principle of dialoguization of Ukrainian language training.
Structural components of dialogical educational activity are motivational, communicative, organizational, gnostic, creative, emotional, evaluative ones.
Formation of professional language competence of specialists in social work is an educational process. Its ultimate goal is to master the system of principles, methods and techniques aimed at effective communicative interaction with colleagues and patients.
Thus, having analyzed the modern theory of language and practice of speech training of students majoring in humanitarian specialities, in particular in social work, one can conclude that the issues of professional language competence have not yet been sufficiently developed.There is an urgent need to find new didactic and practical solutions in the field of professional language training for future specialists, improvement of all its components.
We define the essence of professional language competence of a social work specialist as his/her ability to use language norms efficiently and effectively in order to achieve goals and objectives determined in accordance with specific professional speaking situations.
Professional training of a bachelor students majoring in Social Work should combine specialized language theory, which is based on modern achievements of science and technology, with the practice of future professional activities. The problem of substantiation of pedagogical conditions for the formation of professional language competence of future social work specialists and the creation of a model for its formation requires further complex research.
2. Pedagogical conditions for formation of professional language competence of
Formation of students’ professional language competence is not always fully realized as it is defined by the educational professional program of specializedtraining. The reason is that in the process of educational activity of the higher education institution the relevant organizational and pedagogical conditions are often lacking, namely, necessary and sufficient managerial, personnel, organizational, educational, methodological, informational and logistical support of this process. These inconsistencies greatly affect quality of the training of graduates of a new modern formation. Due to this problem, creation of appropriate pedagogical conditions for the organization of the educational process is now very relevant and significant.
Analysis of literary sources, study of theoretical and practical aspects of professional training of social work specialists, suggests that their professional competences, including speech competence, are initially formed during the educational process in the context of an appropriate educational environment. These professional competences continue to improve, develop furtherand acquire the highest level of their quality in conditions of long-term direct execution by specialists of their functional duties at the positions which are envisaged by educational and professional program for preparation of bachelors majoring in social work.
Therefore, for an effective process of forming professional language competence of future social work bachelors, it is advisable to determine pedagogical conditions that would help to solve corresponding pedagogical tasks and achieve educational goals.
Conceptual basis of pedagogical conditions is at the intersection of scientific researches conducted by scientists from different fields: philosophy, pedagogy, psychology, law, sociology, physiology, etc.
Leading determinants of characteristics and interaction of various components of professional speech were defined by scientists N. Bidyuk, O. Griguk, A. Vardanyan, I. Zimnya, Y. Kolominsky, A. Mudrik, O. Leontiev, L. Necheporenko, V.
Semichenko, S. Sysoevoye, L. Sushentsevoi, N. Tarasevich and others. The researchers emphasize on the objective need and necessity of forming this important component of students’ professional activity at higher education institutions.
The concept of “pedagogical conditions” was thouroughly considered in works the works of I. Aksarina,A. Aleksyuk, V. Andreev, Y. Babansky, A. Bagdueva, A.
Berezhnova, A. Brazhnich, S. Yerokhin, L. Zagrebelna, A. Zalizniak, B. Kupriyanov, A. Lytvyn, S. Maksimenko, V. Mancho, O. Nazarov, I. Podlasy, N. Tvrezovskaya,M.
Filonenko and others.
Professional language competence of a social work specialist is the ability to use language norms efficiently and effectively to achieve the goals and objectives determined in accordance with specific professional communicative situations.
The content of professional linguistic competence is: knowledge of accuracy, adequacy, correct use of linguistic means, knowledge of linguistic means usage and their specific features depending on the type, style of speech, correct and relevant utilization of figurative and expressive means of language.
The components of professional speech of social work specialist are as follows:
professional knowledge; high general culture of a specialist, and formed professional competence.
Scientific analysis of the problem of professional competenceformation of future bachelors of social work involves the definition of key pedagogical conditions that enable effective organization and implementation of the formation process in relation to the indicated competence.
Nowadays, scientific-pedagogical literature encompasses a sufficiently large number of viewpoints on the definition of pedagogical conditions, thus, this term is interpreted differently. So, in particular, in the definition dictionary of the Ukrainian language it is stated that condition is a “necessary circumstance that enables realization, creation of something or contributing to something”. Therefore, it is important for us that “a set of specific conditions form the environment of a process or/and phenomenon which effects the laws of nature and society.”. The term
“condition” reflects universal relation of things to those factors that make it happen and exist. Due to existance of appropriate conditions, the properties of things move from possibility to reality.
