Journal Association 1901 SEPIKE E-Book

• Herausgeber: Books on Demand
• Kategorie: Fachliteratur
• Sprache: Englisch

Seitenzahl: 437

Veröffentlichungsjahr: 2018

Beschreibung

The journal is dedicated to lighten actual issues of micro- and macroeconomics the same as actual issues of modern pedagogic and education.Authors can share their scientific opinion on innovations in economical, educational and pedagogical spheres modern marketing and management technologies theoretical models and practical results experimental approaches in mentioned sphere modern human resource management issues of global business and other scientific topics. Our main task is to acquaint scientific society with modern innovative points of views, opinions as well as original scientific decisions from mentioned authors.

Leseprobe

CONTENT

PART I: ACTUAL ISSUES IN MODERN PEDAGOGY

PRACTICAL TEACHING APPROACHES TO THE EDUCATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN THE GENERAL EDUCATIONAL ENVIRONMENT

(Maya Sotirova, Vasileios Peristeropoulos)

MOTIVATIONAL PECULIARITIES OF FOREIGN STUDENTS FOR THE UKRAINIAN LANGUAGE LEARNING

(Zinaida Bakum, Daria Furt)

THEOLOGICAL RESEARCH PAPER AS A REPRESENTATIVE GENRE OF THE PROTESTANT THEOLOGICAL DISCOURSE

(Mariana Fedyshyn)

PRINCIPLES OF THE UKRAINIAN LANGUAGE MORPHOLOGY LEARNING AT THE SECONDARY SCHOOL LEVEL

(Olena Goroshkina, Аlla Oliynyk)

PECULIARITIES OF THE SPEECH THERAPIST'S TRAINING FOR THE PROFESSIONAL ACTIVITY IN THE RURAL AREAS

(Anna Mytsyk)

ROMA COMMUNITY IN ALBANIA: ALBANIANS' PERCEPTIONS AND THEIR IDENTITY

(Elisabeta Osmanaj)

ANALYSIS OF THE "MAP OF THE WORLD" OF UKRAINIAN WOMAN

(Roman Pavelkiv, Diana Savenko)

AN ATTEMPT AT DELINEATION OF DEVELOPMENTAL PHASES OF PSYCHOTHERAPEUTIC PRACTICES IN ALBANIA

(Roksana Poçi)

THE SOCIAL CHRONOTOPOS IMPACT ON THE PERCEPTION OF THE LEXEME PATRIOTISM BY UKRAINIAN YOUTH

(Olena Pryschepa (Shegeda), Antonina Plechko, Olena Svysiuk)

SOVIET REPRESSIONS

(Aleksandrs Rubanovskis)

STUCHKA'S ROLE IN THE IMPLEMENTATION OF THE "RED TERROR" AND THE SUBSEQUENT CREATION OF VARIOUS REPRESSIVE INSTRUMENTS

(Aleksandrs Rubanovskis)

DIEKURZGESCHICHTE IN DER SCHULE

(Anisa Skura)

TRANSFORMATIONS OF THE CATEGORY OF 'JUSTICE' IN THE DISCOURSES OF THE NEOLIBERAL THEORIES

(Tatiana Vlasova, Iuliia Reshetnova)

PART II: ACTUAL ISSUES OF MACRO- AND MICROECONOMICS

CORPORATE STRUCTURES AND THEIR IMPACT ON DEVELOPMENT OF BOOKKEEPING AND ACCOUNTING

(Viktoriia Bozhanova, Oleksandra Kononova, Tetiana Ivanytska)

THE EUROPEAN UNION AT LARGE: COULD FLEXIBILITY MODEL WORK BETTER?

(Lumnis Çela)

CORPORATE IMAGE AS A KEY FACTOR OF PRESENTATION OF THE COMPANY'S INNOVATIVE ACTIVITIES

(Yanica Dimitrova)

MAIN CHALLENGES FOR GEORGIA'S SOCIO-ECONOMIC POLICY

(Giorgi Gaprindashvili)

THE SEAPORT OF GDANSK AS THE HUB OF THE INTERNATIONAL TRADE

(Alexander Gultyaev, Julia Makovskaya, Andrei Mikhnevich, Nadezhda Nemanova)

PRINCIPLES OF THE MARKETING STRATEGY FORMING FOR THE TOURISM INDUSTRY ENTERPRISES

(Raisa Kozhukhіvska)

OVERCOMING THE PROBLEMS OF DIGITAL DIVIDE IN THE TELECOMMUNICATIONS INDUSTRY IN UKRAINE: ORGANIZATIONAL AND ECONOMIC ASPECTS

(Liubov Lysiak, Svitlana Gaponenko)

CONNECTION BETWEEN MARKET RESEARCH AND COMPANY'S GROWTH (Case of Republic Macedonia)

(Snezana Obednikovska, Kosta Sotiroski, Natasha Trajkova)

STRUCTURE OF NANO-ECONOMY AS A COMPOSITION OF THE SYSTEM OF INTERNATIONAL ECONOMIC RELATIONS

(Tatyana Ostapenko)

TRENDS OF ENTERPRISES' INVESTMENT DEVELOPMENT IN THE UKRAINIAN MARKET OF INFORMATIONAL TECHNOLOGIES

(Tatyana Ovcharenko, Krystyna Kovalska)

THE MANAGEMENT SYSTEM FOR THE DEVELOPMENT OF BANKING BUSINESS

(Yarina Pas')

A MODEL FOR SOCIAL AUDIT OF CORPORATE SOCIAL RESPONSIBILITY

(Miroslava Peicheva)

ASYMMETRIES OVERCOMING IN THE SPHERE OF FOREIGN ECONOMIC ACTIVITY OF ENTERPRISES

(Viktor Petrenko, Roman Psiuk)

INVESTMENT PLANNING FOR THE DEVELOPMENT OF UKRAINIAN ELECTRIC POWER ENTERPRISES

(Alla Polyanska, Iuliia Savka)

RISKS INFLUENCE ON THE ACTIVITY OF COMMERCIAL BANKS

(Irina Poryadina, Natalya Kabasheva, Gulzhan Alina)

