- Данілавічютє, Е.А. (orcid.org/0000-0003-3911-7612) (2025) Neuropsycholinguosynergetics of mastering skills of using english in scientific communication by special educators and psychologists Особлива дитина: навчання і виховання, 2 (118). pp. 37-52. ISSN 2312-2781
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Abstract
The article is devoted to the issue of creating a scientific and methodological basis for the organization of English language teaching in order to develop the skills of scientific communication of third-level students majoring in ‘016 Special Pedagogy’ and ‘053 Special Psychology’. Based on the analysis of scientific sources, the priority of English in the preparation of scientific publications, speeches at international scientific conferences, and the establishment of academic dialogue with scientists from different countries has been identified, which argues for the relevance of its mastery in the context of training future doctors of philosophy. At the same time, the author identifies an insufficient level of readiness to integrate the achievements of national science into the European space due to the low percentage of representatives of the scientific community who are able to freely present research results in English, which prompts the search for more effective ways to master it. The expediency of using the ‘English for special purposes’ (ESP) and ‘Content and Language Integrated Learning’ (CLIL) approaches is scientifically substantiated, the essence of which is to clearly define the knowledge and skills necessary for students to effectively perform their professional duties using English, to identify the lack of linguistic knowledge and means of compensating for it, to identify individual characteristics of adaptation to the process of acquiring knowledge of English and to take into account the wishes of students, as well as to specify the range of lexical and grammatical knowledge in the context of disciplines. It is analyzed national and foreign experience of teaching English in terms of its modern neuro-psycho-linguistic-synergetic basis, which emphasizes the consideration of brain mechanisms, the ability to neuroplasticity, the participation of higher mental functions of different modalities, ways of processing information, the state of the affective sphere, individual adaptation to the procedure and the difficulties of processing linguistic information in the process of acquiring knowledge, which make it possible to demonstrate competence in all types of speech activity (reading, writing, speaking and listening) and can serve as the basis for technologies for implementing the content of the discipline ‘English in Scientific Communication’ in accordance with the educational and scientific programmes ‘Special Pedagogy’, ‘Special Psychology’ in the context of PhD training at the postgraduate course of the Mykola Yarmachenko Institute of Special Education and Psychology of the National Academy of Educational Sciences of Ukraine.
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