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The paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fifty-two future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.

The paper is focused on the intercultural communicative competence as an integral part of vocational training of journalism students. The aim of the paper is: 1) to define the intercultural communicative competence dimensions; 2) to outline the ways of development of intercultural communicative competence of journalism students; 3) to find out the attitudes of journalism students to intercultural communicative competence development; 4) to assess the levels of journalism students’ intercultural communicative competence and develop recommendations for its development. A mixed research design was employed which involved 14 ESP teachers and 26 bachelor students of Ivan Franko National University of Lviv during the autumn trimester of 2021. The study shows that the students are fully aware of the necessity to develop intercultural communicative competence. Based on the survey of the ESP teachers, we outlined the dimensions of journalism students’ intercultural communicative competence development and suggested the ways of building intercultural communicative competence in journalism students. The levels of assessment of intercultural communicative competence of journalism students were outlined and defined. The final results indicate that journalism students whose study was more practice than theory oriented (group 1) showed better learning outcomes than those who were mostly focused on the acquisition of theoretical knowledge (group 2). Methodical guidelines for ESP teachers were developed.

Despite longitudinal studies conducted along written and oral codeswitching linguistic prevalence considering ESL context, none of the ensuing studies has attempted to propose a theory delineating the preceding occurrence committed by L2 interlocutors which add to the novelty aspect of this paper. The quantitative analysis redounds to the formation of philosophical data on the constructive aspects associated to codeswitching occurrence in ESL classroom despite its adverse impressions in the context of pedagogy. This paper predominantly explores codeswitching from L1 to L2 in a multifaceted milieu as it has hidden purposes and functions along the channels of communication. For instance, codeswitching for equivalence (Mam the villain in the story is “masama”, because uhmmm…. She done bad thing to the main character). After careful scrutiny, the study emphasizes that the highlighted linguistic prevalence should uncover its positive aspects for communicative competence sake. The paramount goal must always be the understanding of the text and glitches along the channels of communication must be deemed secondary. This practice has functions and purposes in the context of the interlocutors of the language itself. They do such for clarity, emphasis, emotion expression, and equivalence for the most part. The role of ESL teachers counts a lot to bring the students to a high level of communicative competence. L1 shall serve as a bridge to reach L2 fluency.

Every year, more and more foreign students are enrolled at the Faculty of Manufacturing Technologies in Prešov of the Technical University in Kosice. For this reason, Slovak Language for Foreign Students was introduced as a compulsory subject in the 1st year of bachelor’s study. The purpose of the paper was to emphasize the teaching of Slovak as a foreign language and thus help to overcome the problems of foreign students in studying professional subjects. The aim is to provide them with suitable tailor-made study material within the blended form of teaching. Slovak language teachers at the Department of Social Sciences and Humanities used mixed innovative methods and forms of study and tried to increase the language and communication skills of students. The paper compares the results of e-exercises and the final e-test of 140 foreign students from different study programmes in the first year of their bachelor study in the winter semester 2021. Slovak language teachers were able to identify students’ strengths and weaknesses based on the results of experimental research. Elimination of the most frequent mistakes will help students to increase the level of technical Slovak language, which they can apply during the study of professional subjects and in future practice in Slovak companies. The university-wide Moodle platform was used for blended learning in teaching Slovak as a foreign language at the Faculty.

The pandemic situation in Slovakia has shown that e-learning teaching within educational institutions has not received sufficient attention so far. The purpose of the paper is to stress the importance of e-learning application in foreign language teaching as well as show the possibilities of creating new educational portals for university students using professional foreign language texts. The KEGA project “Innovative Methods and Forms of Education for Needs and Development of Language and Communication Skills within Technical Professional Foreign Language Study Material” is still ongoing at the Department of Social Sciences and Humanities. The aim is to emphasize the importance of foreign language training for future engineers, and at the same time to look for modern and innovative mixed methods of education, which includes the use of e-learning. The paper compares the study results of more than 200 students in different study programmes at the Faculty of Manufacturing Technologies in Prešov Technical University of Košice achieved during the academic year 2020/2021. The research findings prove that the experimental group of students from different study programmes achieved the best study results in those manufacturing technologies e-tests which are closely connected with their study programme. The results confirm that English teaching focused on tailor-made professional texts and topics within the engineering levels of studies was effective. Teachers also identified the strengths and weaknesses of students within tasks to practice language competencies. By applying e-tests students were able to improve their language skills, which can be practised in selected foreign companies or in their future careers as engineers, technicians, managers or computer programmers.

The study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.

Different linguistic classifications of Spanish and Slovak make the differences between these two languages. The genetic criterion classifies languages, clustering them into language families, the largest among which is the Indoeuropean one. The typological criterion divides languages according to their grammatical structures. Meanwhile, Slovak is genetically a Slavonic language, and Spanish is a Romance language. Therefore, they both belong to different language families. Also, according to the typological criterion, Slovak is a synthetic language, and Spanish is an analytic language. Based on a theoretical study of the standard features and differences between the Slovak and Spanish verb systems, we formulated the hypotheses about language interferences, which are accepted or rejected at the end of the research. The current research aims to examine the errors in the use of past tenses by Slovak university students who study Spanish as a foreign language, and then analyze where these errors are due to interference with their native language. The present paper observes what errors students make in using past tenses in Spanish. The research question is: What interferences do Slovak learners of the Spanish language experience in the use of past tenses? We applied scientific methods (an observation, a textual analysis, a synthesis) to conduct the study. The first method was an observation. Applying this method made it possible to gather data by watching the process of doing grammatical exercises in Spanish during classes held from September 2020 to May 2022 for the first- and second-year students at the Faculty of Applied Languages of the University of Economics in Bratislava. These students knew English and were generally better at it than Spanish. We also conducted a textual analysis that primarily looked at the learners’ short-text writing skills. We used a form with 30 phrases the respondents needed to complete using past tenses. Then, we assessed the written and spoken communication skills of students. The analysis results show that, on the one hand, most respondents needed help distinguishing between the past continuous and simple past tenses, resulting in misuse. On the other hand, we found some slight errors in phrases in which the present perfect tense was supposed to be used.

