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Scholars as exemplars and their linked eponyms play a significant role in education. Since the discovery of the periodic law in 1869, perceptions of Mendeleev and his eponyms may have shifted. With the aim of assessing the historical and current portrayal of Mendeleev and his eponyms in chemistry textbooks and on the Internet, content analysis of textbooks, including Soviet and contemporary Russian (11) and Ukrainian (16), was conducted. Additionally, an Internet search in 7 languages was conducted to assess the prevalence of Mendeleevian eponyms online. Primary Mendeleevian eponyms are predominantly utilized in the Russian segment of the Internet. While Mendeleev's portrayal held significance in mid-20th-century Soviet chemistry textbooks, his presence has dwindled in current Russian and Ukrainian textbooks. This decline is attributed to the obsolescence of associated chemical realities, the disputed priority of Mendeleev, and an ambiguous attitude towards him. The implications of this decline include loss of historical context, reduced memorization aids, impact on critical thinking, disruption of continuity, and reduced humanism in education. The research underscores the importance of a balanced and inclusive approach to science education, recognizing contributions from scientists of diverse backgrounds and perspectives, and highlights the interconnected nature of science education and international relations.

This article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills. [Note: The page range (103-122) shown on the PDF is incorrect. The correct page range is 103-121.]

The article raises the topical issue of teaching Ukrainian as a foreign language to Arab students. Representatives of the Arab world have specific features in behavior, attitude to the organization of the educational process associated with cultural traditions, and upbringing. The Ukrainian system of higher education offers high-quality training. Among scientists, teachers, and methodologists, discussions are underway to choose the most effective methods of teaching international students the Ukrainian language. The study of creative methods of teaching Arabic students Ukrainian as a foreign language is very important, as it has not yet been the subject of a separate scientific study, and has not been covered in a separate article. The goal of our article is to outline the most effective methods of forming language and speech competencies for Arab students. The goal involves completing tasks: 1) to define language and speech competence; 2) to identify the effective use of language learning creative methods (classroom and distance education); 3) to check the effectiveness of the use of creative teaching methods in the formation of language and speech competencies of Arab students in listening, reading, speaking and writing. According to the authors of the article, creative methods are methods that meet the psychological, age, and mental characteristics of Arab students. We concluded that the active use of creative methods in the educational process gives positive results informed language and speech competencies, due to which international students have the opportunity to study and communicate in Ukrainian-speaking environment. We consider such results to prove.

The article focuses on a current issue in modern linguistics: linguistic consciousness. Linguistic consciousness refers to the outcomes of mental activity, perception and assimilation of information verbalized by means of the national language. Theoretical issues with the functioning of the term of "linguistic consciousness" in scientific circulation are clarified, and emphasis is given to the evolution, stages of formation of the linguistic consciousness in connection to social development. The national-language, social, ethnocentric as well as communicative varieties of linguistic consciousness in the diachronic aspect are considered. Linguistic analysis revealed the mechanisms of realization of linguistic consciousness in speech behaviour, determined by the communicative situation with its lingual content and representativeness of extra lingual parameters of the speaker, connection with intellectualized (adapted to a certain stage of language functioning, generalized, suitable for didactic purposes) abstract model of structuring socio-cultural linguistic forms. The following functions of linguistic consciousness are highlighted: reflective (generating a linguistic picture of the world and is realized in linguistic meanings, linguistic forms, and types of communication between words); evaluative (considering different types of evaluation); orientation-selective (providing orientation in the situation in order to choose the means of speech); interpretive (implemented in intralingual and interlingual aspects) (feedback mechanisms). Units of linguistic consciousness are concepts (ethnocentrisms), which are realized in the language by means of associative-verbal thesaurus: words, phrases, utterances, grammatical and logical categories, grammatical and text-forming forms, functioning of intentional-motivational mechanism. The key concept in different definitions of linguistic consciousness is the reflection (the attitude of the subject to the object: the subject enters the picture of the world as an observer, which records the space, time and other characteristics of the object and gives them a subjective assessment).

Interpretive theory of translation allows us to consider translation as a tool for studying the process of understanding. The study of the mechanisms of perception and understanding of the text in the process of English-Ukrainian translation permits to clarify the specifics of decoding information about COVID-19 in the pandemic of 2020. The article explains the basic models of understanding popular science text about COVID-19 in the process of English-Ukrainian translation. The material was a popular science text in English about COVID-19, as well as draft and final versions of the translation of answers to 5 questions obtained during a psycholinguistic experiment from 50 respondents. The methodological basis of the study is formed by psycholinguistic experiment (as the main method), quantitative analysis and qualitative analysis, comparative analysis, contextual analysis. The theoretical basis of the article consists of the works of Zimnjaja, Peshkova, Novikov, Avakjan. The comparison of draft and final versions of translations helped the authors to determine the features of understanding the content at different stages of translation, as well as the influence of subjective factors on this process: 1) subjects used two main models -- expanding meaning and narrowing meaning; 2) about 30% of the subjects demonstrate the action of the mechanisms of meaning formation at the first stage; 3) the strategy of attribution or conjecture is fixed at the second stage in the subject area of 'precautionary measures'; 4) the main difficulties of translation are connected with ignorance of terms of subject areas 'symptoms of COVID-19' and 'neurological complications'.

