Особливості фахової підготовки бакалаврів романської філології в університеті Севільї

Abstract

У статті конкретизовано специфіку організації фахової підготовки бакалаврів романської (іспанської, французької, італійської) філології в університеті Севільї. Виокремлено провідні напрями наукових і прикладних досліджень бакалаврів-філологів при підготовці ними дипломних робіт з іспаністики. Прописано зміст і способи фахової підготовки бакалаврів романської філології, що сприяють розвитку їхніх професійних і культурологічних компетенцій. The present article specifies the peculiarities of the Romance (Spanish, French, Italian) philology bachelors’ professional training at the University of Seville. The article illustrates the key trends of scientific and applied researches by philology bachelors while working on their bachelor theses on Hispanism. The contents and means of the Romance philology bachelors’ professional training that contribute to their professional and culturological competence have been stated. It has been established that the bachelor training on Spanish philology is carried out during four years and includes 240 credits at the University of Seville. The learning of the main and obligatory subjects implies that bachelors should attend lectures, presupposes a written examination and their active participation in the workshops (answers, projects). It is shown that the bachelor curricula and syllabi provide with six main specialities (Spanish, French, German, classical, Arabic, and English Philology), four specialities with the Italian language additionally (Spanish, German, classical, Arabic philology and the Italian language), and three mixed specialities (Classical and Spanish Philology; German Philology and primary school teaching; French philology and primary school teaching). The master curricula cover four main specialities (Spanish Philology; teaching Spanish as a foreign language; general linguistics and literature theory; translation) and two mixed specialities (Spanish Philology and secondary school teaching; general linguistics and literature theory, and secondary school teaching). It has been stated that the studying of profession-oriented subjects contributes into the bachelors’ formation of two components of professional competence: general scientific (ability to analyze and generalize; ability to expand knowledge; ability to criticize both somebody and oneself; research skills; ability to create new ideas) and specific, the ones which presuppose the knowledge of theoretical and methodological trends in the literature theory and critics; mastering of the text analysis techniques and methods; ability of critical thinking; knowing how to find, analyze and generalize bibliographical data; revealing the problems and formulating research subject matters, substantiating and evaluating their topicality and culturological significance.