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Ministry of Education and Science of UkraineKirovohrad Volodymyr Vynnychenko State Pedagogical UniversityTESOL-UkrainePublic Affairs Section of the U.S. Embassy in Ukraine19th TESOL-Ukraine International Conference:THE GLOBAL ENGLISH TEACHER: IMPROVING WHAT WORKS AND FIXING WHAT DOESN’TApril 25-26, 2014Book of PapersKirovohrad2014ДК 81.2А – 43УДК 81’243The Global English Teacher: Improving What Works and Fixing What Doesn’t: зб?рник наукових праць (англ.м.). – К?ровоград: ПП ?Центр оперативно? пол?граф?? ?Авангард?, 2014. – 136 с.It is recommended by the Executive committee of TESOL-Ukraine and the Organizing Committee of the 19th Annual National TESOL-Ukraine ConferenceГоловний редактор:Гундаренко Олена Володимир?вна – кандидат ф?лолог?чних наук, старший викладач кафедри германсько? ф?лолог?? (К?ровоградський державний педагог?чний ун?верситет ?мен? Володимира Винниченка)В?дпов?дальний редактор: Миколайчук Ал?са ?ван?вна – кандидат ф?лолог?чних наук, доцент, декан факультету ?ноземно? ф?лолог?? (Кам’янець-Под?льский нац?ональний ун?верситет ?мен? ?вана Ог??нка)В?дпов?дальний секретар:?лл?нко Олена Льв?вна – кандидат ф?лолог?чних наук, доцент, зав?дувач кафедрою ?ноземних мов (Харк?вський нац?ональногий ун?верситет м?ського господарства ?мен? О.М. Бекетова)РЕДАКЦ?ЙНА КОЛЕГ?Я:Дацька Тетяна Олекс??вна – кандидат ф?лолог?чних наук, доцент (К?ровоградський державний педагог?чний ун?верситет ?мен? Володимира Винниченка);Долгушева Ольга Валер??вна – кандидат ф?лолог?чних наук, доцент (К?ровоградський державний педагог?чний ун?верситет ?мен? Володимира Винниченка);К?бальн?кова Тетяна Володимир?вна – кандидат ф?лолог?чних наук, доцент (К?ровоградський державний педагог?чний ун?верситет ?мен? Володимира Винниченка);Л?вицька ?нна Адам?вна – кандидат ф?лолог?чних наук, доцент (К?ровоградський державний педагог?чний ун?верситет ?мен? Володимира Винниченка)The collection includes conference abstracts of the reports made at The 19th International TESOL-Ukraine Conference “The Global English Teacher: Improving What Works and Fixing What Doesn’t” which took place in Kirovohrad Volodymyr Vynnychenko State Pedagogical University on April 25-26, 2014. More than 250 teachers from higher and secondary educational establishments of Ukraine, Canada, the USA, Belarus, Moldova participated in the work of the Conference. The reports presented at the conference deal with a wide range of research problems in the spheres of methodology, linguistics, emerging technologies, academic writing, literature, interpretation, translation studies, intercultural communication etc. The publication is aimed at EFL professionals, researchers, students, post-graduate students, and at all those interested in the theoretical and practical aspects of teaching and studying English worldwide. Зб?рник наукових праць м?стить статт? та тези допов?дей учасник?в 19-о? М?жнародно? конференц?? “The Global English Teacher: Improving What Works and Fixing What Doesn’t”, яка в?дбулася у К?ровоградському державному педагог?чному ун?верситет? ?мен? Володимира Винниченка 25-26 кв?тня 2014 року. У конференц?? взяли участь понад 250 учасник?в, серед яких викладач? та вчител? вищих та середн?х навчальних заклад?в Укра?ни, Канади, США, Б?лорус?, Молдови. Допов?д? охоплюють широкий спектр досл?джень, як? зд?йснюються науковцями та викладачами вищих ? середн?х навчальних заклад?в у галуз? методики викладання ?ноземнох мови, л?нгв?стики, сучасних технолог?й, академ?ного писемного мовлення, л?тературознавства, ?нтерпретац??, перекладознавства, м?жкультурно? комун?кац?? тощо.Видання розраховано на науковц?в, викладач?в, студент?в, асп?рант?в та на широке коло досл?дник?в, зац?кавлених у вивченн? та викладанн? англ?йсько? як ?ноземно?. Тексти публ?кац?й подаються в авторському редагуванн?? TESOL-Ukraine, 2014?Автори матер?ал?в, 2014GREETINGS FROM PROJECT COORDINATORDear TESOLers and all the participants of the 19th TESOL-Ukraine Conference:This is our great pleasure to host this TESOL event at the Faculty of Foreign Languages, Kirovohrad Volodymyr Vynnychenko State Pedagogical University!You are warmly welcome to another significant annual event in the life of our community entitled “The Global English Teacher: Improving What Works and Fixing What Doesn’t”. This conference aims to enlighten current theoretical and practical aspects of teaching English as a foreign language from methodological, linguistic, literary, interpretative, intercultural, academic writing, technological etc. perspectives. Notably, each year the conference embraces more varied research topics encompassing more Ukrainian and international scholars into fruitful participation and professional exchange.We are grateful to all participants who could come and invest the knowledge in this highly productive scholarly communicative event!Let TESOL-communities ties become stronger and inveigle more peers with similar research interests! Let TESOL-Ukraine unite scholars from all over the world and ignite bright sparkles of effective collaboration and beneficial professional contacts!Let TESOL-Ukraine spatial relations broaden and encourage more like-minded professionals to participate and assist with spreading TESOL professional accomplishments!Once again we are really happy to host the event in the very heart of Ukraine – Kirovohrad – the crossroads of east and west, south and north!Olena Hundarenko,Head of the Organizing Committee,Ph.D, the department of Germanic Philology,Kirovohrad Volodymyr Vynnychenko State Pedagogical UniversityGREETINGS FROM FACULTY OF FOREIGN LANGUAGES,Kirovohrad Volodymyr Vynnychenko State Pedagogical UniversityThe staff of the Germanic Philology Department of Kirovohrad State Pedagogical University express their greatest honour to host 19th TESOL-Ukraine International Conference: The Global English Teacher: Improving What Works and Fixing What Doesn’t, and greet its presenters, participants and attendees!Contemporary tendency to globalization of the social sphere marks its highest primacy: science and education. Both have been the first priority in our teachers’ instructional and research activity since the establishment of the department in the middle of the 20th century. The staff members are proud of the department’s history and scholars that have laid the foundation of its current academic dimentions. Nowadays our areas of inquiry are within the scope of Germanic Philology theoretical issues, historical syntax of English and German, comparative linguistics and literature, text interpretation and stylistics, intercultural and verbal communication, English academic writing, innovative approaches and WEB resources in FL teaching, and translation studies.We take our special pride of those whom we devote our ambitions and aspirations to: the students and alumni. The geography of their residence and employment, stretching for thousands of miles from Ukraine, serves the best credit to what we do. It is what makes us an integral part of our country, a part of Europe, a part of the world. Dear participants, We are happy you have found a possibility to join this conference. So we would like you to enjoy informative presentations, interesting demonstrations, productive workshops, and thought-provoking panel discussions. We find it a great pleasure to offer you an opportunity to experience and feel the special aura that reigns in the school of Foreign Languages of the Pedagogical University as well as in the whole city of Kirovohrad. Collaboratively from the department of Germanic Philology,Faculty of Foreign Languages, Kirovohrad Volodymyr Vynnychenko State Pedagogical UniversityGREETINGS FROM THE RELO OFFICE, PUBLIC AFFAIRS SECTION, U.S. EMBASSYCongratulations TESOL Ukraine on your 19th annual conference,?The Global English Teacher: Improving What Works and Fixing What Doesn’t.?In the nineteen years since TESOL Ukraine has been founded, your organization has done much to improve the quality of English language teaching in this country. As I travel around and meet teachers throughout Ukraine I am constantly impressed by the knowledge and dedication of the teachers here. Your organization has much to be proud of and I look forward to the great work that you will do in the next nineteen years. As the Regional English Language Officer at the U.S. Embassy Kyiv, TESOL Ukraine is an important partner for us as we seek ways to identify need and support English language programs in Ukraine. A strong English teachers’ association is important for the development of quality English language programs in this country. As TESOL Ukraine moves forward, it is my hope that your organization will continue to grow to be the voice for all English language teachers in this country. That you will be the advocates for your profession by providing professional development opportunities for teachers at every stage of their careers and that you will be the experts that schools, and the government, at all levels, will come to for advice on how to shape English language education as this country moves forward. At this year’s convention you will be hosting a very special guest, Dr. Andrew Curtis, the new president of TESOL International. Dr. Curtis’s presence at this year’s conference is a true show of solidarity with the teachers of Ukraine and English teachers from around the world. The work you do is important. Not only do you help empower students and teachers to become global citizens through the English language, through English, you also give the rest of the world a window onto your country as well. Again, I congratulate you and look forward to having a productive and rewarding conference.?Sincerely,?Jerrold FrankRegional English Language OfficerU.S. Embassy Kyiv?GREETINGS FROM TESOL-UKRAINE PRESIDENTDear TESOLers and all the participants!On behalf of TESOL-Ukraine Executive Committee I would like to welcome all of you to the Annual TESOL-Ukraine International Conference to share knowledge, and professional experiences. Notwithstanding the hard situation in our country we confer this year for the 19th time in anticipation of another year of excellent programming and networking. There are many advisors whose accomplishments we’ll acknowledge, and so many exceptional concurrent sessions, posters and exhibits here this year that we’re certain you’ll find many of great interest to you. We’re ecstatic you’ve joined us to “look back” as we plan to “move forward” individually and collective as an Association.We want to thank the many people who’ve played a role in making this conference a reality. We don’t know about child rearing, but it does takes a village to raise a conference, and our sincerest thanks go out to our Conference Planning Committee, proposal readers, and conference volunteers for their time and energy. TESOL-Ukraine express cordial thanks to the Rector of? Kirovohrad Volodymyr Vynnychenko State Pedagogical University, Prof.?O. Semeniuk, dean of the Foreign Languages Department, Prof. O. Bilous, to the conference chair Olena Hundarenko and to the professors, administrators, and teachers of the University for hosting the conference. TESOL-Ukraine would like to extend special thanks to Public Affairs Section of the U.S. Embassy in Ukraine for the financial support of the event as well as for permanent encouraging collaboration, competent assistance and true friendship.Finally, we thank all of you for choosing to attend this conference and truly make it the experience we’re hoping it will be.Alisa Mykolaychuk, PhDKamianets-Podilsky Ivan Ohiyenko National University?GREETINGS FROM TESOL-UKRAINE NATIONAL COORDINATORDear TESOLers, colleagues and friends,It gives me a great pleasure to welcome all of you to the XIXth Annual National TESOL-Ukraine Conference “The Global English Teacher: Improving What Works and Fixing What Doesn’t” – the foremost professional development opportunity which TESOL-Ukraine offers to English language teachers, instructors and professors all over Ukraine. Having been the National coordinator for many years I feel pride and excitement to see the organization’s development and strengthening. It should be highlighted that the work of the National coordinator brings me opportunities to contact with the Oblast leaders and many other TESOL-Ukraine members and I believe these dedicated people to be a great value of the association. I would like to greet and support all TESOL-Ukraine members in different parts of Ukraine and wish them peace of mind, stability, inspiration and successes. We all know that the best thing to be said is to teach something as that is the only thing that never fails.I would like to express thanks to the guest speakers and all the presenters of the conference for sharing their ideas and experience, for stimulating professional networking and beneficial cooperation between the educational institutions of Ukraine and, as the result, assisting actively in raising the quality of English language teaching in the country. We all know that the best thing to be said is to teach something as that is the only thing that never fails.Special thanks go to the Organizing Committee of the conference, the authorities and the staff of Kirovograd State Pedagogical University without whom this conference would not have been possible. I would like to express great thanks to the US Embassy in Ukraine for organizational and financial support of this significant event.I wish all the participants two days of interesting and beneficial program. We look forward to thought-provoking presentations, workshops and discussions. Prepare yourself to be challenged, excited and inspired.I warmly welcome you againOlena Ilyenko, TESOL-Ukraine National Coordinator.ACADEMIC WRITINGTEACHING EFL WRITING IN UKRAINETamara Bondar (Cherkasy, Ukraine)Teaching English writing in Ukraine has not received sufficient attention. English language teachers, particularly those teaching English as a major, who give substantial attention to teaching English writing, face a number of challenges. This article discusses peculiarities of teaching English writing at colleges and universities in Ukraine. It focuses on some main differences regarding teaching English writing in the USA. It describes main challenges Ukrainian educators may encounter when teaching English writing.While the role of English L2 writing for students, teachers, and various professionals worldwide has increased sufficiently, teaching English writing, and interest in researching writing in Ukraine have received little attention. Evidence about the growing importance of English L2 writing manifests in scholarly papers requirements: an annotation to the article should be in English and there should be English references in dissertations. Many Ukrainian conferences use English as one of the working languages; in fact, often English is the only working language. Independent evaluations include testing writing skills as well. While the role of English L2 and especially English writing has been growing, the teaching and research of English 2 writing in Ukraine is almost non-existent. It has been reported that increasing numbers of English L2 writing courses and programs have been newly developed internationally, where they did not exist before. Teaching English writing in Ukraine is given as an example [2, p.?2] in Dnepropetrovsk University of Economics and Law. However, there is a great probability that similar schools and courses will continue to appear in the near future. Research about teaching English writing in Ukraine’s universities is presented in a series of articles by Tarnopolsky?O., Kozhushko?S., Danylova?S., and Yakhontova?T. Scholars Tarnopolsky O. and Kozhushko S. discuss teaching English writing, differentiating between writing for practical purposes and academic writing [3]. They are authors of one of the first textbooks for teaching writing in Ukraine, where teaching English writing to Ukrainian students is based on three teaching approaches borrowed from U.S. and UK methodologies. Danylova S. emphasizes the importance of teaching English writing for ESP (English for specific purposes) students to enable communication in their professional fields [1]. Because most scholarly papers dealing with advanced technologies are in English, it is important for ESP students to learn how to communicate effectively in English. Thus academic essay writing is an effective means of developing students’ critical thinking. Yakhontova?T., an internationally recognized scholar in the field of English academic writing and genre/discourse analysis, is one of the first scholars in Ukraine to analyze differences about teaching writing in Ukraine and U.S. universities; she brings up the peculiarities of writing as a process widely used in the USA. The results of her research produced the first textbook on academic writing in Ukraine: English Academic Writing for Students and Researchers [4]. Ivan Franko National University of Lviv is the only university that has a writing center, with Mrs Yakhontova?T.?being the director. Reports state that teaching English writing has been developing in Ukraine. However, to what extent does teaching English writing in Ukraine resemble the US process-oriented approach? How exactly will Ukrainian teachers use the U.S. methodology? Will attempts to squeeze teaching writing into a very tight curriculum violate the ‘process’ principles? Will teaching writing enhance self-discovery or will it focus on grammar, repetition, regurgitation, and spelling correctness? Reasons for these questions are very simple. There is the lack of specific training in the teaching of English writing in Ukraine. Ukraine is a country without a tradition of teaching native language writing. For Ukrainian students writing in their native language presents a challenge as well. Lack of self-confidence in L1 writing affects the ability to write in L2. Students are confused about how they should position their point of view in relation to information from other sources, how they can defend their position with supporting details, and how to find an appropriate level of formality for the discourse. The students are unaware of the genres: essay writing or research report or discoursal models (whether it is a straight-forward narrative or argumentation). The students are unfamiliar with peer feedback and do not see the value of drafting, redrafting, and revision. Another reason lies in underestimating the writing process and thus not allocating hours for teaching English writing. Limited hours do not always allow students, whose major is English, to become proficient speakers or writers of English. To train students well, it would require even more hours of class work and hours for teachers to be able to ensure teaching writing as a ‘process’. This means reading the papers several times, making recommendations, and helping to investigate the ideas. Substantial financial costs would result that the Ukrainian government cannot allow currently. We have observed cuts in hours for the Ukrainian language in universities’ budgets.To achieve success and change attitudes about teaching English writing, an English teacher in Ukraine should overcome the challenges. The main challenge confronting teachers is insufficient readiness of teachers to sacrifice their time and to start implementing process-oriented writing. That would mean spending time on research into the peculiarities of English writing. That would mean certain professional isolation, as not very many trained writing professionals now work in Ukraine. And it would also require strength and consistency to prove the importance of introducing teaching English writing into the university curriculum.References1.?Danylova S.?V.?Some aspects of teaching academic essay writing at technical university / S.?V.?Danylova.??Retrieved from: .2. Leki I.?Material, educational, and ideological challenges of teaching ESL writing at the turn of the century / I.?Leki.??Retrieved from: .?–?3. Tarnopolsky O.?Teaching academic writing in English to tertiary students in Ukraine / O.?Tarnopolsky, S.?Kozhushko.?? Retrieved from:.?Яхонтова Т.?В.?Основи англомовного наукового письма [Текст] : навч. пос?б. для студ., асп. ? науковц?в / Т. В.?Яхонтова?; Льв?вський нац?ональний ун-т ?м. ?вана Франка. Л. : Вид. центр ЛНУ ?м. ?вана Франка, 2002. – 220?с. Альтернативна назва : English Academic Writing/ T.V.Yakhontova.?USING ACADEMICALLY SPECIALIZED TERMS: REGISTEROlena Hundarenko (Kirovohrad, Ukraine)Academic register is the term used to describe the linguistic elements that define a text in its genre. Not surprisingly, academic writing differs significantly from daily conversation due to the medium of writing as well as the expectations of the reader. When writing, it is very important to use language that fits your audience and matches purpose. Inappropriate language uses can damage your credibility, undermine your argument, or alienate your audience. Academic writing is structured, formal and objective. Its language is often abstract and complex. Academic writing is formal in style. It is not, however, possible to neatly divide English styles into 'formal' and 'informal' compartments. A large number of factors such as grammar, vocabulary, style, and punctuation contribute towards the 'tone' of a piece of writing. Formality and informality are complex matters, but for general purposes the following characteristics might be useful:Less formalMore formalContractions Multi-word (phrasal) verbs Shorter wordsPersonal pronounsSubject omissionsInterrogative word to begin a declarative sentenceFull formsSingle-word verbsLonger formal wordsImpersonal styleFull sentencesSubject to begin a declarative sentence While applying the term Academic Register in academic writing, we also mean respective usage of specific gender-inclusive language. Sexist language is language demeaning to either sex, particularly words and phrases that mark women as inferior to men or restrict them because of their gender. To make your writing fair to both genders, use language that includes both of them unless you have good reason for excluding one:Gender-marked wordsGender-inclusive wordsMankindMan’s achievementsMan-madeThe common manChairmanBusinessmanFiremanMailmanPolicemanAssemblymanBellmanMaiden nameCraftsmanDoormanHumanity, human beings, peopleHuman achievementsSynthetic, manufacturedThe average personPresiding officer, head, chairBusiness professionalFirefighterMail carrierPolice officerAssembly memberBellhopBirth name ArtisanDoor attendantTo reach the widest possible audience, to attract and persuade readers of different ethnic backgrounds, religious affiliations, physical conditions, or sexual orientation, and to show consideration for people in general, you should use terms respectful of any group you write about. Generally, these are terms that members of groups use to describe themselves.Groups deserving of respect include not just races, religious organizations, and ethnic minorities but also other minorities such as those commonly called “elderly” or “handicapped”.Biased lexisPolitically correct termsHandicapped personAIDS victimSiamese twinsDeaf and mute“Go Dutch”Sexual preferenceMrs.Husband or wifeIllegal alienMinority groupOriental peopleSenile personVegetable (person)A person with a physical disabilityPerson with AIDSConjoined twinsHearing and speech impairedRequest separate checksSexual orientationMs.Spouse, partnerIllegal or undocumented immigrantEthnic groupAsians or Asian-AmericansPerson with dementiaPersistent vegetative stateThus, encountering the usage of academic register, namely less formal and more formal words, as well as gender-marked and gender-inclusive words, biased lexis and politically correct terms, a learner can easily overcome gaps in intercultural communication thus making it more efficient and neat.References1. Hundarenko, O. (2014). Academic Writing for EFL Learners. Kirovohrad. – 118p.2. (Excellent grammar and style guide)3. (Excellent writing resource; check out the ESL section)BUILDING WRITING LITERACY THROUGH SELF- AND PEER ASSESSMENTIrina Legzina (Gorlovka, Ukraine)It is a well-known fact that creating an effective and accurate text requires well-developed skills in monitoring the process of writing. Numerous researches held in the sphere of writing prove that self-monitoring skills are formed when students participate in self- and peer assessment. For example, Jenifer Berne argues that students can be taught how to write effectively only by becoming editors, revisers and proofreaders. She also insists that only distancing themselves from their own draft students can learn to write like readers and read like writers [2,71]. Therefore, a balanced and systematic work on editing, with a wide range of self- and peer assessment techniques, helps students acquire confidence in writing literacy. It is generally assumed that while teaching writing the teacher is to guide students through the stages of planning, drafting, reconsidering a draft, re-writing and publishing. A writer can rewrite a produced text scores of times and can return to the previous stages over and over again, every time reconsidering its quality. Therefore, this framework of writing implies that such stages as editing, revising and proofreading are integrated into work. The latter are the techniques of self- and peer assessment directly related to the concepts of consistency, clarity and correctness. Editing stands for considering the structure of the sentences, style and format of the text. It is recommended that during this stage students should concentrate on the words, stop after each sentence, consult the dictionaries to get rid of repetition, cut out unnecessary words and create a sentence variety. During the stage of revising students are to prove that the sections of the text help to achieve the purpose of communication. Students are reading their texts out loud so that they could hear their mistakes. Students can be split into pairs or little groups for them to interact in order to give each other peer-feedback on the work. Listeners are to give their peers a sincere piece of advice concerning the sections which are to be omitted or added to the text. At the stage of proofreading the students are to achieve 100 per cent accuracy by fixing the spelling, grammar, punctuation and capitalization errors. Some authors point out that the same mistakes can be fixed during a preliminary skim through the draft. While preliminary skimming is done immediately after the first draft has been written and means correcting everything that could distract readers’ attention, proofreading presupposes the final stage, after the text has been edited and revised.The above mentioned techniques are realized through self- and peer revision and teacher’s revision. One possible framework for this work is suggested by Jenifer Berne. The stages, it includes, are group revision, buddy revision, teacher conferences, self-revision and self-editing [2, 78]. It is advised to let the draft “weather” so that a writer could return to it with “fresh eyes” [2, 65]. It is recommended to provide students with checklists, style sheets, proofreading symbol charts and other supporting materials. Another piece of advice is to think about revision incrementally, which means that revision of students’ work should be done step by step, with them concentrating on certain aspects every single time. All things considered, no matter how tough the process of writing may be, application of the techniques suggested enables the students to become literate editors by developing their reflective skills.ReferencesBrady Smith. Proofreading, Revising and Editing Skills Success in 20 minutes a day. – Learning Express, 2003. – 193p.Jenifer Berne. The Writing-rich High School Classroom. Engaging Students in the Writing Workshop. – The Guilford Press, 2009. –166 p.Jeff Anderson. Everyday editing: Inviting Students to develop Skill and Craft in Writer’s Workshop. – Stenhouse Publishers, 2007. – 164 p.PROS AND CONS OF ALTERNATIVE ASSESSMENT IN TEFLInna Livytska (Kirovohrad, Ukraine)There are `generally two kinds of data used in educational assessment or evaluation, quantitative and qualitative. A quantitative measurement uses values from an instrument based on a standardized system that intentionally limits data collection to a selected or predetermined set of possible responses. Qualitative measurement is more concerned with detailed descriptions of situations or performance, hence it can be much more subjective but can also be much more valuable in the hands of an experienced teacher [5]. Tasks used in performance-based assessment include essays, oral presentations, open-ended problems, hands-on problems, real-world simulations and other authentic tasks. Such tasks are concerned with problem solving and understanding. Just like standardized achievement tests, some performance-based assessments also have norms, but the approach and philosophy are much different than traditional standardized tests. The underlying concept is that the student should produce evidence of accomplishment of curriculum goals which can be maintained for later use as a collection of evidence to demonstrate achievement, and perhaps also the teacher's efforts to educate the child. Performance-based assessment is sometimes characterized as assessing real life, with students assuming responsibility for self-evaluation. Testing is "done" to a student, while performance assessment is done by the student as a form of self-reflection and self-assessment. The overriding philosophy of performance-based assessment is that teachers should have access to information that can provide ways to improve achievement, demonstrate exactly what a student does or does not understand, relate learning experiences to instruction, and combine assessment with teaching. In broad terms, there are three types of performance-based assessment: performances, portfolios, and projects. The determination of differences among performance, portfolio, and projects can be rather loosely interpreted, but the differences are distinct enough to permit separate classification among the different categories. Material can be collected as actual products or video and computer archives. Portfolio assessment is an ongoing process involving the student and teacher inselecting samples of student work for inclusion in a collection, the main purpose of which is to show the student's progress. The use of this procedure is increasing in thelanguage field, particularly with respect to the writing skill. It makes intuitive sense to involve students in decisions about which pieces of their work to assess, and to assure that feedback is provided. Both teacher and peer reviews are important. Perhaps the greatest overall benefit of using portfolio assessment is that the students are taught by example to become independent thinkers, and the development of their autonomy aslearners is facilitated.It is important to remember that a portfolio is much more than a simple folder of student work. A wide variety of portfolios exists: working portfolio, performance portfolio, assessment portfolio, group portfolio, application (e.g., for college admission) portfolio, and so forth. Depending on the purpose, one is likely to find any of these items: samples of creative work; tests; quizzes; homework; projects and assignments; audiotapes of oral work; student diary entries; log of work on a particular assignment; self-assessments; comments from peers; and comments from teachers.This Language Portfolio is the property of a student and it has been designed to help the students improve their language learning. It will accompany them throughout their school and university life and will help them document their learning both inside and outsid the classroom. The Language Portfolio contains material which you can use and then keep as a record of your learning. In this portfolio you can also include any extra material given by your teacher, throughout the course. However, the final decision of what to include in the Language Portfolio is completely up to you. In practice, Language Portfolios may include a project or other examples of written work, computer diskettes (with work or drawings completed inside or outside the classroom), video cassettes (with your favourite story or performances of songs, school plays, etc), certificates, reports from your teachers, or even a collection of objects or pictures.Here is a short explanation of each section in your Language Portfolio:Language Passport: This is an updated report of student’s progress in English language learning. This section includes any evidence of student’s formal qualifications (certificates, diplomas), tests, progress report cards, self-assessment cards, etc. Here the language learner can summarise his/her linguistic and cultural identity, language qualifications, experience of using different languages and contacts with different cultures [1]Biographie: This is an updated record of personal language-learning history which helps evaluate learning aims and reflect on a personal language learning and inter-cultural experiences. The biography helps the learner to set learning targets, to record and reflect on language learning and on intercultural experiences and regularly assess progress.Dossier: This is a collection of work which a student has chosen in order to illustrate his language skills, experiences and achievements in the English language.In this section of Language Portfolio there is some material the student can use. You can also file any work you do inside or outside the classroom that you would like to keep as evidence of your work in English. In this part of the ELP the learner can keep samples of his/her work in the language(s) he/she has learnt or is learning [2;3;4].Thus, the European Language Portfolio is a personal document of a learner. In this document learners of all ages can record their language learning and cultural experiences at school or outside school. There is not a single ELP portfolio - there's a huge variety of different portfolios made for different languages and different target and age groups. Central to the European Language Portfolio are the six levels of communicative proficiency defined in the Common European Framework of Reference for Languages. The levels are summarised for the five skills of listening, reading, spoken interaction, spoken production and writing in the self-assessment grid (see below). This is a key component of the Language Passport.The Council of Europe introduced the European Language Portfolio as a means of helping language learners to: keep track of their language learning as it happens – set learning targets, monitor their progress, and regularly assess the results of their learning, record their language learning achievements and their experience of using other languages and encountering other cultures.In this way the European Language Portfolio –helps to develop language learning and intercultural skills –facilitates educational and vocational mobility– encourages lifelong learning of languages– contributes to the promotion of democratic citizenship in Europe [4].Teachers can benefit from using the ELP in the classroom with their students by building on two functions of the tool: 1)The pedagogic function: the ELP is designed to make the language learning process more transparent to learners and to foster the development of learner autonomy; that is why it assigns a central role to reflection and self-assesment. The ELP is engaging learners to share responsibility for the learning process, to think critically when they plan, monitor and evaluate their learning and to develop appropriate target language use. 2) The reporting function: the ELP provides practical evidence of foreign language communicative proficiency and intercultural experience. This helps reporting language learning achievement in a transparent manner.ReferencesЮд?на ?.Г. Портфол?о. – Волгоград.: Учителю, 2007. – 124 с.Нов?кова Т.Г. Папка ?ндив?дуальних досягнень - ?портфол?о? / / Директор школи. –2004. – № 7. – с. 45 - 48.Пейн С. Дж. Навчальний портфол?о – нова форма контролю ? оц?нки досягнень учн?в / / Директор школи. – 2000 .– № 1. – С.65-67.Using the European Language Portfolio. Електронний ресурс. Режим доступу: ].John C. Craig, ed., Lawrence W. McBride, Frederick D. Drake, Marcel Lewinski - text authors, Alternative Assessment in the Social Sciences, 1996. Alternative Assessment and Second Language Study: What and Why? ERIC Digest// ED376695 1994-07-00. eric.DISCURSIVE MARKERS OF EXEMPLIFICATION IN EFL ACADEMIC TEXTSAnastasiia Ostapchuk (Kirovohrad, Ukraine)The explanatory communicative strategy (ECS) as the key strategy in academic (pedagogical) discourse is realized in academic texts through a set of tactics among which the tactics of definition, the tactics of exemplification, and the tactics of specification, which constitute the “core” tactics for this communicative strategy. The ECS tactics belong to the under-researched area in present-day study of English academic texts, while clear-cut description of such texts communicative structure is all important due to their role in transmitting cognitive information underpinning foreign languages learning and teaching.The objective of this paper is to describe discursive markers that are used to verbalize the tactics of exemplification in English academic texts whose main functions include establishing credibility, combining theory with practice and, consequently, facilitating the readers’ understanding of the above mentioned texts.The tactics of exemplification in academic texts is realized through examples that are defined as “pragmatically determined communicative units, which are: 1) characterized by a semantic, stylistic and functional unity, 2) possessing specific markers, and 3) providing additional information of explanatory, illustrative or instructive character and serving as an indispensable attribute of academic (didactic) literature” [5, 1].In English academic texts, examples can be introduced both with and without discursive markers: (1) Structural ambiguity is exemplified by phrases like old men and women, where we can take old to be a property of both the men and the women or of the men alone [2, 174]; (2) Since we use the –s ending in the vast majority of other cases (cats, dogs, cars, houses, and books) it would surely make sense to mark the plural in the same way throughout the language [2, 7]. But due to the reader-orientation approach typical of English academic writing, the dominant way of introducing examples in them is by using specific discursive markers.According to the structural criterion, markers of exemplification in our corpus of observation material – English textbooks in linguistics [2; 3] – fall into groups as follows: 1) clichés and syntactic structures: for example; for instance; in such word; the example word; such as; as in; (in) a word/sentence/form/cluster like; to take another example; in the case of words such as; in the following words; as illustrated above in; 2)?directives expressed by verbs with dependent words: compare; consider another example; consider … in the following examples; consider in this respect/regard the following examples/sentence; as another example of … consider; (now) consider the following sentence; 3)?representatives: this can be illustrated by; as the following sentence shows; the foregoing/following examples show that; this shows that; these examples illustrate; the following data help to illustrate this point; the following data show/provide; as we see in the case of; … is an example of; (well-known) examples of … include; as the following … indicate; this is illustrated in another set of examples;… is shown below; a sentence such as; following are other cases of; the following sentences exemplify; examples such as these show; the following sentences/words provide examples of; an example of … involves sentences/words such as;… is illustrated in.To sum up, the predominant way of exemplification in English academic texts is to explicitly mark examples with a set of units of different communicative status: clichés, syntactic structures without predication, syntactic structures with predication, or speech acts, mainly representatives and directives. Awareness of an appropriate and effective use of exemplification markers facilitates students’ understanding of learning material.References Zhuk, Liudmyla (2005). Example as a Type of Text: Linguostylistic and Pragmatic Aspects (based on modern English didactic literature). – Thesis for a Candidate Degree in Philology, speciality 10.02.04 – Germanic Languages. – Kharkiv: Kharkiv Vasyl Karazin National University. — 20 p.O`Grady, William & Dobrovolsky, Michael (1989). Contemporary linguistics: an introduction. – New York: St. Martin`s Press. – 490 p.Shiffrin, Deborah (1997). Approaches to Discourse. – Malden, Mass.: Blackwell Publishers Inc. – 470 p.SUGGESTIONS FOR KEEPING A WRITING JOURNAL: WHERE WILL YOUR IDEAS COME FROM?Hanna Udovichenko (Kryvyi Rih, Ukraine)Our thesis is aimed at students who are learning to write for academic contexts. Its goal is to help students develop strategies for preparing for writing: a process of exploration and generation of ideas on paper.The purpose of keeping a writing journal is to help you explore subjects to write about. A journal entry is like a letter to yourself. You are your an audience. You have to please no one but yourself. Writing in your journal will help you learn to think on paper instead of in your head. Keeping a journal abo will help you preserve your precious ideas, insights, and memories. It is also a place to practice and experiment with English without warring about making errors. Write about whatever is on your mind at the moment. These journal suggestions are meant to stimulate your thinking. You may want to answer some or all of the questions, but you do not have to. Begin your journal with a time line of your life. Write down the date of your birth and then record as many events as you know about or want to know can remember of your life up to the present in chronological order. These may include strong childhood memories, births of siblings, changes of residence, travels, political events that affected you, and so on. Try to remember what events you associate with each year. When you have finished, look over your time line. Begin your journal by spending at least ten minutes listing the subjects you are most interested in and most knowledgeable about. After ten minutes, choose one or two of the subjects and spend ten more minutes or so writing about it or them. Think of something or someone that is popular right now that you dislike: a hairstyle or way of dressing, a singer or movie star, a place to visit, a way of looking at an issue, or anything else you think of that certain people like and approve of but you do not, Then make two lists. In the first list the reasons for the popularity of this person, style, concept, or whatever. In the second, list your reasons for not liking it. Think of something that is unpopular right now among many people but that you like. Explain the reasons for this unpopularity and your own reasons for feeling differently. Begin your journal by commenting on what you think about that first assignment. What are you most satisfied with in your essay? Is there anything you would change or add if you were going to write it again? Begin your journal by writing about anything you want to write about.Write your journal on loose leaf paper. Date each entry. Also, write down at the top of the entry where you are as you are writing. Before you begin to write anything, relax and let your mind empty itself. Sometimes it helps to concentrate only on your own breathing for one minute. Once you begin to write, keep writing continuously for fifteen minutes. Write legibly and leave plenty of space in case you want to add comments later. Use the suggestions for journal entries given throughout this book to stimulate your thoughts. However, allow your thoughts to take whatever direction they will. If you run out of things to say on the topic suggested, just keep writing on whatever topic is in your mind. If you can think of nothing to say, either repeat what you have been saying or describe what it feels like to find nothing ta write about. You will most likely discover that the very act of writing itself stimulates your thinking. After fifteen minutes, go back and reread what you wrote. Add comments if you feel like doing so. Notice that this writing journal is not the same as a diary. Your journal is meant to be a source of raw material from which you can draw ideas for your formal writing. It should include observations about life around you, about yourself, about other people. It should include descriptions of significant events, insights, memories, thoughts, and opinions. It will probably not include information such as what time you got up and what you had for breakfast. Include in your journal any ideas you think might eventually be useful to you in an essay. ReferenceIlana Leki. Academic writing: Exploring Processes and Strategies . 2nd?Ed. Cambridge University Press, 1998.BUILDING CAREER COMMUNITY NETWORKTO WIN OR NOT TO WIN?Anna Guseva (Kharkiv, Ukraine)I learn teaching from teachers. I learn golf from golfers. I learn winning from coaches.Harvey Penick, an American golf professional and coach.We live in an ever-changing world where companies struggle to maintain profitability. They seek employees who embrace change and drive innovation. We are never too old to learn new things. In fact, learning is a lifelong process. For a company undergoing restructuring, a layoff is like pruning a tree to stimulate its growth. For the downsized employee, a layoff is an involuntary life-altering event. The ability to cope with it will impact future employment experiences. Even if candidates are lucky to get outplacement services, mastery of certain core competencies is a must. To boost layoff recovery, they need to become experts in the key actions of Connect, Clarify and Commit [1]. To get ahead of the curve, assistance of a Career Coach [2] for personal guidance is inevitable. Career coaching is a type of personal coaching that helps people find greater fulfillment in their careers. Career coaching helps people with a wide array of career-related issues. Some people seek career coaching because they are stuck in a dead-end job that brings no meaning or purpose. Others are challenged by the demands of balancing their work lives with their personal lives. Some clients know exactly what they want to do with their lives, and need help finding and executing a plan to get there, while others have languished without a clear calling in life. Career coaching helps people with all of these concerns and more [2].Career coaches typically have experience and training in a variety of personal career development strategies, including: 1) career exploration; 2) interviewing skills and confidence building; 3) creative job search strategies; 4) resume writing; 5) strengths assessments; 6) values assessments; 7) personal marketing and branding; 8) evaluating prospective employers; 9) salary negotiations.From week to week, your coach will hold you accountable to make sure you are constantly taking action following “Connection, Clarification and Commitment” strategy, where:Connection means: 1) connecting with yourself; 2) connecting with a career support team; and, of course, 3) connecting with hiring authorities. You will need to develop an articulate way to verbalize your accomplishments and how they added value to your past employer's bottom line, practicing your personal "unique selling proposition" or 30-second commercial to use in networking situations, telephone interviews and face-to-face meetings. And, finally, you can role-play interview situations with your Career Coach to acquire a comfort-level in telling your "stories" to potential employers. Employ professional social networks;Clarification focuses on: 1) examining your career history, career path and career goals; 2) whether your values are in alignment with your career; 3) examining your educational background; 4) what has to be done to brush up on stale skills or retrain for a new field; 5) which interests could be transformed into a rewarding career; 6) reviewing the resume. It will be a primary marketing tool used to get interviews;Commitment involves creating your action plan and committing to working it. Research companies and job leads, network in professional circles (85% of all positions are secured through networking), develop a system for posting to the job boards and track your results, and use your Career Coach to keep you on course. Thus, these three major steps are some of the most valuable components of the coaching process, and it is a big reason why people who work with a career coach experience progress and career growth. As wise men say: “Here is the test to find whether your mission on Earth is finished: if you are alive, it isn't.” So now is not the time to procrastinate, it is the time to discover where you can improve, what you want to change, and how to optimize your job search for re-employment success! ReferencesCareer Coaching to Put you ahead of the Curve. – Electronic resource [Access mode]: ; Career Coaching. – Electronic resource [Access mode]: CAREER SERVICES IN TIMES OF EMPLOYMENT UNCERTAINTY IN UKRAINE Olena Ilyenko (Kharkiv, Ukraine)“The best way to predict the future is to create it” Abraham LincolnCurrent indications are that the employment situation is not easing, and Master’s and Bachelor’s graduates face plenty of challenges in navigating from college to career. According to the International Labor Organization report (2013) average annual unemployment rates for this cohort have remained stubbornly around 19?% in Ukraine [1], and underemployment is rampant. So who has been helping these students and graduates get a ‘leg up’, especially if they do not have well-connected parents or a stellar GPA (grade point average)? And how about those facing re-employment challenges?At a time when we should be expecting colleges to enhance their career services to students, many have taken a defeatist approach, lacking confidence to believe that anything they do could make their graduates more attractive to employers. To many in higher education, careers offices are cost centers that deserve to receive the same reductions as every other administrative office [3]. And, career leaders have too often been complicit in their own marginalization, unwilling to challenge the status quo on behalf of students.There exist plenty of compelling reasons why universities – particularly those where student majors do not automatically equate to specific careers – need to enhance better employment opportunities [2]. Despite the evidence that successful career initiatives can encourage matriculation, enhance alumni engagement, and even contribute to fundraising goals, there are certain bottlenecks. The majority of colleges and universities are stuck in an old paradigm, oblivious to the opportunity for institutional differentiation through graduate success. Sadly, most career leaders have been unsuccessful at conveying the potential value of their initiatives.Thus, re-visiting and re-thinking career success factors provide eloquent testimony on the potential impact of career centers in enhancing career outcomes. As Confucius once said: “You can’t build a reputation on what you’re going to do.” If change is going to happen, those closest to the career success of graduates will need to take responsibility for moving the agenda. The latter can involve:? Partnership with faculties. Supporting their desire to attract more students to their major by offering seminars on careers using specific majors, engaging co-sponsors and promoting career development programs;? Building systems to capture and nurture career specialists (career coaches, counselors, corporate trainers) who can be helpful in advising students and candidates on their careers or promoting their career success;? Identifying how career outcomes and new initiatives can help other departments achieve their goals. Admissions offices need career success stories. Alumni Relations professionals appreciate the opportunity to partner on successful programs involving alumni. The latter can help pave the way for discussions with donors on multiple institutional fundraising priorities;? Building a career community network of alumni, employers and career professionals, all of whom have a vested interest in the career success;? Engaging candidates as peer advisors and program supervisors to play a leadership role in their own success. When they have ownership of initiatives, they are much more likely to encourage the involvement of their peers than when they are simply “consumers” of career services.When senior leaders have no experience with careers, getting them to ease up on the purse strings is a challenge. But, professional energy, excitement and vision can go a long way to convincing them that a new approach to careers can be as good for the institution as it will undoubtedly be for students and candidates, especially when your success is backed up by verifiable metrics. It is not what you achieve, it is what you overcome. That is what defines your career. Universities, colleges, career centers are critical partners in serving the greater interests and economic health of the community. We have so many businesses that need expertise and so many candidates who are new to the workforce or are seeking a re-entry level position.References1. Global Employment Trends for Youth 2013. A Generation at Risk / International Labor Office. – Geneva: ILO, 2013. – 111 p. 2. Bimrose,?J. The Changing Context of Career Practice: Guidance, Counselling or Coaching? / J.?Bimrose. – UK: Derby, 2006. – 9 p. 3. Curran,?Sh. Unemployment of Recent College Grads a Key Thread to Higher Education. – Electronic resource [Access mode]: TECHNOLOGIESBUSINESS AND PROFESSIONAL FOREIGN LANGUAGE ACQUISITION THROUGH ELECTRONIC MULTILINGUAL TERMINOLOGICAL DICTIONARYGalyna Cherednichenko (Kyiv, Ukraine)Olga Kovalchuk (Kyiv, Ukraine)Dictionary is a great source of information relevant both for learners and teachers. There are different formats of dictionaries e.g. traditional paper dictionaries, portable electronic dictionaries, CD ROM dictionaries, mobile applications and online dictionaries. The new forms of electronic dictionaries have become very important tools in language acquisition. They are user-friendly, very fast and easier to carry. The development of the Electronic Multilingual Terminological Dictionary is hoped to attract students’ interest to fully utilize the electronic dictionary as less time is needed to locate the meaning of a word. The definitions will also help to reduce teachers’ difficulties in understanding the material as well as to accomplish the lesson objectives. The aim of the research is to create an Electronic Multilingual Terminological Dictionary (EMTD) with user-friendly features (A/Z and subject search) and evaluation of the suitability and accuracy of the EMTD.The development of EMTD is a 4-step process which includes:1. Collecting and entering the input data.2. Identifying the software.3. Evaluation, i.e. the program needs to be evaluated according to its accuracy and suitability.4. Improvement, i.e. the improvement work is made based upon the proposal of the evaluator whilst restricted to the objective of this research.Electronic Multilingual Terminological Dictionary offers users the following options: quick search / full view; four-language search (Ukrainian-Russian-English-German); A/Z search; subject search: General Terms, Evaluation, Output, Cost-Accounting Output, Cost-Centre Accounting, Bookkeeping, Types of Balance Sheets, Liquidity, Financing, Investment.Search techniques are options that a user can apply to a resource to obtain a result. The user wants to obtain particular information (the meaning of a word, a usage context, etc.), and to obtain this information the user queries an electronic resource by introducing an expression. By introducing a query in a resource, the user obtains a result [1, 104].The four-language search is the search by an exact word. It consists of introducing a complete word in the same form as it is included in the dictionary in any of the given languages. This search is used to obtain the EMTD entry containing information about the introduced word and is not case sensitive.A subject search index is a list of hierarchically ordered areas, in which the user can navigate and select the item they want to consult. This field is frequently used to show a map of thematic areas. The dictionary entries are classified into thematic areas [1, 126].Testing of usage of the EMTD shows that:1) Interactive features and controllability are very high;2) Use of menu, search method and control by the end user are simple. It shows that the EMTD is suitable and easy to use;3) The EMTD has easy-to-read features, consistent screen arrangement and appropriate font;4) No technical errors were diagnosed. The computer experts have emphasized high reliability through a non-stop application or failure.5) The EMTD is time-saving;6) Techniques are clear, accurate and simple to follow;7) The presentation of EMTD is attractive and acceptable by the users.ReferenceJackson H. (2013). The Bloomsbury Companion to Lexicography. – P. 426. 21ST CENTURY SKILLSAnna Dudich (Kirovohrad, Ukraine)Students around the world need advanced skills to succeed in the globalized, knowledge based world of today. 