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DOI: https://doi.org/10.34069/AI/2022.56.08.24
How to Cite:
Yakushko, K., Haidai, I., Hariunova, Y., Pryshchepa, O., & Marieiev, D. (2022). Theoretical and methodological principles of
teaching linguists: the Ukrainian case. Amazonia Investiga, 11(56), 240-249. https://doi.org/10.34069/AI/2022.56.08.24
Theoretical and methodological principles of teaching linguists:
the Ukrainian case
Principios teóricos y metodológicos de la enseñanza de los lingüistas: el caso ucraniano
Received: September 1, 2022 Accepted: October 2, 2022
Written by:
Kateryna Yakushko101
https://orcid.org/0000-0001-6977-8441
Iryna Haidai102
https://orcid.org/0000-0003-3180-1479
Yuliia Hariunova103
https://orcid.org/0000-0002-9201-691X
Olena Pryshchepa104
https://orcid.org/0000-0002-0664-3301
Dmytro Marieiev105
https://orcid.org/0000-0002-6282-8052
Abstract
Technological progress has become a catalyst for
the emergence of such interdisciplinary fields as
linguistics and for the need for relevant
specialists in the labor market. The purpose of
this article is to analyze the theoretical and
methodological aspects of linguists` training in
Ukraine. The latest scientific researches and
publications on the subject of training linguists in
both domestic and foreign educational
institutions were analyzed. The methods of
system analysis, critical analysis of scientific and
methodical sources, search, generalization, and
structural-functional method were used for this
study. The article highlights the structure,
features, and principles of linguists` education on
the basis of educational and professional
programs of Ukrainian universities. The purpose
of the training is to educate specialists which are
able to navigate freely in various linguistic
theories, carry out scientific analysis of language
material, apply theoretical knowledge, strategies
and methods (including innovative ones). The
analysis of the education of linguistics students
101
Candidate of Pedagogical, Associate Professor National University of Life and Environmental Sciences of Ukraine, Faculty of
Humanities and Pedagogy, Department of English for Technical and Agrobilogical Specialities, Ukraine.
102
Candidate of Pedagogical Sciences, Senior Lecturer Zhytomyr Polytechnic State University, Faculty of Public Administration and
Law, Department of Foreign Languages, Ukraine.
103
Candidate of Philological Sciences Teacher of Ukrainian language and literature at the Kharkiv Lyceum "Liberty School" of the
Kharkiv region, Ukraine.
104
PhD in Philological Sciences, Senior lecturer of the Department of Foreign Languages the Department of Foreign Languages
Zhytomyr Polytechnic State University, Ukraine.
105
PhD in Philology, Docent Associate Professor at the Department of Ukrainian Language, Literature and Methods of Teaching
Oleksandr Dovzhenko Hlukhiv National Pedagogical University; Academic and Research Institute of Philology and History;
Department of Ukrainian Language, Literature and Methods of Teaching, Hlukhiv, Ukraine.
Yakushko, K., Haidai, I., Hariunova, Y., Pryshchepa, O., Marieiev, D. / Volume 11 - Issue 56: 240-249 / August, 2022
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proved that the structuring of the components of
the theoretical part of the educational process is
based on fundamentalization and the principles
of subject specialization, while the selection of
teaching methods focuses on the need to train
competent specialists with practical skills. The
basis of such training is based on student-
centered, competence-based, systemic,
integrative approaches using innovative,
interactive technologies, which allows training
specialists capable of effectively carrying out
professional, scientific and innovative activity,
integrating modern information and
communication technologies.
Key words: linguistics, linguist, educational
program, universities, Ukraine.
Introduction
The result of rapid technological progress and the
need to improve the interaction between humans
and technology is the integration of different
fields of science. In the relatively short span of
the twenty-first century, a number of new
disciplines of an integrated type have been
founded, creating a need for specialists in such
disciplines.
As linguistics has undergone significant changes
with the advent of technological advances, one of
the most relevant is the symbiosis of the
humanities and technical disciplines. This is a
direct result of the fact that a process formerly led
entirely by one person has now evolved into a
complex set of new technologies and human
labor. And so, this marketplace is uniquely
positioned to help businesses benefit from
multilingual services combined with innovative
technology.