The article studies the translation of the Ancient Greek literature into Ukrainian as an important and historically conditioned process that influenced the translation tradition in Ukraine. The authors trace the history of translation dating from the period of Kyivan Rus to modern times by applying linguistic, chronological and thematic approaches. As a result of the conducted study the authors define main directions and trends of assimilation of the classical Ancient Greek literature by the Ukrainian context through translation in its cultural and historical dimension, as well as characterize the translations of the Ukrainian scientists and outline their contribution into the classical literature corpus formation. It has been revealed that in different historical periods, translated literature performed definite functions (it was used in religious worship, as the material for original literature creation, in intellectual discussions). Since the 19th century, there existed a tendency when translators (M. Zerov, I. Franko, Lesya Ukrainka, V. Svidzinskyi, P. Nishchynskyi, M. Rylskyi, G. Kochur, Borys Ten, M. Lukash, M. Moskalenko, A. Sodomora, etc.), guided by their own preferences, cultural trends, national needs, political attitudes, consciously chose original texts for translation, carried out scientific investigations and added commentaries to their publications, thereby creating a scientific discussion in the Ukrainian society. It was also found out that translations of Homer's works into Ukrainian led to the emergence of a certain translational tradition (the same phenomenon is observed in Western Europe), when Ukrainian translators developed a methodology that allowed them not only to convey the ideological and content component of the original poems, but also to reproduce the rhyming of ancient poetry. The paper concludes that modern translators from the Ancient Greek language continue to popularize ancient literature and the legacy of the holy fathers, thereby supporting the continuity of the Ukrainian school of translation.

The paper presents the ideas on integration of English language academic writing into the training of Mater of Pharmacy students. The academic literature demonstrates a powerful didactic potential for the development of both language and professional competence of students majoring in pharmacy. This fact is evidenced by the empirical study that demonstrates the finding reflected in students’ graduation academic project performance. As a measurement tools we employed assessment rubrics of the graduate project, content analysis and questionnaire on teachers’ feedback. The participants of the study were students from the Pharmacy faculty and teachers of English for Academic Purposes in cooperation with teachers of pharmacy. Together they outlined the criteria for the texts selection. According to the results, students mastered not only academic writing skills, but also the skills of information processing and evaluation, critical thinking, presentation of information and academic integrity. The paper also presents methodological recommendations on academic texts selection for pharmaceutical students and forms of teachingacademic writing to students of non-linguistic specialties. The results of the study allow to draw the conclusion academic writing course will enhance professional competence and reduce students’ misinterpreting of academic language.

The paper dwells on how current L&D trends are followed by Canadian corporations and what their attitude to continuous learning is, considering that corporate narratives present in official documentation are relevant object for the research. In general, scientific inquiry of Canadian experience in the sphere of corporate education is relevant for comprehensive analysis as Canadian best practices can be applied by organisations of various types in other countries. The paper presents quantitative and qualitative data revealed in the process of content analysis of official narratives, their interpretation and correlations between the results and current L&D trends as outlined in the literature review. Thus, in the centre of the methodological framework of this research is content analysis. 21 general annual and sustainability reports of 13 Fortune 500 Canadian companies were sampled for extracted text narratives to be coded according to the predefined coding scheme and further interpreted. The research has allowed to answer the question whether official documentation issued by Canadian companies is resourceful for the study of corporate education in the country. The light was shed on types of reports which contain the most relevant information on the issue. The investigation revealed that the most frequent coded narratives are related to the continuous development of employees, alignment of L&D and business strategy, compliance training and inclusion & diversity training within organisations. The paper describes and discusses these results in detail as well as traces reflection of global L&D trends in corporate documentation.

The subject of the paper is evaluating and comparing the activity of using digital technologies for the realisation of democratic values by students of Polish and Ukrainian higher educational establishments: rights to freedom of access to information; tolerant communication with other people; awareness of the values of solidarity, equality.The study was carried out at Maria Curie-Sklodowska University in Lublin (Poland), The Jan Kochanowski University in Kielce (Poland), Radom Academy of Economics (Poland), Taras Shevchenko National University of Kyiv (Ukraine), Poltava V.G. Korolenko National Pedagogical University (Ukraine). Based on the survey results, the quantitative and qualitative analysis of digital technologies used in the development of democratic ideals and social activity of youth are carried.The results obtained are typologically common for students of both Polish and Ukrainian higher educational establishments.The paper provides recommendations for teachers of higher educational establishments on the use of digital technologies to support the development of students’ democratic values in formal and non-formal learning and draws attention to the problem of forming digital critical competence of students.

Students’ EFL learning experience in the rural context is poorer in comparison to urban quality of education. More than 70% of students at the State Agrarian and Engineering University in Podillia are from rural areas. To reduce rural-urban disparities in academic learning the university teachers should use high-quality instruction techniques that can make the process of studying both effective and motivating. The traditional methods of EFL teaching no longer satisfy the needs of modern society. Hence, technology applications need a theoretical foundation based on experimental surveys to determine the strategies for effective EFL learning. This research paper was conducted to examine the possibility of utilising such MALL technology like Quizlet in improving EFL learners’ vocabulary acquisition. A brief review of scholarly literature published from 2005-2019 on Quizlet implementation in foreign language learning showed that there are many studies on the benefits of using Quizlet in EFL vocabulary acquisition. However, the research papers on the principles and strategies for adequate Quizlet-based learning in Ukrainian higher educational institutions are still lacking. Pre- and post-experimental questionnaires, pre- and post-experimental tests were adopted as tools for data collection. The results of the experiment have proven the proposed hypothesis. After utilising Quizlet and using spaced repetition technique for vocabulary learning to prepare undergraduates to state English exam, the results proved that the learners of the experimental group improved their level of EFL vocabulary at the post-test.

The paper focuses on education in the field of foreign languages, particularly Spanish, in the framework of university study of economic and managerial orientation in Slovakia in order to find out what the labour market requirements are for graduates in the field of foreign language skills. In our research, we focus on Spanish, as no similar relevant research has been done to date in this foreign language. Current research shows that the graduates of economics and management fields lack the link between the content of education and the requirements of the labour market, as well as preparation in the field of foreign language skills. This calls for a better understanding of the real needs of employers and graduates. This paper is based on a questionnaire survey among potential employers of graduates of the University of Economics in Bratislava who require foreign language skills, mainly Spanish, as well as of graduates of the University of Economics in Bratislava who use foreign languages, in particular Spanish in their employment. The paper provides an overview of the specific language competencies and knowledge that are needed in the labour market. The ambition of research is to contribute to improving the link between higher education content and the real needs of the labour market, and thus to boosting the employability of graduates in the labour market.

