The article deals with the theoretical description, analysis, and recommendations for the use of the “flipped” method for teaching foreign language grammar, which is introduced into the educational process of higher education institutions. The essence of the technology of flipped learning consists in the reorganization of the educational process – the home study of new material and classroom practice to reinforce it allows to make the learning process more effective. The “flipped” method has its advantages and disadvantages both for teachers and students. The advantages include intensification of the use of classroom time; proactivity, increased responsibility, and autonomy of students; conscious assimilation of educational material; creativity and critical thinking; taking into account the specifics of professionally oriented education, age characteristics and psychological needs of students; an opportunity to work on an individual schedule; archiving of materials. The “flipped” method encourages proactive schemes of teacher-student interaction. Experiments have shown a positive attitude of millennials to the inverted format after a period of adaptation and development. The level of acquisition of the new material depends on the internal motivation of the student. The classroom interactive and group-based tasks create and maintain external motivation.
Book review of Iryna Ihnatenko. Zhinoche tilo u tradytsiinii kul'turi ukraintsiv [The Female Body in Traditional Ukrainian Culture].Scholarly editor, Maryna Hrymych, 3rd ed., Intelektual'na knyha, 2014. Etnolohiia dlia doroslykh [Ethnology for Adults]. 264 pp. Illustrations. Bibliography.Appendices. Cloth.
The article deals with the urgency of introduction of project-based learning in the Translation Programs of Ukrainian universities and discusses some directions for the introduction of project-based learning (PBL) in terms of translator’s competences as defined by the European Competence Framework for translation programs. The article offers a review of John Dewey’s theory of Project-Based Learning (PBL) and suggests some ways of how to incorporate its elements into the university Translation programs and how the European requirements for MA in Translation can help to determine the directions for the development of the elements of the PBL in Translation Programs. In the framework of the theoretical study, we carried out the review of various sources dealing with the PBL and reviewed the EMT requirements in Ukrainian context.
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