USE OF ICT TOOLS IN TEACHING SYNTAX OF UKRAINIAN LANGUAGE TO PHILOLOGY STUDENTS

Keywords: information and communication technologies, infographics, mental cards, electronic dictionary, language and literature teacher training, syntax of the Ukrainian language, digital narrative, flashcard.

Abstract

The paper highlights the psychological and pedagogical conditions for the use of ICT tools in teaching syntax and reveals the ways of introducing the experience of using them in the professional training of future language teachers within the course "Modern Ukrainian Literary Language: Syntax". The research literature on the didactic principles of ICT use in the educational process of future teachers, the application of ICT in the process of language training of students-philologists was reviewed. The study stresses the significant role of syntax in the linguistic hierarchy. Syntax helps students get aware of the laws of phrase and sentence structure, their expressive potential and means, and ways of their implementation in any discourse. It is important to follow the provisions developed by M. Zhaldak and S. Selian, N. Berger, Z. Dovedan. The paper outlines didactic principles, methods and techniques of ICT use in the professional training of future language teachers. The paper suggests some criteria for building a system of exercises and assignments with the help of ICT. It describes the ways of applying ICT tools in mixed and distance learning of students-philologists. A system of cognitive, training, research and creative exercises is presented. The study established that the use of digital narrative, mental maps, infographics, flashcards, electronic dictionaries in the training of future teachers of Ukrainian language and literature has a positive effect on students' mastering the educational material, it motivates and stimulates students; encourages students to apply self-cognition, self-learning, reflection, self-improvement; develops critical and creative thinking; offers them different strategies for memorizing information; enables interactive interaction between all participants in the educational process; provides the possibility of interval revision; makes the learning process active and interesting. The prospects of the research are determined in the study.