The present paper investigates semantics of human body part names (BPN) in languages of different structure. The lexemes under study are characterised by a high level of polysemy, frequent occurrence and primary role in the processes of world perception and categorisation. The empirical data comprise 438 lexemes (expressing 1438 meanings), which were analysed in seven languages of different structure (related and unrelated) from two language families: Indo-European (featuring such language groups as Germanic (English and German), Romance (Spanish), Balto-Slavonic (Latvian, Ukrainian and Russian)) and Japanese-Ryukyuan (featuring Japanese). The data are analysed within the framework of meronymy relation and highlight the universal features of semantic change in the compared languages, thus presenting a model for more extensive and complex studies of the semantic potential of basic lexical units. The research is based upon the methodology of classical semantics and typology as well as contrastive lexical studies, and is aimed at revealing the nature of semantic universals and regularities in the process of BPN semantic development. The lexical units under analysis are generalised and systematically investigated using contrastive analysis and linguistic description, whilst their semantic structure is thoroughly described with the help of componential analysis. The paper focuses on the classification of their regular semantic change mechanisms and juxtaposes the cross-linguistic similarities as well as differences in semantics of body part names. The relation of meronymy reveals interdependence with that of polysemy. The introduced index of polysemy helps to compare the potential for polysemy development in the languages under analysis. The conducted research enables the formulation of semantic universals and regularities within BPN polysemy development in languages of different structure as well as the creation of a semantic typology of BPN in related and unrelated languages. The analysis is supplemented with the statistical data allowing for the verification of the results. The main principles of this research may be applied to different thematic groups of lexis, contributing to further development of semantic language typology worldwide.

The paper is focused on the study of the interconnection of context and evaluative utterances in French. The assessment of different aspects of the world is viewed as a considerable part of human cognitive activities. Considering this, in the paper evaluative utterances are analysed in relation to logical, semantic, pragmatic and communicative properties of evaluation as an element of a linguo-cognitive domain. It is emphasised that the pragmatic analysis is of great significance in the interpretation and explanation of positive or negative polarity of the utterance evaluation. The present article also demonstrates the importance of various semasiological and syntactic expressive means and stylistic devices in the process of highlighting the positive or negative evaluative effect. Following the principles of pragmatic analysis, the author outlines the language means realising positive and negative polarity of the utterance evaluation. The study also proves that the units being neutral at the language level acquire evaluative potential in context. The results obtained confirm the idea that the correlation between the evaluative utterance and its context helps understand the encoded in the evaluative utterance presupposition of communication being the speaker’s communicative intentions associated with his/her epistemic state.

This paper attempts to shed some light on the problem of correlation of such ontological categories as quality, quantity and relation in similes. The matter in question is significant since it relates to the problem of anthropocentrism in language. It shows the speaker’s attitude to the information encoded in a simile by consciously choosing a vehicle via measuring a tenor’s salient feature against an implied abstract scale of objects, notions, phenomena, etc. that possess a particular quality to a certain extent. The nature of the ground of simile is described to be gradable, capable of being subjectively measured from the perspective of the speaker’s environmental perception. The gradability of a shared feature shown as a scale of potential vehicles lends itself to the interpretation as a fragment of the linguistic worldview displaying a range of scale markers typical of a certain linguistic community in a certain historical period of time. The polar opposite notions on an implied scale are depicted to represent a (proto/stereo) type and an anti-(proto/stereo)type typical of certain linguo-cultural domains in a particular fragment of a linguistic worldview. By moving from the explanatory examples to the analysis of empirical material the author concludes that the categories of quantity, quality and relation are intrinsic in every simile and manifest themselves in the choice of a tenor-vehicle pair that do not exist within simile other than in relation to each-other. The material described in the article serves as an evidence of language dependence on historical and social parameters. The paper explains the mechanism of creation of the congruous and ironic similes according to the universal process of simile formation where the unity of quantity, quality and relation are the key factors of its existence.

The paper deals with motivational structure of business names that determines the choice of strategy for naming. The article considers the origin of business names and concentrates on the fact that business names’ formation requires the right combination of objective information and subjectivity. Business names of restaurants in Brussels are studied. The article analyses the requirements that business names should meet, presents the main components of their motivational structure and proposes a new classification of business names, taking into consideration their motivational and structural characteristics A new classification of business names presented in the paper includes 8 different categories. The paper defines a correlation between the motivational structure of business names and the degree of persuasion they possess. The article demonstrates the use of different kinds of business names and their relevance for the naming process. It is shown that anthroponymic, transpositional and idiomatic business names possess the highest degree of persuasion. Toponymic, background and international business names can sometimes have a controversial effect on addressees, be irrelevant and highly questionable as potential actuators. The article concentrates on the necessity to adjust the code business names have to the needs of the target audience and shows the absence of direct correlation between transparency or vagueness of motivational characteristics and low or high level of persuasion. The paper develops recommendations for the choice of effective linguistic means of expression in business names creation and proposes topics for further research in the field.

In the article on the basis of a systemic analysis of English landscape descriptions’ functional, semantic and structural characteristics the author gives the most common definition of a landscape description, outlines the eight-level classification of their linguistic features, in which the main level of descriptions’ identification is their belonging to the locality type. In the paper, the author performs a detailed analysis and modelling of language units’ interaction in the landscape descriptions of oral actualisation. The model allows distinguishing the direction of prosodic, lexical and grammatical means’ interaction in the organisation of the aforementioned descriptions having different degrees of their narrative dynamics and the level of emotional-and-pragmatic potential. The suggested model and the landscape descriptions’ classification serve as methodological grounds for the experimental phonetic study of static urban landscape descriptions’ prosodic organisation. The article also outlines the steps of the auditory analysis methodology necessary for researching the prosodic parameters of the descriptions under study. Among other parameters, the author applies the Kalyta-Taranenko K-criterion for the evaluation of a text fragment’s level of emotional-and-pragmatic potential. The results of the auditory analysis enable the author to come up with the invariant prosodic pattern of English static urban landscape descriptions’ intonation organisation. This invariant pattern makes it possible to classify them perfectly well during their oral realisation. The paper also outlines the prospective scientific studies of other kinds of descriptions in different linguistic spheres in general and in phonetics in particular.

The article discusses the methodological algorithm for diachronic interpretation of the Nostratic etymon *mar-a “tree” represented in the A. R. Bomhard’s “A Comprehensive Introduction to Nostratic Comparative Linguistics: With Special Reference to Indo-European. The paper elaborates the definition of the Nostratic etymon as a hypothetical language-ancestor, established based on the comparison of the degree of affinity with the available reconstructed etymons at the level of every Nostratic language family (Altaic, Afro-Asiatic, Dravidian, Indo-European, Kartvelian, and Uralic). The author comes to the conclusion that Bomhard used the three research stages to identify the Nostratic etymon. At the first stage (the level of the language family) the comparative-historical method is used with the procedures of internal (etymon(s) / proto-form(s) at the level of the language group) and external (comparison of etymons / proto-forms reconstructed for certain language groups in order to reconstruct etymon / proto-form at the level of the language family) reconstruction; the step-by-step reconstruction method. At the second stage (the level of macrofamily) the mass comparison method is used. It helps to involve the already reconstructed etymons at the level of every Nostratic language family into comparison. At the third stage, a specially developed method of diachronic interpretation is used. An attempt tries to prove that the diachronic interpretation of the Nostratic *mar-a “tree” is confirmed by the analysis of language data. The paper considers two methodological procedures: 1) the comparison of a sufficient number of common morphs (or allomorphs) in comparable languages, i.e. the establishment of similar rules for combining regular phonetic correspondences; 2) the semantic similarity of common morphs (or allomorphs) in comparable languages.

