Foreign Languages

The article analyzes the approaches to the study of latent variables in psychological and pedagogical research. The study confirms that some competences and personal qualities belong to the latent constructs (tolerance, readiness for lifelong learning, value orientations, etc.) that are difficult to measure. To make their assessment more accurate and reliable, the expert evaluation method with ICT support is suggested providing for the involvement of a greater number of experts in the assessment process. The pedagogical expertise, covering a set of procedures necessary for getting collective expert opinion or assessment of a pedagogical object, phenomenon or process, is considered as the core of the expert evaluation method. The developed ICT assessment support for latent variables evaluation is oriented at the three-level classification of competences. It provides for determining the level of development of social-personal, general-scientific, instrumental, general-professional and specialized-professional competences (the first level of classification) and their constituent structural parts (the second level of classification) as well as the level of acquired knowledge, skills, values and personal qualities (the third level of classification). The developed ICT assessment tool includes the data concerning the Author (Developer), Experts, Expert Assessment, the indices obtained as a result of the analysis of Expert Assessment (Coefficients). Experts are expected to assess the significance of smaller structural units correlating them with the larger ones. Initially, the development level of every individual competence in correlation with the social and professional competence is assessed in percentage; the acquisition of social and professional competence is taken as 100%. Then the significance index of the competences that are the structural parts of every given competence is determined; the significance index of competence structural parts in reference to the relevant competence is assessed.

The “lifelong learning” competence is considered in the article as an integrated ability of an individual, incorporating knowledge, skills and habits  that students acquire during schooling, as well as certain qualities that ensure their readiness for further learning, socialization and personal growth. Success-oriented motivation and success in learning are determined as the essential prerequisites for the “lifelong learning” competence development in high school learners. The article presents the results of an empirical study of the correlation between success-oriented motivation, high school students’ academic self-regulation and their success in learning. The experimental assessment was carried out in two different types of institutions of secondary education (the general secondary school, the lyceum). To carry out the diagnostic assessment of 9th grade students (n = 134, age 13–15 years) the adaptation of the method of motivating students to achieve success, the method of «Acad...

The article deals with translation of legal terms in the context of their functioning.  Terminology system is considered as the basis of organization of a special text. A comparative analysis of formal-semantic hypero-hyponymic relations between the terms denoting types of business entities in the original text of the Civil Code of Ukraine and between their English equivalents in its translations has been conducted. The differences in the systemic relations between the equivalents of terms in the translated texts indicate the differences in the relations between the concepts that belong to the respective terminology systems, which constitutes a translation problem.

The article describes the main centers authorized by the government to carry out terminology activities in Ukraine.  The most significant achievements are pointed out. Among them are the development of a theory of the computer lexicographical systems (L-systems) and creation of a series of such systems fundamental for the Ukrainian lexicography concerning their status, functionalities and exhaustiveness of the language material.

The article aims to highlight the most challenging aspect of teaching legal English as it is seen by a non-native teacher who is not an expert in law. The development of basic communicative skills needed in some particular professional situations depends to a great extent on students’ ability to translate legal terms. The role of the teacher is to help students cope with difficulties caused by systembound nature of legal terminology, which means spending time and effort on mastering the subject content.

The article describes the main centers authorized by the government to carry out terminology activities in Ukraine. The most significant achievements are pointed out. Among them are the development of a theory of the computer lexicographical systems (L-systems) and creation of a series of such systems fundamental for the Ukrainian lexicography concerning their status, functionalities and exhaustiveness of the language material

The article considers the conceptual analysis as a method for establishing the translation equivalence of legal terms. The focus is on the distinction between a scientific notion and a scientific concept.В статті розглядається концептуальний аналіз як метод встановлення перекладацької еквівалентності юридичних термінів. Особлива увага приділяється розмежуванню наукового поняття і наукового концепту

The “lifelong learning” competence is considered in the article as an integrated ability of an individual, incorporating knowledge, skills and habits  that students acquire during schooling, as well as certain qualities that ensure their readiness for further learning, socialization and personal growth. Success-oriented motivation and success in learning are determined as the essential prerequisites for the “lifelong learning” competence development in high school learners. The article presents the results of an empirical study of the correlation between success-oriented motivation, high school students’ academic self-regulation and their success in learning. The experimental assessment was carried out in two different types of institutions of secondary education (the general secondary school, the lyceum). To carry out the diagnostic assessment of 9th grade students (n = 134, age 13–15 years) the adaptation of the method of motivating students to achieve success, the method of «Acad...