Foreign Languages

Cherkashyna T., Yurchenko V. The Geopoetics
of the Holy Land in E.-E. Schmitt’s Novel ‘Le Défi de
Jérusalem’.  The article delves into the nuanced analysis
of geopoetic images in the novel ‘The Challenge of Jerusalem’
by the contemporary French writer E.-E. Schmitt. The
relevance of the research topic is due to the specificity
of the literary discourse presented in the novel, which can
be conditionally described as a non-fiction literary discourse
of Christian pilgrimage, or pilgrimage non-fiction discourse.
The works of this discourse have been presented to their readers
for seventeen centuries, which is explained by the traditional
interest of society in the issues of individual and collective
religiosity and spiritual search.
The purpose of the article is to analyse the geopoetic
images of the Holy Land in E.-E. Schmitt’s novel ‘The
Challenge of Jerusalem’ and to identify the artistic
and stylistic means of depicting space in this novel. The
study resolved a number of specific tasks: 1) to provide
a general description of the chronotope of the work; 2) to
analyse the main geopoetic images of the work; 3) to identify
the artistic and stylistic means of their formation. In order
to solve these tasks, the methods of literary analysis,
stylistic analysis, interpretive method, and method of logical
generalisation were used.
The study identifies the main features of the chronotope
of the above mentioned novel: the extensive system of geotopes
and corresponding loci; rich imagery, the presence of specific
images of space (‘mountain’) and time (‘Hebrew as a language
directed to the past’, ‘tell’).
The study analyses four groups of geopoetic images:
1) images of the cities where Christ once lived (Bethlehem,
Nazareth, Capernaum), 2) images of historically significant
cities (Caesarea, Megiddo), 3) images of open space (Lake
Tiberias, Mount of Beatitudes, Mount Tabor, Ein Kerem),
4) the image of Jerusalem as the place of Christ’s execution
and at the same time the center of three world religions.
All geopoetic images are, on the one hand, self-sufficient,
and on the other hand, they add up to a general picture, forming
a collective image of the Holy Land.
The main textual characteristic of the novel is its
cinematicity (change of angles, visual symbolism, attention
to individual details). It is proved that the author uses a wide
range of stylistic and artistic features: epithets, metaphors,
similes, personification; humour, irony; symbols, periphrases;
repetitions, dictums, rhetorical questions, rhetorical appeals.
Key words: contemporary French literature, Eric
Emmanuel Schmitt, pilgrimage, pilgrimage non-fiction
discourse, geopoetics, geopoetic image, image-symbol,
cinematicity

Cherkashyna T., Yurchenko V.  DISCOURSE OF CHRISTIAN PILGRIMAGE IN E.-E. SCHMITT'S NOVEL “LE DÉFI DE JÉRUSALEM”.  The article examines the representation of non-fictional Christian pilgrimage discourse in the autobiographical novel by the famous French writer E.-E. Schmitt ‘Le défi de Jérusalem’. The novel is a diary of a pilgrim travelling to the Holy Land in autumn 2022 as part of a Catholic pilgrimage group. The purpose of the article is to identify the characteristics of contemporary non-fictional literary Christian pilgrimage discourse based on the literary analysis of the above mentioned novel. As the basic hypothesis it is supposed that the text of the novel is characterised by polydiscursivity, transtextuality
and intermediality.
The analysis of recent studies and publications has made it possible to identify precedent texts of Christian pilgrimage discourse and describe it as eclectically combining the features of non-fiction literature discourse and religious discourse. Also, based on the analysis of scientific and theoretical sources, the authors of the article identify ‘polydiscursivity’, ‘transtextuality’ and ‘intermediality’ as characteristic features of contemporary literary discourse.
The literary analysis of E.-E. Schmitt's novel ‘Le défi de Jérusalem’ allows us to state the presence of polydiscursivity, transtextuality and intermediality in its text. Polydiscursivity in the novel is represented as the combination of the traditional literary non-fictional travelogue (pilgrimage) discourse and religious discourse, as well as the presence of elements of
other types of discourse in the text, in particular religious scientific (theological), historical, philosophical, and psychological discourses. These discourses in the novel alternate, partially or completely overlap. In addition, the text of the novel reveals manifestations of transtextuality (in particular, in such varieties as paratextuality, intertextuality, metatextuality,
hypertextuality, architecturality), as well as intermediality (in such forms as ekphrasis (of musical and artistic works), commentary and criticism (of architectural monuments); the presence of professional vocabulary (the fields of music, theatre, architecture are represented) and artistic techniques (elements of cinema poetry).
Key words: contemporary French literature, Eric-Emmanuel Schmitt, pilgrimage nonfiction discourse, polydiscursivity, transtextuality, intermediality