This paper deals with the strategy of persuasion in modern American political discourse. The linguistic analysis of political language is, in fact, the discovery of the ways how to manipulate the language signs to achieve specific political goals. Different mechanisms of influence on mass and organisation of effective communication are within the scope of this study due to the fact that language is an inexhaustible source of techniques and methods of persuasion. The aim of the paper is to identify the linguistic (grammatical, lexical-semantic, stylistic) and pragmatic characteristics of the strategy of persuasion in acceptance speeches of democrats as well as to establish common and distinctive features of the lingual component of their discourse. It examines and analyses the strategy of persuasion in the political discourse in the light of Critical Discourse Analysis and the conceptual framework proposed by T. van Dijk, namely personal persuasive strategies, i.e. positive self-presentation strategy and negative other-presentation strategy. The two candidates under analysis preferred declarative sentences to inform the electorate about their plans and ideas of reorganising the American social and political situation. The politicians used the personal pronoun “I” to state their own personal views and feelings, “we” – to get trust and support from the listeners. In their acceptance speeches, Hillary Clinton and Barack Obama preferred a personal strategy of negative other-presentation to positive self-presentation strategy. The discourse of Democrats is vivid due to the great usage of stylistic means and lexis from different lexico-semantic fields.

The paper focuses on the theoretical analysis of psychological and pedagogic foundations of humanistic foreign language education viewed as an interrelated subject-subject system for improving the emotional and intellectual spheres of students’ personal development, which is based on an attitude of interest in life in all its manifestations. Synthesising findings of ethics of care and dialogical pedagogy, humanistic foreign language education is intended to acquaint students with sociocultural knowledge accumulated by humanity; promote better self-understanding and awareness of their place and role in society; develop the ability to adequately assess the possibilities for their self-realisation; teach students to think independently and critically, and to communicate in a civilized and effective way with other people and the world at large. The study of the U.S. practical experience in this educational sphere is highlighted as well. The paper outlines pedagogical participatory techniques, such as role-playing and discussion. They effectively combine the humanistic approach to the educational process with the foreign language study, providing self-discovery and self-perfection. Students are trained as informed and competent interlocutors in the foreign language. They are also educated to reflect on the world through the lens of another culture. The research shows that humanistic foreign language education with its emphasis on the inner world of the learners, their individual thoughts, emotions and feelings is of great significance in overall personality development. Humanistic foundations of pedagogical participatory techniques involve students’ affective experiences reflected in the values and ideals that they hold most dear, the meaning and purpose of their lives, their connectedness to each other and to the surrounding world.

In the paper on the basis of a systemic methodological approach within the framework of speech energetic theory the author advances a theoretical insight into the nature of psycho-energetic generation and decoding of speech pauses in communication as well as offers a theoretical and conceptual solution to the problem of defining the dimensionless criterion able to quantitatively evaluate the levels of emotional and pragmatic potentials of certain speech segments at their pausal juncture, or boundary, termed in the paper as “a pausal jump”. The paper elaborates the formula defining the criterion of specific pausal jump of emotional and pragmatic potentials of the adjacent speech segments, being derived on the basis of the substantiated conceptual assumptions and methodological conditions. The author comes to the conclusion that the offered quantitative criterion will (1) advance the possibility to classify the energetic properties of emotional utterances, and (2) will allow the researcher to make up the speakers’ typical psycho-energetic portraits.

The primary focus of the paper is on providing basic characteristics of subject-specific vocabulary classes and stratifying Aviation English vocabulary. Aviation English which serves for professional communication uses discipline-specific vocabulary which defines and transfers professional knowledge. The first part of the paper investigates the most commonly distinguished classes of lexis within the subject-specific vocabulary. They are stated to be terms, semi-technical vocabulary, professionalisms, professional slang and jargon, nomenclature names. Each class is presented in more detail in the second part of the paper. Peculiar features of every class of items are determined in order to enable differentiation from all other groups of lexis. The third part focuses on Aviation English vocabulary stratification. Taking into account the research already existing on the issue and having conducted its critical analysis as well as having thoroughly studied Aviation lexicographical issues and electronic-based aviation word lists, the authors present their view on Aviation English vocabulary stratification providing examples of lexis within each group. 6 groups of lexical items in Aviation English vocabulary are distinguished by the authors: 1) basic aviation concepts; 2) general scientific and interdisciplinary terms; 3) semi-technical vocabulary; 4) nomenclature names (nomens); 5) codes; 6) professional slang and jargon.

At present, Ukrainian universities are immersed into current processes of internationalisation, academic mobility and engaging into a European context, that, consequently, give rise to numerous surveys on advanced pedagogical approaches to correspond the framework of general European language learning policy. The paper aims to describe and summarise the experience of Content and Language Integrated Learning implementation (CLIL) in Ukraine. With the view of objective assessment of the survey results, we considered comparing our experience, challenges and solutions with Polish universities experience since CLIL approach is widely used and made its own history with great outcomes in Poland. The qualitative data of our survey were gathered, evaluated and compared with those presented in published investigations of Polish experts. The key objectives are to identify operating CLIL models and strategies at Igor Sikorsky Kyiv Polytechnic Institute and to measure up functioning features of this approach by means of SWOT analysis. Moreover, the researchers disclose the approach advantages, drawbacks and recommendations for further discussion. In the paper, the authors also outline the peculiarities of ongoing coexistence and relation of English for Specific Purposes (ESP) and CLIL in tertiary education in terms of aims, tasks, resources, teachers’ roles and outcomes. The research results show that ESP and CLIL are interrelated approaches, which both contribute to students’ learning motivation as well as language and field-related content acquisition; CLIL is a key factor for universities to attract students and take high rates in educational ranking.

