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  Subjects -> EDUCATION (Total: 2086 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (9 journals)
    - E-LEARNING (25 journals)
    - EDUCATION (1771 journals)
    - HIGHER EDUCATION (133 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (33 journals)
    - SCHOOL ORGANIZATION (13 journals)
    - SPECIAL EDUCATION AND REHABILITATION (36 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

EDUCATION (1771 journals)                  1 2 3 4 5 6 7 8 | Last

Showing 1 - 200 of 857 Journals sorted alphabetically
#Tear : Revista de Educação, Ciência e Tecnologia     Open Access   (Followers: 3)
(Pensamiento), (palabra) y obra     Open Access   (Followers: 2)
21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi     Open Access  
@tic. revista d'innovació educativa     Open Access  
Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi     Open Access   (Followers: 2)
About Campus     Hybrid Journal   (Followers: 6)
Academic Medicine     Hybrid Journal   (Followers: 63)
Academic Psychiatry     Full-text available via subscription   (Followers: 27)
Academic Questions     Hybrid Journal   (Followers: 8)
Academy of Educational Leadership Journal     Full-text available via subscription   (Followers: 60)
Academy of Management Learning and Education     Full-text available via subscription   (Followers: 55)
Accounting & Finance     Hybrid Journal   (Followers: 56)
Accounting Education: An International Journal     Hybrid Journal   (Followers: 22)
Açıköğretim Uygulamaları ve Araştırmaları Dergisi     Open Access  
ACM Transactions on Computing Education (TOCE)     Hybrid Journal   (Followers: 7)
Acta Didactica Norge     Open Access   (Followers: 2)
Acta Educationis Generalis     Open Access  
Acta Scientiarum. Education     Open Access  
Action in Teacher Education     Hybrid Journal   (Followers: 62)
Action Learning: Research and Practice     Hybrid Journal   (Followers: 40)
Action Research     Hybrid Journal   (Followers: 46)
Active Learning in Higher Education     Hybrid Journal   (Followers: 292)
Actualidades Pedagógicas     Open Access  
Adelphi series     Hybrid Journal   (Followers: 14)
Adiyaman University Journal of Educational Sciences     Open Access   (Followers: 1)
Administração Educacional     Open Access  
Administration & Society     Hybrid Journal   (Followers: 13)
Administrative Science Quarterly     Full-text available via subscription   (Followers: 181)
Adult Education Quarterly     Hybrid Journal   (Followers: 163)
Advanced Education     Open Access   (Followers: 10)
Advances in Building Education     Open Access   (Followers: 3)
Advances in Health Sciences Education     Hybrid Journal   (Followers: 30)
Advances in High Energy Physics     Open Access   (Followers: 19)
Advances in School Mental Health Promotion     Partially Free   (Followers: 8)
AERA Open     Open Access   (Followers: 8)
Africa Education Review     Partially Free   (Followers: 25)
African Journal of Chemical Education     Open Access   (Followers: 3)
African Journal of Educational Studies in Mathematics and Sciences     Full-text available via subscription   (Followers: 5)
African Journal of Health Professions Education     Open Access   (Followers: 6)
African Journal of Research in Mathematics, Science and Technology Education     Full-text available via subscription   (Followers: 8)
Agora     Full-text available via subscription   (Followers: 5)
AGORA Magazine     Open Access  
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi     Open Access  
Ahmad Dahlan Journal of English Studies     Open Access   (Followers: 2)
AIDS Education and Prevention     Full-text available via subscription   (Followers: 7)
Ainedidaktiikka     Open Access  
Akadémiai Értesítö     Full-text available via subscription  
Aksiologiya : Jurnal Pengabdian Kepada Masyarakat     Open Access  
AKSIOMA Journal of Mathematics Education     Open Access   (Followers: 1)
Al Ibtida : Jurnal Pendidikan Guru MI     Open Access  
Al-Idarah : Jurnal Kependidikan Islam     Open Access  
Al-Jabar : Jurnal Pendidikan Matematika     Open Access   (Followers: 1)
Al-Mudarris : Journal of Education     Open Access  
Al-Tadris : Jurnal Pendidikan Bahasa Arab     Open Access  
Al-Tadzkiyyah : Jurnal Pendidikan Islam     Open Access  
Alan Eğitimi Araştırmaları Dergisi     Open Access  
Alexandria : Revista de Educação em Ciência e Tecnologia     Open Access  
Alsic : Apprentissage des Langues et Systèmes d'Information et de Communication     Open Access   (Followers: 16)
Alteridad     Open Access  
Amasya Universitesi Egitim Fakültesi Dergisi     Open Access  
Ambiente & Educação : Revista de Educação Ambiental     Open Access  
American Annals of the Deaf     Full-text available via subscription   (Followers: 13)
American Biology Teacher     Full-text available via subscription   (Followers: 14)
American Educational Research Journal     Hybrid Journal   (Followers: 169)
American Journal of Business Education     Open Access   (Followers: 12)
American Journal of Distance Education     Hybrid Journal   (Followers: 34)
American Journal of Education     Full-text available via subscription   (Followers: 203)
American Journal of Educational Research     Open Access   (Followers: 64)
American Journal of Health Education     Hybrid Journal   (Followers: 32)
American Journal of Physics     Full-text available via subscription   (Followers: 54)
American String Teacher     Full-text available via subscription   (Followers: 1)
Ana Dili Eğitimi Dergisi / Journal of Mother Tongue Education     Open Access  
Anadolu Journal Of Educational Sciences International     Open Access  
Anadolu University Journal of Education Faculty     Open Access  
ANALES de la Universidad Central del Ecuador     Open Access   (Followers: 3)
Annali dell'Universita di Ferrara     Hybrid Journal  
Annals of Dyslexia     Hybrid Journal   (Followers: 10)
Annals of Modern Education     Full-text available via subscription   (Followers: 4)
Apertura. Revista de innovación educativa‏     Open Access   (Followers: 2)
Apex : New Zealand Journal of Gifted Children     Open Access   (Followers: 1)
Applied Environmental Education & Communication     Hybrid Journal   (Followers: 17)
Applied Measurement in Education     Hybrid Journal   (Followers: 9)
Arabia     Open Access  
Art Design & Communication in Higher Education     Hybrid Journal   (Followers: 23)
Arts and Humanities in Higher Education     Hybrid Journal   (Followers: 37)
Arts Education Policy Review     Hybrid Journal   (Followers: 5)
Artseduca : Revista electrónica de educación en las ARTES     Open Access  
ASHE Higher Education Reports     Hybrid Journal   (Followers: 17)
Asia Pacific Education Review     Hybrid Journal   (Followers: 12)
Asia Pacific Journal of Education     Hybrid Journal   (Followers: 21)
Asia-Pacific Education Researcher     Hybrid Journal   (Followers: 13)
Asia-Pacific Journal of Health, Sport and Physical Education     Hybrid Journal   (Followers: 9)
Asia-Pacific Journal of Teacher Education     Hybrid Journal   (Followers: 26)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian Journal of English Language Teaching     Full-text available via subscription   (Followers: 14)
Asian Journal of Legal Education     Full-text available via subscription   (Followers: 4)