Feedback as the key component of formative assessment was studied extensively in the context of the acquisition of the foreign language productive skills by different categories of learners. Similarly, this paper aimed at the investigation of the optimal design of the feedback loop in teaching translation to undergraduate students. A mixed-methods research involved 40 sophomores of Poltava University of Economics and Trade and was conducted during 2018--2019 academic year. It examined the efficacy of four feedback response types from both quantitative and qualitative perspectives. Sample Group 1 had to study the received teacher feedback arbitrarily and consider it, while working on their further translations. Sample Group 2 was required to prepare a written free-form self-reflection report on the teacher feedback. Sample Group 3 was supposed to resubmit their corrected translations to the teacher. Finally, Sample Group 4 had to accompany their self-reflection reports with the corrected translations. The obtained data showed statistically significant difference between the acquired levels of the translation skills by the students of the four sample groups. The highest results were achieved due to the combination of self-reflection reports and translation correction. The questionnaire on the students' attitude to these practices proved the received statistical data.

The problem of reconstructing the conceptual content of Shakespeare's tragedies in chronologically distant Ukrainian translations is solved in the article by applying the method of complex poetical and cognitive analysis, which provides for research in two directions: genre -- text -- language (from the general characteristics of Shakespeare's poetics to the analysis of the language of his works in the source text and in Ukrainian translations), and concept -- conceptual scheme -- meaning (from the reconstruction of the relevant structures of the author's consciousness to the identification of the conceptual priorities of the writer and translators). The procedures of linguistic and cognitive modelling reveal possible directions of applying the cognitive dimension of Linguistics in studying the plurality in translation regarding to the fact that the epoch in which the translator lived and his own worldview can influence the representation of the author's idea in translation. Comparing the pre- and post-Soviet translations of Shakespeare's "Hamlet" into Ukrainian allowed proving the hypothesis that the chronologically distant retranslations of the source text must be perceived as such influenced by the national and cultural specifics of the time which improves the theory of plurality in translation by the cognitive perspective.

The article analyzes the effective electronic resources used in teaching Ukrainian as a second language. The authors highlight informational, educational, and controlling resources. Using electronic resources in the Ukrainian language teaching and learning process facilitates the development of an active vocabulary and critical thinking of the international students, lexical and linguistic competence, intensive study of phonetics, spelling, grammatical features of the language, and the diversity of the educational process. The significant effect of these resources in learning a foreign language is related to digitization and how it has affected the modern young generation, who cannot imagine their lives without varieties of gadgets. Mobile applications, which can be downloaded to any device, are designed for students to learn the lexical minimum, develop the correct pronunciation, improve their spelling and vocabulary, and practice making sentences. At the same time, the use of electronic resources when studying Ukrainian as a second language requires the students to be thoroughly self-organized and motivated. They are programmed only to reproduce a certain lexical or grammatical field, have no student-teacher or student-student feedback, aimed at checking the level of knowledge assimilation at a certain stage. Electronic resources should be used, under the control of a teacher, as a simulator for mastering the lexical minimum and grammar. These resources cannot replace communicative situations and speech cases, during which students actively use vocabulary and master speech constructions, and thus acquire lexical competence.

This paper continues the authors' analysis of the policy pursued by the government of the Ukrainian State in the area of public education in 1918. The primary focus in the work's second part is on the government's policy on preschool, primary, and secondary education. The key sources employed in the work are materials from the period's periodical press, memoirs by contemporaries of the events, and published statutory enactments of the government of the Ukrainian State regulating policy on primary and secondary education. It is in the year 1918 that the primary, secondary, and higher education systems in the Ukrainian State were formalized legally. The government was deeply aware of the decisive role of the public education system in the development and strengthening of Ukrainian statehood. The authors drew the conclusion that primary and secondary schools in the region enjoyed a high level of autonomy in terms of organization of the educational process at the time. The exception was that government policy actively facilitated the Ukrainization of the educational process -- by way of introduction of instruction in the Ukrainian language and disciplines related to Ukrainian studies. This was a positive influence amid the formation of a young Ukrainian state. Despite a challenging military/political and economic situation, the government did manage to provide most of the region's educational facilities with all appropriate course materials. The government worked closely with local authorities and the public, which had a positive effect on the development of the systems of primary, secondary, and preschool education locally. [For Part 1, see EJ1284289.]

Purpose: The article strives for the enhancement of the efficiency of translation competence assessment in philologists' university training with the help of the triangulation method. It is deemed in the concurrent involvement of different assessment agents (teacher, peer and self) into integrated and collaborative translation performance evaluation from two perspectives, i.e. translation product quality and process workflow, with the use of diversified methods based on different theoretical approaches. This research aims at the study of students' video screen recording contribution combined with think-aloud protocols (TAPs) to increase the assessment objectivity and reliability of the received translation product. Method: A mixed research design was developed and implemented. It involved 40 third-year university students majoring in Philology, who were asked to perform a written translation of the excerpt of English popular science article in Marketing (c. 250 words) into Ukrainian in MS Word using any reference sources at hand, video record the process of their translation and accompany it with their comments. The research was completed with the questionnaire on students' attitude to the screen recording and TAP involvement into translation task performance and assessment. Findings: The findings of this study reported on the positive impact of screen recording on the assessment accuracy, informative value of the collected data and formative effect of triangulated assessment method on students' translation competence acquisition. Implications for research and practice: The received results can serve for the optimisation of the procedures of translation task difficulty measurement and competence assessment in the translation classroom.