The paper examines the challenges of curricular reforms aimed at updating Postgraduate study programmes of Ukrainian higher educational institutions in terms of specific innovative content and methodologies. By applying statistical methods to the data acquired from questioning first-year and second-year PhD students, the concept of PhD students’ training (comprising formal, content-based and methodological aspects) has been reconstructed from the point of view of its key beneficiaries. The research results show that the majority of postgraduate students consider research and innovation activities as an important part of their future professional activity; the level of innovative research training in Postgraduate Education is rated as higher than average, while their own level is viewed as average. The paper outlines main forms of research and innovation activities in which the students participated as well as difficulties which they encountered. As a result of the quantitative analysis, the author presents the rating of the most important modules, which should be included in the curriculum of Postgraduate studies (Foreign Language for Specific Purposes, Methodology of Scientific Research, Methods of Mathematical Statistics, Academic Writing and Academic Integrity, Critical Thinking Basics, Innovation basics, Intellectual Property and Technology Transfer, Project Activity Basics). The paper also outlines the most effective, in students’ opinion, forms and methods of innovative research training in the process of Postgraduate Studies, including preparation of scientific publications to be submitted to international journals; workshop conducting, organisation of thematic meetings with successful scientists and entrepreneurs; on-the-job training in leading research centres; participation in interdisciplinary discussion workshops; participation in youth contests of innovative ideas and projects; participation in scientific research conferences and workshops; realisation of scientific research and social projects. The obtained results can be used for the development of educational and scientific programmes for the third level of higher education and construction of a model for innovative research training of the future PhD candidates.

The authors deal with one of the key issues in teaching translation, namely selecting suitable texts for in-class translation training. Translation belongs to the core courses in the study programme “Foreign Languages and Intercultural Communication” at the Faculty of Applied Languages, University of Economics in Bratislava. For the text to be selected for the purpose of its didactisation, and in this way to contribute to the development of translation skills, it has to fulfil numerous criteria. The focus of this paper is on text topic and its content, text type, text length, and degree of text complexity. Learners need to be prepared for diverse situations; therefore they have to be exposed to diverse text types in terms of topic and genres. As far as the criterion of text length is concerned, we consider shorter texts more suitable for training translation, because they enable teachers to work with several texts within one lesson unit and study texts on various topics. We deal with the text complexity in terms of content, as well as syntactic structures and lexical density. Text complexity has to be adapted to learners’ language, professional and cultural level of students. Features of this kind of text and criteria of text selection described in the paper are based on domestic and international sources as well as on authors’ experience in teaching translation and their own translation activities.

Within the last few decades, interlanguage pragmatics research has risen to its due prominence under the influence of Hymes and the subsequent models of Communicative Competence (CC). Among different components of CC, a large number of L2 studies have attended to the construct pragmatic competence, which deals with both pragmalinguistic knowledge and sociopragmatic knowledge. As such, interlanguage pragmatics research is interested in the pragmatic competence and pragmatic performance of L2 learners; however, teaching pragmatics to Non-native Speakers (NNSs), especially EFL learners, is a thorny issue. As a result, pragmatic competence has been noticeably absent from ELT curricula, despite the fact that it has an assured place in different models of CC. The reasons for this neglect lie behind the obstacles to teaching and learning pragmatics in the ESL/EFL classroom settings. Thus, drawing on the published literature, this very paper primarily aims at discussing challenges and lacunas in teaching and learning pragmatics within the confines of EFL classrooms. Subsequent to this, the paper enlists suggestions to overcome these obstacles. To this end, the paper focuses on four broad areas: the EFL context, ELT materials and resources available to L2 learners in the EFL context, teacher education, and assessment of pragmatic knowledge.

The paper focuses on the semantic derivation models of mental engrossment vocabulary – a semantic class of words that denote the mental state of a person absorbed (lost, buried, plunged, etc.) in thought, memories, dreams, etc. The study shows the characteristics of the development of a mental engrossment vocabulary semantic paradigm from a cross-linguistic perspective and reveals the semantic derivation models of engrossment adjectives in the English and Polish languages. Semantic derivation modelling provided in the paper proceeds from the assumption that the development of a linguistic item semantic paradigm is realised simultaneously with a situation concept extension. The extension of the concept is supposed to be determined by the changes the participants undergo within the source-to-target-situations transitions (shifts). The participants of the source situation may change their role, referential, communicative, taxonomic or deictic characteristics as compared to those in the target one. The changes determine the types (models) of derivational strategies that underlie the development of a linguistic item’s semantic paradigm. The semantic development construed by the English and Polish engrossment adjectives suggests the regular way of a concept extension – from the internal domain (the situation of mental engrossment) towards the external domains (the situations of identification, association, evaluation, etc.). The study concludes that engrossment adjectives in English and Polish may apply to the actantial (based on the increase of the situation participants), implicative (based on the implications of the situation participants’ changes) and categorical (based on the situation participants’ taxonomic class specifications) models of semantic derivation.

The paper examines linguocultural features of British tales. The relevance of the study is determined by great interest of linguistic science to the issues of national and cultural specificity of folk texts, which is caused by peculiarities of historical development, beliefs, traditions and customs of native people. The objective of the study is to reveal national and cultural characteristics of the British tales by means of their linguocultural analysis. This paper is divided into three sections. The first section analyses linguocultural specificity of the British folk tales. These texts are characterised by the abundance of colloquial words, violation of grammar rules, and prevalence of simple sentences. Among the most frequently used stylistic means are graphons, parallel constructions, repetition, and inversion. We have also revealed male gender preference in folk tales. The second section examines linguocultural features of the British literary tales. They are characterised by the variety of lexical and stylistic means and a diversity of characters and plots. These tales reflect individual worldviews of writers and their aesthetic tastes. The third section gives an overview of adaptation of traditional stories to modern times. Retellings of classic stories appear to meet the needs of people of different ages or population strata, to satisfy the demand for emerging trends or to come alive on screen. Both types of tales express cultural peculiarities of the British people, describe their lifestyle, surrounding and world outlook. The results of the investigation can be effectively used for a further profound comparative analysis of sociolinguistic and linguocultural features of English, Scottish, Welsh and Irish tales.

The article introduces the educational technology with the use of dictionaries into the process of foreign language training of the students of non-linguistic specialties. The author defines this technology as an algorithm of teachers and students’ common actions aimed at formation the abilities and skills of working with dictionaries of different types, learning the information obtained from dictionaries and its usage in the further practical activity. The paper demonstrates the convincing superiority of the newly developed technology which, under methodically correct conditions of its application, can significantly improve the qualitative indicators of the educational process. This hypothesis was confirmed by the results of the research conducted in 2016/2017 academic year at non-linguistic faculties ofLesyaUkrainkaEasternEuropeanNationalUniversity. 183 first- and second-year students, among them 92 students of the experimental group (EG) and 91 students of the control group (CG), were involved in the research. The study of the discipline “Profession-Oriented Foreign Language Study” in EG was carried out in the form of experimental teaching by means of the suggested technology while in CG traditional methods of teaching were used. The comparison of the students’ knowledge results obtained before and after the experiment allows us to state that there is a substantial increase in foreign language proficiency of EG students compared with the students in CG. This paper mainly presents the idea that application of the suggested technology ensures continuity and consistency of a foreign language acquisition, and a gradual transition from training to future professional activities.