21st Century Learning Design, or 21CLD, professional development helps teachers redesign their lessons and learning activities to build students’ 21st century skills. It can be linked to the national or local curriculum standards and used by teachers of various subjects. The program is based on rubrics developed and tested internationally for the Innovative Teaching and Learning Research project.The 21CLD rubrics help educators identify and understand the opportunities that learning activities give students to build 21st century skills. A learning activity is any task that students do as part of their school related work. It can be an exercise that students complete in one class period or an extended project that takes place both in and outside of school. The 21CLD rubrics use a research-based methodology for coding learning activities to ensure a teachers are using 21st century skills in their teaching practices. Here are the six rubrics of 21st century learning, each of which represents an important skill for students for develop: ? collaboration? knowledge construction ? self-regulation ? real-world problem-solving and innovation ? the use of ICT for learning ? skilled communication In traditional schooling in most countries, students do their own work and receive their own grades. This model does not prepare them well for the workplace, where they are likely to work on teams with others to accomplish tasks that are too complex for individuals to do on their own. In today’s interconnected world of business, real project work often requires collaboration across companies (e.g., a collaboration between a pharmaceutical company and a chemical engineering company to produce a new vaccine) or with people in a different part of the world. This type of working requires strong collaboration skills to work productively on a team and to integrate individual expertise and ideas into a coherent solution. This rubric examines whether students are working with others on the learning activity, and the quality of that collaboration. At higher levels of the rubric students have shared responsibility for their work, and the learning activity is designed in a way that requires students to make substantive decisions together. These features help students learn the important collaboration skills of negotiation, conflict resolution, agreement on what must be done, distribution of tasks, listening to the ideas of others, and integration of ideas into a coherent whole. The strongest learning activities are designed so that student work is interdependent, requiring all students to contribute in order for the team to succeed.Students work together when the activity requires them to work in pairs or groups to: ? discuss an issue ? solve a problem ? create a product Students work in pairs or groups might also include people from outside the classroom, such as students in other classes or schools, or community members or experts. Students can work together face to face or by using technology to share ideas or resources. Students have shared responsibility when they work in pairs or groups to develop a common product, design, or response. Shared responsibility is more than simply helping each other: students must collectively own the work and be mutually responsible for its outcome. Students make substantive decisions together when they must resolve important issues that will guide their work together. Substantive decisions are decisions that shape the content, process, OR product of students’ work.Students’ work is interdependent when all students must participate in order for the team to succeed. It is important that the work is structured in a way that requires students to plan together and take the work of all team members into account so that their product or outcome is complete and fits together.Many school activities require students to learn and reproduce information they are given. Certainly it is essential for students to master the important content of a domain. But memorization alone does not give students the critical thinking and reasoning skills that they will need for success in higher academics and in knowledge-based organizations. With information so readily available through the Internet and other sources, employees must be able to integrate and evaluate information in order to use it productively in their work. Increasingly, most living-wage jobs also demand higher levels of expertise than in the past, and the ability to apply knowledge to new situations and new problems.The strongest activities require students to apply the knowledge they constructed in a different context, helping them to deepen their understanding further, and to connect information and ideas from two or more academic disciplines (for example, integrating learning from both science and literature).In today’s workplace, problem-solving tasks abound. Whether the need is to find new ways to reach global markets or to redesign a product to take advantage of new materials, successful workers must be adept at generating and testing creative ideas in order to solve a problem with a real set of requirements and constraints. This is a very different definition of “problem” than we often see in academic settings, where textbook “problems” are simply practice at executing specific learned procedures. We live in a connected world with unprecedented access to a vast array of digital information and experiences. The use of technology continues to transform how we live and work. On-going adoption of new advances in ICT has become more essential to both life- long learning and life-long earning. In today’s globalized, knowledge-based economies, individuals increasingly need skills not only to intelligently consume information and ideas, but also to design and create new information and ideas using ICT.Today’s complex world demands self-regulated thinkers and learners who can take responsibility for their lives, their work, and their ongoing learning. It requires individuals to monitor their own work and to incorporate feedback to develop and improve their work products. In most traditional classrooms, educators structure students’ work for them, directing them in exactly what to do and monitoring compliance. To create opportunities for students to learn effectively and monitor their own progress, educators can instead work with them, guiding and empowering them in ways that help them take increasing responsibility for their own learning, both as individuals and in groups. In turn, this supports students’ ability to function in a 21st century workplace, where people are expected to work with minimal supervision, planning their own work, designing their own work products and incorporating feedback to improve the quality of those products. Learning activities that give students the opportunity to acquire self-regulation skills must last long enough for students to have the opportunity to plan their work over time, and offer visibility into clear learning goals and success criteria that students can use to plan and monitor their own work. Educators can foster self-regulation skills by giving students working in groups responsibility for deciding who will do what and on what schedule. In the most successful learning activities, students receive feedback that is supportive of students’ progress toward clear learning goals, and they have the opportunity to act on that feedback to improve their work before it is considered final. Communication is at the heart of all human interaction. In the 21st century, developing technologies have created new opportunities for communication that is spoken, written, visual or multimodal; in print or digital forms; and with broader reach and fewer barriers than ever before. In contemporary communication the active process of communication is often seen as being as important as the end product. Nevertheless, digital capture and publication of even informal communications mean that those products persist longer and disseminate farther than ever before. 21st century communication can take many different forms. For example, as part of a learning activity students may have a discussion with a peer over Skype. Communication is multi-modal when it includes more than one type of communication mode or tool used to communicate a coherent message. For example, students might create a presentation that integrates video and text, or embed a photograph into a blog post. The communication is considered multi-modal only if the elements work together to produce a stronger message than any one element alone. If we design our learning activities having in mind 21 century skills we will help our students to become successful members of the modern community.Achievements and limits of pedagogic technologyJulia Kurova (Kharkiv, Ukraine)The implementation of new information technologies and the use of the World Wide Web in the language classroom has become an efficient complement for the enrichment of learning and teaching in recent years. Integrated within the rest of the language teaching syllabus information and communications technology (ICT) presents outstanding advantages. The World Wide Web is closely related to the concept of communication, which often can imply a high degree of interaction. Clearly, individuals and institutions that are able to access and participated in global networks are at an advantage. Nevertheless, challenges remain. First of all, it is a very unstable and ever-changing medium. The virtual learning environment requires investment in staff and equipment as well as in maintenance and training, which focuses on the economic aspect which is not always considered or solved in a satisfactory way at institutional levels. New technologies need to be learned and mastered, not only by the instructors but also by their learners, before they can be applied correctly and to everyone's benefit. Therefore they need technical and pedagogical advice that should be organized by the university itself. But there is also a need for a change of the traditional roles, which is not easy because it requires a change of mind in order to make learners conscious of their own responsibility in achieving the necessary knowledge which is no longer presented to them in a comfortable and compact way by the instructor; now they have to construct their own personal learning process. Furthermore, young learners do not always master ICT, which is contrary to what is often assumed.The instructors have to accept that their role is a new one, and that there is a shift from information facilitators to tutors and guides. These changes are not always easy and need time and patience to allow for rmation and multimedia technologies may open up new ways of self-study, in different cases, for instance with multilevel classes or with students who cannot attend traditional lectures. Interaction with real users of the foreign language is made much easier, as well as the quick exchange of useful information among members of the academic and technological communities. Hyperlinked on-line communication results in an extremely rich source to obtain authentic materials and contextualized language practice in a natural way.As trainers don't usually use formal textbooks in their classes, they can create activities for themselves by downloading texts from the Internet and integrating them in exercises using the tools of a virtual platform like Moodle. Auxiliary material like parallel texts, background information, bibliography and resources such as specialized web sites, and glossaries should be also prepared. Regarding the skills that trainers want to practice, they can distinguish among the following ones: to deepen linguistic knowledge and to increase cultural knowledge, to improve research techniques, especially the technological ones, and to practice translation techniques, to learn the professional aspects of translation and to be able to work in a team, to strengthen learners' autonomy to learn by themselves and to assess themselves etc.Apart from offering materials, resources and tools, trainers conceive suitable exercises for the goals they want to reach together with the learners. Furthermore, the inclusion of a virtual learning environment like Moodle motivates learners and engages them more in their own learning process, and, as a consequence, they can become more responsible and the main agents of that process. Nevertheless, the increasing importance of the electronic communications and tools, as well as of teamwork and social abilities, should lead us to rethink our teaching models and to integrate electronic tools and collaborative learning not only as means, but also as an objective in language teaching. The use of information and communication technologies in education is expanding access to information, educational products and whole courses, which are coming to form a globalised information network. Access to these technologies is a precondition for participation in a global information society.References, J. (2007). "A Constructivist Approach to Online Teaching and Learning".?Inquiry, 12, 1, 68-73.Crippen, K. J., & Earl, B. L. (2007). Computers & Education, 49, 809–821.Weller, M. (2007). Virtual learning environments: Using, choosing and developing your VLE. London: Routledge.BLOGS AS A FOREIGN LANGUAGE CONTEXTNadiya Matsievska (Kamianets-Podilsky, Ukraine)The paper deals with blogs as the representative tools of online knowledge system. The use of blogs as discussion forums to increase time and opportunities for students to learn the target language is being discussed. Over recent years, blogs have become an extremely popular way for people to share ideas and opinions. Many teachers began using blogs and threaded discussions for teacher preparation program [1]. The first goal was to introduce his students to a tool they may use in the classes they will teach in the future. Second, to help students develop a sense of themselves as creators of knowledge and the third one was to connect students to a network of peers. A blog is an online journal that users can continuously update, in their own words, online [3]. Blogs utilize a simple interface to make it easy for any user to construct, without having to understand HTML or web scripting. The use of blogs is a way to provide such motivation for reading in a language other than one’s mother tongue, through the interactive nature of the blog. One can read and also comment on what one reads in expectation of a little discussion and a quest for common interests and individual differences. By responding on blogs, people can get feedback from other audiences throughout cyberspace. Students have an opportunity to read things in which they are interested and write things they truly wish to write, thereby determining their own texts in language education and combining text with conversations in a very personal and stimulating way. The problem has been much discussed in recent literature. Foreign researchers, Efimova and Fiedler characterize blogs as “personal diary-like-format websites enabled by easy to use tools and open for everyone to read” [2, p. 490]. Godwin-Jones also indicates that through blogging, people are able to document their reflections about things relevant to their daily life experiences, sharing such things with their friends, families, and/or group members. He further points out that blogs and other social networking sites provide new opportunities and incentives for personal writing [4]. In other words, blogs allow people to exchange information without space and time constraints, to broaden their knowledge, and to meet personal needs and interests at the same time. Moreover, blogs provide hyperlinks to other resources and are used as “genuinely new literary/journalism form” [5]. In addition, blogs can make use of other Internet resources for learning. As a result, students gain more knowledge through links to many sites if they choose to follow the hyperlink. The inclusion of these hyperlinks also allows for self-directed exploration within the topic [2]. Blogs do not merely establish scaffolding for beginners, nor do they merely allow students to learn from multiple perspectives or receive support from advanced students. They also create a relatively learner-centered environment that allows students to learn at their own pace [4]. However, if the information that the students are learning is incorrect, then all of the students are being misinformed. To sum everything up, hypermedia programs have become commonplace in educational field over the globe and now blogs can be treated as virtual language classrooms. Language teachers can use blogs as discussion forums to increase time and opportunities for students to learn the target language. While blogs are used in education, there is little research about the use of blogs for language learning and teaching in English as a Foreign Language contexts. References1. Emerging technologies in Distance Education // ed. George Veletsianos –2010. – Athabasca University: AU Press. – 336 p. 2. Efimova L. Learning webs: learning in weblog networks. In P. Kommers, P. Isaias, & M. B. Nunes (Eds.) / L. Efimova, S. Fiedler // Proceedings of the IADIS International Conference Web Based Communities, 2004. – P. 490–494. 3. Matheson D. Weblogs and the epistemology of the news: some trends in online journalism / D. Matheson // New Media . – 2004. – № 6 (4). – P. 443–468.4. Yang S.H. Using Blogs to Enhance Critical Reflection and Community of Practice / S.H. Yang // Educational Technology Society. – 2009. – № 12 (2). – P. 11–21.5. Sifry D. State of the blogosphere / D. Sifry. Retrieved November 24, 2008 [Електронний ресурс]. – Режим доступу : alerts/archives/2004/10/state_of_the_blogosphere_october_2004.html A NETWORK-BASED PROJECT COURSEIevgeniia Moshtagh (Kharkiv, Ukraine)It has recently become extremely popular to use technology in the process of learning languages. Students use various web-based tools to create projects that can be shared electronically with audiences worldwide. This kind of work provides learners with opportunities to consider, choose, plan, and create their own projects that meet their interests and needs. Moreover, working on web-based projects introduces students to a variety of possibilities to cooperate with other students in their native countries and abroad taking advantage of communication with native speakers.It should be pointed out that it is very important to set a particular purpose to learners. Otherwise, they don’t feel motivated and may not take the task seriously.In order to teach students how to create their Web-based projects the teachers first of all should introduce them to some basic information technology as well as applications such as Microsoft Word and Power Point so that they can learn the fundamentals of computer operation. The teachers of O. M. Beketov National University of Urban Economy in Kharkiv have successfully integrated technology into all aspects of the curriculum. They have created numerous distant courses on the majority of educational disciplines taught at the University using the MOODLE system, the main idea of which is to provide overall training based on different network tools. To implement this kind of training it is necessary to do it step by step. At the very beginning the teachers show their personal homepages so that the students can understand the nature of the course. Second, the students are taught the basics of Web design using Microsoft Front Page. Third, the students learn how to create a basic Web page that includes a text, images, and photographs. Then the students are asked to do some research to find certain information related to the course. After that the learners are ready to draft, revise, and produce their final Web pages. One of the possible tasks at this stage is peer evaluation and the opportunity to see Web projects completed by students during the previous term. Also the students are asked to evaluate Web pages made by students at different universities and after all, all these activities allow them to analyze features of a Web page. Having completed the task the learners are asked to share their ideas with the teachers via MOODLE Mail System and consider the following questions: What is the Web page about? What is the purpose of the Web page? What kind of information does the Web site supply? What do you think of the Web page design? What difficulties did you face while creating your projects? What were the easiest and the most difficult stages? What is your overall opinion of the Web page? After mastering the fundamentals of Web design, the students are ready to define the scope of their project. Their focus now is on the purpose of their project, their audience, and how they plan to organize their Web page. They list the tasks needed to be done, and the amount of time needed to complete each task. The teachers guide the learners during the whole process of the project creation providing consultations and evaluating each step. At the end of the course the students are usually interviewed about their experiences while doing the projects in order to reveal the benefits and drawbacks of implementing the course. Among the most significant achievements one can name the students’ mastering the technological aspects and seeing tangible results of what that have done. It should also be mentioned that such a kind of work helps to develop learners’ initiative and the desire to work independently. Speaking about difficulties it should be noticed that very often going deep into the technological aspects prevents students from paying attention to the content of their Web pages. Despite the difficulties the students face while designing their projects, the course introduces the learners to the opportunity of being creative, independent, technologically knowledgeable and diligent in producing something tangible. Courses of the kind are relatively new, so it would be of crucial importance to share ideas and observations regarding Web-based learning for practitioners and material developers.References1. Davey, I. (2001) The use of collaborative Web page-design projects for teaching EFL with a focus on Japanese university students. CALL-EJ Online, 3, 1.2. Warschauer, M. (2000) Online learning in a second language class: An ethnographic study. In Network-based language teaching: Concepts and practice, eds. M. Warschauer and R. Kern. New York: Cambridge University Press. READING RESEARCH ARTICLES ONLINE AS PART OF EFL TEACHER PROFESSIONAL DEVELOPMENTValentyna Parashchuk (Kirovohrad, Ukraine)Contemporary EFL teachers are lifelong learners.A post-postmodern pedagogical axiomUpdating professional knowledge is part of Continuing Professional Development (CPD). Thus, it is critical that in-service and pre-service teachers of English as a foreign language (EFL) in Ukraine gain and constantly update the knowledge needed to effectively teach language skills and academic content. CPD in the EFL teaching profession in this country appears to be reduced to a series of isolated in-service teacher training workshops and similar events focusing on acquiring a set of skills and/ or some knowledge.Meanwhile, contemporary understanding of CPD is much broader and considers it as a long-term process, in which EFL professionals continuously enhance their thinking, understanding and maturity; they grow not only as professionals, but also as persons, and their development may also extend to new roles and responsibilities (Padwad & Dixit). Broad strategic approach to CPD in language teacher profession aims at the implementation of the following eleven procedures to facilitate professional development: workshops, self-monitoring, teacher support groups, journal writing, peer observation, teaching portfolios, analysis of critical incidents, case analysis, peer coaching, team teaching, and action research (Richards, Farrell 2005). Emphasizing the importance of all these CPD components, we argue that reading TESOL/ TEFL publications and articles on a regular basis should be an essential part of EFL teacher professional development. The objective of the present paper is therefore to overview online journals containing research papers that deserve more attention not for research, but for pedagogic reasons, and that can be indispensable in CPD of Ukrainian EFL teachers, especially in low-resource areas.Professional journals, such as English Teaching Forum (), ELT Journal (), TESOL Quarterly (), Language Magazine (), Language Teaching (), Humanizing Language Teaching (), The Internet TESL Journal (), CALICO Journal (), Computer Assisted Language Learning () etc., address important issues facing ELT practitioners worldwide.English Teaching Forum online, a quarterly journal for EFL or ESL teachers, published by the Office of English Language Programs, US Bureau of Educational and Cultural Affairs, contains an extensive collection of articles which are structured into the following sections: pedagogical categories, basic skills, audience age groups and English language proficiency levels so that papers of a focused interest could be searched, navigated, and found easily. Online Forum issues can be accessed freely without any subscription fee. All the above mentioned features make this publication a valuable tool in the CPD of an EFL teacher. Most EFL publications online, though requiring subscription, offer free articles/issues of journals, for instance, in the ELT Journal there is editor’s selection of articles from each of the latest issues available online for free. This journal also offers such a feature as ‘Key Concepts in ELT’– a selection of articles aiming to assist readers to develop an appreciation of central ideas in present-day ELT, and to feature current debate on various aspects of theory and practice.In sum, reading professional articles online is an essential component of a contemporary EFL teacher’s continuing professional development. ReferencesPadwad, Amol & Dixit, Krishna. Continuing Professional Development: An Annotated Bibliography.– Access Mode: , Jack. C., Farrell, Thomas, S.C. (2005). Professional Development for Language Teachers: Strategies for Teacher Learning. –New York, NY: Cambridge University Press.USING WIKIS IN THE ESL/EFL CLASSROOMSvitlana Prokhorova (Zhytomyr, Ukraine)Wiki is a wonderful tool for the ESL/EFL classroom. It can brainstorm students, improve their motivation, help them to collaborate, involve students into group projects. It helps create tasks that are fun and challenging. Wiki is one of the main components of Web 2.0 technology (other examples are blogs, bookmarks and social networking), which allows any user to edit the text of a site – to write, modify, delete, add links, articles, pictures and audio/video files. Wiki technology allows people to share information, collaborate and communicate with others with common interests [3]. Wiki facilitate participation in online environment by a group of people who want to work on a common project. The most famous wiki, Wikipedia, is an online encyclopedia that is created and edited by its millions of users. The principles behind the operation of Wikipedia are that the knowledge of the group is greater than that of an individual, and that those who use it are also those who create it. In this way, new entries are created when necessary and through collaborative editing an article emerges and develops, reflecting the needs of the group at that time. Wikis have a wide range of application for ESL/EFL classroom. Teacher might create a homework wiki; create a wiki entries with mistakes for students to correct; make a wiki project contest; create pages dedicated to additional course materials; create a small wiki entry that can be finished or expanded in future – the ideas are endless. Wiki technology can be used also in writing skills development [2]. This technology requires from students not only text writing, but also provides additional opportunities for reflection, text content control, correction and analysis.Teachers can incorporate the process of wikis into the classroom by following some steps. First stage is preparation – teacher finds a site online and set up a wiki for the class. Then students can choose a project and together with the teacher set up a work plan, timeline and milestones [2]. Teacher role here is to find ways for students to give feedback in the form of comments, reports, presentations, etc.One more important stage is evaluation. Teacher must incorporate wiki project into his/her grading system and show students that their efforts count.All versions of a wiki document and all its changes are recorded on the server. If necessary, each member of the project may not only go back to an earlier version of the document but also track the person who made the changes [1]. In this way wiki participants can control the text content and also the type of changes like style, vocabulary and grammar changes etc. Wikis are an exceptionally useful teaching tool for getting students more involved in curriculum. They’re often appealing and fun for students to use, while at the same time ideal for encouraging participation, collaboration, and interaction.? ReferencesDudeney G. (2008) How to Teach English with Technology / Gavin Dudeney, Nicky Hockly. – Pearson Longman, 2008. – 192 p.Fominykh N. Using ICT in Teaching and Studying English / N.?Fominykh // [Електронний ресурс]. – Режим доступу: Hulstijn J. (2000) The Use of Computer Technology in Experimental Studies of Second Language Acquisition: a Survey of Some Techniques and Some Ongoing Studies / Jan H. Hulstijn // Language Learning & Technology. – 2000. – № 2 (vol. 3). – P. 32–43Lenhart A., Madden M., Rankin Macgill A., Smith A. (2008) Teens and social media. Retrieved January 10, 2008. URL: PIP_Teens_Social_ Media_Final.pdfSysoyev P.V. (1999) Integrative L2 grammar teaching: Exploration, explanation, and expression // The Internet TESOL Journal. 1999. Vol. 5, № 6. URL: SHOW DISCOURSELiudmyla Pysarenko (Kharkiv, Ukraine)Nowadays television is one of the most powerful social institutions that can influence people’s world-view.Modern television offers many different genres, but this is a talk-show that includes features of interview, discussion, entertainment and informational programs. It distinguishes among others television products because the course of talk is controlled by the director, is monitored by the moderator, is formed by the participants (guests) and is assessed by the audience. Any talk show can be regarded as a forum where people discuss different topics and issues that covers basic values of the society. Language used there gives an opportunity to construct language and cultural portrait of the society at the certain stage of its development.Talk shows perform different function, on the one hand, they entertain the audience, on the other hand they inform, influencing and forming people’s opinion on society, politics as a whole and political situation in the country. Thus talk show format gives an opportunity not only to get acquainted with the event but also to express your own opinion. Because of this combination of these two functions scientists call it infortainment.To make a structure of talk show discourse it is necessary to stand out main characteristics that will be the same for all genres of this discourse and will distinguish it among other types of discourse.Institutional discourse has more strict structure than casual discourse. Channel of communication determines the main characteristic feature of the talk show discourse as the institutional discourse that is its regulation. As media products talk show has a structure (frame). On the one hand, talk show is limited by situation (it takes place in the studio, aimed at a mass audience , is governed by a team of professionals ), and on the other, it is discourse-limited (limited in time, choice of the speaker and turn taking), all this limits the choice of linguistic resources. Use of clichés during the announcement and at the end of the program characterizes this type of discourse. In terms of structural organization of political talk show is clearly regulated: the program starts with the announcement, the host starts, leads, interrupts and ends the program. Usually turn taking (operational metadiscoursive category that provides structure and regulation of dialogic discourse in real time by turn taking of the speaker from one participant to another) is smooth and regulated by the host, but in situations where the conversation should be directed to the certain issue or time limits should be observed, show host may interrupt his guests. Equally important is the addressing. The structure of discourse implies two roles: sender (speaker) and recipient. Talk show discourse is focused on two types of recipient: directly addressed audience (audience in the studio) and the audience at the TV screen (indirect collective addressee), that is the primary recipient of the. The purpose of political discourse is to form the views on society and politics of talk show mediated addressee, on the one hand, and to entertain both types of recipients on the other, where the actual process of communication is no less important than the result. Talk show discourse as any institutional discourse represents a unity of content, themes and style, realized in order to achieve certain communicative tasks. Analyzing political talk show discourse, we can identify the key concept around which all communication is based: it is POWER.Thus, the political talk show discourse possesses the following categories: informative, thematic unity, intentionality, addressing, the channel of communication, situation limits, strategies and tactics, and phatic communication and turn taking. But talk show discourse combines features of everyday discourse; it is determined by subjective interests, desires, moods and emotions. Political talk show discourse combines features of institutional and everyday types of discourse.References1.Ilie С. Semi-institutional Discourse: The Case of Talk Shows / С. Ilie // Journal of Pragmatics. – 2001. – №33(2). – P.209-254.2.Ilie С. Talk Shows / С. Ilie // Encyclopedia of Language and Linguistics 2nd Edition. – Oxford: Elsevier. – 2006 – Vol. 12. – P. 489-494.NEW INFORMATIONAL TECHNOLOGIES AS INTEGRAL PART OF TRANSLATOR TRAINING PROGRAMKateryna Skyba (Khmelnytsky, Ukraine)The professional profile of a translator in the 21st century requires new skills. Thus the process of translators’ training is supposed to be changed to meet the requirements of a new globalized informational society. The skills to operate the flow of information and to know how to use new informational technologies are of great importance for a translator today. So, translator training should imply the use of procedures and tools that allow students to become familiar with professional contexts. Translators nowadays may have to cover a wide range of functions, such as the following: Translator. Localiser. A rather new function of a translator. It is sometimes difficult to draw the limits between translation and localization. In addition to translation, the localization process might include changes that aim to recognize local sensitivities, avoid conflict with local culture, customs, common habits. Proofreader and editor. Project manager. Terminologist and resource manager. It is obvious that translation trainees need to organize the learning process in such a way that all the students have an opportunity to experience these different roles in team projects. Firstly, for students to become familiar with current translation practice, computers must be fully integrated into translation training programs. There is an enormous and constantly expanding range of software to choose from to undertake every imaginable task: text editors, word processors (OpenOffice), computer-assisted translation (OmegaT, Anaphraseus, bitext2tmx), automatic translation (Opentrad, Apertium), audiovisual translation (Subtitle Edit), gettext translation projects and tools, crowdsourcing tools, etc. Specific projects may develop their own project tools, forums, web interfaces and workflows for localisation. Secondly, the teaching approach should determine how computer tools may be used in classroom activities. Among the tasks using professional software may be the usage of machine translation as part of the workflow, manipulation of translation memories, merging of translation memories, generating and using of the glossaries. The translator trainer as a facilitator should provide the students with scaffolding to help students to negotiate the cognitive changes that constitute the learning process. Thirdly, the collaborative translation projects that simulate the future professional activity of a translator should be an integral part of the translators’ training program. The students are supposed to make teams and undertake their project, dividing up the work according to the professional profiles mentioned above: project manager, terminologist, translator, editor, and proofreader. Ideally, the students should work on authentic projects but activities designed for the classroom, simulating professional tasks can also give excellent results.ReferenceCánovas, M., Samson, R. Open Source Software in Translator Training. Traducció i software lliure Revista Tradumàtica. Tecnologies de la traducció. Número 09, Desembre 2011. ISSN: 1578-7559. Retrieved from: communication technology during professional trainingAlona Surzhyk (Kirovohrad, Ukraine)According to A. Kharitonov modern means of information processing have created information technology that could not appear in industrial societies, and these technologies have been widely used for communication between people that gave rise to the term" informational communication technology [Kharytonov, p.6]. By ICT we mean software designed to implement information processes through the use of computer and network technology. ICTs are used to implement operations of collecting, recording, transmission, storage , retrieval, processing and protection of information based on the use of advanced software of computer technology, communication, and the ways in which information is offered to users.In our view, the introduction of ICT will enforce cultural business communication among flight academy cadets as well as use of training programs (including e-books) rather than paper counterparts in the formation of communicative skills. It might reinforce knowledge of the study of culture networking having the following advantages: the use of color graphics , animation, sound, hypertext (makes learning interesting), the possibility of permanent update material (improves learning efficiency), the presence of information retrieval, establishing hyperlinks to additional literature in electronic libraries, educational sites and portals, the possibility of copying the necessary training material or carrying the desired part of the electronic textbook for citing the possibility accommodate the interactive web-elements (tests), efficiency (cost of publication and posting small). Thus, students have the opportunity to learn the material culture of business communication, and the development and storage of material will be faster (because the learning process is involved in visual, auditory, emotional memory).Extensive pedagogical potential can incorporate ICT for consolidation and control of knowledge and skills of the trainee in the cultural field of business communication. Using interactive tests in the learning process contributes to a more effective control of knowledge. Besides, the use of ICT in assessing the quality and control of educational knowledge has the following functions: it formally describes the domain as a set of training elements with the establishment of communication between them, and creating a base of control tasks; it allocates "base" set of training items and transfers it to expert estimates controlling tasks, conducts controlling test, occasionally supplementing and correcting base supervisory tasks.Thus, the use of ICT in the learning process will facilitate the efficient formation of student cultural business communication needed both during learning in higher education and in their future careers.ReferenceKharytonov, A. T (2003) Education in the informational society of 21st century.USING INTERNET FOR TEACHING BUSINESS ENGLISHOksana Tarabanovska (Kharkiv, Ukraine)The Internet is an excellent resource for teachers of business English. The Internet can enrich your vocabulary, provide you with authentic materials and help to prepare for lessons. No matter how much experience you have in incorporating the Internet into your business English lessons, you can take advantage of the benefits the Internet offers you at any level.The main difference between teaching general English and business English is setting contexts so that your students are practicing language in real situations. The Internet is a great resource of authentic materials which are ideal for use in business English classes.Corporate websites are one of the most useful sources of authentic materials. You can adapt all types of activities to suit all levels of students when using these materials. You can choose company websites that are related to your students’ work. Such websites provide the vocabulary practice for your students. Then you can prepare questions about the content of websites you have chosen, and let your students scan the website for information. Scanning activities are very useful for all levels of students because there is no need for them to understand every word.The Internet also offers lots of authentic writing practice. From beginner level through to advanced, your students will be able to practice their writing skills within a business context using the Internet. One of the most important writing skills your students are likely to need is writing effective business emails. The correct tone, structures and layout are all components students need to learn. The Internet is an excellent research tool. By allowing your students to research a particular topic using the Internet, they can prepare either individually, in pairs or in small groups for a presentation or a piece of writing. Where books may be out of date or hard to come by, the Internet offers a host of free information that is current and relevant. Presentation skills are extremely useful, as is the ability to write concise reports, therefore you are allowing students to practice vocabulary related to their field in addition to giving them the chance to do relevant research. If necessary, pre-teach the vocabulary and structures your students are likely to need, and let them research either by giving them one or more relevant websites, or by allowing them to search for suitable websites themselves. As with any Web-based activity, the most important thing to remember is to set the students very concrete goals and achievable tasks. A presentation or piece of writing, therefore, is a perfect culmination of Internet research work.A useful addition to any business English course is a lesson in Internet terminology. From a student being able to say their email address correctly to being able to understand and use English language websites with confidence, it may be worth spending some time on teaching useful Internet-related vocabulary. The Internet provides a lot of materials that can be used to practice structures in a context familiar to your students. For example, most corporate websites publish annual reports and statistics, providing you with numbers, prices and percentages in an authentic context. Students could analyze figures and practise useful structures related to statistics. To practice numbers, prices and currencies, why not create a real situation by letting students use a commercial website. Your choice of website can depend on the vocabulary you want to teach or revise. Give your students a budget and let them choose and order goods online. They can have practice too in the ordering process in English as close as possible to the point of purchase. Again, language related to buying online will also be useful for students (‘shopping cart’).ReferencesEnglish for specific purposes: how to teach Business English using the Internet. Кобзева Н. А. Using the Internet Resources for Teaching English as a Foreign Language to University Students [Текст] / Н. А. Кобзева // Молодой ученый. — 2011. — №5. Т.2. — С. 17- COMMERCIALS AT ESL/EFL CLASSROOMSvitlana Zubenko (Kharkiv, Ukraine)It is interesting to note that “the average American is exposed to 3,000 ads every single day and will spend 3 years of his/her life watching TV commercials” [1]. With this in mind, it can be of educational benefit to use TV commercials to stimulate English foreign language learners at various ages and levels. A number of authentic video materials are available now to the teachers of the English Language, but only commercials represent visually and linguistically memorable content in the condensed form of 30-45 second commercials are not only catchy and entertaining, but represent replete and current spoken English written by and for native speakers and provide a reach source of vocabulary in memorable context and images (e.g. air conditioner, four- wheel car, shampoo). Moreover designed for native speakers they help students to cross the bridge between the “classroom language” and “real world language” exposing students to slang, different language registers, pronunciation patterns and can be viewed as a great window into American culture. According to Alfred Smith “Television commercials provide students with a picture of the sociocultural context of the language they are studying. The products advertised on television provide clues to what is important to a society. U.S. commercials present a portrait of a society… A 1992 commercial for Cascade dishwasher detergent opens the door to a discussion of US values related to family and children” [2]. Americans can also use commercial slogans in their daily lives to evaluate a set of circumstances. “Counselors advise students to "Be all that you can be!" (from a commercial made by the U.S. Army to recruit young soldiers). In response to such questions as "How's your old car?" people might reply, "It just keeps going and going..." (from a TV advertisement for Energizer batteries)”[2].Previewing activities are intended to prepare students for understanding the commercial. They are designed to activate students' schema, or background knowledge, and create interest in the viewing and post viewing activities that follow. As a previewing activity a mute watching of the commercial could be suggested. This activity will stimulate students’ speaking and critical thinking skills to get as much information about the product as possible, make associations, describe the setting and characters, draw conclusions, predict.While viewing it is important to pay attention to the content, vocabulary, pronunciation, grammar, cultural theme. Filling in the blanks in the script of the commercial can reinforce vocabulary and stimulate listening skills. Post viewing activities are aimed at the development of speaking skills. Students are asked to dramatize the commercial, copy the pronunciation and intonation patterns. Furthermore, small groups of learners could be encouraged to produce their own scripts for commercials, then film it and show to the class for evaluation. Pay attention to the cross-cultural differences to demonstrate how Ukrainians would ‘sell’ the same product on commercials are created in many different English speaking countries making it possible for students to have exposure to a variety of Englishes. Thus, by using TV commercials from a variety of different locations including the UK, USA, Australia, etc., language teachers can introduce different accents, dialects, and indeed different Englishes, and thereby allow their students to expand their listening abilities, which provide much more current listening materials than in listening textbooks.The television commercial is a great resource for ESL teachers and students. Authentic content, short episodes and the combination of words and visual images make commercials the ideal source for innovative, fun, and meaningful classroom activities.ReferencesKilbourne, J. (n.d.). Killing us softly 3: Advertising’s image of women. Retrieved March 13, 2013, from , A. & Rawley, L. A. (1997). Using TV Commercials to Teach Listening and Critical Thinking. The Journal of the Imagination in Language Learning and Teaching. Vol.4. Retreived from the web March 13, 2013. COMMUNICATIONVERBALIZATION OF COMICAL (HUMOUR, IRONY AND SATIRE) IN TEXTS OF MODERN AMERICAN COMMENCEMENT ADDRESSES Tetiana Okolielova (Kirovohrad, Ukraine)According to a common opinion, there have been singled out 4 skills ESL learners need in the process of mastering English: listening, speaking, reading, and writing. However, there is “the fifth skill” introduced by a British methodologist Barry Tomalin which is defined as culture. In our paper, a modern American commencement address (MACA) is viewed as a source of significant linguistic and cultural mencement address is a type of a ceremonial speech delivered by a person who is well-known to the community through achieving national or international recognition in order to mark the occasion of a university or high school graduation during which diplomas are awarded to the graduates [ REF _Ref380742414 \r \h \* MERGEFORMAT 1].Nowadays American public speaking appears to be a high interest issue for many scholars (D.O’Hair, R.Stewart, E.Lucas, S.Osborn, M.Osborn, S.J.Beeb, O.Hundarenko). However, MACA has been previously considered only as a subgenre of ceremonial speaking (together with speeches of presentation, introduction, speeches of acceptance, greeting speeches, speeches of inspiration, after-dinner speeches, toast, roast, and commemorative speeches) and therefore requires further consideration [ REF _Ref380742472 \r \h \* MERGEFORMAT 2].In our opinion, it is comical that acts as a transmitter of culturally important information and appears to be one of the prominent features of MACA. In this case, precedent phenomena, introduced by V.Krasnyh, act as bearers of cultural background information and fall into: precedent name, precedent text, precedent utterance, precedent situation [ REF _Ref375763687 \r \h \* MERGEFORMAT 3]. As a result of a 25 speech analysis, it has been estimated that the most common kinds of comical to occur in MACA are humour (53%), irony (37%) and satire (10%) which are mostly verbalized on a lexical (43% of comical occurrences) and syntactic (57%) language levels. On a lexical level, comical is implemented by:Precedent names (46%) that comprise references to American cultural phenomena, symbolic names, famous entrepreneurs’, politicians’, public men’s names, names of establishments, technological devices, and holidays; Epithets (27%);Antithesis (13%);Metaphors (8%);Hyperboles (6%).On a syntactic level, it is verbalized through:Repetitions (36%);Rhetorical questions (24%);Parallel constructions (18%);Precedent texts and utterances (13%). Precedent texts comprise quotes and proverbs, precedent utterances – laws, song lyrics;Similes (9%).It is also important to mention that objects of jests reflect urging American social, political and cultural issues, such as observance of human rights and freedoms, discrimination on the basis of race, gender, sexual orientation etc.Thus, regarding linguistic and cultural peculiarities of comical in texts of modern American commencement addresses may assist ESL learners and teachers in acquiring a cultural competence as the fifth skill.ReferencesCeremonial Speaking [Electronic resource]. – Access mode: M. Public speaking / M. Osborn, S. Osborn. – [3rd edn.]. – Memphis : Memphis State University, 1994. – 445 p.Язык, сознание, коммуникация: Сб. статей / Ред. В.В. Красных, А.И. Изотов. – М.: ?Филология?, 1997. – Вып.2. – 124 с. FORMATION OF LINGUO-CULTURAL COMPETENCE BY UNIVERSITY STUDENTS BY MEANS OF FOREIGN LANGUAGESVictoria Ostapchenko (Kharkiv, Ukraine)Ukrainian integration into the world community promoted intensive exchange of scientific information between different countries, an increase in international trade volume, diplomatic activities, and expansion ofcultural relations between countries. This approximation is not possible without the formation of a fully developed personality, highly skilled workers in all sectors of society, and strengthening international business development, the establishment of international contacts. Therefore, the study of foreign languages should be given a lot of attention to, especially to communication skills and knowledge, negotiation, execution of business innovative ideas, municative competence consists of four components, one of which is sociocultural and sociolinguistic competence. It includes the ability to take into account the cultural characteristics of the country the language of which is studied, foreign language communication. Sociocultural competence consists of the linguistic knowledge (lexical items of national cultural semantics), extra-linguistic knowledge (knowledge of certain facts on national culture) and non-verbal communication skills.Implementation of sociocultural component in the studying of a foreign language is due to several factors, the main of which is the continuity of language and culture concept. Secondly, the features of human mental activity require the formation of socio-cultural competence in order to provide adequate human response to a foreign culture. Because of sensitivity to social conventions (rules of politeness, norms governing relations between generations, articles, classes and social groups, linguistic codification of certain fundamental rituals in society) sociolinguistic component permeates the entire process of communication between different cultures, even when the participants are unaware of its influence [1].During formation and enhancement of socio-cultural competence it a situation of indirect dialogue of cultures is taking place. In this course students have the role of active subjects who learn another culture and act as representatives of their national culture. They learn to represent their culture means of foreign language. This vision of their culture through another culture, formation of some distance between their own culture and the other through micro dialogue in mind leads to intercultural competence [2]. Under these conditions the process of humanistic comparative-oriented studying of foreign and native culture takes place that makes social identity mature of a student.Integral disciplines in course of students’ preparation are linguistic and cultural studies. At practical lessons of this course certain aspects of the English reality are being examined. But we should not ignore the socio-cultural component in the classroom with oral and written language practice, which is implemented during semantization of new lexical items. It exemplifies the principle of interconnectedness of language and culture. Thus, the study of socio-cultural context of language use directly affects the possibility of adequate cross-cultural communication and mutual understanding through direct and indirect dialogue of cultures.References:1. Загально?вропейськ? Рекомендац?? з мовно? осв?ти: вивчення, викладання, оц?нювання / Науковий редактор укра?нського видання доктор пед.наук, проф. С.Ю.Н?кола?ва, - К.:Ленв?т, 2003.-273 с.2. Пассов Е.И. Коммуникативнь?й метод обучения иноязь?чному говорению.-М.:Просвещение, 1985.-233 с.developing of students of humanities intercultural competence in globalizing worldNataliya Samoylenko (Sevastopol, Ukraine)Today’s learners have to navigate the world of work, study, and travel among people of diverse language backgrounds and unfamiliar cultures. Language and intercultural communication skills are considered to be basic skills in our globalizing world. So cultural awareness is also a crucial 21st century skill. Being aware of other cultures and how they influence what people say, do or write is a key factor of critical literacy. Today we’re going to look at the link between culture and language and the issue of raising cultural awareness in academic writing.Anderson, J. [Anderson, J., 2002], Beer, J. E. [Beer, J. E., 2003], Calloway-Thomas, C. [Calloway-Thomas, C., 1999], Cooper, P. J., & Blake, C. [Cooper, P. J., & Blake, C., 1999], state that shift of different populations within Europe due to social, cultural, commercial, educational, political reasons has caused language contact. Sevastopol Municipal University for Humanities is a regional scientific and educational institution. The university is ready to work for designing of the program of development of intercultural integration of students of humanitarian disciplines on the platform of English. The topics for discussions are immigration, xenophobia, adjusting to a new culture, or the dilemmas faced when one belongs to two cultures.The language teaching profession’s interest in cross-cultural communication has increased during the past few decades. According to Kramsch (1995), this development is due to political, educational, and ideological factors. Further exploration of this aspect may be found in many sources. Intercultural communication has been described by a number of language educators, including Chen, Guo-Ming & Starosta, William J. (2005), Stella Ting-Tomey (1999), Cooper, P. J., Calloway-Thomas, C., & Simonds, C. J. (2007), William B. Gudykunst (2003), Guo-Ming Chen and William Starosta (2005) [Samoylenko, 2013].Our research describes an attempt to shift the accent to academic writing in an EL textbook for Ukrainian students. The fifth year syllabus strives to enable the trainees to approach the most relevant processes of social development, signification and identity formation of the foreign culture(s), so that by communicating about them, they can learn about and compare these processes with what they know of their own, and possibly other, culture(s).The course “Teaching Professionalism and Intercultural Communication” is an advanced course for students with a strong language background. The course is designed to prepare graduate students for careers as international professionals by focusing on the cultural factors that influence communication in international/intercultural relations as well as the rules that proscribe and prescribe behavior. The course emphasizes culture and explore how culture both influences and reflects communication dynamics [Samoylenko, 2013]. There are seven course objectives: understanding the role of communication in culture; recognizing cultural variability; familiarizing students with the communication norms, rituals and prescribed/proscribed behaviors of other cultures; learning about the major barriers to intercultural communication, adjustment to other cultures, and culture shock; learning how differences in intercultural communication manifest themselves in different professional settings; increasing sensitivity to our own cultural background and its impact on how the students communicate, work and interact with people from other cultures. It is necessary to discuss some considerations as to the prospects of teaching academic writing, which are potentially applicable to similar intercultural and educational situations. For this reason there is a necessity of implementation in the system of pedagogical education the special integrated courses.ReferencesCooper, P. J., Calloway-Thomas, C., & Simonds, C. J.. Intercultural communication: A text with readings, 2007, 205 p.Intercultural Communication: A Contextual Approach? (4th ed.), James Neuliep, 2009, 415 p.Samojlenko N.B. Building bridges on the web: using the Internet for cultural studies / N.B. Samojlenko // Scientific Letters of Academic Society of Michal Baludansky. – Slovakia, 2013. – Vol. 1. – №.?1.?