O. Luchenko, V. Yurchenko. ENTERING THE TEACHING PROFESSION IN SLOVAKIA. The article studies the current state of the teacher induction process in
Slovakia, namely the prerequisites for entering the teaching profession. The
focus of the current research is the following: the attractiveness of the
teaching profession and its influence on the decision-making of future
students of pedagogical major, teacher job satisfaction level, the proportion
of education requirements for subject knowledge and teaching practice,
availability of the profession, the assistance in the search for open positions
and vacancies, probation period as a filter to the teaching occupation. 
The research aims to determine the problematic aspects of the transition
period from student to teacher that need to be addressed to prevent early
maladjustment and drop-out in the teaching profession.
Methodology. The research was carried out by applying theoretical and
empirical methods. The data were obtained from novice school teachers
having conducted an online survey using Google Forms with open and closed
questions.
The study’s preliminary results revealed the social image of the teaching
profession and components of its attractiveness for future students, problems
with the ratio of academic and practical parts in teacher education, possible
ways to enter the profession, and the obstacles of the process.
The conducted research allowed us to come to the following conclusions. As
a result of the low social image of a teacher, Slovakia is facing a shortage in
the profession. The substantial misbalance in initial teacher education in
favor of academic knowledge and the absence of specific official
requirements for practical experience has subsequences in the quality of
school education and early teacher maladjustment. Implementing an open
system in the teaching profession is a temporary solution that causes many
concerns, especially with the introduction of short-term teachers with low
standard requirements in teaching abilities. 
Lack of career help for new graduates-teachers throughout their job hunt
may cause them to leave the education field. In this situation, adequate
support of novice teachers becomes necessary, and the teacher induction
program is a subject for future research.

N. Duna, V. Yurchenko.  “INTERNATIONAL ECONOMICS – ENGLISH LANGUAGE”:  MODEL AND STRATEGIES FOR INTEGRATED LEARNING.  The article deals with the problem of developing a new integrated course “International Economics – English language”, based on the general principles of the theory of integrated learning. The article aims at outlining the range of possible approaches and models that should form the basis of the integrated course, choosing an optimal model of the integrated learning, which would combine the traditional way of teaching international economics as a basic economic discipline with innovative approaches to the formation of communicative skills in the process of learning a foreign language; another task is developing strategies for teaching the integrated course. The article analyzes the main approaches to teaching the disciplines “International Economics” and “English Language”, it is proved that the basic approaches to teaching an integrated course should be competency-based, student-oriented (personally-oriented), culture-oriented, business-oriented. Models of integrated learning widely used in the educational process are considered, namely: “English as a medium of instruction” (EMI); “Content-based learning” (CBI); “Content-Language Integrated Learning” (CLIL). The analysis of these models permitted to chose one of them (namely CBI) as optimal. The article presents the main elements of the integrated course, and reveals the problem of theoretical complexity and terminological oversaturation of the English-language material of the “International Economics”; it can interfere with the assimilation of the educational material and become an obstacle to the creation of the integrated course. Strategies for the presentation of lecture and practical educational material are proposed. These strategies should contribute to overcoming the specified problem and increasing the quality and effectiveness of education as a whole. The strategies were developed on the basis of some traditional (visualization, personalization, historicization) and modern (gamification, cooperative learning, project method, problem-based learning, case method) approaches to teaching economic disciplines and a foreign language.
Key words: integrated learning, content-based learning (CBI), competence approach, person-oriented approach, learning strategies

V. Yurchenko. LEARNER-CENTERED APPROACH TO TEACHING FOREIGN LANGUAGES IN HIGHER EDUCATION INSTITUTIONS. The article deals with the problem of improving one of the most relevant approaches to learning foreign languages – the learner-centered approach; the improval proposed thereby is based on a combination with other approaches to learning foreign languages, using modern achievements of cognitive psychology.
The purpose of the article is to analyze the possibility of improving the learner-centered approach to teaching foreign languages in higher education institutions by combining it with the approach based on the theory of multiple intelligences.
Results of the research. The article identifies the main features of the learner-centered approach at the present stage of its development: a) the central idea of the approach is the idea of autonomous learning and activity of learners; b) the purpose of learning is the formation of foreign language communication skills and, at the same time, the comprehensive development of personality; c) the content of learning implies the choice of educational materials and technologies in accordance with the abilities, aptitudes, needs, interests and moral problems of the student; d) the role of the learner is crucial, characterized by maximum independence, active participation in setting goals and organizing the learning process, evaluating its results; e) the main function of the teacher is to facilitate learning activities, i.e. to create comfortable conditions for learning and comprehensive development of the individual. It is confirmed that the learner-centered approach to teaching foreign languages is already effectively combined with such approaches to teaching foreign languages as communicative approach, activity approach, humanistic psychology and pedagogy, competence approach, cooperative learning, project-based learning, which allowed us to further consider the prospects of combining the learner-centered approach with the approach to learning based on the theory of multiple intelligences. The essence and main characteristics of this theory are described, the expediency of its use in language teaching at the level of higher education is proved, and the main directions of its potential use in higher education institutions are outlined. The main features of the approach, which should be formed as a result of the synthesis of the learner-centered approach to teaching foreign languages with the theory of multiple intelligences, are characterized.
According to the results of the study, the prospects of combining two approaches – learner-centered approach with the approach based on the theory of multiple intelligences – have been proved in terms of both increasing learning efficiency by improving the learners’ motivation and promoting comprehensive overall personal development in the learning process.
Keywords: learner-centered approach, theory of multiple intelligences, autonomous learning, learning facilitation, learning styles, learning strategies.

