Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities in Ukrainian language and educational environment. There are three stages of the developed experimental model, implemented during online Ukrainian practical classes to foreign non-philological specialities students with different levels of language proficiency, from Beginner to Intermediate, in different Ukrainian higher education institutions. The methodological experiment, observational and diagnostic methods, quantitative and qualitative comparative methods as well as descriptive methods showed that the modified storytelling technique was effective for developing monological speaking skills. Besides, the previous authors’ hypothesis was also confirmed by the use of teaching aids, described in the article, such as: converged texts, created with due account for the specific requirements to structural and semantic content as well as presentation format, focused on features of modern students with clip thinking and on general educational processes; system of iterative questions; and digital teaching aids. The results of the research showed that the modified storytelling technique, firstly developed within the theory of teaching Ukrainian as a foreign language, should not be used not as the main method for teaching foreign non-philological students of higher education.
The article is another part of a series of scientific and methodical studies on the formation and development of language training methods for foreign students at classical university. Previous research has analyzed the formation of the conceptual foundations of language training of educational migrants of various study profiles, the history, principles, and features of language education of students of higher education of non-linguistic and philological specialties based on the activity of the Language Training Department 1 of V. N. Karazin Kharkiv National University. The third part is devoted to the analysis of problems and achievements of the department in teaching Ukrainian as a foreign language. The gradual transition to teaching the state language was carried out from the end of the 90-s of the XX century. This required a rethinking of methodological approaches and principles, the development of principles and provisions of the methodology of teaching Ukrainian as a foreign language, and educational and methodical support of the teaching process. The research tools of the article as a part of the series are the method of systematic analysis of the scientific work on the linguistic problems of the Ukrainian language done by the department’s specialists, characteristics of dissertation studies, scientific publications, didactic work, and their methodical implementations. The main stages of the formation of the methodological foundations of teaching Ukrainian as a foreign language at classical university, the optimal methods of teaching language aspects, the formation of speech activity skills, the intercultural communication are also highlighted in the paper. The authors defined the main scientific and methodological principles and components of the educational process organization (in particular, the development of the program as one of the main factors in the creation of methodical and informational support for language training of foreign students studying at Ukrainian universities). The authors relied on the concept of language education of foreigners presented in the first article of the series, the structure of the modern educational paradigm, analysis of the influence of the competence approach on curricula creation, and professionally oriented language training of foreigners. The article also contains an analysis of some educational and methodical Ukrainian language guides and manuals that have been used for forming components of communicative competence of educational migrants during language acquisition in a new social-cultural environment, in the academic space of a Ukrainian classical university.
In the article the requirements for a teacher's competences containing in the national and international teachers' professional standards are analyzed. The features of competences in such regulatory documents as the European Qualification Framework for lifelong learning, the National Qualifications Framework of the Republic of Kazakhstan, teachers' professional standards of the Republic of Kazakhstan, the Russian Federation, Great Britain and the educational standard of higher education of the Republic of Belarus are discussed. In the article a teacher's work functions of the above-mentioned countries are distinguished. The professional competence of a teacher which is similar and different in content, professional and personal requirements for a teacher in the Republic of Kazakhstan, Great Britain, the Russian Federation and the Republic of Belarus are identified. The article reveals the main structural components of research competence in professional activities provided by Kazakhstani and foreign scientists.
The problems of developing a model of training of foreign higher education applicants at the VN Kharkiv National University. Karazin. Coordination of educational, scientific, methodological and educational work in order to ensure a high level of training of foreigners is carried out by the Educational and Scientific Institute of International Education. The scientific novelty of the research is that according to the tasks of teaching foreigners receiving higher education in Ukrainian HEIs, the scientific and methodological and cultural bases of designing the intercultural academic educational system have been determined, the process of modeling of educational and vocational training of educational migrants has been systematized, and characteristically characterized. , axiological, socio-cultural, adaptation), which form the basis of professional training of specialists of higher qualification, educational process, academic hell tion of the terms of study at a foreign university, cultural literacy. The stages of realization of tasks of vocational training of educational migrants (preparatory, university), levels of university model corresponding to modern educational levels (bachelor's, master's, training of doctors of philosophy) are determined. The functions of the educational language, which plays the role of educational discipline, the basis of professional, cultural personal development and continuous education of future specialists throughout life, are defined, the process of formation of communicative competence of different categories of educational migrants according to standardized requirements to the level of Ukrainian language by the Ukrainian language is described. The educational process at the university is characterized as an important factor in the adaptation of foreigners to the conditions of non-native educational and socio-cultural environment, describes the main forms and means of non-auditory cultural and educational work.
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