, Yuliana ; Halatsyn, Kateryna ; Feshchuk, Alla ; Prykhodko, Dmytro
    The paper presents the analysis of strategies and challenges of technology-enhanced personalized language learning at technical universities. The authors specify the meaning of the “personalization” concept in terms of language learning and characteristics of technology-enhanced learning. Skills of personalized learning contribute to the development of learner autonomy and equip students with flexibility and adaptability to the changing demands of today’s labor market. The empirical study was carried out among 101 students from two universities. The questionnaire was aimed at measuring the level of personalized learning skills and digital resources that promote the personalized learning. Students were suggested three questionnaires: one survey on personalized learning skills was performed before and after the experiment, reflection questionnaire and on digital resources ranking were suggested after the experiment. After the introduction of technology-enhanced personalized learning strategies into the educational process, the level of personalized learning skills increased as well as students’ perception of this educational phenomena. There was no significant difference between the results of students from different universities in terms of personalized learning skills. It means that the problem of personalized learning is relevant to the majority of students and requires solutions. The paper provides examples of digital resources’ practical application that intensify the personalization with a promising transition to self-improvement and successful professional self-realization.