ASp     Open Access   (Followers: 3)
Assessing Writing     Hybrid Journal   (Followers: 11)
Assessment & Evaluation in Higher Education     Hybrid Journal   (Followers: 152)
Assessment for Effective Intervention     Hybrid Journal   (Followers: 14)
Assessment in Education: Principles, Policy & Practice     Hybrid Journal   (Followers: 43)
Assessment Update     Hybrid Journal   (Followers: 5)
AStA Wirtschafts- und Sozialstatistisches Archiv     Hybrid Journal   (Followers: 5)
At-Ta'dib Jurnal Kependidikan Islam     Open Access  
At-Taqaddum     Open Access  
At-Turats     Open Access  
Athenea Digital     Open Access  
ATIKAN : Jurnal Kajian Pendidikan (Journal of Educational Studies)     Open Access  
Aula Abierta     Open Access   (Followers: 1)
Aula de Encuentro     Open Access  
Australasian Journal of Educational Technology     Open Access   (Followers: 19)
Australasian Journal of Gifted Education     Full-text available via subscription   (Followers: 6)
Australasian Journal of Special Education     Full-text available via subscription   (Followers: 8)
Australasian Marketing Journal (AMJ)     Hybrid Journal   (Followers: 4)
Australian Art Education     Full-text available via subscription   (Followers: 8)
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 8)
Australian Educational Computing     Open Access   (Followers: 1)
Australian Educational Researcher     Hybrid Journal   (Followers: 26)
Australian Journal of Adult Learning     Full-text available via subscription   (Followers: 16)
Australian Journal of Career Development     Hybrid Journal   (Followers: 3)
Australian Journal of Dyslexia and Learning Difficulties     Full-text available via subscription   (Followers: 8)
Australian Journal of Education     Hybrid Journal   (Followers: 36)
Australian Journal of Environmental Education     Full-text available via subscription   (Followers: 8)
Australian Journal of Indigenous Education, The     Full-text available via subscription   (Followers: 10)
Australian Journal of Learning Difficulties     Hybrid Journal   (Followers: 5)
Australian Journal of Music Education     Full-text available via subscription   (Followers: 4)
Australian Journal of Public Administration     Hybrid Journal   (Followers: 460)
Australian Journal of Teacher Education     Open Access   (Followers: 22)
Australian Mathematics Teacher, The     Full-text available via subscription   (Followers: 6)
Australian Primary Mathematics Classroom     Full-text available via subscription   (Followers: 4)
Australian Screen Education Online     Full-text available via subscription   (Followers: 2)
Australian TAFE Teacher     Full-text available via subscription   (Followers: 4)
Australian Universities' Review, The     Full-text available via subscription   (Followers: 4)
Autism     Hybrid Journal   (Followers: 287)
Avaliação : Revista da Avaliação da Educação Superior (Campinas)     Open Access  
Azalea: Journal of Korean Literature & Culture     Full-text available via subscription   (Followers: 4)
Bahastra     Open Access  
Balkan Region Conference on Engineering and Business Education     Open Access   (Followers: 1)
BC TEAL Journal     Open Access  
BELIA : Early Childhood Education Papers     Open Access   (Followers: 8)
BELT - Brazilian English Language Teaching Journal     Open Access   (Followers: 4)
Berkeley Review of Education     Open Access   (Followers: 6)
Biblioteca Escolar em Revista     Open Access  
Biblioteka i Edukacja     Open Access   (Followers: 4)
Bildung und Erziehung     Hybrid Journal   (Followers: 5)
Bioedukasi : Jurnal Pendidikan Biologi FKIP UM Metro     Open Access  
Bioma : Jurnal Ilmiah Biologi     Open Access  
Biosaintifika : Journal of Biology & Biology Education     Open Access   (Followers: 7)
Biosfer : Jurnal Biologi dan Pendidikan Biologi     Open Access  
Biosfer : Jurnal Tadris Biologi     Open Access  
BMC Medical Education     Open Access   (Followers: 44)
BMJ Simulation & Technology Enhanced Learning     Hybrid Journal   (Followers: 10)
Boletim Cearense de Educação e História da Matemática     Open Access  
Boletim de Educação Matemática     Open Access  
Boletim Técnico do Senac     Open Access  
British Educational Research Journal     Hybrid Journal   (Followers: 197)
British Journal of Educational Studies     Hybrid Journal   (Followers: 160)
British Journal of Educational Technology     Hybrid Journal   (Followers: 152)
British Journal of Music Education     Hybrid Journal   (Followers: 24)
British Journal of Religious Education     Hybrid Journal   (Followers: 9)
British Journal of Sociology of Education     Hybrid Journal   (Followers: 55)
British Journal of Special Education     Hybrid Journal   (Followers: 48)
British Journal of Visual Impairment     Hybrid Journal   (Followers: 12)
Brookings Trade Forum     Full-text available via subscription   (Followers: 3)
Buletin Fisika     Open Access  
Bulletin of the Council for Research in Music Education     Full-text available via subscription   (Followers: 6)
Business, Management and Education     Open Access   (Followers: 18)
Caderno Brasileiro de Ensino de Física     Open Access  
Caderno de Educação     Open Access  
Caderno Intersabares     Open Access  
Cadernos CEDES     Open Access   (Followers: 1)
Cadernos de Educação     Open Access  
Cadernos de Estudos e Pesquisa na Educação Básica     Open Access  
Cadernos de Pesquisa     Open Access  
Cadernos de Pesquisa     Open Access   (Followers: 2)
Cadernos de Pesquisa em Educação     Open Access   (Followers: 1)
Cadmo     Full-text available via subscription   (Followers: 1)
Cahiers de la recherche sur l'éducation et les savoirs     Open Access   (Followers: 4)
Cakrawala Pendidikan     Open Access  
Calidad en la educación     Open Access   (Followers: 1)
Cambridge Journal of Education     Hybrid Journal   (Followers: 96)
Campus Legal Advisor     Hybrid Journal   (Followers: 2)
Campus Security Report     Hybrid Journal  
Canadian and International Education     Open Access   (Followers: 8)
Canadian Journal for New Scholars in Education/ Revue canadienne des jeunes chercheures et chercheurs en éducation     Open Access   (Followers: 7)
Canadian Journal for the Scholarship of Teaching and Learning     Open Access   (Followers: 15)
Canadian Journal of Education : Revue canadienne de l'éducation     Open Access   (Followers: 8)
Canadian Journal of Higher Education     Open Access   (Followers: 25)
Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie     Open Access   (Followers: 17)
Canadian Journal of School Psychology     Hybrid Journal   (Followers: 10)
Canadian Journal of Science, Mathematics and Technology Education     Hybrid Journal   (Followers: 19)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 8)
Catalejos. Revista sobre lectura, formación de lectores y literatura para niños     Open Access  
Catharsis : Journal of Arts Education     Open Access  
CELE Exchange, Centre for Effective Learning Environments     Full-text available via subscription   (Followers: 1)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Change: The Magazine of Higher Learning     Hybrid Journal   (Followers: 16)
Changing English: Studies in Culture and Education     Hybrid Journal   (Followers: 4)
Charrette     Open Access  