References

1. Anderson, J. (2010). ICT transforming education: A regional guide. Bangkok: UNESCO. https://erte.dge.mec.pt/sites/default/files/Recursos/Estudos/ict_transforming_education.pdf
2. Boitshwarelo, B. (2009). Exploring blended learning for science teacher professional development in an African context. The International Review of Research in Open and Distributed Learning,10(4), 1–19. https://www.researchgate.net/publication/26850594_ Exploring_Blended_Learning_for_Science_Teacher_Professional_Development_in_an_ African_Context
3. Bykov, V. Leshchenko, M., & Tymchuk, L. (2017) Digital humanistic pedagogy. manual. NAPS of Ukraine, Inst. technologies and teaching aids. Poltava: Astraya.
4. Claire, S. (2014) ICT Integration in Teaching and Learning: Empowerment of Education with Technology. Issues and Ideas in Education, 2(2), 255-271. https://doi.org/10.15415/ iie.2014.22019
5. Damyanov, I., & Tsankov, N. (2018). The Role of Infographics for the Development of Skills for Cognitive Modeling in Education. International Journal Of Emerging Technologies In Learning (IJET), 13(01), 82-92. http://dx.doi.org/10.3991/ijet.v13i01.7541
6. Fominykh, N.Y. (2010) Training of Future Teachers of Philology for Using Information and Communication Technologies. The republican higher educational establishment “The Crimean University of the Humanities”. Yalta. Ukrainian.
7. Greb, M.M. (2016) Using information-communicative technologies within the educational activity of future primary school teachers (on the material of teaching lexicology and phraseology of ukrainian language). Scientific Bulletin of the National University of Life and Environmental Sciences of Ukraine. Series: Pedagogy, psychology, philosophy. vol. 239. 63-71. http://nbuv.gov.ua/UJRN/nvnau_ped_2016_239_11
8. Hasudungan Lubis, A., Idrus, S., & Sarji A. (2018). ICT usage amongst lecturers and its impact towards learning process quality. Jurnal Komunikasi: Malaysian Journal of Communication, 34(1), 284–299. https://www.semanticscholar.org/paper/ICT-Usage-Amongst-Lecturers-and- Its-Impact-Towards-Lubis-Idrus/32700bf198392cbb28d5f137a8ad37ec7539ca0c
9. Hatlevik, Ida K. R., & Hatlevik, Ove E. (2018). Examining the Relationship Between Teachers’ ICT Self-Efficacy for Educational Purposes, Collegial Collaboration, Lack of Facilitation and the Use of ICT in Teaching Practice. Front Psychol. 9: 935. https://doi.org/10.3389/ fpsyg.2018.00935
10. Holub, N. B., & Halaievska, L. V. (2018) Teaching syntax in Ukrainian language lessons in grades 8–9: metod. posibnyk. Kyiv: TOV «KONVI PRINT».
11. Horokhova, T. (2017) Forming the grammatical competence of students using web 2.0 technologies, European journal of education and applied psychology. https://cyberleninka.ru/ article/n/forming-the-grammatical-competence-of-students-using-web-2-0-technologies
12. Ibrahim, T. & Maharaj, A. (2019). The Impact of Infographics on Language Learning. International Journal of Computer Science and Network Security (IJCSNS), 19(12), 47-60, http://paper.ijcsns.org/07_book/201912/20191208.pdf
13. Ivanov, I. (2011) Specific didactic principles of the use of information and communication technologies in teaching Language and Literature. Bulletin of Luhansk Taras Shevchenko National University 21 (232), II, 115-122.
14. Jimenez-Hernandez, D., Gonzalez-Calatayud, V., Torres-Soto, A., Mayoral, A. M., & Morales, J. (2020). Digital competence of future secondary school teachers: Differences according to gender, age, and branch of knowledge. Sustainability (Switzerland), 12(22), 1–16. https://doi.org/10.3390/su12229473
15. Lacurezeanu, R. Stanca, L. Tiron-Tudor, A., & Zagan, S (2018) Mind Mapping as Support for Economic Studies E-learning. BRAIN – Broad Research in Artificial Intelligence and Neuroscience. 9, Issue 4, https://cutt.ly/tOGb5DK
16. Malykhin, O., & Karpiuk, V. (2018) Methodical techniques of using ICT in the process of forming the students-philologists: linguistic and country study competency. Information Technologies and Learning Tools. vol. 68, 6, 112-124, 2ONLINE Available: https://journal. iitta.gov.ua/index.php/itlt/article/view/2171/1417
17. Riabovol, N.V. (2015) Use of information and communication technologies in the study of morphemic and derivation of the future teachers of Ukrainian language and literature. Scientific Bulletin of VO Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 4. 160-164 http://nbuv.gov.ua/UJRN/Nvmdup_2015_4_38
18. Robin, B. R. (2006) The Educational Uses of Digital Storytelling. Society for Information Technology & Teacher Education International Conference https://digitalstorytelling.coe. uh.edu/articles/Educ-Uses-DS.pdf
19. Seljan, Sanja, Berger, Norbert, & Dovedan, Zdravko (2004) Computer-Assisted Language Learning (CALL). Proceedings of the 27th International Convention MIPRO 2004: MEET+HGS. Rijeka: Liniavera, 2004. 262- 266. https://cutt.ly/3OGc4VL
20. Semenog, O. (2016) Electronic educational resources in linguistic and cultural preparation of the teacher-researcher. Pedagogical sciences: theory, history, innovative technologies. 10 (65). 123-133. https://cutt.ly/jOGlVc6
21. Semenog, O.M. (2005) Professional training offuture teachers of the Ukrainian language and literature: monographic. Sumy: Ukraine. Maria Publishing House. 22. Vernygora, O.L. (2019) The use of ICT as a factor in forming the linguistic-ethnographic competence of the future philologists. Young Scientist. 7. 1-4. http://molodyvcheny.in.ua/files/ journal/2019/7.1/1.pdf
23. Vintoniv, M., Grachova, A., Fedorova, Y., Novikova, O., & Tiutiuma, T. (2020). Adverbial Time Indicators of Correlation of the Event with the Actual Moment: Structure, Semantics, Functions. Postmodern Openings, 11(2 Supl 1), 327–343. https://doi.org/10.18662/po/ 11.2Sup1/196
24. Wissman, K. T., Pyc, M., & Rawson K. A. (2012) How and when do students use flashcards? Memory, 20 (6), 568–579 https://doi.org/10.1080/09658211.2012.687052
25. Yarbrough J.R. (2019). Infographics: in support of online visual learning. Academy of Educational Leadership Journal. 23(2) https://www.abacademies.org/articles/Infographics-insupport- of-online-visual-learning-1528-2643-23-2-135.pdf
26. Zhaldak, M.I. (2011) The system of teacher training for the use of information and communication technologies in the educational process. Scientific journal of NPU named after MP Drahomanov. Series 2: Computer-based Learning Systems. 11 (18), 3–16.
27. Zlatov, L.M. (2014) Computer linguistics in teaching linguistic disciplines for students of philology, Scientific notes of the National University of Ostroh Academy. Series: Psychology and Pedagogy. 29, 116-120. https://cutt.ly/IOGlwtT
28. Тolisano, S. (2009) How-To-Guide Digital Storytelling Tools for Educators. Langvitches: 108. http://langwitches.org/blog/wp-content/uploads/2009/12/Digital-Storytelling-Guide-by- Silvia-Rosenthal-Tolisano.pdf

Abstract views: 203
PDF Downloads: 120
Published
2022-06-14
How to Cite
Vintoniv, M., & Tiutiuma, T. (2022). USE OF ICT TOOLS IN TEACHING SYNTAX OF UKRAINIAN LANGUAGE TO PHILOLOGY STUDENTS. Scientific Journal of Polonia University, 51(2), 187-199. https://doi.org/10.23856/5123
Section
LANGUAGE, CULTURE, COMMUNICATION