– S. 82-84. Samojlenko N.B. Using the Internet for cultural studies / N.B. Samojlenko // Science, Technology and Higher Education [Text] : materials of the II international research and practice conference, Vol. II, Westwood, April 17th, 2013 / publishing office Accent Graphics communications – Westwood – Canada, 2013. – 720 s. – S. 626-629.LITERATURESELF IDENTITY OF WOMAN CHARACTERS IN WILLIAM FAULKNER’S WORKSYaroslav Dolny (Kamianets-Podilsky, Ukraine)’’As I Lay Dying’’ Faulkner's story, written in 1929 and published in 1930, is rooted in the particular time and place of this controversy over reproductive control in early twentieth-century America. Faulkner's text addresses motherhood from outside the bounds of personal identification. Although the multiple viewpoints in the text refer back to Addie and include her perspective, the circling back to her is motivated by her frightening maternal power as a corpse. Faulkner's provocative image of a mother speaking from her coffin five days after her death demonstrates a physically constrained mother whose relationship to language silences her. A formidable corpse narrator, she uses her extraordinary fury to dominate not just the telling of the story but the story itself. Addie is an undeniably sexual being, as well as being a mother, and this depiction is a further justification for regarding her as powerful.William Faulkner's As I Lay Dying is full of vague pronoun references, and Dewey Dell's interior monologue, part of which is cited here, is no exception. The interpretation of the passage hinges on the referent of the pronoun "him" in the phrase, "Are you going to kill him?" From the context of the quotation, we can determine three possible referents: Lafe, who has impregnated Dewey Dell, pa, or the fetus. Concerning Faulkner’s recurring themes, it was explained that they were inspired by the “depth of his compassion toward people who struggled and wrangled, destroying each other and themselves, but whose indomitable spirit would not only endure, but finally prevail.” Another Faulkner’s Great American Novel, Light in August,?published in 1932. A writer of prodigious powers, Faulkner bequeathed to readers a rich fictional panoply of complex characters, incisive social commentary, formal ingenuity, and metaphorical depth. Lena Grove, in Light in August, is one of the most mysterious and most underestimated of William Faulkner's fictional creations. In a 1957 interview, the writer stated that his original vision of Light in August had been "the idea of a young girl with nothing, pregnant, determined to find her sweetheart". The cabin episode, in which Lena and her "sweetheart" Lucas Burch finally meet, is a clear example of Lena's moral strength. Here, she sees her child's father as he really is — a liar, a cheat, and a weakling — but she still communicates with him respectfully, without judging, accusing, or condemning him. Mysteriously, Faulkner describes Lena's face in this scene as "grave," having "either nothing in it, or everything, all knowledge". This description apparently leaves the question of Lena's intelligence open to doubt, but what Faulkner in fact indicates here is that Lena possesses qualities that are hard to define.Ever since Joseph Blotner, Faulkner's first biographer, pointed out that Lena is the novel's "alpha and omega", her thematic function as "light" and optimistic counterbalance to the dark and pessimistic story of Joe Christmas and the structural importance of her narrative (as the opening and closing chapters of the novel) have been amply analyzed.It is the world of Joe Christmas that stands most emphatically in opposition to the world of Lena Grove. Negro — is more insistent than that of any other character. The most prominent strains of imagery in the book, those connecting dirt, filth, and darkness with the woman and the Negro, receive their continuity from their connection with Joe.Is there a model for Faulkner's "mythical method" that is broader than any one myth, and by which we might elaborate both male and female sides of the "archetypal conflict" — and one which might supply an intertext for both the tragic rebellion of Light in August. About Lena Grove there is general agreement that she is associated with the earth-mother goddess, or with the female principle, or, in Christian symbolism, with the Virgin. These associations may be confirmed by some of the imagery connected with her — such as the fact that she wears a blue dress, or that she gives birth to her child in a strange town where there is no room for her among respectable folk or that we see her "serpent spouse," Burch, slipping "like a long snake" out the window after he has seen the child.Faulkner created a character who mainly suffers from elements like the race issue, womankind, self-destruction and society. Faulkner tried to express a relationship without pretense or deceit in this early poem, a relationship where false emotion falls away so that people experience a moment of truth.BRITISH POP-CULTURE IN J.K. ROWLING’S HARRY POTTER SERIESBohdan Frantsishko (Kamianets-Podilsky, Ukraine)One of the most phenomenally successful pieces of recent popular culture — J.K.?Rowling’s Harry Potter and the Sorcerer’s Stone, and its sequels and spin-offs are a product and export of England. Owing to their massive audience and broad appeal, the Potter novels are an extremely important source of social norms. This happens first with the content of the novels. The books take place within a magical realm that co-exists with the known non-magical world. In the magical world, otherwise inanimate objects become very much alive and are given subjectivity, such as the talking portraits that guard several doors at Hogwarts’s School for Witchcraft and Wizardry. Readers of the novels recognize the violation of their taken-for-granted beliefs, and become more aware of the norms by which they structure their lives.Many school systems have actually banned the books from school property. In doing so, they have affirmed Harry Potter’s position as illegitimate culture, in contrast to the legitimacy of the novels that are assigned by schools. Nevertheless, the publishing industry has continued to challenge the boundary by arguing that Rowling’s novels should be legitimate culture. Beacham’s Sourcebooks has published Exploring Harry Potter [4], a book that demonstrates for teachers how the Potter novels can be used to teach children such basics of literacy as irony and character development. Therefore, the boundary is still under negotiation.The second boundary that Harry Potter helps to define is within the realm of faith. Many faith groups have reacted negatively to the Potter novels because of the significant role that magic plays in the premise of the books. For religious conservatives, magic is generally associated with evil, but in Harry Potter, the hero-protagonist is portrayed as a powerful wizard. This framing of magic as good is troubling to these conservatives who have reacted by discouraging the reading of Harry Pottering their communities. Although the books affirm a distinction between good and evil — rarely seen in postmodern literature but viewed with favor by religious conservatives — they also suggest a spiritual liberalism. This liberalism embraces magic as a constitutive element of the good. Not every reader of Harry Potter believes in magic — probably, most do not — but every reader must be comfortable with the possibility of magic.Harry Potter novels, having made no revolution, nevertheless, made great innovations in literature. No innovations occurred as a result of Rowling’s novels, but the books have changed the publishing industry in important ways. For instance, because of the Potter novels, a new list of children’s bestsellers was formed. This allowed the Potter novels to take their appropriate place as best sellers while freeing up the primary bestseller list for more adult novels — of course, that is despite the fact of a large adult readership for Rowling’s books. This is an innovation in literature; the invention of a mechanism that measures bestsellers within audience categories. The novels may also be seen as a new kind of book, because of the massive size of the Potter phenomenon.If Harry Potter paves the road for social change, it will be as a consequence of the issue of literacy, in the quantitative sense of measured reading ability. The novels can be credited for forging many new readers — people who may not have become readers were it not for these particular novels. Perhaps this change will affect the removal of the boundary between legitimate and illegitimate culture, such that novels like Harry Potter will be appreciated within the institutions of legitimate culture without losing their popular status [1].Based on this example, the list of society’s needs for popular culture does hold up when applied to a specific piece of popular culture. However, the list is also a useful way of making sense of popular culture as a whole industry. Some social needs that are not fulfilled by some pieces of popular culture will be fulfilled by others. Deliberately or not, the industry that produces popular culture regulates the fulfillment of these needs. Popular culture is a means by which culture generates profit. But once in place, popular culture then plays many other important social roles. Norm generation, boundary maintenance, ritual development, innovation, and social change are the key social functions to which popular culture contributes.References1.Kidd Dustin. Harry Potter and the Functions of Popular Culture [Electronic Resource] / Dustin Kidd. — Journal of Popular Culture : Blackwell Publisher ltd, 2006 — P. 69—892.Rowling J.K. Harry Potter and the Sorcerer’s Stone / J.K. Rowling. — New York : Arthur A. Levine Books, 19973.Bloom Harold. How to Read and Why [Electronic Resource] / Harold Bloom. — New York : Scribner, 20004.Schafer Elizabeth D. Exploring Harry Potter [Electronic Resource] / Elizabeth D. Schafer. — Osprey, FL :BeachamPublishing Corp., 2000.American Spaces in Jhumpa Lahiri’s "The Third and Final Continent"Svitlana Gladysh (Kamianets-Podilsky, Ukraine)Jhumpa Lahiri is an Indian-American writer whose collection of short stories “The Interpreter of Maladies” won the Pulitzer Prize for Literature in 2000, she imagines an American world through eyes that have seen other cultures and a mind that has understood other ways of thought. "The Third and Final Continent" take place in old Boston houses whose age and sturdiness suggest a continuity and stability that their newer residents may seek. The new residents, however, are not owners but transients, who rent rooms in houses originally designed to separate the families that owned and lived in them from strangers like themselves. These converted spaces, these houses turned into something that is neither precisely public nor private space, become a part of who the characters are. As the story opens in Boston in 1969, the unnamed Bengali narrator is an extremely isolated man trying to understand the conventions of the society to which he has come. He has just come to the United States and has just married, but it is an arranged marriage and he has no feelings for his wife Mala. She has remained in India while he gets established in his new surroundings. He rents a room in the upstairs of a house owned by the 103-year-old Mrs Croft.The first thing Mrs Croft says to the narrator is "Lock up," and she insists that he check the locks every time he comes in [2, p.178]. She locks out a world that she no longer understands, and these locks make her feel secure. She apparently never leaves the house, but she is certainly not a prisoner there. Rather, she controls her contact with the outside world by letting in boarders she approves of and by reading and listening to the radio. The walls of her house are the walls of the self, but it is an integrated and contained self that takes in what it needs from the outside world — her daughter, news, her boarders. She is a soul who has selected her own society.Nevertheless, hers is a way of seeing the world that the narrator can admire, and, through Mrs Croft, he is able to make an imaginative connection with America — not modern America, but Mrs Croft's world. Her world provides privacy, a space for dreaming, a space for the narrator to imagine a place where he can belong. The interior barriers — emotionally, the conventions of behaviour that separate and connect them, and physically, the walls and stairs between them — make connection possible.After six months, the narrator moves out of Mrs Croft's house but not her world. When she stands in front of Mrs Croft, he suddenly realizes that Mala, too, is a stranger in a country she doesn't understand and which doesn't understand her; this is the experience that unites them.The connections that occur in the story all take place within Mrs Croft's historic and romanticized American space. Mrs Croft paradoxically creates and destroys distances; she provides the interior walls that allow imagining, and she breaks down the emotional barriers the narrator has constructed to protect himself from his memories of his mother and from this stranger, Mala. When Mala and the narrator enter Mrs Croft's house, her exterior walls shut out the world of 1969 America and her interior walls create new arrangements of distance and closeness, intimacy and privacy, rearrangements of external and emotional space that make love possible.Lahiri's images, metaphors, themes, and ideas run both with and counter to the American grain. If in much mainstream American fiction the house is the prison of self from which one must escape to discover the spirit of America, in Lahiri the house is where the spirit of America resides. In her short stories, Lahiri uses the architecture of old American houses as an emblem of the emotional spaces between the people who live in those houses. ReferencesBachelard G. The Poetics of Space. – Boston : Beacon Press. – 1994. – 288p. LahiriJ. The Interpreter of Maladies. – New York : Houghton Mifflin. – 1999. – P.173–198.Lawrence D. The Spirit of Place: Studies in Classic American Literature. – New York : Viking. – 1966. – P.1–9.Turner F. The Spirit of Place: The Making of an American Literary Landscape. – Washington, DC : Island Press. – 1992. – 383p.Jack Kerouac’s conception of a personality(bаsed on the novel “On the Road” by Jack Kerouac)Tamila Kravchenko (Cherkasy, Ukraine)The novel “On the Road” is considered to be the first serious step of the beat to make themselves known around the world. The pictures, portraits and thoughts of the author continuously interchange each other, influence the reader and help him to form the sum of opinions, ideas and appraisals. [1, p. 115] The vital aura is reproduced by sincerity, frankness, intimacy, confession, enclosing the reader to the inward life without affectation.Speaking about the heroes of the novel first of all we must take into consideration the types of people the author chooses to depict, how he shows their inner world, to what situations he puts them, which challenges they are facing and which temptations they have to resist. In this novel Kerouac managed to show the feelings and mood of the after war American population. The narrator of the novel – Sal Paradise – reproduces the route of his trip in the USA, or, to be more exact – the route of four trips. Using his own trips through the USA during the period of 1946-1950 Jack accentuates the autobiographic colouring of the novel. This trait is one of the most peculiar for Jack’s prose: the collection of his works can make a so-to-say synapsis of his life. Moreover, pretty often Jack fills his novels with his friends and acquaintances. In the novel “On the Road” Sal Paradise is a writer’s alter-ego, the prototype of his friend Dean Moriarty is a famous beatnik Neal Cassady, in the image of Carlo Marks we can see Allen Ginsberg and in old Bull Li we can see William Burroughs. Such a method of description removes the reality from fiction on the one hand, but on the other hand it brings closer the fiction to reality, streaming the magic territory between the fantasy and reality. [2, p. 155]Kerouac and Neal are bound with solid friendship and obscure sympathy at least at the very beginning Neal didn’t only find out a new method of writing, but also entered the literature with every new novel by Jack Kerouac, becoming the center of his world, its heart. And we find a similar “constructive cooperation” when Dean asks Sal to teach him writing novels, dreaming to become an authentic author. Dean is enthused with Sal’s way of writing who is free off forbidding themes and grammar purity. In the end of the novel Sal is sitting by the river and thinking about Dean Moriarty, the Dean, who inhaled life into him, the Dean, who no longer exists. Dean’s change enhances the sad notes of the novel – America changes, the whole world changes, but what should a person do, where has he go? A Meditative quality of the final scene comes into contrast with unstoppable movement, which allured the hero during the whole novel. Filled with energy during the first trips, when the most important thing was to keep to the road are changed with the feeling of unforeseen and inevitability, which evokes tiredness and despair. Banal and ironic sounds are the last note in the novel: ?(…) and nobody, nobody knows what’s going to happen to anybody besides the forlorn rags of growing old, I think of Dean Moriarty, I even think of Old Dean Moriarty the father we never found, I think of Dean Moriarty? [3, p. 310].Kerouac plays with the geographical space through the whole novel; it becomes the field to the interiorized trip to “inner self”. Fixation of American mid century reality creates a peculiar jazz improvisation, which mirrors the spirit, mood of instantaneity, when a person feels inner change, which he tries to catch and remember. Through the creation of America’s panorama Kerouac tries to show the inner panorama, the panorama of inner wilderness that captures with novelty, unknown and immensity. G. Stephenson in his book “The Daybreak Boys: Essays on the Literature of the Beat Generation” points out of the most peculiar features of beat movement the desire to make a trip to the light through the darkness – it means to understand the truly nature of your being, to understand the secret of existing through the enlightenment. [4, p.126]In such a context the trip correlates with search – the search of “inner self”, of new values, new existential experience. The trip and search create a wimble that implicates the permanent movement, in which the beats saw “the honourable mission of their time” according to Kerouac [5, p. 278] So, to sum up, we can say, that in the novel “On the Road”, we can find direct dictum that show some Buddhist ideas about the world, the peoples lives and gods. Thoughts about the existence of Divine even in the smallest and insignificant objects drive to the thought about unity and equivalency of the existent. Thus, even speaking about the fragmentariness of the novel we cannot but mention that it differs in its thematic and compositional reasoning and completeness, consecutive development and the disclosure of the characters.ReferencesМаслова Н. М. Путевые записки как публицистическая форма: (Становление и развитие жанра ?путешествия? в публицистике). – М. : МГУ, 1977. – 115 с.Tallman W. Kerouacs Sound – Evergreen Review. – N.I. : 1960. – vol.4. – p. 153 – 169.Kerouac J. On the Road. – Viking Press, September 5, 1957. – 320 p. Stеphenson G. The Daybreak Boys // Essays on the Literature of the Beat Generation. – Southern Illinois University Press, 1990. – 218 p.Kerouac J. Essentials of spontaneous prose // New American Story. Harmondsworth, Penguin Books, 1971. – Р. 277 – 279.THE PROBLEM OF GENRE IN DRAMA STUDIESOlga Levchenko (Zhytomyr, Ukraine)The problem of genre is one of the most ambiguous and controversial in contemporary literary criticism. Such processes as the emergence, development and decline of a particular genre are among the most important problems of the theory of literature. The very definition of "genre" is rather controversial. Traditionally, "genre" in modern literary criticism is defined as a big type or class of literary works, one of the key elements of systematic literary material that classifies literary works by the type of their poetic structure. A particular genre includes literary works that have similar structures and similar ways of depicting reality. Genre summarizes common features typical for a large group of art works created in a certain period by the writers or dramatists belonging to a certain literary movement. Critics have suggested that every work is its own genre. Other scientists believe that there are two genres-literature and non literature. One more idea is that there are three genres-lyric, epic and drama; that there are four genres-lyric, epic, drama and prose fiction. Finally, that there is an idea that genres are any group of texts selected by readers to establish continuities that distinguish this group from others. One more problem is that genres are open categories. Each member alters the genre by adding, contradicting or altering constituents, especially those of members most closely related to it. Since the purposes of critics who establish genres vary, it is self-evident that the same texts can belong to different groupings or genres and serve different generic purposes.The greatest impact on the development and formation of the concept of genre in the early twentieth century had the works of Y. Tynyanov and M. Bakhtin. Though their views were almost totally opposite their importance is difficult to underestimate. Y. N. Tynyanov championed an idea of the variability of the entire system of genres that takes place in case of changing historical epochs. He also emphasized the individuality of genre structures in the works of various writers. M. Bakhtin believed that the genre is the most stable combination of techniques and the history of literature is a history of genres. M. M.Bahtin believed that genres are stable forms that express specific artistic experience perceived in a finished form. Bakhtin explains it by the fact that the organic whole of literature included only stable genres, those who have formed certain features and were easy to recognize.The theory of genres was frequently attacked. Michel Foucault states the general objection that dividing genre into groups like literature of philosophy is not useful since users of such distinctions no longer agree on how to take them. "We are not even sure of ourselves when we use these distinctions in our own world of discourse, let alone when we are analyzing groups of statements which, when first formulated, were distributed, divided, and characterized in a quite different way." Jacques Derrida argues that individual texts resist classification because they are interpretatively indeterminate. According to Derrida there are no pure genres since all genres include the elements of other genres, for instance a novel can contain poems, proverbs, letters, etc. No text which is denominated "novel", for example, has traits that will identify all texts within the class. He does not deny the necessity for grouping texts stating that a text participates in a group. But he points out that at the very moment a genre is generated, at that very moment its end begins.Francis Cairns points out that genres are as old as organized societies and that early genres were classifications in terms of content. The functions of these were to aid the listener in making logical connections and distinctions; generic distinctions aided the listener in following oral communications from the poet. Genre markers served to distinguish one type of communications from another since such communications shared many secondary dements. Oral communication demanded primary markers. Members of the same oral genre shared at least one primary trait for purposes of recognition by hearers. In this respect it is necessary to mention that from these early beginnings of communication between poet and audience, we can note that genres possess social purposes in a community. The functions of markers or traits become the bases for value distinctions as well as artistic distinctions and interrelations. ReferenceFoucault, Michel (2004) ‘The Archeology of Knowledge’, in Literary Theory: An Anthology, ed. by Julie Rivkin and Michael Ryan. United Kingdom: Blackwell Publishing, pp 90-96THE NARRATIVE MODELS OF THE TALES AND NOVELS BY E. HUTSALOMaryna Luchytska?(Kirovohrad, Ukraine)A narrative model is considered as a complex unity of the types of narration, its subjects, focalization in a diegesis of a concrete literary work. Our investigation is based on the types and subjects of narration as well as the types of focalization suggested by G.?Genette [1] and systematized by G.?Prince in the Dictionary of Narratology [3].As a material for the investigation we have chosen the fiction, namely the tales and novels of a famous Ukrainian writer, E.?Hutsalo. Our investigation embraces the prose fiction written in the 60–80ths of the previous century being analyzed from the narratological point of view. The chosen point of view is actual due to the fact that we haven’t traced any earlier narratological investigations of the given author. The narrative analysis of the tales and novels written by E.?Hutsalo revealed the most common narrative models, among which are the ones with the predomination of the first-person narration and the samples with the third-person narration singular prevailing. The first group of the literary works under consideration demonstrates the vivid presence of the homodiegetic, intradiegetic narrator [1] who correlates to the hero-protagonist. The second group of the analyzed prose exposes the presence of the heterodiegetic, extradiegetic narrator [1], associated with the author’s image. The following points became the results of study:1. The first-person narration in the literary works written by E.?Hutsalo creates a specific micro-climate in the diegesis, introducing the world of the intradiegetic, homodiegetic narrator to the recipient. 2. In the first group of the literary works under consideration the author dissolves in the image of a character, but his position is indirectly spoken by means of the intradiegetic narrator. 3. The camera eye effect provokes the recipient’s feeling of the physical presence in the diegesis of a tale or a novel under consideration. 4. The so called you-narration and we-narration are materialized in the text by means of the author’s vivid metamorphosis and are viewed as the types of the first-person narration.5. The author reaches the high psychological level of his literary works with the help of the portrait details, descriptions, scenery, and psychological portraits. 6. E.?Hutsalo proclaims the necessity of a harmonic co-existence of the world of nature and the human world in the role of a ten-year-old narrator-boy or directly in his own writer’s comments in the form of the third-person narration, demonstrating the omniscient point of view.7. Having a bright variety of different narrative forms, the author’s narration exposes the rapid usage of the unusual syntactic constructions, such as the ellipses or inversion which are used to underline some destructive processes. 8. Keeping to the omniscient point of view, the writer suggests irony as a means of the exposure of his own life-credo through the indirect criticism of the false ideals. The author’s irony is obvious in the vivid monologues, psychological polilogues, in characters’ dreams and deliriums, and in the bright philosophical reflections.9. In the novels by means of the predominating first-person narration of the intradiegetic homodiegetic narrator the author suggests the specific folklore allegories which help him to disclose some deviations from the traditional understanding of such notions as family, moral, good fame. That provides the indirect criticizing of some negative phenomena in the contemporary society. 10. The third person narration borders with the characters’ voices. The voice of the characters and the hero-protagonist are exposed the best in the dialogical speech. Dialogue provides the high psychological and dramatic quality of a tale or a novel under consideration. It helps to solve different problems and to expose their reasons. The characters’ inner speech is usually materialized through the highly psychological reflections or presented directly in the text by means of a character’s voice. 11. The direct author’s intrusion is realized in the from of the author’s comments. They proclaim the writer’s vision of an ideal life model which presupposes the harmonic co-existence of a human-being with other people and with the mysterious world of the nature. 12. Nature in the tales and novels written by E.?Hutsalo serves as a means of the creation and transmission of a certain mood. It helps the author to expose different conflicts, to concentrate at the inner world of a character. The writer reveals the slightest changes in the mood of a character or in a literary work with the help of the descriptive pictures, usually materialized in the third-person narration of the omniscient narrator. In his literary works E.?Hutsalo opposes harmony, love, sincerity to fear, hatred, hypocrisy. Fear breads the destruction of a person’s inner world and as a result – the destruction of his or her personality. The outer circumstances which bread fear are destructive to all human. The above-mentioned ideas are the most vividly materialized in the author’s narration and proclaimed by means of the artistic metamorphoses of the author’s spirit in the various narrative models. References 1. Женетт Жерар. (1998). Фигуры. В 2-х томах / Жерар Женетт. – . – Том 2. – М.: изд-во им. Сабашниковых, 1998. – 472?с.2. Лучицька?М.?. (2011). Наративн? модел? велико? прози ?вгена Гуцала: автореф. дис. … канд. ф?лолог. наук: 10.01.01 / Марина ?вген?вна Лучицька. – К?ровоград: РВВ КДПУ ?м. В.?Винниченка, 2011 – 21?с.3. Prince, G. (2003). A Dictionary of Narratology. Revised Edition / G. Prince. – Lincoln and London: University of Nebraska Press, 2003. – 126?p.GENDER DIFFERENCES IN THE LANGUAGE OF TONI MORRISON’S NOVELSAlisa Mykolaychuk (Kamianets-Podilsky, Ukraine)The aim of the article is to examine differences between the speech of women and men in Morrison’s fiction and to typify the linguistic strategies representing female and male dominance or powerlessness in different social contexts.The precise analysis of the relationships between gender and language, the linguistic strategies (i.e, tag questions and hedges) employed by female and male allowed the authors to make a claim that in Toni Morrison’s fiction male use question-tags more often than female do. The research has proved that the usage of tag questions by male is coincident with theoretical claims that men use tags searching for confirmation of their viewpoint in the contest-based social situations.In the corpus under the research, the authors found that female use hedges more often than men do. This reveals the attitude of the 20th century male writer’s attitude towards female heroines, i.e. women are of lower social status and, thus, need support and acceptance of men. Gender differences in language occur because of status-conscious society, cross-cultural differences, misunderstandings of the intent of the other sex, the dominant role of male position in society, and on different linguistic strategies acquired by female and male subcultures in culture and social organization. The authors assume that while many of sociolinguists refer to characteristics of male and female speech styles by different names, they all have identified similar tendencies in terms of gender differences in language: women’s use of hedges and tag questions, differences in topics of the conversation and choice of lexicon, differing message interpretation and a higher degree of women’s politeness.Within the discipline of linguistics, this article should be referred to as literary discourse analysis in Toni Morrison’s novels. Literary discourse analysis, in our opinion, is the most important for us as if focuses not only on sounds, words or sentences, but also aims at the analysis of connected language beyond the sentence. Theorists in gender and language research conclude that gender differences cannot be discussed simply in terms of the different linguistic behavior of male and female as groups. The differences must be analyzed in terms of the various strategies which women and men adopt in particular circumstances and communicative acts. This article seeks to contribute not only to the language and gender literature, but also intends to be a contribution to the literature of sociolinguistic research.The novelty of the research: the use of fiction al dialogue for linguistic and literary discourse analysis is a relatively unusual practice for contemporary linguistics and sociolinguistics. The hypothetical questions of the research are the following: a) linguistic analysis of an extended segment of fiction al discourse can shed light on how stereotypically female and male styles can operate in interaction with each other; b) the examination of the linguistic forms employed by female and male in interactive discourse is a fruitful site for researching such dimensions as dominance and powerlessness while reflecting certain socio-cultural contexts.The aim of the article is to examine differences between the speech of women and men in Morrison’s fiction and to typify the linguistic strategies representing female and male dominance or powerlessness in different social contexts. In order to achieve the aim the following objectives have been set: to present attitudes of various scholars towards gender differences in communication process; to reveal how gender differences in communicative competence are represented in analyzed fiction. The research methods used in the work are: theoretical literature analysis method helped to present theoretical background; contrastive method was used to identify and interpret similarities and differences across gender and language use; linguistic text analysis helped to identify and typify female and male interactional patterns in the aspect of dominance and powerlessness; literary discourse analysis served as the basis for research conclusion making.V.?ZHUKOVSKY’S RECEPTION OF POETICAL WORKS BY W.?SCOTTSvitlana Mykytiuk (Kharkiv, Ukraine)The English novelist became popular in European and Russian literature first of all as a poet. It was V.?Zhukovsky who made the first translations of the poems by Walter Scott in Russia.V.?Zhukovsky showed his interest in the works by W.?Scott while preparing the materials for the historical epic Vladimir. In 1815 the poet took notes of six cantos of the poem The Lady of the Lake, capturing the most important issues related to the course of the poem and means of artistic presentation of events and characters. Searching the form of Vladimir, V.?Zhukovsky paid special attention to specific features of the structure of the lyrico-epic poem: the combination of different genres ? from ballads, songs, battle scenes, legends to the lyrico-philosophical digressions. Some W.?Scott's achievements in the poem The Lady of the Lake were reflected in the original ballad Aeolian Harp.There is also V. Zhukovsky’s summary of the poem The Lord of the Isles. The prosaic character of this work indicates that V. Zhukovsky intended to translate this poem.In 1822 the Russian poet translated the ballad by W.?Scott The Eve of Saint John. V.?Zhukovsky was oriented on the reader prepared to accept literary ballads and unfamiliar with characters and customs of the Middle Ages, that is why he transformed the style of the ballad changing romanticism based on English folklore typical of W.?Scott. Consciousness of a knight, the problem of the man to choose behavior, grim tragedy, a gradual escalation of terror and mystery attracted the attention of V.?Zhukovsky to the ballad The Gray Brother. The translated ballad (1831) was called Repentance (?Покаяние?). The Ballad of Scott was unfinished. V.?Zhukovsky gave it a finished look and made a number of changes related to his religious and mystical beliefs of those years. Being precise in translating the composition of the English ballad, the Russian translator, however, added the tragic story, which makes the main character repent and which becomes the cause of his pilgrimage to Rome. Taken from the preface of W.?Scott, the plot of this story was supplemented with new nuances that seemingly were not important. The events of the tragedy in Russian took place in the chapel (?часовня?), while in the preface by W.?Scott it was in the ?house?, and in the ballad ? in the ?grange?. Thus, the conflict of the story was deepened – the guilt of the character was not only in the fact that he had burnt two lovers, but he had burnt them in the house of God, which is an unacceptable sin for a Christian. This change led to the restructuring of the entire system of the original: a distinct contrast between the spiritual world of the sinner and the world of nature in which divine presence is always felt was created.The interest of V.?Zhukovsky in W.?Scott became deeper due to the creative evolution of the Russian poet from lyrico-epic works, poems and ballads to wide epic thinking. Attention of V.?Zhukovsky in 1832 to the poem by W.?Scott Marmion is primarily connected with the perception of the epic and philosophical ideas of W.?Scott. The translator concentrates mainly on the tragedy of the personality, increases the conflict between the natural human desire and rigid dogmas of the Church. This translation was influenced by V.?Zhukovsky’s acquaintance with the works of Scott-novelist. This is especially evident in the genre of the translation. The Russian romanticist defined it as a ?story?, while Marmion was a ?poem?. The translator enhances the drama and psychology at the same time trying to create a narrative within the genre of ?story?. The translation of the second part of the poem Marmion – ?Суд в подземелье? – with the focus on narration, enhanced drama and psychology, preceded V.?Zhukovsky’s epic experiments in the 1830-40s. References1. Литературное наследство. Русско-английские литературные связи. XVIII – первая половина XIX века. Исследование акад. М.П.Алексеева. – М.: Наука, 1982. – Т.91. – 864 с.2. The Reception of Sir Walter Scott in Europe. – London: Continuum, 2006. – 396 p.THE RACE MOTIF IN TONI MORRISON’S “BELOVED”Marianna Prymak (Kamianets-Podilsky, Ukraine)Toni Morrison’s Beloved is a balancing act between an archetypal story and a contemporary fictive autobiography. The characters in Beloved reflect the traditional use of the novel as a psychological vehicle, an exploration of the psyche of the individual. Baryadayeva in the article about the relationship between history and myth in the novels of author rightly noted that T. Morrison theme history of a nation, race, family is inseparable from the folk tradition as "folklore for centuries replaced the history of African Americans" [2, p. 217]. Tamara Denysova defined the existential history in Morrison’s work: “In the world created by Toni Morrison the fabulosity and the concept of human history are inseparable, myth becomes the center, the core of the novel and the history produces myths itself” [3, p. 372]. M.P.?Koval discusses the modifications that have taken place in the traditional opposition of history and fiction [4, p. 313]. The historical heritage of African American and its mythical echoes are the dominant themes of Toni Morrison’s poetics. Morrison is well-versed on statistical events, and she always scatters bits and pieces of documentary realism in the elaborate fabric of her tales. As a matter of fact, her novels are rich with statistical figures on Black migration, on employment, on lynching or cases of violence against Black Americans that shocked public opinion worldwide. The narrative pretext of Beloved is also an instance of documentary realism, as draws inspiration from the many cases of infanticide that occurred in order to prevent children born in captivity from suffering like their parents. One of the most intriguing ways to access the depth of this novel is by exploring the identity of Beloved. This character embodies the essence of the narrative potential. The narrative discourse weaves an intricate web around her; the young woman who is the woman, but it is a ghost as well, is a challenge. Around this character Morrison has been able to create a fascinating pastiche of genres that ranges from the ghost story to the historical novel. Beloved’s two endings encapsulate two incompatible models for memory. The history conveyed in the dynamics of romance – coming together, talking a talking care, establishing a happily – ever – after family – carries the potential for repair and rejuvenation. Addressing history through romance, the Sethe / Paul D plot represents the possibility of making the unspeakable into the male / female bond that produces normative families, communities, cultures.Like Sethe, the novel is torn between Paul D and Beloved. Morrison makes no attempt to “sidestep” or to resolve these “fundamental contradiction that animate her work” [1, p. 3]. Leaving the two endings side be side, she forces us to hold competing notions of history together, drawing our attention to the dilemmas of American history and identity caused by the notion of historical transcendence. In “Beloved” Toni Morrison apply to different concept of life on the South with the help of symbols and reminiscences. Factually, Beloved is the embodiment of traumas, feelings and wishes of the heroes of the novel. The image of Beloved we can treat from different point of view. From one side it is a young girl, a child that survives in transportation of slaves. From the other side, it is a ghost of a daughter. Sethe killed her child to protect her from slavery. This death was the cause of display of a ghost that wants to revenge her family for her death. Beloved, except of the status of a sister, embody the image of lack of communication. Denver spoke with nobody except her mother. Beloved is the embodiment of pain and vain hopes that the person can correct the effects of disasters like those that endured Seth and Beloved.References1. Gates H. L. Jr. Introduction: “Tell Mir Sir,… What is Black Literature” / Jr. Henry Louis Gates. - PMLA 105.1 – 1990. - № 1. P. 11-222. Барьядаева Н. ?Магический реализм? Тони Моррисон: история и миф в романах ?Песнь Соломона? и ?Смоляное чучелко? / Н. Барьядаева. — Улан-Удэ. Высшая школа: проблемы преподавания словесности, 2003. — С. 216 —221.3. Денисова Т. Тон? Морр?сон (п?слямова) // П?сня Соломона / Т. Денисова — К.: Юн?верс, 2007. — С. 361—374.4. Коваль М. Персонал?зац?я ?стор?? та пошук ?дентичност? в роман? Р. Паверса ?Тро? фермер?в по дороз? на танц?? / М. Коваль // Головна теч?я — гетерогенн?сть — канон в сучасн?й американськ?й л?тератур?: Матер?али ??? М?жнародно? конференц?? з американсько? л?тератури. — К.: Факт, 2006. — С. 305—318.5. Morrison T, Beloved / Toni Morrison. - New York: Plume, 1987. – P. 426.PECULIARITIES OF AUTHOR’S INDIVIDUAL STYLEAnn Ptashnichenko (Bila Tserkva, Ukraine)This investigation sets up to point out the peculiarities of author’s individual style. The individual style of an author is frequently identified with the general, generic term “style”. According to J. Middleton Murry style is a quality of language which communicates precisely emotions or thoughts peculiar to the author. Enkvist considers style to be a contextually restricted linguistic variation and L. Bloomfield claims that style is a selection of non-distinctive features of language [2, p. 11].The writers of a given period in the development of the literary language contribute greatly to establishing the system of norms of their period. It is worth a passing note that the investigations of language norms at a given period are to a great extent maintained on works of men-of-letters. Hence the distinctive feature of individual style is his creative character.Seymour Chatman claims that style is a product of individual choices and patterns of choices among linguistic possibilities [2, p.16]. It follows then that the individual style is marked by its uniqueness. It can be recognized by the specific and peculiar combination of language media and stylistic devices which in their Interaction present a certain system. This system derives its origin from the creative spirit, and elusive though it may seem, it can nevertheless be ascertained. Naturally, the individual style of a writer will never be entirely independent of the literary norms and canons of the given period. The individual style reflects the inner word of the writer. Alexander Blok said that the style of a writer is so closely connected with the content of his soul, that the experienced eye can see the soul through his style, and by studying the form penetrates to the depth of the content [1, p.69]. The idea of this subtle remark can be interpreted in the following way: the style of a writer can be ascertained only by the analysis of the form, i.e. language media. To analyze the form in order to discover the idiosyncrasies of a writer’s style is not an easy, but a rewarding task. Approaches to components of individuality are the following: 1)composition of larger-than-the sentence units; 2) rhythm and melody of utterances; 3) system of imagery; 4) preferences for definite stylistic devices and their co-relation with neutral language media; 5) interdependence of the language media employed by the author and the media characteristic of the personages, are indispensable. [2, p. 14]One of the other essential properties of a truly individual style is its permanence. It has great powers of endurance. It is easily recognized and never loses its aesthetic value. It looks for correlations between the creative concepts of the author and the language of his work. In every individual style we can find both the general and the particular. The greater the author is, the more genuine his style will be. If we succeed in isolating and examining the choices which the writer prefers, we can define what are the particulars that form his style and make it recognizable. The individuality of a writer is shown not only in the choice of lexical, syntactical and stylistic means but also in their treatment. It is really remarkable how a talented writer can make us feel the way he wants us to feel. This co-experience is built up so subtly that the reader remains unaware of the process. It is still stronger when the aesthetic function begins to manifest itself clearly and unequivocally through a gradual increase in intensity, in the foregrounding of certain features, repetitions of certain syntactical patterns and in the broken rhythm of the author's mode of narrating events, facts and situations.To sum up individual style is a unique combination of language units, expressive means and stylistic devices peculiar to a given writer, which reflects have a creative character, its inner world, and makes that writer's works or even utterances easily recognizable and more or less permanence.References1. Виноградов В. В. Проблема авторства и теория стилей / В. В. Виноградов – М., 1961. – с. 69-70.2. Galperin I.R. Stylistics / I. R. Galperin. – M.: Higher School Publishing House, 1977. – 335 p.SLAVERY ISSUES IN THE KNOWN WORLD BY EDWARD P. JONESNatalia Slyusar (Kamianets-Podilsky, Ukraine)The Known World is set in fictional Manchester County, Va., in 1855. Its center post is the life and death of Henry Townsend, a black man, born a slave, who gains his freedom and becomes a slave master himself. How, the book asks, could a black man make another black man his property? Jones circles his subject warily rather than charging straight at it: the novel begins with Henry's death, then loops around to follow him from childhood. We meet Henry's former owner, who became his mentor, and his father, a good, dignified man who is horrified at what his son has become. We meet many of Henry's 33 slaves, including Moses, his moody, brooding overseer: "Moses had thought that it was already a strange world that made him a slave to a white man, but God had indeed set it twirling and twisting every which way when he put black people to owning their own kind."Jones explores Henry's life from every possible angle, restlessly following minor characters through love stories, comedies and epic quests, skipping across decades of time and continents of space--The Known World is a glorious, enthralling, tangled root ball of a book--but always returning to the story's tragic core. Slowly, terrifyingly, it dawns on us that although Henry has his free papers, he's the product of an evil world, and his soul will never be free. When it was published last summer, Jones' book seemed like a very mature first novel. With the benefit of eight months' reflection, we can say that The Known World is a masterpiece that deserves a place in the American literary canon.It's strange and wonderful that a book of such deep human understanding could be written by a man who lives alone, who until last year had never even left the country. But Jones is a man on whom little is lost, and he has seen enough to know a few things about humans: that history makes us do terrible things and that we can rise above history to change the world we know into something better. "They're all people of their time, in a certain way," Jones says of his characters. "We all are. And here and there a few people stand up and say, 'No!'"MASS CULTURE IN BOBBIE ANN MASON’S NOVELSMariya Troyan (Kamianets-Podilsky, Ukraine)The concept of “consumer culture” is generally considered to have originated in the early twentieth century, in the period known as postmodernism and was explored by cultural theorists such as Michel de Certeau, John Fiske [2] and some others. Advertising and free market politics were developed to exploit this ability. Such notion as “consumer culture” is not indigenous to theory, though, and in this article I will examine one work of fiction Bobbie Ann Mason`s In Country, which vividly depicts the sort of consumer appropriations. I will analyse this concept not only from the side of products that were consumed by heroes, but mostly from the side of many other commodities (such as music, TV programmes and news report). These all are mass culture products. In Country`s heroine is Sam Hughes, a 17-year-old girl struggling to understand the Vietnam War, which tool her father`s life and deeply traumatized her uncle, Emmett. The character’s assimilation to an “Americanizing” consumer culture is imitated by Mason’s style, with its naturalization of references to consumer products. In the novel the action takes place on the background of huge amount of different products and stuffs. The normal Emmett`s and Sam`s day was such as the one described below: “During M*A*S*H, Sam and Emmett ate the tacos and drank a quart of Pepsi. They ate on TV tables Emmett had picked up at yard sales” [3, p. 55]. McDonald`s golden arches, prime-time comics and brand name products that loom larger than life are roadside attractions along the way.But popular culture, as Mason presents it, is not homogeneous. For Sam and her friends, music means too much because it comments on their lives in a medium they`re completely at home with. Sam says of Springsteen, sensing “a secret knowledge in his songs, as though he knew exactly what she was feeling” [3, p.?138]. A vet tells her that the American rock music he listened to in Vietnam was “as close as we came to a real connection with the World” [3, p. 111]. And Sam, intrigued by her mother`s counter-cultural propensities in the sixties, hears in Bruce Springsteen`s “strong, rocking, blues voice…something her mother would have loved once, before her new husband started taking her out…with his car radio set to the easy-listening station” [3, p. 103]. Once Sam wanted to tell her mother about the new Beatles record, but she was afraid her mother wouldn`t be interested. She didn`t want to hear about the past.In Country finds similar potential in television. Sam recognizes that on TV “sometimes, things were too simple” [3, p. 83]. But the TV inform Sam`s sense of herself. While Sam and other characters still frequently refer to television texts, including M*A*S*H and television movies about Vietnam, these fictions do not satisfy her inner need. She demands a more authentic and personalized model.Not only Sam`s uncle and mother, but all in Hopewell try to forget about the war. No one wants to talk about that with Sam. Rock-and-roll is the one thing that offers Sam some kind of sustenance. Listening to her mother`s old records – the Beatles, the Doors, the Kinks – or turning the dial on her radio, she finds the way how to be next. She hears John Lennon urging her to imagine and Springsteen singing a song that might be Emmett`s song if he could locate his own angel enough to sing it. Hopewell sent its boys to fight a television war – and no one there was or is. Hopewell has become a collection of fast-food outlets and dilapidated houses in which people sit dazed before their TV sets.So, the primary feature of a consumer culture is the idea that people's identities are defined by the things that they possess and the services that they can afford to purchase. Meaning has become invested in things rather than deeds. Consumer culture has often been seen as thwarting people from developing their innate abilities and character by seeking to define them by objects outside of themselves. Mason herself notes in “The Girl Sleuth” that she has long been preoccupied by the confusing power of consumer culture's mandate to choose between so many things [4, p. 45]. Mason`s attitude to the consumer culture has no a single meaning, but it`s definitely has negative context.Fiske J. Understanding Popular Culture. / J.?Fiske. – Boston : Unwin Hyman, 1989. – 206 p.Lazere D. “Entertainment as Social Control.” American Media and Mass Culture: Left Perspectives / D.?Lazere. – Berkeley : U of California P, 1987. – 618 p.Mason B.?A. In Country: a novel / B.?A. Mason. – NY : Harper & Row, New York, 1985. – 247 p.Mason B.?A. The Girl Sleuth: A Feminist Guide to Nancy Drew, the Bobbsey Twins, and their Sisters / B.?A.?Mason. – Athens : U of Georgia, 1995. – 145 p.THE ROAD MOTIF IN C. MCCARTHY’S NOVELOlesya Zhurba (Kamianets-Podilsky, Ukraine)Cormac McCarthy is an American novelist and screenwriter, whose novels embrace the Western, Southern Gothic and post apocalyptic genres. McCarthy’s Pulitzer Prize winning novel of 2006, The Road, has caused a considerable stir. It is a tale of the father and son traveling over burned-over ruin of what appears to be the southeastern United States after the catastrophe, the cause of which is unknown. The Road takes place ten years after the disaster, which is described simply as a “long shear of light and then a series of low concussions” [5, p. 14]. The stopped clock reveals the end of an era and the beginning of a period in which mankind has no tools of controlling time. The outage of power both figuratively and literally leaves humanity without light, with no means of seeing where to go or what is coming next. In Editor’s Notes of The Cormac McCarthy Journal compiler John Cant wrote: “Place and landscape is of prime significance in all McCarthy’s work: this seems especially so in the case of The Road. For anyone familiar with his literary “journey,” the question of the location of this particular road is, I believe, fundamental” [2, p.4]. To the question of where the characters are located, then, reviewer Tom Chiarella answers, “There’s no way to know. The names of cities have been forgotten” [3, p. 94]. But the text does not bear out this averment. The boy “had the names of towns and rivers by heart” [3, p.181], and the man demonstrates considerable familiarity with the locales through which he and the boy pass. For instance, the signboard with the letters “See Rock City” places the travelers somewhere near Chattanooga, Tennessee. This may not be their precise location, but we can say that the father and son are traveling somewhere in the Southern Appalachians. The narrative’s strategy is actually one of withholding place names, a provocative rhetorical move that forces the reader to imagine new possibilities, to think not solely in terms of the world that was, but also of the world that will be. Although he does not mention it explicitly, McCarthy fills the novel with apocalyptic imagery. The British environmental campaigner George Mombiot described the novel as “the most important environmental book ever written, “adding that “it will change the way you see the world,” and that the “thought experiment exposes the one terrible fact to which our technological hubris blinds us: our dependence on biological production remains absolute”[6, p.29]. It is difficult to define what catastrophe has struck the world, but the ashes, the incinerated woods, the human bodies melted into the roads, the complete extinction of all species, the single sentence devoted to the signal event —”a long shear of light and then a series of low concussions”— point clearly to nuclear holocaust. But in one of the major studies of Cormac McCarthy's fiction Cormac McCarthy and the Myth of American Exceptionalism John Cant is doubtful that this is a post-nuclear landscape. If it were the nuclear catastrophe, there would be omnipresent radiation, and he notes that “none of the characters encountered in the novel have any symptoms of radiation sickness” [1, p.237]. The scenery of The Road is so monotonous, so flat and so dull, that it does not really matter whether one moves or stays put. McCarthy uses a strong repetitive visual language (cold, ash, grey, blackness, dull, colorless etc.) in order to create a mood of world disaster.McCarthy depicts the landscape of survival, describing it in dead terms such as "tangle of dead lilac"," soft ash" and" dead trees" [5,p.6,13]. What he finds is a sort of tabula rasa — a landscape erased of many of its previously defining features: “The soft ash blowing in loose swirls over the blacktop. He studied what he could see. The segments of road down there among the dead trees. Looking for anything of color. Any movement. Any trace of standing smoke” [5, p.4].The Road’s world is one of post-apocalypse that serves as the mirror to the pre-apocalyptic world of the father’s memory and former life. The houses we meet with in the novel, being the fundamental dwelling places of human kind, offer negatives of their pre-apocalyptic mirrors. McCarthy does not dwell on the scientific details of the disaster. It is known that everything is in the ash, mud and darkness; there are no animals, the nature is dead and the development of technologies and whole mankind is out of the question. Instead, the author depicts a world that represents logical outcome of the catastrophe and asks us to imagine what that might feel like. The Road may be seen as ‘a verge’ of what came before and what we can expect to see in the future. By depicting the world ten years after the catastrophe Cormac McCarthy shows the logical outcome of the disaster and asks the reader to imagine what they might feel like.References1. Cant J. Cormac McCarthy and the Myth of American Exceptionalism / J. Cant. – New York. –Routledge, 2008. – 269 p.2. Cant J. Editor’s Notes / J. Cant / / The Cormac McCarthy Journal. – 2008. – №6 – P. 4-5.3. Chiarella T.All the Pretty Horses Have Died: CormacMcCarthy’s Journey through Postapocalyptic America / T.Chiarella / / Esquire. – 2006. – №6 – P.94-98.4. Hunt A. Cormac McCarthy’s The Road and Plato’s Simile of the Sun/ A. Hunt, M. Jacobsen / / Explicator. – 2008. – №3 – P.155‐158.5. McCarthy C. The Road / C. McCarthy. – New York: Vintage Books, 2007. – 287 p.6. Monbiot G. Civilisation ends with a shutdown of human concern. Are we there already? / G. Monbiot / / The Guardian – 2007. – Tuesday, October 30 – P.29.LINGUISTICSSTYLISTIC TRANSFORMATIONS OF PHRASEOLOGICAL UNITS IN ENGLISH PERIODICALSSvetlana Alifanova, Alla Razan (Cherkasy, Ukraine)When used in publicism phraseological units (PU) can undergo structural and semantic transformations. Caused by the context, they are based on strengthening, weakening or specification of the meaning.In the data under study (210 units), 53% were subject to either structural or stylistic transformations which is accounted for by the wide stylistic potentiality of this facility. 