        1 2 3 4 5 6 7 8 | Last

Journal Cover
Advanced Education
Number of Followers: 10  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2409-3351 - ISSN (Online) 2410-8286
Published by National Technical University of Ukraine Homepage  [8 journals]
  • PRINCIPLED PRAGMATISM, OR WELL-GROUNDED ECLECTICISM: A NEW PARADIGM IN
           

    • Authors: Oleg Tarnopolsky
      Pages: 5 - 11
      Abstract: The article discusses the ways of introducing Kumaravadivelu’s (2003) principled pragmatism (or well-grounded eclecticism in the terminology of the author of the article) approach into teaching English as a foreign language for professional purposes at tertiary schools in Ukraine. Such pragmatism/eclecticism in the conditions under consideration creates opportunities for adopting different methods of teaching and learning taken from different, often contradictory, methodological approaches, as well as opportunities for uniting those methods into an organic unity, a new single approach contributing to the overall improvement of the teaching/learning process. Interpreting the difference between approaches and methods in accordance with the ideas of Richards and Rogers (1986) and treating methods as practical procedures through which an approach is implemented, the author demonstrates that a novel principled pragmatism/well-grounded eclecticism approach in teaching English at Ukrainian tertiary schools may be developed as the combination of five methods including content-based instruction, interculturalism in language studies, constructivism in language learning achieved through experiential-interactive learning procedures, blended language learning as a balanced organic unity of students’ off-line and online learning experiences and balanced use of communicative learning activities and non-communicative language exercises. The research shows that the listed five methods in their unity not only form a new single approach but also fully meet the ten Kumaravadivelu’s principles making that approach a clear-cut case of principled pragmatism. The concluding part of the article manifests the suggested approach as representing a possible new paradigm in teaching English for professional purposes.

      PubDate: 2018-10-24
      DOI: 10.20535/2410-8286.133270
      Issue No: Vol. 5, No. 10 (2018)
       
  • MODERN METHODS AND TECHNOLOGIES FOR DEVELOPING PRE-SERVICE FOREIGN
           LANGUAGE AND CULTURE TEACHERS’ METHODOLOGICAL COMPETENCE

    • Authors: Nataliia Maiier, Olga Ustymenko
      Pages: 12 - 20
      Abstract: Methodological training of pre-service foreign language and culture teachers is a top priority in pedagogical education nowadays. In this article, methodological competence is determined as methodological knowledge and methodological skills that provide the ability and willingness of pre-service foreign language and culture teachers to execute all types of their professional activities. To facilitate methodological knowledge acquisition, the authors suggest applying the test method and information & communication technologies (ICT). This paper substantiates the expediency of using a case study method for building Master’s students’ methodological skills of analysing and correcting methodological errors, creating foreign language lesson plans for integrated developing of linguistic, discourse, lingua-socio-cultural, and strategic competencies. Professional methodological cases are considered as the means of implementing a case study method in teacher training process. Game method, namely professional role-playing games, are employed to foster Master’s students’ methodological skills to prepare and teach lessons for integrated reinforcement of linguistic, discourse, lingua-socio-cultural, and strategic competencies. We recommend using a project-based method to train pre-service foreign language and culture teachers to choose and select course materials, devise activities, exercises, games, aids, case studies, tests, assessments, project-based tasks, etc. Professional methodological projects are used as the instruments for applying a project-based method in teacher training at tertiary schools. On the basis of their experimental experience, the researchers substantiate the efficiency of using test method, case study method, game method, project-based method, and ICT for developing a methodological competence of pre-service foreign language and culture teachers as well as demonstrate some practical aspects of implementing these methods and technologies in the educational process. 167 Master’s students of Kyiv National Linguistic University participated in the experiment which was held in 2016-2018. The experimental teaching resources consisted of tests for students’ autonomous methodological knowledge acquisition in the course of their self-guarded extracurricular work in Moodle and professional methodological assignments with the use of the aforementioned methods. The analysis of experimental data showed that altogether test method, case study method, game method, project-based method, and ICT contribute significantly to developing pre-service foreign language and culture teachers’ methodological competence. The issues and findings raised in the article indicate that larger implications of this research and avenues for further studies are connected with substantiating the structure and content of the electronic course book for pre-service foreign language and culture teachers aimed at developing their methodological competence with the use of modern educational methods and technologies. 
      PubDate: 2018-12-24
      DOI: 10.20535/2410-8286.133090
      Issue No: Vol. 5, No. 10 (2018)
       
  • FUTURE PSYCHOLOGISTS EXPERIENCING THE CRISIS OF PROFESSIONAL
           SELF-DETERMINATION: FEATURES OF MOTIVATIONAL SPHERE