In the paper on the basis of a systemic analysis of the English fairy tales’ semantic, functional and structural characteristics the author updates its definition of a small form folk text, outlines typical genre characteristics and substantiates a hierarchical subordination of its functional features. The paper also advances the algorithmic model, representing the steps of unfolding the English fairy tales’ plot elements, which serves as a theoretical and methodological ground for the experimental phonetic study of prosodic means that organise the text of a fairy tale. Within the process of model formation, the author performs a matrix analysis of the fairy tale’s content and compositional structure, presented as a systemic algorithmic scheme. The evaluation of emotional and pragmatic potentials of the spoken fairy tale made it possible to describe the peculiarities of prosodic features functioning within its structural elements (exposition → development of the events → climax → denouement) and at their junctures as well as substantiate its invariant and variant intonation patterns. The carried out auditory analysis proves that there is a direct correlation between the fairy tale’s plot structure and its prosodic means, whose specific interaction triggers creative and cognitive processes in the recipient’s mind aimed at conveying the text pragmatic aim.

This paper reports on an innovative approach to using blogs in teaching English as a foreign language. A blog is a sound example of information and communication technologies (ICT) implementation for language learning. In this paper, authors present the results of a small-scale action research aimed at analysing students’ perceptions of blogging. In total, 25 first-year university students majoring in English took part in a survey. The research results give the evidence of the benefits of using blogs: it encourages students’ autonomous learning, expands their collaboration through comments and discussions, improves language skills, increases the sense of responsibility and the desire for life-long learning, etc. At the same time, teachers consider blogs to be an effective facilitation for greater learner interaction and skills development. The research deals with the detailed blog starting guide for teachers of English. Authors instruct how to create and maintain blogs, as these interactive web pages prove to be effective for students online chatting, exchanging photos, videos, pictures, thereby expanding their language study beyond the classroom. For those who refuse being involved in the creation of a personal web page, some useful blog links are given. For better understanding of blogging efficiency, the researchers report on the positive implementation of blogs in teaching English, focusing on developing reading, writing, speaking and listening skills.

The present paper deals with English secondary TextReviews, an increasingly popular and non-trivial mode of computer-mediated communication, which provides popularisation of the book itself as well as the increase of motivation to reading. It is considered that TextReviews are oriented on pragmatically focused impact on the reader and perform communicative-mediatory function in society, creating the algorithm of behaviour of potential readers. Particular attention is focused on the role of a reader, whose task is to extract maximum of the author’s thoughts, to grasp as much information as possible, to assess the merits of the book and finally to share emotions with potential readers. We have presented and comparatively analysed the linguistic means with the help of which authors of TextReviews manipulate potential readers. The study relies on such methods as textual analysis, contextual method, interaction analysis, and quantitative method. The results of this research show that audience-oriented type of texts is the most common. Spatio-temporal constraints of impact of TextReviews make their authors create a text in which elements of different levels of language, together with non-verbal components, are to convince the potential readers of the need to commit the actions programmed by the author of the TextReview, i.e. purchase of a book. The paper stipulates that TextReview becomes one of the main strategies of a new approach to the book publishing and book distribution nowadays.

The article presents the analysis of the content organisation of English business discourse, which can be hierarchical and linear. The overview of scientific papers demonstrates that only hierarchical organisation of discourse has been thoroughly studied, while the linear one is still the subject of investigation. The focus of this paper is the analysis of the linear-hierarchical organisation of the realised themes and topics in it and existing semantic relations between them. The linear-hierarchical organisation of the content in English business discourse is considered as a set of models: a monotopical one, which displays the realisation of the same theme and/or topic within the exchange, and a polytopical one, i.e. a content model that presents the unfolding of various themes and/or topics within the same exchange. The types of a polytopical model are identified as follows: first type demonstrates topical sequence, in which various topics belonging to one theme are combined; second type shows topical sequence, in which various topics belonging to different themes are combined. The types of semantic relations between the elements of the model are examined. The author has identified that in the monotopical model relations of generalisation, specification, modification, support and closing are realised, and in polytopical model – relations of digression and change. Topic change in its turn can be sharp/incohesive or gradual/coherent.

This paper sets out the necessity of examining the communication skills of teachers of Spanish as a foreign language as conducted in other socio-educative contexts. According to this objective, the paper begins with a review of theoretical efforts that have been made during recent years referring to research methodology (such as instruments), and to their main results. This leads to a discussion of the training needs that teachers of Spanish as a foreign language presently face for the development of their communication skills in the classroom and, in general terms, the paper discusses the different types of ideas and strategies that must be considered during teachers’ instruction. Finally, this brief proposal expects to be the seed of future research projects that impact positively on the improvement of teachers’ communication competence, whereby the ideas discussed here are taken as a nuclear component in the frame of future teaching competence.

The paper deals with the problems of definition, correlation and synthesis of two text types: announcement and annotation. The main goal of this article is to postulate they have enough similar features to be combined in one text type. The examination of the relationship between different types of text is one of the most current research topics in the European linguistic literature, to which more and more studies draw the attention. However, the empirical research is still rarely carried out. In this paper, announcement and annotation have been examined on common and different features of both speech genres with a view to a correlation of these genres. After the synthesis of two text types, the authors determined their common traits which evidence these genres consistency. After all, the suggestion was made to integrate the definitions of announcement and annotation texts into one definition: announcement-annotation texts (or annotexts). Although this postulate needs to be modified and supplemented in view of text types selected for analysis, it is a good starting point for further research.

The paper deals with the problem of professional competence formation in ESP writing, which is especially important with the introduction of the new government standards for higher education. In this paper, the vital factors of acquiring knowledge, skills and abilities in English writing for students of IT specialties are studied. The importance of teaching students writing technical documentation − Software Requirements Specification − in English is emphasised taking into account the requirements of their educational qualification characteristics and programs. The difficulties which IT specialists have while writing professional texts in English are described. They are related to a technique of writing – spelling, punctuation skills; the language form – genre of the text, lexis and grammar; the content – compositional skills; the organisation of teaching – cooperation and correction of mistakes. The effectiveness of teaching ESP writing can be achieved through the combination of the classroom and the self-study work.