AN OVERVIEW OF FINANCIAL INCLUSION, DEPOSIT INSURANCE AND FINANCIAL STABILITY

(Shengxia Li)

SPECIFIES OF THE MARKET OF MARKETING ONLINE RESEARCHES IN UKRAINE

(Yurii Sotnikov, Andrii Ereshko)

ANALYSE DES FRAIS DE TRANSACTION DANS LE DEVELOPPEMENT ET LA VENTE D'ALIMENTS FONCTIONNELS

(Silviya Topleva)

STUDY ON REGIONAL HUMAN CAPITAL AGGLOMERATION IN CHINA BASED ON GeoDA

(Shan Wei, Xiaotong Du)

RECENSION

( Dan Dobre)

NACHTRAG/POSTSCRIPTUM

PART I: ACTUAL ISSUES IN MODERN PEDAGOGY

JEL: A22

PRACTICAL TEACHING APPROACHES TO THE EDUCATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS IN THE GENERAL EDUCATIONAL ENVIRONMENT

Maya Sotirova, PhD in Pedagogy, Associate Professor,

Vasileios Peristeropoulos, PhD-Student,

South-West University "Neofit Rilski", Blagoevgrad, Bulgaria

Abstract: Segregated education for children with special educational needs seems to violate their right to knowledge. This view has been adopted by many countries worldwide. Thus, these students should be included appropriately at mainstream schools. Inclusion is an ongoing procedure, which demands from the school to adapt according to the diverse needs of the students. There are certain strategies, which can be implemented in the school context and assist the successful inclusion of children with special educational needs. This assignment focuses on practical teaching approaches, which assist the education of pupils with special educational requirements in regular classes.

Keywords: inclusion, SEN (special educational needs), Individualized Education Plan (IEP)

INTRODUCTION

Inclusive education is taken under consideration for the planning of educational policy around the world. Many countries have taken into account the education of students with special educational needs (SEN) (Lindsay, 2007). The last years, education policy does not support the opinion that segregated education is ideal for pupils with SEN. The United States of America promoted gradually "whole-school" approaches towards inclusion (Evans & Lunt, 2002) and European Union countries also established a legislation that promotes inclusion. UNESCO's Salamanca Statement certified officially the use of inclusion at education policy worldwide (UNESCO, 1994). Inclusive education is now perceived as fundamental to human rights and equal opportunities and according to inclusion policy; the focus is not on the student, but rather on the school system. School should reform and enhance its procedures, in order to assist each student (regardless of any possible special needs), and not the child to be changed to fit in established education structures and systems.

EVIDENCE FOR SUCCESSFUL INCLUSION

Although moral and human rights imperatives drove governments to contain inclusion at their education policies, it is essential to explore the successfulness of inclusive strategies. Lindsay (2007) states the importance of separating the subjects of values and rights from the subject of the effectiveness of different educational strategies. Other researchers claimed that the collection of evidence revealing that educational strategies are successful and not important when human rights are involved (Gallagher, 2001). However, inclusion approaches have to be explored, especially since evidence regarding the profits of inclusion is not clearly documented. Some studies showed that inclusive education offers to pupils with SEN benefits concerning social and academic aspects (Moore, Gilbreath & Maiuri, 1998; Peterson & Hittie, 2002). However, other studies did not prove the superiority of inclusive education (Sebba & Sachev, 1997). Some researchers attributed this variability not to the inefficiency of inclusion, but to the quality of the teaching in the mainstream school setting. Hence, the problem lies in the existing limitations in practice within school and not in the idea of inclusion (Farrell, 2000). Thus, we need to focus not on whether inclusion works, but rather on ways of making it work, which is the focus of the current paper.

KEY TEACHING STRATEGIES FOR SUCCESSFUL INCLUSION

Research outcomes showed that inclusion might take different forms in different contexts, but, in spite of these variances, there is significant agreement about the basic teaching strategies, which facilitate the successful implementation of inclusion (Lindsay, 2003). The development of inclusive school practices, like all best educational practices, needs to be a dynamic and evolving process. At this section, the author will refer to these strategies and analyze briefly how these can be implemented at mainstream school contexts, in order to facilitate inclusion of students with SEN.

Teachers should differentiate the instructions for children with SEN. Thus, they must be flexible enough when giving instructions, in order to meet the various demands of each kid and the rest of the class will benefit as well. The teacher is highly recommended to give the instructions for completing a task orally and in a writing form. He/she then has to encourage the pupil to repeat the instructions. In this way, misunderstandings can be avoided. He/she is advised to check if the directions in the written form are valid too. The directions must be clear and simple. He/she should also take into consideration the cognition level of the kid and use a language that the student understands. The tutor might consider giving individual instructions if needed. Another helpful approach, especially in more complicated directions, is the modelling of the appropriate procedure. The teacher can think out loudly and analyze problem-solving methods and shows multiple examples to individuals or small groups of children. With this strategy, he/she can discover if and where the student has any difficulties. Then he/she can guide the child appropriately. Moreover, the teacher ought to have knowledge of pupils’ strengths and preferred learning styles. As a result, he/she can give directions in a way that the child is more likely to apprehend. In addition, he/she can encourage the student to respond or work using his/her preferred learning type (Algozzine et al, 1997).

The employment of scaffolding directions is also suggested in order to include students with SEN in regular classes (Bruner, 1975). According to this method, the teacher helps the child to accomplish tasks that he/she may have difficulties to perform on his/her own. This strategy aims to help the student to improve the abilities, which are in the process of development and are most amenable to skilled teaching (Elliot, 2000). In practice, the teacher offers a gradual degree of assistance. When he/she feels that the student gains mastery of the ability or concept, the scaffold is gradually removed. Modelling of problem-solving and systematic sequencing of procedures are common practices of this intervention. The drawback of this intervention is the fact that the teacher has to work with one child and thus it is time consuming. Thus, the use of teaching assistants is recommended.

