Abstract:
Стаття присвячена іншомовній підготовці у вищій освіті України.
Базуючись на результатах тестування найбільшого світового рейтингу
вмінь англійської мови за країнами та регіонами EF EPI (European
Framework English Proficiency Index), було визначено, що за період шести
останніх років (2013-2018 р.р.) Україна тричі мала низький рівень
володіння англійською мовою та тричі (у т.ч. у 2018 р.) – середній рівень,
що свідчить про невідповідність стану іншомовної підготовки в
українських закладах вищої освіти потребам і реаліям сьогодення.
Автором також визначено проблеми та перспективи іншомовної
підготовки майбутніх фахівців у закладах вищої освіти України.The article deals with the foreign language training at higher education
in Ukraine. It is stated that foreign language training should meet the
requirements of the time, be oriented to expanding the range of professional
roles and functions, the prospect of international cooperation, to provide
opportunities for mobility of teachers and students within the global
educational space. The author has made an attempt to identify the state,
problems and prospects of the foreign language training at Ukrainian higher
education institutions. Basing onto the testing results of the world’s largest
ranking of countries/regions by adult English skills, so called EF EPI (the EF
English Proficiency Index), it is determined that in the last six years (2013-
2018) Ukraine has had the low level of English three times and a moderate
one also three times (2018 incl.). This fact indicates that the level of foreign
language training at Ukrainian higher education institutions does not
correspond to the today’s needs and realities. The author has tried to identify
the problems of the future specialists’ foreign language training at higher
education institutions of Ukraine such as: different basic foreign language evels, the insufficient amount of foreign language learning hours limited by
plans and programs, the insufficient orientation of foreign language training
on the implementation of the dialogue of cultures and formation of intercultural
foreign language communicative competence, the need of a professionally
oriented direction, the lack of constant motivation to learn a foreign language,
the lack of a linguistic self-education culture formation, the lack of a unified
methodological platform for continuous foreign language training and
standardized regulatory support, the obsolescence of material and technical
base of institutions. In the author’s opinion, the solution of the identified
problems on the future specialists’ foreign language training at Ukrainian
higher education institutions will not only increase the foreign languages level,
but also facilitate the faster and more efficient entry of Ukraine into the wide
European educational space. The author of the article has also tried to identify
the prospects of future specialists’ foreign language training at higher
education institutions of Ukraine.