Consequently, without appropriate circumstances, a desired phenomenon, process or action can not emerge. We consider the factor to be an objectively existing event, a phenomenon, a fact, a connection that determines change, development or sustainability of the existence of the whole.
Conditions are stable circumstances surrounding the object (process, phenomenon) and determine nature of the influence on it. An important characteristic is the ratio of one component of the conditions to another.
An arbitrary complex object (thing, process, phenomenon, etc.) has an innumerable number of direct and indirect links and relations with other objects (speeches, processes, phenomena). At the same time, there is at least one relatively closed minimal set of objects (processes, phenomena) in which all of them are necessary for the predetermined object (process, phenomenon). Actually, this set is called sufficient conditions, and since each element of this set and its subsets is a prerequisite, a sufficient set of necessary conditions is sufficient.
Consequently, under necessary conditions, there always is a certain action, and the very action is aimed at creating sufficient conditions. If the process is regarded as a factor, conditions are circumstances sufficient and necessary for the realization of the possibilities which are inherent in a particular process (factor).
Conditions usually refer to external and/or internal circumstances, i.e. something on which something depends (according to S. Ozhegovym).
Russian psychologist N. Konyukhov under the notion of “condition”
understands the totalityof phenomena in external and internal environment which probably affect development of a specific mental phenomenon. In his opinion, the corresponding socio-psychological and organizational-pedagogical conditions constitute the environment in which any phenomenon or process arises, exists, develops and interacts with other phenomena and processes.
In the process of learning,each student of higher education institution is formed as a person and as a specialist in one or another field of activity according to a defined set of pedagogical conditions.
Theorety and practice of formation of professional…
In modern pedagogical science there are different views and approaches to the definition of the essence and content of “pedagogical conditions”. We will analyze only some of them, which are usually brought forward by scientists.
According to scientists A. Aleksyuk, A. Ayurzanaine, P. Subcaster, pedagogical conditions are defined as “factors influencing the process of achieving the goal”.
The scientist A. Lytvyn notes that pedagogical conditions are a complex of specially designed general factors of influence on the external and internal circumstances of the educational process and personal parameters of all its participants. This ensures integrity of education and upbringing in the educational and informational environment of an educational institution in accordance with the requirements of society and labor market demands, promote comprehensive and harmonious development of an individual and create favorable opportunities for identifying its interests, taking into account needs and formation of human and professional qualities, key qualifications, general and professional competencies.
The scientist Y. Babansky's considerspedagogical conditions as “factors relevant to the pedagogical circumstances that contribute (or counteract) to manifestations of pedagogical patterns due to the effect of factors.”.
We agree with the opinion of S. Maksymenko and M. Filonenko who consider pedagogical conditions as “a significant component of the pedagogical processwhich integrates a certain set of pedagogical measures aimed at achieving the goal”.
Another scientist A. Bagdueva, exploring the concept of “pedagogical conditions,” emphasizes that this is nothing more than “the circumstances of the learning and teachingprocesswhich are the result of purposeful selection, design and application of elements of content, methods, and organizational forms of education in order to achieve didactic goals”.
L. Zagrebelna considers pedagogical conditions as “the circumstances which effect and are the basis of a holistic productive pedagogical process of professional training of specialistsmediated by the activity of the individual”.
O. Brazhnich argues that pedagogical conditions can be considered as “a combination of objective possibilities of content, methods, organizational forms and material possibilities of the pedagogical process which ensures successful achievement of the goal”, and O. Nazarov – as “a set of objective possibilities, content, forms, methods, pedagogical techniques and material-spatial environmentaimed at solving research problems”.
According to I. Aksarina, “pedagogical conditions include those conditions which are deliberately created in the educational process and should provide the most effective flow of this process”.
In their turn, researchersN. Parkhomenko, R. Seryozhnikova and L. Yakovytska state that “pedagogical conditions is a set of objective possibilities, content, forms, methods, pedagogical techniques”.
