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: Friedrich Diez, Gaston Paris and the genesis of national philologies”. Romance Philology. XL. 1. 1-37. Gumbrecht, H. U. (1998). “The Origins of Literary Studies and their End”. Stanford Humanities. Review 6. 1. 1-10. Gumbrecht, H. U. (2003). The Powers of Philology. Dynamics of Thextuality Scholarship. Illinois: University of Illinois. Gumbrecht, H. U. (2004). Production of Presence. What Meaning Cannot Convey. Stanford: Stanford University Press. Hummel, P. (2000). Histoire de l'histoire de la Philologie. Étude d'un genre épistémologieque et bibliographique. Genève

: 1-2. Carlquist, J. (2004) ‘Medieval Manuscripts, Hypertext and Reading. Visions of Digital Editions’, Literary and Linguistic Computing, 19, 1, pp. 105-118. Cerquiglini, B. (1999) In Praise of the Variant. A Critical History of Philology. Baltimore/London: The John Hopkins University Press. Dahl, H.F. (2002) ‘The Challenges of Media History’, Nordicom Information, 24, 2-3. Dahl, H.F. (2004) Mediehistorie. Historisk metode i mediefaget. Oslo: Damm. Djerf-Pierre, M. (2002) ‘The Logic and Practice of Writing Journalism History’, Nordicom Information, 24, 2


The author performs a theoretical analysis of the educational experience in philology teachers’ professional training in Germany in the context of solving scientific problem of literary competence development. Internal and external factors of this process have been determined both by socio-political realities, economic, philosophical, cultural, psychological factors, and the dynamics of the literary process in developed countries, content diversity of literary studies, methodological, aesthetic, methodological factors of mastering literature process have been emphasized. Particular attention has been paid to designing strategies for studying modern literature based on Bourdieu’s theory providing a detailed understanding of specific contexts and holistic understanding of the literary field due to metadiscourse analysis. Through the use of empirical data the process of literary field theory establishing in the German literature study has been explained, attention has been focused on reviewing the G. Grass’ latest novel by literary critics under the influence of external and internal factors of literary process development that specifies educational process of literary competence development.

“Ukrainian philology” in Lviv and Wroclaw University], Вісник Львівського університету [Lviv University Journal], No 27, p. 155-162 (in Ukrainian). 13.Сергиева, H. C. (2012). Магистратура как качественно новьій уровень вьісшего професіонального филологического образования: проблеми становлення [Master as a new level of higher professional education Philology: problems of formation], Информационньїй бюллетень Совета no фшологии Учебно-методического обьединения по классическому университетскому образованию [Jlnformation Bulletin of Philology Board of Learning Methodical

. The profile education program for secondary schools’ pupils. Philological direction, profile - Ukrainian philology], К. : Грамота, 2011. - 135 p. (in Ukrainian). 10. Славянская этнолингвистика [Slavic ethnolinguistics] Retrieved 01.09.2014 from: (in Russian). 11. Царук, О. Українська мова серед інших слов’янських мов: етнологічні та граматичні параметри [Ukrainian language among other Slavic languages: ethnological and grammar options], Дніпропетровськ : Наука і освіта, 1998. - 324 p. (in Ukrainian). 12. Этимологический словарь славянских

References 1. Auerbach, Erich. Figura . [New York]: [Meridian Books], 1959. 2. Auerbach, Erich. Mimesis: the representation of reality in Western literature . Princeton: Princeton University Press, 1953. 3. Boyarin, Daniel. Socrates and the fat rabbis . Chicago: The University of Chicago Press, 2009. 4. Gumbrecht, Hans Ulrich. The powers of philology: dynamics of textual scholarship . Urbana, Ill: University of Illinois Press, 2003. 5. Harnack, Adolf von, and John Richard Wilkinson. 1925. New Testament studies. VI. The origin of the New Testament and the


The article deals with comparative and pedagogical analysis of philologists’ professional training at American and Ukrainian universities on the conceptual (philosophical and pedagogical paradigms, concepts, theories, approaches, teaching goals and strategies), organizational and pedagogical (tuition fee, training duration and modes, entry requirements) and content and technological levels. The structures of philologists’ professional training in the USA and Ukraine have been compared at the conceptual level. It has been revealed that at present, in both countries, professional training is carried out under the conditions of degree-based education taking into account competency-based, practice- and personality-oriented approaches, is based on the principles of humanization and humanitarization, learning democratization, the combination of national traditions and trends in the international educational space, is aimed at developing a modern, highly competitive specialist in philology. It has been indicated that in the system of philologists’ professional training in the United States, there is an orientation towards the subject of learning; personal and practical approaches to organizing professional training of future philologists create the most favourable conditions for developing students’ skills; however, in Ukraine these approaches are only becoming popular. It has been concluded that profound analysis of the advantages in using rational ideas of US experience will upgrade and improve the system of philologists’ professional training in Ukraine, which is a component of continuing professional education caused by the concrete socioeconomic factors of society development and is to reveal the specificity of philologists’ professional training (the content, forms, methods and pedagogical technologies), to create effective stimuli for professional and personal development of philologists.


The article is devoted to the content-analysis of peculiarities of Bachelors’ in the English language and literature training at Swiss universities. It has been revealed that domestic scientists have not paid special attention to this problem as the issues of future teachers’ training and future foreign languages teachers’ training in foreign universities, in particular in Germany, USA, Finland, Mexico, Great Britain, Hungary and Japan have been more studied.

The study of curricula at Swiss universities under conditions of credit-modular organization of educational process, which affects the structure of the content, choice of forms and methods of teaching and assessing students' academic achievements has allowed us to conclude that the student learning is based on the multicultural, competent and communicative approaches.

English language learning in the context of general linguistic picture of the world, its style and dialect importance is content particularity of this training. The communicative aspect of English study by Bachelors first appears in content acquirement of subjects “Exploring Sociolinguistics”, “Sociophonetics”. English is taught in the context of its understanding as a means of interaction under conditions of educational and cultural integration of the nations and a means of constructive polylogue in the country, that represents multicultural vector of bachelors’ training in philology.

The experience of Swiss universities can be adopted by native universities to create a multicultural and communicative personality of a future philologist.


The short story “Albert” is usually interpreted as a manifestation of Leo Tolstoy’s aesthetics. Thus, the narrative of the story is generally beyond the research scope. Tolstoy had been influenced by Turgenev when writing the story. Their relations were analysed through the sociocultural concept of the literary field. Tolstoy rejected the “patron - newcomer” type of relations. The conflict was explicitly depicted in the story narrative. This observation was confirmed by a comparison of three editions of the story. Albert represented Leo Tolstoy himself when he (the story protagonist) rejected Delesov’s patron intentions.

in CLEaR

SAICOVÁ ŘÍMALOVÁ, Lucie: Vybraná slovesa pohybu v češtině. studie z kognitivní lingvistiky. Acta Universitatis Carolinae - AUC Philologica Monografia 161. Praha: Univerzita Karlova v Praze - Nakladatelství Karolinum 2010. 126 s