Over the last decade, teachers in Poland have observed an increase in the number of primary school children with bi/multilingual and culturally diverse backgrounds. Regardless of their complex experiences, they face many cultural, social, linguistic and educational challenges upon entering primary school. English teachers are often at the forefront, helping them navigate through the intricacy of their seemingly 'dual lives' (Li and Zhu. 2013. "Translanguaging Identities and Ideologies: Creating Transnational Space Through Flexible Multilingual Practices Amongst Chinese University Students in the UK." Applied Linguistics 34 (5): 516--535, 531). The paper presents the results of an interview study among 23 Polish EFL teachers with a view towards investigating Polish EFL teachers' experiences and ways of working with bi/multilingual children directed at child integration and socialization into the new environment. The collected data was coded following the content analysis approach (Krippendorff. 2003. "Content Analysis: An Introduction to its Methodology." Thousand Oaks, CA: Sage) and analysed from the ecological perspective (see Bronfenbrenner. 1979. "The Ecology of Human Development: Experiments by Nature and Design." Cambridge, MA: Harvard University Press; van Lier. 2004. "The Ecology and Semiotics of Language Learning." Boston: Kluwer Academic Publishers), whereby successful child socialization was observed to be dependent on an intricate network of interrelated factors. The role of the exosystem, i.e. the school system, has been found the least supportive due to the absence of a comprehensive multilingual policy, and lack of teacher support via teacher training, all of which have been concluded to be of urgent need in the emergent multilingual setting.

This paper analyses adolescent Ukrainian-Russian bilinguals' stances towards polylanguaging as evidenced in their talk about and use of "suržyk," a stigmatised polylingual practice that combines features from Ukrainian and Russian. Drawing from group interviews with 39 Ukrainian young people (aged 14-15), it uses Bakhtin's ("The dialogic imagination: Four essays" (C. Emerson and M. Holquist, Trans). University of Texas Press; 1984. "Problems of Dostoevsky's poetics" (C. Emerson, Ed. and Trans). University of Minnesota Press) concept of voice and Agha's (Voice, footing, and enregisterment, "Journal of Linguistic Anthropology," 15(1), 8-59) work on registers as social voices to explore the alignments that these young people take up vis-a-vis the ideologically-mediated voices that "suržyk" has traditionally indexed. Through a micro-level discourse analysis of both metadiscourses in which ideologies of linguistic boundary maintenance were explicitly articulated and interviewees' crossing of these boundaries during the interviews, the analysis shows how these young people appropriated, resisted, or creatively exploited prevailing purist ideologies and considers implications for a possible re-evaluation of "suržyk" as a normative practice.

Language-related Study Abroad (SA) experiences can be catalysts for learner transformation in the areas of cognition, socialization, and/or affect by virtue of the location and experience. An Open Architecture Curriculum Design (OACD) framework can support, promote, and enhance such transformation, as evidenced in eight programs for young adults, including language students in government programs, referenced in this article. An educational philosophy that focuses on language learner transformation, Transformative Language Learning and Teaching (TLLT) has as its primary goals personal transformation that leads to multilingual/multicultural competence and learner autonomy; OACD is a fundamental principle of TLLT. Grounded in the work of Mezirow (1978, 1991), who first observed and described Transformative Learning (TL) in adult education, TLLT posits that the personal transformation cited involves cognitive, emotional, and cultural shifts occurring within the individual as s/he develops self-awareness, resolves disorienting dilemmas, identifies cognitive distortions, manages emotions, and ultimately integrates two (or more) cultures--the home culture and the target culture--on their own terms. TLLT in SA can be expressed as in-country study experience, virtual experience, language program with a service component, or in-country work experience with a language component. SA TLLT, in varying formats, has been used successfully in university, service academy, and government learning environments before, during, and after COVID--and continues to evolve with changing times.

The current article applies interactional sociolinguistic discourse analysis to interviews with three parents of Ukrainian families living in New Zealand to further complexify what we know about Family Language Policy (FLP) and language transmission. More specifically, this article theorizes what we call "Aspirational FLP"--when the desired imagined language identities of family members will require families to adopt an FLP that goes above and beyond what might otherwise be considered practical. In the case of our participants, this involves Ukrainians living in the diaspora who discuss the homeland's "changing your mother tongue" discourse (from Russian to Ukrainian) and what this means when it involves replacing one heritage language with another when both are minority languages in the hostland. Additionally, we consider the importance of both homeland and hostland sociopolitical contexts, as the interviews reflect dominant discourses from both. Finally, our interview data occurs twice with the same participants (2014 and again in 2021), therein allowing us to investigate the participants' Aspirational FLPs diachronically, bringing further insight to the dynamism of FLP. Our findings show that participants' Aspirational FLPs are connected to both homeland and hostland sociopolitical contexts, and as such are dynamic and shifting. Aspirational FLPs also shift differently as individual family members' investments and imagined future identities also shift. Furthermore, the longitudinal nature of the data sheds light on how and why Aspirational FLPs become reality for some families while they remain aspirational for others. We conclude that both local contexts and wider world contexts are important to consider when investigating FLP, and diachronic research is highly valuable for uncovering factors that contribute to the complexity of FLP, both Aspirational and realized.

The article discusses the issues of local identity. The author proves the influence on the formation of regional identity of the territorial location of the region that organically combines Eastern Christian, Islamic, and Western Christian civilizations. The author proves the influence on the formation of regional identity of the territorial location of the region that organically combines Eastern Christian, Islamic, and Western Christian civilizations.

