| dc.contributor.author | Ivanna, Struk | |
| dc.contributor.author | Ivanna | |
| dc.date.accessioned | 2021-08-25T07:50:36Z | |
| dc.date.available | 2021-08-25T07:50:36Z | |
| dc.date.issued | 2020 | |
| dc.identifier.citation | Tsurkan, M.V., Ilkiv, A., Maksymiuk, O.V., Struk, I.M., Shatilova, N.O. Role of emotional factors in learning Ukrainian as a foreign language at higher school (2020) International Journal of Higher Education, 9 (7), 2020. pp. 130-141. | uk_UA |
| dc.identifier.issn | 1927-6044 E | |
| dc.identifier.uri | https://archer.chnu.edu.ua/xmlui/handle/123456789/473 | |
| dc.description.abstract | The emotional component of the educational process has been stated to be an essential factor of the formation of
interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to
improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the
row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics,
intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of
emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and
methodological analysis of directions of emotions implementation has been conducted in the process of didactics and
communication, productive ways and methods of actualization of emotional factor have been developed at classes of
Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the
educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or
dissatisfaction of communicative need of an international student generates positive or negative emotions, which
influence on communicative activity, educational process, and consequently, on the process of cognition as a whole.
The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State
Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of
different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as
students do not see their progress in learning a language, difficulties in language understanding on hearing, the great
synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning
Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of
effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and
activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of
communicative as well as educational activity as a whole. Methodological recommendations are distinguished,
which are specific for teaching foreign students concerning the realization of the principle of emotionality in
multicultural different ethnic students’ audience. | uk_UA |
| dc.description.sponsorship | Сучасної української мови | uk_UA |
| dc.language.iso | en | uk_UA |
| dc.publisher | International Journal of Higher Education | uk_UA |
| dc.subject | emotions, methods of emotionality, communicative act, personality-oriented approach, motivation, Ukrainian language as a foreign one, intercultural communication, a foreign student | uk_UA |
| dc.title | Role of emotional factors in learning Ukrainian as a foreign language at higher school | uk_UA |
| dc.title.alternative | Role of emotional factors in learning Ukrainian as a foreign language at higher school | uk_UA |
| dc.type | Article | uk_UA |
