Search

the article reveals the meaning of the notions “activity” and “system” both in general and pedagogical science context as the integration components of the system and activity-based approach to education. The purpose of the article is to characterize the concept of the system and activity-based approach and describe its development applied to the educational process. Emphasis is placed on the history of the development of the system and activity-based approach. The results of the investigation made it possible to conclude reveal that the idea to combine system-based and activity-based approaches does not belong to one scientist. It appears in a number of works of philosophers and psychologists of the first part of the 20th century. Considering the issues of teaching and raising a child gave a substantial impulse to the development of this idea in the 1960s-1990s. Nowadays the studied methodological approach to educational process complements other ones.

The article describes the problems international students encounter during psychophysiological adaptation. As the modern higher education system is characterized by academic mobility, and international students from countries with quite different geoclimatic and cultural traditions have to undergo an adaptation period, the problem under study is topical. The study was conducted at Kharkiv National Medical University (Ukraine) in 2020/2021. The research involved 1st, 2nd and 3rd-year international students (from 50 countries). The peculiarities of international students’ psychophysiological states were assessed during the stages of initial adaptation, stable adaptation and final adaptation. This study aims to provide a comprehensive analysis of the factors of the natural and socio-pedagogical environment that affect the psychological adaptation process of international students. The present study provides new information on the acclimatization patterns of international students who study in Ukraine, as well as its functional significance on selected performance measures. General theoretical methods, research methods and methods of statistical data processing have been employed. The results reveal that the destabilizing factors that negatively affect international students’ adaptation process include frequent hypothermia, dietary changes, inadequate and irregular food intake, insufficient physical activity and excessive mental stress. Practical recommendations to decrease these negative factors are proposed.

The article describes current problems of students' life quality connected with online learning caused by Covid-19 pandemic and related quarantine. Since online learning can be considered stressful, and that pandemics and quarantine restrictions increase its impact on students' emotional and mental health as a basis for their quality of life, it is significant to discover their impact. The purpose of the research is to examine changing in students’ mental health during two periods of online learning. 258 students of Yaroslav Mudryi National Law University (Ukraine) became the sample group. Quantitative and qualitative methods have been used to achieve the purpose. The results have revealed that a rate of stress and an anxiety level among students have grown drastically comparing the first and the second online learning periods. The major conclusion is that experiencing stress, caused by online learning in terms of the pandemic and quarantine, a persons’ psychological well-being is badly influenced and can lead to depression. Practical recommendations to reduce stress and psychological problems have been proposed.

As law enforcement officers work in the system person-person they must possess the ability to stop conflicting parties� opposition, resolve conflicts on the basis of the rule of law. So developing conflict managing skill is crucial in professional training of future law enforcement officers. The article purpose is to identify the impact of the pedagogical conditions of the development of future law specialists� ability to resolve conflicts on the level of this skill development. Research methods were the following: general theoretical ones (analysis, synthesis, induction, deduction); general empirical ones (observation, pedagogical experiment, adapting techniques: �Tolerance Index�, �Methods of diagnostics of the communicative installation� etc.); statistic methods (criterion X2 ). An experiment was conducted on the basis of Yaroslav Mudryi National Law University (Kharkiv, Ukraine). The sample was 144 persons. Two experimental groups were created. In E1 (n = 52) the effectiveness of the pedagogical conditions (creation of a cultural and educational environment aimed at educating humanistic values of students; mastery of knowledge on conflict resolution; creation of various professional cases) was checked in the process of teaching law students and their internship. In E2 (n = 48) extracurricular educational activities were added to the above work. In control group C (n = 44), there was no mentioned purposeful activity. The research results: the number of law students with a high level of conflict management skill in group E1 +26.9%, in group E2 +41.7%, in group C +18.2%. The conclusion is about the importance of the complex application of the mentioned pedagogical conditions that may be effectively adapted for developing conflict managing skill in the professional training of other specialists.

Developing personal responsibility is crucial in all spheres of life. Since young people represent the future of the world and are the most active part of population it is topical to develop students� responsibility and Physical Education classes have great potential for it. So, the article is dedicated to the problem of developing university students� responsibility in Physical Education classes. The purpose of the article is to verify experimentally effectiveness of the methodological instruments of partnership interaction in Physical Education classes in order to develop college students� responsibility. The methods of the investigation were general research methods of theoretical level: analysis and synthesis of related researches; empirical level methods: testing, interview, ranking, method of expert assessments, pedagogical experiment, numerous diagnostic techniques. The material of the research involved 215 students of Kharkiv Cooperative Trade and Economics Special College (Ukraine): students of the experimental group (n=100) and the control group (n=115), who attend Physical Education classes as part of the main group. The results of the research have shown the change in the level of developing students� responsibility in the experimental group due to methodological instruments of partnership interaction in Physical Education classes. In the control group there was no mentioned purposeful activity. Overall increase in the average coefficient of responsibility development was 0.20 in the experimental group and 0.05 in the control group.