The purpose of the study was to examine and evaluate the impact the "flipped classroom" model-based learning environment accompanied by multimedia-based textbook entitled "Ukrainian language (for professional purposes)" provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook "Ukrainian for Special Purposes" was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the "flipped classroom" settings to deliver the language course to the students majoring in literature and language teaching.

The article deals with an urgent issue of a systematic research of foreign students studying in Ukraine. Successful learning and social adaptation of young people greatly depend on learning the Ukrainian language. In addition to the obvious advantages, it is advisable to pay particular attention to the system of theoretical and methodological support of the educational process, starting from the author's textbooks and finishing with modern information technologies. Forming the communicative competence of a medical professional is impossible without taking into account the value-motivational side of this process. In this regard, the communicative training of the healthcare worker is viewed within an axiological approach. As a consequence, professional values are the central category. Peculiarities of future doctors' professional values formation as a component of communicative competence are considered. The study, aimed at analysing the development of professional qualities of foreign medical students, was conducted at I. Horbachevsky Ternopil National Medical University in the 2018-2019 academic year. The study was carried out under the guidance of professors A.Vykhrushch and N. Fedchyshyn by lecturers of I. Horbachevsky Ternopil National Medical University T. Khvalyboha (EdD), I. Drach (PhD), M. Rudenko (PhD) that teach students-foreigners at the Department of the Ukrainian Language and Department of Foreign Languages.

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students' audience.

Obtaining higher vocational education, mastering the practical aspects of the chosen profession, and later work in the specialty are the goals of everyone, who seeks to find their niche in the modern society. Taking in consideration the above, the aim of the scientific article is to study the main aspects of professional foreign-language training as a component of higher vocational education. Methods of theoretical analysis, comparison, description and observation have been used to reveal the purpose of the academic paper. The study was conducted in the article on the examples of studying Ukrainian as a foreign language and English as a foreign language. It has been established that studying Ukrainian as a foreign language is carried out when it is necessary to communicate in private life, as well as in the framework of doing business. In the course of the study it has been established that key aspects of learning English relate to the fact that English is the world's language of doing business, the second most widely spoken language in the world, apart from the mother tongue, and one of the official languages of the world's leading organizations, such as UN, EU, etc. It has been established that currently in Ukraine the following mastery levels of the Ukrainian language are in effect in the process of mastering this academic discipline, namely: elementary, basic, low-intermediate, high-intermediate, advanced and proficient level of knowledge of the Ukrainian language as a foreign. It has been determined that professional foreign language training of students at institutions of higher professional education in the direction of "English as a foreign language" both in Ukraine and abroad involves students gaining the following levels of English in the process of mastering the discipline, namely: Beginner, Elementary English, Intermediate English, Upper-Intermediate English, Advanced English, Proficiency English.

Teaching Ukrainian as a foreign language requires a competent combination of traditional forms of learning and the possibilities of IT technologies. This study has been conducted to evaluate the effectiveness of IT technologies introduction in the educational process during the study of Ukrainian phraseology by foreign students. Authors conducted an experiment, which involved the introduction of IT technologies in the process of gradual study of phraseology at the lessons of Ukrainian as a foreign language during the academic year. 20 foreign students of the 3rd year participated in the experiment, from whom an experimental and control group of 10 students each was formed. Pre- and post-experimental tests to compare academic achievements, pre- and post-experimental surveys, informal interviews, observations of participants in the learning process were used as a means of data collection. The authors provided a system of tasks using Internet communications, computer presentations, online dictionaries, elements of the blended learning system for each stage of working with phraseological units. The obtained results confirmed the hypothesis: the use of IT technologies in the study of phraseologisms by foreign students increases their motivation for learning, and, as a consequence, improves learning performance. Indicators of academic achievement of the experimental group exceeded the starting level, while the control group noted a decrease in the indicators of academic achievement. Prospective directions for further research may be related to theoretical generalisations in the field of methodology of teaching Ukrainian as a foreign language, as well as to the development and implementation of modern complex methods using IT technologies.

This paper outlines the results of the experimental study aiming to explore the impact of using machine translation engines on the performance of translation students. Machine translation engines refer to the software developed to translate source texts into target languages in a fully automatic mode which can be classified according to the algorithm (example-based, rule-based, statistical, pragmatics-based, neural, hybrid) and the level of customisation (generic, customised, adaptive). The study was carried out in the form of a translation test held during the first semester of 2019/2020 academic year (September). The subjects included 48 undergraduate students of the School of Foreign Languages of V. N. Karazin Kharkiv National University (42 women and 6 men aged from 19 to 22) majoring in translation. They were subdivided into two sample groups: sample group 1 performed translation from English into Ukrainian with the help of the MT engine while sample group 2 translated the same text from English into Ukrainian by hand. The MT engine chosen for conducting the research was Microsoft Translator for personal use. The research was arranged into the following stages: preliminary (designing the experiment), main (implementing the experiment into life), conclusive (processing the results and interpreting them). The comparison of the students' average results allowed us to come to the conclusion that the hypothesis preconceived in the beginning of the study was confirmed: the quality of the text translated by the students who received no previous training in post-editing with the use of a modern machine translation engine was of a poorer quality compared to the translation of the same text made by the students without the use of a machine translation engine. The students using the machine translation engine showed the tendency not to treat critically the output of the machine translation engine, thus scoring more penal points than the students translating on their own. The evidence from this study implies the necessity of teaching students to use machine translation in their work and to post-edit texts by means of developing the appropriate cross-curricular methodology of teaching.