Children with SEN often need direct, explicit and intensive instruction during the lecture. The educator has to analyze the curriculum and the learning outcomes. Then he/she teaches in sequence each target, while explaining clearly what is being taught and the way of doing it. He/she provides tasks, to find out if the student has apprehended the new information. He/she should take care of ensuring that the level of difficulty is according to child’s abilities. After the completion of the tasks, he/she gives feedback and correction. This intervention increases attention and enhances academic performance of students with SEN (Westwood, 2007).

Research findings propose the use of co-operative learning strategies, with the intention of creating successful inclusion in regular classrooms (Frederickson & Cline, 2002). According to literature, this method improves academic performance, behavior and school attendance. Furthermore, students' engagement with school is increasing (DES, 2007). Other research outcomes found that children with learning difficulties have increased social acceptability and better academic performance when co-operative learning is implemented (McMaster & Fuchs, 2006). Although social interaction is increasing through co-operative learning, this does not mean that the placement of the children with SEN into groups with their classmates will ensure that they will behave in a socially appropriate way (Ibid). Thus, teachers should monitor carefully the whole process. In practice, children should work together in small-group learning activities with the target of maximizing their own and each other's learning. This method has various forms; children can enter in informal, temporary cooperative learning groups for part of a class period, or they can form more formal cooperative learning groups working on a particular project for a longer time. The members of the group should support, encourage and assist each member of the group, in order to achieve better outcomes (DES, 2007).

Peer tutoring is also an approach that helps teachers to cater for various children's needs at regular classes (Frederickson & Cline, 2002). In peer tutoring intervention, pupils help each other to learn and in turn learn by teaching. One child acts as the tutor while the other is the learner. It involves kids of the same age assisting their classmates. Another option is cross-age tutoring, which involves children from older classes helping younger kids. This method has proved to produce academic and social benefits for both the tutor and the learner (Fuchs & Fuchs, 1998). Studies also reveal that this intervention can improve self-esteem and social interactions (Bagley, & Mallick, 1996). Furthermore, it frees up the teacher, giving him/her time to give assistance that is more direct to individual pupils. Peer tutoring takes time and care to set up properly, but pays huge dividends. The teacher should consider carefully and form the student pairs. He/she should train them for the roles of tutor and tutee. Peer tutors need clear instructions and a particular task to complete. Ideal peer tutoring tasks contain reviewing previously acquainted skills and knowledge. The aim is to practice these skills and improve them. If the peer-tutoring program is implemented satisfactorily, participation of students with SEN in regular classes is enhanced (Wilson, 2003). Thus, it is a valuable tool for achieving successful inclusion.

Co-teaching is a form of regularly scheduled collaboration between the mainstream class teacher and the special education teacher. This intervention has been proved effective with a range of pupils who need supplementary support in regular classes (Welch, 2000). There is a variety of methods of co-teaching strategy, which can significantly assist children with SEN. At the most popular co-teaching method, one tutor (usually the regular class teacher) teaches while the other assists him/her and support kids in need. It should be stated that both the teachers are present in the classroom. The first guides the teaching process, while the other checks children's apprehension and supports those who encounter problems. Another method is station teaching. Two teachers divide between them the content to be taught to the regular classroom. So each one teaches his/her agreed content. As a result, children receive two different teaching styles, which is particularly good for students with diverse needs. A third option is the alternative teaching where the regular class is divided into two groups, one small and one large. The regular class teacher usually guides the large group while the other teacher works with the small group (in which students with SEN usually belong). While this approach has the benefit of providing small-group guidance to those children who need it, this intervention risks creating a situation in which specific children are pulled out to the back of the classroom and thereby publicly identified as needing additional assistance.

The Individualized Education Plan (IEP) is considered a valuable tool for the inclusion of pupils with SEN in mainstream schools. The IEP is a written plan describing the special education program and services, which are required by a particular student and is based on a detailed evaluation of the child's strengths and deficiencies. The design of the pupil's IEP needs input from the teaching staff, the child itself, the parents and other specialists. It has to be regularly reviewed according to the child's features. Pupil's progress should be monitored, in order to discover if the agreed interventions were effective. If the targets are not achieved, teachers have to find the possible reasons. Students and parents must participate in the IEP's review and offer their views. Whenever it is needed, the IEP should be adapted, with the intention of satisfying child's needs and achieving the specified targets (McCausland, 2005).

Last, not only children do prefer to work in one particular way, but also teachers prefer to use one teaching method. However, this is not an effective strategy to assist students with diverse needs and promote an inclusive culture. The teaching methods must be adapted to the child's individual needs. Studies proved that a combination of strategies results in better outcomes than a single-strategy intervention (Rose & Howley, 2007). Thus, the teacher should implement a variety of teaching methods.

SUMMARY AND CONCLUDING REMARKS

To sum up, segregated education is considered to violate the children's rights to education. Inclusion is an ongoing process, which tries to identify and remove obstacles from their learning procedure, and it focuses on students with SEN. Therefore, educational systems should try to create schools that encourage inclusion of pupils with SEN and teachers, being a vital part of this procedure, should employ multiple teaching strategies, in order to achieve effective inclusion of students with SEN. Peer tutoring, co-teaching, co-operative learning strategies and creation of IEP are adviced. Moreover, differentiation of the instructions (direct, explicit and intensive instructions) during the lectures is considered very useful for students with SEN.

REFERENCES

Algozzine, B., Ysseldyke, J.E. & Elliott, J.L. (1997).

Strategies and tactics for effective instruction.

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Bagley, C. & Mallick, K. (1996). Towards achievement of reading skill potential through peer tutoring in mainstreamed 13 year olds.

Disability and Society

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Bruner, J.S. (1975). The ontogenesis of speech acts.

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DES (2007).

Inclusion of students with special educational needs: Post primary guidelines

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Elliott, J. (2000). The psychological assessment of children with learning difficulties.

British Journal of Special Education

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Evans, J. & Lunt, I. (2002). Inclusive education: Are there limits?

European Journal of Special Needs Education

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Farrell, M. (2000). The impact of research on developments in inclusive education.

International Journal of Inclusive Education

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Frederickson, N. & Cline, T. (2002).

Special educational needs, inclusion and diversity

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Fuchs, D. & Fuchs, L.S. (1998). Researchers and teachers working together to adapt instruction for diverse learners.