    • Authors: Zlata Rzhevska-Shtefan
      Pages: 21 - 26
      Abstract: The paper is aimed at identifying the features of the future psychologists’ professional learning motivation under the conditions of experiencing the crisis of professional self-determination on the border of the 3rd and 4th year of study. The research was held at the Faculty of Psychology and Pedagogy of Volodymyr Vynnychenko Central Ukrainian State Pedagogical University during the years 2017-2018 and involved 47 3rd year and 63 4th year psychology students. The following methods were used: psychodiagnostic techniques “Motivation to study at a higher education institution” by Ilyina and “Personality orientation” by Bas. The data was compared to similar research conducted in the years 2003-2004. The study showed that the psychology students of recent years show more acute signs of experiencing the crisis of professional self-determination and the features of their motivational sphere could be characterised as mostly negative. The characteristic feature of the 3rd year students is high indicators of external motivation: egoistic “self-orientation” combined with dominating motives to obtain a diploma. For the 4th year students, the general decrease in motivation is combined with a trend of cognitive motivation decline. This tendency is mainly typical for the group of students who show an unwillingness to change the decision once made in relation to their choice of profession in spite of having negative attitude thereto. The accumulation of negative trends was interpreted in terms of the eco-facilitation approach as a forthcoming adaptive reaction of the eco-system.
      PubDate: 2018-12-24
      DOI: 10.20535/2410-8286.115903
      Issue No: Vol. 5, No. 10 (2018)
       
  • HUMANISTIC FOUNDATIONS OF FOREIGN LANGUAGE EDUCATION: THEORY AND PRACTICE

    • Authors: Svitlana Fedorenko
      Pages: 27 - 31
      Abstract: 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.
      PubDate: 2018-12-24
      DOI: 10.20535/2410-8286.142319
      Issue No: Vol. 5, No. 10 (2018)
       
  • MULTIFACETED DIMENSIONS OF INTEGRATION IN TEACHING ENGLISH FOR NATURAL
           SCIENCES

    • Authors: Volodymyr Sulym
      Pages: 32 - 39
      Abstract: The research is aimed at discussing multifaceted dimensions of integration in teaching and learning foreign languages for specific purposes, namely – English for Sciences. The author explored the relevance, necessity, efficiency, and challenges teachers face when teaching students ESP in terms of language and professional content integration. The integrated approach has been viewed as contextualised integration of occupational situations, language and speech activity, involving the necessary speech skills and language habits singled out for each particular situation. The participants of the study were 112 teachers from 6 Ukrainian Universities. Specially designed surveys were used in the experiment. The results demonstrated teachers’ positive feedback on questions about the ESP relevance at technical universities. It was found that the course content, educational resources and materials should include that scope of knowledge and skills which will correspond to students’ professional as well as communicative needs. It can be achieved by the integration of needs and target occupational situation analysis with the course objectives and its content. With a view of enhancing the integration approach in ESP, the author suggests recommendations to follow for successful implementation of the approach.
      PubDate: 2018-12-24
      DOI: 10.20535/2410-8286.142286
      Issue No: Vol. 5, No. 10 (2018)
       
  • COGNITIVE ASPECT OF LEARNING STYLE IN DIFFERENTIATED ESP INSTRUCTION FOR
           THE FUTURE IT SPECIALISTS

    • Authors: Oksana Synekop
      Pages: 40 - 47
      Abstract: The paper deals with the issue of cognitive aspect of learning style of information technology (IT) students that is urgent in organising differentiated instruction of English for Specific Purposes at universities. R. Oxford's Style Analysis Survey and R. Amthauer's testing of intelligence have been used for studying the cognitive aspect. As the specifics of IT field are focused on such actions of IT specialists as perception, processing and implementation of textual, symbolic, graphical information, presented in oral and written forms, the most valuable parameters for organising the learning process and work with information for the future IT specialist are sensory modality (auditory, visual and kinesthetic) and the way of processing information (analytic and synthetic). Testing the third-year IT students and the fourth-year IT students has confirmed the statement of R. Oxford that learning styles are not dichotomous. Also, testing has shown that among auditory, visual, kinesthetic and mixed modalities of IT students, the dominant sensory modalities are auditory and mixed. Mixed modalities are represented by four groups of students: learners with visual, auditory and kinesthetic modality; learners with visual and kinesthetic modality; learners with visual and auditory modality; learners with auditory and kinesthetic modality. Testing results of the third-year and the fourth-year IT students’ way of processing ideas in the learning process indicate the tendency of predominance of the synthetic way of processing information and also mixed synthetic and analytic ways of processing information in the IT students. According to the R. Amthauer's test of the verbal and nonverbal intelligence of IT students can be presented as the relation 3(spatial)˂1(mathematical)˂2(verbal). The theoretical and practical thinking of the third- and fourth-year IT students are relatively balanced. All the specifics of IT students should be taken into account in the differentiated instruction of English for specific purposes. The ways of using such specifics are presented in recommendations. 
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.151271
      Issue No: Vol. 5, No. 10 (2018)
       
  • LEARNING THE LANGUAGE OF INSTRUCTION IN UKRAINE: INTERNATIONAL
           STUDENTS’ ATTITUDES

    • Authors: Oksana Zabolotna, Natalia Gut
      Pages: 48 - 54
      Abstract: Involvement of international students plays an important role in the process of every university development. This article presents the research conducted at Pavlo Tychyna Uman State Pedagogical University, one of the leading pedagogical universities in the central part of Ukraine. It considers language education of international students and their attitudes to learning the Ukrainian language as the language of instruction. The main tasks of this work were to study the organisation of educational process within the academic subject “Ukrainian language (as a second language)”; to examine international students’ attitudes towards learning the Ukrainian language; to monitor students’ satisfaction with the result of learning the Ukrainian language; to find out the difficulties that can affect the quality of language acquisition. 75 international students studying at non-linguistic faculties of the University who come from Turkmenistan, Azerbaijan, The Republic of Serbia, Uzbekistan were involved in the study. The purpose of the research was accomplished with the help of the questionnaire consisting of 9 closed-ended questions with an introductory section for indicating a participant’s age, speciality and year of study etc. The preliminary results of the research show that students of different years of study initially have different ideas about the Ukrainian language as an academic discipline, but those with more developed language skills are more confident and motivated. Consequently, students are optimistic about their future development within the study and learning the Ukrainian language in higher education. The article also addresses the issues of mastering basic language skills in a relatively short period of time, the gap between the level of language proficiency and the volume of information students must learn in other disciplines, the language barrier. Finally, based on the results obtained and the reflection on their experience the authors suggested some recommendations to overcome possible difficulties in language acquisition.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.143742
      Issue No: Vol. 5, No. 10 (2018)
       
