Description
ABSTRACT
The article focuses on the study of psychological features of educational bilingualism of Ukrainian and Slovak students – future teachers of the English language, through the prism of the resilience approach. The focal point is on the relationship between resilience and bilingualism, as well as on the role of resilience in preventing student
procrastination in learning a foreign language. The application of a direct (free) associative test, the Connor-Davidson Resilience Scale (CD-RISC-25), Procrastination Scale (Lay) and using Spearman’s correlation coefficient and one-way ANOVA revealed the advantage of fluent bilingualism in both groups of the respondents (respectively, Slovak students – 95.4%, Ukrainian students – 70.3%. There has been established the presence of statistically significant differences between the indicators of the average values of bilingualism of Ukrainian students (M = 71.75; SD = 42, 54), who study English as minor, and Slovak (M = 91.77; SD = 20.1), who study English as major. It has been found out that with this level of bilingualism in Slovak and Ukrainian students prevail medium (respectively 59.8% and 51.3%) and high (respectively 36.8% and 48.7%) levels of resilience, as well as medium (respectively 55.2% and 58.5%) and high (respectively 32.2% and 29.4%) levels of procrastination. It has been statistically confirmed that the rate of procrastination is less evident within Slovak students compared to Ukrainian students (M = 58.31; SD = 13.54 and M = 66.62; SD = 9.95, respectively); the results prove the relevance of the study of the factors of differences in procrastination indicators through the prism of psychological conditions of the organization of the educational bilingual space in different countries, taking into account the ethnic characteristics of its participants. The revealed inverse correlation between the indicators of resilience and procrastination in respondents of the general sample (r= -0.259, р=0.033) and separately in each group – in Ukrainian ((r= 0.370, р=0.024) and Slovak students (r =-0.406, p=0.06) confirmed the constructive role of resilience in the process of preventing procrastination. The study also revealed a direct two-way correlation between indicators of resilience and bilingualism in the respondents of the general sample (r= 0.242, p=0.030), which confirms the importance of developing resilience in order to increase the level of bilingualism, as well as vice versa. The study proposes the application of the resilience approach in the educational space, in particular in the conditions of mastering the English language in crisis conditions, as well as the importance of developing the resilience of Slovak and Ukrainian students – future teachers of the English language, by means of sociodrama .
Key words: educational bilingualism, resilience, procrastination, Slovak and Ukrainian students