An example of such a field is linguistics, a
subfield of philology. Linguists are language
technologists - professionals who process,
research language, use scientific methods,
hypothesize and compare, experiment, and
observe and invent innovative solutions in the
field of linguistics. The activities of a linguist are
quite varied and wide-ranging. It allows the
specialist to realize his/her possibilities in many
fields of activity, in particular, in the field of
information technologies, mass media,
commercial activity, and advertising. Therefore,
there is obviously a rather high demand for this
kind of specialist in the labor market.
One of the most important indicators of each
state is the quality of education, it also
determines the technological and informational
level of any society. That is why education plays
a key role in the search for specialists in the field
of linguistics.
Literature review
In the realities of the growing volume of
scientific information, special attention is paid to
the rational construction of the learning process
in a higher educational institution. The growing
requirements to the level of general cultural and
special training of linguists lead to the need to
improve the professional training of a linguist.
So, the study of possibilities and ways to improve
the education of linguists is conducted by a
number of scientists (Bidyuk et al., 2018;
Komochkova, Dorofeyeva, 2019; Svyshch,
2021). This study aims to analyze the educational
professional training of linguists in the leading
universities of Ukraine. The basic theoretical
foundations of education of linguistic students
were determined and the importance of
educational disciplines for the formation of the
level of knowledge of students was analyzed.
The methods of training used by the universities
and a number of skills that students can master
with the help of such methods have been
identified. And also, the article cites a number of
innovations implemented by Ukrainian
universities to meet the level of training
international standards.
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The analyzed recent studies and publications
show that the topic of higher education research
is the fundamental basis of the works of both
domestic and foreign scholars (Relvas, 2020;
Santos et al., 2019). Among them, the works that
are based on the method of comparison of
education in Ukraine and other countries
(Levrints, 2020; Yuzyk, Mazaikina, Bilanych, &
Yuzyk, 2019) should be highlighted.
The introduction of new technologies provides
an opportunity to adapt them to improve the
training of specialists in different industries
(Dyka et al., 2019; Ikonnikova & Komochkova,
2019; Nikitova et al., 2020). An example of such
technologies are information and communication
technologies, which are a tool capable of
contributing to the quality presentation of
educational material, complementing and
expressing educational content with illustrative
and interactive elements. Ukrainian scientists are
successfully studying such a tool and its use in
the educational process of students (Koroliova et
al., 2021; Kulichenko & Polyezhayev, 2020).
A number of scientific publications (Alexeyev,
Alexeyeva, & Syniova, 2021; Onishchuk et al.,
2020; Holikova, 2021; Bezliudna et al., 2020;
Knyazyan & Mushynska, 2019) are dedicated to
the educational process of linguists in Ukrainian
and foreign universities.
In order to improve the skills of future linguists,
scholars are constantly bringing in and analyzing
the latest methods of the educational process
(Shcherbak et al., 2022).
Methods
The following research methods were used to
achieve the set objectives: system analysis,
critical analysis of scientific and methodological
sources, search, generalized, structural, and
functional. Also, for a detailed analysis of the
training of specialists from the field of linguistics
in the course of the study, information on the
linguistics curricula of a number of Ukrainian
universities was used: Taras Shevchenko
National University of Kyiv, Lesya Ukrainka
Eastern European National University, Kyiv
National Linguistic University, Lviv Polytechnic
National University, etc.
Results and discussion
Higher education in Ukraine is constantly
undergoing modernization and reform in
accordance with the European educational
standards defined by the Bologna Convention
(Baldyniuk et al., 2021). These changes have led
to the introduction of credit-modular
organization of the educational process and the
harmonization of the combination of a number of
academic disciplines to improve the educational
process.
Linguistics includes the following key sciences:
phonetics, phonology, morphology, syntax,
semantics, pragmatics, and discourse (Lapshyna
& Dorofeyeva, 2021). But since in practice the
boundaries between these spheres are not clearly
delineated, higher education institutions
(“HEIs”) in Ukraine use and constantly update
educational programs that are characterized by
balancing between these spheres.
Professional training of linguists in Ukrainian
universities is of a combined nature and is largely
adapted to the needs of students as future
specialists. It responds flexibly to socio-cultural
changes and gives students a framework of
knowledge, with the latter being able to adapt to
the rapidly changing labor market.
