The level of development of foreign language education in the research of Ukrainian scientists

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THE LEVEL OF DEVELOPMENT OF FOREIGN LANGUAGE EDUCATION IN THE RESEARCH OF UKRAINIAN SCIENTISTS

The article examines the research of Ukrainian scientists on the study of foreign language education in foreign countries. Attention is focused on determining the purpose and scientific significance of the topic. The significance of the directions and characteristics of changes in the development of foreign language education abroad is highlighted.

Key words: foreign language education, research, development trends.

РІВЕНЬ РОЗВИТКУ ІНШОМОВНОЇ ОСВІТИ В ДОСЛІДЖЕННЯХ УКРАЇНСЬКИХ НАУКОВЦІВ

Розман І.І

У статті розглядаються дослідження українських вчених щодо вивчення іншомовної освіти у зарубіжних країнах. Закцентована увага на визначення мети та наукової значущості теми. Виокремлено значення напрямів та характеристик змін у розвитку іншомовної освіти зарубіжжя. На основі комплексного аналізу загальносвітових та внутрішньо-національних викликів, умов, чинників, характеру інституціоналізації, інших компонентів цього процесу, запропоновано вивчати такі основні тенденції його розвитку: диверсифікація методів, форм, засобів іншомовної освіти; збільшення студентських контингентів у часі та просторі як результат реалізації концепції неперервної освіти; розвиток інтернаціоналізації систем освіти та постійне оновлення її елементів; удосконалення механізмів плати за навчання в університетах. У статті наголошено, що абсолютна більшість праць про іншомовну освіту в зарубіжних країнах стосується її розвитку на певному рівні освіти, що засвідчує універсальність цього аспекту історіографії досліджуваної проблеми.

Ключові слова: іншомовна освіта, дослідження, тенденції розвитку.

Conducting a special holistic study of the achievements of Ukrainian pedagogical science on the problems of developing foreign language education in foreign countries seems innovative, significant for its development and improving the functioning of various links of the national education system and the integration of Ukraine into the European educational space.

Modern Ukrainian scientists actively develop theoretical and methodological problems of the formation of domestic comparative pedagogy (A. Vasilyuk, A. Zabolotnaya, K. Korsak, V. Kravets, N. Lavrichenko, A. Lokshina, Z. Malkova, A. Matvienko, N. Nichkalo, A. Ogienko, L. Pukhovskaya, A. Sbrueva, etc.); subject study of problems concerning the influence of globalization processes on the development of national educational systems and the formation of the world educational space (V. Andrushchenko, G. Butenko, V. Kremen, M. zgurovsky, I. zyazyun and others.). language education highlighted direction

When synthesizing the analysis of historiographic sources, it is necessary to take into account the purpose and scientific significance of determining the prerequisites, factors, features, criteria on the basis of which the authors determined the directions and characterized changes in the development of foreign language education abroad.

From such positions, we distinguish two main approaches to determining the trends of this process. The first one is fundamental, when their clarification became the main goal of the study, which is often recorded in its name. The second one is more common, when the identified trends reflect changes in certain directions and components of the development of foreign language education.

A number of dissertations serve as illustrative examples that reflect the first approach. In the work of A. Pershukova “Trends in the development of multilingual education of schoolchildren in Western Europe (the second half of the XX - beginning of the XXI century)”, their identification and characterization became the core line of research. As a reflection of the “new qualities” of the process indicated in its name, the scientist identified the following trends: diversification - expanding the range of learning languages, sources of educational information, methods and forms of organizing the educational process; economization-the formation of the ability to intercultural dialogue through the study of languages close in origin; Greening - the study of native and less common foreign languages to preserve identity; divergence - the use of various technologies for the formation of multilingualism; individualization - the creation of an individual language repertoire for each student; value dimension - the formation of the ability to interact in a multilingual environment [3, p. 22-23].

And the researcher V. Smelyanskaya in the work "trends in the development of early teaching of foreign languages in primary schools of the USA", in fact, reduced them to typical, defined on the main readings of official regulatory documents, manifestations of this process; standardization; strengthening of communicative orientation; personal orientation, etc. [4]. However, they were inherent in the general educational process, so they do not reflect the specifics of the phenomenon under study.