It is important that conditions can be provided, selected, combined. V. Andreev has a similar view since he argues that pedagogical conditions are the result of
“purposeful selection, design and application of elements of content, methods (techniques), as well as organizational forms of learning to achieve goals”. So, trying to achieve the result, it is possible with a combination of certain conditions to
influence the course of the educational process or phenomenon and improve their effectiveness.
As we disclose the meaning of the term “pedagogical conditions”, it is logical to state that it is a matter of circumstances related to the managerial aspects of planning, organization and conduct of educational process in a higher education institution, with the external and internal educational environment in which there is educational, research and educational activity of higher education students. This activity is aimed primarily at students’ acquisition of professional knowledge, skills and abilities, development of high personal qualities, formation of professional competences, including speech competence, etc.
Researchers classify pedagogical conditions and divide them into external and internal ones.
External conditions include a variety of features of the environment:
comprehensive provision of educational activities of the institution of higher education; social environment; the interaction of participants in the educational process; impact of a teacher and training information he provides, objective nature of the assessment of the results and effectiveness of a training; tuition fee or scholarship;
social pressure, etc.
External conditions should not be contradictory to the internal, but constructed taking into account needs and interests of students, their individual and group characteristics. Group features are determined by quantitative and qualitative composition, group cohesion, socio-psychological climate, etc.
Internal conditionas are individual characteristics of students, namely: age, sex, character, temperament, psychic cognitive processes; availability and level of professional motivation, orientation, experience; state of health etc.
The external conditions should help to create necessary internal conditions forlearning, formation of readiness of students for self-education, self-improvement, personal and professional development, etc.
Consequently, summarizing the views and approaches of modern researchers to the essence of pedagogical conditions, we can state that under the pedagogical conditions of professional speech competence formation of future bachelors majoring in social work we understand specially created, necessary and sufficient actions, interactions, circumstances, possibilities and factors of the subjects and objects of the educational process which are realized within this process.Their totality determines effectiveness and efficiency (quality) of profesional competence formation of future social work specialistsat higher education institutions.
We believe that this definition can be taken as a basis because it has a generalized integrated character, indicates functional purpose of the conditions and reflects their scientific and pedagogical nature.
Thus, in the future, we can determine a number of pedagogical conditions that will effectively influence formation and development of all components of the training of future specialists in social work, including formation of professional speech competence:
availability of highly skilled scientific and pedagogical workers – professional speechspecialists;
Theorety and practice of formation of professional…
taking into account peculiarities of professional activity of social work specialists;
direction of a teacher and a student towards acquisition of national values and modern pedagogical technologies;
implementation of a competent approach to the preparation of a modern student by higher education teachers;
gualified selection by a teacher of vocational vocabulary, language materials taking into account the frequency of their use in the field of social work;
gradual formation and development of professional competence of the bachelors majoring in social work;
transformation of educational material contents and its design in the form of tasks which are interdisciplinary and professionally oriented;
organization of individually oriented training for students on the basis of humanization of interaction between subjects of the educational process and development of their moral qualities;
use of a set of interactive learning technologies that stimulate speech and communicative activity of future employees in the educational process;
creation of informational educational environment in the higher education institution that allows to effectively form professional speech competence on the basis of modern technologies (pedagogical, informationaland communicative) and teaching aids;
students’ awareness of professional speech importance in their future professional activities;
development of thinking, linguistic sense, using expressive means of the Ukrainian language, colloquial and professional vocabulary, shades of meanings of words;
formation of expressive speech skills by students.This is achieved by skilful intonation, depending on the content, conditions of communication, and also by the appropriate use of figurative means and means of figurative verbal visualization.
formation of students’ need for self-education and self-improvement;
providing motivation to master professional culture of professional activity;
improvement of teaching and methodological support for the process of forming professional speech competence of future social work specialists;
constant monitoring of the process of speech competenceformation;
control over both the development of the speech culture and the students’
communication culture, creation of a setting for mastering the literary language in different communication situations;
control and development of communicative skills, understanding techniques of communication, investigating their social position in communication;
bringing all components of the process of professional speech competence formation into a single purposeful system of education, education and development of future bachelors majoring in social work;
dissemination or extrapolation of professional speech in the sphere of social work and personal life of a higher education student.
All of above-mentioned pedagogical conditions are aimed at forming one or another component of the future social work specialistsprofessional training. Each condition taken individually has certain advantages and opportunities, but only their combination will allow to achieve necessary didactic and educational goals, to get the best results in professional speech competence formation of the bachelor students majoring in social work.