25% of the empirical material underwent cutting-in transformation; 19,6 % - the change of the component body; 11,6% - reduction of the PU; 8,1% - inversion. The most widely used transformation is the so-called mixed type (35,7%) when PU undergo several transformations. This enables such PU, specified, extended and structurally transformed, to function in the text as a number of stylistic devices simultaneously. The efficiency of the device is credited to specifics of the sphere of publicism – to give maximum of information using simple and economic language means of expression.In the article about the girls who live and work in the families abroad it is underlined that the possibility to learn a foreign language is one of the few advantages: “But there is one silver lining to this particular cloud” (Guardian, August 2004). The neutral syntactic construction ‘each cloud has a silver lining’ is changed into the emphatic one plus cutting-in specifying elements.The heading of the article about spam filters (mainly internet advertisements) which allow only messages approved by the user – Delete: Bathwater. Undelete: Baby (The New York Times, June 2004) – is the example of complex transformation. Here we find the change of the structure of the PU from Verb + Noun + prep + Noun to Verb + Noun + Verb + Noun, replacement of the neutral lexical units by programmers’ jargon units and semantic extension of the PU.The empiric material contains the only example of contextual transformation which is considered to be a rare one because it requires complete correspondence of the literal meaning of the PU components and the context in which this PU is used. In the article about George Bush’s language mistakes they used PU ‘By George!’. (Daily Mail, June 2004). The sentence “By George, he has done it again!” is taken not as neutral, but as ironical, meaning literally that George has made the mistake again. The ironical meaning is possible here due to the fact that the newspaper is English but not American.The choice of the language device also depends on the type of the article; official style implies simpler and more neutral kinds of transformation, entertaining and informative articles afford more freedom for different stylistic transformations according to the author’s intention. References1.?Верба Л.Г. (2003). Пор?вняльна лексиколог?я англ?йсько? та укра?нсько? мов. В?нниця: Нова Книга.2.?Лук’янова Г.Л. (2000). До питання про класиф?кац?ю фразеолог?зм?в у сучасн?й англ?йськ?й мов?. В?сник Черкаського державного ун?верситету. Черкаси: С?яч.3.?Phraseology: Theory, Analysis and Applications. (1998). Ed. By Cowie A.P. Oxford: Oxford University Press.TNE INSIGHT INTO TNE NATURE OF FORMULAIC LANGUAGENunu Byelkaniya (Kyiv, Ukraine)One of the current ‘hot’ areas in applied linguistics is the study of formulaic language. It is becoming increasingly clear that it is an important element of language learning and use, in ways outlined over the years by Pawley and Syder (1983), Nattinger and Decarrico (1992), Moon, (1997), Wray (2002),and Schmitt and Carter (2004), among others. The main reasons why we should be interested in formulaic language are summarized as follows: normal discourse, both written and spoken, contains large percentages of formulaic language. Erman and Warren (2000) calculated that 52-58% of the language they analyzed was formulaic, and Foster (2001) came up with a figure of 32% using different procedures and criteria [1].Set phrases, collocations, idioms ,proverbs , phrasal verbs, prayers in terms of formulaicity have been referred in published literature as chunks, fixed expressions, formulas, frozen metaphors, sentence builders, clichès, however, Wray (2002) uses the term formulaic sequence to emphasize the lexical scope of these multiword units. According to Wray formulaic sequence is: a sequence, continuous or discontinuous, of words or other elements, which is, or appears to be, prefabricated: that is, stored and retrieved whole from memory at the time of use, rather than being subject to generation or analysis by the language grammar[2].Although this kind of language seems extremely challenging for second language learners , it is obvious that the acquisition of formulaic sequences greatly contribute to speech fluency. As noted by Ellis and Sinclair (1996), ‘[t]he attainment of fluency, in both native and foreign languages, involves the acquisition of memorized sequences of language’ (p. 234). Boers et al. (2006), for example, showed that L2 speakers were judged as more proficient when they used formulaic sequences. The same applies for written discourse. Ohlrogge (2009) examined 170 written compositions from an EFL proficiency test and concluded that those with higher scores also tended to use more formulaic expressions than the lower scoring group. Likewise, Lewis (2008) found in her analysis of EFL university compositions in Sweden that ‘as the use of formulaic language increases, so do the grades’ (p. 104). References1. ELIA 6, 2005-6, pp. 13-392. Wray, A. 2002. Formulaic language and the lexicon. Cambridge:?Cambridge University Press3. Applied Linguistics 2012: 33/3: 299–320 _ Oxford University Press 20124 .Swan , M. COMPOUNDS IN MODERN ENGLISH WORD-FORMATIONLiudmyla Chumak (Zhytomyr, Ukraine)There is a widely spread process in modern English in which a morpheme being originally free, takes the form and the functions of an affix. In the formation of a number of neologisms like foodoholic, workaholic, sexaholic, we speak about such a word element -(a)holic that focuses the characteristics of lexical morphemes and derivational morphemes.The example of a very productive suffix -(a)holic, results in a blending with alcoholic. This suffix has a more specific, narrow and stylistically marked lexical meaning that deviates from that of a free morpheme. -(A)holic denotes a person addicted to something. It also takes a function of a derivational morpheme, and thus leads to the process of productivity: bakeaholic, blogaholic, bookaholic, designaholic, dogaholic, fashionaholic, fitaholic, foodoholic, learnaholic, passionaholic, sketchaholic, skillaholic, shoeaholic, shopaholic, smokeaholic, speedaholic, sportsaholic, textaholic, talkaholic, etc.The words with neoclassical elements like -(a)holic, -line, -friendly, -lect, Euro-, eco-, bio- are created on the base of the combined mechanisms of word-formation – blending and compounding, and are known as blend combinations [1: 161-196]. It means that components of blends are regarded as the affix-like part of one of their word elements. These blend components are understood as shortenings and are compound with other bases.In existing studies of word-formation, a compound is generally defined as the combination of free lexical morphemes, while a derivative is said to be composed of at least one free lexical morpheme and a bound derivational morpheme [2: 22]. In case of blend combinations, the process of word-formation involves the combination of one free morpheme and the element that is considered to be between the two poles of the affix and the lexical morpheme. References1.?Adams, V. (1973) An introduction to Modern English Word-formation1. – London: Longman, 1973. – 370 p.2.?Roswitha, Fischer (1998) Lexical Change in Present-day English: A Corpus-based Study of the motivation, institutionalization, and productivity of creative neologisms / Roswitha, Fischer. – Tübingen: Narr, 1998. – 215 p.Typology of idiomatic and set expressionsIlona Denysenko (Bila Tserkva, Ukraine)The idiomatic and set expressions, lexically and often structurally stable units of lexicon present a universal phenomenon. Structurally, they may be in all languages: 1) sentence idioms( time and tide wait for no man); 2) word-group idioms ( to be or not to be); 3) metaphorically generalized proper names ( Nosy Parker). Their transparent metaphorical meaning is indisputable in the contrasted languages.In all languages are also the paradigmatic classes of idioms which may be substantival ( the Trojan horse); verbal ( to have one`s heart in one`s mouth, to take the bull by the horns). Idiomatic expressions in English and Ukrainian and in all other languages may perform common functions in the sentence: 1) the subject (Hobson`s choice is an idiom), 2) the predicate (That was a Hobson`s choice for him), 3) the object (He translated correctly the idiom “Hobson`s choice” into Ukrainian), 4) the adverbial modifier (He will do it by hook).Idiomatic expressions exist in all languages either as 1) absolute equivalents having all components the same and absolutely identical or slightly different meaning in some languages of a historically, culturally and mostly geographically close region; 2) idiomatic expressions may also exist as near equivalent, when having in some languages one or more components missing or different as in other languages; 3) idiomatic expressions constitute genuine and approximate idiomatic analogies. The latter have in English and Ukrainian similar meaning but different componential structures.National idioms present a separate universal feature pertained to all languages. These idioms are formed on the basis of the component parts/?images characteristic of a definite national community and its language. Thus, only in English exist such idioms as to cut off with a shilling, and only in Ukrainian such idioms as вп?ймати облизня.Typologically relevant is also the identification of regular international idioms, which are common, however, only in some groups of geographically closer languages. Thus, all European nations and their languages have been influenced by Greek and Roman cultures and by Christianity. As a result, there are many not only words but also idioms borrowed from Greek, Hebrew and Latin. Such idiomatic expressions, including several proverbs and saying, have usually absolute or near equivalent in languages of one culturally and geographically common area.Therefore, typologically relevant universal idiomatic expressions may be found only among the group, class of idiomatic near equivalents and among the so-called genuine and approximate idiomatic analogies, which are stable expressions having different componential parts/images but a similar lexical meaning.ReferenceКорунець ?.?В. Пор?вняльна типолог?я англ?йсько? та укра?нсько? мов. Навчальний пос?бник. - В?нниця. ?Нова книга?, 2003 – 464 с.BIBLICISMS IN THE ENGLISH LANGUAGE: TYPOLOGY AND USAGEAnna Gavryliuk (Kirovohrad, Ukraine)It is impossible to overestimate the impact of the Bible on the forming and development of Christian culture. A great number of lexemes of many European languages have Biblical origin. In addition, there are a number of idioms, expressions and even sentences that contain a big part of phraseology in different languages. While they function in the language, a lot of biblical words and expressions are not associated with their previous meanings, with the original contexts of their use. The interest of English linguists to Biblicisms and their functioning in the English language is easy to understand. Studying of biblical idioms is of special importance because of their specific status: on the one hand, idioms of Biblical origin have all the features of stable expressionsб on the other hand, they constitute a unique phraseological microsystem because of the Bible as their source. [1]We studied the peculiarities of usage of Biblicisms in different spheres of life and different types of text: press, fiction, political speeches and song lyrics. As a material for the investigation 540 biblical expressions were taken from Anglo-Russian phraseological dictionary by A. Koonin and 120 biblicisms from the Harper-Collins Bible dictionary. The following points became the results of the study:Biblical expressions differ from their prototypes; there are several patterns of their changes.There are different classifications of biblical idioms: according to their origin, relations with biblical context, semantics. All phraseological classifications are also applicable to them.Biblicisms are used to intensify the emotional connotations in the sentence: to make the message more pathetic, to give the ironic or criticizing hint.In the English language Biblicisms are often cited, transformed and used in the unusual contexts. Their use is more frequent than in other languages.Knowledge of Biblicisms, their understanding is essential for interpretation and translating. ReferenceКлимович Н. В. К вопросу об определении библеизма в лингвистике // Вестник Красноярского государственного университета. Гуманитарные науки. 2006’3/2. – Красноярск, 2006. С. 200-204.PROSODIC FEATURES OF THE MODERN YORKSHIRE DIALECT SPEECHViktoriia Grygorash (Odesa, Ukraine)Despite the globalization processes that contribute to the unification of the language variants, the strengthening of the regional and social dialects is observed in the world nowadays. Regional dialects do not only disappear, but also develop: innovations appear, many of which are widely spread in the dialect speech and represent trends that are mostly within the framework of general language development [1:173].Yorkshire dialect is the dialect of northern England, which dates back to the 5th century BC, when the territory of Yorkshire was conquered by fiercely independent Celtic tribes Britons and Parisii. Actual dialect contains the kind of pronunciation, vocabulary and idioms which make it largely incomprehensible to people outside the county [2:4]. The fact that Yorkshire dialect includes a large number of urban and rural dialects proves its inhomogenuity.On the segmental level Yorkshire dialect is characterized by a number of distinctive peculiarities: glottal stop ([?]); th-fronting (the use of labiodental fricatives [f] та [v] instead of [θ] and [?]); absence of [h] (especially before vowels); pronunciation of [?] instead of [?]; realization of the diphthong [e?] in the form of either the narrow diphthong or the monophthong [?] et al [2;3].However, the researchers have not still paid enough attention to the study of the prosodic features of Yorkshire dialect. That is why the aim of our research is to analyse the prosodic features of the Yorkshire dialect speech (in particular its melodic and temporal component).Our research has included both perceptual and instrumental analyses (using computer software package for the analysis of speech in phonetics Praat).Analysing the melodic component, we take into consideration scales (heads), nuclear tones, mean pitch level, pitch range. The investigation of temporal component includes the analysis of speech tempo and types of pauses.After a thorough perceptive analysis of the most frequent scales, we have come to the conclusion that there is a tendency to the levelling of melodic contour in the Yorkshire dialect speech. The number of Level Scales prevails (31,7 % of all types of scales). Among other types both the Descending Stepping and the One-Stressed Scales are rather recurrent (28,3 and 17,3 % respectively). The Scandent, the Broken, the Ascending, the Sliding and the Undulating scales represent the minority.The Yorkshire dialect stands out according to the nomenclature of nuclear tones, among which the Falling is the most frequent (40,8 %) due to the lack of clearly defined emotional colouring of the informants’ speech. The Yorkshire speech is marked by the recurrent use of alongside with the Falling tones, the Rising (20,1 %) and the Level (24,6 %) tones. The number of the complex Falling-Rising and Rising-Falling tones used in the speech of the interviewees, is much less (6,9 and 7,8 % respectively).The pitch range belongs to one of the distinctive features of speech variation. A very narrow range is considered to be a general Yorkshire tendency, though in female speech it is much wider than that of male (f0=212,1 and f0=96,5). The mean pitch level fluctuates from 184,9 Hz (female speech) to 115,1 Hz (male speech).Moreover, we have revealed that the tempo of the Yorkshire dialect speech constitutes 5,2 syll/sec (syllables per second) in male speech and 4,7 syll/sec in female speech. The average syllable duration (ASD) is 205,8 msec.In the current research we have subdivided all the pauses into: ultrashort (19,5?%); short (29,4 %); medium (25,3 %); long (15,0 %); extralong (10,8 %). The percentage ratio of filled pauses is 10,0 %.The received data indicate that the Yorkshire dialect speech possesses the prosodic features which emphasize its uniqueness and distinctiveness. The complex instrumental analysis of the main acoustic correlates of perceptual units and obtained data will make it possible to make a detailed sociolinguistic analysis (taking into account gender, age and profession of speakers) of the Yorkshire dialect speech.References1.?Бубенникова, O. A. (1996) Актуальные проблемы исторической морфологии диалектов английского языка. – М.: МАЛП.2.?Kellett, A. (1992) Basic Broad Yorkshire: Revised Edition. – Otley: Smith Settle.3.?Wells, J.C. (1982) Accents of English. – L.: Cambridge University Press. – Vol.2: The British Isles. GENDER-MARKED AGE STEREOTYPES IN ENGLISH PROVERBS AND SAYINGSOlena Halapchuk-Tarnavska (Lutsk, Ukraine)Gender stereotypes are characteristic features of male/female gender group behavior that are expected by a society (Olikova et al, 2010). In fact, gender stereotyping is rooted in the human habit of returning to multiply repeated situations and reactions on them. This behavior is fixed in the human consciousness as standard schemes and models of thinking The traditional stereotype of a woman was that she was in charge of all domestic matters. Women were commonly described as being dependant, emotional, passive, sensitive, innocent, weak and nurturing. On the other hand, the stereotype of a man was that he was out in the work force being the main financial provider for his family. Men were commonly described as being independent, non-emotional, aggressive, tough-skinned, competitive, strong and self-confident. In today’s modern society these traditional stereotypes are constantly being challenged however gender stereotyping still occurs in English as well as in Ukrainian proverbs and sayings.Gender stereotypes in the Ukrainian language are viewed as ethnic stereotypes and perform the function of accumulating and systemizing the social, cultural and historical experiences of the Ukrainian people. Feminine Gender Stereotypes (FGS) and Masculine Gender Stereotypes (MGS) are extremely prevalent in the sphere of politics (FGS: Women in state affairs are like monkeys in glass-houses. Чолов?к рядить св?том, а ж?нка – чолов?ком. MGS: The man who can govern a woman can govern a nation. Чолов?ки правлять св?том.), family and household (FGS: The wife is the key of the house. М?сце ж?нки – вдома. MGS: The father is the guest who best becomes the table.Той, у кого нема? ж?нки, ? несправжн?м чолов?ком.) and social roles ( FGS: The mother-in-law remembers not that she was a daughter-in-law. Красна ж?нка для людей, погана – для чолов?ка. MGS: Honest men marry soon, wise men not at all. Сорочки нема, а женитися гада?.). Age is the other important factor for social interaction and social organization (Halapchuk, 2000). Gender-marked age stereotypes are widely accepted believes held about certain age that are perceived as being appropriate for women and men.In terms of status, age is important in different ways. First, like gender, age is an ascribed characteristic. At any particular moment, we are a specific age. And when “male” age is obvious, “female” is almost often hidden (A man is as old as he feels, a woman is as old as she looks/ as she feels like admitting. Чолов?к такий старий як себе почува?, а ж?нка – як вигляда?.). MGSs present an image of a stupid young person and wise old one (To woo is a pleasure in young men, a fault in old. You can’t fool the old man. Men grow weaker and wiser. Старого не обдуриш. Чолов?ки з в?ком розумн?шають.). FGSs bear the humorous attitude towards women (The longest five years in a woman’s life is between twenty nine and thirty. Найдовш? п’ять рок?в у житт? ж?нки – в?д двадцяти дев’яти до тридцяти рок?в.).Age becomes a criterion according to which a certain status is automatically assigned to us at every stage in our lives (He that marries late, marries ill. Хороший парубок, хоч води напийся, та й дос? не женився!).A second point consists of the fact that age, unlike gender, is always a transitional status. We are constantly moving from one age to another. Age provides a kind of cultural roadmap of our lives―a notion of where we should be going and what we should be doing at a particular point in our life. Every culture contains norms about what is appropriate behavior at various periods in the course of life, and defines the usual set of passages or transitions from one age to another (FGS: A woman is an angel at ten, a saint at fifteen, a devil at fourty and a witch at fourscore. MGS: An old man is twice a boy.). Moving from one age status to another is accomplished by socialization to age-appropriate behavior.Family roles are also subject to changing definitions of age-appropriateness (FGS: A wise woman never outsmarts her husband. MGS: As bad as marrying the devil’s daughter and living with the old fool. Парубок жениться - любу бере, вдовець жениться - хто за нього йде.).In both languages the mechanisms of stereotypisation involve subjective evaluation that is reflected in their respective proverbs and sayings.ReferencesOlikova M.O., Semenyuk A.A., Tarnavska O.M. (2010) Dictionary of Sociolinguistic and Ethnolinguistic Terms. Lutsk: Vezha.Галапчук О.М. В?кова диференц?ац?я стратег?й ? тактик дискурсу в сучасн?й англ?йськ?й мов?: Дис. … канд. ф?лол. наук. 10.02.04.– Харк?в, 2000.LEXICAL AND GRAMMATICAL PECULIARITIES OF MAORI ENGLISH AS A SOCIAL AND ETHNIC VARIETY OF NEW ZEALAND ENGLISHLiudmyla Herman, Vira Turchenko (Kharkiv, Ukraine)The problem of language contacts and their results remains topical nowadays because of its multiple aspects and complexity. It is known that language contacts lead to different alterations in both languages (borrowings, morphological changes, language shifts, emergence of new language varieties and even new mixed languages etc.).The object of our research is Maori English which has appeared as a result of two languages interaction in New Zealand: English and Maori. We define it as “a social and ethnic variety because it includes the traits of ethnicity and sociality”. This variant is used for communication both by Maori and Pakeha that live nearby and/or express their solidarity with Maori in the struggle for reviving Maori culture and language.The material for the study is represented by 797 Maori loan words fixed by H.?Orsman “Dictionary of New Zealand English”. Their semantic structure and functioning in various types of contexts were analyzed. These kinds of contexts were also studied to observe the grammar characteristics of Maori English. Having studied the above mentioned material the following conclusions concerning the peculiarities of Maori English were made:1. The main peculiarity of Maori English (comparing with Pakeha English) is higher frequency of Maori words occurrence in the texts written by Maori authors (18 lexical units per 1000 English words) than in the texts produced by Pakeha authors (2-3 Maori loan words per 1000 English words).2. A part of Maori words which was borrowed by New Zealand English is peculiar only for Maori English. They function here in the meaning this word was used in the Maori language. These are words denoting Maori history, culture, religion, the way of life, the system of education (e.g. whare “a house, hut, habitation”).3. Meanings of Maori loan words often are different in Maori English and Pakeha English. It concerns words denoting some religious and cultural concepts (e.g. Maori “tangi” has its meaning in the Maori language “sound, lamentation, mourning”; having been borrowed by New Zealand English it denotes: in Maori English: a) a lamentation, a weeping; b) funeral rites, funeral ceremonies; c)?crying or weeping as a ceremony of welcome or meeting; in Pakeha English: a)?a wake associated with eating and drinking, b) a liquor party, c) a mourning ceremony, a loud crying out, a noisy disputation).4. The speakers of Maori English have some grammatical peculiarities (the use of structure “there’s” with plural complement :e.g. “there’s people at work who can help me”; a higher use of double negatives: “ he’s not never going to do it”; the relatively low incidence of standard tag questions , they often omit “have” as in “you got no right being in here”etc.).Linguistic and structural features of a presentation speech in modern EnglishYevgeniya Karpenko, Sergiy Morkotun (Zhytomyr, Ukraine)Participation of specialists in international projects, in work of transnational corporations, multifunctionality of their professional activities require of future professionals presentation skills to present results of their work. The success of a presentation depends on the structure of the speech. Analysis of literature on the problem indicates that P.?Soper [3] differentiates a ternary (introduction, main part, conclusion), M.?Ellis [2] describes a four-component (the fourth element?– answers to questions), and L.?Arredondo [1] analyses a quinary (opening part, introduction, main part, review, conclusion) structure of the presentation.We stick to the four-component structure of the presentation speech because its basis is the classic ternary structure, not too detailed, including specific and necessary stage for this genre of public speaking?– answers to questions. Each component has its own structural and linguistic features specified by the speech perception, implements a presenter’s intents. Let’s consider the stages of the presentation speech indicating major language features for each of them.Introduction, which takes 5-10% of the presentation time, in content plan is a problem statement, in psychological plan is the audience preparation to percept the speech, in structural plan is the introduction to the speech topic.The problem statement may be realized with the help of the following expressions: The subject?/ topic of the presentation is…; In my presentation today I’m going…; I’ll be developing three main points. First, I’ll give you… Second… Lastly…Psychological audience preparation to percept the speech is possible with the help of the following expressions: What I’d like to do this morning is to present…; What I’m going to explain this afternoon are…Introduction to the speech topic is realized with the help of the following expressions: Firstly, I’d like to… Secondly, we can… I’ll finish with…; My presentation will be in two main parts. In the first part I’ll… And then I’ll…The main part of the presentation is 70-85% of the speech. Here the presenter reveals the theme of the speech, explains propositions made, proves their correctness. The task of the stage is to describe the situation, propose ways to improve it and present the solution to the problem. The presenter will need the following expressions: A key problem is…; The main explanation for this is…; One way to solve this problem is… Another is to…; There are two alternatives…; Now, I’ll show you the…Responding to questions, the speaker must resolve misunderstandings and reveal details. During this phase the presenter follows the scheme that consists of four stages?– listening, understanding, approval, answering: So, what you’re asking is…; When you say… do you mean…?; Yes, I quite see your point… Researchers do not recommend finishing the presentation with this stage as listeners’ last question or comment can ruin the finale of the presentation.In conclusion the key points of the main part are summarized, the main idea of the speech is emphasized, the benefits of own way of the problem solution are stressed. The following expressions can be used during this part of the speech: Let me just run over the key points again; I’ll briefly summarize the main issues; So, as we’ve seen in this presentation today…; I’d like to leave you with the following thought?/ idea; That brings me to the end of my presentation; Before I stop?/ finish, let me just say…S.?B.?Rebryk notes that the introduction and the conclusion together can take up to 30% of the total length of the presentation speech, but the overall impression of the speech is determined by these phases on 80%.Knowledge of the presentation peculiarities, necessary skills and long practice is an important part of a specialist’s proficiency. Moreover, these knowledge and skills will help to develop the author’s manner before different types of listeners.References1.?Arredondo L. Business Presentations?/ L.?Arredondo.?– Mcgraw-Hill Inc., 1994.?– 337?p.2.?Ellis?M. Giving presentations?/ M.?Ellis, N.?O’Driscoll.?– Burnt Mill?: England and Associated Companies throughout the world, 1992.?– 96?p.3.?Soper?P. Basic Public Speaking?/ P.?L.?Soper.?– Oxford University Press, 1971.?– 369?p.EGOCENTRIC CHARACTERISTICS OF SCIENTIFIC PROSELiudmyla Kotniuk (Zhytomyr, Ukraine)The aim of scientific prose style is to prove a hypothesis, to create new concepts, to disclose the internal laws of existence, development, relations between different phenomena, etc. The writer’s own ideas are shaped in formulae, which represent a doctrine, a theory, an argument or the result of investigation, thus creating the impersonal tone of scientific writings [2]. The writer’s individual characteristics are minimum in scientific prose as he speaks on behalf of science.Scientific prose is made by the writer to transmit some information to the reader. In the process of communication, a speech situation is egocentric as the sender of the information (the writer) performs the role of “ego” and correlates everything with his / her own point of view. The egocentric orientation of scientific prose can be revealed according to three directions (axes): the subject of speaking (I – you – he); space relations (here – near you – there); time relation (now – at the present – then). The analysis of scientific text egocentricity is restricted in this article to facts associated with the axis of the subject of speaking. Taking into consideration the ideas about the individual and collective senders and receivers of the information as well as their belonging to male or female sex, it is quite reasonable to suggest more detailed variants of key elements of the subject speaking axis: I / we - you? / you? - he, she / they / one. Each of them is at the head of a certain group of elements: I – me, my, mine, myself; we – us, our, ours, ourselves; you? - your, yours, yourself; you? - your, yours, yourselves; he – him, his, himself; she – her, hers, herself; they – them, their, theirs, themselves; one – everyone, everybody. “I” is used as the subject of a verb when the speaker or writer is referring to himself / herself, “we” has the meaning “I and another person or other people; I and you”. The text egocentricity is also revealed when the receiver of the information is addressed: you? refers to a person, you? deals with a group of people including the addressee of the information. It is possible to realize yourself only in the opposition to the person addressed: we can use “I” only referring to someone who is pointed to with the help of “you”: … if you don’t like double negative constructions,… then that’s your privilege [ 1]Speaking about the third person, the addresser uses “he”, “she”. “They” point to people in general excluding the addresser and the addressee of communication. “One” is used to talk about people in general, including the addresser and the addressee [4].The writer’s presence is expressed in scientific prose through the usage of the words, phrases and certain syntactic structures, which help mitigate (soften) the categorical character of an utterance: “I think”, “I suggest”, “I suppose”, “I hope”, “I believe”, ”possible”, “likely”, “unlikely”, “perhaps”, “fortunately”, “unfortunately”, “it is true”, “it is easy”, “it is difficult” etc. For example: …I believe I am right in saying that most French grammarians would not admit month-names and day-names as proper names [1]. “I believe ” has a softening effect on what is being said as the ideas of the utterance are presented as opinions, which can be doubted or disagreed: Believe – to think that sth is true or possible, although you are not completely certain [ 3].Thus, scientific prose doesn’t lack the writer’s presence, presenting its egocentric character, which can be revealed by indicating the addresser, the addressee and the third person(s) of the text as well as by using different types of mitigating (softening) words and phrases.References1.?Хрестоматия по английской филологии: Учеб. пособие / Сост. О.?В.?Александрова (1991). – М.: Высш. шк.2.?Galperin I.R. (1981) Stylistics. – Moscow: Vyssaja Skola.3.?Oxford Advanced Learner’s Dictionary. 2005 – Oxford: Oxford University Press. 4.?Swan M. (1996) Practical English Usage: International Student’s Edition. – Oxford: Oxford University Press. Non-verbal Means of Communication: General CharacteristicsOksana Mamatova (Kharkiv, Ukraine)Modern linguistic research, which has anthropogenic tendency, focuses its attention on different processes of communication. There is a wide-spread idea that the behavior of a man is communication itself, as its different aspects bear information about communicants; and it’s a well-known fact that the non-verbal means (NVM) of communication are much more informative than the verbal means.It should be mentioned here that communication itself is a combination of 5 different disciplines, namely psychology, psychiatry, anthropology, sociology, ethnics, etc. This combination of disciplines which is human-oriented make a mixture where human communication is studied from the psychological, physical and cultural points of view at the same time. Namely because of it works in non-verbal communication study are rather an example of observation of people interaction in a real life than in the sphere of science and require knowledge of various methods of cognition that are used by these disciplines. One should note here that the ever-growing interest to NVM is represented in a series of works that focus their attention on the given subject from a theory-of-communication-position, psycholinguistic position [Leonhard К.], sociolinguistic position, anthropo-culturology position [Birdswistle], non-verbal semiotics [Vereschagin, Kostomarov, Gorelov, Kreidlin, Piz, Trusov and others], etc. As the same time as far as we know, there is no systematic description of linguistic representation of non-verbal means of communication, except for some papers, devoted to separate aspects of the given problem. (e.g. [Yanova, Vasilenko, Bartashova]).A number of linguists points out, that there are 2 main aspects of speech influence, namely verbal and non-verbal. [Sternin, Vatslavik П., Bivin J., Jackson D.]The verbal speech influence, as for Sternin, is the influence with the help of words. In case of a verbal speech influence the powerful means are language means and their influential efficiency depends on their selection, arrangement and intonation. As well relevant for the verbal speech influence are both language means selection and the contents of speech itself – its meaning, the given argumentation, arrangement of text elements relatively to each other, speech influence technique use, etc. As a result of verbal influence a subtext is important as well – it’s a concealed meaning of a message, which is transmitted indirectly with the text. There is a point of view, that the verbal communication is impossible alone. The non-verbal communication (NVC) is a complementary to the verbal communication (VC), proving the mutual complementariness of the verbal and non-verbal behaviour. The latter is strengthened by the term use of “coverbal” , as well as ?non-verbal?. [Sternin] Thus, we have 2 types of units: super-segment means that are in the symbol language field and defining it prosodic, rhythmic and intonation characteristics of an expressionа and also those that are out of this language field – kinetic elements of communication. Namely the synthesis of language (segment and super-segment series) and kinetic symbols that include mimics, that is, all the gestures of a face, gesticulation and body movements, which denotes the semiotic syncresity of phases in the process of spontaneous communication. [Chanysheva]The non-verbal speech influence, as for Sternin, is the influence, made with the help of the verbal signals which accompany speech (gestures, mimics, behavior at the moment of speech, movements of a speaker, distance to an interlocutor, physical contact with an interlocutor, object manipulation, etc.). All these factors make the speech more vivid and are considered in a speech influence exclusively in their relation to speech which allows to use the term of non-verbal communication [Sternin] A number of researchers considers that modern non-verbal semiotics is comprised in general of 3 main separate studies: para-linguistics (prosody) – the study of voice codes of non-verbal communication; kinesics (kinetic behaviour – the study of gestures (kinemas, kinetic signs, kinetic elements), gesture processes and gesture systems; proximy – the study of a communicative space and spaces of communicative behaviour of an individual.References1.?Gorelov N. N. ?Non-verbal means of communication? M, 1980, 75 p. 2.?Piz А. The language of gestures, Voronezh, 1992, - P.74.3.?Sternin I. А. ?The introduction to the verbal influence? Voronezh, 2001, - P.251.4.?An Overview of Nonverbal Communication in Impersonal Relationships \\PRAGMATIC POTENTIAL OF DEICTIC MARKERSTetiana Maslova (Kyiv, Ukraine)Coherence in discourse is developed in many ways. Sometimes the connections between various parts of the discourse are not very apparent and the knowledge of scripts, speech events and rhetorical organization of the texts is required to carry out a discourse analysis and explain why texts stick together as a unit. However, the study of deictic markers may help make relations among sentences and clauses of the discourse more explicit and elucidate the pragmatic potential of grammar and syntax. Deictic markers are linguistics elements that “point” the reader or listener to particular time and space reference frames, human relations and formal connections in the text and cannot be interpreted without an immediate discourse context. The name deictics comes from the Greek word “deixis”, which means “pointing”. Thus, deictic markers are used to anchor the speaker’s current position in the discourse in relation to the surroundings and other participants of communication by referring to him/herself, to the others, to the objects, processes and events associated with communication. Deictic markers are typically personal and possessive pronouns, demonstratives, some time and place adverbs, articles, a few verbs of motion and tenses. These are words whose exact meaning cannot be given in a dictionary because they are dependent on context for interpretation. Charles J. Fillmore distinguishes five types of deictic markers, namely person, place, time, discourse and social [Batsevich?F., 2011; Volkova?L., 2009].Person deixis refers to grammatical markers of communicator’s roles in a speech event. First person is the speaker’s reference to him/herself, second person you is the speaker’s reference to a listener, and third person is the reference to those who are neither speaker nor listener. Still, pragmatic meaning of personal pronouns is sometimes revealed only within the context of conversation. We and us can include or exclude the addressee(s) (Cf.: Shall we go and have a drink./ We are going for a drink. Will you join us?), you can be used to talk about people in general, including both the speaker and listener (e.g. You must tell the truth), and they may refer to a particular but rather vague group, often the authorities, the neighbours, etc. (e.g. I bet they put taxes up next year.). Spatial, or place, deixis refers to the relationship between space and the location of individuals within the discourse. In English, the distinction between close to speaker (proximal deixis) and away from the speaker (distal deixis) is realized in demonstratives (this/ that), adverbs (here/ there), phrases (in front, in back, at our place, out back) and verbs used to mark movement to or from the speaker (come/ go, bring/ take). However, spatial deixis is based not only on physical distance between the speaker and the people or things referred to, but also on psychological distance, when the speaker wishes, say, to mark something which is physically close as psychologically distant. It is then a matter of speaker’s attitude towards the referent, so that this/these can be used to show acceptance or interest, and that/those to show dislike and rejection [Swan M., 2009]. Temporal, or time, deixis refers to the time relative to the moment of speaking (now vs. then, today, tonight, yesterday, tomorrow, etc.). To interpret these expressions a definite calendar time reference must be indicated; otherwise, confusion may occur. For example, then can be used with both past and future time, and next week or in a fortnight can only be understood if you know what day the speaker is located in time. Discourse deixis has to do with keeping a track of reference in the unfolding discourse. For instance, pointers such as this/that are used to indicate the distance between the arguments. This/these usually refers to the ideas just mentioned, while that/those refers back to more distant places in the discourse. In fact, there is a variety of deictic markers to point to different parts of the written discourse (the former/ the latter, as previously mentioned, in this section, in the following chapter, etc.). The frequency of such deictic markers varies across types of text. The more formal the discourse, the more markers may be needed to keep the text coherent [Hatch E., 1992]. Social deixis, which is used to code social relationships between the addresser and addressee, includes honorifics, titles of address, vocatives and pronouns. Absolute deictic markers are forms attached to a social role (e.g. Mr. President), while relational deictic markers locate persons in relation to the speaker rather than by their roles in the society (e.g. grandma). In English, social deixis is mostly represented by lexical items and is not normally coded in the pronoun system, expect for the pronoun we used in announcements proclaimed by company offices, etc. (royal, editorial, author’s “we”). It follows that much of the textual meaning and discourse pragmatics can be understood by looking at deictic markers, which have a pointing function in a given context and locate communication in a definite time, space and relationship reference. THE USE OF EPITHETS IN FICTION TEXT(based on Harper Lee’s novel “To Kill a Mockingbird”)Ella Mintsys, Olesya Monyuk (Ivano-Frankivsk, Ukraine)Epithet, one of the most frequently used stylistic devices, has been in the focus of linguists’ and literary critics’ attention for many years. Such linguists as O.O. Potebnya, O.M. Morokhovskyi, I.R. Galperin, Yu.M. Skrebnev, V.A. Kukharenko and others investigated the nature, structure and functions of epithets in their works. However, some of the epithet-related problems haven’t been completely solved, among them is the approach to epithet classification, the issues of its emotive nature, its functioning in different styles of English, etc.O.N. Veselovskyi was the first to analyze its ontological characteristics [2,?213]. L.I. Timofeyev states that any adjective can be considered to be an epithet [6,?217]. I.V.?Arnold views epithet as a lexico-syntactical trope as it can perform the syntactical functions of attribute, adverbial modifier or address [1, 130]. I.R. Galperin defines epithet as a stylistic device based on the interaction of logical and contextual meanings in an attribute that can be expressed by a word, phrase or even sentence [3, 137]. According to V.A. Kukharenko an object can be modified by an epithet with a metaphorical meaning and not just with a logical one [4, 53].The given research is aimed at analyzing the epithets in the novel by the famous American writer Harper Lee “To Kill a Mockingbird” [5] which is characterized by the use of a variety of stylistic devices, epithet being central among them.The novel is rich in trite or fixed epithets (a reasonable income, a serious mistake) as well as fresh ones created by the fancy of the author (foolhardy schemes, an asinine game). Among syntactical patterns of epithets found in the novel we can distinguish A+N with epithet in preposition. The adjective can be simple (a meditative pat, a hearty agreement) and compound (a time-honored method, an arm-waving conversation). In one sentence there can occur a string of epithets (a melancholy little drama, a God-fearing persevering respectable white man). Another pattern is P+N, where the epithet is expressed by a Participle (waning moonlight, sinking hearts). In the pattern N(+A)+N epithets are expressed by nouns in the function of an attribute (routine contentment, Atticus’s courtroom voice). Adv+Adj is a two-step structure which contains an adjective modifying a noun and an adverb modifying an adjective (graciously wide streets). Numerous are epithets expressed by adverbs which perform the function of an adverbial modifier (to say sweetly, to say sunnily). Of interest are epithets expressed by hyphenated phrases (run-of-the-mill people, our father’s last-will-and-testament diction) created by the author for a special purpose. They are very effective and attract the reader’s attention. Harper Lee skillfully applies epithets with a transferred meaning which are based on metaphors, oxymora and similes. They are often used in descriptions of the characters’ qualities and appearances (a minor victory, a thin leathery man, a fat cherub face), places and buildings of the town (a tired old town, a sad house, a square-faced store). One of the types of metaphoric epithets is a zoonymic one which consists in ascribing to people animal features and qualities (a chameleon lady, a snail’s pace, a big fat hen). Some epithets help the author to create an acoustic effect (a feral noise, fatalistic noises).Thus, the analysis of Harper Lee’s novel makes it possible to confirm the idea that epithet contributes to the expressiveness, figurativeness and vividness of the text, and is a typical feature of the author’s individual style.References1. Arnold I.V. (2005) Stylistics. Modern English: Textbook. Moscow: Flinta.2. Veselovskyi O.N. (1989) From the History of Epithet. Historical Poetics. Moscow: Higher Shool.3. Galperin I.R. (2007) Text as an Object of Linguistic Research. 5th ed. Moscow: Higher School.4. Kukharenko V.A. (1986) A Book of Practice in Stylistics. Moscow: Higher School.5. Lee Harper (1977) To Kill a Mockingbird. Kyiv: Dnipro Publishers.6.Timofeyev L.I. (1986) Fundamentals of Literary Criticism. Moscow: Prosveshcheniye.PROVERBS AS A MEANS OF WISE SPIRITUAL INFLUENCE ON PEOPLEValentina Pryanitska (Kharkiv, Ukraine)Word is the most powerful instrument of influencing people’s mind and behavior. Among great variety of cultural and moral “conveying” instruments a proverb is one of the wisest and meaningful one.What is a proverb? A proverb (from Latin: proverbium) is a simple and concrete saying, popularly known and repeated, that expresses a truth based on a common sense or practical experience of humanity.What makes proverbs so popular among people?Firstly, the meaning of proverbs s easily understood because so much can be said with fewer words. In other words, rather than produce a lot of words emphasizing your thoughts and ideas it is better to use an appropriate proverb. As the Chinese say: “One proverb is worth two thousand words”.Secondly, a proverb is quite popular. It provokes messages from different traditions and religions and it becomes true around the whole world. Proverbs are the result of the world practical wisdom.Thirdly, proverb is a wise short saying. To become popular it has to contain enduring wisdom. For example, “Where there’s a will there is a way”. “When in Rome, do as the Romans”. “Empty vessels make the most noise”.“All that glitters is not gold” and so on.Fourthly, by its very nature it is much easier to memorize it, partly due to rhyme.For example, “early to bed early to rise makes a man healthy, wealthy and wise”.Lastly, moral aspect contained in proverbs makes them very important for all generations. That’s why many of them are religious in origin. For example,“A good name is more desirable than great riches” [The Bible, Proverbs 22:1].“Start children off on the way they should go, and even when they are old they will not turn from it” [The Bible, Proverbs 22:6].“Whoever sows injustice reaps calamity and the road they would in fury will be broken” [The Bible, Proverbs 22:8].“Above all else guard your heart, for everything you do flows from it” [The?Bible, Proverbs 4:23] and many, many others.To sum up, proverbs have been and remain the most powerful and wisest instrument of spreading culture, social morality, human values and ideas of people. ReferenceTer-Minasova,V., Fatuschenko, V. (1994). ‘English language’ NEW FORMS OF ENGLISH ABBREVIATIONS IN DIFFERENT KINDS OF MESSAGESIryna Salata (Kryvyi Rig, Ukraine)An interest to the creation of abbreviated nominations in different languages and to the peculiarities of their usage in various types and genres of speech is predetermined by the fact that abbreviations turned out to be one of the word-forming means meeting the pragmatic demands of contemporaneity. The process of word contraction as a widely-spread and constantly developed phenomenon is being characteristic of present-day English.With the popularity of text-based communications, many abbreviations used in text messaging have become easily recognizable even by those who are not technologically-awared. Through text messaging, instant messaging, email and chat rooms, abbreviations such as BFF (best friends forever), LOL (lots of love or laugh out loud) and L8R (later) have become common place.The first and the easiest rule of this language is that mostly wide-spread word combinations of the English colloquial speech are contracted to the initial letters of the words making up these phrases. Many of the common abbreviations used in text messaging are shortened versions of well-known and frequently-used expressions, such as AAMOF (as a matter of fact), IMHO (in my humble opinion), AMA (ask me anything) or PLMK (please let me know).Another way of forming contracted phrases in chats – phonetic. In this case any well-known word combination is shortened to a brief record consisting of numbers and letters which sounds similarly with the sounds of this phrase, e.g. an expression Thank you is written as 10Q or 10X means Thanks, 1CE is Once, 6Y – Sexy, I2 – too (me too), NO1– No one, W@ – What?, W8 –Wait, a phrase Too easy is substituted by 2ez. One more way of shortening word groups in text or chat messages is visual or graphic when a word or even a whole phrase are substituted by different combinations of symbols, signs, figures and letters, e. g. a word heart may be represented by symbols <3 resembling a lying heart which have either the meaning ?sideways heart? (love, friendship) or meaning ?broken heart?. Other common abbreviations of that kind that replace the whole expressions include:?4U – I have a question for you, 14AA41– One for all, and all for one, 1DR – I wonder, 2G2BT – Too good to be true, F2F – Face to face, 4EAE – Forever and ever, 4NR – Foreigner, B& – Banned, B2W – Back to work, C&G – Chuckle & grin, CU2 – See you, E123 – Easy as one, two, three, E2EG – Ear to ear grin, H&K – Hugs & kisses, H2CUS –Hope to see you soon, P911– Parents coming into room alert, S2S – Sorry to say, SH^ – Shut up, URA* – You are a star, X – Kiss and many others.Especially often these types of abbreviations are met in text messages created by teenagers themselves. Teenagers’ special attention to shortened units is predetermined by their striving for self-determination, yearning for everything new and their emotionality, that’s why they use teenage slang full of foreign words, vulgarisms, dialectisms and jargonisms. The most vivid examples of that kind are: A/S/L – Age/sex/location, AYSOS – Are you stupid or something?, AYV – Are you vertical?, BAG – Busting a gut, BAS – Big 'butt' smile, BCOY – Big crush on you, BF – Brain fart, BFD – Big freaking deal, BIOYN – Blow it out your nose, BISFLATM – Boy, I sure feel like a turquoise monkey! (unverified), BL – Belly laugh, BOB – Back off ?buddy?, BOOMS – Bored out of my skull, BOSMKL – Bending over smacking my knee laughing, BUBU – Slang term for the most beautiful of women, CD9 – Code 9 Meaning ?parents are around?, CRAFT –Can't remember a ?freaking? thing, DILLIGAF –Do I look like I give a ?freak??, YWHNB – Yes, we have no bananas, and the like.Thus,in short text messages dominant are comparatively recently formed structural types of contractions – lexical, phonetic, graphic or visual abbreviations. References1.?Дюжикова Е. А. Аббревиация сравнительно со словосложением: дис. ... докт. филол. наук./ Е. А. Дюжикова – М., 1997. – 340 с. 2. ?Елдышев А. Н. Проблемы аббревиатурного словообразования // Особенности словообразования в терминосистемах и литературной норме / А. Н. Елдышев –Владивосток: ДВНЦ АН СССР, 1983. – С. 114-152. SPEECH ACTIVITY IN ENGLISH: THE METAPHORICAL CONSTRUCTIONSvitlana Sheremeta (Kamianets-Podilsky, Ukraine)In this paper we provide an account of the way in which the domain of spoken communication is metaphorically constructed in English, on the basis of the analysis of over 250 metaphorical references to speech activity in a corpus of contemporary written British English. We show how spoken communication is mainly structured via a set of source domains that conventionally apply to a wide variety of target domains, such as the source domains of “motion”, “physical transfer”, “physical construction”, and “physical support”. Each of these source domains structures a particular aspect of speech activity, such as the achievement of communicative goals, the expression of meanings and ideas, the performance of speech acts, the negotiation of mutual relationships, and so on. We suggest that the particular conceptual mappings that underlie the main patterns in my data are best seen in terms of Grady’s notion of primary metaphors, that is, as simple, basic mappings that have a firm experiential basis and that apply to a wide range of different areas of experience (e.g., “help/assistance is support”). However, we also show that the main primary metaphors involved in structuring the domain of speech activity can be combined into a single overall physical scenario in which interactants can move in different directions, place themselves in different positions in relation to each other, come into contact with each other in different ways, physically produce texts/utterances/speech acts, physically pass texts/utterances/speech acts to each other, and make meanings visible to each other in different ways. Finally, we argue that a corpus-based methodology has much to offer to metaphor research, particularly in the extrapolation of conceptual metaphors from linguistic data.The complexity of the particular target domain we am concerned with mostly lies in the fact that speech activity involves a number of different aspects, including, for example, the production of utterances, the performance of illocutionary acts, the expression and exchange of ideas, the expression of agreement or disagreement with others’ views, the expression and negotiation of mutual relationships, the achievement of goals via speech, and so on. In my data, each of these different aspects is consistently structured by one or more wide-scope source domain(s). To provide a broad overview of my findings, we list here the source domains that feature most prominently in my data, and the aspects of speech activity to which they conventionally apply. As we will show in more detail at the end of the article, the ordering of the list reflects, in descending order, the frequency of occurrence of expressions relating to each particular source domain in my data (NB unless otherwise indicated, examples are taken from my corpus; the relevant metaphorically used words are highlighted): the source domain of “transfer (of objects)” is applied to the expression of meanings, thoughts, ideas; the source domain of “physical construction (of objects)” is applied to the production of utterances and speech acts (e.g., “make a comment”) and to the further expression of similar meanings and ideas to those that have already been previously expressed. The source domain of “visibility/visual representation” is applied to the expression of meanings and to the process of enabling others to understand meanings and information. The source domain of “movement” is applied to the performance of speech acts and to the pursuit of goals via speech. The source domain of “physical aggression” is applied to the expression of disagreement and criticism, the attempt to discredit others and their views, and the adoption of a forceful, antagonistic attitude in communication (e.g., “sniping at the Blair style of leadership,” “bombarding with questions”). The source domain of “physical proximity is applied” to the expression of agreement and solidarity with others and their views. The source domain of “physical pressure” is applied to the attempt to achieve particular objectives via speech or to force others to engage in communication (e.g., “the Mirror continued to press him over […]”). The source domain of “physical support” is applied to the expression of agreement and solidarity with others and their views or proposals.STRUCTURE AND CONTENTS OF BASIC UNITS OF SCIENTIFIC LANGUAGELesya Shulyakova (Kharkiv, Ukraine)The contents of the professional language is divisible into at least three aspects: 1) thematic that is to say, a set of notions formulating the subject of discussion and being reflection of subjects and phenomena of reality; 2) logical and semantic revealing connections and relationships between these notions and respectively connections and relationships between objects of real life; 3) properly communicative reflecting in the language both material situation of intercourse and different kinds of social relationships between partners of communication act.In this paper we will consider the logic and semantic aspects directly connected with thinking activities and speech production.In the process of this thinking, speech is known to realize in the form of judgments ? sentences. Judgments in the natural speech are not isolated one from another and they are formed groups in larger units called logic unities.The logical unity includes only such judgments which concern one theme and they display equal relationship to reality (modality) and are connected between each other by definite laws.The logical unity is a form of existence and functioning concerning complete development thought.So far as a minimum unit of thinking, possessing completion, is the logical unity, but not separately taken judgment, so teaching foreign languages must be based not only on isolated sentences – models but a connected text, the prosaic strophe is considered to be a minimum completed unit in the syntax.By a way of exposition, strophes are divisible into description, narration, reasoning, and argument.The same theme may be stated by any of these ways depending on the definition communicative problems.From a logical standpoint description and narration consist of judgments establishing facts obtained as a rule by the empiric way while reasoning and argument correspond to a theoretical concluded meaning.In the methodical plan it is well to bear in mind that to describe a theme or a phenomenon as well as “to narrate” any scientific events is simpler, than to uphold a scientific thesis or to argue a thought. It immediately follows mastering order by students types of exposition in a foreign language: from descriptions and narrations to reasoning and arguments.Judgments – sentences are situated in a strophe linearly in the form of spreading thread of a thought and they are in definite logic and semantic relationships with each other.When moving in the direction from subsequent judgment to previous one the following kinds of relationships between them can be found: supplement or development of a thought, concrete definition, illustration, periphrasis or reiteration, accompanying thought, enumeration, comparison. Thus, in a prosaic strophe, sentences are connected first of all by definite logic rules of construction and, in the second place, owing to different semantic relationships between them, as a consequence of it thoughts expressed in sentences, acquire additional contents.If we turn our attention, now to consideration of judgment contents, it must be emphasized that they reflect properties, relations and relationships of things and phenomena of surroundings.By means of judgments something is always determined, reported, induced about subjects, phenomena of the world around which are interested in.In logic we can distinguish three basic types of judgments: judgment-report, judgment-question, and judgment-motive.GENERATIVE PARADIGM IN AMERICAN STRUCTURALISMAntonina Umanets (Kamianets-Podilsky, Ukraine)It is widely acknowledged that generative approach to language studies came to be an alternative to American descriptive linguistics of the 1950s that incorporated much of structural linguistics.Modern American descriptivism is related to three schools: Yale, Ann Arbor, Chomskyan. Yale school (G. Trager, B. Bloch, Z. Harris) advanced Bloomfield’s formal methods of language analysis and ignored semantic criteria. More in-depth extralinguistic factors (psycholinguistic, social, anthropological, ethnic, cross-cultural) were applied by Ann Arbor school (K. Pike, E. Nida, Ch.?Fries). The influence of Bloomfieldian and Sapirian approaches declined in the late 1950s, and it was the generative approach to language studies that had been promoted and advanced by N. Chomsky in his works “Syntactic Structure (1957)”, “Aspects of the Theory of Syntax (1965)”, “Lectures on Government and Binding (1981)”, “Knowledge of Language (1986)”.The Chomskyan generative field of linguistics and its subsequent interpretations revolutionized linguistics, advancing the theory of generative grammar that differentiates between linguistic competence and performance. Generative grammar assumes that an infinite number of utterances can result from a finite number of rules. The approach came to exist as an alternative to “behaviorism” developed by B.?F. Skinner that sees language behavior as similar to other conditioned animal behavior learned by stimulus and response. The development of generative linguistics tends to be problematic, as it combines several opposing theories. The standard theory (ST) (1957-1965) laid out in Chomsky’s works was freely subjected to intensive criticism and esteem. The main difference between 1957and 1965 versions is adding a semantic component suggested by J. Katz and G. Fodor, then by J. Katz and P. Postal, and some new interpreting of different levels of sentence structure made up of phrase-structure rules or PS-rules. Then there appeared the Extended standard theory (1965-1973). The deficiency in the earlier model of Transformational grammar was remedied by the creation of “X-bar syntax” or “X-bar theory”. The aim of the generative “X-bar theory” was to envisage crosscategorial generalizations without using transformations. “X-bar theory” was further elaborated by J.?Emonds and R.?Jackendoff. The subsequent research treats the binary branching format, the antisymmetry hypothesis, the related universal base hypothesis. Radical changes in technical apparatus of the generative theory and further treatment of problems of the so-called “bare output conditions” were reflected in the minimalist program?