A typical example of the second approach, according to which the identified trends reflect changes in certain directions and components of the development of foreign language education, is the study of I. Pasynkova on the socio-pedagogical context of training Bachelors of humanities with them in US universities. Based on a comprehensive analysis of global and domestic challenges, conditions, factors, the nature of institutionalization, and other components of this process, the researcher identified the following main trends in its development: diversification of methods, forms, and means of foreign language education; increase of student contingents in time and space as a result of the implementation of the concept of continuing education; development of internationalization of education systems and constant updating of its elements; improvement of mechanisms of tuition fees in universities. Based on these trends, it is argued that the main social context of training Bachelors of humanities with them is determined by the presence of a multicultural component in society and the introduction of the principles of Democratic diversity and a combination of state, regional, and national interests in educational policy [2].

The analysis allows us to draw an intermediate conclusion, according to which finding out trends in the development of foreign language education abroad has become an important attribute and manifestation of generalization and conceptualization of research results on this problem, which most of their authors resort to. However, their definition should be based not only on theoretical provisions to denote, but above all on the main real qualitative changes in the features. The definition of trends in the development of foreign language education to one degree or another concerned its development at different levels of Education, which allows us to logically proceed to the subject clarification of this component of research by Ukrainian scientists on its development.

The vast majority of works on foreign language education in foreign countries relate to its development at a certain level of Education, which confirms the universality of this aspect of the historiography of the problem under study. In clarifying it, we rely on the international standard classification of Education (ISCED) adopted in November 2011 by UNESCO - a conceptual document defining the methodology for evaluating national education systems in accordance with generally accepted requirements and standards. It defines education as a purposeful organized activity to meet the educational needs of a person; as a process and result of improving a person's abilities and behavior, his individual growth, and achieving social maturity [1, p. 7-9].

According to the ISCED, the main unit of classification is educational programs, which are divided by branches of knowledge, orientation and purpose. Educational levels in the document are interpreted as an ordered set of categories that group educational programs according to the gradation of knowledge, skills and competencies, the formation of which it should provide. On this basis, the following levels of education are determined: 0-lower primary education; 1 - Primary Education: 2 - first stage of Secondary Education; 3 - second stage of Secondary Education; 4 - post-secondary, non-Higher Education; 5th-the first stage of Higher Education (does not provide an opportunity to get a scientific degree); 6th-the second stage of Higher Education (Bachelor's degree); 7th - master's degree; 8th-doctoral studies [1, p. 20-21].

According to the levels from 2nd to 5th and the purpose of educational programs, educational orientations differ. They are expressed in the categories of “general education”, which is mainly carried out on the basis of a school or college and is designed to form and develop general knowledge, skills, competencies; “vocational education” - provides for the acquisition by students of knowledge, skills, competencies to carry out a certain type of professional activity. There are no definitions of “academic” and “professional” education for 6-8 levels of education in ISCED [1, p. 14-15].

It is revealed that when studying the development of foreign language education, in particular at its certain levels, Ukrainian scientists relied on the provisions of various international documents and acts of national legislation of the countries and Ukraine studied. This situation, which is somewhat justified from a scientific point of view, makes it difficult to study and generalize research results.

So, Ukraine purposefully, although with difficulties, implements the State course towards European integration, which, in particular, provides for the modernization of the education system in accordance with international requirements and standards. This process is driven and stimulated by globalization and the intensification of interaction between countries and peoples in today's holistic and open world. Under such conditions, the importance of foreign language competence as a component of the formation of a self-sufficient personality, ready and capable of life and productive cooperation in various multicultural environments increases.

Список використаних джерел

1. Міжнародна стандартна класифікація освіти

2. Пасинкова І. Основні тенденції розвитку іншомовної освіти [Електронний ресурс] / І. Пасинкова.

3. Першукова О. Тенденції розвитку багатомовної освіти школярів у країнах Західної Європи (друга половина ХХ - початок ХХІ ст.) / О. Першукова // Український педагогічний журнал. - Київ, 2016. - № 2.

4. Смелянська В. Тенденції розвитку раннього навчання іноземних мов у початкових школах США [Електронний ресурс].

References

1. Mizhnarodna standartna klasyfikatsiya osvity [International Standard Classification of Education]. [online]

2. Pasynkova, I. Osnovni tendentsiyi rozvytku inshomovnoyi osvity [The main trends in the development of foreign language education]. [online]

3. Pershukova, O., 2016. Tendentsiyi rozvytku bahatomovnoyi osvity shkolyariv u krayinakh Zakhidnoyi Yevropy (druha polovyna XX - pochatok XXI st.) [Trends in the development of multilingual education of schoolchildren in Western Europe (second half of the XX - beginning of the XXI century)]. Ukrainian Pedagogical Journal, 2.

4. Smelyans'ka, V. Tendentsiyi rozvytku rann'oho navchannya inozemnykh mov u pochatkovykh shkolakh SShA [Trends in the development of early foreign language learning in US primary schools].

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