The article describes functions and authorities of academic councils of Ukrainian universities as the basis of their autonomy in historical aspect. The purpose of the paper is to study academic council activity evolution in Ukrainian Universities of the XIX-th century through singling out and characterization its stages from the modern standpoint to strengthen university autonomy, develop the quality of university management and prevent mistakes and shortcomings of the previous period. The applied methods were: general scientific methods (analysis, synthesis, comparison, systematization, and generalization) and methods of historical research (chronological, logical-historical, historical-typological, and retrospective). The most important findings have become distinguishing and characterizing four stages of activity of academic councils in Ukrainian universities within the studied period: I stage (1804 - 1835), II stage (1835 - 1863), III stage (1863 - 1884), IV stage (1884 - 1906). Characterization of the stages of academic council functions and authority development from the modern position has demonstrated that in order to develop the quality of university management as well as educational service quality universities need real university autonomy, which should be strong enough to prevent mistakes and shortcomings of the previous periods.

The aim of the paper is to identify and describe some specifics of intercultural competence development at the tertiary level in the framework of language and culture. Different views on intercultural competence development in higher education are presented as well as intercultural competence development in different countries and many scholars’ points of views. The results show certain specifics of intercultural competence development including linguistic competence, linguistic and cultural competence, as well as the components of intercultural competence development: the knowledge of foreign languages, cultural background knowledge, and basic soft skills. It is stated that knowing foreign languages, understanding the national culture of the target language, and having universal soft skills are necessary for successful intercultural competence development. Some soft skills are developed too, such as: tolerance, a sense of responsibility for one’s actions, the ability to empathy, understanding and acceptance of a foreign culture, the ability and desire to understand the difference and unity of one’s culture and the country culture of a target language, a sense of adequate and friendly perception of a foreign language and its realities. It is concluded that it is important to know a theory and have a practice for intercultural competence development and intercultural communication, since a foreign language, culture can only be acquired through activities. As for the specifics of intercultural competence development at the tertiary level in national universities, an indirect character of its development and patterning during intercultural communication are characterized.

The influence of game-based teaching at English classes with university students for soft skills development has been shown. The purpose of the article is to test experimentally the effectiveness of game-based teaching at English classes with university students for the soft skills development. The theoretical (analysis and synthesis), empirical (questioning, observation, discussion), experimental (pedagogical experiment) methods have been used. The pedagogical experiment helped to evaluate the obtained data. The article results are the following. The concept “soft skills” was established as well as the synonyms “skills for employment”, “people skills”, “non-professional skills”, “extra-professional skills”, “key skills”, “skills for social progress”, “skills of the 21st century”. The eight soft skills that can be developed with university students through educational games at English classes were determined. They were critical thinking, creativity, team management, emotional intelligence, people interaction, conflict management, flexible consciousness and stress resistance. The features of the identified soft skills were described. The influence of game activities to different soft skills was revealed. Different game activities to develop soft skills were shown at English lessons. The effectiveness of game-based teaching to soft skills development was analyzed. The conclusion is the effectiveness of soft skills development based on game-based teaching in English was proved.

The correlation between English speech activity and psycholinguistic standpoints of foreign language learning has been shown as well as the empirical analysis of their connection has been conducted. The purpose of the article is to identify the correlation between English speech activity and psycholinguistic standpoints. The theoretical, empirical, statistical methods have been used to reach the purpose. To check the effectiveness of applying psycholinguistic principles to English speech activity the empirical (diagnostic) methods such as testing (oral and written), observation, and discussion were used. The pedagogical experiment with the students of H.S.Skovoroda Kharkiv National Pedagogical University and Yaroslav Mudryi National Law University was also conducted. The pedagogical experiment showed the effectiveness of developing English speech activity based on the psycholinguistic standpoints. The statistical methods helped to evaluate the results of the pedagogical experiment. Apprehending the correlation between psycholinguistic standpoints and English speech activity (Speaking, Reading, Listening, and Writing) training is really topical since it helps to define the most effective methods of the foreign language teaching and learning. The psycholinguistic components (motivational and cognitive, analytical and technological, reflexive, emotional and evaluation ones) have been described from the standpoint of psycholinguistics. All types of English speech activity have been researched as for their correlation with psycholinguistic components.

In the paper the role of modern technologies in educational sphere in pandemic society has been shown. The purpose of the research is to share to experience of higher education system survival and development in physical isolation. The research methods include those necessary for theoretical study (analysis, synthesis, and observation). As distance learning and teaching became possible due to cloud computing, application of different cloud services (Zoom, Skype, Hangouts Meet, Google Classroom, Google Forms, Quizlet) in work with University students during quarantine measure were described. The results of University students’ language learning in pandemic may be interesting for different specialists of educational sphere both in pandemic and post-pandemic society.