(MP), which simplified representational levels in the grammar models, used more explicitly derivational approach to the research of syntactic structures and promoted the notions of interaction between syntax and interfaces.The Revised extended standard theory where the grammatical model was much simplified worked out some concepts of “X-bar theory”, “D- and S-structures”, notions of “empty categories”, “case filter”. The Generative linguistics developed some topical features of American descriptivism: the priority of form as the basis of linguistic analysis; an assumed system of all types of grammar interaction which enables components of natural languages to relate to some appropriate context; a thorough and more in-depth investigation of all segmenting types; types of transformation and combinability in a definite language. Descriptivism needed to provide external validation for synchronic descriptions, recognition of the value of statistical, information-theoretic and corpus-based methods of analysis.Thus, Generative trends involved new techniques and devices for advancing linguistic analysis and influenced much the development of other fields of science: psycholinguistics, ethnomethodology, sociology, cognitive science, theory of artificial intellect meeting further requirements of up-to date demands. Hence, historiography of the generative trends focuses on the techniques and devices for advancing new linguistic analyses.APPROACHES TO DESCRIBING INDIRECT SPEECH ACTSAnna Zizinska (Bila Tserkva, Ukraine)In the course of performing speech acts we ordinarily communicate with each other. The content of communication may be identical, or almost identical, with the content intended to be communicated.In recent years, a considerable amount of attention has been devoted to the topic of indirect speech acts, i.e. utterances in which one speech act form is used to realize another, different, speech act.Despite the volume of work that has been done on indirect speech acts, fundamental questions remain unanswered. We still lack a complete answer to even the basic question of what forms can realize a given speech act.Two approaches to the characterization of indirect speech acts have been proposed by Gordon and Lakoff and by Searle. Concentrating primarily on request, Gordon and Lakoff propose a set of what they call sincerity conditions and then give a single powerful rule to account for the different ways that a request can be framed. They say that to make a sincere request a speaker must, first, want the action done, second, believe that the hearer can do the action, third, believe that the hearer wants to do the action, and, fourth, believe that the hearer would not do the action unless asked to. The first of these sincerity conditions is called speaker-based and the remaining three are called hearer-based.Searle was the first who introduced the notion of an 'indirect speech act', which in his account is meant to be, more particularly, an indirect 'illocutionary' act. Applying a conception of such illocutionary acts according to which they are acts of saying something with the intention of communicating with an audience.He also presents a more complete account of indirect speech acts, proposing generalizations associated with the five major classes of speech act. He lists four generalizations for directives and five others for commissives. Searle's contribution is a valuable one, in that he has succeeded in accounting for a broad range of speech acts.Speech acts, because they are actions, can be represented by methods. Speech act representations therefore have semantic input cases, which typically include cases for the participants in the conversation and a case for what Searle calls the propositional contentcondition of the speech act.Once speech acts have been set within the action representation, we can define indirect speech acts more closely to delimit the phenomena of interest. Speech acts conveyed by indirect speech acts forms are derivable from parts of, or conditions associated with, the conveyed speech act. Thus the main contribution in the theory of speech acts and their characteristics was made by Searle. But the current situation of the problem still has some issues unanswered.References1.?Gretchen P. Brown. Characterizing Indirect Speech Acts.2.?Searle, J.R. "Indirect Speech Acts," in: Cole and Morgan (eds.) Syntax and Semantics, vol. 3, Academic Press, New York, 1975METHODOLOGYTESTING AS A TOOL FOR ASSESSING LISTENING COMPREHENSION Maryna Adeshelidze (Cherkasy, Ukraine)Nowadays researches in communication processes show that 42% of people life belong to listening, 32% - speaking, 15% – reading and 11% – writing. In everyday life people listen more than speak. That’s why listening is an integral part of person’s life. The main elements of listening are aural perception, understanding, attentiveness and memorizing [1, 100].Listening comprehension is the understanding of what people are saying. Listening comprehension encompasses the multiple processes involved in understanding and making sense of spoken language. These include recognizing speech sounds, understanding the meaning of individual words, and understanding the syntax of sentences in which they are presented. When it comes to psychology of listening comprehension we should bear in mind those mental operations which take place in a human brain, namely: analysis, synthesis, induction, deduction, comparison, abstraction and concretization [2, 117].Testing is an efficient method for assessing students’ knowledge and skills. The main aim of testing is to obtain the necessary information about students’ progress and the process of education itself. The assessment of listening is one of the most important areas of language testing and assessment, but one of the least developed. The biggest problem for assessing listening comprehension is the production of listening materials. Listening comprehension is often avoided because of the time, effort and quality of CD tracks [6].The most common tests used for checking listening comprehension are: standardized and non-standardized tests, discrete-point tests, recognition (include alternative, matching, multiple-choice tests) and recall tests. Standardized test is a test, which is developed according to some standardized criteria and contains a great amount of tasks. One of the most well-known standardized test is CELS (Certificate in English Language Skills), developed in Cambridge. Non-standardized test is a test, which is worked out by a teacher for regular unofficial control during the studying process [4, 22].Discrete-point test is made up to measure some specific knowledge or skills. It is based on the theory that language consists of different parts (grammar, sounds, vocabulary) and different skills (listening, speaking, reading and writing) that can be tested separately [5, 104]. Recognition tests are based on distinguishing correct answers among wrong. Alternative tests present students with a binary choice — a statement is either true or false. The students who take multiple-choice tests would be given a number of set answers for each question, and they must choose the answer or group of answers which is correct. Matching tests provide a defined term and require students to match identifying characteristics to the correct term. Recall tests offer to fill the gaps or finish the statements [3, 8].Assessing listening comprehension is not an easy task, though these tests are frequently used for efficient assessment of listening. These tests can be held in a class and simultaneously assess every student. ReferencesБацевич Ф. С. Основи комун?кативно? л?нгв?стики : п?дручник / Ф. С. Бацевич. – К. : Академ?я, 2004. – 344 с.Методика викладання ?ноземних мов у середн?х навчальних закладах: п?дручник. – Вид 2-ге, випр. ? перероб. / кол. авт. п?д кер?вництвом С. Ю. Н?кола?во?. – К. : Ленв?т, 2002. – 328 с.Паращенко Л. Тестов? технолог?? в робот? навчального закладу / Л. Паращенко // Науковий св?т. – 2006. – № 5. – С. 6-9.Хан?на О. М. Проблема тестування в сучасн?й методиц? викладання ?ноземних мов / О. М. Хан?на // ?ноземн? мови. – 2004. – № 1. – С. 21-24.Henning, Y. Guide to Language Testing / Y. Henning. – Boston : Heinle and Heible Publishers, 1987. – 198 p.Coombe, C. ‘Fundamentals of Language Assessment’. APPROACH IN TEACHING ENGLISHSvitlana Aleksandrovych (Kharkiv, Ukraine)The communicative approach in language teaching starts from a theory of language as communication. Communication is first of all exchanging opinions, information, notions of social, cultural, and other aspects of everyday life. Communication always has associations with written and oral discourse.The world around us is the world of communication in various spheres. And only at language lessons the only means of communication are textbooks and the lecturing teacher. In the classroom, the teacher is the only source of information. And this communication is under control rather than spontaneous. In this case, the aim of a teacher is to transform the communication with students to a pleasant, attractive and emotional lesson.A conversation should teach the students how to use colloquial language at different every day situations. The teacher sets up a situation that students are likely to encounter in real life. It is essential for students to participate actively at class conversations if the class is the only place to communicate. Relevant and up-to-date material is used in real life situations which are not fixed but can vary to different directions. Imitation starts from listening. In Foreign language classroom authentic texts serve as partial substitute for the communication with the native speaker. As a rule, students have a lot of listening but they are afraid to speak. The teacher must induce them with a help of a situation, pictures, game or discussion. Primary stages of colloquial language take a course in imitating, retelling the material. Newspaper and magazine articles, poems, manuals, recipes, telephone conversations, videos, news bulletins, discussion programmes - all can be exploited in variety of ways.Very often conversation goes smoothly when students have sufficient vocabulary, logical and grammar structures, and confidence that they will be understood. But conversation must start at the very beginning of the learning process and expand according to the lexico-grammatical abilities.If the student is afraid of talking there will not be any communication. He must join students of similar abilities and create positive conditions to developing conversation. Conversational skills must be developed step by step. A teacher must prepare students for conversations.Working on their own, students accomplish the task of a communicative intercourse, and the best way of it is a spontaneous dialogue between students but excluding the teacher who always corrects and evaluates. There are a lot of students who can and know how to speak English but they happen to keep silent facing the criticizing teacher. At free work, however, students are more willing and ready for decision-making and to ask the teacher for his advice.During communicative activities the teacher’s role will be to facilitate and then to monitor, usually without interruption, and then to provide feedback. In developing writing skills, as well as in listening, reading and speaking skills, first of all it is necessary to pay attention to communicative purpose and then to the communicative technique. At the beginning, Teachers teach only oral language forms. Writing is such a visual category which motivates the learning process, creates the feeling of progress. On the other hand, there is a category of students who does not like writing because it takes a lot of time, requires attention. Teacher must take all into account and look at writing very carefully and define the place of writing in teaching process. Writing is a kind of proof of the learning process although not always reflects the real progress. The main points in defining place of writing are: Not all the students catch the language in oral forms and they require strengthening of what is heard, seen and read. Writing can help such students. Writing develops a special type of logical thinking which focuses thoughts on the main ideas.A significant role in developing writing skills can be taken by questions and answers. Descriptive in details, answers will be very useful for this purpose. It can help to determine students' ability to communicate in a written form and also a correctness of such forms. Starting from a simple copying and finishing by compositions, teachers always have to stimulate writing by interesting tasks, texts, etc.References1. Tim Bowen ‘Teaching approaches: the communicative classroom’ Retrieved from . Linas Semistraitis ‘Pecularities of the communicative approach in teaching English” Retrieved from (RE)DEFINING ENGLISH LANGUAGE TEACHING THROUGHPROFESSIONAL VOCABULARY DEVELOPMENTTatiana Andreeva, Katie Subra (Minsk, Belarus)In every workplace there exists a common code for effective communication. In the sphere of TESOL, the code used amongst teachers and teacher trainers includes professional vocabulary that defines distinct techniques and phenomenon in the language learning process. Since there is no English class without communication, it is necessary to continue developing vocabulary amongst practitioners in order to create an environment where teachers are capable of exchanging ideas and collaborating with colleagues through professional articles, in-service training workshops, conferences, and virtual forums. Furthermore, professional vocabulary may be developed while improving English language proficiency and knowledge of pedagogical methods. The development of professional vocabulary may be achieved through in-service training sessions, for which proficiency and pedagogical methods are the key objectives. One of the ways to achieve these objectives is to expose trainees to reading and discussing TESOL related articles, which focus on the theory and practice of teaching foreign languages. As an example we can refer to the article "Rough Guide to Language Awareness"1. The notion of Language Awareness can be discussed through focusing on the key vocabulary (e.g. explicit/implicit knowledge, internal/external language awareness, explicit grammar instruction, meta-language, problem-solving, restructuring, task-based instruction etc.) Vocabulary development can be structured in different ways, from making lists of lexical items related to language acquisition, to teaching instructions. Also, defining key-sentences in the passages and answering pointed questions about these passages makes the trainees use the vocabulary in their own speech based on the content of the article. The target vocabulary can further be mastered if the trainees demonstrate one of the Language Awareness techniques to their colleagues in the classroom. To do so, the trainees can split into groups or pairs, take time to choose and adapt one of the described techniques, and then act as a trainer for the fellow trainees. As a final stage of this activity the trainees can give their arguments in favour of choosing the technique, speak about implications and difficulties of its presentation. While in-service training could not be conducted without the continuing development of professional vocabulary, the ultimate application of such training will be evident in the language classroom. This raises the following question: how does such an activity contribute to developing professional vocabulary in the classroom environment? Not all vocabulary used in training will be spoken by the teacher in class; however, when planning the course curriculum, the teacher may apply those methodologies. Without knowledge of the appropriate professional vocabulary, teachers may not be exposed to some of the methods for giving directions, assessing students’ class and homework, and for structuring both lectures and communicative practice. Eventually such language also becomes evident to advanced language learners and can be used in the classroom. In this case, careful selection of instructional vocabulary, grammatical meta-language, and corrective feedback can also be taught to the learners to provide scaffolding that may help students connect their learning throughout individual lessons. By pre-teaching and putting such vocabulary into use in the classroom and in the homework, the oneness of the learning may be perceived by the students and their learning will be more self-directed and self-motivated. One more question must be raised: how do teachers decide which lexical items must be learned for their own professional development and for their own classrooms?The process of vocabulary development must start with identification of language teaching roles and institutional objectives and then the appropriate training strategies can be identified. The way we describe our roles as teachers is often dependent upon our precise environments, so a primary school teacher may require one set of vocabulary and an adult language teacher may require another. The other important things to identify are: the cultural aspects of the teaching environment, the type of institution, the objectives of that institution, the students’ objectives, and the students’ backgrounds. The exchange of ideas and collaboration with colleagues through professional articles, in-service training workshops, conferences, and virtual forums must be done with these multi-faceted aspects of the teaching environment in mind.ReferencesBourke, J.M. (2008). Rough Guide to Language Awareness. Forum, 46 (1).PERCEPTUAL SKILLS TEACHING OF ESP STUDENTS IN THE PROCESS OF ENGLISH LANGUAGE LEARNINGHelen Anisenko (Kharkiv, Ukraine)The problem of perceptual skills teaching in higher technical educational establishments is very important nowadays due to the changes in the system of education, social and economic transformations in social life of Ukraine that increase the requirements for the graduates of these establishments.The changes in the development of international contacts, new technologies require the formation of professional and social important skills of students. And of course perceptual skills are becoming increasingly. It should be noted that the future graduate should have a high level of professional and perceptual skills in our dynamic society in order to be successful at the job market.From our point of view, one of the main conditions to solve this problem is to create perceptual skills of the future specialist. The main components of these skills are perception, understanding and evaluation of the partner in professional communication.This research is of vital importance as the students of higher technical educational establishments should be prepared to adequate perception, understanding and emotional apprehension of the partner in the conditions of professional communication.The analysis of the psychological and educational literature on the problem of perceptual skills formation shows that the scientific solution of perception as a perceptual process, as a process of understanding and estimation is presented in the works of famous psychologists such as Ananyev B., Bodalev A., Leontyev A., Rubinshteyn S. Social and psychological characteristics of perception as an integral component of communication are analyzed in scientific works of Andreyeva G., Bruner D., Derkach A., Yakunin V.But the issues of perceptual skills formation are still beyond the research of scientists. Therefore, we consider that it is necessary to develop the concept of perception in detail.Bodalev A. in his scientific papers identified that the main processes by which a person perceives and processes information that comes from another person is feeling, perception, apprehension and thinking [2]. Research works of Ananyev B., Lomov B. and other scientists show that perception as reflex activity is a complex system of specific unconditioned and conditioned reflexes that have are characterized by complicated dynamic relationship [1, 3].Analyzing the scientific papers of leading psychologists we can represent the following perceptual skills:to perceive and interpret information about the signals from the partner received in the process of cooperation;to penetrate the personal being of other people, to establish the individuality of a person man and determine his inner world;to determine the nature of emotions, the human circumstances, his involvement or non-involvement into one or another events;to find the features in human actions that make him different from other people, and perhaps different from himself in similar circumstances in the past;to see the main thing in another person, to determine his attitude to social values. [2].English language learning involves the formation of perceptual skills in the professional life of ESP students. Therefore, analyzing the national psychological and educational literature, we came to the conclusion that the problem of perceptual skills development is of vital importance.References:1. Аnanyev B. G. Man as an object of knowledge. – Moscow, 2010.2. Bodalev A. A. Perception and understanding of the human. – Moscow, 1982. 3. Lomov B. F. Methodological and theoretical problems of psychology. – Moscow, 1984.ALTERNATIVE ASSESSMENT IN ESL/EFL TEACHING AND LEARNINGMaryna Babenko (Kharkiv, Ukraine)Nowadays many educators all over the world have come to understanding that alternative assessment is an important means of gaining dynamic vision of academic as well as linguistic development of students. Alternative assessment proves to be particularly useful with ESL/EFL students because it employs strategies that encourage and motivate students to show what they can do. According to A. Huerta-Macias [1:9], “students are evaluated on what they integrate and produce rather than on what they are able to recall and reproduce”.There is no single definition of alternative assessment, generally it meets the following criteria: it focuses on registering individual student growth over time, rather than comparing students with each other; it emphasizes on students’ strengths, rather than weaknesses (what they know versus what they don’t know); much consideration is given to language proficiencies, cultural and educational backgrounds and to the learning styles; it is based on authentic tasks that demonstrate students’ ability to accomplish communication goals; both instructors and students focus on communication, not on right and wrong answers; students help to set the criteria for successful completion of communication tasks and have an opportunity to assess themselves and their peers.Teachers/instructors are encouraged to use communicative approach to ESL/EFL teaching, to their mind traditional assessment does not fully reflect their students’ actual potentials.One should also bear in mind that alternative assessment instruments are not only designed and structured differently from traditional assessment tests, but are also graded/scored differently. Students are expected to participate actively in evaluating themselves and one another. When students know what to expect and the grading criteria are clear, testing becomes more informative and results in positive washback. Alternative assessment is performance based, so it helps teachers/instructors emphasize that the key stone of language learning is communication for meaningful purposes. The mismatch between testing and teaching is reduced because teaching activities are geared to the performance objectives and assessment.Alternative assessment methods are very appropriate in learner-centered classrooms because they are based on the view that students themselves can evaluate their own learning and learn from the evaluation process and demonstrate what they can actually do with the language they are studying.Instructors need to prepare their students for the use of alternative assessment, some of students may be skeptical that their classmates and peers can provide them with feedback that will positively influence their learning. Therefore, alternative assessment should be introduced gradually, in addition with more traditional forms of assessment. It is a good idea for teachers/instructors to start using checklists and rubrics themselves, and only then move to self and peer evaluation. Students should be explained the rationale for alternative assessment and be engaged in a discussion of assessment.Checklists are used in order to keep track of students’ progress, they are easy to construct and use, they closely align with tasks. As a disadvantage, one should mention that checklists are limited in that they do not provide an assessment of the relative quality of students’ performance on a particular task.Rubrics (holistic, analytic, primary trait, multitrait) provide a measure of quality of performance on the basis of established criteria. Therefore, rubrics are often used with samples that serve as standards against which students performance is judged. Rubrics are mainly used for language tasks that involve some kind of oral or written production on the part of students. Assessment becomes more accurate when instructors use rubrics that are fitted to the task and the goals of instruction.Alternative assessment depends on direct observation, and instructors/teachers can easily begin to use it themselves (teacher assessment) when evaluating students writing assignments and individual speaking tasks, such as presentations. Once students become more familiar with the use of checklists and rubrics for evaluation, they can gradually begin to assess their own learning (self-assessment) and provide feedback to their peers (peer assessment).ReferencesHuerta-Macias, A. (1995). Alternative assessment: Responses to commonly asked questions. TESOL Journal, 5, 8-10.BLENDING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING IN A LANGUAGE CLASSROOMMaria Baida (Zhytomyr, Ukraine)The purpose of the article is to present an instructional unit developed while auditing English for Academic Purposes (EAP) class at the TESOL department of California State University, Los Angeles (CSULA) during the author’s internship as a Fulbright visiting student researcher.The goal of the unit is to explore different aspects of American culture through the prism of California and Los Angeles. The author, as well as many other Ukrainians, grew up watching American TV-Shows, movies, cartoons. The imaginary world that was shown on a silver screen showed various peculiarities of American culture and lifestyle. Not surprising that when a person came to California it stroke her as a heart of where it all came from, and became an inspiration to create an educational unit embracing topics like Art, Movies, Technology, Wealth, Poverty, and which would have a cultural background of California. The unit is composed of content area of California and mentioned above subtopics. It is a try to blend Content Based Instruction (CBI), Cooperative Learning (CL) methodology (face-to-face CL and online CL), media (e.g. text, audio, video) and different time-scales (e.g. asynchronous, synchronous). This unit is designed for high intermediate level students. It aims at developing reading, listening skills and integrates writing into the content of the theme. It also aims at developing critical thinking skills through cooperative problem solving tasks. One of the key principles of CBI is the usage of authentic texts (Brinton, 1997) which are taken from the sources that ESL/EFL students may come across in everyday life. In accordance with this principle the unit consists of authentic texts (online magazine articles, blog publications), audio (podcasts, e.g. “This American Life”) and videos (“TED talks”, content-related movies). There are 5 lessons in it; each of the lesson suggests a certain topic and a set of activities developed in accordance with CL principles concerning organization of group work (face-to-face promotive interaction, interdependence, individual accountability, social skills, group processing) (Johnson, Johnson, and Smith, 1998). Different techniques which are used in the unit reflect CBI and CL principle of involvement into all phases of learning process (Brinton, 1997). The activities involve usage of cooperative pair and group work, jigsaw activities, cooperative role-play, cooperative debates, process writing, cooperative problem solving etc. The unit is full of visuals and graphic organizers like: charts and flowcharts, organizers, checklists, idea web, Venn and chain diagrams. The element of blended learning is included in the unit in the form of home assignments in which students have to arrange meetings of their base cooperative groups and complete assignments both asynchronous and synchronous, using available online resources, such as chats, Google docs, Skype and social networks. All in all, the unit is a result of the knowledge received in auditing classes at TESOL department and cultural experience gained within the Fulbright program. It highlights some of the topical problems in American society from the author’s point of view. Elements of the suggested unit might be used as a basis for developing a course for methods of language-teachers’ training.ReferencesBrinton, D. Content-based Instruction (2003). In D. Nunan (ed.), Practical English Language Teaching, pp.199- 224. Singapore: McGraw-Hill. Roseth, C., Akcaoglu, M., Zellner, A. (2013). Blending Synchronous Face-to-face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar. TechTrends, 57(3), pp 54-59.HOW TO HELP STUDENTS TO BE MOTIVATED LEARNERS?Nadezhda Bevz, Diana Strelchenko (Kharkiv, Ukraine)It’s true that today teachers have much work to do with their students’ motivational level. A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation. We may have heard the utterance,?"my students are so unmotivated!"?and the good news is that there's a lot that we can do to change that.?Here are some practical tasks to help you to raise your students’ motivational level:Make it realIn order to foster intrinsic motivation, try to create learning activities that are based on topics that are relevant to your students' lives. Strategies include using local examples, teaching with events in the news, using pop culture technology (iPods, cell phones, YouTube videos) to teach, or connecting the subject with your students' culture, outside interests or social livesProvide choicesStudents can have increased motivation when they feel some sense of autonomy in the learning process, and that motivation declines when students have no voice in the class structure. Giving your students options can be as simple as letting them pick their lab partners or select from alternate assignments, or as complex as "contract teaching" wherein students can determine their own grading scale, due dates and assignments.Balance the challengeStudents perform best when the level of difficulty is slightly above their current ability level. If the task is too easy, it promotes boredom and may communicate a message of low expectations or a sense that the teacher believes the student is not capable of better work. A task that is too difficult may be seen as unattainable, may undermine self-efficacy, and may create anxiety. Scaffolding is one instructional technique where the challenge level is gradually raised as students are capable of more complex tasksUse peer modelsStudents can learn by watching a peer succeed at a task. In this context, a peer means someone who the student identities with, not necessarily any other student. Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age.Establish a sense of belongingPeople have a fundamental need to feel connected or related to other people. In an academic environment, research shows that students who feel they 'belong' have a higher degree of intrinsic motivation and academic confidence. According to students, their sense of belonging is fostered by an instructor that demonstrates warmth and openness, encourages student participation, is enthusiastic, friendly and helpful, and is organized and prepared for class.Adopt a supportive styleA supportive teaching style that allows for student autonomy can foster increased student interest, enjoyment, engagement and performance. Supportive teacher behaviors include listening, giving hints and encouragement, being responsive to student questions and showing empathy for students.In conclusion, educational psychology has identified two basic classifications of motivation - intrinsic and extrinsic. Intrinsic motivation arises from a desire to learn a topic due to its inherent interests, for self-fulfillment, enjoyment and to achieve a mastery of the subject. On the other hand, extrinsic motivation is motivation to perform and succeed for the sake of accomplishing a specific result or outcome. Students who are very grade-oriented are extrinsically motivated, whereas students who seem to truly embrace their work and take a genuine interest in it are intrinsically motivated.AMERICAN REALEMS – A KEY TO NATONAL CULTURE Lilia Bilas (Kyiv, Ukraine)The processes of globalization in the XXI century are enhancing intercultural links between nations, mutual exchange of their views, attitudes and values which helps to raise people’s awareness of various cultural and ethnic identities. For the Ukrainian youth knowledge of both the English language, and culture of the English-speaking world as a powerful “network civilization” (J. Bennett) and influential global scientific and cultural force, opens the perspectives in their professional activity and interpersonal communication with native speakers avoiding cultural barriers, misunderstanding and bias. In this respect such discipline as American Studies plays an important educational role. In particular, Simon Bronner, a well-known American folklorist, ethnologist and educator emphasizes that “…American studies identifies and interprets themes, patterns, trends, behaviors, traditions, and ideas that characterize the United States as a nation, an experience, a rhetoric, and peoples—past, present, and future, at home and abroad […], and in thought and action.” He concludes that the discipline is uniquely constructed “to seek an understanding of Americanness” [2].“American Studies” belongs to the core academic courses of the curriculum at the Institute of Philology (Kyiv National Taras Shevchenko University). It is taught for both Ukrainian and foreign students of different specializations. The main aim of the course is to develop students’ lingua-cultural competence for maintenance effective cross-cultural communication; the main task is to learn those units of the language and extra-linguistic phenomena (e.g. symbols, connotations, realms, language units bearing specific national coloring etс.) which reflect the national peculiarities of the American culture.In spite of great choice of information sources (encyclopedias, books, manuals, Internet) about the American society, there is a necessity in teaching materials which could meet the syllabi requirements in “American Studies” for a certain target group. With this purpose the manual “Reading on America” has been compiled for foreign students of the third course (specialization “Translation from the Ukrainian and Russian languages”). The manual has been designed for a student’s individual study and provides culture texts which elicit diverse aspects of the American national life, and the place and role of the U.S. in a transnational world. It consists of eight chapters which are structured under the following rubrics: “Reading” - basic culture texts for reading; “Reading comprehension” - exercises for checking comprehension of the texts plot and summarizing the information using the new vocabulary; “Vocabulary enrichment” – exercises for checking understanding the meaning of new lexical units; ?Facts File? – additional information about historical and cultural realems and facts mentioned in the texts. There is also an “Answer Key” for self-control and “Index of American realems”. The main principles under which the texts were compiled are: novelty of the information; and an accent on realems. For example, in two chapters devoted to the formation of the new state in North America by the British colonists (“Striving for Independence”, “Leaders of the Nation”) students learn the meaning of such historical and political realems as: American Revolution, Boston Tea Party, Continental Congress, “the Sons of Liberty”, “Intolerable Acts”, “militias”, French and Indian War, Independence Hall, Liberty Bell, Articles of Confederation, the Bill of Rights, Gettysburg Address, “America’s Architect”, “Honest Abe”, “Marse Robert” and others. In chapter “Native Americans” the students discover the way of life of the indigenous people through such realems as: Amerindians, Sitting Bull, Pocahontas, Battle of the Little Big Horn, ”The Ghost Dance”,“ghost shirt”, tepee, totem pole, ”shame pole” etc.Practice shows that studying national realems and students’ awareness of what stands behind them leads to proper understanding the peculiarities of American culture.ReferenсesBennett, James C. The anglosphere challenge: why the English-speaking nations will lead the way in the twenty-first century [Text] / James C. Bennett – New York: Rowman & Littlefield, 2004.- ISBN 0742533328Bronner, Simon J. American Studies: A Discipline // Encyclopedia of American Studies [Electronic resource]. – Mode of access: WHAT HINDERS MASTERY LEARNING?Larysa Bondarenko (Kyiv, Ukraine)There are thousands of books and articles on how to teach all possible aspects of all foreign languages. But every time a teacher enters a classroom and gets acquainted with a new group of students, s/he encounters the same problem: how to improve the level of their language skills, how to find the incentives that will work for them, how to make them believe that they can master the language and can easily communicate with both native and non-native speakers. The aim seems to be worthwhile and will, without doubt, justify the time and efforts spent. Though, sometimes a good idea leads only to a brilliant failure. In the 1960s, education researcher Benjamin Bloom advanced a simple idea: to apply the key elements of one-on-one tutoring, shown to be the most effective teaching technique we know, to whole-class settings. The approach was called mastery learning. Over the years, different interpretations, details and techniques have been applied to describe mastery learning practices, but essentially, the approach unites together the following elements (Guskey, 2007; Hunter, 1985):Set clear learning objectives.Use an anticipatory set to focus and engage students in their learning.Present information and model new knowledge or skills.Provide students with opportunities for deliberate practice.Use regular formative assessments to check for student understanding.Reteach as needed, using individualized interventions targeted to learning needs.Confirm understanding before moving on to new content.An early study of mastery methods found that they were able to help three-quarters of students learn at the same levels as the top one-quarter of students in the control group and that in mastery learning settings the students received 20 percent higher results than in non-mastery settings. Mastery learning may also resolve the enduring dilemma of how to focus additional support on struggling students while still challenging high performers. As commonly conceived, mastery learning engages high achievers in enrichment activities while struggling students receive remedial support. Despite the great amount of data supporting mastery learning, the practice appears to be far from commonplace in classrooms. If we have so much evidence to support mastery learning, why don't we use it more widely? One reason appears to be that although the idea is simple and straightforward, it's far from easy to implement. For starters, there are technical challenges, such as the need to develop or adopt a wide range of formative assessments and then to develop remedial interventions linked to these formative assessments (Guskey, 2007).The concept of mastery learning is also been misinterpreted. Over the years, some have rejected it because they see it as a rigid approach to teaching. Hunter (1985), however, argued that mastery teaching should be seen as a "launching pad from which creativity can soar" (p. 58). For example, both direct instruction and inquiry-based learning can fit within the model.Finally, mastery learning may require teachers to adopt new approaches to instruction. For example, they may need to rethink assessment practices to provide students with opportunities to be reassessed. These fundamental changes in teaching practices, along with the technical challenges of implementation, mean that intensive professional development (including observation, feedback, and coaching) is required to help teachers correctly apply the approach in their classrooms (Hunter, 1985).All of this complexity suggests that mastery learning, although simple to propose, is not necessarily easy to implement. Simply pushing out the right information through top-down instructions can do little to change practices and even applying external pressure won’t lead us to the desired target. Indeed, as Michael Fullan (2011) asserts, external pressure may be precisely the wrong driver to improve instructional practices.A better approach may be using personal coaches who have become more common nowadays. Mastery learning appears to be a good place to begin with.ReferencesFullan, M. (2011). Choosing the wrong drivers for whole system reform. Melbourne, Australia: Centre for Strategic Education.Guskey, T. R. (2007). Closing achievement gaps: Revisiting Benjamin S. Bloom's "Learning for Mastery." Journal of Advanced Academics, 19(1), 8–31.Hunter, M. (1985). What's wrong with Madeline Hunter? Educational Leadership, 42(5), 57–60. CASE METHOD ON THE WAY TO ESP PROFICIENCYSvitlana Buchkovska (Kharkiv, Ukraine)Any modern higher education establishment faces the same difficult challenge – to prepare highly qualified professionals who will be competitive on the labour market being able to perform their professional duties successfully in diverse situations of dynamically developing business world. In this respect, the role of the English language learning is undeniable as any modern professional has to become an active participant of all globalised processes. Thus, ESP has witnessed a rapid steady development and nowadays is becoming one of the most important branches of English Language Teaching. Among the approaches to effective and efficient ESP teaching the case method deserves special consideration being one of the most productive as it engages students in an interactive learning environment and prepares them for the real world of professional practice.A case study provides a description of some business situation, or problem as the basis for a critical analysis or evaluation. It introduces real-word scenarios into the classroom where the participants face some important problem to solve. In this way, the case method relies on discussion-based, problem-solving learning. This approach transforms the traditional instructor-centered model of teaching into the learner-centered one as the whole process of the English language learning is designed around the students’ future professional field. Learners are not only provided with some theoretical knowledge and information, but have the possibility to practice and develop their analytical, decision-making, creative-thinking, communicative, leadership skills which prepare them for their future job responsibilities. The significance of the case method for education programs is the unique possibility to link theory with practice, as it is some kind of intermediary between study and the learners’ future professional performance.The use of the case method supposes the awareness of a new teacher’s role in the classroom as an instructor and the necessity of thorough preparation as it is aimed not only at training some foreign language skills, but students’ overall professional development. First, the needs must be clearly defined by analyzing learners’ profile taking into account the specific purposes for which students will use a foreign language in their jobs. It will help to select, adapt and/or develop appropriate teaching materials using different kinds of information sources and to indicate the sphere in which the teachers extremely need to gain knowledge as they will have to assess not only students’ English language proficiency but their performance in professional situations. Therefore, a teacher faces a very challenging demand to have a grasp of the learners’ professional field or professional context. At this stage collaboration with content teachers is of particular importance as they can recommend what topics or issues for consideration are to be selected. At the same time, implementing the case method supposes using different approaches to create cooperative and collaborative environment, such as team work, in which learners are able to overcome existing language barrier and apply their professional knowledge and creative thinking abilities in full, supporting and developing each other, suggesting new unpredictable solutions. All students must recognize the necessity of working together towards the same goal of finding solution to the problem under consideration.Among numerable advantages of the case method in ESP teaching, the most significant one is students’ active participation in learning process. The more learners are involved, the more they remember and are satisfied with their educational experience overall. This involvement can be not only at the stage of discussion or solution development but even at the stage of case study preparation. Having very often some practical experience in the professional field, students themselves could be a valuable source of real-world professional situations and the best advisors. Another considerable advantage which makes this method especially valuable and productive is the fact that the method itself is the result of fruitful collaboration among the ESP teacher, the content teacher and the students.The main obstacle on the way to successful outcome is inappropriate level of students’ language proficiency that sometimes makes class discussion and problem solving more complicated. In conclusion, it can be stressed that the case method, being time consuming and demanding a lot of hard work and creativity, is particularly productive and promising in ESP teaching as it makes learners competent second language users in their specific professional fields.References1. Jackson, J. ( ) Cases in TESOL Teacher Education: Creating a Forum for Reflection TESL Canada journal /LA REVUE TESL DUCANADA, VOL. 14, NO.2, SPRING 1997 Retrieved from: . Angelo, T & Boehrer, J. (2002). Case learning: How does it work? Why is it effective? Case Method Website: How to Teach with Cases, University of California, Santa Barbara. Retrieved from: TEACHING EMPATHETIC LISTENINGVictoria Bugaieva (Kharkiv, Ukraine)Listening is one of the four basic communicative language skills (reading, writing, speaking, and listening). Listening is receiving language through ears. Listening involves identifying the sounds of speech and processing them into words and sentences. Students usually find listening the most difficult of the four skills. It does not come naturally to most people, we need to work hard at it. Many people find it difficult to concentrate when listening to someone speaking their native language. Listening in a foreign language is more complicated and requires even greater focus. Good speakers may fail to listen properly.There can be found different types of listening, starting with basic discrimination of sounds and ending in deep communication. One of them is empathetic listening. Empathetic listening is a way of listening and responding to another person that improves mutual understanding and trust. When we are being truly empathetic, we actually feel what they are feeling. Empathetic listening involves actively listening to what the speaker is saying as opposed to just hearing the words being said.Empathy refers to the ability of a person to understand the emotions and feelings of another person. People can emphathise with others if they have experienced similar emotions or feelings. The various differences between students and a teacher can become obstacles to empathetic listening and communication between them. But there are many ways teachers may use to reduce the existing gaps between them and students or even get rid of them in order to better understand each other:create a positive atmosphere with your non-verbal behavior (make eye contact with your audience, mind your body language that shows you are interested in what students are telling you, nod to show you understand);listen in a friendly way;do not slouch in your chair;ask clarifying but not intrusive questions;focus on the speaker’s ideas;give the speaker full attention;listen for the significance of the message;do not hurry your students, give them an opportunity to think before verbally give an answer;resist forming an opinion until you have heard the entire talk;do not jump to conclusions about students;turn off any chatter around you.Empathetic listening as a kind of active listening can make the process of studying much easier. Showing warmth, caring, support will only help students and a teacher understand each other better, trust, respect each other. These and other tips may help to build healthy relationship between them, build an environment in which everyone feels safe. References OF VOCABULARY IN THE FILM SCRIPT “YOU’VE GOT MAIL” BY NORA AND DELIA EPHRONMarina Chirnitcaia (Kishinev, Moldova)While watching movies in foreign languages students have a good possibility to learn new vocabulary in an interactive way. The script to the film “You've Got Mail” (1998)?by?Nora and Della Ephron presents a big variety of words and word combination used. Here is the overview of the most frequent vocabulary areas: [1], [2]Business: brilliant businessman, broke, cash, cash cow, cash-only line, cash register, chain store, competition, corrupt sands of commerce, credit card machine, credit card, customer, decision-making ability, development, discounts, dollar, failure, for sale, “it’s not personal, it’s business”, job, meeting, money, office, part-time job, professional life, project, rent control, sales figures, salespeople/salesmen, store, to be driven by discounts, to be in business, to bite the dust, to buy discount, to buy, to cost, to deliver, to discount, to do some work, to fight to the death, to fire sb., to fold, to go to war, to go under, to have a day off, to have a little money saved, to have plenty of offers, to line up, to lose jobs, to offer sb. a job, to open up, to own, to pay the rent, to provide service, to put sb. out of business, to sell, to spy, to take over, tweaking, well-oiled machine, work, worker. Computers: chat room, computer, e-mail, handle, Internet, mail, monitor, solitaire, to be online, to chat, to connect, to e-mail, to go online, to remove from computer, to turn on the computer. Personality: abstruse, adorable, amazing, beautiful, brave, brilliant, careless, charming, crazy, cruel, cute, down-to-earth, enchanting, foolish, friendly, gorgeous, happy, heartbroken, horrible, ignorant, insensitive, insufferable, insulting, jealous, kind, lone, lovely, loyal, lucky, mean, obscure, obtuse, pathetic, polite, pretty, proud, provocative, responsible, romantic, sad, stupid, sweet, to be a pill, to be a real dog, to look like a mailbox, upset, wicked, wise, wonderful. Relationships: divorce, former (partner), love, relationship, single, to be a special person to sb., to be in love, to be involved with smb., to be/get married, to be perfect for each other, to be rejected by smb., to become friends, to break up with smb., to come on to sb., to fall in love with smb., to get a divorce, to get engaged, to get together, to hate, to have a date, to lose respect for sb., to love, to marry sb., to meet through the Internet, to run off with sb, to seduce, to see sb., to split, to stand smb up.Food and Drinks: Food: bagel, caviar, chopped meat, eggs, fish, flour, garnish, garnish, honey, hot dog, lemon, low-fat, lunchtime, mango, meat sauce, nonfat olive oil, pizza, popcorn, sandwich, sausage, scones, Starbucks, sushi, Tic-Tacs, to be thirsty, toast. Drinks: (white) wine, a drink, a fresh glass, cappuccino, champagne, cocktail, cocoa, coffee, cup of coffee, latte, milk, Mocha frappuccino grande, tall decaf cappuccino, tea. elatives and Family: American family, aunt, children, dad, daughter, father, grandfather, great-grandfather, kids, mother, nephew, relatives, son, stepmother, surrogate mother. Nature: bee, butterfly, cloud, garden, park, path, river, sun, trees. Animals: bee, beetle, bug, butterfly, cat, cow, deer, dinosaur, dog, fish, fox, horse, mouse, wolf. Trees/Plants: daisy, eucalyptus, flower, mossy, pine, reed, rose Books: a new book, bookstore, a pop-up book, children’s book editor, children’s department, City Books, expert, hand-tipped illustrations, novel, penmanship, reader, review, the storybook lady, to be out of print, to be published, to bring books to masses, to do a book, to get books, to read, to schedule a signing, to sell books, to write, typewriter, used books, “you’re what you read”.Health and illness: bandages, coma, contagious, drugs, hangover, heart monitor, intensive care, legal addictive stimulants, manicure, pain, pill, plastic partition, pockmark, splints, stitches, stressed, to be sick, to breathe, to get fuzzy, to have a cold, to have moles removed, to have temperature, to sleep 24 hours a day, to sniff, to take Echinacea, unconscious, Vitamin C.References1. 