Due to the complex and integrative nature of translation competence construct, its free of subjectivity assessment is considered quite a challenging task for modern translation pedagogy. The conducted literature review revealed diverse directions and opportunities to raise translation competence assessment objectivity. In this key, there is a need for the further studies focused on the designing and implementing of objective translation tests. Thus, the given paper aims at the development and verification of objective multiple-choice computerised test in Translation for the Financial Sector, which combines key-based grading procedures and involves latent translation phase encouraging students to translate with the use of particular translation transformations engaging proper psychophysiological mechanisms in order to respond the item adequately. This study has a mixed research design and involves the qualitative and quantitative analysis of the developed test performance and comments on it, as well as word dictation, translation declarative knowledge test and subjective translation exam test results of 82 third-year students of Poltava University of Economics and Trade received during 2017-2020 academic years. The findings of this study reported on steady correlation of the results of the developed objective translation test with the subjective exam ones (0.992). This fact gives reason to recommend its application as a supplementary translation competence assessment tool contributing to the assessment objectivity. Further investigation should be directed to the determination of the functions and place of the developed objective test in the integrated system of translation competence assessment.

The article is aimed at the analysis of a linguistic problem of the use of Anglo-American loanwords in the Ukrainian language connected with the English globalisation and transformation into the language of international communication. The authors argue that the Anglo-Americanisms can be transferable to the original Ukrainian synonymous words because there are analogues and one-word equivalents for them. The youth slang is considered as a separate part of the national language, which represents the development of society. Therefore, the authors make an attempt to identify its role in globalisation processes. The hypothesis of the research is that the use of Anglo-Americanisms depends on the age, gender and educational dimensions. The analysis of linguistic behaviour based on empirical data was carried out. In order to achieve the aim of the research, a set of scientific methods was used, namely: analysis, synthesis, comparing, generalisation, questioning and interviewing. The study involved 300 people, 150 women and 150 men. Gender has a certain influence on the degree of the use of Anglo-Americanisms in the speech of youth: young men use English loans more often than young women. The participants were divided into two age groups of 17-18 years old and 19-20 years old. The difference between two groups is not significant. Participants were also subdivided into two groups depending on the factor where they received their education. One group consisted of the students studying in higher educational institutions, and the second one was made up of students from colleges and technical schools. The loanwords are typical of the speech of all the young people regardless of their speciality. The youth slang affects the use of English loanwords in the Ukrainian language. The majority of respondents (64%) showed the increasing number of Anglo-Americanisms in their vocabulary. Most of young people prefer them to the Ukrainian equivalents. The Ukrainian youth slang is full of Anglo-Americanisms and this process is getting more intense.

Every speaker of a native language undergoes an interlanguage continuum or the way that the language learners go through from the first to the second language. Interlanguage is an essential theory for teachers to know what goes on in the learning process. It makes the teachers look at the varieties of mistaken linguistic forms with an eye for improvement. Interlanguage is the main motive to conduct this research. The article aims to analyze the interlanguage used by the Ukrainian participants. The study analyzes how semi-fluent to fluent Ukrainian speakers of English produce compliments as a speech act. Then the results to the linguistic patterns of the same speech act to those used by native speakers of English in the US are compared. Participants were interviewed via a survey to collect the following data: compliment forms, correlation of compliment formulas, Russian/Ukrainian transfer of typical compliments, and common idiomatic complement expressions. The results of this study have cultural implications in the teaching of the second language (English) in the Ukrainian context. To simplify the act of complimenting second language (L2) students, the research suggests some main speech tactics of producing compliments based on metalinguistic awareness and contextual factors. It helps to attain pragmatic teaching goals and supports the interlanguage development of learners to be more productive in their second language.

In this article we investigate spoken professional interaction at construction sites in Sweden, where workers from Poland, Ukraine and Estonia are temporarily employed as carpenters, ground workers and kitchen installers. We study how the workers use resources associated with different languages and how these resources are mobilized along with embodied resources for meaning-making. The analysis aims at investigating what social space the workers construct by going between or beyond different linguistic structures, as defined in the theory of translanguaging. The study is based on Linguistic Ethnography and Conversation Analysis is used for close analysis. We focus on instances of translanguaging, such as Swedish-sounding institutionalized keywords, practices of receptive multilingualism and the search for communicative overlaps in repertoires. The findings from busy construction sites show that the stratifying aspect gives some workers a voice in the organization, while others remain silent. Hence, it is primarily professionals functioning as team leaders, who talk to different occupational categories and use resources associated with different languages. The data provide an opportunity to investigate the theory of translanguaging and its transformative power in relation to professional settings that are linguistically diverse, but also strictly hierarchical.

The paper considers the practical experience of creating educational visual materials on the Ukrainian language as a foreign language using innovative technologies, namely, the specifics of the role and place of colour and colour symbols as a code sign during the assimilation of new educational information. This study employed the following theoretical methods--analysis, systematisation and generalisation of modern research; empirical methods--experimental work; statistical methods--qualitative and quantitative processing of the results of empirical research; systematisation and correlation of the results of empirical research in accordance with the values of the case paradigm of the Ukrainian language. It was established that colour can affect not only a person's emotions and behaviour, but also cognitive processes, thinking and memory. Upon recollecting information, a person reproduces events and focuses on everything associated with them. Within the framework of this study, the authors have identified the role of the influence of colour on the activation and mobilisation of students' attention and memory, found ways to learn grammatical categories of the Ukrainian language using a generalising colour table. The authors proved that studying grammatical categories of the Ukrainian language using the colour coding method improves awareness and reproduction of educational information.