  • THE MODEL OF EXTRACURRICULAR WORK WITH STUDENTS OF ENGINEERING SPECIALTIES

    • Authors: Valerii Vodovozov, Zoia Raud, Tetiana Detsiuk
      Pages: 55 - 61
      Abstract: The subject of the research is the analysis of the development experience and the first phase of implementation of the model of extracurricular work with students of engineering specialties at Chernihiv National University of Technology (Ukraine), which was developed on the basis of the author's methodology ALM (active learning methods) at Tallinn University of Technology (Estonia) in combination with forms and methods of extracurricular work. The purpose of this model is to promote the enhancement of the motivation of students in engineering specialіties to succeed in learning. The main task of the research is to evaluate the readiness of students of engineering specialіties to participate in extracurricular activities and their awareness of the forms and methods of extracurricular work, the analysis of the first results of the implementation of the model of extracurricular work of students of engineering specialіties. For the observing stage of the experiment, such methods were used as theoretical, empirical, pedagogical experiment, mathematical and statistical methods. Participants were 92 students of the 3rd year of engineering specialіties of Chernihiv National University of Technology. Most students (82%) believe that extracurricular work has an impact on the formation of the individual and on the professional growth of a future specialist. The motivation for success among most respondents (73%) is average, 33% of respondents are not very good interlocutors who have shortcomings in communication; 60% have an average level of communication skills, 58% of respondents need to build self-confidence. Based on the received results from the questionnaire and tests carried out among students, a model of extracurricular work with students of engineering specialіties has been developed. The first stage of the implementation of this model has shown a positive dynamics. The model requires further testing and research of the impact on the students’personality.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.143528
      Issue No: Vol. 5, No. 10 (2018)
       
  • DEVELOPMENT OF PRE-SERVICE FOREIGN LANGUAGES TEACHERS’ EMOTIONAL
           INTELLIGENCE BY MEANS OF REFLECTION

    • Authors: Iryna Zadorozhna, Olha Datskiv, Nataliia Levchyk
      Pages: 62 - 68
      Abstract: The purpose of this paper is to investigate the development of pre-service foreign languages teachers’ emotional intelligence by means of reflection. 70 students of Ternopil Volodymyr Hnatiuk National Pedagogical University, Department of Foreign Languages, participated in the study for four years. Among them, there were 67 females and 3 males aged 18 to 26. Research instruments used in the study are Self-Rated Emotional Intelligence Scale and Reflection in Learning Scale. Following the completion of these self-rated questionnaires in the first semester of their programme, the participants were engaged in reflective practice by means of three reflective tools – writing journals, reflective portfolios and reflective classroom discussions. Five domains of emotional intelligence (perceiving, using, understanding, managing emotions and social management) became an integral part of reflection. It was hypothesised that a relationship between emotional intelligence and reflective practice would emerge. At the end of the eighth semester, the participants self-assessed their emotional intelligence and reflective skills again using the same instruments. Results indicate that systematic reflection develops pre-service foreign languages teachers’ emotional intelligence. In addition, classroom discussions revealed the need for reflection in a foreign language for personal and professional development of the participants. We conclude that there is a relationship between the level of pre-service foreign languages teachers’ emotional intelligence and the development of their reflective skills. The findings of the study can be applied in the design and implementation of educational programmes for pre-service foreign languages teachers.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.144538
      Issue No: Vol. 5, No. 10 (2018)
       
  • TEACHING ENGLISH FOR SPECIFIC PURPOSES TO ADULT LEARNERS AT UNIVERSITY:
           METHODS THAT WORK

    • Authors: Iryna Lytovchenko, Olena Ogienko, Alina Sbruieva, Halyna Sotska
      Pages: 69 - 75
      Abstract: As more and more adults in Ukraine and other countries continue to study throughout their lives and may acquire more than one qualification, the average age of students of higher education institutions is increasing, and therefore the foreign language learning at university should be organised in the same way as with working adults. In this regard, it is important to understand that a modern student is an adult learner who has a number of characteristic features that distinguish him/her from a child as a learner and thus should be considered in the learning process. In our article, based on the practical experience of English language teachers of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, we aim to show how specific features of adults as learners can be considered in teaching ESP and what learning methods can be most appropriate for that purpose. We conducted a mini-research among 12 English teachers of Department of English for Engineering, who had the opportunity to work with both children and adult learners. As a data collection tool, we used an open-ended questionnaire which included three questions concerning their perception of university students as adult learners, importance of creating favourable learning climate, methods, and technologies they find most effective and motivating for adult students. As shown by the results of our survey, teachers find interactive ESP learning methods and techniques the most effective, since they most fully involve adult students in self-directed learning, permit taking into account characteristic features of adults as learners, make learning a collaborative process involving cooperation between all the participants as the main driving force of the learning process.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.149741
      Issue No: Vol. 5, No. 10 (2018)
       
  • USING GOOGLE CLASSROOM TOOLS IN TEACHING STUDENTS OF ECONOMIC SPECIALITIES

    • Authors: Oleksandr Stavytskyi, Marjan Urazgaliyeva
      Pages: 76 - 81
      Abstract: The article deals with the issue of teaching students of economic specialities by means of cloud technologies. The author analyses the possibilities of applying Internet services and demonstrates the feasibility of their implementation in education. The primary aim of this research is to examine the influence of Google Classroom tools on the development of students’ economic competence. During the pedagogical experiment, the criteria (cognitive, motivational and technological), indicators, and levels (high, sufficient, average and low) of the formation of students' economic competence through Google Classroom were determined. 65 students of the Faculty of Management and Marketing of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” took part in the experiment. The results prove that Google Classroom tools allow increasing the level of cognitive activity and motivate students to study economic subjects. The paper demonstrates that the use of Internet resources has a positive effect on the development of technology skills and also favourably promotes the introduction of new methods into the educational process. 
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.149361
      Issue No: Vol. 5, No. 10 (2018)
       