've_Got_Mail2. OF COMPUTER-MEDIATED COMMUNICATIONOlena Chorna (Cherkasy, Ukraine)Communication and technology, such as the Internet, have influenced our lives enormously; to the extent that even the way we communicate has become very different. More and more people from all over the world are using the Internet, allowing a faster as well as more efficient way of communicating. Computer-mediated communication (CMC), which began in proprietary companies two decades ago, has developed into a worldwide medium of communication that ESOL learners encounter inside and outside the classroom. Because learners' participation in CMC is likely to increase in the coming years, it is important for TESOL professionals to understand the norms of language use developed by CMC-based speech communities. Computer-mediated communication (CMC) is defined as any communication that occurs through the use of two or more electronic devices. While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messaging, email, chat rooms), it has also been applied to other forms of text-based interaction such as text messaging [3].Research has found that CMC exhibits features of simplified registers associated with both oral and written language. It also exhibits its own norms for organizing conversation and accommodating threads of discourse [2]. CMC, however, cannot be studied as a neutral linguistic phenomenon; instead, researchers and educators need to examine how CMC influences the dominance of English, access to knowledge and power, and equity in discourse. Distance learning, an application of CMC that has begun and will continue to serve a role in English language teaching and in ESOL teacher education, is an area in which these issues are relevant. CMC should be viewed not in terms of its functionality but in terms of the ways in which users shape a new medium of communication to fit the needs of their speech community.As most of us may have noticed, computer-mediated communication (CMC) in the form of real-time chatrooms makes us write in certain ways in which we would not ordinarily write. This, in turn, is a consequence of the limited time we have available to get our message across due to the fact that the communication takes place in real-time, and very often is almost simultaneous. In order to adapt the language to the circumstances of real time online chatting, the language, inevitably, becomes simplified in various ways; otherwise, it would take too long for us to get our message across, and consequently our chat-mate(s) will be tired of waiting. So, the new technology brings new opportunities for the language, and, as a result, the kind of written English used in online chat rooms, for example, differs from conventional written English in various ways [1]. Language is adapted to the medium and context where it is used, As a consequence of the temporal and spatial aspect, examples are found of: (1) the omission of blank space between words; (2) the omission of punctuation; (3) the use of all lower-case letters; (4) supposed typos; (5) reduced sentences in terms of subject/pronoun; (6) reduced sentences in terms of verb phrases; (7) reduced sentences in terms of prepositions or possessive pronouns; (8) the use of symbols as a replacement for words, and (9) conventional abbreviations.As a result of the social aspect, examples are found of: (10) unconventional punctuation; (11) the use of all capitals; (12) the mixing of lower-case and capitals; (13) unconventional and spoken-like spelling; (14) the repetition of letters; (15) the repetition of words; (16) consonant writing; (17) the exchange of long words for shorter; (18) inspiration from other languages; (19) the use of emoticons; (20) the use of asterisks; (21) so-called addressivity markers; (22) colloquial lexicon in terms of dialect and expletives; (23) features from spoken language, and (24) unconventional abbreviations.To make a long story short, CMC is a medium for mass communication with its own variant of written English. This variant of written English being peculiar to CMC is a consequence of the various constraints built into the medium. Moreover, this variant of written English is a necessity for communication to be fast, simple and thus adapted to the framework and constraints of the medium in question. For example in spoken language, there are a variety of signals (e.g. intonation, facial gestures etc.) that can help us understand how an utterance should be interpreted. On CMC, however, there are not many such signals, which results in language being adapted to by other means help us understand how to interpret utterances correctly.ReferencesCvjetkovic S. (2010) Computer-Mediated Communication: A Study of Language Variation on Internet Chat. Retrieved from: Denise E. Protean Communication: The Language of Computer-Mediated Communication // TESOL Quarterly. Vol. 34, No. 3, TESOL in the 21st Century (Autumn, 2000), pp. 397-421.Wikipedia. The free encyclopedia. COOPERATIVE LEARNING: MAKE IT TRUEOksana Chugai (Kyiv, Ukraine)Cooperative learning which implies that students collaborate in groups has become extremely popular. Working together in small heterogeneous groups, students achieve a common goal. They learn how to work together and to be responsible for their teammates' learning as well as their own. However, the transition from traditional to cooperative learning may be challenging for teachers and students. Cooperative Learning Structures, developed by Dr. Spenser Kagan, assist with overcoming these difficulties and result in boosting social skills, student learning, and achievement.The point is what Cooperative Learning Structures are? They are methods of organizing the interaction of students in a classroom. That is to say that they are step-by-step procedures used to present, practice, and review material. They function differently – some regulate interaction between pairs, some are designed for teamwork, when others involve the entire class. These are the main features of Cooperative Learning Structures: - they organize classroom instruction, in other words describe how the teachers and students interact with the curriculum;- they are content free and repeatable which means that they are not tied to any specific curriculum and can be used repeatedly with different curriculum, thus creating new learning experiences;- they implement the Basic Principles of Cooperative Learning (PIES) which are Positive Interdependence (occurs when gains of individuals or teams are positively correlated), Individual Accountability (occurs when all students in a group are held accountable for doing a share of the work and for mastery of the material to be learned), Equal Participation (occurs when each member of the group is afforded equal shares of responsibility and input), and Simultaneous Interaction (occurs when class time is designed to allow many student interactions during the period).Altogether, Cooperative Learning Structures have the Basic Principles of Cooperative Learning built in. Without PIES, any cooperative work is unstructured and achievement gains are questionable. Thus, students learn to respect each other as group members; the group negotiates roles with guidance from the teacher; the activity is intrinsically interesting, challenging, and rewarding; everyone has opportunities to make valued contributions to the group product. It is the inclusion of PIES what makes cooperative learning truly effective. There is a common argument that allowing time for student discussions, teambuilding and energizers is impossible because teachers have to cover the curriculum. At the same time covering the curriculum is justified only if it includes teaching with understanding and appreciation. It is through student discourse and the interaction of different ideas that students construct meaning. Furthermore, in the knowledge society information is fast outdated. Cooperative learning promotes love of learning, provides students with skills for success so they become lifelong learners.Another argument is about fitting cooperative learning into a lesson plan. With Cooperative Learning Structures lessons do not have to be redesigned. For example, at the beginning of a lesson a Timed Pair Share may be used to assess prior knowledge. After some initial input, students do a RallyRobin to review the key points. For closure, the teacher might have students do a Team Statement about what they learned. Without any additional lesson planning, just by using structures, the lesson may be transformed into an actively engaging cooperative one. Later more structures may be added, and mundane lessons become increasingly effective cooperative learning lessons. Cooperative Learning Structures include the Basic Principles of Cooperative Learning (PIES) which makes them truly effective. As a result, students are provided with more learning opportunities which allow them to become successful lifelong learners.ReferenceKagan, S. & M. Kagan. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Retrieved from: COUNTRYSTUDY TEXTBOOK FOR PROSPECTIVE EFL TEACHERSTetiana Datska (Kirovohrad, Ukraine)Recent decades have witnessed the fact that socio-cultural competence of a foreign language learner has gained as much importance as the language proficiency itself. The former has been integrated into the national English Language Curriculum for Universities [1] as an essential element and different aspects of it have been finely elaborated in the publications of different types: scholarly papers, theses, textbooks for students. Countrystudy / area studies skills as part of socio-cultural competence [2] can be developed in practically all university subjects of English but it especially holds true of countrystudy / area studies classes. A core element of any University subject is a textbook, and at the moment a number of countrystudy textbooks are available for use. Our observations and teaching experience though have proved that not all of the textbooks published so far are suitable for prospective EFL teachers as the professional task, which is posed before this category of students, compared to other English language learners, is quite specific: besides possessing the required factual knowledge and English language skills they are supposed to be able to teach their subject, i.e. to develop linguistic and socio-cultural competence of their would-be pupils. This task, in our opinion, should be explicitly addressed in a university countrystudy textbook for prospective EFL teachers. Besides this main one there are a number of other tasks that should be fulfilled in the university countrystudy course and the textbook as one of its main tools. These tasks include developing the students’ skills to process countrystudy information; evaluate the validity of online countrystudy resources; developing the skill to work with language and culture dictionaries (such as [3; 4], for example) and compile countrystudy commentary to an authentic English text. Taking into consideration the above-mentioned, it is suggested that a countrystudy textbook for prospective EFL teachers should include such elements / sections within each topic under study:A section containing questions that focus on factual information of the studied text;A section with the task to compile a countrystudy glossary of socio-cultural concepts / realia found in the text;The text itself;A section with practical tasks on the text (e.g. completing a timeline / comparative table, etc.);A section with the task to utilize reliable online countrystudy resources with the aim of wider study of the concepts / realia mentioned in the text. The above suggested organization of the elements of a countrystudy textbook can be viewed as one of the ways to enhance the development of the linguistic, socio-cultural and professional skills required of prospective EFL teachers.References1.?Програма з англ?йсько? мови для ун?верситет?в / ?нститут?в (п’ятир?чний курс навчання)/ Колектив авт.: С.Ю. Н?кола?ва, М.?. Соловей, Ю.В. Головач та ?н. – К.: Злагода, 2001. – 185 с.2.?Колодько Т.М. Формування соц?окультурно? компетенц?? майбутн?х учител?в ?ноземних мов у вищих педагог?чних навчальних закладах: Автореф. дис. ... канд. пед. наук: 13.00.04 / Нац?ональний педагог?чний ун?верситет ?м.?М.П.?Драгоманова. – К., 2005. – 24 с.3.?Longman Dictionary of English Language and Culture. – Harlow: Pearson Education Ltd., 2008. – 1620?p.4.?Crowther J. Oxford Guide to British and American Culture. – Oxford: OUP, 2001. – 600?p.THE GRAMMATICAL COMPETENCE COMPONENTSOF ENGLISH TEACHERS-TO-BEInna Dubchak (Cherkasy, Ukraine)It goes without saying that the indispensable objective of foreign language teaching is the development of the learner’s grammatical competence which along with the lexical and phonetic competences constitutes the linguistic competence as a component of the communicative competence. Grammatical competence is regarded as the ability to understand and express meaning by producing and recognizing well-formed phrases and sentences. In other words, it is knowledge of and ability to use the grammatical resources of a foreign language. Thus, scientists distinguish the following components in its structure: the knowledge of grammar, grammar awareness and grammar skills. The grammatical competence components of English teachers-to-be are the constituents of pragmatic and cognitive aspects of language teaching objectives [1]. The pragmatic aspect is represented by developing knowledge and skills while the cognitive aspect is represented by grammar awareness which is a part of general linguistic awareness [4]. The first element of the pragmatic aspect is grammar knowledge. They comprise the knowledge of language system (of a foreign language as well as of the native language), its elements and categories and rules to use the language system in practice and in teacher’s profession. Being a basic component, grammar knowledge performs some functions: content function, context function, cognitive function and structural function [1]. The second element of the pragmatic aspect is grammar skills – automatic grammar operations of selection and arranging the syntactical and morphological structures of the sentence according to communicative language norms and their realization in speech [2]. In accordance with the theory of awareness stages, the effective way to form grammar skills is from the stage of actual understanding through the stages of conscious and unconscious monitoring to the stage of unawareness [3]. Grammar awareness as the element of the cognitive aspect of language teaching objectives is the ability of students to think over the processes of grammar competence development, to consciously recognize grammar structures in speech, to understand rules and peculiarities of their formation and function, to analyze and monitor the grammar part of speech and correct the mistakes in speech, to know and be able to work on separate grammar structures and include them into speech context, to realize their types of “speakers” and “students” [2]. Thus, the three components of grammatical competence of English teachers-to-be are grammar knowledge, awareness and skills.ReferencesДубчак ?. П. Структура ? зм?ст граматично? компетенц?? майбутн?х учител?в англ?йсько? мови / ?нна Петр?вна Дубчак // Актуальн? питання, проблеми та перспективи розвитку гуман?тарного знання у сучасному ?нформац?йному простор?: нац?ональний та ?нтернац?ональний аспекти : Зб?рник наукових праць (за матер?алами ?? М?жнародно? науково-теоретично? конференц?? в?д 17-19 травня 2011 року) / за заг. ред. к. ф?лос. н. М.?А.?Журби. – Ч. ??.- Луганськ: Вид-во СНУ ?м. В. Даля, 2011. – 332 с. – С. 244―249. Методика формування м?жкультурно? ?ншомовно? комун?кативно? компетенц?? : курс лекц?й : [навч.-метод. пос?бник для студ. мовних спец. осв.-квал?ф. р?вня ?маг?стр?] / Б?гич?О.?Б., Бориско?Н.?Ф., Борецька?Г.?Е. та ?н. / за ред. С.?Ю.?Н?кола?во? – К. : Ленв?т, 2011. – 344с. Bolitho R. Ten questions about language awareness / Rod Bolitho, Ronald Carter, Rebecca Hughes, Roz Ivani?, Hitomi Masuhara, Brian Tomlinson // ELT Journal. – 2003. – Vol. ?57– № 3. – P. 251 – 259.Carter R. Language Awareness / R. Carter // ELT Journal. – January 2003. – V. 57/1. – P. 64―65.TAKING A STEP FURTHER: HOW TO BECOME A CONNECTED EDUCATORIgor Gizhko (Donetsk, Ukraine)In connected teaching, individual educators create their own online learning communities consisting of their students and their students' peers; fellow educators; professional experts in various disciplines around the world; members of community organizations that serve students. Educators are no longer limited by where they teach or where they lead, nor are they required to deliver teaching as solo practitioners.Educators are connected to their students and to professional content, resources, and systems that empower them to create, manage, and assess engaging and relevant learning experiences for students both in and outside school. They also are connected to resources and expertise that improve their own instructional practices and that guide them in becoming facilitators and collaborators in their students’ increasingly self-directed learning.Episodic and ineffective professional development is replaced by professional learning that is collaborative, coherent, and continuous and that blends more effective in-person courses and workshops with the expanded opportunities and convenience enabled by online learning. Professional educators can be supported individually and in teams by technology that connects them to data, content, resources, expertise, and learning experiences that enable and inspire more effective teaching for all learners.The best way to prepare teachers for connected teaching is to have them experience it. All institutions involved in preparing educators should provide technology-supported learning experiences that promote and enable the use of technology to improve learning, assessment, and instructional practices. Just as technology helps educators to engage and motivate students to learn, technology should be also used in ongoing learning of educators to engage and motivate them in what and how they teach. Social networks can be used to provide educators with career-long personal learning tools and resources that make professional learning timely and relevant as well as an ongoing activity that continually improves practice and evolves their skills over time. Online communities should enable educators to take online courses, tap into experts and best practices for just-in-time problem solving, and provide platforms and tools for educators to design and develop resources with and for their colleagues.There are many things institutions and faculty can do to encourage, inspire and retain students in online educational programs – some which are similar to the steps students must take themselves:* Be highly communicative with students – focus on the student, not the content.* Move from using the Socratic approach to being more of a coach. Online teaching is focused on helping students problem solve more than delivering information.* Be very flexible. Online students work outside of normal school hours and may need your help in the evenings or on weekends.* Provide continuous feedback. If instructors wait some days before telling a student if he/she is on the right track, they will feel disconnected and possibly give up. * Develop supportive forums and optimize introductions to create a friendly online environment that has a sense of community. Connected teaching offers a lot of opportunities to personalize learning. To deeply engage their students, educators need to know about their students' goals and interests and have knowledge of learning resources and systems that can help students plan sets of learning experiences that are personally meaningful.References1.Dabbs, L.M. (2012). Five Tips for New Teachers to Become Connected Educators. Retrieved from: 2.Michaelsen A. (2011). Connected Teaching – Some Tips for Getting Started. Powerful Learning Practice Blog. Retrieved from: INTERCULTURAL COMPETENCE THROUGH INTERNATIONAL PROJECTSElina Golovacheva (Yalta, Ukraine)In the century of globalization, the importance of intercultural communication and understanding of people from diverse cultural and ethnic backgrounds is growing fast. Project work is a unique way of teaching students to develop their communicative skills, critical thinking, skills of debating, defending personal point of view, formation of leadership qualities. While working on a project, students investigate the topic of the project using different methods, modern information technologies, applying their skills and knowledge in various spheres. Experimental educationally-upbringing complex ‘School of the Future’ is a school for more than 700 pupils. It is technically well-equipped. The students of our school are the participants of different international projects. We are registered on the PTPI's School & Classroom Program, British Council Schools Online and eTwinning Plus platform, and have links with classes in other countries’ schools. Sometimes after classes using video-conferencing and Skype our students discuss vital problems with their foreign friends. This is a brief description of international projects where our school took part within the period of September 2010 – February 2014. PTPI's School & Classroom Program. People to People International program was founded in 1956 by President Dwight D. Eisenhower. PTPI promotes international understanding and friendship through educational, cultural and humanitarian activities. The project ‘Ukraine and Canada’ was organized with the help of this organization between our school and Harold Peterson Middle School, Oromocto, Canada. The students of both schools during 2010-2011 school years worked on such projects as: ‘Getting to Know your Partner’, ‘a Day in my Life’, ‘Cooking Recipes Project’, and ‘Global Youth Murals’. They communicated via e-mail letters and Internet. The students used such computer programs as Powerpoint, Photostory, Animoto and Mixbook when they did joint projects. They exchanged presentations about their schools, national holidays, sent each other cookery books with national recipes and murals with some information about their countries. They discussed their partners’ life, had chats, found cultural similarities and differences and improved their communication skills. ?Connecting Classrooms? was the British Council Project in 2011-2013. We took part in such projects as: ‘BBC News School Report’, Olympics Project ‘London-2012’, ‘Big Dance’ festival -flash mob, ‘Britain is Great’. Our students had ‘round table’ discussions, wrote essays and created movies, made interviews, reports and booklets for our school newspaper and school site. We studied the history, traditions and cultures of our partner countries such as Great Britain, Malta and Cyprus and made new friends in these countries among the students and the teachers. Now we get on well with our partners.In September 2011 we had a school-exchange visit to Cherwinsk in Poland in order to know more about Polish culture and the system of education in Poland. In September 2012 our Polish friends came to our city Yalta. We had an excursion around our school and ‘a round table’ discussion comparing the systems of education and school life in both countries. It was a cultural school exchange program with trips, excursions and visiting the main sights of both countries. eTwinning projects. eTwinning Plus provides a safe, online environment to work on projects with partner schools and communicate with like-minded educational professionals in the existing eTwinning network.Our first eTwinning project was ‘Intercultural Dialogues through Fairy tales, Drama and Art’ with the partner teams from 35 European schools. Students and teachers from 33 different European countries collaborated together and became familiar with cultures of partner schools through the use of fairy tales, drama and art. The pupils translated their favorite national fairy tales into English language, drew pictures and illustrations, made presentations about their schools and dramatized their partners’ fairy tales. At the end of the project an e-book of European fairy tales was created and some countries even published it. The pupils had a good chance to read other countries’ favorite fairy tales and dramatized them using their vivid imagination. The project was awarded with National Quality label in 23 countries and the European Quality Label in October 2011. And it received eTwinning Prize 2013 for Intercultural Understanding.The second eTwinning project we are doing now is ‘Europe – so Many Faces’. It is for the pupils of 7 – 12years old. The Project Team consists of 41 countries. We use different tools such as audio conference, chat, e-mail, forum discussions, Powerpoint, video, pictures and drawings. This project aims to share different Europeans cultures, to help students and teachers accept their European identity, practise English language and create closer friendships with people of different nations. Doing this project the pupils will create the European Cookery Book. At the end of the project there will be the ‘Evening of European Cuisine’ - every partner will prepare dishes from their partners’ cuisine. A movie as a real cooking TV show in English will be done. An e-book and a printed book will be prepared. Besides, a European Guide Book will be made. Every partner has already chosen 5 remarkable places in their country, illustrated them and prepared a Power Point presentation. Then an e-book and a printed book will be made. This project was given a certificate in December 2013 as one of the best among five eTwinning projects in Ukraine. I am firmly sure that the intercultural communication between different nations is effective and has a positive impact on students. Participating in international projects is a unique way of bringing the world into the classroom and encouraging students to develop as global citizens, who want to investigate, make their own discoveries and respect other people’s views, ways of life, cultures and backgrounds. It destroys cultural barriers and helps increase better understanding between students of different nations.ReferencesStella Ting Toomey, Communicating across cultures 1999. EVALUATING STUDENTS’ PROGRESS IN STORY Volodymyr Goshylyk, Nataliia Goshylyk (Ivano-Frankivsk, Ukraine)Assessment has always been an integral part of everyday learning and teaching. The problem is that assessment as a multifaceted and complex phenomenon, taking many forms, is to be of utmost objectivity. The matter of assessment objectivity is important because of its summative and formative purposes (often referred to as “assessment of learning” and “assessment for learning”). They determine the universal understanding of assessment as a mighty tool for educators. Aiming at supporting learning, the widespread academic progress evaluation techniques facilitate the teachers’ work only in case of having definite instructions on their effective use. In this paper we would like to present the worked out criteria concerning evaluating students’ progress in story retelling (writing reproductions) at the Foreign Languages Faculty, Vasyl Stefanyk Precarpathian National University. The elaborated and practically tested experience of interim and final assessment of our students’ advance in learning English meets the requirements of the Bologna System striving for high quality education. In story retelling evaluation the teacher gives 2 grades (1 for the content and 1 for grammar). The focus is made on the mistakes taking into consideration the following criteria: * Content Evaluation (5?Points) 5 -The main characters are named and clearly described (through words and/or actions). The audience knows and can describe what the characters look like and how they typically behave. Lots of vivid, descriptive words are used to tell the audience when and where the story takes place. It is very easy for the audience to understand what problem the main character(s) face and why it is a problem. The solution to the problem is easy-to-understand and is logical. There are no loose ends. The story is retold in correct sequence with all important parts. The storyteller includes all major points and several details of the story s/he is retelling.4 - The main characters are named and described (through words and/or actions). The audience has a fairly good idea of what the characters look like. Some vivid, descriptive words are used to tell the audience when and where the story takes place. It is quite easy for the audience to understand what problem the main character(s) face and why it is a problem. The solution to the problem is easy-to-understand and is somewhat logical. The story is retold in sequence with 2-3 omissions. The storyteller includes all major points and 1-2 details of the story s/he is retelling.3- The main characters are named. The audience knows very little about the main characters. The audience can figure out when and where the story took place, but there isn’t much detail (e.g., once upon a time in a land far, far away). It is fairly easy for the audience to understand what problem the main character(s) face and but it is not clear why it is a problem. The solution to the problem is a little hard to understand. The story is retold with several omissions, but maintains sequence of those told. The storyteller includes all major points of the story s/he is retelling.2- It is hard to tell who the main characters are. The audience has trouble telling when and where the story takes place. It is not clear what problem the main character(s) face. No solution is attempted or it is impossible to understand. The story is retold out of sequence. The storyteller forgets major points of the story s/he is retelling. F/0 -This is a retelling that either was not turned in, or is so deficient in so many areas that it might just as well not have been. Or, it could be a retelling which completely misses the assignment altogether. Important! In this section the student’s final grade is obtained by summing the results of fitting the assigned criteria and then dividing the score by 5. CriteriaLowHighCharacters 12345Setting 12345Problem and Solution to It in the Story 12345Sequence 12345Accuracy of Retelling the Story12345SubtotalTotal* Grammar Correction 1 mistake per page – 5 4-5 mistakes per page – 3 2-3 mistakes per page – 4 6 mistakes per page or more – 2 THE “ENGLISH-UKRAINIAN AND UKRAINIAN-ENGLISH THEMATIC DICTIONARY ON TOURISM” AS AN INSTRUMENTAL TOOL IN ACQUIRING VOCABULARY SKILLS FOR STUDENTS IN TOURISM MAJORTetiana Glutska, Iryna Sandovenko (Kyiv, Ukraine)The modern tourism industry is one of the most highly profitable and dynamic sectors of the world economy. Tourism accounts for about 10% of GDP. Today, the tourism industry employs over 260 million people, or one in ten employees. It accounts for 7% of total investments, 11% of global consumer spending, 5% of tax revenue and a third of world service trade [1, 3]. According to experts, XXI century could be referred to as the century of tourism.Significant developments in the national tourism industry along with the fact of hosting a number of international sporting events, including several European Championships, called for urgent brand building of the country to present a new image of modern Ukraine abroad thus attracting more foreign tourists. Today’s information world has no borders. Ukraine has become a visible player in the international tourism market and has been engaged in the stream of global, European and regional events. More and more Ukrainian companies enter international markets of goods and services, raise capital outside of Ukraine, and adopt best business practices of the world. One of the main problems the tourism industry in Ukraine faces (and no industry could be seen as exception here) is to fully define the professional terminology and conceptual framework. Accurate and uniform interpretation of terms and phraseological combinations is the very necessary basis for the theory development and correct functioning of the industry [2, 5]. However, the relevant information in Ukrainian is very limited. Tourism sciences in Ukraine largely depend on the extensive lexis database borrowed from other languages. Due to the historical origins of tourism the lingua franca of the industry is the English language.The “English-Ukrainian and Ukrainian-English Thematic Dictionary on Tourism” contains terms and terminological word combinations representing the corresponding terminological system. The dictionary also includes many words of general use in case they have a special meaning or are included into a term concept. It is organized into four thematic sections. They are CAREERS, HOTEL BUSINESS, FOOD AND BEVERAGE SERVICES, TRAVELLING. Each of these sections consists of some subsections. For example, the section FOOD AND BEVERAGE SERVICES contains such subsections as types of restaurants, menu, meat, seafood, desserts, vegetables, fruits, beverages, taste, containers, cooking, toasts and restaurant services. The dictionary aims to provide the basic vocabulary of terms used in the tourism industry. The supplements at the back give additional information (place names, local times around the world, international currencies, public holidays, abbreviations).We have prepared this dictionary to help Ukrainian speaking professionals understand most terms and concepts commonly used in the leisure, travel and tourism industries. For each term and concept we have sought to find a clear equivalent in Ukrainian practice. The word-for-word translation was used in cases where no definite equivalent was available.We truly believe that this dictionary will be of service both to experienced professionals and to students planning to become a tour operator, a travel agent, a tourism manager, a tour guide, an animator, a housekeeper, a receptionist, a bell captain, a food and beverage manager, a chef, a waiter etc.While working on this dictionary we have carefully considered each term and concept to provide correct and accurate translation as we see constant improvement and learning of new concepts, terms and business models as a must not only for students but also for professionals servicing domestic business.References1. Smoliy V.A., Fedorchenko V.K., Tsibukh V.Н. (2006) Yentsiklopedichniy slovnik-dovidnik z turizmu [Encyclopaedic Dictionary of Tourism] (in Ukrainian). Kyiv: Vidavnichiy Dom ?Slovo?.2. Birzhakov M. B. (2006) The Great Glossary of Terms for the International Tourism. 3rd Ed. Saint Petersburg: Publishing house ‘Gerda’.USING PRESENTATIONS FOR ENHANCEMENT OF LEGAL ENGLISH LEARNING AND ACTIVATION OF ALL LANGUAGE SKILLSValentyna Gundarieva (Kyiv, Ukraine) Listening, speaking and writing skills in English are essential for professional communication. As a result, even though we focus on reading legal literature and basic legal documents, we consciously introduce tasks that activate all four language skills. "The fact that the learner will eventually use the knowledge gained only for reading is largely irrelevant. What is of most concern is how the learner can learn that knowledge most effectively. If the effectiveness of the process can be enriched by the use of other skills, then that is what should be done." (Hutchinson & Waters, 1987) The use of presentation in a friendly, non-threatening classroom atmosphere encourages use of all four language skills.Reading?- Students first read a number of legal articles on a topic of their choice, knowing that they will have to present their conclusions in class. They analyze the articles critically, compare and contrast the ideas presented, synthesize and evaluate. Finally, they select highlights for inclusion in their presentations. This process is comparable to the process students go through when reading in order to write a paper. In both cases, reading for the purpose of transmitting information requires clarification of ideas and expression of those ideas in such a way that others will understand.Writing?- When composing slides, students have to condense the information they have gathered so as to present only the main points. This information reduction process is in itself a difficult but very profitable language task. While writing a minimal list of points on the screen, students can organize a suitable sequence for the points and divide the points into slides. At the same time, students need to take into consideration slide layout. A slide cannot be too cluttered, the size of the font has to be large enough, and the location of the elements on the screen has to be balanced. All this forces students to re-read, re- evaluate and re-write what they have written again and again.Speaking?- The material that students have read, organized and summarized now has to be presented orally so as to convey a clear message to an audience of peers. Just as they would in a purely oral presentation, students have to 'rehearse' the pronunciation of difficult words, time themselves, and make sure that they have all the Legal English lexicon needed for their speech. The added value of computer presentations is that the repeated revisions of their slides (to be seen by all of their peers) give students extensive exposure to the content of their 'talk', helping them remember what they want to say and giving them more self-confidence. After making presentations students ask and answer questions and can discuss the most interesting and important points on the topic.Listening?-The class now listens to the oral presentation. Listening to a non-native speaker is not easy, and visual elements facilitate comprehension. The student functions as a researcher, developer and presenter, while the whole class functions as an audience in an academic lecture. The teacher functions as a facilitator, teaching students how to use the tool, guiding them in the choice of topic, providing guidelines for preparing and giving the presentations, selecting and explaining the criteria for evaluating the presentations, guiding students in the process of preparation, and helping them with revision. The teacher also evaluates the presentations and gives a grade. Presentation combined with integrated content based tasks provide opportunities for meaningful communication in the classroom and additional motivation to learn and use Legal English in practice. ReferencesHutchinson, T. & Waters, A. (1987). English for Specific Purposes: A Learning-centred Approach. Cambridge; Cambridge University Press. Schcolnik,M. & Kol,S. (1999). Using Presentation Software to Enhance Languauge Learning: The Internet TESL Journal, Vol. V, No. 3. Retrieved from http//VALUE INCALCULATION THROUGH STORIESOlena Honchar (Kryvyi Rih, Ukraine)Language teachers can successfully inculcate various values through their sessions. Language teaching has an infinite capacity for assimilating value education. Language cannot be taught in isolation, away from social situation, nor can values be imbibed without practice. Mingling good meaningful value -based text with language learning can invariably make sensitive human beings and conscientious citizens. In Langston Hughes "Thank You M'am'," he uses conflict and imagery to express the theme of giving and understanding by showing compassion. It is a classic story that shows that sometimes giving a hand up is more important than anything else. Below I suggest some ideas for the lesson exploring the nature of integrity based the Langston Hughes story.Lesson ProceduresPart One: IntegrityExplain that in preparation for reading the story “Thank you, Ma’m” by Langston Hughes students will explore the trait of?integrity.??Ask the class what?integrity?means.? Using the Latin root?integer,?(whole or complete, as used in?integral, integer, and?integrate), guide the discussion to help the students include the following in their definition:?a. The quality or state of being whole, unbroken, complete.b. Having sound moral principles.c. Having the courage to do what is right, even if it is difficult.d. Being honest, fair, and trustworthy.Explain, if necessary, how being “whole” means not compromising values including honesty, fairness, and trustworthiness.? Suggest that as a result of demonstrating?integrity, respect and trust can develop.Have students use a T-chart to create lists of people who show or?should?show?integrity?and a list of people who often do not show?integrity. The lists might include judges, police, parents, doctors, and religious leaders on one list, and thieves, cheaters (including cheaters on academic work) liars, criminals on the other side.If students suggest questionable individuals such as gang members or some celebrities, ask to whom these people show?integrity?and to whom they do not show?integrity.? Ask,?Is it integrity—wholeness, completeness, of sound principles—if it is shown only part of the time or in limited situations or to selected people?? Does someone have integrity if they choose to be fair and honest only in certain circumstances?? Does this make them trustworthy?Ask what happens to society when we cannot rely on the?integrity?of the people in the first list (judges, police, parents, doctors, and religious leaders.)? Be respectful and attentive if the students’ experiences and perceptions are different than your own.? They are exploring the definition and possibly struggling with the implication of?integrity?in their own lives as teenagers. Alternatively, use the same procedure to list behaviors (rather than people) that show?integrity?and behaviors that show a lack of?integrity.Have students respond to these warm-up prompts:?Is it more natural to have integrity, or more natural not to have integrity?? What might cause people to have integrity or to lose their integrity?After writing, have students pair up and share their responses.? Conduct a class discussion based on their responses.? They may bring up corruption, greed, poverty, and peer pressure on one side, and family, religious and ethical teachings on the other. Part Two: Reading and RespondingExplain that the Langston Hughes story explores several values, including?integrity, and they will explore the nature of integrity?through the story.After the reading and discussion have students think about and respond to this prompt or writing below their response to the initial warm-up prompt:??Can people improve the integrity (or trustworthiness, or fairness or honesty) of others through their own actions?? Why or why not?? If yes, how? If no, why not?Part Three: Making It PersonalThink and write about the?integrity?you show through your actions, including actions at school.??How do those actions affect others? What can you do to improve your own integrity and integrity of those around you???Include the following in your writing:Write about a time when your integrity was challenged or compromised and what you did or what you could have done differently.References1. Thank You, Ma'am by Langston Hughes. Retrieved from 2. Dr.Bharti Rathore.- Beyond the Text: Values in Language Classes. TEACHING TRANSLATION. PECULARITIES OF ANNOTATIVE AND GIST TRANSLATION Viktoriya Ignatenko (Bila Tserkva, Ukraine)Scientific literature analysis (Emelyanova I.B. , Knyazeva E.G., Komissarov V.N., Korunets I.V., Lvovskaya Z.D., Nesterova N.M. , Novikov A.I., Chernovatiy L.M.) allowed to identify the pecularities of annotative and gist translation which provide our society with such an important thing as time saving for consumers of printed texts in other languages?, owing to the presentation of information in summary form in the language which they can understand. These types of translation activate the ability of semantic information processing, logical way of presentation and form the entire spectrum of interpreter skills.These types of translation involve both translation and summarization, each one characterized with a certain type of relationships between the original text and the target text. Translation provides functional, formal and semantic assimilation of the original text and the translation of the text, while gist translation means semantic assimilation of the original text and the translation text with almost absent formal assimilation, which defines the major problem of these types of translation - the problem of semantic faithfulness of the source and the text of translation. In these types of translation the major transformation is transduction, and its final result, which does not preserve the form of the original text , but only its basic meaning . Thus, this type of translation is not similar to any other translation activity. Ignoring these features in the learning process of translation is due to the mistaken opinion that these types of translation are just occasionally selected and translated sentences of the original text. Scientists ( Knyazeva A.G., Komissarov V.N., Korunets I.V., Latyshev L.K., Nestorova N.M., Novikov A.I., Cherednychenko A.I., Safonov V.V., Sdobnikov V.V.) have proved that these types of translation are secondary solid and coherent texts, which are very short, but adequately reflect the information contained in the source, that’s why such type of translation requires the highest level of understanding the text and special competence in the relevant type of translation.Chernovatiy L.M. offers the following model of the annotative and gist translation: 1) the analysis and interpretation of the original text, 2) summarization of the original text, 3 ) creating the text of translation, 4) editing the text translation. Alternative models of Novikova E.I., Nesterova N.M. involves the second phase in the internal form, merging with the first stage as translator immediately generates the text in the target language.Thus, a two-stage approach (Novikov A.I. ) offers a similar scheme, reducing it to two steps: the first step is understanding the original text and its summarization, i.e. the transition from the original text to its denotative content, and the second step consists in creating the translated text based on speech compression.Semantic compression of the text is possible only in the case if the interpreter succeeds in explicating of the "coded" author information. The process of understanding is accompanied by a "translation " of information, decoding it on the inner meaning of the language. According to Nesterov N.M summarization is possible via understanding the text, which means a correct emphasizing of the main content. The result is always accompanied by a volume reduction. Thus, these types of translation are complete and secondary coherent text, not just reduced text. This translation is characterized by a particular sequence of steps, based on the special stage transduction which should be taught to future translators in order to create an appropriate mix of strategies that will help to perform these types of translation quickly and accurately at a high professional level. Prospects for further research is to formulate a set of exercises for the formation of competence in these types of translation and to develop the appropriate strategies for the professional implementation of them.ReferencesЛьвовская З. Д. Современые проблемы перевода: [пер. с исп.] / З. Д. Львовская. – М. : Издательство ЛКИ, 2008. – 224 с.Новиков А. И.. Реферативный перевод научно-технических текстов/ А. И. Новиков, Н. М. Нестерова. М. : Ин-т языкознания АН СССР, 1991. – 148 с.Черноватий Л.М. Методика викладання перекладу як спец?альност?: п?дручник для студ. вищих заклад. осв?ти за спец?альн?стю ?Переклад?/Л.М.Черноватий. – В?нниця: Нова Книга, 2013. – 376 с.Agamjanova V. Improve Your Review and Abstract Writing : Рефе рирование и аннотирование научного текста / V. Agamjanova, M.Gulena. –Рига : ЛГУ им. П. Стучки, 1984. – С. 63.Vermeer, H. J. Scopos and Comission in Translation Studies // The Translation Studies Reader / Ed. by L.Venuti. London and New York, 2003. – P.221–232.TEAM-BASED LEARNING AND LANGUAGE ACQUISITIONAnna Iushchenko (Kirovohrad, Ukraine)What is Team-Based Learning and how effective is it in language acquisition? Does common group work imply the same learning process as working in teams? How does team work facilitate reaching educational goals and raise students’ motivation to become self-directed learners? The aim of this paper is to highlight the basic elements of Team-Based Learning, compare its principles with other learning formats and trace its effective application in a language classroom.Originally, team-based approach to learning was introduced by Larry Michaelsen in Business School of the University of Oklahoma in 1970. The primary goal was promoting application of knowledge, going beyond the content and developing problem-solving skills. In a team-based course students are organized into permanent groups for the whole term and work coherently as a team to reach common educational goals. Constructive feedback is a crucial component of team-based learning process: students get immediate feedback from their instructor on the results of group tests/papers and also evaluate their peers’ contribution as group members.Traditionally Team-Based Learning is considered successful when its four basic elements are incorporated (Michaelsen & Sweet, 2008):Groups. Groups must be properly organized and skillfully managed.Accountability. Students should be held accountable for the quality of their individual and group work.Feedback. Students should receive frequent and constructive feedback.Assignment design. Assignments should be skillfully designed to encourage both learning and group development.Another question to answer is how common practices of pair and group work help students evolve as cohesive and productive teams. Forming coherent groups and minimizing barriers for group interaction is a responsible and challenging task to perform. Group dynamics to a great extent depends on coherent efforts of all group members to reach their common educational goals. If coalitions happen, they will hinder the potential development of the group and its evolution into a productive team.In contrast to traditional lecture-based instruction, assignments in team-based courses are carefully designed to promote application of knowledge and group interaction. According to Larry Michaelsen, in order ‘to obtain the maximum impact on learning, assignments at each stage should be characterized by 4 S’s: ‘significant, same problem, specific choice, simultaneously report’ (Michaelsen & Sweet, 2008, p.20). Groups should work on the same problem which is important to all students. It is advisable that they use course concepts to make a specific choice and report about it.Due to the social nature of a language, the basic principles of team-based approach can be successfully integrated into a foreign language classroom. Developing students’ language skills and promoting their communicative competence while working as a group are integral in a language acquisition. Such activities as group discussions and debates, group project work and presentations, surveys and role-play performances help students increase their language proficiency, promote group interaction and teach them to be more accountable for the quality of their work. Sufficient group interaction in a language classroom provides a possibility for different kinds of students to get engaged into learning and enriches their learning experience. Accountability for the quality of group work serves as an effective stimulus for the performance improvement.Thus, Team-Based Learning is a learning format that relies mostly on group interaction and incorporates principles of cooperative, active and problem-based learning. The focus on application of knowledge allows students to develop their conceptual, procedural and critical thinking. Getting frequent feedback makes a teacher constantly aware of ‘how students are experiencing their learning and teachers’ actions’ (Brookfield, 2006, p.17) which is crucial in promoting students’ growth and self-directed learning. When students become actively involved into learning process with enthusiasm and sincere devotion, classrooms get transformed into an exciting learning environment where students and teachers are true partners of one educational process.ReferencesBrookfield, S.D. (2006). The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco, CA: Jossey-Bass.Michaelsen, L.K. & Sweet, M. (2008). The essential elements of team-based learning. New Directions for Teaching and Learning, 116, 7-27. doi: 10.1002/tl.330BLENDED LEARNING APPROACH IN ESP TEACHINGOksana Kadaner ( Kharkiv, Ukraine)The main goal of modern higher education is to prepare specialists, who are competent in their professional activities, capable to work effectively in the specialty at international standards, continuous self-improvement and self-development. Knowledge and skills become priority values in human life in the information society, including international one. Hence the growing importance of foreign language teaching, formation of communicative competence, needs of making changes in the teaching of a foreign language in non-language high schools.Technology of blended learning is becoming the most popular and effective in learning a foreign language, as it on the one hand, allows to arrange a time of as well as a teacher as productively as it is possible and a single student, and on the other hand, makes the learning process fun and affordable. Blended education. Hybrid learning. Flipping the classroom. The concept of "blended learning" appeared not so long ago. This method of learning–which combines classroom (work in class, learning the language course material) and online education (discussion of the most important aspects of educational material via e-mail and Web conferencing) – is going places and making headlines along the way. While education experts continue to debate the efficacy of hybrid learning, its very existence has challenged them to re-evaluate not just technology’s place in (and out of) the classroom, but also how to reach and teach students more effectively. According to education element, which develops hybrid learning technologies, successful blended learning occurs when technology and teaching inform each other: material becomes dynamic when it reaches students of varying learning styles. In other words, hybrid classrooms on the Internet can reach and engage students in a truly customizable way. Blended learning technology creates benefits for the effective teaching of a foreign language using interactive elements or distance learning. All the components of blended learning harmoniously interact, but this occurs only if they methodically correctly organized. Benefits of blended learning primarily include the ability to build individual educational trajectory of the student with the teacher, the student can constantly interact with fellow students and a teacher, increasing responsibility of the student himself for learning outcomes.In this method, teachers and professors use online media to deliver notes, lectures and related course materials. Students review these materials at home and at their own pace. Classroom periods are then transformed into hands-on work periods where the teacher–who will have already delivered his or her lecture digitally–is free to field questions, engage class-wide discussions or offer other means of support.Teacher and students work together, thereby ensuring the quality of teaching and learning process accompanying educational process with independent, helpful, efficient and motivating to development approach. Blended Learning Technology aims to form students' ability to plan and organize their activities, focusing on the end result. Students learn to make decisions, to make informed choices and take responsibility for it. At students the skills and ability to work in the information space, to search for by themselves, select and analyze information, present results using a variety of modern technologies are formed, that is the formation of speech and socio-cultural competence has place. ReferencesBonk C. J. & Graham C. R. Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing, 2006.Watson J. Blended learning: The convergence of online and face-to-face education. North American Council for Online Learning. 2008.DEVELOPING CULTURAL AWARENESS OF A FUTURE ENGLISH TEACHERVadim Kalinin (Zhytomyr, Ukraine)The Foreign Languages Curriculum for language universities in Ukraine states that an integral part of learning a foreign language is acquiring some familiarity with the culture of this or that country. For future teachers it means the necessity of their own cultural awareness and the importance of raising it in the English classroom at school.During their professional development at the workshops on methods of teaching students learn how to incorporate sociocultural factors into their classrooms. They try to work out techniques which will enable them to combine two cultures together – the target culture and the Ukrainian culture; to raise their awareness of cultural differences and improve their intercultural communicative competence [1: 4].One of the most effective sociocultural techniques is culture comparison which is based on the topics studied at school. Such comparison should deal with: the verbal communicative behavior patterns typical of different cultures (for example: How do you express likes/dislikes in different spheres of life in your country. Give some tips for foreigners how to do it politely in Ukraine); cultural facts characterizing different aspects of British, American and Ukrainian cultures (for example: 1) Say how much you know about healthy family lifestyles in Britain and America; 2) What measures do Ukrainian families take to promote a healthy family lifestyle? 3) Why do many families around the world find it hard to balance a healthy lifestyle?).To find the answers to some questions students need to search the Internet or to use any literature available, thus developing their cognitive abilities. Taking into consideration students’ different interests, we may specify their searching sociocultural tasks. For example: Read the information about schools in England and do some individual research about the sociocultural phenomena mentioned in it about Oxford, Stratford-upon-Avon etc.; Look at the picture of the National Memorial in South Dakota. Find out the information about these presidents and comment on their role in the history of the country.Culture comparison will be more effective if it is performed in different forms: a) cultural comparison profile technique. For example: Draw a parallel between Ukrainian and American cultures in meals using the following comparison items:Comparison ItemUkraineThe USAAttitude to foodTraditional meal scheduleNational cuisineFood preferencesTable mannersb) the Venn Diagram technique. For example: Draw a parallel between Ukrainian and American cultures in terms of seasons and weather. The USA Ukraine1. _______2. _______3._______4._______5._______ The USA Ukraine1. _______2. _______3._______4._______5._______We strongly believe that if future English teachers acquire professionally important sociocultural skills during their professional development, then they will be able to raise sociocultural awareness of their potential students.ReferencesByram, M. Teaching and Assessing Intercultural Communicative Competence : Clevedon, Uk: Multicultural Matters, 2013.- p. 3-5.Frank J. Raising Cultural Awareness in the English Language classroom/ English Teaching Forum. – Volume 51. – Number 4. – 2013. – p.2-12Kalinin V.O. Teaching Language and Culture . – Х.: видав., гр. ?