Learning Disabilities Research and Practice

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Gallagher, D.J. (2001). Neutrality as a moral standpoint, conceptual confusion and the full inclusion debate.

Disability and Society

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Lindsay, G. (2003). Inclusive education: A critical perspective.

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Lindsay, G. (2007). Educational psychology and the effectiveness on inclusive education/mainstreaming.

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The practical guide to special educational needs in inclusive primary classrooms

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Inclusive Education

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JEL: A23

MOTIVATIONAL PECULIARITIES OF FOREIGN STUDENTS FOR THE UKRAINIAN LANGUAGE LEARNING

Zinaida Bakum*, Doctor in Pedagogy, Professor,Daria Furt**, PhD-Student,

*Kriviy Rih State Pedagogical University, Ukraine,

**Donetsk National University of Economics and Trade named after Mykhailo Tuhan-Baranovsky, Kryvyi Rih, Ukraine

Abstract: Authors of the article consider the notion of "motivation" and its types. Peculiarities of foreign students' motivation while studying Ukrainian as a foreign language are determined. Various approaches to the motivation understanding are generalized. Differences between motive and motivation have been specified. Own interpretation of the motivation in modern scientific discourse has been offered. The requirements to the exercises for increasing students' motivation are analyzed as well as approaches to the problem solution.

Keywords: motivation, foreign students, Ukrainian as a foreign language, types of motivation, motivation factors

INTRODUCTION

The radical changes taking place within the last decades in the political and socio-economic life spheres in Ukraine, their aspiration for active and effective cooperation with the western countries have influenced the expansion of the Ukrainian language functioning as a foreign language. Our article induces reconsidering the purpose, tasks and content of teaching Ukrainian as a foreign language. Nowadays new political environment, international cooperation and international contacts require a profound knowledge of the Ukrainian language.

MATERIALS AND METHODS

Modern methods of teaching foreign languages solve complex and responsible tasks, i.e. from teaching foreign-language communications in certain spheres of human activity up to forming a person capable of communicating with representatives of other cultures (I. Zimniaya, G. Kitajgorodskaya, V. Safonova, I. Khaleieva). The problem of motivation was investigated by O. Leontiev, S. Rubinstein, D. Uznadze, P. Jakobson, R. Hardner, V. Bodrov, J. Verna, E. Zeier, E. Klimov, M. Priazhinikov, A. Maslow, V. Semychenko, D. McClelland, M. Kondratiev, S. Pakulina, H. Rogova, N. Arystova, O. Serheienkova et al. The development of the motivational theory was engaged into the sphere of foreign psychologists' research. Famous German scientist Hekhauzen (2006) presented theoretical and methodological analysis of motivation achievement, theoretical development of this phenomenon, results of his experimental researches and approaches to diagnostics. In his work "Motivation and Activity", he proposed a summary account of the motivational psychology bringing this area to a fundamentally new level. Applying techniques of other scholars (Murray, 1938, 1943 & Morgan, Murray, 1935), including the use of the thematic apperceptive test, he contributed measuring the trends of "hope for success" and "fear some failures". The original concept of motivation, synthesizing the views of B. Spinoza, V. Wundt, K. Lewin, W. James, W. McDougall et al that correlates motivation and emotions, was presented in the monograph "Psychology of the development of motivation" (Vilyunas, 2006), where is arguing that emotions generate motivation at the level of the psyche. It is a variety of emotional relations, which are determined by motivation that serve as the guideline, subsiding to which the individual performs the actions necessary for life.

David McClelland made significant contribution to the motivation development. While carrying out special studies, he found that "the motive of achievement" was a key factor in the economic growth (McClelland, 2007). To achieve the goal, people with clear needs perform tasks, assume responsibility for their activity's results, seek for the feedback on their success and try to invent or master new, more effective ways to accomplish various tasks.

At present, motives of educational activity are studied by domestic psychologists and educators (I. Hlykman, V. Kovalev, A. Markova, T. Matis, A. Orlov, V. Yakunin, N. Skorokhodova et al). Today there is no single theory that could identify all factors of the motivational process.

The main purpose of this work is to consider the concept of "motivation", its types, to distinguish motivational features of foreign students in learning Ukrainian as a foreign language. The main scientific results are obtained by means of applying a set of general scientific and special research methods, viz. systematization and generalization, theoretical generalization, analysis and synthesis.

RESULTS

Globalization in the higher education along with others spheres has exacerbated the motivational problem to study foreign languages, Ukrainian in particular. It involves an increase of the role of personal contacts of people and therefore, verbal communication, viz. multinational.

The Latin word "movere" (to move) is the basis of the "motivation" concept. Later, the motivation concept has been used in the sense of "factors set" that cause the activity of the people and determine their behavior (Peltonen & Ruohotie, 1992). According to I. Zimniaya (1989), the motive is something that explains the nature of linguistic action, while the communicative intention expresses the communicative aim pursued by a person, planning certain influence form on the listener. A. Markova (1983) defines a motive as something that motivates a person to be engaged in activities. Motivation is a common term for processes, methods, and means of motivating students to produce effective cognitive activity, mastering effectively the content of education, whereas educational motivation is an inclusion into educational activities. Positive motivation for learning is a profound knowledge of the new material with the realization that the result will bring satisfaction (Naumova, 2009). A. Petrovsky & M. Yaroshevsky (2003) define the motive as a driving force, for which people spend their vital energy.

Motivational problems are important in the study of each discipline, especially in the study of a foreign language as a second, because the peculiarities of the person require a certain base of communicative abilities. Sometimes it is difficult to perform; therefore, motivation for learning a foreign language weakens or disappears altogether eventually. Motivational problems are studied within the activity approach to learning developed by S. Rubinstein, O. Leontiev et al. For the effective organization of the educational process it is necessary to recognize that, firstly, an in-depth knowledge of the students' motives is crucial and secondly, it is necessary to identify and manage them correctly. The psychological issues of motivation in teaching foreign languages are considered by A. Alkhazishvili, I. Zymnia, O. Leontiev, N. Symonova et al. Based on these works, motivation is understood as the system of inducing impulses that direct the educational activity in the case of a positive teacher's direction, on a deeper study of the foreign language, its improvement and the desire to develop the needs of foreign language knowledge. In this case, the key and decisive factors are personal experience, context of activity, interests and predispositions, emotions and feelings, outlook or status in the group etc. It allows students to get a real motivation. E.g., according to I. Bim (1989), it is not a stimulation, but an internal stimulus that works. Motivation turns out to be a direct product of the teaching method. The scientist emphasizes that teacher faces a number of problems, but the main thing is the use of interpersonal relations and the creation of emotional well-being, which, in turn, provides an increase in the effectiveness of foreign language teaching and communications.