Nowadays modern methods of teaching foreign languages are numerous and very popular in many countries of the world. Their educational effect is well-known, but it is often ignored that most of them also have a certain pedagogical effect and can be used to influence students' behavior. This work aims at classifying different teaching methods according to their pedagogical effect and offering some recommendations for their practical use. The information about following educational methods of teaching foreign languages mentioned in the modern scientific literature has been analyzed: 1) activity-oriented method; 2) author's teaching methods; 3) communicative method; 4) culture-centered learning; 5) Dalton-plan; 6) developing learning; 7) flipped learning; 8) gaming technology; 9) individually oriented learning; 10) integrated learning (Content and Language Integrated Learning -CLIL or Content Based Instruction -CBI); 11) intensive learning; 12) interactive learning; 13) problem-based learning (Task Based Learning -TBL or Problem Based Learning -PBL); 14) project method; 15) training based on information and communication technologies, including distance learning; 16) training in cooperation (cooperative learning); 17) tandem method; 18) health centered method (technology of health preservation); 19) situational modeling (case study method). [1], [2], [3], [4], [5], [6]. According to the results of the content analysis of these and other modern educational methods the main types of their pedagogical effects have been revealed and described. 1. Motivational effect, i.e. the effect of increasing students' interest in the learning process and its results. New information always attracts interest and encourages cognition, so the use of modern foreign language learning methods, which are inherently innovative, increases motivation to learn, enhances interaction, allowing to improve the best students' personal qualities. Thus, the use of most modern educational methods helps to overcome the problem of students' indifference to learning. 2. Communicative effect. Some of the educational methods, namely communicative method, project method, gaming technology, interactive learning, cooperative learning, tandem method, imply active communication of students during educational tasks. The focus of these technologies on achieving not only the individual, but also the collective result provides communication with qualitatively new content, cultivates the habit of mutual respect and support. The use of methods with enhanced communicative effect helps students to overcome such psychological and pedagogical problems as uncommunicativeness, lack of communication skills. 3. The effect of encouraging self-learning. There are a number of educational methods (among which we should mention Dalton plan, information and

The article studies the current state of the teacher induction process in Slovakia, namely the prerequisites for entering the teaching profession. The focus of the current research is the following: the attractiveness of the teaching profession and its influence on the decision-making of future students of pedagogical major, teacher job satisfaction level, the proportion of education requirements for subject knowledge and teaching practice, availability of the profession, the assistance in the search for open positions and vacancies, probation period as a filter to the teaching occupation. The research aims to determine the problematic aspects of the transition period from student to teacher that need to be addressed to prevent early maladjustment and drop-out in the teaching profession. Methodology. The research was carried out by applying theoretical and empirical methods. The data were obtained from novice school teachers having conducted an online survey using Google Forms with ...

Nowadays modern methods of teaching foreign languages are numerous and very popular in many countries of the world. Their educational effect is well-known, but it is often ignored that most of them also have a certain pedagogical effect and can be used to influence students' behavior. This work aims at classifying different teaching methods according to their pedagogical effect and offering some recommendations for their practical use. The information about following educational methods of teaching foreign languages mentioned in the modern scientific literature has been analyzed: 1) activity-oriented method; 2) author's teaching methods; 3) communicative method; 4) culture-centered learning; 5) Dalton-plan; 6) developing learning; 7) flipped learning; 8) gaming technology; 9) individually oriented learning; 10) integrated learning (Content and Language Integrated Learning -CLIL or Content Based Instruction -CBI); 11) intensive learning; 12) interactive learning; 13) problem-based learning (Task Based Learning -TBL or Problem Based Learning -PBL); 14) project method; 15) training based on information and communication technologies, including distance learning; 16) training in cooperation (cooperative learning); 17) tandem method; 18) health centered method (technology of health preservation); 19) situational modeling (case study method). [1], [2], [3], [4], [5], [6]. According to the results of the content analysis of these and other modern educational methods the main types of their pedagogical effects have been revealed and described. 1. Motivational effect, i.e. the effect of increasing students' interest in the learning process and its results. New information always attracts interest and encourages cognition, so the use of modern foreign language learning methods, which are inherently innovative, increases motivation to learn, enhances interaction, allowing to improve the best students' personal qualities. Thus, the use of most modern educational methods helps to overcome the problem of students' indifference to learning. 2. Communicative effect. Some of the educational methods, namely communicative method, project method, gaming technology, interactive learning, cooperative learning, tandem method, imply active communication of students during educational tasks. The focus of these technologies on achieving not only the individual, but also the collective result provides communication with qualitatively new content, cultivates the habit of mutual respect and support. The use of methods with enhanced communicative effect helps students to overcome such psychological and pedagogical problems as uncommunicativeness, lack of communication skills. 3. The effect of encouraging self-learning. There are a number of educational methods (among which we should mention Dalton plan, information and