Основа?. – 2004.– 96 с.EFFECTIVE TEACHING FOREIGN LANGUAGES USING INTERACTIVE BOARDSOleh Kalko (Cherkasy, Ukraine)While preparing or conducting his classes a modern teacher today should take into account a very important psychological factor that students who have a computer at home with a number of games and a TV-set with a rather aggressive picture got used to perceive the surrounding reality the same way. The possibilities of computer interactive methods help to tune the students into understanding that video and game programmes are successfully used for studies contributing to the development of creative activity and forming better conditions for the mastering of the foreign language. Peculiar advantages in teaching and studying foreign languages can be provided by the interactive board (smart board, E-Board). So, the interactive board is a sensory screen working as a part of technical complex including a computer and a projector. It works the following way: the computer sends the image to the projector, which sends it to the interactive board which in its turn works simultaneously as a monitor and a computer. You manipulate it touching the surface of the board. It is almost the same as using a huge tablet.The usage of the interactive board helps to realize the principles of teaching in combination with visual methods. The teacher can classify the material in different ways using the different possibilities of the board: moving the objects, changing their color, underlining the words etc. All in all the effectiveness of the board depends on the teacher himself and the way he makes use of it or its features. One of the advantages of the interactive board is no need for a computer mouse and a monitor. All needed actions are performed right on the board either with a special marker or any other object even your finger. The teacher is not distracted from the lesson to do manipulations on the computer. Working with interactive board enables the completeness and coordination of logical teaching of different language aspects especially in creating sociocultural competence for the presentation of country studying material on geography, culture and history of the countries language of which is being studied. At the classes of the English language interactive board may be used at different stages of the lesson and in teaching different types of speech activity: phonetic warming-up, introducing and practicing lexical units, training speech patterns, activation of grammatical material, teaching spelling and practicing oral comprehension. Special software gives possibilities to use the interactive features in the following activities: In teaching reading: “restoring of deformated text”, “text with gaps”, “singling out of the necessary information”In teaching monologic or dialogic speech: “incomplete sentence”, “matching the cues of the dialogue” In introducing the lexical material: “arranging into groups”, “take away extra elements”, “matching”, “filling in the gaps”In practicing grammar: “find a mistake”, “take away extra elements”, “filling in the gaps”, “text with gaps”, “creating schemes”, “linguistic games” Using the interactive board at the classes the teacher has the following possibilitiesFor explaining the grammatical material he can use multi-colored pencils to single out the essentials or to draw students’ attention to the usage of the necessary form of the main verb or the position of the auxiliary word in the sentence.He can save the chain of thoughts on the board and get back to them if necessary at any stage of the lesson.“Drag’n’drop” function enables the teacher to move pictures or words while doing the tasks of the type: “divide words into columns”, “arrange the words”, and match the expressions/synonyms/antonyms”. In contract with PowerPoint presentation, where all objects are arranged at the very beginning and can not be further changed.All the work with the interactive board at the lesson can be saved and there is no need for the teacher to write and create everything again. In conclusion one should mention that teachers all over the world have already realized that the usage of multimedia interactive technologies enriches the lesson, fastens its speed and rises the students’ interest to studying of the foreign languages. References1.Зубрилина, И.В. Использование интерактивной доски на уроках английского языка / И.В.?Зубрилина, - [Электронный ресурс] // Режим доступа: . HYPERLINK "" PRINCIPLE OF INTEGRATING SPEAKING, LISTENING, READING AND WRITING IN THE COURSE OF BUSINESS ENGLISH LEARNINGTetiana Karaieva (Melitopol, Ukraine)For Business English courses the importance of the principle of integrating speaking, listening, reading and writing is much greater than for courses of General English. This is because in business activities based on solving the problems being presupposed by professional needs these four basic types of communicative activities (speaking, listening, reading and writing) are naturally integrated due to professional requirements to a specialist. It is obvious that the above principle should be introduced as wide as possible into learning process at tertiary level as the basic one, though, it is often underestimated.Recent numerous publications in methodology reflect scholars’ significant interest in the issue identifying efficient ways for developing FL learners’ integrated skills (J.Brine, M.Finocchiaro, T.Hutchinson, K.Jones, S.Kozhushko, E.Prochaska, J.Richards, P.Robinson, O.Tarnopolsky, S.Waches, A.Waters) needed for those engaged in business activities. Undoubtedly, a person involved in business in the course of any business talks (listening and speaking) has to read some documents (reading), write some notes on the basis of which the texts of further agreements may be written (writing). Drafting the agreement necessitates getting familiarized with numerous materials (reading), getting consultations and conducting talks with partners over the telephone (listening and speaking) or via e-mailing (writing).Such integration of speaking, listening, reading and writing in professional activities being based on the constructivist approach enables to model professional activities and guarantees links and transitions from one kind of communicative activity to all the others in the course of BE learning. Thus, to be effective learning process should be rearranged by implementing the elements of the constructivist blended learning approach having been defined as “a synergic learning structure, dynamically and organically combining into an invisible unity traditional classroom learning with online learning for creating a more flexible learning environment with the purpose of intensifying and facilitating the practical training process”[1]. Taking into account the instant lack of academic hours given to learning the target language at non-linguistic Universities in Ukraine this process necessitates following the terms providing FL learners’ proficiency level alongside with working out and introducing in learning process the tutorials facilitating students to realize their personal potential [2]. That could be done by means of introducing the coursebooks realizing the following principles: a) integrating English speaking, listening, reading and writing in the learning process; b) learning materials authenticity;c) authenticity of students’ learning activities and learning communication; d) developing students’ informative competence in English.The type of BE coursebook under consideration for students not majoring English [3] has been worked out and successfully introduced for the recent years at Tavria state agro-technological University due to its structure that allows to reveal learners’ background knowledge with further directing and involving them into practicing integrated skills by means of discussions, developing own cases, preparing presentations on topic issues.Applying the above teaching aids makes learners motivated participants of various learning activities (role-plays, imaginative continuous simulations, projecting, presenting information having been searched by them) by means of giving them and developing gradually their learning autonomy in the course of Business English learning.References1. Tarnopolsky O. (2012). Constructivist Blended Learning Approach to Teaching English for Specific Purposes. – London: Versita. – 254 p. 2. Karaieva T. Business English Teaching for Students Not Majoring English/ T.?Karaieva // Global English – Global Decisions. XVIII TESOL - Ukraine National Conference. April 12-13, 2013. Book of papers – Севастополь: Рибест, 2013. – С. 128-130.3. Кара?ва Т.В. Д?лова англ?йська мова / Навчально-методичний пос?бник для студент?в немовних спец?альностей; ОКР: маг?стр денно? форми навчання. – Мел?тополь: ТДАТУ, 2012. – 121 с.THE DOMINATING POINTS IN PHILOLOGICAL TEXT ANALYSISTetiana Kibal’nikova (Kirovohrad, Ukraine)Philological Text Analysis is one of the subjects in Ukrainian high school curriculum that aims at teaching senior students to interpret the undercurrent implications of authentic texts by English and American writers. The specific feature of this kind of text analysis is that it involves integration of linguistic, literary and stylistic approaches to text analysis, which get united by one aim. N.S.?Bolotnova (2007) and A.M.?Naumenko (2005) claim that in the bottom of philological text analysis there lies linguistic perception of the literary whole, which involves all language levels: phonetic, lexical and grammatical. The second stage of this pyramid is occupied by stylistic analysis that employs functional approach to studying the language units the author resorts to in order to encode his ideas. The final stage of philological text analysis is thorough investigation of extra linguistic factors (theme, plot, personages, poetic detail, etc.) that make up the composition of the literary whole.Successful interpretation of the author’s intention depends on careful study of the dominating points relevantly chosen as the subject matter of philological text analysis. The initial point is consideration of genre peculiarities which sets the direction in text analysis. Another dominant is outer and inner composition of the text, which secures its coherence and cohesion. It is also important to analyze the setting of the text as it mirrors the peculiarities of the author’s mapping of the world in terms of the time and space of the epoch pictured in the literary whole. Besides, the focus of attention is occupied by the analysis of theme-rheme chains and intertextual links of the literary piece. Philological text analysis is crowned by the close study of the author’s image, which builds up the plane of text interpretation.The list of dominants of philological text analysis is not final and allows expansion by means of including any other item of the text composition into it. All combined, they secure text cohesion, thus, requiring a deep insight in complex text analysis.References1.?Bolotnova N.S. (2007) Philological Text Analysis: manual. 3rd Ed., Moscow: Flinta.2.?Naumenko A.M. (2005) Philological Text Analysis (basics of linguopoetics): manual, Vinnytsa: Nova PUTER-ASSISTED TECHNOLOGIES IN TEACHING PRONUNCIATIONViktoriia Kochubei (Kirovohrad, Ukraine)The use of computers in pronunciation teaching is an effective method in acquiring accurate pronunciation. These technologies maintain the learner’s autonomy, provide automatic feedback, and measure improvement rates. Besides, learners’ language anxiety is reduced.The efficiency of learning a foreign language is determined by many factors, approach to studying being one of them. There are three major approaches in teaching pronunciation, namely: intuitive-imitational, analytical-linguistic and integrative. These methods combine both conventional methods and modern technology. Traditionally teaching pronunciation involves such methods as transcribing, detailed description of sound articulation, speech recognition exercises, practice in pronouncing separate sounds, words and sentences in context, reading extracts or dialogues, reciting, tongue-twisters and games. Besides, visual images and recording of learners’ speech are widely used. Modern pronunciation drills are targeted at accelerating the tempo and accuracy of speech.A number of researches have proved the efficiency of using computer programs in teaching pronunciation. The proclaimed advantages of computer-assisted pronunciation teaching are numerous. Such method is learner-oriented as it is the language learner who can choose the convenient time, intensity and tempo of learning. Furthermore, there is an opportunity to choose a theme to work on. Besides conventional speech recognition and speech imitation exercises computer technologies provide automatic visual support showing to what extent the learner’s speech approximates standard pronunciation.Another advantage of using computers in pronunciation teaching is the individualized instruction which reduces learner’s language anxiety. Emotional state plays a prominent role in language acquisition, thus it is important for a researcher to distinguish between a person’s general psychological orientation closely connected with motivation and the temporary psychological state which is manifested as emotional tension or emotional calm. The state of emotional tension interferes with foreign speech production and perception mechanisms. So, optimal mental state is one of the provisions of accurate pronunciation. Using computer technologies provides a positive stress-free atmosphere which reduces language anxiety and enhances learners’ motivation in foreign language acquisition.Researchers distinguish three spheres where computer assisted pronunciation teaching may be used. Firstly, improvement rates of students are measured. Secondly, computers provide automatic feedback. Finally, computers give an opportunity to diagnose pronunciation errors (Levis, 2007).The opportunity to follow and visualize their improvement enhances the learners’ motivation, too. Articulatory and perceptive mechanisms of native speech are deeply rooted in learners’ consciousness and are revealed in the process of foreign language acquisition. Undoubtedly, one can hardly expect immediate accent reduction. It is reasonable to combine computer technologies with traditional methods in teaching pronunciation. Computer assisted pronunciation teaching is a useful tool for increasing motivation and developing accurate and comprehensible pronunciation.ReferenceLevis J. Computer Technology in Teaching and Researching Pronunciation // Annual Review of Applied Linguistics. – 2007. – No. 27. – pp.184-202.DEFINING PROFESSIONAL DIALOGUE FOR TEACHING TECHNICAL STUDENTSLiudmyla Konoplenko (Kyiv, Ukraine)It is well known and proved in language teaching methodology that teachers should pay equal attention to development of four types of skills: in speaking, writing, reading and listening. Though in professional education the accent of teaching can be shifted according to future professional activities of the students. We are currently researching the needs of future bachelors of information security (which is referred to information technology sector). Communicating with graduates and conducting a survey showed that our alumni experience difficulties in oral communication with speakers of English, which is why in this paper we focus on professional dialogue as an aspect of teaching.According to the dictionary of language teaching and applied linguistics (2, p.169) dialogue is “a model conversation use, used to practise speaking and to provide examples of language usage.” So professional dialogue is a model of verbal communication used to practise speaking in professional situations which should be carefully selected and processed. To select (or if needed generate) proper dialogues it is worth analyzing which type of dialogue will satisfy the professional requirements most.In Ukrainian methodological literature dialogues are divided into “standard” and “free” according to their content. Typical examples of standard dialogues are “A visit to a doctor” or “In the shop”. They have definite structure and vocabulary to use. Professional dialogues are rarely predictable as aforementioned ones, that is why they are referred to as free dialogues. To teach this type of dialogues so called “bottom-up” approach is used: first students practise dialogic units, then they turn to mini-dialogues, and lastly to dialogues (or macro-dialogues). Let us consider each of these elements. Dialogic unit (or minimal dialogue) is a set of cues, connected by a common theme and structure, for example “question – answer” or “order reply”. Mini-dialogue is aimed at realization of communicative intentions, it consists of several dialogic units. Macro-dialogue consists of several mini-dialogues, it reproduces the whole professional situation. According to functions, scientists suggest different classifications of dialogues. We use the classification proposed in (1, p. 317), authors of which believe there are such dialogues as questioning, agreement, exchange of views and discussion. Specific sets of dialogic units are used in different types of dialogues (for more details see (1)). As an example, exchange of views is typical in situations analyzed by us as the majority of dialogic units are “statement statement”, “question answer + additional statement”.According to the number of participants the dialogues can be realized in pairs or groups. Participation in a group dialogue is harder for students than participation in a pair one, as it requires greater concentration and implementation of such skills as a strategic planning, initiating, restoring or finishing communication, considering other persons who take part in a conversation, etc. Our survey showed that working in information technology sector students will need to have the following skills: clearly inform about tasks in progress, clearly and comprehensibly explain the problem and ways to solve it, ask questions of different types and respond to them, properly use specific terminology.Teaching professional dialogue speech is a complex issue which requires careful planning, selection of dialogues that are typical for specialists of definite field, development of exercises in definite sequence and, of course, taking into consideration psychological peculiarities of different students. Only consideration of all these aspects will lead to increase in students’ motivation, thus they will be more successful at the lessons of English.References1. Bigych, O. B., Borysko, N. F., Boretska G. E. et al. (2013) Metodyka navchannya inozemnyh mov i kultur: teoria i praktyka. Kyiv: Lenvit. 2. Richards, J. C., Schmidt, R. (2010) Dictionary of language teaching and applied linguistics. 4th ed.Harlow: Pearson Education limited.USING MEDIA TO TEACH ENGLISHHelen Kostenko (Kharkiv, Ukraine)Creating specific lessons for different language skills is challenging and time-consuming for English teachers, but it is definitely worth the effort. In my experience, teaching language skills through mechanical exercises and traditional fill-in-the-blank, true/false, and multiple-choice assessments does not interest students as much as we expect. Although the mechanical exercises and supplementary materials in resource books are useful they do not energize the students. But when you go creative, especially when teaching grammar, in a way students do not expect, u can clearly see the difference. A well-known way to create meaningful context for teaching English is through using media, which can be delivered through a wide variety of print, audio, and visual formats. The current information age requires teachers to be familiar with media and media literacy. Thoman (2003) argues that media literacy has an influential role in educational programs, including second language learning. Media can be integrated into language lessons in a variety of ways by developing activities based on television shows, newspapers, and videos.Radio programs are also an excellent source for teaching ideas because “it is well accepted that language is better acquired or learned where the focus is on interesting content, and radio can certainly provide interesting content” (Bedjou, 2006, 28). Bedjou (2006) introduces a number of English teaching activities that can be organized around radio programs, and points out the significance of radio as an English teaching tool. Newspapers are another authentic and readily available source for pedagogical material. Actually the availability, affordability, and relevance of newspapers make them good reaching tools.Integrating videos into lessons creates enticing visuals and a special interactive environment in the EFL/ESL classroom. Teaching English through videos also allows teachers to be creative when designing language lessons. Videos permit you to provide your students with audiovisual stimuli to introduce these important grammar structures in a way that made sense to your students.If your classroom is equipped with a computer and video projector, or you have access to a computer lab, you can record the video using a digital camera or even your mobile phone.Harmer (2007, 310) suggests a variety of viewing techniques when using films and videos in listening activities, including:Silent viewing (playing the video without sound)Freeze framing (freezing the picture and asking the students what they think will happen next)Partial viewing (covering most of the screen with a piece of paper)Picture or speech (half the class watches the video while the other half faces away)Subtitled films (students see and hear the English language)Picture-less listening (listening to the audio before watching the video)As Harmer notes (2007), there are three ways of using this picture-less listening technique when a TV set is available in your classroom: (1) cover the screen with a piece of paper, (2) turn the screen away from students, or (3) turn the brightness control all the way down.The idea behind video and sound effects lessons can be used to teach a variety of content such as grammar, vocabulary, and creative writing to a wide range of EFL/ESL students.Finding appropriate teaching materials is not that hard, as our everyday life serves as a perfect resource for creating effective lessons and activities. An effective lesson does not necessarily expensive and high-tech materials; often breaking the routines will excite students, engage them in the lesson, and teach them the real use of language in context. Thus, one of the easiest and least expensive ways for teachers to prepare the most effective teaching materials is to look around and never underestimate their sense of creativity.References1.Bendjou, A. 2006. Using radio programs in the EFL classroom. English Teaching Forum (44) 1: 28-31.2.Harmer, J. 2007. The practice of English language teaching. 4th ed. Harlow, UK: Pearson Longman.3.Thoman, E. 2003. Media literacy: A guided tour of the best resources for teaching. The Clearing House 76 (6): 278-83. stable/30189851COMPUTERISED APPROACH TO LANGUAGE LEARNING: MULTIMEDIA TEACHING TECHNOLOGIESSvitlana Koval (Cherkasy, Ukraine)The important factor determining the nature of changes in the educational system is the technological progress which cannot be imagined without computer technologies. Modern educational computer software (electronic books, manuals, hypertext information and reference systems – catalogues, reference books, encyclopedias, testing and modeling software simulators, etc.) is based on multimedia technologies. Today, the world change information rate is very high, that is why the problem of a student optimal knowledge system formation and his way of life, the forming of information competence provides his education versatility. To improve the foreign language learning process multimedia devices are used greatly nowadays. Multimedia software training courses activate the cognitive activity of students, transforming ordinary lessons into an interesting trip to foreign countries. Thus, the multimedia technology in teaching is a unique tool which increases active student thinking and communication skills in social practice.Modern multimedia devices (MMD) and multimedia teaching technologies (MTT) are widely used. MMD is a set of software training teaching methods, which can be divided into: computerized educational systems (software and hardware systems and training, methodological devices, providing the active dialogue interaction between a computer system and a student); expert education systems (certain knowledge of the subject area, designed to assist teachers in their teaching and students in their learning); training data base and training knowledge base (can form a set of multimedia data for a given class educational objectives and carry out selection, sorting, analyzing and processing of these data sets); educational computer communication networks.MTT is a variety of computer technologies that combine traditional static visual information (a text, graphics) and dynamic information (language, music, video, and animation), causing simultaneous effects on visual and auditory senses of students. Introduction of MTT significantly improves the quality of educational material presentation and the efficiency of its absorbing, enriches a content of the educational process, increases the motivation to learn foreign languages, creates the conditions for a closer cooperation between a teacher and students. Multimedia technology usage is appropriate at any stage of the subjects learning and at any stage of the lesson while explaining new material, revising, controlling. The main feature of computerized approach is availability of electronic information environment which includes modern information data basis, hypertext and multimedia, simulation training, e-communications (nets), an expert system. New impulse of informatization in education causes the development of informational telecommunication networks. Internet provides an access to gigantic amount of information which is stored in different parts of our planet.Didactic opportunities and methodical variants for the usage of multimedia teaching tools in language teaching are quite verified. They can be used in completely different situations (before or after a theme covering at the beginning or the end of the lesson (as a whole or in fragments, in connection with other teaching devices, etc.). Didactic functions of multimedia devices make methodological variants of usage be possible. From the other point of view, the chosen teaching methodic for a lecture or a practical lesson can define a didactic function of multimedia devices in certain teaching situations.On the lessons of the professionally oriented foreign language with the help of the computer device, with the help of multimedia presentation precisely, students are able to get acquainted with the automobile and its components. Having viewed different videos which describe the bases of automobile assembling production and the organization of the production on plants, students can find out the core meaning of the notion "technological process".Thus, modern educational processes can hardly be imagined without multimedia technologies which make it quite possibly to use a textual information, graphics, video and animation in the interactive format and makes the computer usage in the educational process more effective. Modern multimedia educational tools open an access to alternative informational sources for students, increase the efficiency of an independent work, give new opportunities for creativity, finding and fixing all kinds of professional skills, and allow to realize new forms and methods of a language teaching. Computers greatly empower teacher’s abilities, promote individualized studying, students’ individual activities and allow to adapt educational process to individual characteristics of students. ReferencesWarschauer, M. Computer Assisted Language Learning: an Introduction. Multimedia Language Teaching. – Tokyo : Logos International, 1996 – P.3-puter-assisted language learning : [Електронний ресурс]. – Режим доступу : OF STUDENTS` MOTIVATIONLiudmila Kovaliova (Melitopol, Ukraine)I think challenges are given for teachers for professional development and reflecting. In EFL context students` motivation is my challenging aspect. This is quite obvious. If students are not motivated and don`t enjoy learning English, then they don`t favor good educative communicative skills. If they are not encouraged then there`s a chance that they`d put off learning for something else. It depends on their purpose as to why they`re learning language.As I have observed students think that English is only classroom language. They need for learning it only for passing exams. But I often ask them why they don`t pay much attention for preparing classes or why they don`t want to improve English skills, or why they have no intention and will to learn English. They usually answer that it is not important for them in future, or they are not in the college to major in English.However, in Ukraine there a lot of establishments demand professional knowing of English. Due to this fact, some students want to improve skills and are interested in learning English. But they are influenced by students` culture. Moreover, academic performance suffers as the feeling about students that it`s not “cool” to be excited about learning. On the one hand adult learners are sensitive to the environment assessment. Others, especially, girls, are frightened to make mistakes in oral speech. Also willing students are anxious about their images among other students. Lastly, most of them prefer to be as others for having adequate reputation in students` society.To overcome such challenges first of all create a positive climate community for learning where students feel supported.Secondly, teachers must be interested in students` success and give the help they need. Also it is necessary to use syllabus, preparing by the teacher who gives the course for helping students know what to expect.I think that another point of motivation is creating learning activities that are based on topics that are relevant to students` lives. For example “Association on the blackboard”, teacher draws a square on the blackboard and writes a new notion of the lesson, and then he asks students to name synonyms, antonyms, verbs or adjectives, that are connected with this word. When associations are ended the teacher offers to choose only three main characters of the notion.The other activity is the teacher demonstrates 4-5 photos on the blackboard characterizing the topic of the lesson and proposes to name the characteristic features. After discussing in the students` groups, the representatives name only one feature of the subjects reflecting on the photos. The teacher puts their ideas on the blackboard.One of the examples of collective creative work, especially for interpersonal students is brain storm, when all students are gathered together for finding correct or extraordinary decision.Another activity especially interesting for bodily students is pantomime. The title of this exercise is “Sculpture”. The tutor names actions or the notions of the theme. United students into different groups, he proposes representatives of every group in a minute to demonstrate his task in a form of sculpture or pantomime (without any words). After showing the teacher organizes discussion according to such questions:What exactly points on the action or the notion?How have they demonstrated it?What features of the action or the notion could they show?Using such method as “Fantastic Addition” the teacher adds some elements of fantastic for real situation. For example, to transfer students into another fantastic planet and to carry the real or literal hero into another century, conditions, to write fantastic story, essay, poems.In conclusion, I would like to say let`s love our students, believe in their success and our teacher development will be their motivation.References1.Leslie Opp-Beckman, Sarah J.Klinghammer.Shaping the Way We Teach English: Successful Practices Around the World. University of Oregon. 2. SPEECH SITUATIONS AS A MEAN OF DEVELOPMENT THE PROFESSIONAL SELF-PERFECTION NEED OF STUDENTSAlla Krokhmal (Kharkiv, Ukraine)It is indisputable fact that for nowadays it is very important to know foreign languages for both everyday life and business life. Teaching foreign languages in higher educational establishments have to be based on professional elements because such approach will help students to realize importance of getting foreign language knowledge on the high level for professional perfection. First of all the point is that they can get the job with high salary, have training abroad, ability to read [professional foreign literature, use electronic mass media sources which are mostly in English. A lot of methodologists and pedagogue such as Gurvich P.B., Skalkin V.L. pay big attention to the development students’ oral speech. They try to give the most accurate definition to “speech situation”, all of them come to the one conclusion that this term is define the mix of circumstances and conditions which stimulate and lead to speech reaction.But it should be noted that not all the situations lead to the speech reaction, some of them lead just to the physical reaction. For example you have got a hotel accommodation where the air-conditioner is out of order so your first reaction is not verbal but physical one as you go to the receptionist and just after that you have speech reaction. But this type of exercises causes students to approximate to real life. Methodologists suppose that speech situations can be two types. These are natural situations and special training ones. Natural situations are situations which arise spontaneously. It can be students’ reaction to the teacher’s checking present students, the teacher’s or group mates’ remarks etc. These situations are great psychological challenge to overcome language barrier bet these situations don’t consolidate and develop the definite lexical and grammar constructions besides this they are not always proved by pedagogical aim. These disadvantages get differ them from special training speech situations whish help to achieve methodical and pedagogical aim.It should be pointed out that special training speech situations are imaginary. That is why the teacher should give not just accurate tasks but give more details which will help to use requisite lexical and grammar material. For example when we are studying such lexical material as “Dealing with Complains” the teacher proposes students such task: “Divide into pairs A and B. Choose one of these areas of complaint: dirty room, bad service, noisy room, no bathroom, bed too small, rude staff. As are the receptionist. You want to calm the guest down. Your tactics are a) to get the guest to say exactly what the problem is; b) to “buy” time; c) to offer something that is acceptable and possible. Bs are the guest. You are extremely angry. Think about a) what exactly is wrong; b) what you expected; c) what you want to happen”. The aim of the task is not just to teach students to make up dialogues between the receptionist and a guest but to use addition tasks such as to make a guest concretize the problem, temporize to decide the problem, offer different ways of problem decision. This kind of tasks trains students’ abilities to use lexical and grammar material and lead them to realize the necessity to improve their professional development.In conclusion it should be noticed that using special training speech situations at a foreign language lesson is an effective means to develop students’ need of professional self-perfection.ReferencesВыготский Л.С. Мышление и речь // Собр. Соч.: В 6 е. М.,1982. Т.2Выготский Л.С. Педагогическая психология /?Под ред. В.В.?Давыдовной. – М.: Педагогика, 1991 Гурвич П.Б. Приемы обучения различным видам чтения // Иностранный язык в школе. - 2005. - № 3. Крохмаль А.М. Профес?йно-п?знавальн? потреби студент?в техн?чних ВНЗ /?А.М.?Крохмаль //?Проблеми формування ц?нн?сних ор??нтир?в профес?йно? д?яльност? /?Проблеми сучасност? : культура, мистецтво, педагог?ка : Зб. наук. праць. – Х. : Стиль-?здат, 2006. Рубинштейн С.Л. Основы общей психологии: В 2-х т. /?С.Л.?Рубинштейн. – М.: Педагогика, 1989.Keith Harding and Paul Henderson English for the Hotel and Tourist Industry – Oxford University Press, 2010.CROSSWORDS AS AN ESSENTIAL PART IN FOREIGN LANGUAGE TEACHINGMaryna Kurnylovych (Kyiv, Ukraine )Modern experts indicate that incorporating active teaching strategies improves better understanding and learning by students. The major benefits include fostering development of critical thinking, communication, and cooperative learning skills, attitudes and values as well as increasing motivation [1]. Games and puzzles, forms of active teaching, are helpful to review, summarize, practice, find out gaps in knowledge, and develop new relationships among concepts. Games are considered valuable for the acquisition and application of cognitive, affective, and psychomotor knowledge and skills. Various formats of games and puzzles have been used to supplement traditional teaching [3].Crossword puzzles, with a history dating back to word squares of Pompeii and 300 ad Egypt, are commonly found today in magazines, newspapers, and trade journals. Arthur Wynne is credited with creating the first “modern” crossword that appeared in the December 21, 1913, Sunday “Fun” section of the New York World as a “word-cross” [5]. There are many forms of this game including the US style symmetrical crossword, cryptic crosswords, and others. Various active learning methods including crossword puzzles have been incorporated into educational process in an attempt to increase understanding, learning, and retention. Crossword puzzles are introduced as a quick and effective way to reinforce critical concepts and essential vocabulary with the hope that the students would be able to recall essential concepts. In addition, the puzzles are intended to be engaging while providing an opportunity for discussion and reasonable appropriate humor [6].The crosswords offer opportunities for immediate team-building—trust and camaraderie—(students depend on each other to draw from and contribute to a partially solved puzzle). This motivates and stimulates student learning by serving as a vehicle for the construction of further understanding and practice of interpersonal skills through a discussion cooperating in a team situation. It is well established that learning is enhanced when students engage in team or group games in the classroom that fosters cooperation. The competitive aspect, with a prize that is substantial and socially engaging, provides for a battle of wits in a nonthreatening environment. The competitive aspect of this exercise provides an atmosphere of excitement, challenge, and performing and relying on team members in demanding conditions; this may help to build students' confidence. This aligns with the philosophy that knowledge and skills are important and that one should also acquire the ability to successfully use these skills in a demanding situation [2].Crosswords provide students with an opportunity to think critically, collaborate, compete, and recall and discuss salient concepts by using essential vocabulary associated with these concepts [4]. They can work both in groups and individually, developing the skills of working under pressure or in friendly and supportive atmosphere. The judicious use of crossword puzzles in a collaborative or friendly competitive environment is a useful adjunct to the repertoire of active learning strategies. ReferencesDunne, D., K. Brooks. (2004) Teaching with Cases. Halifax, NS: Society for Teaching and Learning in Higher Education.Bransford, J., A. Brown, R. Cocking. eds. (2000) How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Research Council, National Academy Press.Massey, A.P., S.A. Brown, J.D. Johnston (2005). It's all fun and games…until students learn. J Inf. Syst. Educ. 16:9–14.Lewis, D.J., S.J. Saydak , I.P. Mierzwa , J.A. Robinson.(1998) Gaming: a teaching strategy for adult learners. J. Continental Education 20:80–84.Virgin, S. E., B. Goodrow. (1997) A community crossword puzzle: an interdisciplinary approach to community-based learning. Nurse Health Care Perspect. 18:302–307. Manzar, S., S.M. Al-Khusaiby. (2004) Crossword puzzle: a new paradigm for interactive teaching. Saudi Ed. 25:1746–1747.SOME PROBLEMS OF TEACHING ENGLISH IN TECHNICAL INSTITUTIONSNatalya Kuzenna (Kirovohrad, Ukraine)Teaching of English as a foreign language is always a challenging task. Teachers who work in technical institutions face some problems in organizing the educational process.Qualified teachers of English for Specific Purposes. A teacher is the most important element in the educational programme but the teacher of English is not a specialist in architecture, road building, construction or engineering. That is why problems probably arise from the lack of specialized knowledge, which makes teachers fail to provide every reasonable explanation to professional vocabulary. In addition, it is difficult for teachers to understand a lot of terminology, complicated structures and countless expressions. The teacher should always be research oriented, follow the development and changes in the field of different specialties and afresh his knowledge in order to create educational materials suitable for the students.The background of the students in English is different. Students from different places have different English language level. Teachers should to provide equal chances for the students to participate and practice and it should be done in an environment of encouragement and appteciation. Lack of proper motivation. Students fail to see the use of learning any language but the one they were born into. Gardner posits that “if one is motivated, he/she has reasons (motives) for engaging in the relevant activities, expends effort, persists in the activities, attends to the tasks, shows desire to achieve the goal, enjoys the activities, etc”[1,p.243]. The teacher should explain that many professional experts in the field of science and technology are also speakers of the English language. For this reason, professionals who desire to gain success in this field should be able to communicate and work using English. Lack of technological devices. “Teaching with technology makes education more active, can motivate students and stimulate their interest in learning process”[2,p.42].The main aim of teachers in technical schools is strengthening the foundation of English, learning vocabulary according to their future specialty. ReferencesGardner, R. (2006). The socio-educational model of second language acquisition: A research paradigm. EUROSLA Yearbook.Mereba, T.(2003), May/June. Managing transformation: Aligning technology initiatives with institutional priorities. TechTrends.DICTOGLOSS – LANGUAGE TEACHING TECHNIQUEIryna Kuzmina (Kyiv, Ukraine)Ruth Wajnryb is credited with helping to develop a new way of dictation known as dictogloss. Dictogloss is a comparatively modern procedure in language teaching. It has some similarities with a traditional dictation but in fact differs in both procedure and objectives. Learners preserve the essence of a short text (beginners - 3 to 4 sentences, intermediate - 6 to 8 sentences, advanced - 8 to 12 sentences). Within one class, texts on the same topic but of different language levels can be used. The length of the text and its content depend on the learners’ level and grammatical and lexical needs. The students’ versions of the text are then considered using three criteria: grammatical accuracy, textual cohesion, and logical sense [3].Ruth Wajnryb suggests four stages of dictogloss:Preparation - introduce the topic, the language focus and the key vocabulary.Dictation - read the text at a speed a little bit slower than native speaker speed. Read the text again at native speaker speed and on the second reading students individually make very brief notes (sentence fragments) on main ideas. Remember that the purpose is to get the main ideas, not every word exactly as it appears in the text, so do not read too slowly.Reconstruction - the students work in pairs and then fours to compare notes and write a shared version of the text, editing for accurate punctuation, spelling and inclusion of the main ideas.Analysis and correction - the students compare reconstructions with other groups and with the original. Discuss the differences. Dictogloss takes about 1 hour if done carefully [2].Thus, we can state that dictogloss is a language teaching technique that is used to teach grammatical structures, in which students form small groups and summarize a target-language text.Dictogloss activities have several advantages. They integrate the four language skills of listening, reading, speaking, and writing. They also give students opportunities to talk about both content and the language itself. Furthermore, dictogloss activities are a useful way of presenting new factual information to students and encourage them to listen for key points. Finally, they give support to less confident students, as they are encouraged to participate in their groups as part of the structure of the activity [1].References1. Dictogloss. Retrieved from: 2. Dictogloss. Retrieved from: . Harwood Ch. (2008) A Classroom Experiment: Using Dictogloss. Retrieved from: PERSPECTIVES OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION IN UKRAINE AND IN EUROPEAN STATESOlena Kuznetsova (Kharkiv, Ukraine)Globalisation and reflexive modernity give new contexts to language and education in the polity. It is evident that in a global economy language education needs change. The importance of the research of foreign language teaching issues in higher education institutions of Ukraine has been growing because of the specific role foreign language mastery plays in the education profile of the youth. Higher education is increasingly becoming more aware of the global context, constantly gaining sensitivity to the competitive nature of higher education markets and the evaluations of the competences of individual universities. This opens the door to a consideration of new policies at a regional, national and global level, as well as within specific institutions. Unfortunately, the expanding European literature on the need for achieving competence in mother tongue + two other languages lacks even a rudimentary inventory of actual multilingual behaviour in Europe. The Ukrainian language policy assumes that young people have to be prepared for living in multicultural environment and higher education institutions are expected to form efficient language personalities. Various aspects of language personality forming as well as problems of foreign language teaching at different educational levels and how they are dealt with in European pedagogical theory and practice are being investigated by Ukrainian scholars (L.Gulpa, O.Lazarenko, T.Levchenko, Ye.Lokshyna, O.Maximenko, V.Mahimov, M,Parhomchuk, A.Sbrueva, M.Tadeieva and others). The importance of the objectives set before the education sphere, however, highlights the necessity for further efforts directed at the promotion of foreign language mastery and improvement of foreign language teaching in higher education institutions in Ukraine.The debates of European researchers focus on: (a) the relationship between the regional and the global level and the possible impact of universities/research on society with regard to multilingualism and plurilingual education; (b) the possible contribution of universities / EUNOM to language policy development within Europe; and (c) the multilingual university: language policy at the faculty / departmental level. The situation with foreign language learning in higher education in Ukraine differs from the European reality. On the one hand foreign language learning is considered an essential feature of an educated personality and a professional being a compulsory element of the curriculum for all students. On the other hand the results achieved and students’ proficiency in foreign languages cannot satisfy the expectations of Ukrainian society. Thus higher education institutions need to develop comprehensive language policies to meet the needs of (a) their students and (b) challenges of the time. Hence the curriculum design role grows. Those engaged in compiling teaching programmes are expected to allow students for the choice of flexible programmes of studies providing for the succession in learning foreign languages and raising students’ foreign language competency level with the focus on their professional needs. Besides the programmes of studies have to allow for learning foreign languages as a compulsory curriculum discipline and as an optional one and to offer a large variety of methods and forms of foreign language acquisition both in class and in out of class activities.The relevant research agenda should encompass such issues, breaking down old ways of thinking and embracing the challenges thrown up by the new context. Language is now a pliable resource capable of being used for advantage. In Europe it becomes a mechanism that anchors social integration in a new way. Until recently universities were framed by the nation-state. Given that enrolment in universities is becoming increasingly multinational, and that universities are increasingly dependent on the revenue streams of international students, higher education is becoming increasingly commercialized. This is clearly leading to greater interest on the part of universities to attract students in large numbers, and perhaps to less interest in serving the need of the regional community. Today it is not a task for higher education in Ukraine but the number of foreign students is also growing and it may become another important aspect of further developments in foreign language learning in higher education in this country.THE SECOND LANGUAGE LEARNING METHODSTetyana Leleka (Kirovohrad, Ukraine)The way in which we learn our second language is different to how we learn our first. As we grow older our cognitive functions develop, giving us better skills to learn new things. As a child we are exposed to our native language, or languages, all of the time, whereas second language acquisition may be limited to just one or two hours a week.Learner External Factors are the ways in which we are exposed to a second language and how we are effected by these outside forces. To better understand how we learn, linguists have studied the different ways we come across information on second languages.Social effects can have a large impact on second language learning. A good way to maximize intake is through interaction with native speakers. This ensures the language us have learnt is usable and also helps to build vocabulary.Situational language teaching includes the following principles: language learning is habit-formation, mistakes are bad and should be avoided, as they make bad habits, language skills are learned more effectively if they are presented orally first, then in written form, analogy is a better foundation for language learning than analysis, the meanings of words can be learned only in a linguistic and cultural context. This approach could be adopted in teaching pronunciation or vocabulary with beginners and avoided when it comes to teaching language for communicative purposes.Suggestopedia is an approach to language acquisition that is communicative. The idea of this method is to lower the affective filter that learners use to adapt to new language. The method liberates the student from anything negatively connected to the language learning process and the influence of the society that they lived in. Students using this method do not feel the pressures associated with learning a second language. The suggestopedia method is implemented by focusing on the student’s conscious level of thinking as well as the subconscious, which is the reservoir of the mind. The students are at their best when they combine the three phases that include elaborating (the teacher initiates grammar and content), deciphering (the practice phase where the student shows what they have learned through song, drama and games, the teacher reads the text with music and sometimes along with the student in the memorizing phase) and memorizing (the concert session, it is associated with music). This method requires an atmosphere that is comfortable and relaxing. The Silent Way allows students to develop their own theoretical models of learning a second language. Students are encouraged to use their mental abilities to decipher the meaning of a new language. Expression of thought and feelings are created in the classroom among fellow students. The student trades their time for experience.The student’s native language gives them leverage in learning a new language and they are given room to learn how to speak in the new language. It is the nonverbal aspect of their native language which includes sounds, gestures and writing that helps the student to identify with a new language.The model claimed to be more approachable to teaching the second language because it was based more on awareness than on offering knowledge to the student. The teacher wouldn’t give any answers that the student could not find out on their own.The communication technology has made many innovations in the field of teaching and also made a drastic change from the old paradigm of teaching and learning. In the new paradigm of learning, the role of student is more important than teachers. The concepts of paperless and penless classroom are emerging as an alternative to the old teaching learning method. ReferencesBoud, D. & Feletti, G. The Challenge of Problem-Based Learning, (2nd Ed.), London: Kogan Page, 1999.Tapscott D. Growing Up Digital: The Rise of the Net Generation, New York: McGraw-Hill.1998; 06(04): 12-15.Teo, R. & Wong, A. Does Problem Based Learning Create A Better Student: A Refelection? Paper presented at the 2nd Asia Pacific Conference, 2000.Problem–Based Learning: Education Across Disciplines, December 4-7, 2000, Singapore.TO USE THE STUDENTS’ FIRST LANGUAGE (L1) IN THE CLASSROOM OR NOT TO USE? Anna Lyashuk (Kirovohrad, Ukraine)That’s the question which really bothers any English teacher; especially a new one, and has been debated for many years by different researchers and experienced teachers. Recent researches have shown that the random use of L1 by both students and teachers increases both comprehension and learning of a foreign language. On the one hand there are those who support the idea of limited using first language while learning English as if naturally “diving” into language acquisition. On the other hand, the latest researches show that through occasional usage of the native language both comprehension and learning of English can dramatically increase. So what is the right balance between using English and the use of the students' mother tongue in the classroom?Firstly one of the most important questions the teacher should answer is about the level of students’ knowledge and the way they can achieve better understanding of a foreign language. The amount of L1 usage varies from class to class and cannot be fixed in percentage for any group. For the beginners and intermediate classes quite fruitful are to use L1 explaining meanings of words and complex grammar points. Moreover students psychologically feel more comfortable when difficult things are clarified in the classroom by the teacher for them not to feel frustrated by lack of understanding. Unable to speak a mother tongue, junior students develop lack of confidence, feel stressed and hopeless. “One’s sense of identity as an individual is inextricably bound up within one’s native language…. If the learner of a second language is encouraged to ignore his/her native language, he/she might well feel his/her identity threatened” (in Hopkins, 1988:18). Very often students feel need to shift to their mother tongue and show that they understand the idea discussed but they are not sure whether they are right. The role of the teacher at the moment should be supportive and facilitative, here it is better let students speak their mother tongue and then start expressing the same complicated points again in English for them to feel that their home language is a valuable part of the language learning process. If there is the need the teacher himself should switch into the mother language to explain or simplify the material for the students to understand better but then again say almost the same in English.Secondly, the students are often reluctant to use only a foreign language in the classroom either because they are forced to learn or speaking English only can be difficult and tiresome for them. So the teacher had better move around when monitoring speaking activities and help the class use English. Here is the teacher who should be setting the model: if the teacher sets the requirement and follows the rule himself – the students will follow in his footsteps and try to meet his requirements. Furthermore it is essential that the teacher should have a good command of English himself as he is the best source for acquiring the language for his students. At the beginning it’s useful to write the procedure of the lesson, all instructions and explanation language down on your lesson plan in English so that you can feel confident working with students. It’s rather important to develop a system of rules when and how much to use L1 together with the students – for them to feel important and a part of the learning procedure. For instance the teacher himself should make a habit of putting and answering questions in English, use classroom English only, ask the “How to say... in English?” question if they don’t know the word, have certain rules to encourage or punish usage of L1. Either is good when the students understand and follow the routine of the lesson procedure. So, to use the students' first language (L1) in the classroom or not to use? In my opinion the use of L1 in the English classroom by both teachers and students can be beneficial and enhance the results of studying process if an appropriate balance is achieved. The sensible use of L1 in the English classroom also asserts the value of our students’ L1 as their primary means of communication and cultural identity.ReferenceHopkins, S. 1988. Use of mother tongue in teaching of English as a second language to adults. Language Issues, 2, 2, pp. 18–24.WHEN A ROSE IS MORE THAN A ROSE: TEACHING SYMBOLIC MEANINGS OF PHYTONYMS AS A MEANS OF DEVELOPING INTERCULTURAL COMPETENCETetyana Lunyova (Poltava, Ukraine)While teaching the symbolic meanings of the names of flowers and trees is an integral part of the education process, the real significance of the knowledge and usage of these symbols is often overlooked. Symbolic associations of plant names may be studied in the classroom as mere curiosities and treated as entertaining facts to learn but not crucial to remember. Within the modern paradigm of reflective teaching, it is necessary to have a closer look at teaching symbolic meanings of phytonyms as a means of