The training of specialists in linguistics includes
an extensive network of different types of
institutions: universities and colleges of different
forms of ownership. For example, linguists are
educated at a number of universities in Ukraine:
Taras Shevchenko National University of Kyiv,
Lesya Ukrainka Eastern European National
University, Kyiv National Linguistic University,
Lviv Polytechnic National University, and
others. The results of the study show that
linguists, after completing the program of
education and qualification level “Bachelor”
and/or “Master”, can work in a wide range of
areas: education (teaching and administrative
activities, consulting), business and industry
(translation, analysis, research activities),
management, etc.
Besides the challenge of constantly renewing the
educational program, in order to keep up with the
technological development, vocational education
must create competitive individuals capable of
contributing to the development of science,
solving complex problems in the field of
philology, finding innovative solutions,
providing intercultural communication and its
translation support. In this case, the focus of the
educational program is to train those
professionals who can realize themselves in the
labor market in the current conditions: scientific
and technological progress; internationalization
of education and the process of European
integration; transformation of the labor market;
comprehensive intellectual, professional,
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creative and social development of the individual
in the educational and scientific environment.
According to these requirements for educational
and professional programs, Ukrainian
educational institutions cite a number of
competencies that students can master during the
training, including: the ability to carry out
scientific analysis and structuring of language
and speech material; the ability to automatically
work through natural language, its analysis,
synthesis, recognition of the sound language
code, morphological and syntactic analysis of
texts; ability to master and apply innovative
methods, forms and ways of organizing training.
In order to facilitate the development of
professional abilities in language students that
correspond to the above competencies, HEAs use
a number of theoretical and methodological
foundations of training analyzed in this study.
The main foundations of such education are
consistency, continuity, and alignment between
the theoretical and practical components.
The educational program is based on specialized
fundamental training of specialists in linguistics
and has a combined orientation, containing
academic, applied, and research. It is based on
generally known provisions and results of
modern scientific linguistic research.
The purpose of the educational and professional
program is to provide a high level of scientific
and practical competence, capable of effectively
solving a number of topical problems in research,
professional and practical, and organizational
and managerial activities.
There are two forms of linguistics education in
Ukraine: classroom and extracurricular. The
classroom form includes lectures, workshops,
seminars, and trainings. Out-of-classroom forms
include consultations, self-study, individual
studies, preparation of qualification papers,
translation, and assistantships.
The curriculum is focused on special education,
professional and scientific training in the fields
focused on the formation of algorithms for
coding, recognition, interpretation,
generation/production, language and speech
processing, translation, ensuring intercultural
communication, formation and/or creation of
linguistic support of various systems
development of natural information and
development of information work automation
systems.
Theoretical training of linguists includes two
conditionally separated theoretical parts: the
study of general educational disciplines;
mastering the disciplines of professional
direction. Consequently, this differentiation aims
to form and develop the foundation of students'
knowledge regardless of the specialty.
Having analyzed a number of curricula of the
above-mentioned Ukrainian HEIs, we can
conclude that the content of linguistic training
programs is tightly bound to the theoretical
linguistic component, the framework of which is
similar to the majority of Ukrainian HEIs. At the
same time, the main component of such
programs is a cycle of socio-humanitarian
disciplines and professional disciplines, which,
according to the Bologna system, are mandatory
or selective.
The cycle of socio-humanitarian disciplines
involves the development of general educational
competence by mastering such areas of
knowledge as philosophy, history, sociology,
political science, art, literature, economics, and
others.
The cycle of professional disciplines plays an
important role in the formation of professional
competence, based on such educational
disciplines as country study, the practice of
grammar, the practice of phonetics, interpersonal
communication, writing practice, oral speech,
history, and literature of the country whose
language is studied. A significant part of the
educational program is devoted to mastering
modern information technologies, working with
a variety of computer and Internet programs.
The required modules include the key subfields
of linguistics. These include phonetics,
phonology, semantics, syntax, pragmatics,
morphology, and principles, and methods of
linguistic research. Elective modules may
include such subfields as sociolinguistics,
psycholinguistics, neurolinguistics, cognitive
linguistics, and stylistics. There are also a
number of electives for students to choose from.
For example, Ukrainian lexicography, gender
studies elective, foreign language teaching
methodology for professional direction.
Depending on the educational program and the
institution, required and elective courses may
vary.