The article exposes the semantics and structure in neologisms of current US President Donald Trump. The analysis of Donald Trump’s authorial neologisms as a leading political figure on a global scale, whose language influences the English-speaking world, shaping his picture, seems significant and timely. The aim of the study is to identify and systematize the semantic and structural features of D. Trump’s neologisms. The tasks are to analyze the lexical content of public speeches, interviews and posts on D. Trump’s social networks in order to identify new lexical units created by him and to summarize them; to define the semantics and structure of D. Trump’s neologisms. The findings are 30 new lexical units attributed to D. Trump. Their analysis makes it possible to organize them into usual (which are already in the dictionaries of modern English), discursive (which function in the discourse but are not yet fixed in Oxford dictionary), and new lexical units of indefinite nature. The analysis of the semantics in found neologisms has revealed what they describe the new realities of contemporary political life in the United States of America. The analyzed neologisms have predominantly a negative connotation. The conclusion of the paper is D. Trump’s neologisms have structural differences as the following: they are either phraseological neologisms or morphological neologisms built by the affixed method, either as abbreviations, or as a play on words.

In this article the impact of cloud computing has been shown and the empirical analysis of the effectiveness of the Quizlet service for students has been conducted. The research purpose is to study the cloud computing influence on professional foreign language learning for university students‟ vocabulary development. The range of research methods (theoretical, empirical, and statistical) has been used to reach the research purpose and justify the research findings. To check the effectiveness of applying the Quizlet service in foreign language learning the empirical methods such as testing (written), observation were used as well as the pedagogical experiment, conducted with the law students. The statistical method helped to evaluate the results of the pedagogical experiment. A lot of vocabulary flashcards for the Quizlet service were created by the authors to develop law students‟ legal vocabulary in English classes. Their activities and tasks include Flashcards (tasks: Match, Translate, Click card to see the definition), Learn (task: Match every term and definition correctly two times to finish), Write (task: Type the answer in English), Spell (task: Type what you hear), Test (tasks: Written questions, Matching questions, Multiple choice questions, True/False questions). The results of pre-test and final test in the experimental group proved the effectiveness of cloud computing for university students‟ vocabulary development.

The paper provides developing students’ intercultural competence as an actual world problem. As a key role in this process belongs to higher education, the mentioned phenomenon is considered at English classes. The goal of the paper is to allocate the stages of developing students’ intercultural competence for non-linguistic higher education. The study describes the authors’ positive experience of developing students’ intercultural competence for non-linguistic students at universities. During more than 15 years the authors have been observing nearly 2000 students. The methods of observation, analysis have been applied as well as the selection of the most successful ones to develop intercultural competence. The methodology and results of the work are the authors’ own contribution. As a result, four stages of the process of developing students’ intercultural competence are highlighted. They are based on the curriculum material logic mastering professional English. They are increasing motivation; acquiring subject-professional and cultural-specific knowledge; developing different intercultural competence skills; as well as developing some skills of independent usage in solving complex issues. The conclusion is drawn that intercultural competence facilitates the strengthening interdisciplinary relations, ensuring steady students’ interest in overcoming foreign language barriers, need awareness in professional activities, tolerant attitude towards representatives of another foreign languages and cultures.

The article deals with modern types of sources in pedagogical historiography. Studying sources is an integral part of any science. Taking into account that pedagogical historiography considers pedagogy development and pedagogical views of scholars, it is very important to trace recent trends in educational thought. But epochs are changing, and nowadays this process is very fast, so, new types of sources are appearing. Thus, it is relevant to explore these sources. Therefore, the purpose of the paper is to study modern types of sources in pedagogical historiography. The tasks are: to find out, distinguish and describe innovative types in pedagogical historiography sources in comparison with traditional ones; to deliberate the classification of the mentioned phenomena. Such research methods as analysis and synthesis in historiography, source studies, historiography and pedagogical source studies were used. The results of the problem study allowed drawing the following conclusions. Both modern and traditional sources can be divided into types, families and kinds. Two of three types of pedagogical historiography sources (namely oral and written) have their reflection in modern means of storage and transition information. Modern kinds of oral sources can be represented by oral scientists’ reports, speeches in debates, discussions of educational issues, on-line pedagogical conferences and webinars etc. However, some of them can exist in traditional forms too (they are scientists’ speeches; consultations of scholars; discussions of educational issues). All traditional families of written sources in pedagogical historiography (namely narrative, didactic and documentary ones) have their reflection in modern means of storage and transition information. All kinds of written sources can be found both in traditional and modern forms, the exception is blogs. All varieties of sources have important but not the same meaning for pedagogical historiography. The conditional classification of modern pedagogical historiography sources was deliberated and presented in the article.

In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.