  • BILATERAL INTERPRETING COURSE IN BLENDED LEARNING: EXPERIMENTAL
           VERIFICATION

    • Authors: Svitlana Kolomieets, Lyudmyla Guryeyeva
      Pages: 82 - 87
      Abstract: The paper presents the research on the effectiveness of blended learning within the designed Moodle-based course of bilateral interpreting using interdisciplinary terminology. The authors analyse modern educational technologies and prospects for future professionals in the context of bilateral interpreting. The research reveals the outcomes of the experimental study conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” involving the students at the final stage of the bachelor’s degree programme proving the efficiency of modern approach based on blended learning concept. The study also proves the fact that integration of blended learning courses can help future professionals develop skills such as critical thinking, problem solving, agility and adaptability, initiative and entrepreneurialism, effective oral and written communication, accessing and analysing information that are considered to be critically important for the twenty-first century. The detailed analysis of modern scientific literature proves that modern information technologies and blended learning, in particular, become an integral part of today’s educational tendencies both in Ukraine and abroad, offering a wide range of possibilities for students.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.141437
      Issue No: Vol. 5, No. 10 (2018)
       
  • ENGLISH LANGUAGE TEACHERS’ PERCEPTIONS OF HYBRID LEARNING AT
           UNIVERSITY LEVEL

    • Authors: Tetiana Vereshchahina, Olesia Liashchenko, Serhij Babiy
      Pages: 88 - 97
      Abstract:  The rapid growth of modern technologies has facilitated the emergence of hybrid learning as a specially designed training system that combines face-to-face learning and remote phase. Since this teaching mode is relatively new to university English language instructors, there is an urgent need to investigate ESL teachers’ perceptions of hybrid learning at university level. Therefore, the purpose of this pilot study is to analyse the teachers’ self-assessment of TPACK (Technological, Pedagogical and Content Knowledge) as an important prerequisite of successful incorporation of computer technologies and I-tools into a curriculum, and consider advantages and disadvantages of hybrid learning in university teachers’ working environments. The analysis of quantitative and qualitative data has revealed that teachers have high content, pedagogical and pedagogical content knowledge whereas technological knowledge and technological content knowledge appear to be lower. The latter can be explained by the lack of information support and relevant digital classroom equipment in their educational institutions as it was indicated in the list of disadvantages. At the same time, the teachers’ responses have shown that advantages (a student-centred approach, an easy access to learning materials and assessment criteria, a wide range of online tools to learn English) outnumber the disadvantages. In general, the ESL teachers’ perceptions of hybrid learning are positive. However, they need to improve their technological knowledge and technological content knowledge. Also, better-equipped classrooms could create more favourable learning environments. Positive changes in these spheres could lead to the more effective implementation of hybrid learning in teaching English at university level. 
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.148368
      Issue No: Vol. 5, No. 10 (2018)
       
  • RATIONALE FOR TRANSLATION PROJECT MANAGEMENT COURSE AS ACADEMIC DISCIPLINE

    • Authors: Alla Perminova
      Pages: 98 - 104
      Abstract: The article provides for the rationale for a Translation Project Management course as an academic discipline that is designed to meet translation majors’ needs and facilitate their entry into the profession. Its tapestry methodology incorporates current trends in contemporary Translation Studies with an emphasis on interdisciplinarity, internationalism, technological advances, student-empowerment, collaborative professional realism, and an outcomes-based approach. The theoretical strands are devised to show how students can benefit from incorporating into their professional portfolio project management techniques and quality control processes. The practical strands provide for student-empowerment in their work on real translation projects. The article sheds light into the progress made by the students throughout the period of instruction, activities in which they were involved, challenges they faced while working on their translation projects, and the results of the course evaluation by students themselves on the basis of an introspective analysis of the applicability of acquired knowledge and skills, as well as appraisal made by external examiners invited to the presentation of the students’ projects. As a result of successful implementation, the course has become an integral part of the educational and research programme for training MA graduate students specialising in Philology.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.140853
      Issue No: Vol. 5, No. 10 (2018)
       
  • GAMIFICATION IN HIGHER EDUCATION: EXPERIENCE OF POLAND AND UKRAINE

    • Authors: Jakub Głowacki, Yelizaveta Kriukova, Nataliya Avshenyuk
      Pages: 105 - 110
      Abstract: Open access to modern information technologies generates a new type of society that increases the productivity and competitiveness of any country in the world market and requires significant changes in the education system. One of the most innovative approaches in education is gamification of learning which has considerable capabilities to increase students’ enjoyment, interest and engagement in the study. In this regard, the aim of our research is to analyse the use of gamification in higher education institutions of Poland, Ukraine and to study the effectiveness of using Kahoot as one of gamification technologies in teaching English for specific purposes (ESP) to students in a technical university. As shown by the results of the study, Poland has considerable experience in the use of computer games in higher education, whereas Ukraine is only beginning to implement these technologies in learning. An experimental study of the use of Kahoot platform in ESP classes at university level, which employed the methods of testing, observation and questioning, showed the effectiveness and expediency of this technology, as the students demonstrated a higher achievement rate, more active engagement and deeper motivation for learning.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.151143
      Issue No: Vol. 5, No. 10 (2018)
       
  • PROSODIC ORGANISATION OF STATIC URBAN LANDSCAPE DESCRIPTIONS IN ENGLISH
           PROSE

    • Authors: Inna Humeniuk
      Pages: 111 - 117
      Abstract: 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. 
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.140655
      Issue No: Vol. 5, No. 10 (2018)
       
  • METAPHORISATION OF BREXIT IN MODERN POLITICAL DISCOURSE

    • Authors: Olha Bilyk, Nataliia Pyliachyk
      Pages: 118 - 126
      Abstract: The article deals with an interdisciplinary perspective to a political discourse presenting conceptual metaphors as a powerful and effective means for conceptualising life experience of modern society. The focus of the study is on the analysis of topics of intense interest in the political communications and especially the mass media which is considered to be in the centre of political continuum. The research presupposes the analysis the conceptual metaphors which are built up on mappings concerning such source domains as HUMAN BEING, NATURAL PHENOMENON, DISEASE that provides a way to structure target domain of the concept BREXIT. Being produced by world politicians and political journalists these conceptual metaphors are both directly and indirectly aimed at distributing political power on perceiving and understanding such a concept as BREXIT. Under the Conceptual metaphor theory framework, this paper discusses the dynamic and flexible features of such metaphors as BREXIT IS A HUMAN BEING, BREXIT IS A NATURAL PHENOMENON, and BREXIT IS A DISEASE which can influence the audience and transform themselves into one of the effective tools of conceptualisation of reality. Of special interest is the mapping which is viewed as the sets of systematic correspondences between the source and the target domains. 
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.127267
      Issue No: Vol. 5, No. 10 (2018)
       
