Academic Language as an Object of Teaching Foreign Languages to Philology Students

--In the modern socio-educational environment, which is developed through intercultural exchange and the implementation of new methods of spreading knowledge, communication in the student environment is based on the exchange of visual images and philological units. For students of the philological direction, communication with foreign language communicants is determined by the possibility of improving the function of conversation, perception of cultural characteristics and obtaining new images. Of relevance is the perception of not only spoken language by students, but also of the academically correct lexical group. The novelty of the study is determined by the fact that academic language is often perceived as a kind of anachronism, as something insufficient to expand linguistic competence. The study proves that the readiness of students to implement the provisions of academic language is possible not only culturally, but is also achievable by pedagogical methods. The study demonstrates that the implementation of the extended learning format is achieved through the techniques of linguistic learning. The practical significance of the study is that the perception of academic language will allow students of the philological direction to implement their skills in various social spheres, which may require historical language research and be predominantly fundamental.


Introduction
The preparation of future philology students for professional communication in philological higher educational institutions is described by multidimensionality (De Costa et al., 2016). Scientific articles of many Ukrainian and foreign researchers cover issues of communication theory, preparation of philology students for communication, including professional communication (Asadchykh, 2017). A confirmation of the special attention to the place of communication in the system of professional training of philology students is the fact that courses on organising communication within the framework of a philological consultation were included in the curriculum of many American and European philological universities (Fodor, 2019;Gardeazabal, 2011).
In Europe, especially in England, Germany, as well as in the United States, the problem of compensatory learning in the native language has been actively discussed for several decades (Romaine, 2006). This problem contributed to the activation of attention to the social determinants of language, allowed scientists of different directions to more adequately understand the role of language in the social life of an individual and society (Yao & Han, 2013). In a somewhat different aspect, the problem of the extralinguistic context of language emerged in connection with the language teaching to students (Ulrih-Atena, 1976), who study in higher educational institutions of the philological profile (Jaspers, 2015). As noted earlier, the efficiency of the business largely depends on how the relations between the communicants develop (Curdt-Christiansen, 2013). The prerequisites for the emergence of positive relations and trust between a specialist and a client are the qualifications, experience and skill of the first, the general atmosphere of the institution, the behaviour of the staff, starting from the reception desk (Asadchykh, 2016).
The professional activity of philology students (including foreign ones) requires a high level of professionalism, education, professional culture (Lee et al., 2019). Hence, the leading task of higher education institutions is to provide highly professional training for specialists in this industry (Berg & Ross, 1982;Levrints, 2020). In the encyclopaedia of professional education professional training is defined as a combination of special knowledge, abilities and skills, qualities, work experience and norms of behaviour that ensure the possibility of successful work in the chosen profession (Fabricius et al., 2017). Scientists understand professional training as a process that contains a system of organisational and pedagogical activities (He & Yu, 2017), which contribute to the development of a person's professional knowledge, skills, abilities, norms of behaviour, work experience and professional readiness, which ensures the possibility of successful work in conditions of a particular profession (Anderson-Levitt, 2014;Cheypesh, 2019).
One of the priority areas for improving the professional training of philology students is the development of their professionally significant qualities, in particular communicative ones (Yang & Xiang, 2018), since communicative activity is a determining factor in the effectiveness of professional activity (Pérez-Milans, 2015). The profession of a philologist belongs to professions of the "person -person" type, therefore, the professionalism of a specialist depends primarily on their communicative qualities (Moore, 2008), communication style, on the strength of influence on the behaviour of other people and integral sensitivity to the object, process, and result of professional activity (Sutton, 1991).
Professional activity takes place in the interaction of its performers, on the one hand, in contact with related professions, on the other hand, and with the object of activity, on the yet another hand (Konda et al., 2015;Saray et al., 2021). This predetermines the attraction of communication (which in turn is a certain type of activity) in the structure of the professional activity of philology students (Wells, 2007).

