The article examines the features of the innovative and project activities of future education managers. The authors focus on project technology as one of the forms of innovative methodological technologies for training future education managers, describes the elements of project technology, defines the basic principles of work on a project and the specifics of attracting future education managers to participate in them. The fact is emphasized that future education managers can be active participants in the process of creating a project, develop their own view of information, identify goals, objectives and look for ways to solve them. The purpose of this article is to focus on innovation project activities as one of the forms of innovative methodological learning technologies, to describe the elements of project technology, to highlight the basic principles of work on a project and the peculiarities of attracting future education managers to participate in them.
The article focuses on psycholinguistic aspects of the discourse “Radiotelephony of civil aviation” (RTF). The relevance of the research is related to the key role that this discourse plays in ensuring flight safety. Psycholinguistic analysis of radiotelephony allowed us to prove its discursive nature based on procedural, interactive, and real-time attributes. The RTF discourse is defined as a closed, narrow-professional, institutional and dynamic type. This discourse is intentional and focused on safe operation of flight; conventional, limited by a set of stereotyped phrases enshrined in regulatory documents and obligatory for radiotelephony participants’ use, by strict regulation of radiotelephony procedures at all stages of flight. We determined that RTF discourse users as representatives of a certain professional space could realize themselves in a limited set of communicative roles. Communicative process “pilot – air traffic controller” is based on the “circular model”, since one-way communication in this type of discourse is not provided for. The “status-role” relations of RTF participants are primarily realized by means of the binary opposition “the initiator of the message” – “the executor / non-executor of the requested action”. Main speech functions realized in RTF discourse are informative and regulatory. RTF discourse is a “language code”, since information transmitted in it is understandable only to the actors of aviation community. Non-compliance with norms of this language code use, as well as a number of psycho-linguistic, psycho-physiological, and extra-linguistic factors lead to disruption of information coding / decoding processes, cause communicative failures, become concomitant factors of aviation accidents. Analysis of psycholinguistic features of RTF discourse, nature and causes of RTF communication failures, and psycho-physiological features of pilot in-flight activity (information overloading, high tempo of work due to time limits, work in stressful conditions) allowed us to determine types of exercises facilitating the process of future pilots training to cope with real difficulties of professional communication in RTF discourse.
The paper presents the research on the effectiveness of the future translator and / or interpreter training using modern methods which facilitate the development of their professional competency in bilateral interpreting. The authors analyse psychological and pedagogical experience, modern educational technologies and prospects for future professionals in the context of bilateral interpreting. The scholars substantiate the results of the initiated phonetic research (including linguistic and translation analysis of audio texts) related to the semantics of prosodic means, which constituted the basis for the experimental study. The research reveals the outcomes of the experimental study conducted at Ushynsky University involving the third-year students who major in the English↔Ukrainian translation. The four stages of the designated pedagogical experiment are specified: 1) pre-testing; 2) preparatory training course according to combined (interactive and traditional) authors' teaching methods; 3) after-testing; 4) assessment of the students' outcomes. The use of the experimental construct turns out to be practical due to these methods: cooperative learning, inquiry-based instructions, differentiation, professional development, technology and problem solving. The study also confirms the fact that the integration of traditional and modern technologies in teaching students to interpret information taking into consideration phonetic features of Ukrainian and English oral texts can help future translators develop their analytical and critical thinking, flexibility, agility and adaptability, initiative and entrepreneurialism while receiving, analysing and interpreting information. The detailed analysis of modern scientific literature proves that the use of the competence-oriented and context-centred approaches to the educational process contributes to the students' academic success.
The article reveals the essence of the phenomenon "professional culture of future educators of preschool educational institutions" viewed as a complex integral formation within a holistic structure of a personality. It is characterized by a positive attitude to the subjects and objects of pedagogical activity (axiological component), deep and systematized professional knowledge, skills and competencies (cognitive component), as well as personal and professional qualities that reflect the level of mastery of a special area of knowledge (personal component) and find their manifestation in pedagogical activity (reflexive component). Criteria (specified by indicators) that characterize levels of professional culture development of future preschool educators have been determined, including: informational, motivational, behavioral and appraisal-creative. Pedagogical conditions for the formation of professional culture of future preschool educators in the process of their professional training have been substantiated. The above-mentioned pedagogical conditions presuppose: activation of educational activities of future preschool educators in the cultural and educational environment of a higher pedagogical institution; provision of interactive technological support for the educational process of future preschool educators; integration of the content of normative professional disciplines. The technique of forming the professional culture of future educators of preschool educational institutions is presented.
Problems of machine translation (MT) are currently the most topical vectors determining the development of translators’ proficiency content, which is reflected in the diversity of approaches to improving the algorithms of knowledge applications in this field. We recognize the urgency of theoretical substantiation of the students’ training quality (we mean the training of the future philologists and translators) in terms of using ICT, since their proficiency in the designated sphere might facilitate their natural and rapid adaptation to professional activity and competitiveness in the labour market. The analysis of professional literature showed the importance of using computer technology while training future translators in machine translation and proved that not all the reserves for its effective provision have been used. The urgency of the problem and lack of its proper development stipulated the purpose of the article ‒ to analyse and develop educational tools that contribute to the formation of a system of knowledge and skills related to the use of modern computer technologies in the process of professional activity (on the material of the English, Chinese and Ukrainian languages). A spectrum of the MT programs classified based on human’s involvement in the process of converting the original text into a target text (FAMT, HAMT, MAHT) has been represented in the article. The criteria (professional competency of the future translators in the field of the English-Ukrainian MT, professional competency of the future translators in the Chinese-Ukrainian MT), indicators (content-significant, procedural-technological and lexicographic search-oriented) and levels (high, sufficient, satisfactory, low) specifying the degree of students’ proficiency (knowledge, skills and abilities) in using modern computer technology within the framework of profession-oriented activities have been elaborated. The proposed authors’ teaching techniques included the use of the competence-oriented and context-based approaches to the educational process, the integration of traditional and new interactive methods / forms of learning, the combination of classroom and extra-class activities involving ICT. We see the prospects of our research in the further study of educational aspects of machine translation grounded on the latest developments in the fields of comparative linguistics and general theory of translation (theory of regular correspondences, methods of representing knowledge, optimizing and improving linguistic algorithms, in particular).
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