Let us consider some types of motivation. Thus, P. Jacobson analyzes a broad social motivation characteristics (external); he considers this type of motivation as a learning process, associated with an acutely experienced civic duty sense to the country, with a view of teaching as a way to accomplish people's purpose in the life. Narrow personal motivation determines the attitude to the language mastering as a way of self-affirmation. Here a wide moral range is possible from civil motives to narrow-minded ones. The stimulating effect of the external motivation on the learning process can be quite powerful. It is important to build a learning process such way that students feel the approach to the goal at each of their steps.

R. Ryan & R. Franklin define internal motivation as a tendency to find novelty and choice for the development and application of own abilities for the research and learning spheres. Researcher behavior is a subjective assessment of its skills in solving problems that have been set (Viliunas, 2006). According to the self-determination Ryan's theory (2000), a person has three innate needs: competence, connection with others and autonomy. Author argues that a competence is a prerequisite for motivating the study of the world and reacting to difficulties. However, according to scientists, before gaining competence, one should learn autonomy.

If external motivation performs a strategic role, then the internal motivation is tactics, because the language proficiency process stimulates it. The communicative kind of internal motivation is the main one, because mastering the communicative ability is the natural need of foreign language learners. However, a motivational type is difficult to maintain. The fact is that while learning a foreign language in the atmosphere of the native language, a foreign language appears as an artificial communicational means. In addition, so-called natural situations used in communication, are artificial, in fact. Next kind of internal motivation is the linguistically cognitive, which consists of the students' positive attitude to the language matter, to the study of the basic linguistic signs. There are two possible forming ways: (1) mediated, i.e. through communicative motivation and (2) direct, i.e. by stimulating students' search activity in language material (Naumova, 2009).

The complexity and versatility of the increasing motivation directions, as well as the preservation and development of students' interest to the Ukrainian language have been emphasized by A. Markov, M. Lusher, M. Bezrukyi, O. Khomukhy, S. Shatsky, V. Myasyshchev, B. Ivanov, N. Morozova, etc. They offer different ways to solve this problem: (1) the creation of a special system of exercises, doing which students would feel satisfied with the result of their activities; (2) involving the emotional sphere in the learning process; (3) the nature of teacher's pedagogical influences, viz. the presence of incentives and reinforcements; (4) using of audiovisual means; (5) using individual approach. High motivation in classes indicates the desire of foreign students to gain the necessary knowledge, skills and abilities in the Ukrainian language for education, as well as to expand their knowledge related to the cultural and historical past, the peculiarities of its mentality and experience accumulated over many centuries of social life, traditions, customs and other socio-cultural information. The importance in the formation of the foreign students' motivation in the study of the Ukrainian language is the subordination of the educational process to the principle that unites the members of the group into a team. This is the principle of collective interaction, one of the main principles developed by G. Kitajgorodskaya (2009). The principle defines the following organizing way in a learning process, where: (a) students communicate actively with each other, exchanging educational information, thereby expanding their knowledge, improving skills and abilities; (b) there is favorable relations between participants, which are means of the effective learning and creative development; (c) personal success is the team success. The content of the learning materials has an important role in a study's motivation. Not all educational materials can encourage a motivation, but only the information that meets the students' needs. The increase in the motivation occurs due to: (1) the involvement of students in independent work in the classroom; (2) problem tasks and situations; (3) control of knowledge, skills and abilities; (4) country studies material; (5) benevolent attitude (Naumova, 2009). An important factor in the creation of the motivation is the teacher of the Ukrainian language, which makes conditions for the development of language learning and cognitive interest, influencing the motivational structure through the definition of personal and meaningful learning goals. E.g., L. Hubanova (2013) notes the teacher's ability to influence the formation of students' self-education. I. Bashmakova (2010) emphasizes the role of the teacher in the construction of long-term and short-term learning goals, their control and adjustment when teaching a foreign language.

CONCLUSIONS

The students' educational motivation determines their educational activity level; indicates the direction of this activity and organizes work on overcoming difficulties. The motivation stable level formation requires from the teacher to take into account students' personal experience, interests and inclinations, emotions and feelings etc. It is necessary to create specific conditions, when students will rise a personal interest and need to learn foreign language. The need for study should correspond to such types of internal motivation as communicative (direct language communication), linguo-cognitive (positive attitude to the language) and instrumental (positive attitude to different kinds of work).

REFERENCES

Bashmakova, I.S. (2010).

Formirovanie interesa k izucheniyu inostrannogo yazyika u studentov neyazyikovyih vuzov

[Interest formation to the foreign language learning among students of non-linguistic universities].

Avtomobile- i traktorostroenie v Rossii: prioritetyi razvitiya i podgotovka kadrov

[Auto- and tractor- building industry in Russia: development priorities and training], Vol. 12, p. 287.

Bim, I.L. (1989).

Obuchenie inostrannym yazykam: poisk novykh putei

[Foreign languages teaching: finding new ways].

Inostrannyie yazyki v shkole

[Foreign languages at school], No. 1, pp. 19-26.

Hubanova, L.V. (2013).

Psihologo-pedagogicheskie osnovi podgotovki prepodavateley inostrannogo yazyika

[Psychological and pedagogical bases of foreign language teachers training]. Moscow, 345 p.

Hekhauzen, H. (2006).

Psihologiya motivatsii dostizheniy

[Psychology of achievements motivation]. Translation from English.

Rech

, SPb, Russia, 458 p.

