Development of student research competence peculiarities in Ukrainian for professional purposes courses

Abstract

The article deals with the main features of formation of research competence in undergraduate students of different specializations studying Ukrainian language for Professional Purposes. The modern system of education at the higher level does not only have to prepare future professionals with knowledge of sciences in their fields but also ensure that they can seek professional development independently, critically analyse new information, improve professional skills in line with modern discoveries and findings, and communicate effectively (both academically and professionally). Although having some basic disciplinary background is gained through specialized disciplines, all of the linguistic and communicative skills needed for academic discourse are specifically developed in Ukrainian for Professional Purposes classes. The study proposes a multidimensional approach to fostering students’ scientific and research competence within the language curriculum. Initially, students are introduced to scientific texts relevant to their fields of study, where they learn to analyze and edit academic texts as well as to compose essential structural components of research writing, including the statement of relevance, research aim, and objectives. Subsequently, they acquire discipline-specific terminology, learn to distinguish between highly specialized and general scientific concepts, and develop the ability to use professional terminology appropriately in coherent academic and professional communication. This publication sets out a series of exercises and learning tasks, intended to introduce research skills for firstyear students across academic disciplines. Such activities encompass research-grounded assignments on professional topics, single and group academic projects of students neighbouring their disciplines of study, as well as tasks related to the categorization of language for use through categorial criteria such as function, structure. This contributes to the promotion of analytical and creative thinking, compliance with the correct acquisition and use of professional terminology, cohesion in students’ production of discourse regarding a topic related to their field, and cultivating a scientific worldview like what competent specialists would have in their respective fields.