In this monograph section, the nature of concepts “professional language competence of social work specialists” and “pedagogical conditions” is revealed. It is determined that professional competence of a social work specialist is his/her ability to use language norms efficiently and effectively in order to achieve the goals and objectives determined according to specific professional communicative situations.
Pedagogical conditions for professional speech competence formation of future social work specialists are presented as specially created necessary and sufficient actions, interactions, circumstances, possibilities and factors of subjects and objects of educational process which are realized within this process and totality of which determines efficiency and effectiveness (quality) of the process for forming the professional competence of future social work specialists in higher education institutions. Analysis of literary sources was carried out and the key pedagogical conditions for the formation of professional speech competence of higher education studentsmajoring inSocial Work were determined.
Key words: social work specialist, linguistic education, linguistic competence, speech competence, pedagogical conditions, formation of professional speech competence.
1. Aksaryna Y. Yu. Pedahohycheskye uslovyia adaptatsyy vыpusknykov shkol na эtape perekhoda ot obshcheho k vыsshemu professyonalnomu obrazovanyiu:
avtoref. dys. na soyskanye nauchn. stepeny kand. ped. nauk: spets. 13.00.01 / Y.
Yu.Aksaryna; Kurhanskyi hos. un-t. – M., 2006. – 19 s.
2. Andreev V.Y. Pedahohyka. Uchebnыi kurs dlia tvorcheskoho samorazvytyia / Red. V.Y. Andreev. – [2-e yzd.] – Kazan: Tsentr ynnovatsyonnыkh tekhnolohyi. – 2000. – 600 s.
3. Babanskyi Yu. K. Yntensyfykatsyia protsessa obuchenyia / Yu. K.Babanskyi. – M.: Znanyia, 1987. – 80 s.
4. Bahdueva A. V. Pedahohycheskye uslovyia formyrovanyia professyonalnoi hotovnosty budushchykh spetsyalystov s yspolzovanyem ynformatsyonnыkh tekhnolohyi (na prymere spetsyalnostei kadastrovoho profylia): avtoref. dys. na soyskanye nauchn. stepeny kand. ped. nauk: spets. 13.00.01 / A. V. Bahdueva;
Buriatskyi hos. un-t. – Ulan-Ude, 2006. – 23 s.
5. Bohush A. M. Vytoky movlennievoho rozvytku ditei doshkilnoho viku: prohrama ta metodychni rekomendatsii / Ukl. A.M. Bohush.− K.:IZMN,1997. − 112 s.
Theorety and practice of formation of professional…
6. Brazhnych O.H. Pedahohichni umovy dyferentsiiovanoho navchannia uchniv zahalnoosvitnoi shkoly : dys.... kand. ped. nauk: spets. 13.00.07 “Teoriia i metodyka vykhovannia” / O.H. Brazhnych. – Kryvyi Rih, 2001. – 238 s.
7. Vardanian A. Formuvannia profesiino-movlennievoi kompetentnosti maibutnikh likariv: avtoref. dys. na zdobuttia nauk. stupenia kand. ped. nauk: spets. 13.00.04 – teoriia i metodyka profesiinoi osvity. Khmelnytskyi natsionalnyi universytet.
Khmelnytskyi, 2017 – 23s.
8. Velykyi tlumachnyi slovnyk suchasnoi ukrainskoi movy / uklad. i holov. red. V.
T. Busel. Kyiv, Irpin: VTF «Perun», 2005. − 1728 s.
9. Hrydzhuk O.Ie. Teoretyko-metodychni zasady formuvannia movnokomunikatyvnoi kompetentnosti maibutnikh fakhivtsiv lisotekhnichnykh spetsialnostei: dys. na zdobuttia nauk. stupenia doktora pedahohichnykh nauk:
spets. 13.00.02 “Teoriia i metodyka navchannia (ukrainska mova)”. Khersonskyi derzhavnyi universytet, Kherson, 2018.
10. Dydaktychni pryntsypy navchannia ukrainskoi movy na nefilolohichnykh fakultetakh pedahohichnykh universytetiv / Kateryna Yakivna Klymova // Zbirnyk naukovykh prats Berdianskoho derzhavnoho pedahohichnoho universytetu (Pedahohichni nauky).