  • FUNCTIONAL AND SEMANTIC FEATURES OF APOLOGY SPEECH ACT (BASED ON THE
           ENGLISH FICTIONAL DISCOURSE)

    • Authors: Valeriia Smaglii, Svitlana Tykhonina, Galyna Galiant
      Pages: 127 - 133
      Abstract:  The article presents the description of the functional and semantic features of apology speech act on the basis of the English fictional discourse. The authors analyse the speech act not only within the frames of Politeness Theory, but it focuses attention on the functional and semantic properties of apology speech act. The researchers attempt to study the functions of conventional phrases for speech realisation of apology as well as other communicative meanings of the same phrases. The article also provides the description of apology speech act’s status in taxonomies of illocutionary speech acts of different scientists (J. Austin, J. Searle, G. Leech, W. J. Edmonson). The results show that apology speech act can function as a behabitive, convivial or expressive in speech. This has allowed us to single out primary and secondary illocutionary aims of apology speech act. Besides, there is a detailed description of the pragmatic situation of realisation of apology speech act in the article. We classify apology speech act on the basis of sincerity criterion, according to which we distinguish sincere, phatic and official apology speech act. We also describe the communicative means that are used to express apology speech act. The article dwells on the apology formulae such as “Pardon me” or “Excuse me” which include the semantic component of “apology” but are never used as such. They serve to realise other pragmatic functions.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.116214
      Issue No: Vol. 5, No. 10 (2018)
       
  • METAPHORIC REPRESENTATION OF THE CONCEPT ‘CRIME’ IN THE U.S.
           MEDIA DISCOURSE

    • Authors: Oksana Oliinyk, Liudmyla Naumenko
      Pages: 134 - 140
      Abstract: This paper is a study of conceptual metaphors that represent the concept ‘crime’ in the contemporary U.S. media discourse. The theoretical background is based on Cognitive Theory of Metaphor by G. Lakoff that considers metaphor as a cognitive structure that helps understand a complex idea (the target domain) by assigning to it qualities found in a familiar/simple object (the source domain). The main question is how the notion ‘crime’ is conceptualised in the U.S. periodicals, thus shaping social views of it. In order to find an answer, a survey of 1213 fragments of 232 newspaper articles with metaphoric collocations naming the concept ‘crime’ has been conducted. By applying cognitive theory of metaphor analysis to metaphoric expressions, three types of conceptual metaphors have been singled out: structural, ontological, and orientation. The data suggest that orientation metaphors of the concept ‘crime’ are most pervasive in the U.S. media discourse (61% of the total number of collocations), with structural metaphors occupying the second position (38%), and ontological metaphors being the least frequent (1%). Orientation metaphors feature the trajectory of crime in space: up – down, forward – backward, from the centre – to the centre, and are used to represent statistics of the crime rate. Structural metaphors ‘crime is an enemy’, ‘crime is the element of nature’, ‘crime is a disease’, ‘crime is a weed’, ‘crime is goods’, ‘crime is a hazardous substance’ model the strategies of crime rate reduction for ordinary Americans. Ontological metaphors ‘crime is mire’, ‘crime is food’, ‘crime is a beast’ highlight such cognitive features of crime as dirt, harm, and danger.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.135687
      Issue No: Vol. 5, No. 10 (2018)
       
  • LINGUO-PRAGMATIC DIMENSION OF PRESENT-DAY AMERICAN POLITICIANS’
           SPEECHES

    • Authors: Tetiana Stetsyk
      Pages: 141 - 148
      Abstract: 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.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.126323
      Issue No: Vol. 5, No. 10 (2018)
       
  • SEMANTIC ISSUES OF TRANSLATING AMERICAN SOCIOCULTURAL STEREOTYPES

    • Authors: Svitlana Lyubymova
      Pages: 149 - 157
      Abstract: Devoted to problems of translations, the work presents a qualitative analysis of semantic peculiarities of sociocultural stereotypes that influence the solutions of a translator in the process of interpreting. We hypothesised that a specific social category that exists in a source culture in the form of pragmatic predispositions, namely a sociocultural stereotype, which has no equivalent notion as well as a word in translation culture and language, is a lacunar stereotype. The words denoting sociocultural stereotypes evoke numerous images, built in accordance with cultural and ethnic patterns, therefore such stereotypes are almost impossible to preserve in translation language. The work is aimed to recognise parameters of lacunarity, to determine the semantic components that frame the reference in translation, and to suggest the ways in rendering lacunar sociocultural stereotypes. The data for research material is taken from the Corpus of Contemporary American English. As it was ascertained in the course of semantic analysis of lexical units that denote sociocultural stereotypes, the lacunarity of these stereotypes for a target culture is determined by linguistic, historic, social, and cultural parameters. A lack of appropriate lexical means in the translation language inevitably leads to some losses in denotative meaning, whereas connotative meaning is not possible to render adequately because of discrepancy between axiological systems of source and receiving cultures. Decomposition of stereotype pragmatic information into figurative, historic and connotative components enables to emphasise relevant for a particular context pragmatic component. Highlighting the relevant component, with consideration for peculiarities of represented genre and context, is a solution to convey a part of the original pragmatic information. We deduced two major techniques for translation of sociocultural stereotypes: (1) interpreting the unknown for the recipient word or (2) introducing a cultural element, which is familiar to the recipient. Representation of socio-cultural stereotypes by means of another language requires rigorous analysis of pragmatic information that stereotypes code. The work outlines future prospects for research of lacunarity and strategies to eliminate lacunae in a target culture.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.125721
      Issue No: Vol. 5, No. 10 (2018)
       
  • CONCEPTUAL CATEGORY PERSON AND MEANS OF ITS VERBAL PRESENTATION IN THE
           FANTASY GENRE

    • Authors: Iryna Aleksandruk, Oksana Babelyuk
      Pages: 158 - 166
      Abstract: The studies devoted to the issues of conceptualisation and categorisation of reality prove that language plays a key role in these two interrelated and interdependent processes. The purpose of the article is to analyse the structure of the conceptual category PERSON and the means of its verbal presentation in the fantasy genre. The data is collected from 85 fantasy novels written by British and American writers within the period from 1997 to 2012. The data includes 5890 nominative units (innovations, phrases, word combinations, sentences) either to name or characterise people of possible worlds presented in fantasy novels. The methods applied in this research are chosen considering the aim, objectives, and data. The contextual analysis, the analysis of definitions provided in the lexicographical sources and fantasy texts, and the morphemic analysis are used to analyse the data collected. According to the results of the research, the conceptual category PERSON has a complex hierarchical structure. Two sub-categories – the Name of a Person and the Group of People – are determined in the structure of this conceptual category. The sub-category Name of a Person comprises about 63% (3730) of nominative units. Innovations are created by the writers to name or describe people of possible worlds, which comprise 79% (4653) of all the data collected. Peculiar features of fantasy discourse, in general, may be the focus of further research. It is also planned to contribute to online dictionaries devoted to fantasy novels.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.142802
      Issue No: Vol. 5, No. 10 (2018)
       