In the paper the author gives a thorough analysis of the effective tools for the control organization in terms of the recent researches in the English for specific purposes testing methodology. The writer proposes the effective technology of the reading competency measurement covering the methods and techniques of the test administration including the criteria and quality characteristics definition. The research gives the sound articulation of the test quality characteristics alongside with the outlined test task design requirements. The examples of the original communicative professional test tasks give an overall picture of the testing domain to be developed. The objectives outlined give the reader an understanding of the test structure evaluation and processing the output data. The research gives a possibility to obtain a practically ideal tool for measuring the study achievements in reading competency acquisition of the technical university students. Moreover, the research highlights the learning outcomes to be envisaged beforehand as the target skills the students-future engineers are to acquire. The paper investigates the impact of the test characteristics and qualities on the test task construction in terms of the learning and testing purposes interaction. The research focuses on the test task development requirements as a dominant creative force in a testing development, organization and administration. Being sufficiently useful, criteria bring a sound functionality in the test task and test items construction. The structure of the communicative real life situations in foreign language reading where the future technical specialists are to apply their certain reading skills for their academic purposes is elaborated and introduced in the paper.

The article is focused on the set of items: teaching translation, objectives, exercises and assignments (both word-centered and text-centered translation), translation analysis. The choice of the items is motivated by the dominant functions of transatology (nominative and communicative). The latter succeed in identification of adequate, congruent, equivalent translation. The article discusses the problems of professional validity, theoretical insertions, textocentric analysis. Gains, achievements, goals and perspective vistas are the highlights herein. The ways of translation adaptation have been outlined, among them are conceptualization, de-focusing, redundancy (language economy). The rendering of the original texts into target ones brings the diversity of the exercises and assignments what is the focus centre of the paper. The paper gives an opportunity to make translation analyses of the original and target texts. Semantic isotopy, textual non-linearity, self-organization, rhisomatic way of arranging textual cohesion and coherence, ramified architectonics and interpretation plurality remain actual, urgent, still unsolved problems in translatology. The major principles are manifested in conceptualization, de-focusing, expanse, redundancy (language economy) specific arrangement.

The paper suggests theoretical and practical perspectives and directions for future research of technical writing with reference to specific industry standards of higher education in Ukraine (educational qualification specification for Bachelor’s program), requirements of ESP (English for specific purposes) and Common European Framework of Reference for Languages. The paper discusses skills, abilities and competences needed for technical writing in higher technical university. It reflects main stages, content, forms and methods of teaching technical writing. The main objective in this case is to increase the global competitiveness of graduates on the IT market, which should include the most optimal ways of training. The concept of “technical writing” is defined. The focus of the paper is on compositional and semantic structure of technical writing (methods of professional presentation of information); graphical level of information presentation; language peculiarities: lexical level, grammatical level. Profound knowledge of foreign language can help implement such aspects of the professional activity as the introduction of new technologies, trends in the development of science and technology, the successful performance of professional functions, exchange of experience and establishing business contacts with foreign partners. This makes the need for studying technical writing urgent not only because of the lack of appropriate training and reference materials, but also because of the importance of qualitative education and training of future IT specialists.

The content of the paper was determined by the problem of multimedia application in teaching English for Specific Purposes. It also deals with the improvement of students’ language skills as well as the development of socio-cultural and communicative competences in engineering students in the course of teaching English for Specific Purposes. The main principles of socio-cultural approach are distinguished. The most efficient multimedia aids are mentioned. The influence of multimedia aids at the English lessons on professional communicative skills of engineering students is analyzed. The teacher’s role in teaching English for Specific Purposes is determined. Preparatory work for demonstrating video films is observed. The paper outlines the classroom activities and evaluates the usefulness of multimedia tools in teaching English for Specific Purposes. The author describes the stages and ways of work with video materials and gives recommendations how to use them in the ESP classroom. It is considered that active implementation of modern technologies has great influence on the teaching and learning process.

The article is devoted to revealing the peculiarities of speech and music integrated functioning in the generative process of a speech-and-music work. Various forms of speech and music interaction are presented, among which the simultaneous generation of speech and music component is regarded as the most productive while a speech-and-music product created by adding a musical component to the poetic text is considered to be the most controversial. In the paper the author dwells on the importance to understand what exactly helps the composer to feel the most essential points in such a complex unity that is a poetic text and to adequately convey the poet’s original intention. Factors enabling adequate speech-and-music synthesis include the elements of intonation system, primarily rhythm and meter. Additionally, the nature of a speech-and-music work is predetermined by the means of lexical and syntactic language levels: The author stresses upon the special role of emotional-and-pragmatic potential, which accumulates the author’s concept of a poetic text, conveyed with the help of the integrated interaction of all language means. The paper substantiates the expediency and feasibility of the further study of speech and music relations by the comparison of emotional-and-pragmatic potentials of a poetic and a speech-and-music work.

Personality development is considered to be one of the most important issues in modern society. Schools play crucial role in career learning and development therefore they have to provide pupils opportunities to experience the world of work. To ensure that education in England meets current needs of young people the Government is taking necessary steps to increase career understanding and future employability. This paper deals with the development of specialized education in England. It highlights current options for the students’ successful progress in the future. To the extent that career learning and development have become a vital component of secondary school curriculum the paper focuses on the process of work-related learning and career education in England. It also observes modern approaches to specialized education and analyses the development of City Technology Colleges of England which have become a successful combination of academic learning and vocational training. It is pointed to the fact that local business and industries play an important role in majority of CTC decisions including financial support and curriculum planning. The peculiarities of career learning and developing in City Technology Colleges are examined and the innovative concept of skill-based learning that provides proper working conditions for future specialists is discussed.

Teaching and learning English are uneasy tasks for both teachers and learners. It causes an urgent demand of high level of English proficiency applying in the study. This article deals with formation and effectiveness of integrating reading and writing skills while learning a foreign language, gives the definition to different skills (writing, speaking, reading, listening), shows stages of writing process, defines the benefits of writing and reading integration. The article views the background of the integrated-skills approach, shows differences between spoken and written language, describes reading as a whole process and gives some examples of activities which can be used at three main stages of this process. The importance of this article is defined by the need of modern schools in professionally savvy specialists, who in excellence possess all the language skills. The value of teaching the primary skills is described and the ways how to maximize their efficiency in the language teaching process by integrating them are discussed. The paper considers teaching strategies for integrating reading and writing skills, describes benefits of integrated-skills approach. This paper presents the research conducted with the purpose to explore effects of integrating reading and writing during the lesson on English language learning. The research findings indicate that the students got better results in post-test of academic reading and writing skills. Modern-day perspectives on skill integration and integrated curriculum designs will also be discussed, together with problems and issues typically associated with integrated teaching.