– № 4. – Berdiansk : BDPU, 2009. – S. 193 – 197.
11. Ierokhin S. A. Kontseptsiia profesiinoi motyvatsii studentiv yak faktoru konkurentnosti na rynku pratsi / S. A. Yerokhin, Yu. V. Nikitin, I. V. Nikitina //
Yurydychna nauka. 2011. – №1. – S. 20–28.
12. Zahrebelna L. V. Pedahohichni umovy pidhotovky maibutnikh menedzheriv u ekonomichnykh navchalnykh zakladakh // Suchasni informatsiini tekhnolohii ta innovatsiini metodyky navchannia u pidhotovtsi fikhivtsiv: metodolohiia, teoriia, dosvid, problemy: zb. nauk. prats / L. V.Zahrebelna; redkol.: I. A.Ziaziun (holova) [ta in.]. – Kyiv-Vinnytsia: Planer, 2005. – Vyp. 8 – 547 s.
13. Zakon Ukrainy «Pro vyshchu osvitu» // Vidomosti Verkhovnoi Rady (VVR), 2014, № 37 – 38, st. 2004.
14. Zalizniak A. Movlennieva kompetentnist yak skladova protsesu profesiinoi pidhotovky maibutnoho vykhovatelia / A. Zalizniak // Problemy pidhotovky suchasnoho vchytelia. – 2013. – № 8 (Ch. 2). – S. 164 – 170.
15. Koniukhov N. Y. Slovar-spravochnyk praktycheskoho psykholoha / N.
Y.Koniukhov. – Voronezh: Modэk, 1996. – 224 s.
16. Kryshtanovych M.F. Zmist i sutnist struktury profesiino-pedahohichnoi kompetentnosti vykladacha zakladu vyshchoi osvity. Odesa: Naukovyi zhurnal
“Innovatsiina pedahohika”. Vypusk 4. Tom 2. 2018. – S. 21–23.
17. Lytvyn A. V. Metodolohichni zasady poniattia “pedahohichni umovy”: na dopomohu zdobuvacham naukovoho stupenia / A. V. Lytvyn. – Lviv: SPOLOM, 2014. – 76 s.
18. Maksymenko S. D. Pedahohika vyshchoi medychnoi osvity: pidruchnyk / S. D.
Maksymenko, M. M. Filonenko – K.: Tsentr uchbovoi literatury, 2014. – 288 s.
19. Nazarova O. L. Novыe ynformatsyonnыe tekhnolohyy v upravlenyy kachestvom obrazovatelnoho protsessa v kolledzhe / O.L. Nazarova // Ynformatyka y obrazovanye. – 2003. – № 11. – S. 79 – 84.
20. Novyi tlumachnyi slovnyk ukrainskoi movy: u 4 t. – K.: Akonit, 1999. – T. 2. – 910 s.
21. Orhanizatsiia samostiinoi roboty studentiv v umovakh intensyfikatsii navchannia : navch. posib. / A.M. Aleksiuk, A.A. Aiurzanain, P.I. Pidkasystyi, [ta in.]. – K. : ISDO, 1993. – 336 s.
22. Serozhnikova R.K., Parkhomenko N.D., Yakovytska L.S. Osnovy psykholohii i pedahohiky: navchalnyi posibnyk / R.K. Serozhnikova, N.D. Parkhomenko, L. S.
Yakovytska. – K.: Tsentr navchalnoi literatury, 2003. – 243 s.
23. Skybun N. Formuvannia profesiinoi movlennievoi kompetentnosti maibutnikh fakhivtsiv nefilolohichnykh spetsialnostei yak linhvodydaktychna problema. URL:
24. Solovei L.S. Kompetentnisnyi pidkhid i optymizatsiia turystychnoi osvity / L.S.
Solovei // Liudskyi kapital v umovakh transformatsii ukrainskoho suspilstva:
Mizhnarod. nauk. konf. vykl., asp. i stud. /3b. tez. – K.: Akad. pratsi i sots.
vidnosyn Feder. prof. spilok Ukrainy, 2014. – S. 23 – 24.
25. Filosofskyi slovnyk / za red. V. I. Shynkaruka. – 2 vyd., pererob. i dop. – K.:
Holovna redaktsiia URE, 1986. – 800 s.
Theorety and practice of formation of professional…