  • MOTIVATIONAL STRUCTURE AND ORIGIN OF BUSINESS NAMES

    • Authors: Iryna Oliinyk, Larysa Ruban, Liudmyla Schevchenko
      Pages: 167 - 174
      Abstract: 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.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.125436
      Issue No: Vol. 5, No. 10 (2018)
       
  • CONCEPTUAL METAPHORS IN AMERICAN JOURNALISTIC TEXTS

    • Authors: Anatoliy Khudoliy
      Pages: 175 - 184
      Abstract: The article is dedicated to representation and functions of tropes in American journalistic texts, their semantic and cognitive features. The figurative language under analysis is a reflection of American politicians’ language, in particular their everyday metaphors. Not only do we examine the main aspects of figurative language associated with aquatic habitat used by American politicians in public discourse, but we also rely upon an approach based on conceptual metaphor theory when we analyse and classify conceptual metaphors related to water. The object of cognitive analysis is political texts in American newspapers and magazines. The author provides a linguistic analysis of conceptual metaphors, their functions and application. Metaphors serve as indicators of functional changes in American English. Cognitive aspects of metaphors are being discussed. According to the theory of cognitive linguistics, a metaphor is an integral part of the cognitive process and an instrument that expresses and forms new notions. American politicians often use metaphors to affect the unconscious minds of the people. The research results show that the most frequently used conceptual metaphors in the analysed corpora are the linguistic realisations of metaphors from the source domain of aquatic habitat. All the metaphors of this group are classified into subgroups according to the key semantic component. A deep consideration is given to aquatic metaphors and reasons of their topicality.
      PubDate: 2018-10-24
      DOI: 10.20535/2410-8286.130817
      Issue No: Vol. 5, No. 10 (2018)
       
  • LATE VICTORIAN DISCOURSE IN THE CONTEXT OF LINGUISTIC AND CULTURAL STUDIES

    • Authors: Mariia Levishchenko
      Pages: 185 - 189
      Abstract: The article deals with the analysis of the late Victorian discourse that influenced the choice of the following research methods: the content designations (the descriptive and receptive methods), data systematisation (the elements of the quantitative estimation method), visualisation (the schematic representation of elements of quantitative characteristics). It defines the late Victorian discourse as a cognitive-communicative continuum that is based on three parametrically relevant features: the sociocultural environment (“Victorian”), linguocultural modus (“English”), functional style (“Fictional”). In this context it is possible to distinguish the following characteristics for any textual array (both oral and written): 1) actualisation of a communicative axis built on the opposition of I / Other, which makes it possible to distinguish Itself in the discourse not just of its culture, but also delineate the boundaries of the self; 2) dialogue, manifested through the open character of an arbitrary communicative act, under which the author implies the interaction of I and the Other, even if the Other is a discourse (automotive communication, monologue, etc.); 3) polystylistics, i.e. a combination of elements of different styles (associated with the language pragmatics of the communicative act); 4) etiquette (speech etiquette, moral standards, etc.), i.e. the establishment of communicative patterns in the minds of native speakers. The late Victorian discourse appears to be an integral and harmonious part of the relevant cultural traditions that are correlated with speech ethic and a system of thoughtful speech actions associated with an offer, conformational and apologetic strategies. The communicative culture of the late Victorian discourse has a conventionalised nature and it is determined by the following principles: restraint, self-control, parity, mitigation.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.147243
      Issue No: Vol. 5, No. 10 (2018)
       
  • ENGLISH CONTAINER METAPHORS OF EMOTIONS IN UKRAINIAN TRANSLATIONS

    • Authors: Liudmyla Kovalenko, Alla Martynyuk
      Pages: 190 - 197
      Abstract: This study presents the results of comparative analysis of linguistic instantiations of English CONTAINER metaphors of emotions and their Ukrainian translations to reveal the cognitive models and cognitive operations that underpin the translations. The research data includes 2,000 utterances with CONTAINER metaphors of emotional states that come from G. Martin’s novels and their translations into Ukrainian performed by V. Brodovyj. Ukrainian translations of the English EMOTION as CONTAINER mapping are based on three cognitive operations: reconstruction, substitution and elimination. There are some structural differences in linguistic instantiations of the EMOTION as CONTAINER mapping in the original and translation stemming from the analytical nature of English and synthetic nature of Ukrainian. If English CONTAINER metaphors are verbalised predominantly syntactically, by prepositional phrases, Ukrainian CONTAINER metaphors are verbalised mostly morphologically, by derivative words with the prefixes, etymologically connected to the idea of a CONTAINER. As for semantic differences, in Ukrainian translations EMOTIONS-BOUNDARIES mappings tend to be substituted with EMOTIONS-INTERIORS mappings. It implies an inference that Ukrainians imagine EMOTIONAL STATES as SUBSTANCES filling the insides of their bodies rather than BOUNDARIES suppressing them from the outside. Another tendency is substituting the CONTAINER as a STATIC PASSIVE ENTITY with some ACTIVE AGENT like a HUMAN / LIVING BEING influencing the EXPERIENCER.               
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.142723
      Issue No: Vol. 5, No. 10 (2018)
       
  • METHODOLOGICAL ALGORITHM FOR DIACHRONIC INTERPRETATION OF NOSTRATIC *mar-a
           “tree” (based on the data taken from Bomhard’s “A Comprehensive
           Introduction to Nostratic Comparative Linguistics: With Special Reference
           to Indo-European”)

    • Authors: Yan Kapranov
      Pages: 198 - 205
      Abstract: 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.
      PubDate: 2018-12-26
      DOI: 10.20535/2410-8286.143784
      Issue No: Vol. 5, No. 10 (2018)
       
 
 
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