Most HEIs in Ukraine have elective disciplines,
which take up to 35% of the total load. Although
in practice it is typical to teach a stream of
students on the general curriculum and a small
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percentage of elective subjects. It should be
noted that a recurring phenomenon is that the
educational program is often concluded with a
focus on the teacher, which leads to the
completion of the content of training programs
without taking into account the needs of the labor
market.
The disadvantages of the theoretical part of the
program should also include the lack of
opportunity for students to choose their own
teachers and the order of study of disciplines.
This approach does not take into account the
level of professionalism of individuals and does
not stimulate healthy competition among the
faculty.
To illustrate, let us analyze the educational and
professional program of the Taras Shevchenko
Kyiv National University for the Bachelor's
degree in Applied Linguistics. The mandatory
components of such a program are: general
scientific disciplines in the social-humanitarian
sphere; general philological and historical
disciplines; English language disciplines;
disciplines in theoretical and applied linguistics;
mathematical disciplines; disciplines in
information technologies.
In this program, the elective module is limited
because the student has a choice between only
two blocks of disciplines: “Computer Modeling
of Verbal Communication and Second Foreign
Language” and “Computer Construction of
Lexicographic Systems and Second Foreign
Language”.
Consequently, we can conclude that although
students do not have the opportunity to formulate
a personal curriculum, the general concept of this
training is determined by the orientation towards
the interdisciplinary nature of the skills and
knowledge that future specialists in applied
linguistics must possess. Since the selected
courses presuppose theoretical awareness of
linguists along with the ability to use the
knowledge in practice in the development of
software for automatic linguistic analysis. At the
same time, it should be noted that the axis of
learning, which, by the way, is typical for
different Ukrainian universities regarding the
training of specialists in the considered
specialization, is computer linguistics, and the
problem of mastering linguistics comes to the
background. Such practice requires a balanced
revision of applied linguistics specialization in
Ukraine as a whole, as it does not correspond to
general world tendencies of philological
education.
A compulsory part of the training process of
linguists in higher education institutions is an
internship conducted under the supervision of the
leading scientific and pedagogical staff of the
department. Students can carry out such practice
on the basis of the university, linguistic
laboratories, partner companies, government
agencies, translation agencies, travel agencies,
leading IT companies, etc. Based on the future
specialist's specialty, the internship can be
educational, computer and speech, computer and
linguistic, translation, etc.
Educational practice is aimed at learning to use
information technologies in professional activity.
Educational practice aims to develop flexibility
of students' thinking, phonemic hearing, and
plasticity of the articulatory apparatus; mastering
the culture of speech and etiquette norms;
formation of necessary competences
corresponding to the requirements of educational
standard.
Computer-linguistic practice is aimed at forming
the skills of working with computer programs for
automatic text processing; the use of different
machine translation systems; the ability to adapt
the text to machine translation.
The main goal of computer-linguistic practice is
for students to acquire the knowledge and skills
of linguistic analysis of the use of computer
technology, as well as the search for effective
solutions for the preparation and presentation of
research papers.
Translation type of practice is aimed at the
formation and development of abilities and skills
necessary for the organization of translation
activity. The aim of such practice is: application
of acquired knowledge and improvement of
translation skills; development of creative
initiative; mastering of modern technologies and
forms of translation depending on the type of
organization.
According to the educational programs of the
above-mentioned universities, another
mandatory component of professional training is
coursework. The term paper is an independent
scientific research conducted by the student and
the purpose is to demonstrate in-depth
knowledge of the chosen topic, which must be
logically arranged and formulated. This type of
work is aimed at independent analysis,
elaboration of theoretical sources of the specified
problems, and/or creative performance of a
linguistic task of a practical nature. Regardless of
specialization, this aspect of preparation should
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prepare the linguistic student to conduct
structured work on the chosen topic: selection of
sources for processing, logical planning, use of
mastered disciplines, and skills in writing.
Based on the studied educational programs of
educational institutions in Ukraine, the main
principle of the theoretical part of linguist
training is systematic and professional
orientation. In general, the matrices of training
courses focus on a deep scientific understanding
of language as a means of communication, its
origin and function, as well as the formation of
linguistic, communicative, linguistic, and
cultural competence. For an example of a
training matrix, Table 1 presents a plan of the
training process for higher education applicants
in “Applied Linguistics (English Language)”
specialty of Zhytomyr Ivan Franko State
University.