Kitajgorodskaya, G.A. (2009)

Intensivnoie obuchenie inostrannym yazykam. Teoria i praktika

[Intensive training for foreign languages. Theory and practice].

Russian language

, Moscow, Russia, 277 p.

McClelland, D. (2007).

Motivatsiya cheloveka

[Personal motivation].

Mastera psihologii

, St. Petersburg, Russia, 672 p.

Markova, A.K. (1983).

Formirovanie motivatsii ucheniya v shkolnom vozraste

: posobie dlya uchitelya [Formation of the motivation of teaching at school age: A manual for a teacher].

Prosveschenie

, Moscow, Russia, 96 p.

Naumova, O.V. (2009). Formation of the educational activity motivation in the study of a foreign language in the process of postgraduate education.

Linguistics and teaching methods of foreign languages

, Electronic scientific edition. Issue 1, Available at:

http://www.iling-ran.ru/library/sborniki/for_lang/2009_01/13.pdf

.

Peltonen, M. & Ruohotie, P. (1992). Oppimismotivaatio. Teoriaa, tutkimuksia ja esimerkkejä oppimishalukkuudesta.

Otava

, Keuruu.

Petrovskiy, A.V. & Yaroshevskiy, M.G. (2003).

Teoreticheskaya psihologiya: uchebnoe posobie dlya studentov psihologicheskogo fakulteta visshyih uchebnyih zavedeniy

[Theoretical Psychology: Textbook for students of psychological department in the higher educational establishments]. Moscow, Russia, 234 p.

Vilyunas, V.K. (2006).

Psihologiya razvitiya motivatsii

[Psychology of the motivation development]. St. Petersburg, Russia, 458 p.

Zimniaya, I.A. (1989).

Psikhologiya obucheniya nerodnomu yazyku: na materiale russkogo yazyka kak inostrannogo

[Psychology of teaching non-native language: on the material of the Russian language as a foreign language],

RussYaz

, Moscow, 219 p.

Philology

JEL: I2; Z12

THEOLOGICAL RESEARCH PAPER AS A REPRESENTATIVE GENRE OF THE PROTESTANT THEOLOGICAL DISCOURSE

Mariana Fedyshyn, PhD-Student,

Department of English Philology,

Uzhhorod National University, Uzhhorod, Ukraine

Abstract: The article analyzes the genres of theological discourse. Theological research paper is considered as a special genre that communicates Christian ideas within the Protestant dogmatics. The data show that a theological research paper consists of three parts: introduction, main body and conclusions. The Creating of a Research Space model by J. Swales has been used for the analysis of a theological research paper introduction. The theological research paper addresses important issues in the religious and spiritual direction. Results show that Protestant theological discourse appears to be of a communicative character as far as it communicates Christian-based intentions, strategies and tactics of religious verbal and non-verbal language structures.

Keywords: theology, theologian, discourse, move, step

INTRODUCTION

Nowadays, many of new communicational ways arise to be analyzed in the linguistic science. There are scientific talks happening in the process of an academic life. Linguistics studies all of them. As it can be seen from the perspective of its interestingness, this science of language is fond of going into deep details with every sphere of human activity. Philosophical, political, social, economic, publicistic, cultural, geographical, ethnological, religious and other spheres of life find their place within linguistics. One of the most attractive lacunas for us is the religious one, namely, theological. We love reading the Bible, religious books, letters, stories and other kinds of Christian literature. We try to understand the context, actions, characters of the given story; we imagine lives of those people who lived in the Bible times. However, only surface reading may satisfy an ordinary person that is not too deep in religious issues, but still it does not. People have a deep striving desire to experience things themselves. They listen to their church preaching every Sunday, watch TV Christian channels, surf the net, listen to Christian songs, and in such a way each of them acquires more and more religious knowledge. There is always an interaction happening between a person and God, which stands for vertical relations and between a person and a person defining horizontal vector of contact.

There are many ways of understanding God's words. There are sermons (when a pastor is preaching and your heart is completely devoted to hearing what God prepared to you that day), prayers (when all of your thoughts and words are directed to search Him and hear from Him), songs (through music and its melody someone can touch your emotions while God touches your heart) and poems (it can serve as a special way to express that what could be neither spoken nor sung). Nevertheless, not only churchgoers are soaking to know the depth of the Word, but also those who try to explore and analyze it scientifically. They are theologians. Thus, the novelty of our analysis is predetermined by the current discourse-pragmatic paradigm of linguistic studies to the perscrutation of the scholarly Protestant theological genres orchestrating.

A theologian is a scientist, who aims at investigating religious literature and provides logical understanding of certain spiritual issues. He reads the Word, studies historical periods, when all happened, explains the meaning of certain words and phrases etc. In other words, a theologian learns the context lengthwise and crosswise. When he has collected good, valuable and relevant information, got some revelation of the Word and come to conclusions, then it is time to publish his scientific research paper analysis. Religious scientific books and journals are the channels, where he can publish his works in the form of an essay, book review or an article. Thus, theological discourse represented by the genre of a theological research paper becomes an object of our research whereas its compositional and communicative aspects make up the subject of our analysis. The aim of the article is to outline the specifics of the genre organization of a theological research paper. The main tasks for our research are: (1) to present The Creating of a Research Space model of the moves and steps of a research paper designed by J. Swales; (2) to give an explanation to the moves and steps of an introductory part, a main body and of a conclusions part in a theological research paper; (3) to delineate the author's stance in a theological research paper.