The purpose of the study is to examine and evaluate the impact the the multimedia textbook-based interactive, based on ICT model learning environment provides for the learning styles of the university students majoring in Philology. The study sought to identify tangible (seemingly measurable) and intangible (difficult to measure) gains this learning model brought to both students and instructors. A multimedia textbook to deliver the course in Urkainian Languge was developed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, Covariance-based Structural Equation Modeling (SEM) software as SPSS AMOS and Textalyzer were used to process the students' responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. Additionally, there was a shift in teaching approaches of the instructors, namely from a teacher-centered to a student-centered approach. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Philology, this methodology could be applicable to teaching Ukraninan for Specific Purposes to other majors, such as: Psychology, Law, Cultorology. The research is advancing the knowledge of integration ICT (multimedia) tools into teaching, and specifically the use of multimedia textbooks to deliver Ukrainian English course to the students majoring in Philology.

The subject of the research is the analysis of forestry vocabulary. The purpose is to promote the enhancement taxonomy of forestry vocabulary in the modern Ukrainian language. For the analysis of the forestry vocabulary, we used such methods as scientific sources investigation, a descriptive method, methods of comparison, analysis and synthesis, as well as methods of classification and systematisation. Forestry vocabulary provided in the article includes terms, professionalisms, terminologised common lexical units and nomenclature nominations. We have revealed that forestry terminology contains general scientific terms, interdisciplinary terms and specific forestry terms. Terminological lexical units are understandable to everyone, but these lexemes are the obligatory component of the forestry terminological system, without them its integrity will be broken. We suggest paying special attention to the use of professionalisms that is caused by the peculiarities of the specialists´ activities and is associated with the use of a significant number of dialect names. Nomenclature names are used to designate as follows: wood species, types of cutting, means of the direct extinguishing of forest fires. Latin names of flora and fauna and taxonomic names are also considered to be the nomenclature names. The research has shown that these classes of nominative units (terms, professionalisms and dialect names) are applied simultaneously in forestry terminology. The need for proper knowledge of the terms and rules of their combination justifies the students' expediency to study the peculiarities of forestry vocabulary taxonomy. Mastering of terms will help students avoid mistakes in their speech, and improve the quality of future specialists' professional speech and also the level of terminological knowledge in general. The theoretical material developed is supposed to become the basis for practical classes and will be presented in future academic research in the didactic aspect.

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 article deals with the problems of colloquial interrogative sentences having the function features in the source and target fiction texts. The importance of the research of interrogative sentences is defined by frequent use of questioning in the process of communication and a close connection of the problem of questioning with other sociolinguistic issues. The given paper outlines function features of the colloquial interrogative sentences on the material of J.-M. Guenassia's "The Incorrigible Optimists Club" and its Ukrainian translation by means of the analysis of possible ways of their rendering into Ukrainian. The author takes into account many works devoted to the study of questioning as a linguistic and translation category, paying special attention to the place of interrogative sentences in the French colloquial speech. The analysis of the colloquial interrogatives functioning in J.-M. Guenassia's novel "The Incorrigible Optimists Club" allows the author to conclude that translation difficulties are caused not so much by their text-functional features, but rather by their structural, semantic, figurative, and socio-functional characteristics, as well as by the asymmetry of the structural elements and register polyphony of the source and target languages.

The article outlines lingual features of the "evaluative judgement" construct, being new for the Ukrainian journalistic practices. By means of analysing the structural elements of this construct, the author defines its linguistic features as well as comes up with lexicogrammatical and stylistic means representing the "evaluative judgement" construct in journalistic materials. Considering the data from practical journalistic activities, the author presumes that evaluative judgements of a journalist are based on factual information and manifest themselves via vast linguistic means corpus, being much broader than the lawmaker has defined it. In the context of the problem, the paper suggests to view "the evaluative judgement of a journalist" as his/her subjective point of view, opinion on a certain subject, personal assessment of facts or events on the grounds of knowledge, experience, journalistic standards, and information obtained from open sources, based on factual information that can be introduced into media content with the help of linguostylistic means. As exemplified by media content, the author comes up with the conclusion that apart from using such linguistic means as hyperbole, allegory, satire, which are defined by the law, as well as patterns that express evaluation or uncertainty, emphasising information probability (for example, it seems to me, in my opinion, I think, etc.), the construct under analysis also manifests itself through the use of particular tense and voice forms, impersonal constructions, complex attributive groups, complex sentences, etc. The author suggests applying the obtained results to form professional competence of both students of journalism departments and creative mass media specialists in order to ensure secure implementation of their duty to inform.

The article discusses the development of the linguistic identity of a novice literary translator in the course of academic training. The authors claim that teaching literary translation presupposes creating an academic environment conducive to untapping the creative potential of translation students. The paper describes an experiment in which 30 Ukrainian translations of the prologue from Julia Franck's novel "Die Mittagsfrau" executed by young translators were analysed. The outcomes of the research allowed for the identification of translation strategies and typical translation mistakes, and the dependence of translations on the translator's linguistic identity. The study proves the hypothesis that creativity comprises an indispensable component of the translator's personal linguistic identity and can be developed in the course of professional training. This also allows the authors to highlight the factors that influence the formation of the translator's professional competence as well as outline perspectives for further research into think-aloud protocols provided both by experienced and novice translators.