Table 1.
Training matrix for linguists
1. General Training Cycle
1.1 Compulsory academic
disciplines
1.2 Disciplines of the
university's own choice
1.3 Disciplines of the student's
free choice
humanitarian -A cycle of socio
disciplines (Ukrainian
Language, Practical English
Grammar, Higher Mathematics,
etc.)
humanitarian -cycle of socioA
disciplines (Fundamentals of
Medical Knowledge and Life
Safety, Socioecology and
Environmental Ethics, Physical
Education, etc.)
Пять дисциплин свободного
выбора студента из перечня
предложенного
университетом
ng Cycle2. General Traini
2.1 Compulsory academic
disciplines
2.2 Disciplines of the
university's own choice
2.3 Disciplines of the student's
free choice
A cycle of professional
disciplines (Foundations of
Structural Linguistics, Corpus
Lexicography, Linguistics, and
Probability Theory, etc.) Coursework in applied
linguistics Coursework on programming Homework on the theory and
practice of translation from
English)
A cycle of professional
disciplines (Introduction to
Translation Studies. Theory and
ce of Translation from Practi
English) Qualification work
Five disciplines of the student's
free choice from the list offered
by the university
3. Practice
Educational practice to develop phonological competence (English) phonological competence (German)Training practice to develop Educational practice of interpreting Educational practice in programming Industrial (interpreting) practice
Source: authors' own development
It is necessary to take into account the fact that
the volume of knowledge is growing
exponentially. Therefore, for mastering the basic
knowledge and forming the necessary skills the
methodological foundations of training are as
important as the theoretical ones.
Currently, teachers in Ukraine are actively using
new approaches and innovations in the process of
training specialists, as properly chosen methods
of teaching have a positive impact on motivation
and increase the level of cognitive activity of
students.
In all of the analyzed linguist training courses,
teaching methods are designed to achieve
progress, consistency, and balance, and reflect
the specific goals and emphases of the
educational programs. The researched academic
programs clearly demonstrate the links between
the methodological foundations of specialist
training and the specific goals of such a program.
Modern methodologies and technologies of
educational and training programs are focused
not only on the assimilation of ready knowledge
but also on its development in the process of
student and teacher co-operation, as well as the
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formation of practical skills, necessary for a
specialist.
Let us consider the methodological foundations
of the training of specialists in linguistics, which
formed the basis of most educational programs of
Ukrainian educational institutions.
The explanatory-illustrative method is used to
convey a considerable amount of information. It
involves acquiring knowledge by listening to
lectures, stories from academic and
methodological literature, and perceiving
information from a manual in electronic form.
With this methodology students remain within
the framework of reproductive thinking,
comprehending and perceiving facts and
conclusions.
To assimilate practical skills in linguistics
training, a reproductive method is used. In doing
so, students need to apply the studied material,
the method of linguistic research, or reproduce a
learned linguistic analysis based on a sample or
rule. In this way, future specialists learn to act
according to the developed algorithm - according
to instructions, rules, or orders - in situations
similar to the presented sample.
When using the method of problem statement,
the teacher before presenting the material clearly
formulates the problem, defines the cognitive
task, then, explaining the system of evidence,
comparing different approaches and views,
shows the way to solve the problem. This method
contributes to the education of specialists who
are able to create a structural and semantic
algorithm of scientific research and
implementation of the tasks set.
The research method is used to involve students
and manifest their initiative, creative search, and
independence. In this case, after setting the task,
analyzing the task, and brief oral and written
instruction, students of linguistics should
independently study the literature, sources, make
an observation, etc.
The discussion method of training is focused on
the development of students' creative thinking
and promotes independent decision-making,
self-reflection on own ideas and approaches,
construction of consistent actions, the ability to
think critically, to argue, and to interact with
other participants in the discussion. In
preparation, the following forms of discussions
are used: “round table”, “expert group meeting”,
“forum”, “symposium”, “debate”, “court
session”, “aquarium”.
Game technologies allow the most complete
realization of the personal approach in various
pedagogical situations, form the ability to apply
the acquired knowledge to practical cases, and
also contribute to the development of personal
potential. Interactive methods of learning
include, for example, such as working in pairs,
the method of interviewing, sharing experiences,
etc.