MATERIALS AND METHODS

Ukrainian linguist T. Yakhontova (2003) says that the structure of a research paper article includes the following parts: (1) author's name; (2) title; (3) abstract; (4) key words; (5) introduction; (6) methods; (7) results; (8) discussion; (9) conclusions; (10) acknowledgements; (11) references; (12) appendix/ices. She considers 4 to 9 parts of a research paper. She states, most of research papers have an IMRD (Introduction, Methods, Results and Discussion) structure. For an Introduction analysis, we are taking into account the methodological model for research paper introduction called CARS - The Creating of a Research Space model (Table 1). John Swales developed this outline; it attempts to explain and describe the organizational pattern of writing the introduction to scholarly research studies. The following model assumes that writers follow a general organizational pattern in response to 2 types of challenges (competitions) relating to establishing a presence within a particular domain of research: (1) the competition to create a rhetorical space and (2) to attract readers into that space. Thus, T. Yakhontova (2003) points out that the Methods section provides description of methods, procedures, materials and subjects used in a study; the Results section reports data or information obtained in the course of a study, so writers put forward new knowledge claims through demonstration, explanation and interpretation of the findings; the Discussion section interprets the results and their relationship to the research problem and hypotheses (Jordan, 1996; cited in Yakhontova, 2003). What concerns the Conclusion section usually consists of 3 moves: (1) summary of the results; (2) implications (theoretical and/or practical) and (3) plans for future research or possible future research in the area (Ibid). Foreign linguists note that scientists do not want to share their plans and ideas about their future research field, because of the rivalry (Berkenkotter & Huckin, 1995).

Table 1

CARS model for Research Paper Introductions

MOVE1 Establishing a research territory

Step 1a

by showing that the general research area is important, central, interesting, problematic or relevant in some way

(optional)

and/or

Step 1b

by reviewing previous research in the area

(obligatory)

MOVE2 Establishing a niche

Step 2a

by indicating a gap in the previous research

or

Step 2b

by counter-claiming

or

Step 2c

by raising a question

or

Step 2d

by continuing a tradition

MOVE3 Occupying a niche

Step 3a

by outlining purposes or nature of the present research

(obligatory)

Step 3b

by announcing principal findings

(optional)

and/or

Step 3c

by outlining structure of the research paper

(optional)

Source: created by author based on (Swales, 1990; Swales & Feak, 1994)

RESULTS

Referential topic areas of theological research paper articles are devoted to religious topics (first of all, biblical texts' interpretation is accompanied with profound arguments and proof of God's existence) and current problematics touching religious issues is being debated on (politics, history, philology, nature studies etc.) (Romanchenko, 2009). Theologians aim at investigating spiritual fundamentals from the inside, from the core of their essence. They are looking for the ways, which can help them find the appropriate words in order to explain the Protestant way of spiritual life of a person, who receives LIFE and lives this LIFE in its fullness. Protestant theological discourse has a communicative character as far as it communicates Christian-based ideas, intentions, strategies and tactics of religious verbal and non-verbal language structures.

Russian linguist Y. Romanenko (2009) distinguishes 3 types of theological research papers: (1) meditating character of article; (2) reminiscent character of article; (3) theological notes. She mentions that theological discourse is a scientific (by its form) way to meditate on irrational and symbolic understanding of the divine beginning of the world, which surrounds us. That's why; the main principles of theoretical and theological texts are dogmatics and rationality (Ibid). Thus, we have selected one theological research paper (ThRP) from the Journal of Pentecostal Theology for our research analysis called "An Apologia for Divine Impassibility: Toward Pentecostal Prolegomena" by Daniel Castelo. The given ThRP has 3 parts: (1) Introduction; (2) Main Body and (3) Conclusions. What concerns an introductory part of this ThRP, let us address this vector of our research. We can find 3 moves here, each one being expressed by a different, obligatory or optional, step (Table 2).

Table 2

Analysis of Theological Research Paper Introduction

MOVES and STEPS

EXAMPLES

The author establishes a research territory (Move 1) by showing that the general research area is interesting (Step 1a)

"As a person who was raised in and presently identifies with Wesleyan and Pentecostal circles, I continue to experience the 'raised-eyebrow' effect when I tell people that I work with the issue of divine impassability…"

The author establishes a niche (Move 2) by raising a question (Step 2c)

"Why would a Wesleyan-Pentecostal devote his energies and efforts to think about a theme as antiquated and (more devastatingly) irrelevant to his own theological subtradition as divine impassibility?"

The author occupies the niche (Move 3) by outlining a purpose or nature of the present research (Step 3a)

"…with the aim of showing that an account of divine impassability can serve to chasten the Pentecostal theological task as it unfolds within the realm of divine affectivity particularly but also as it methodologically understands itself more generally"

The author occupies the niche (Move 3) by announcing principal findings (Step 3b)

"The creation of conceptual space for divine impassability within constructive Pentecostal theology can aid Pentecostals to stay true to certain features of their vision of god that stems from their practice of worship"

Source: according to Castelo (2010)

The main components of a communicative-pragmatic characteristic of a theological research paper are an addressee, an addresser and an intention. Theologians, priests, pastors and others represent the complex of addressee-addresser communication. These are the people, who are theologically educated. They have a higher level of presupposition at establishing and perceiving theological discourse. The intention of theoretical-theological discourse is the addressee's conviction in the truth and need of the new theological knowledge that is being communicated (Romanchenko, 2009). The addressee of our theological research paper is Daniel Castelo, who works as an assistant professor of theology at the School of Theology of Seattle Pacific University. The addresser can be not just one. It can be a theologian, a specialist in religion, a believer and a churchgoer, too. The author's position is always expressed by "I", only when there is a group of people he refers to, he uses "we" or "they". What about the intention? It can be revealed throughout the main body of the ThRP. The intention of a given theological research paper lies in the focus, which is on the possibilities of maintaining divine impassibility for the viability of Pentecostal theology. Here, the author shares his personal experience as a believer (Castelo, 2010) e.g.:

"In typical Pentecostal fashion, I would like to offer 'my testimony' of how I came to think about divine impassibility…"

"I first was awakened to the seriousness of divine impassibility when I began reading Jürgen Moltmann's the Crucified God during the summer of 2003 in the basement of the un-renovated and unwelcoming Perkins Library at Duke University"

"I experienced certain internal reservations about his overall argument…"

"Having been raised in a Pentecostal environment all my life, it was not until I attended Westmore as a teenager…"

"And so this vision of God has guided me…" and his sensibilities being a scholar of theology, e.g.:

"I resonate with Karl Barth's suggestion that speaking of God is impossible and required and that in this midst we ought to give glory to God"

"…divine impassibility can serve theological discourse as an indicator of the divine transcendence that always precedes, undergirds, and follows holy reasoning".