The value of a dictionary is traditionally considered to be proportional to its physical volume, measured in the number of entries. However, the amount of useful data varies depending on existing hypertextual links across a dictionary. Therefore, its utility might also be calculated as proportional to the number of useful links among its structural parts which can interact in a similar way as neurons do via synapse links, provided that the number of links turns out to be exponentially greater than the number of entries. Today's lexicographic practice, as well as an experiment held by the author with his own developed onomasiological electronic dictionary of phraseological synonyms "IdeoPhrase", appears to demonstrate that the main criterion for establishing links automatically is the repetition of each kind of signs (stylistic labels, graphical word, metalinguistic comments). Automatically generated hypertextual links can be used for finding out semantic relations of different types among lexemes (synonymic, antonymic and others), semantic equivalence or similarity among lexemes in different languages (which is close to automatic translation), as well as compiling a new dictionary. The fact that generated relation established by ? computer constitute new useful knowledge which has not been directly input by the compiler, qualifies this algorithm as artificial intelligence engine.

The paper presents the research on the effectiveness of the future translator and / or interpreter training using modern methods which facilitate the development of their professional competency in bilateral interpreting. The authors analyse psychological and pedagogical experience, modern educational technologies and prospects for future professionals in the context of bilateral interpreting. The scholars substantiate the results of the initiated phonetic research (including linguistic and translation analysis of audio texts) related to the semantics of prosodic means, which constituted the basis for the experimental study. The research reveals the outcomes of the experimental study conducted at Ushynsky University involving the third-year students who major in the English[left right arrow]Ukrainian translation. The four stages of the designated pedagogical experiment are specified: 1) pre-testing; 2) preparatory training course according to combined (interactive and traditional) authors' teaching methods; 3) after-testing; 4) assessment of the students' outcomes. The use of the experimental construct turns out to be practical due to these methods: cooperative learning, inquiry-based instructions, differentiation, professional development, technology and problem solving. The study also confirms the fact that the integration of traditional and modern technologies in teaching students to interpret information taking into consideration phonetic features of Ukrainian and English oral texts can help future translators develop their analytical and critical thinking, flexibility, agility and adaptability, initiative and entrepreneurialism while receiving, analysing and interpreting information. The detailed analysis of modern scientific literature proves that the use of the competence-oriented and context-centred approaches to the educational process contributes to the students' academic success.

Underachievement among national minority group students in places of their compact residence in Ukraine makes them vulnerable to educational failure. This problem is noticeable in Chernivtsi Region of Ukraine where the multicultural character causes peculiar behaviour in politics, migration, economic and cultural activities as well as in educational strategies. Owing to the fact that in some districts (Hertsa and Novoselica) the Ukrainian Language is not the mother tongue for most residents who are ethnical Romanians and Moldavians, about 60% students fail in Independent External Testing after secondary school. This issue was taken into account in Article 7 of Ukrainian Law on Education (2017) which presupposed gradual significant growth in school subjects with Ukrainian as the language of instruction. The issue raised the research question: What approaches can be applied to teaching Ukrainian as a non-native language to national minorities in sites of their compact residence (where more than 80 % of the population speak Romanian in their everyday life)? This actualised the need for formulating evidence-based language policies in Ukraine. With the purpose of answering the need, Ukrainian Educational Research Association designed and carried out a public perception survey using in-depth interviews with high-school students and their parents, school teachers, local and regional policy-makers in education, local authorities, and national cultural societies. Based on the research, the authors give recommendations on approaches which should be used in design of curriculum and syllabus of Ukrainian as a non-native language. The authors emphasise the importance of the gradual introduction of the Ukrainian language starting from learning it as a foreign language at initial stages, with further switching to second language teaching strategies, and leading to bilingual education.

The article deals with the research of special features of foreigners' integration and language learning in Canada as an integral part of adult education. The paper outlines a complex of basic scientific approaches such as system, structural and functional, andragogical, axiological, intercultural, and competency-based approaches. The study analyses a number of programmes for immigrants' integration in Canada, as well as language learning by adults. Critical overview allowed assuming that "Language Instructions for Newcomers to Canada" is the most popular programme among immigrants in this country. Taking into account the lack of similar programmes for foreign students in Ukraine and positive experience of Canada in this sphere, Lviv Polytechnic National University developed an elective course for international PhD students aimed at their adaptation in Ukraine. The article focuses on the features of the course which is based on the "Language Instruction for Newcomers to Canada" programme. Its content component is based on the demands, individual needs and involves the acquisition of language skills and acquaintance with the culture of the country. At the end of the course, the PhD students took part in a survey. The results of the survey showed that in spite of some difficulties, it appeared to be quite effective and informative.

The paper aims to explore the impact of interdisciplinarity on sight translation training in scientific and technical domains. The authors concentrate on the distinctive features of transdisciplinarity and explain the concept of "weak" (used as a practical means) and "strong" transdisciplinarity (complex impact through several levels of reality). 80 future translators/interpreters took part in the research. The results of educational process observations during sight translation classes are presented. Three levels of competences in translating and interpreting (high, medium and low) are identified to conduct the quantitative and qualitative analysis of experimental data during sight translation training. The theoretical and practical analyses, generalisation and mathematical statistics methods were used to stipulate the impact of transdisciplinarity on sight translation training. This research has clearly shown that application of a transdisciplinary approach gives future translators/interpreters opportunity to receive cross-sectorial training in specific fields. Transdisciplinary in sight translation trainings has a positive impact on the development of students' professional identity.