Exploratory learning strengthens the creative
component of the educational process,
contributes to the creation of educational
products, assimilation of basic knowledge, and
construction of one's own educational trajectory.
This type of learning can include group, paired
classes, self-education, mutual learning, tutoring,
distance learning.
Project-based learning technology, as a rule,
integrates information from different academic
disciplines and promotes the emergence of
individual projects of students and teaching them
how to solve projects.
Trainings (case technology), the purpose of
which is the formation of professional
competencies, the involvement of
communicative and creative abilities of students
through the analysis of specific cases.
The methods and technologies used in lectures,
practical classes, and self-study aimed at
developing such abilities as the ability to see
problems, analyze and transform information,
put forward hypotheses, and carry out
independent search and research activities were
analyzed.
The improvement of scientific and
methodological training of specialists in
linguistics is also promoted by informatization
and technicalization, because with the rapid
development of technology increases and the
radius of their application in the educational
process. The organization of the educational
process using innovative technologies is
regulated by both educational programs of
educational institutions and regulatory
documents on the standards of training
specialists in various fields. Thus, the Law of
Ukraine “On Higher Education” states that the
training of specialists should harmoniously
combine educational, scientific, and innovative
activities.
When forming competent specialists capable of
creating electronic language resources, applying
technology to process natural information,
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developing language technologies and new
methods for solving practical tasks in the field of
language use; applying, editing, abstracting, and
systematizing different types of texts (including
professional, state and foreign languages) it is
necessary to involve the wide range of available
technologies.
Over the past few years, the material and
technical base of Ukrainian universities has been
significantly upgraded, creating all the
conditions for comfortable and high-quality
learning for students. Lecture classes are held in
multimedia classrooms equipped with modern
technical means of education: multimedia
projectors and boards, specialized screens for
displaying information, powerful sound systems.
Training laboratories provide scientific and
methodological activities in accordance with the
programs of training specialists, research within
the approved scientific directions of the
departments, and implementation of research
results in practice, the work of creative teams
created to solve a particular scientific problem.
In the preparation of specialists capable of
scientific and innovative searches in the field of
philology, their presentation to the professional
and/or scientific community, and the protection
of intellectual property on the results of research,
the academic disciplines are provided with
appropriate educational-methodical complexes.
Students have access to university and other
scientific and information databases, in particular
Scopus and WoS. Considering that we can
conclude that the training of specialists is
conducted with the use of domestic and foreign
experience.
Conclusions
The study analyzed the educational professional
training of specialists in linguistics in Ukraine.
This study was carried out using the method of
system analysis, critical analysis of scientific and
methodological sources, search engine,
generalization, as well as structural and
functional method. The results of the study
showed that during the training of specialists
capable of applying the acquired knowledge and
methods of effective professional activity
implementation, educational institutions of
Ukraine apply a structured classification
educational matrix, the components of which are
the framework of scientific disciplines, teaching
methods, and innovative technologies used
during the training.
During the review of educational programs, it
was found that although the theoretical aspect of
linguistic training a priori consists of compulsory
and elective modules, de facto there is a small
degree of freedom of choice of disciplines. At the
same time, it is determined that certain
disciplines allow to create an appropriate
scientific and theoretical basis, necessary for in-
depth knowledge and understanding of linguistic
theories, concepts, and directions of linguistic
science in Ukraine and the world.
The principles of training of this kind of
specialists is a complex of scientific theories,
concepts, methodologies, and concepts of
philology in relation to the theory and practice of
translation, psychological and pedagogical
model of knowledge, based on an
interdisciplinary approach in accordance with the
specifics of the future professional activity.
Considered a number of methods of professional
training of specialists in linguistics, actively used
by Ukrainian educational institutions and
contribute to the assimilation and analysis of
training materials, identification of problems,
search for alternative solutions, providing high-
quality professional training.
It has been substantiated that the Ukrainian
model of education of students of linguists
provides an active application of innovative
technologies that ensure the ability of future
specialists to effectively carry out professional
and scientific-innovative activities, integrating
modern information and communication
technologies.
The study of educational programs of linguistics
training in Ukrainian universities allows to assert
that they are based on the provisions of
information, competence, and functional
approaches, as well as the principles of
modularity, subject specialization,
interdisciplinarity, fundamentalization taking
into account the linguistic challenges of our time
and the requirements of the standard for the
specialty “Linguistics”.
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