The Conclusions part is also of a great value. This section usually consists of 1-3 paragraphs. In a given ThRP, the theologian uses language units to show the theoretical and practical importance of the written above. The author also tries to convince the reader of his own opinion. He suggests and shows a special necessity that needs to be taken care of and advocates some issues to be discussed in his/her further research. Let us look at the given samples from the ThRP conclusions:

"That is why I am of the persuasion that as long as favorable statements are made of divine impassibility…"

"Pentecostals need to wrestle earnestly and thoughtfully on how to address the divine transcendence theologically"

"A qualified account of divine impassability forces us to rethink the cherished view of God's passion so that at least we begin to see the limits of…"

"In short, divine impassability can serve to help us recognize…"

CONCLUSIONS

Therefore, it is worth noting, that Protestant discourse is a communicative theological phenomenon in which a theological research paper plays significant role. This genre of a theoretical theological discourse serves a special way of acquiring the particular knowledge about God and of God. We advocate our further research on outlining the main theological and linguistic issues in the light of Protestant confession.

REFERENCES

Berkenkotter, C. & Huckin, T. (1995). Genre Knowledge in Disciplinary Communication: Cognition/Culture/Power. Hillsdale, N.J.: Lawrence Erlbaum.

Castelo, D. (2010). An Apologia for Divine Impassibility: Toward Pentecostal Prolegomena.

Journal of Pentecostal Theology

, Issue 18, pp. 118-126.

Jordan, R.R, (1996). Academic Writing Course. Harlow: Longman, 144 p.

Romanchenko, Y.V. (2009).

O poniatyyy "teoretyko-teolohycheskyi dyskurs" (na materyale nemetskoho yazyika)

[On the issue of "theoretical-theological discourse" (based on the material of the German language)].

Bulletin of Moscow State Linguistic University

. Issue 560, pp. 121-128 [in Russian].

Vavrinchyk, R.Ya. (2016).

Performatyvnist movlennievykh aktiv u anhlomovnomu teolohichnomu dyskursi (na materiali suchasnykh propovidei)

[Performativity of speech acts in English theological discourse (based on modern sermons)]. Chernivtsi, 247 p. [in Ukrainian].

Swales, J.M. & Feak S.B. (1994). Academic Writing for Graduate Students:

A Course of Nonnative Speakers of English

. Ann Arbour: University of Michigan Press. 432 p.

Yakhontova, T.V. (2003). English Academic Writing for students and researchers. PAIS, Lviv, Ukraine, 220 p.

JEL: A21, A22

PRINCIPLES OF THE UKRAINIAN LANGUAGE MORPHOLOGY LEARNING AT THE SECONDARY SCHOOL LEVEL

Olena Goroshkina, Doctor of Pedagogy, Professor,

Аlla Oliynyk, PhD-Student,

Department of Ukrainian Language,

Borys Grinchenko Kyiv University, Ukraine

Abstract: In the article authors made the comparative analyzes of traditional and modern principles of studying morphology of Ukrainian language through the new concept realizing, viz. "the NEW UKRAINIAN SCHOOL" concept. In authors' opinion, this concept is directed to help pupils of secondary schools to develop both theoretical and practical skills during the classes of studying morphology of Ukrainian language. The problem of the correctness of using such methodology in the practice has been discussed in our article as well. It has been determined that the usage different methods through the new concept can help pupils to develop their creativity during the practice.

Keywords: linguistic principles, language learning, proficiency level, "the NEW UKRAINIAN SCHOOL" concept

INTRODUCTION

A problem of development of a new type of a new Ukrainian school is due to the aim of the country to have European educational system. The development and realizing of the process has a great success on the lessons of the Ukrainian language especially during the morphology studying and can be clearly seen on the results of students' practical or individual works. Such results will provide the development of Ukrainian education to the level of developed countries and improve its image.

MATERIALS AND METHODS

General didactic principles come from the educational psychology and determine a general direction in the development of different educational strategies. This issue is reflected in scientific papers of Y. Babansky, M. Danilov, Y. Komensky, K. Ushinsky, V. Onyshchuk et al. Wide used teachers' classification was created by Y. Komensky. It includes the principles of development availability understanding and realizing of knowledge. Justification and classification of educational principles are highlighted in the papers of such philosophers as V. Andrushenko, V. Ognevyuk, S. Podmazin, et al; teachers as A. Aleksiuk, Yu. Babansky, V. Bondar, F. Busaylev, V. Galuzinsky, M. Ievtukh, I. Zyaziun, Ya. Komensky, V. Kremen, V. Kuzmenko, I. Lerner, I. Pidlasyi, O. Semenog, M. Skatkin, I. Sreznevsky, K. Ushinsky et al; psychologists as I. Zymnia, L. Vygotsky, P. Galperin, M. Zhinkin et al; linguistics as Z. Bakum, N. Golub, O. Kopus, O. Karaman, S. Karaman, V. Masalsky, V. Mel'nichyako, N. Ostapenko, K. Plisko, M. Pentyliuk, T. Symonenko, S. Chavdaro et al.

Thus, M. Pentyliuk (1994) focuses attention on such linguo-didactic principles as the tight relations in the study of all sections of the language; relations of language learning with speech development; interdependence of oral and written speech; study of the morphology on a syntactic basis; structural-semantic approach to the study of syntax; connection of teaching punctuation and expressive reading. According to the modern methodologists (O. Bilyayev, Y. Holoborod'ko, O. Goroshkina, S. Karaman, G. Mikhailovs'ka, S. Omel'chuk, M. Pentyliuk et al), teaching of the Ukrainian language morphology in the secondary school is carried out on the basis of such general principles as scientific systematization, continuity and perspectivity, connection of the theory and practice, consciousness, etc. These principles are the basis of the linguistic educational concept in Ukraine, implemented in school curricula and underlie modern methods of the language teaching.

The aim of our article is to determine the efficiency of applying new principles of teaching the Ukrainian language morphology in the profile classes of secondary school along with the traditional ones in the framework of "the NEW UKRAINIAN SCHOOL" concept realization.

RESULTS