Materials and Methods
To test the hypotheses, the Pearson χ2 test was chosen. This criterion allows to compare the empirical distributions of two independent samples (CG and EG), by volumes n1 and n2 (Len & Hoang, 2019;Malik et al., 2021). In this study, the number of students in the control (n1) and experimental (n2) groups is the same -160 people, and the sum n1 + n2 = 320, which proves the validity of the choice of Pearson's test. The results of empirical study for two groups in accordance with four levels are summarised in a table (Table 1). Based on the data in the Table 1, the empirical value of the cell criterion 2 is calculated according to the formula (1): where m1i and m2i are are the number of respondents in the first and second groups distributed according to the i th attribute (i=1…4). After calculating the empirical values and the empirical value of 2 , they must be compared with 2 (critical value of the criterion), which is obtained from the table of critical values of the Pearson χ 2 test. This value depends on the number of degrees of freedom (df) and the level of significance (p). The number of degrees of freedom is determined according to the formula: df=k-1, where k is the number of characteristic levels. Since k=4 is the number of levels of readiness to use academic speech, in our case df = 4-1 = 3. For pedagogical research, the significance level is considered to be p = 0.05. From tables of critical values for df = 3 and p = 0.05, cell 2 = 7,81 was found. If the cell 2 < 2 , then the H0 hypothesis on the absence of statistical differences between the results of the students of the control and experimental groups is accepted. If 2 > 2 , then the H0 hypothesis on the absence of differences is rejected and an alternative hypothesis H1 is accepted (Paziura et al., 2021;Syarifuddin, 2017).

Results and Discussion
To experimentally test the effectiveness of the author's conceptual model of developing the readiness of philology students to use academic language, the summative stage of the pedagogical experiment was carried out at the Taras Shevchenko Kyiv National University (Corral et al., 2014;Suryasa et al., 2019). For this, the diagnostics of philology students was carried out. The processing of diagnostic results allowed to determine the number and percentage of students with the corresponding levels of development of each component of readiness to use academic language: motivational, cognitive, operational-activity, and reflexive (Breus & Khaustova, 2016). These data are summarised in Figure 1. As is evident from Fig. 1 20% in the CG and 18.75% in the EG. The cognitive component at high, sufficient, and low levels is developed in equal numbers among representatives of both groups -8.75%, 37.5%, and 20%, respectively, on average level -in 35% of philology students from the CG and in 33.75% in the EG. The results of diagnosing philology students by the operational-activity component indicate an insufficient development of readiness to use academic language: a high level was found in 6.25% of representatives of the CG and 7.50% of the EG, sufficient -20% in the CG and 17.5% in the EG, average -52.50% in the CG and 51.25% of the EG, low -in 21.25% of the CG and 23.75% of the EG. The reflexive component of readiness to use academic language at a high level was diagnosed in 7.5% in the CG and 6.25% in the EG, sufficient -17.5% in the CG and 20% in the EG, average -51.25% in the CG and 52.5% in the EG, low -23.75% in the CG and 21.25% in the EG. There are only small discrepancies between the compared values, which indicates the homogeneity of the selected control and experimental groups. The worst developed among philology students are the operational-activity and reflexive components of readiness to use academic language (Frolova et al., 2021;Dinçer & Doğanay, 2017).
However, the final conclusion on the absence of differences in the development of the components of readiness to use academic language in the CG and the EG can be drawn only after verifying the statistical hypotheses. The H0 hypothesis will be formulated as follows: there are only random differences between the results of the level of development of the motivational (cognitive, operational-activity, and reflexive) component in the CG and the EG, obtained at the summative stage of the experiment (Moran, 1981;Postareff et al., 2007). Alternative H1: hypothesis: there are significant discrepancies between the results of the level of development of the motivational (cognitive, operational-activity, and reflexive) component in the CG and the EG, obtained at the ascertaining stage of the experiment. To calculate the empirical value of criterion 2 according to formula (1), the results of diagnosing the development of the motivational component at the summative stage of the experiment were summarised in an auxiliary table (Table 2). Calculation of the empirical value of the criterion: Since 0.27<7.81 ( 2 < 2 ), the H0 hypothesis is accepted at the summative stage of the experiment on the motivational component. There are no differences between the students from the CG and the EG. To calculate the empirical value of the χ 2 criterion based on the results of the summative stage of the experiment for the cognitive component, an auxiliary table was designed (Table 3). Calculation of 2 according to the formula (1): Since 0.10<7.81 ( 2 < 2 ), the H0 hypothesis is accepted at the summative stage of the experiment on the cognitive component (Klimova & Semradova, 2012;Haag et al., 2013). There are only random differences between the CG and the EG. Based on the results of diagnostics of the readiness of philology students to use academic language, the frequency indicators for the operational-activity component are summarised in an auxiliary table, based on which the empirical value of the Pearson criterion is calculated for this component (Table 4). Calculation of the empirical value of the criterion:  As is evident from Figure 2, the dynamics of quantitative indicators in the control group (in their comparison at different stages of the pedagogical experiment) was insignificant: the increase in the results of a high level of the motivational component was 2.5%, sufficient -3.75%, average -1.25%, the low-level indicator decreased by 7.5%. This indicates that the motivation for professional communication among future foreign philology students was initially low. In the experimental group, after the introduction of formative measures, the increase in the results of a high level of the motivational component was 16.25%, sufficient level -10%. The indicator of the average level decreased by 13.75%, and the lowlevel indicator -by 12.5%. This indicates an increase in motivation for professional communication among philology students during their studies at a philology university. Among the means that were used upon developing the readiness of philology students for the use of academic language is to encourage them to be active, to be creatively independent, the accumulation of personal experience -dialogical forms and methods (discussions, brainstorming, etc.); training technologies. Figure 3 presents processed results of diagnosing philology students from the CG and the EG according to the cognitive component of readiness at the stages of the experiment (Tiangco, 2020;Dina & Ciornei, 2013    3.75%). Observations of the dynamics of indicators of the operational-activity component of readiness in the EG showed its development. There was a sharp decrease (by 16.25%) in students with a low level (from 23.75% to 7.5%), which is 3 times less than the initial results. Significant increases in the number of students with high and sufficient levels have been recorded (by 12.5% and 30%, respectively). Due to this, the indicators of the middle and low levels decreased by 26.25% and 16.25%, respectively (Haneda, 2014;Horwitz, 1995).