The article analyses the system of methodological principles employed in the comprehensive study of linguistic variation in diachrony. In particular, the author defines the essence of the scientific principle as a means of linguistic study as well as thoroughly describes the system of methodological principles of a diachronic study of any linguistic variations. The described methodological foundations of a diachronic study are substantiated through the prism of Ukrainian written monuments of the late Middle Ages. The paper also outlines the prospects of further theoretical and methodological scientific studies for historical linguistics. The study material comprises more than nine thousand variable language elements, recorded in the texts of business and religious writing of the late Middle Ages. The sources for the study are represented by handwritten and printed monuments of the official style of the Old Ukrainian language and the religious style of the Church Slavonic language of the Ukrainian edition. As a result of the carried out research, it has been defined that the methodology of diachronic study of variable language phenomena is based on the principles of a scientific and objective approach to the variation of the literary language in historical conditions on the basis of a complex unity of historical, systemic, anthropocentric, and synergetic directions of linguistic studies. The described methodological aspects of the study of linguistic variations can be used in training courses of general linguistics, historical grammar of the Ukrainian language, the history of the Ukrainian literary language and historical dialectology as well as in the following optional courses: "Language Variation in Diachrony", "Principles and Methods of Linguistic Analysis of Linguistic Variation", "Formation of the Ukrainian Language Standards" for students of philological departments.

Compliments as speech acts have the reflection and expression of cultural values. Many of the values reflected through compliments are personal appearance, new acquisitions, possessions, talents and skills. It is especially important in linguistic interaction between people. This research aims to analyze the speech acts of complimenting in Ukrainian and American cultures in order to use them for teaching pragmatics second language (L2) students. Defining the ways of complimenting in Ukrainian, Russian and American English help to avoid misunderstandings and pragmatic failures. This study uses a method of ethnomethodology. Speech acts are studied in their natural contexts. To carry out this research native speakers of English in the United States and native speakers of Russian and Ukrainian from all over Ukraine were interviewed on-line. The analysis was made on the data that included: 445 Russian, 231 Ukrainian and 245 English compliments. Results of this study show how native speakers tend to compliment people: syntactical structure of expressions, cultural lexicon, attributes praised and language context. It has implications for teaching English to Ukrainians and for teaching Russian and Ukrainian to speakers of English. Knowing how to use speech acts allows the speaker to have pragmatic competence. Upon completion of the data analysis on the current study, further information on deeper analysis in terms of semantics and metaphorical language can be provided.

The extent of quantitative and qualitative differences in phonological development between bilingual children and their monolingual counterparts remains unresolved, especially with regard to typologically-related languages. The current study used a comparative research design to examine the phonological skills of preschool children speaking Polish and Ukrainian, a pair of Slavic languages hitherto unexplored in this context. It involved 57 typically-developing children aged 4;0-6;0, i.e. 18 bilingual children speaking Polish and Ukrainian in Poland, 19 monolingual Polish children in Poland and 20 monolingual Ukrainian children in Ukraine. The qualitative and quantitative analyses of data collected through single-word elicitation tests involved between-group comparisons of bilingual and monolingual children's speech and within-group comparisons of the bilingual children's phonological systems. Results paint a complex picture of bilingual phonological development with mostly typical patterns, a strong crosslinguistic influence, and rare processes which are difficult to interpret. Authors hypothesise that such general patterns of phonological process use might be typical of bilingual development involving typologically-related and geographically close languages. Findings underscore the need to assess bilingual children in all their languages and dialects. Errors which cannot be interpreted through either rules of normal development or crosslinguistic interaction could be a sign of disorder.

The development of spelling skill is an intricate process for children with or at risk of Specific Learning Disabilities and requires targeted interventions. This problem exacerbates in the Greek orthographic system owning to its high complexity. The current study presents a novel spelling intervention program for Greek 3rd graders at risk of Specific Learning Disabilities, which was founded upon the principles of Direct Instruction and encompassed evidence-based practices. The effectiveness of the proposed 16-h intervention program was investigated via its implementation in Greek resource rooms by the corresponding teachers. The children were randomly assigned into the intervention (n = 39) and the comparison group (n = 34). Standardized tests were used for children's assessment during pretests, post-tests I, and post-tests II. Importantly, the results obtained via ANOVA demonstrated that the children of the intervention group showed a statistically significant improvement in spelling contrary to the comparison group. Additionally, the impact of the intervention program on children's decoding and fluency skills was examined, yielding enhanced, yet, no statistically significant outcomes. The educational implications of the related findings are also discussed. Overall, the proposed study provides tangible evidence that spelling can be taught effectively to SLD children.

This article considers the theoretical principles of children and students' national awareness formation in the Ukrainian pedagogy of Galicia in the period 1848-1918. It defines two stages in this process: ethno-linguistic (1848-1904) and ethno-national (1905-1918). The later nineteenth century was marked by an emphasis on patriotism, the national ideal and the national character. Educators viewed patriotism as fostering love for the native people and the 'mother tongue'. In the period 1905-1918 the Ukrainian national idea as an aspiration for national independence became the basis of education: the purpose of education was to instil national awareness among young people, which would be manifested in command of the language and acceptance of the entire ethnic community; a knowledge of its material and spiritual culture in the past and the present; an awareness of oneself; and an understanding of the role of the national community in global historical processes.