The article is concerned with the problem of English borrowings in the Russian language at the end of the 20th century and at the very beginning of the 21st century. The purpose of this paper is to give thematic classification of the borrowings. The tasks of the investigation are to outline the main scientific approaches to the problem, to analyse different types of English borrowings in the Russian language in lexicographical sources and to form the thematic classification of English borrowings. The article introduces the main scientific works on the aforementioned problem. The novelty of the investigation is the thematic approach to the classification of English borrowings around the turn of the 21th century. The paper is illustrated by multiple examples from the online sources and paper dictionaries. The material of the analysis includes about 300 words, which are divided to the twenty-five thematic groups. In accordance with the results of the investigation it is noted that there is a limited number of “anglicisms” linked with specific human activities both in England and in Russia. It is also considered that the appearance of the dictionaries of “anglicisms” is the best proof of the function of English as a donor-language. The authors conclude that the basic approach to the problem of the paper can be an initial stage for further, more sophisticated and scientifically more elaborate studies of language contacts in general.

The article deals with psychological aspects in the process of foreign language mastering. It studies the role of Psychology in education and its relationship with Pedagogy and Linguistics. The article presents some historical facts of applying psychological theories in foreign language teaching underlining the importance of a teacher’s professional language competence, factors of accounting of educational subject particularities and individual peculiarities of learners, especially motivation in learning foreign languages. This article gives psychological and pedagogical analysis of education with the main factors and components. The paper presents the definition of Pedagogical psychology, its close relationship with developmental and age psychology. The author defines the main parts of Pedagogical psychology and shows the significance of Educational psychology in the teaching process and its role in the foreign language mastering. The article gives its interrelation with other disciplines. The author underlines the significance of theories of human development for educational psychology and analyzes the main stages in the organization of work of every teacher. The role of two main aspects in the process of teaching – teaching and educating that are closely interconnected is considered. The paper presents the characteristic of the stages in the process of improving the intelligence of teaching.

The given paper is devoted to analyzing the peculiarities of phrasal verbs translation into Ukrainian. Phrasal verbs are frequently used not only in everyday English, but also in the official style of communication. Moreover, one should use them in order to communicate fluently and naturally. It is necessary to understand the meanings of phrasal verbs to translate them into the target language properly. The topicality of this study consists in the necessity of solving existing difficulties during translation, as these types of verbs have no direct equivalents in Ukrainian. This research has been carried out on the basis of the text "Pygmalion" written by Bernard Shaw and its Ukrainian translation done by O. Mokrovolsky. Pragmatic and stylistic peculiarities of phrasal verbs translation have been examined in this paper too. To translate a phrasal verb a translator should also take into account the peculiarities of the mentality of the nation as well as background knowledge and context. It is necessary to adapt the text at the target reader to achieve its communicative purpose. Since the absolute equivalents of phrasal verbs translation are virtually impossible, the translator exploits different types of transformations. The translator deals with the lexical and semantic transformations such as concretization, generalization; also he/she can use a lexical equivalent. The ways of translation with the examples have been given in this paper. It is recommended to find the only definition of phrasal verb which would help to differentiate this type of verbs.

Due to the fact that Ukraine is the part of the European space, important questions concerning the quality of education have arisen and thus new requirements for the teaching methods and approaches in higher technical educational institutions appear. To improve the quality of education, foreign languages teachers of technical universities are developing new teaching methods. It is very important for educators to use information technologies due to the social and educational informatization. One of the most innovative technologies in contemporary education is podcasting. The suggested paper is devoted to the analysis of podcasting as an innovative technology in the field of foreign language teaching and learning. This paper analyses the application features of the podcasting technology in the learning process. The basic concepts related to the podcasting technology (podcasting, audiocast, vodcast) are defined. The detailed process of audiocast creation is outlined. The main features of the software for audiocast creation are given. The advantages (listening sub-skills formation; listening skills development; the individualized learning intensification; creating conditions for refreshing knowledge and students’ skills reinforcement in the classroom and extracurricular time; multimedia and interactivity; creativity stimulation; usability) and disadvantages (potential abstracting from studying process; audiocast selection problems) of using audiocasts in the educational process are considered.

Because of the dynamic and rapid development of digital technologies, teachers are facing more than ever challenging issues related to coping with educational innovations. This situation has become ultimately evident under COVID-19 quarantine and the necessity to work remotely. Such requirements induce extra pressure on teachers, which causes excessive stress, often leading to emotional and professional burnout. In our paper, we aim to focus on the types of impact (positive or negative) of digital technologies in relation to foreign language teachers’ age and experience and the level of professional burnout. Specific emphasis is put on the study of coronavirus-related remote learning mode circumstances. To reach the research goal, a mixed method was used, engaging 140 English language teachers from 18 Polish schools, Silesia region, with a questionnaire and a semi-structured interview as the tools used in the quantitative and qualitative stages of the study. The research findings show that even though teachers are ready to integrate technologies in the classroom, they are vulnerable to technical problems which often occur during the lessons, causing the feeling of disappointment, frustration, anxiety, and lowering the efficiency of teachers’ professional performance. The implications of the study suggest that the professional support for teachers in technology use, better working conditions, and equipping language classrooms with good quality digital devices should serve as the best remedy against teacher burnout.

Currently, higher education system is characterized by the growing role of personal ability to adapt to the challenges of COVID-19 and finding opportunities for further development considering the global changes in all spheres of life. It puts pressure on the institutions in general and academic staff in particular. This paper aims at studying the challenges academic staff of the English Language and Methods of Teaching Department of Pavlo Tychyna Uman State Pedagogical University has faced during the COVID-19 pandemic and staff’s preparedness and consequent adaptation amid new conditions that are constantly appearing because of the pandemic. The article presents a case study research to answer the following questions: What is the level of academic staff readiness to teach under conditions of the COVID-19 pandemic from a diachronic perspective? In what ways has academic staff adapted to the challenges of the COVID-19 pandemic? The study uses predominantly quantitative and occasionally qualitative analysis to gain insights into our researched issues. The research has shown a steady increase in the number of department lecturers who feel ready for the challenges of online and blended teaching caused by the pandemic and comfortable with their professional competence due to sustainable adaptation to the current situation. The research prospects are clearly seen in the further process of adaptation and professional activities paradigm re-evaluation under the constantly changing global and local conditions as well as researching the issue in a broader context of similar or corresponding cases.