PEDAGOGICAL UNIVERSITY STUDENTS’ PERCEPTION OF THE COURSE ON INTRODUCTION TO GERMANIC LINGUISTICS

Oct 15, 2026

The article investigates how to enhance foreign language teacher training quality by surveying pedagogical university students’ opinions on the course “Introduction to Germanic Linguistics” in a Bachelor’s Degree in Education programme. Its objective is to examine students’ perceptions of the course content, organization, relevance to teacher training, and the effectiveness of professional competence formation. The study uses a questionnaire with 42 undergraduates and applies empirical, theoretical, and statistical methods. Findings show unanimous approval of content and organization, mixed views on programme importance, and varying efficiency assessments, informing conditions and improvement prospects.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages8

Reading Time20 min

AccessFree to download

Introduction

Philological training as a core component

Research priority and related studies

Study design and course evaluation

DOI: 10.20535/2410-8286.236512 PEDAGOGICAL UNIVERSITY STUDENTS’ PERCEPTION OF THE COURSE ON INTRODUCTION TO GERMANIC LINGUISTICS Galyna Palytsya Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine [gpalytsya73@gmail.com](gpalytsya73@gmail.com) Oksana Storonska Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine [okstoronska@gmail.com](okstoronska@gmail.com) The present article investigates foreign language teacher training quality enhancement by surveying pedagogical university students’opinions on important aspects of the course of Introduction to Germanic Linguistics within the Educational Programme for Bachelor’s Degree in Education. The prime purpose is to study the perception of the above-mentioned optional course by Drohobych Ivan Franko State Pedagogical University (DIFSPU) students, with a focus on its content, organization and relevance to foreign language teacher training as well as on its professional competence formation efficiency. The complexity of the problems involved requires a combination of different methods, i.e. empirical, theoretical and statistical ones. 42 undergraduate DIFSPU students majoring in 014 “Secondary Education (English Language and Literature)” and 014 “Secondary Education (German Language and Literature)” took part in the experiment. The main survey tool was a questionnaire reflecting the parameters of assessing the course of Introduction to Germanic Linguistics. The data collected provides a solid basis for the revision of the course content, structure, organization, educational significance and efficiency, based on the direct participants’ assessments and comments. The students’feedback reveals: 1) unanimous approval of the content and organizational principles of the discipline; 2) mixed opinions on its importance in the structure of the Educational Programme for Bachelor's Degree in Education; 3) variability of the course efficiency assessments. The data obtained allow for determining the conditions of an efficient implementation of Introduction to Germanic Linguistics into educational practice, such as prior familiarization of students with its aim and essence, emphasis on its applicability and optionality as well as its adaptation to the level and needs of future teachers. The data interpretation equally contributes to establishing the prospects of enhancing the course: 1) proportionalizing diverse types of educational activities; 2) increasing flexibility and variability in the educative process organization; 3) more efficiently interiorizing its content in terms of professional education priorities for future teachers of the English and German languages. Keywords: pedagogical university students; foreign language teachers; philological training; Introduction to Germanic Linguistics; perception. Introduction Philological training is the core component of foreign language teacher education, which has a dual function. On the one hand, it is aimed at transmitting knowledge about language as an attribute of human existence with a variety of functions and roles; as a heterogeneous systemic phenomenon with many elements and units; as a unique means of communication with numerous realization options. On the other hand, it presents a foreign language with its adequate pronunciation, vocabulary richness, plurality of grammatical structures and variability of lects. Philological training equally approaches the foreign language with respect to its origin, formation and further evolution trends along with revealing its social nature both on a national scale and globally. Thus, this linguistic training focus provides future foreign language teachers with a holistic vision of the essence of the subject taught in its diversity, versatility, multifunctionality, internal relationships and external interactions. The importance of the problem of thorough philological training of language teachers has made it a key research priority of the ac

FAQs

What is the main purpose of the study?

To examine how pedagogical university students perceive the optional course “Introduction to Germanic Linguistics,” focusing on its content, organization, relevance to teacher training, and how effectively it supports professional competence formation.

How was the experiment conducted?

The study involved 42 undergraduate students and used a questionnaire as the main survey tool to assess course-related parameters and to collect comments.

What do students’ feedback results indicate?

Students showed unanimous approval of the course content and organizational principles, mixed opinions about the course’s importance within the Bachelor programme structure, and variability in assessments of course efficiency.

Oct 15, 2026

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