Theoretical and contrastive grammar in the subject area of philology

Abstract

According to the Standards of Higher Education of Ukraine [2], philologists’ training presupposes the theoretical content of the subject area to be fundamental scientific theories, concepts, principles, categories, methods, and notions of philology. Theoretical and contrastive grammar cannot but be mentioned in this respect. The purpose of the research is to identify the place of theoretical and contrastive grammar in the study programme “Germanic Languages and Literatures (including Translation), primary – English”; its topicality is explained by the greater interest of scientists and teachers in the quality of education. Besides, this aspect correlates with qualitative education, which is ensured by the strategies spelled out in Sustainable Development Goals (Sustainable Development Goals [SDG], 2015) adopted by the United Nations [4]. The course of theoretical grammar solves the tasks of revealing the learning outcomes acquired by students and defining the basic terms and notions of grammar. The university course is based on knowledge through separate content modules that integrate with its other parts [1; с. 3]. The lectures are complemented by the tasks for the independent work that enables the students to apply theoretical knowledge in scientific work. The aim of the course is for students’ achievement of fundamental thinking and the system of specific knowledge in the sphere of philological science, its theoretical bases, and the ability to use the knowledge of the language as a system in scientific research, translation, and pedagogical activity.