The development of the operational-activity component of readiness in the experimental group was significantly facilitated by the introduction of interactive methods into the educational process, it was based on the principles of linguistic and interlanguage interaction, pedagogical cooperation between the teacher and students, where all participants in the educational process became subjects of professional training. The organisation of interactive training made provision for the modelling of professional dialogues, the use of computer simulators, etc. Business games played a special role in the development of the operationalactivity component of readiness. Fig. 5 presents the processed results of diagnosing philology students from the CG and the EG according to the reflexive component of readiness to use academic language at the stages of the experiment.  Comparative analysis of frequencies showed more positive dynamics of changes in the components of readiness to use academic language of students from the EG compared to the CG. However, its results cannot serve as the basis for a final conclusion on the reliability of differences between the development of readiness components at the stages of the experiment in the EG. For this, statistical hypothesis testing is used. Null hypothesis H0: there are only random differences between the results of the level of development of the motivational (cognitive, operational-activity, and reflexive) component in the EG (CG), obtained at the stages of the experiment.
Alternative hypothesis H1: there are significant discrepancies between the results of the level of development of the motivational (cognitive, operational-activity, and reflexive) component in the EG (CG), obtained at the stages of the experiment. To compare distributions in related samples (EG indicators at the stages of the experiment are related samples), the nonparametric Kolmogorov-Smirnov test is used. The empirical value of this criterion is calculated according to the following formula: where n1 and n2 are the volumes of the compared groups (n1 = 160 and n2 = 160); S(xi), S(yi) are accumulated relative frequencies at the ascertaining (x) and control (y) stages, distributed according to the i th attribute (i = 1...4). To calculate the empirical values of the Kolmogorov-Smirnov λ-criterion, the results are summarised in an auxiliary table, the form of which is given in Table 5.
( 3 ) + ( 4 ) | ( 4 ) − ( 4 )| For sufficiently large n1 and n2 values (over 40), the critical value of the λ-criterion for the significance level p = 0.05 has a stable value -λcrit = 1.36. If < , then the H0 hypothesis on the absence of statistical differences between the results of the group students at the stages of the experiment is accepted. If > , then the H0 hypothesis on the absence of differences is rejected and the alternative hypothesis H1 is accepted. To compare the development of the motivational component of readiness at the stages of the experiment (summative and control), intermediate calculations were performed for the CG (Table 6) and the EG (Table 7). To calculate the empiric value , the following formula was used: (it is always used henceforth).
= 0,67, Since 0.67<1.36, the H0 hypothesis is accepted: the results of philology students from the CG at the stages of the experiment on the motivational component of readiness to use academic language do not differ.  Calculation of the empirical value of the λ-criterion according to formula (5) for the cognitive component: Since 0.45 <1.36, the H0 hypothesis is accepted: the results of philology students from the CG at the stages of the experiment according to the cognitive component of readiness to use academic speech do not differ.
Since 1.90> 1.36, the H0 hypothesis is rejected and the H1 hypothesis is accepted: there are significant disagreements between the results of the development of the cognitive component among students from the EG at the stages of the experiment.
To compare the development of the operational-activity component of readiness at the stages of the experiment (summative and control), intermediate calculations were performed for the CG (Table 10) and the EG (Table 11). Calculation of the empirical value of the λ-criterion: = 1,19. Since 1.19 <1.34, the H0 hypothesis is accepted: the results of philology students from the CG at the stages of the experiment according to the operational-activity component of readiness to use academic language do not differ. Calculation of the empirical value for the EG for the operational-activity component: = 3,80. Since 2.34> 1.34, the H0 hypothesis is rejected and the H1 hypothesis is accepted: the results of philology students from the EG at the stages of the experiment according to the operational-activity component of readiness differ significantly. To compare the development of the reflexive component of readiness to use academic language at the stages of the experiment, additional calculations were made for the CG (Table 12) and the EG (Table 13). Calculation of the empirical value of the Kolmogorov-Smirnov λ-criterion: = 0,89. Since 0.89 <1.34, the H0 hypothesis is accepted: there are no significant differences between the results of philology students from the CG on the reflective component of readiness to use academic language at the stages of the experiment. Calculation of the empirical value of the Kolmogorov-Smirnov λ-criterion for the EG for the reflexive component: = 3,69. Since 3.69> 1.34, the H0 hypothesis is rejected and the H1 hypothesis is accepted: there are significant disagreements between the results of philology students from the EG at the stages of the experiment according to the reflexive component of readiness.
The results of testing statistical hypotheses showed that in the CG at the control stage there were no changes in the development of the components of the readiness of philology students to use academic language. But in the EG the obtained data allowed refuting the null hypothesis and proving the significance of differences in the development of the components of readiness to use academic language at the summative and control stages. This confirms the effectiveness of the implemented conceptual model of developing the readiness of philology students to use academic language.
The data were obtained according to the results of diagnostics of students from the CG and the EG at the control stage of the experiment according to the levels of development of motivational, cognitive, operational-activity, reflexive components of readiness to use academic language and are summarised in Figure  6. Figure 6. Summary results of the control stage of the experiment of the distribution of philology students according to the levels of development of the components of readiness to use academic language, CG and EG As is evident from Fig. 6, there are discrepancies between the CG and the EG in terms of the components of readiness to use academic language. According to the motivational component, a high level was stated among 12.5% of the representatives of the CG and 25% of the EG; sufficient level -40% of philology students in the CG and 47.5% in the EG, average level -35% in the CG and 21.25% in the EG, low level -12.50% in the CG and 6.25% in the EG. The critical value of this criterion is the same as at the summative stage: 2 = 7,81. The procedure for calculating the empirical value is the same as at the summative stage: an auxiliary table is developed, according to which 2 is calculated with the use of the formula (1). To compare the results of the CG and the EG on the motivational component at the control stage of the experiment, they were summarised in an auxiliary table (Table 14).
Since 16.41>7.81 ( 2 > 2 ), then the H1 hypothesis is accepted at the control stage of the experiment on the development of the motivational component of readiness to use academic language, students from the CG and the EG differ. To calculate the empirical value of the χ 2 -criterion according to the results of the control stage of the experiment for the cognitive component, an auxiliary table was developed (Table 15).
Since 16.16>7.81 ( 2 > 2 ), the H1 hypothesis is accepted: the students from the CG and the EG have significant discrepancies between the results of the development of the cognitive component of readiness at the control stage of the experiment. Frequency indicators based on the results of diagnostics of the development of readiness of philology students to use academic language for the operational-activity component are summarised in Table. 16.
Comparison of empirical and critical values of Pearson's criterion (27.01> 7.81) proves that hypothesis H1 is accepted: at the control stage of the experiment on the operational-activity component of readiness to use academic language, there are significant discrepancies between the results of philology students from the CG and the EG. To calculate the empirical value of the χ 2 criterion for the reflexive component of readiness, the results of the control stage of the experiment are summarised in the auxiliary table (Table 17).
Since 34.22> 7.81, the H1 hypothesis is accepted: at the control stage of the experiment on the reflexive component of readiness to use academic language, philology students from the CG and the EG differ significantly.

Conclusion
The obtained results of testing statistical hypotheses prove that after the formative stage of the experiment, the control and experimental groups have statistically significant differences, which is explained by the pedagogical effect in connection with the introduction of the proposed conceptual model of the development of philology students' readiness to use academic language. Consequently, it has been statistically proven that the higher results of the development of the readiness of philology students for the use of academic language in the experimental groups in comparison with the control groups is explained by the pedagogical effect in connection with the introduction of formative measures. This confirms the research hypothesis and the effectiveness of the author's conceptual model of developing the readiness of philology students to use academic language.