building intercultural competence.The first step in this direction is to understand the nature of phytonyms as specific linguistic and cultural elements. The multi-discipline approach to the study of plant names is schematically represented in Figure 1.16765196157Rosebeauty, love …red rose –symbol of Englandrose – the state flower of four US states: Iowa, North Dakota, Georgia, New YorkThe Name of the Rose by Umberto Eco (Italy)the Rose in The Little Princeby Antoine de Saint-Exupéry(France)Deep ecology helps to foster the connection between the Nature and the Culture via treating plants without utilitarian approachTheory of linguistic imperialism and concepts of cultural and linguistic diversity contribute to combating linguistic imperialism and promoting cultural and linguistic diversityvia learning about meanings of phytonyms in different culturesCognitive linguisticsmodels the mental structures that are connected with the names of phytonyms as complex multilevel constructsSemiotics of culture and language explains the process of semiotization of plants and its significance for the humans00Rosebeauty, love …red rose –symbol of Englandrose – the state flower of four US states: Iowa, North Dakota, Georgia, New YorkThe Name of the Rose by Umberto Eco (Italy)the Rose in The Little Princeby Antoine de Saint-Exupéry(France)Deep ecology helps to foster the connection between the Nature and the Culture via treating plants without utilitarian approachTheory of linguistic imperialism and concepts of cultural and linguistic diversity contribute to combating linguistic imperialism and promoting cultural and linguistic diversityvia learning about meanings of phytonyms in different culturesCognitive linguisticsmodels the mental structures that are connected with the names of phytonyms as complex multilevel constructsSemiotics of culture and language explains the process of semiotization of plants and its significance for the humansFigure 1. A multi-discipline study of the symbolic meanings of phytonyms (with the rose as an example)Such a multi-faceted analysis helps to reveal that:phytonyms are deeply embedded into a certain culture and play important roles in different discourse situations: everyday, official, poetic ones, etc. They are much more than decorations of speech, they represent mental structures that convey culturally specific and universal values, as well as images and concepts important for a certain culture;phytonyms as names of natural phenomena (i.e. plants) establish a link between the nature and the culture;similar to various plants representing biodiversity on different territories, phytonyms are elements of linguistic and cultural diversity.The second step towards effective teaching of symbolic meanings of phytonyms is to develop the sound methodological foundation. It seems both reasonable and ethically appropriate to lay such a foundation through combining the ideas of combating linguistic imperialism (4), fostering linguistic and cultural diversity (1) and adhering to the concept of the true (deep) connection with the nature (2; 3). Thus teaching plant names reaches out to promoting a tolerant and sympathetic world-view of the language learners. If English is treated as a language of cross-cultural communication and not as a tool of oppression, it becomes evident that nowadays it is no longer enough to teach what a rose or a poppy means in the British and American cultures, it is necessary to reach into other cultures with the help of English.The methodological foundation being outlined, one can proceed to the third step that is choosing the appropriate methods. While the exact way of teaching the symbolic meanings of phytonyms is a matter of a particular teacher’s choice, the educators who treat the development of cultural competence as a means of encouraging tolerance and contributing to preserving cultural diversity will find useful to remember these tips:a phytonym should be presented in the context (preferably contexts);students should have a possibility to look at the picture of the flower the name of which is studied; they also should be invited to describe the flower itself and learn about its ecology;students should be asked for their personal associations and called to bring up examples from mass-culture as well as from high quality literature and movies;students should be encouraged to learn about symbolic associations attached to a particular flower in different cultures; they should be taught to describe adequately culturally specific meanings (including those found in their native cultures) using English.So when a rose becomes an element of a culture, it grows to be much more than just a rose; it becomes love and beauty and other meaningful things. Thus the name of a rose should be taught to be used with respect towards the flower itself as well as with the understanding of different symbolic associations it has in English speaking and non-English speaking cultures.References1. Cultural and Linguistic Diversity // . Fowles, John. (2000) The Tree. – L.: Vintage.3. Introduction to Deep Ecology (1989) Deep ecology is a new way to think about our relationship to the Earth – and thinking is a prelude to action: An Interview with Michael E. Zimmerman, by Alan AtKisson // . Phillipson, R. (1992) Linguistic Imperialism. – Oxford: Oxford University Press.FORM OF NEWSPAPER ANALYSIS AT THE ENGLISH LESSONS FOR LAW STUDENTSElena Lysytskaia (Kharkov, Ukraine)Communicative competence and experience of students of law specialty is rather limited and insufficient for research work on particular subject due to the lack of hours and level of knowledge. On the initial stage of work with newspaper it is recommended to focus on the analysis of the contents and topical vocabulary. On the advanced stage the emphasis could be made on developing communicative competences. One of the variants of work is making a report (the most topical issues are: Human Rights in Ukraine, Controversial Language Law, Ukraine to Continue its Course for European Integration?, Is Ukraine Becoming a Dictatorship or Democracy? etc.), or holding a seminar or conference. Such meetings put students in the terms of the real intercourse. Preparation of presentations stimulates students to reading and analysis of series of articles and other sources, such type of work forms practical abilities of all types of language activity.During the work with a newspaper on the advanced stage such type of group activity as preparation of ?News Program? is possible, which can be effective for both reading and speaking practice. Such type of activity stimulates students to study a big volume of materials on the topic, and also presupposes self-study of vocabulary and also developing presentation and communicative skills.For law students it is necessary to form skills of foreign business intercourse for work with foreign partners, while searching work for foreign companies, and in foreign business trips. In this connection, in our opinion during work with a newspaper it is important to analyse career section of a newspaper. Ask students to choose a job that they would like to apply for. Get them to write or discuss what skills and abilities they would need for this job. They can discuss this in pairs. It is possible to expand the lesson with CV writing and role play interviewing each other for a job. There are a lot of sites which contain online resources (free handouts, listening & Quizzes, printable lesson worksheets) and also recommendations of work with a newspaper such as ReferencesWhat You Can Do With Newspapers: 11 Surprisingly Engaging Activities. [Electronic Resource]. – Mode of access: URL: , Title from the screen.Ten Great Activities: Teaching With the Newspaper. [Electronic Resource] . – Mode of access : URL : , Title from the screen.HUMAN ORIENTATION IN LEARNING ENVIRONMENT CREATINGYulia Lytvyna (Melitopol, Ukraine)Nowadays more and more people realize that a profound change is needed to achieve the sustainable society. It should also be taken into account that issues of a person's role and place in the modern world are not actually theoretical ones but urgent social problems that affect the basics of the human objective reality. The main contradiction in today’s education is insufficient integration of knowledge of various disciplines with humane values. So, one of the important tendencies of modern science development is its orientation towards the human.For the opening, development and self-realization a personality needs an environment which is diverse by its contents but accessible to everyone. In teaching we need to apply methods and techniques which optimize personalized student learning, such as cooperative groups/peer coaching. It creates a community setting and gets students into helping each other and learning from each other. The learning outcome of this strategy is that students are able to take in more information at one time while developing relations and community amongst themselves. Additionally, by using this technique students will learn from each other [1]. The humanities are needed if we are to come to an understanding of the facts of our changing world so that ethics is required alongside the science in addressing and understanding the sustainability challenge. We agree with S.?Sterling who emphasizes the idea that “…people and organizations are not machines but living systems. It is this, the living system or organism that is providing a fruitful new metaphor for a blossoming of critical thinking about education and learning, research, management, organization, health, design and sustainable systems” [2, p. 256].So we have to increase our understanding of who our students are, their backgrounds and educational experiences in order to provide with a better understanding of their educational needs and ways to support them. We also need to be aware of their social an emotional needs. As educators, we must continually reflect all these things in our teaching, placing a strong emphasis on the human side of teaching in order to find effective ways to help students arrange their learning and achieve. Moreover, a learning environment that invites relationship building among peers, co-learning, co-creation and searching out a shared meaning and purpose will facilitate to reach individual success.References1. Hadaway, N., Vardell, S., Young, T. (2009).?What Every Teacher Should Know About English-Language Learners. Pearson Education, Inc. Boston.2. Sterling S. (2001). Sustainable Education – Re-visioning Learning and Change. Schumacher Society.LIFELONG LEARNING PROGRAMS IN EUNataliya Makhinya (Cherkassy, Ukraine)Mobility programs are the integral part of the EU strategy to merge the economies of European countries and motivate people to improve their personal development by taking part in learning and training programs abroad. The Lifelong Learning Program consists of the programs, each of them granting economic aid and subsidies to project aimed at increasing transactional people’s mobility, promoting bilateral and multilateral partnerships, or improving quality of education and training systems through multilateral projects promoting innovations.The COMENIUS program focuses on the first phase of education. It is relevant for all members of the education community – pupils, teachers, public authorities, parents’ associations, non-government organizations, teacher training institutes, universities and other educational staff. COMENIUS seeks to develop knowledge and understanding among young people and educational staff of the diversity of European cultures, languages and values. It helps young people acquire the basic life skills and competences necessary for their personal development, for future employment and for active citizenship.The ERASMUS program was started in June, 1987. It addresses the teaching and learning needs of all those in formal higher education, vocational education and advanced vocational education to the process of innovation. ERASMUS supports transactional cooperation among higher education institutions and other relevant stakeholders across Europe through multilateral projects, including projects designed to reach out to the world of business, as well as networks and accompanying measures.ERASMUS Staff Mobility-Teaching Assignments (by HEI Teaching Staff or by Invited Staff from Enterprises) enable staff to spend a teaching period from 1 day to 6 weeks at a higher education institution in another participant country. ERASMUS Student Mobility for Placements enables students at higher education institutions to spend a placement period between three months and one year in an enterprise or organization in another participating country. ERASMUS Student Mobility for Studies enables students at higher education institutions to spend an integrated period of study of between 3 months and 12 months in another participant country.The Leonardo da Vinci program focuses on vocational education and training, other than at tertiary level. It addresses both the learning and teaching needs in the sector, and is therefore aimed at all parties involved: trainees in bodies, enterprises, associations, social partners and bodies relating to either lifelong learning or the labor market.Launched in 2000 and now part of the overarching Lifelong Learning Program, GRUNDTVIG aims to provide adults with ways to improve their knowledge and skills, keeping them mentally fit and potentially more employable. GRUNDTVIG focuses on the teaching and study needs of learners taking adult education and alternative education courses, as well as the organizations delivering these services.It not only covers learners in adult education, but also the teachers, trainers, education staff and facilities that provide these services. These include relevant associations, counseling organizations, information services, policy-making bodies and other involved in lifelong learning and adult education at local, regional, national levels (NGOs, enterprises, voluntary groups, research centers.)In many countries, mobility continues to be an important component of international and regional cultural cooperation agreements. EU countries develop and implement various bilateral and multilateral mobility programs. Apart from personal development and employability, they also offer financial support for individuals in all education sectors and at all education levels. ReferencesJackuniene, D. Mobility enhancement among adult learners in EU / Сучасн? тенденц?? розвитку осв?ти дорослих в ?вропейському простор?: матер?али М?жнародно? науково-практично? конференц??. – Черкаси, 2013. – С.?155.Merriam, S. Caffarella, R. Perspectives on adult learning: framing our research. Retrieved from: . THE CHOICE OF TOPICS AND THE CONTENT OF THE LESSON WITH RESPECT TO TEACHING ENGLISH TO CHOREOGRAPHY STUDENTSOleksandr Malygin (Kryvyi Rih, Ukraine)Dance is one of the most vivid of the arts and choreography itself is the act of dance designing. A choreographer is one who designs dance. The art of choreography involves both human movement and form in terms of space, shape, time and energy. Movement language is taken from dance techniques of ballet, modern dance, folk dance, jazz dance, religious dance, some other genres, or combinations of these. All these facts should be taken into account when creating an academic program in the English language for students of the art of dance. Teaching English to future choreographers often faces the problems of a proper choice of topics connected with the above mentioned professional peculiarities to recommend to the students. The main objective of the course I teach is to help the choreography students learn necessary vocabulary and grammar that will be useful when they encounter English-speaking professionals. It helps them to read and to understand the texts connected with dance designing and dance techniques. The purpose of the course is also to teach choreography students to understand professional and colloquial English speech, to be able to ask and answer questions, connected with their future professional activity.In order to make the lesson more creative and interesting, the teacher should choose the proper topics and material and also to use them at the lessons.It should be taken into account that the students may be poorly motivated to work with all those topics which they previously learned at school and less interested to learn them at university. It is very important that the students find some points of contiguity with their life experience. Thus, before choosing a topic for the lesson the teacher should learn to see the modern world of choreography through the eyes of the students. It is desirable to ask the students themselves what topics they are interested in and what problems they would like to discuss at the lesson. The students might rather be interested in the possibilities to learn more about the English-speaking countries’ choreography culture and to apply their cultural experience to comparative cultural studies.The choice of vocabulary should be focused on the necessary words and taught within the topic. For example, studying the topic “History of Ballet Costume” one should learn the words dealing with colour, pieces of clothing, scenic appearance, national dance peculiarities, etc.When studying the grammar one should pay attention to the choice of grammar tenses and grammar phenomena. The main attention should be concentrated on the Present Indefinite and Continuous, Present Perfect (the tenses mostly used in colloquial speech), Past Indefinite, Past Perfect, Passive Voice and the Sequence of Tenses (important in working with professional texts), Imperative Mood (used during the choreographic exercises in the class).The suggested topics are dealing with choreography history and include the texts about famous classic and modern ballet performances, ballroom dances, Ukrainian and English-speaking countries’ folk dances, biographies of outstanding choreographers and dancers.The number of the topics should not be limited and programmed in advance. Syllabi should be flexible, and able to meet the needs of a specific student group.Above mentioned cases only partially illustrate the objectives the English teacher deals with when choosing the topics and texts for future choreographers. The proper choice of topics can influence the modern English language teaching process and will make the English course more effective and interesting. It may also develop a linguistic comprehension of a student and can be applied both in choreography and art student training.References Collins English Mini Thesaurus. – Glasgow: HarperCollins Publishers, 1993.Crystal, D. The Cambridge Encyclopedia of the English Language. – Cambridge: Cambridge University Press, 2001.Longman Dictionary of English Language and Culture. – London: Pearson Education Limited, 2001.Puffalt D., Starko V. Speak Authentic English! A Handbook for Ukrainians. – Lutsk, 2003.SHAPING A COMMUNICATIVE CURRICULUMOksana Maslovska (Kamianets-Podilsky, Ukraine)In attempting to convey the meaning of CLT to both pre-service and in-service teachers of English as a second or foreign language in a wide range of contexts, Sandra J. Savignon in her article in the English Teaching Forum found it helpful to think of a communicative curriculum as potentially composed of five components: 1)?Language Arts; 2) Language for a Purpose; 3) Personal English Language Use; 4)?Theater Arts; 5) Beyond the Class-room. These components may be regarded as thematic clusters of activities or experiences related to language use, which provide a useful way of categorizing teaching strategies. Organization of learning activities into these components serves not to sequence an ELT program, but rather to highlight the range of options available in curriculum planning and to suggest ways in which their very interrelatedness benefits the learner.Language arts component includes those things that language teachers often do best. It includes many of the exercises used in mother tongue programs to focus attention on formal accuracy. In communicative ELT, language arts focuses on forms of English, including syntax, morphology, and phonology. Familiar activities such as translation, dictation, and rote memorization can be helpful in bringing attention to form. Vocabulary expansion can be enhanced by a focus on definitions, synonyms and antonyms, and where applicable, true and false cognates. Spelling tests, for example, are important if writing is a goal. Pronunciation exercises and patterned repetition of verb paradigms, accompanied by an explanation of morphosyntactic features, can be useful in focusing on form. In contrast to language analysis, language experience is the use of English for real and immediate communicative goals. Personal English language use, the third component in a communicative curriculum, relates to the learner’s emerging identity in English. Learner attitude is, without a doubt, the single most important factor in learner success. In planning for CLT, teachers should remember that not everyone is comfortable in the same role. Within classroom communities, as within society at large, there are leaders and there are followers. Theater Arts constitutes the fourth component of a communicative curriculum. In the familiar words of Shakespeare (As You Like It, II, 7), “All the world is a stage.” And on this stage we play many roles for which we improvise scripts from the models we observe around us. Ensemble-building activities familiar in theater training have been used very successfully in ELT to create a climate of trust so necessary for the incorporation of theater arts activities. The role of the teacher in these activities is that of a coach who provides support, strategies, and encouragement for learners as they explore new ways of being.Beyond the Classroom is the fifth and final component of a communicative curriculum. Regardless of the variety of communicative activities in the ESL/EFL classroom, their purpose remains to prepare learners to use English in the world beyond. This is the world upon which learners will depend for the maintenance and development of their communicative competence once classes are over. In addition to prearranged exchanges, learners can check World Wide Web sites for an almost infinite range of information. These opportunities for computer-mediated communication will increase dramatically in the years ahead.INTERACTIVE TECHNIQUES AS A MEANS OF THE FORMATION OF PEDAGOGICAL INTERACTION CULTUREOlena Mazko (Zhytomyr, Ukraine)To teach a foreign language effectively, teachers need to possess pedagogical interaction culture to be able to organize authentic student communication in the classroom. By pedagogical interaction culture we mean a wide range of pedagogical interaction skills, scientific knowledge, experience, values and norms, professional motives and qualities. These components of pedagogical interaction culture can be addressed and formed by means of interactive techniques.We understand interactive techniques as a set of step-by-step actions, procedures and methods of learning that ensure student interaction aimed at achieving pre-planned outcomes in the process of learning a foreign language. Using interactive techniques in language learning presupposes the realization of collaborative process of acquiring knowledge based on active communication. These techniques also stimulate receiving and creating knowledge through each participant’s contribution to the process of learning, regardless of the number of students engaged into interaction. When using interactive techniques aimed at the formation of prospective foreign language teachers’ pedagogical interaction culture, priority should be given to students’ authentic communication with due regard for cultural peculiarities. Following the classification of interactive techniques suggested by O. Pometun and L. Pyrozhenko [1], we centre our attention on such types of interactive techniques as cooperative learning techniques, collaborative learning techniques, case study and discussion techniques.Cooperative learning techniques presuppose small groups interaction. The outcomes of any learning task depend on students’ active participation in group work, since, having clearly defined roles, they contribute equally to the achievement of mutual goals. These techniques include “Merry-go-round”, “Aquarium”, “Blender”, “Cubing”, “Joint Project”, “Web Quest” and others.Collaborative learning techniques focus on the simultaneous work of all the participants of pedagogical interaction, that is on team work. Among such techniques we can name “Brainstorming”, “Microphone”, “Jigsaw Puzzle”, “Looping”, “Discussion Clock”, “Running Dictation”, “Speed Dating” and “Web Conference”.Case study techniques deal with pedagogical interaction constructed by means of engaging all the participants in specific real-life situations. This type of interactive techniques can be illustrated by various simulations and role plays.Discussion techniques presuppose group study of controversial issues or events in the process of pedagogical interaction. They may be held as public discussions of specific problems which help students to understand the nature of the issue discussed, clarify their attitude to the topic, specify some values and beliefs, and learn how to operate arguments skillfully. Group discussions can be organized in different formats, for example talk shows or debates. We also suggest “Criterial Poker” as a discussion technique.When used rationally, the interactive techniques suggested can promote integrated formation of all the components of prospective foreign language teachers’ pedagogical interaction culture.ReferencesEllington,?H., Percival,?F., Race,?P. (1993). Handbook of Educational Technology. London: Kogan Page. Pometun, O., Pyrozhenko L. (2005). Suchasnuy urok. Interaktyvni tekhnologii navchannia [A Modern Lesson. Interactive Teaching Techniques]. Kyiv: A.S.K.STUDENTS PROFFESSIONAL TRAINING DEVELOPMENT IN THE SYSTEM OF INTERACTIVE TECHNOLOGIES USINGSusanna Melikova (Kryvyi Rih, Ukraine)The intensive searching of a new educational paradigm leads today to a renewing of educational content and adopting of the technologies which could contribute to students’ cognitive and professional development. Interactive learning technology is an example.The concept of interactive learning is not new to the so-called “technology generation,” and in fact has only recently come to be associated with computers. Decades ago, any learning that involved more than simple lecturing and material consumption was considered interactive. Group work is a prime example, as the use of learning aids. Most of the time, these sorts of experiences are simply classified as “a hands-on learning” today. Interactive learning is generally seen as the opposite of passive learning, which depends on observation. Students typically need a combination of passive and active learning in order to master concepts. If everything is interactive, students run the risk of being overstimulated, or losing track of the main goals. If teaching is entirely passive, however, students may find their interest and focus declining.The interactive methods using is based on three types of informative interaction. The methods which contribute to every student’s involvement into an active process of acquiring and processing knowledge are belonged to the interactive ones. Among them are the following: brain storm, mini-lecture, group work, testing, role playing, playing tasks, project developing, situation task solving, visitor inviting, expert group discussion, interview, dramatizing, playing through situations, teacher’s speech, subject-picture discussing, quiz-questioning. Activity is one of the basic prerequisites of students’ professional formation as future pedagogues. During interactive educational-and-cognitive activities student becomes an equal subject of interaction in the educational process, accompanying the collaboration atmosphere and determine dialog using as a dominant form of educational communication, encourage knowledge, skills and experience exchanges. A creative initiative merits a great attention, projection of progress situation, choice, self-analysis, self-estimation, self-cognition, self-expression and self-realization is carried out.The very nature of interactive training is in the organizing of an educational process in the way when all the participants are involved into the cognitive process. They have every opportunity to understand and realize reflection on what they acquire and consider. The learners’ co-activity in the cognitive process and perception of learning material mean that every person does his own contribution, exchange knowledge, ideas and means of activity. One of the biggest arguments in favour of interactive learning is that most of today’s students are already so Internet-use-oriented that introducing computer-based learning is often extremely effective at grasping and holding their attention. More young people than ever before, have smart phones and maintain active social network presences, and most spend the majority of their free time “connecting” one way or other. Using already-familiar technology into classrooms can help students become more engaged. References1. Clement?R. Motivation, self-confidence, and group cohesion in the foreign language classroom / R.?Clement, Z.?Dornye, K.?A.?Noels. – Quebec : Language Learning, 1994. – 417?p.2. John Myers. Cooperative Learning /John Myers // Cooperative Learning – vol. 11. – Jully, 1991. – P.?27-35.3. William?M.?Psychology for Language Teachers : a social constructions approach / M.?William, R.?Burden. – Cambridge : Cambridge University Press, 1989. – 120?p. INNOVATIVE METHODS OF TEACHING SUMMARIZINGTatiana Melnikova (Kharkiv, Ukraine)Text summarizing skill is, no doubt, extremely important for the effectiveness of gaining information process. But, moreover, an ability to summarize turns out to be really helpful as a skill that students can widely apply throughout their studying and further professional careers because it enforces to concentrate attention, to outline, to see the material as a whole. Linguistically, summarizing influences the development of reading skills as it encourages to select the main; vocabulary skills as it leads to paraphrasing, using synonyms; and grammar as it presupposes making new sentences. And finally, critical thinking skills are being developed as students decide on the main ideas of the textual material to include them in the summary. The essential function of text summarization is to produce a laconic version of some primary source. Text summarization can be defined as an intermediate link between particular information and a reader. The new laconic version is distilled to the essentials of the original, but has different sentence structure and changed vocabulary.The general steps of summarizing reflect its ultimate purpose.Realizing the main idea of a text is the first. This outline should be not longer than two sentences, but rather definite and concrete. Second, the main idea should be supported by several sentences which give details and develop the outline. Students should be warned from taking particular incorrect steps which are far away from the basic purpose of a summary – to present the major information contained in a text. For instance, it’s not acceptable to give unequal portions of the students’ attention to different parts of the text; borrowing entire sentences or even long phrases of a source while writing a summary is also obviously faulty.Some modern strategies of summarization suggest other quite effective techniques which can be rather helpful for those who aim to master a skill of summarizing.The strategy “3-2-1” demands from the students to concentrate on the most essential information of the text they have just read, and is rather simple and effective in application. The strategy includes the following steps: after reading the text the students are to single out and write down three facts they learned from it, two facts contained in the text which they find interesting, and one question that the text raises. The strategy “jigsaw” is based on a principle of a puzzle. The whole group is studying one text, but each student is responsible for only one section of it. Each section should be read carefully and summarized in order to be presented to the group. Such a type of mutual activity presents a puzzle principle, and encourages the students to select the main and focus on the essentials. The “Summary Star” strategy also includes several steps. The first step is to give a new title to the text. It should be given in the students’ own words and comprise not more words than the original title. The second step can be more precisely defined as outlining the main idea of the text that should be done just in one or two words. The third is to express the general impression from the text just in one word. Such characteristics as “informative”, “discussible”, “persuasive”, “arguable”, “incomplete”, etc. are quite applicable. The fourth stage contains producing the conclusion derived from the text. The conclusion should be one sentence length only. In the GIST series of lessons, students are to read newspaper articles. After reading the students should formulate so-called "5 Ws and 1 H" (who, what, when, where, why, and how) and complete a chart containing the related answers gained from the article. On the final stage, the students use their notes to write a 20-word summary called a GIST. Having mastered writing a GIST of newspaper articles, the students can apply this strategy to content area texts to develop their comprehension and summarizing skills.The above-mentioned strategies have definite peculiarities but have much in common as for the general purpose of any summary – to present the textual information in a shortened form making it useful for present and further application by a reader and those who can potentially be concerned with the subject.ReferencesLess is More? How to Teach Summary Writing. Retrieved from: Models for Summarizing Novelty. Retrieved from: OF DISTANCE LEARNING FOR FULL-TIME EDUCATIONNina Mishchenko (Kharkiv, Ukraine)Although there is no substitute for regular education system, distance learning is becoming a more vital part of higher education. More and more universities are beginning to offer distance learning courses and scientists and educators are trying “to determine whether distance education is better, worse, or as good as traditional education” (Shelia Tucker, 2001). According to Fitzpatrick, distance education devotees “view traditional classes as being unchangeable, inflexible, teacher-centered, and static” (Fitzpatrick 2001). But is it necessary to clearly oppose these two types of education? Or may it be better to apply the elements of distance learning to traditional full-time courses?Here it is necessary to mention two distance education delivery system categories – synchronous and asynchronous. Synchronous instruction requires the simultaneous participation of all students and instructors. The advantage of synchronous instruction is that interaction is done in "real time" and has immediacy. Examples include interactive telecourses, teleconferencing and web conferencing, and Internet chats.Asynchronous instruction does not require the simultaneous participation of all students and instructors. Students do not need to be gathered together in the same location at the same time. Rather, students may choose their own instructional time frame and interact with the learning materials and instructor according to their schedules. Asynchronous instruction is more flexible than synchronous instruction but experience shows that time limits are necessary to main focus and participation. The self-paced format accommodates multiple learning levels and schedules. Examples of asynchronous delivery include e-mail, listservs, audiocassette courses, videotaped courses, correspondence courses, and WWW-based courses.Synchronous on-line instruction is not as important for full-time students as for distance students because these on-line activities substitute traditional face-to-face training. The most useful simultaneous activity is testing in ‘real and limited time’. But asynchronous activities such as individual and haphazard tasks, comprehension and vocabulary tasks, work with audio and video materials, on-line grammar training, writing essays, etc. are of great importance. All these distance activities can be easily controlled by the teacher and at the same time save time in class. The shortage of class-hours in non-language higher educational establishments makes the use of them desirable. There is one more problem that could be solved with the help of distance learning elements. The problem is connected with working students. In Ukrainian realities a lot of full-time students both work and study and as a result miss classes and don’t do assignments in time. For them possibility of on-line communication with their teacher is of special importance.So, the use of elements of distance learning can improve, facilitate and diversify language training being at the same time interesting and convenient form of work both for the teacher and students.References1. Tucker, S. (2001). ‘Distance Education: Better, Worse, Or As Good As Traditional Education?’ Online Journal of Distance Learning Administration, Volume IV, Number IV, Winter 2001, . Fitzpatrick, R. (2001). Is distance education better than the traditional classroom? Retrieved July 31, 2001 from RESOURCES OF INTERNETTetiana Moroz (Kharkiv, Ukraine)Teachers are not the only source of language information in these days of global interconnectedness, the language teachers should understand that students need to develop strategies to respond and adapt to changes rather than approaching the task of language learning in a uniform way. The researchers define the roles of the teachers in classroom as circulating, modeling, monitoring, clarifying, guiding, motivating, facilitating, assessing, moderating, observing, redirecting, encouraging and suggesting. The teacher should play the role of facilitator rather than being the source of all knowledge. The image of the modern teacher is like a “mediator” between the computer and students throughout the learning process, serving the role of keeping things running smoothly.Nowadays Internet serves as a fountain of teaching and learning resources for teachers and students.When we refer to web teaching resources we are talking about the different kinds of materials and tools that we can find on the Internet, with the purpose of improving the quality and efficiency of learning in activities which make use of those resources. The type of web resources to be used will depend on the kind of activity to be developed. By searching the Internet, we can find not only text documents, but also images, videos, audio files, presentations, conceptual maps or documents with a diverse kind of interactivity and graphic or multimedia combinations. Web materials can be categorized for educative use according to their types: 1) teaching materials (created with a curricular didactic aim, include different kinds of documents and activities: practice exercises (grammar, vocabulary, skills), tutorials, simulations, games, etc.); 2) authentic materials (their communicative or social function is authentic; they haven't been modified or adapted for teaching purposes, they can be used as a resource in discovery based learning activities and web tasks for language learning); 3) reference materials (dictionaries, encyclopedias, manuals, concordancers online). The Web is full of authentic, reference and didactic materials useful for language learning. It also provides excellent tools for the interaction with those materials, processing information (input) and student production (output) and for linguistic contents and skills work, either integrated or specific. Examples of activities using the Internet are the following: lexical quizzes, games and other vocabulary learning specific activities (for example, lexical maps, concordancers use, class dictionary building); grammar tutorials, exercises, simulations and games; listening and pronunciation virtual lab activities; reading and writing webtasks (treasure hunts, webquests); multimedia webtasks (scrapbooking, samplers, podcasting, tasks with authentic multimedia materials from social sites); computer mediated communication activities (email exchange, collaboration projects); use of blogs and wikis for individual or group language learning e-portfolios. Language learners can communicate directly, inexpensively, and conveniently with other learners or speakers of the target language 24 hours a day, from university, work, or home. This communication can be asynchronous (not simultaneous) or synchronous in “real time”. It also allows not only one-to-one communication, but also one-to-many, allowing a teacher or student to share a message with a small group, the whole class, a partner class, or an international discussion list of hundreds or thousands of people. Using the World Wide Web, students can search through millions of files around the world within minutes to locate and access authentic materials (e.g., newspapers and magazine articles, radio broadcasts, short videos, movie reviews, book excerpts) exactly tailored to their own personal interests. They can also use the Web to publish their texts or multimedia materials to share with partner classes or with the general public. In conclusion, we should sum up that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materials. A more authentic learning environment is created, since listening is combined with seeing, just like in the real world. Skills are easily integrated, since the variety of media makes it natural to combine reading, writing, speaking and listening in a single activity. ReferencesGarrett, N. (1991). Technology in the service of language learning: Trends and issues. Modern Language Journal, 75(1), 74-101. Gruba, G. (2004). Computer assisted language learning (CALL). In A. Davies & C. Elder (Eds.), Handbook of applied linguistics (pp.623-648). Oxford: Blackwell.Kern, R. and Warschauer, M. (2000) Theory and practice of network-based language teaching. In: Warschauer, M. & Kern, R. (eds.) Network-based language teaching: Concepts and practice. New York: Cambridge University Press, 1-19. McKenzie, J.(1998). The Wired Classroom. From Now On The Educational Technology Journal, Vol. 7, No. 6, March 1998. SOME OF THE INNOVATIVE STRATEGIES IN TEACHING ENGLISH FOR SPECIFIC PURPOSESSvitlana Myasoyedova (Kharkiv, Ukraine)The development of technology and the boom of digital revolution have transformed learning standards and have given teachers new opportunities for efficient instruction in the classroom.To cope with the changing circumstances and meet the demands of the 21st century, students need to know how to use their knowledge and skills by thinking critically, adapting to new situations, analyzing information, comprehending new ideas, communicating, collaborating, solving problems, and making decisions. [2]That has inspired educationalists to look for new, innovative, more effective techniques of classroom teaching.One of the most successful instruction approaches is the use of multimedia in the learning process. Compared to the traditional teaching methods in which students are usually passively spoon fed with large amount of grammatical rules and vocabulary, multimedia has shown its superiority. Students can be easily exposed to sound, video, and animation of the authentic target language, which can give the students the strong visual impact and make them get involved in the authentic language environment more completely. Learners’ language acquisition can be improved by means of using the computer’s integration of text, sound, graphics and image to present the learning content. The Internet offers a lot of opportunities for students to interact with native speakers in a convenient way and provides access to the most updated information throughout the world. Also, teachers can present video and audio materials separately or simultaneously to the students according to the teacher’s objectives. In this case, not only could the multimedia make the students get more interested in English learning, but also more progress could be made than in the traditional classroom. Another important strategy which can be applied to facilitate in pursuit of modern educational requirements is problem-based learning. Problem-based learning is the method of teaching in which the teacher acts as a facilitator of activities that students perform themselves. This is student-centered, active learning approach focused on questioning, critical thinking, and problem solving. The students are not simply presented with facts; instead, they get the necessary information by investigating solutions, discussing discoveries and experiences, and reflecting on new-found knowledge. The key notion of the problem-based learning is the “problematic situation” provided by the instructor. The “problematic situation” should be chosen according to students’ abilities, learning stage, peculiarities of the material and must include a theoretical or practical challenge that causes students for the inquiry, analysis, discussion and reasoning. The method of problem-based learning offers a wide range of activities, including pair and group discussion, brainstorming, project work, debates, research and analysis, critical evaluation.In fact, problem-based learning has much to offer in teaching English for specific purposes. Providing natural, involving, meaning-focused classroom interaction, this teaching approach helps to develop specific vocabulary base and also form communicative skills that will enable students to interact in a business environment or pursue further training. It also benefits in raising students’ motivation, developing analytical learning abilities and promoting learners’ autonomy. This teaching approach is intrinsically engaging and inspiring; it facilitates in improving students' research and problem-solving skills as well as their ability to work cooperatively with their peers. Thus, the use of new learning strategies can be considered as an effective way of developing language, communicative, analytical and professional competence of learners who study English for specific purposes.References1. Honey, M., Mandinach, E., & McMillan, K. C. (2003). A retrospective on twenty years of education technology policy. Education Development Center, Center for Children and Technology, U.S. Department of Education, Office of Educational Technology.2. Oech R. Awhach on the Side of the Head: How to Unlock your Mind for innovation Menlo Park . Calif. Creativ think, 1983. – XVII. 141.TEACHER’S ROLE IN STUDENTS’ PROJECT WORKVira Mykhailova (Kyiv, Ukraine)Communicative approach in teaching English has obviously become the leading one in recent years. It gives learners the possibility to implement all their knowledge of grammar and vocabulary in practice. There two approaches to teaching language as communication: teacher-centered and student-centered. [1] Both are justified to be used during English language lessons.Project work is a kind of student-centered approach. It is nowadays considered to be really effective way of teaching English due to fact that it improves not only communicative skills but also common knowledge and social skills. [2] The success of project work depends greatly on learners’ engagement, their understanding of the task and each stage of the project and, of course, on their clear vision of the final product. Through project work learners participate in discussions, state and solve problems which are really interested for them, learn to express and persist in their opinion, consider and accept the opinion of other people. Longing for being heard is the best motivation for summoning all the knowledge. Methodologists allocate different kinds of project work which can be done by students. Choosing definite kind depends on language level of the learners, timing, their inspiration and self-discipline, the number of participants, purposes of the project and other factors. Also there are several stages of project work: Project overview/project scopeProject planningProject preparationProject presentationFeedback and evaluation [3]But what is the teacher’s role in project work? Student-centered approach does not suppose that the teacher’s figure is no longer important in teaching process. Markee [1] calls the teacher “facilitator of communicative tasks”. Kalvodova [2] determines the teacher’s function as “a participant, a coordinator when necessary, a figure in the background evaluating and monitoring the language being used”.Teacher’s participation is crucial for each stage of project work. On the stage of project overview it is the teacher who states the problem, defines timing and possible frames and gives the vision of final product. On the stages of planning and preparation the teacher should imply that the focus of project work is primarily on communication but grammar should not be ignored. Learners are required to communicate with all possible resources as well as to focus on grammar accuracy. On the stage of evaluation it is very important to compliment students for performed work to raise their awareness of how they learn and help them become more self-confident and more interested in further learning. Conversely, the teacher should focus learners’ attention on important recurring errors. Filming the presentation of final project could be very useful in this regard.Project work requires the enthusiasm and careful reasoning of both the teacher and the learners. Under these conditions students keep learning and enriching their communicative and social skills.ReferencesPeter Master (1998). Responses to English for Specific Purposes: San Jose State University.Teaching English with Project Work – Masaryk University. Work in (English) Language Teaching. . project-work-in-english-teaching.INNOVATIVE METHODS OF TEACHING ENGLISH Liudmyla Naumenko (Kyiv, Ukraine)The paper is devoted to consideration of innovative methods and approaches to teaching foreign languages (English in particular) which are presented in the works by Western methodologists including the British, American and Czech methodological schools with emphasis on teaching language in context, helping ‘learning to happen’ which means encouraging students to participate, talk, interact and viewing the learner as the most active element. Special attention is paid to development of students’ communicative competence in order to use foreign language for meaningful purposes. The innovative teaching methods include developing four basic skills (listening, reading, writing, and speaking) with specific aims and realistic tasks as well as ways of studying lexis in a variety of language activities and grammar by means of two approaches – elicitation and personalization. From our own teaching experience we propose to play stimulating language-based games which are intended at developing students’ memory, imagination, verbal reaction and communicative potential. These games can also serve additional purposes such as relaxation, facilitation and incentive. They can be applied in various types of classes, starting with oral practice and ending with specialized courses like practice of translation. They need not more than 20 min. in the mid- or at the end of the class and demand minimum preparation. A block of stimulating games includes the following activities: 1.?Short synopsis, 2.?Imagery memory, 3.?Emotional memory, 4.?Visual memory, 5.?Make it shorter, 6.?Construct a catch phrase, 7.?Make out a lead, 8.?Create a headline, 9.?Have understood – explain to others, 10.?Checkpoint, 11.?Theme and variations, 12.?How it was? 13.?I know three words, 14.?Paint the text, 15.?Let’s have a talk! 16.?Join me, 17.?It is not still the end, 18.?I’d like to tell you, 19.?The truth is somewhere near, 20.?I’m writing to you, plicated matter.To illustrate the point we propose to consider Game?1. Short synopsis. It can be performed by pairs of students, in small groups or by individuals. The task is: 1) to read attentively a brief text and make its synopsis in a form of drawings, schemes or symbols on the margins; 2) render the text according to the drawings. The winner is the group / student whose rendering represents the content of the text to the fullest extent. Game 1. Short SynopsisHUMAN RIGHTSAll of the rights and freedoms* associated withrespect for the dignity and worth of the humanbeing. The UN adopted the Universal Declaration of Human Rights in 1948. It proclaims that everyhuman being without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property,birth, or other status has the following rights, among others: the right to life, liberty and securityof person; equality before the law; freedoms ofthought, conscience and religion; freedom ofopinion and expression; the right to work and tofreely choose type of employment; the right to a standard of living, adequate for health and well-being; the right to education; and the right toparticipate in the cultural life of one’s community. ? ♂♀ = ?To sum up the modern methodology principles, we can highlight the student-oriented interaction which is connected with the students’ involvement in everything going on during the lesson. This shifts the teacher’s role not to cause the learning but to help the ‘learning to happen’. The teacher’s task is to choose activities suitable for the learners to guide them at the lesson and to encourage them to experiment with the language. The modern methodology comprises a reach variety of methods which share the common features – involving students in classroom activities and adapting the study to real-life situations. To be effective, methods should follow each other in a suitable order, and there should be a balance of teaching focused on different aspects of the language.As further perspectives we plan to develop a series of stimulating games in the context of ESP and to compose a practical book for students’ self-practicing and classroom activities in computing performance. MASTERING COMMUNICATIVE SKILLS OF LAWYERS THROUGH BELLE-LETTERSKsenia Nesterenko (Kharkiv, Ukraine)Constant communicative skills mastering by lawyers is one of the conditions of their professional development. This especially concerns judicial communication.Judicial communication is widely presented in belle-letters (novels by J. Grisham, E.S. Gardner, for example). While reading it a lawyer can visualize and analyze the process of communication in court in more detail, to see it from different angles, and in such a way, to master his/her own communicative skills.There some commentaries about the peculiarities of judicial communication should be added, which would be primary knowledge of the strategies and tactics of communication in court.Judicial discourse is the example of status-oriented communication in which all participants roles are strictly fixed, prescribed and structured. It is characterized with a set of definite strategies and tactics which differ from the sets in other types of communication. Communicative behavior of lawyers in the trial can be explained by the necessity to improve one’s own position and to weaken the position of the opponent. For example, very often a lawyer knows the answer to some question as for the case, or defendant, or witness, but replicas between this lawyer and the prosecutor or another lawyer is done just for supporting own status and influencing the jury. “Are you aware that the industry is on record supporting legislation to restrict vending machines in areas where kids congregate?” (J. Grisham). There is a special set of communicative tactics and discourse organization, and strategy in judicial discourse planning is essential for both defense-lawyer and prosecutor.We can say, that judicial communication can be through two main macro strategies – the one that leads to lowering the status of a communicant or opponent (or macro strategy of discredit), and macro strategy of improving own status (or macro strategy of positive self-representation). These macro strategies are realized through a set of particular strategies and tactics.Macro-strategy of discredit aims the opponent negative image creation and is realized through particular strategies of accusation, insult and mockery. Such communicative behavior is considered as violation, and the judge, who usually supervises and leads the trial, can stop it. “No. The fact speaks for itself,” snapped Perry Mason. “You are afraid to have a test made under identical conditions”. "Counselor," he (the judge) said, "you will please refrain from personalities…." (E. S. Gardner). Nevertheless, such communicative behavior is strategically planned and reaches the aim of discredit the opponent. Another way of macro strategy of discredit realization is through the strategy of objection in the case that the opponent’s question seems to another opponent inappropriate. It is the judge who is usually addressed: "Just a moment, Your Honor," he said. "That question is leading. It also calls for a conclusion of the witness…” (E.S. Gardner).Macro strategy of discredit is realized on three levels depending on the object – on personal, professional and informational. If a lawyer tries to lower the opponent (or a third person) communicative status, pointing on his/her negative personal features, this is personal discredit. Professional discredit is when a lawyer points on opponent’s insufficient qualification. Informational discredit is when a lawyer impugns opponent’s information.Macro strategy of improving own status can be realized through verbal and non-verbal self-presentation. "Very well. Then what happened?" asked Drum suavely, smiling over at the jury as much as to say: "You see how technical the defense is in this case, ladies and gentlemen?" (E. S. Gardner). To improve own status and create general positive communicative tone lawyers can use spoken language forms to minimize the distance and psychological barriers between interlocutors, or, on the contrary, to be exaggeratedly polite to create an illusion of cooperative communication.There are other strategies and tactics in judicial discourse which is strictly regulated and has some limitations in the communicative behavior of the participants. Judicial communication is performed through different tactics aiming the realization of definite strategy. All these are brightly illustrated in fictional literature, and reading it the lawyers can learn, master and perfect their communicative skills.TEACHING ENGLISH USING VIDEO IN THE CLASSROOMOlena Okhapkina (Oleksandria, Kirovohrad region, Ukraine)Our chaotic modern world that is permeated with evidences of technological progress puts a list of requirements that we should meet as competitive teachers in conducting academically successful English lessons. This task can be simplified by using emerging technologies; now in the classroom there is the opportunity to use computers, video and audio. As each educational activity the usage of the video in the classroom setting has a special set of purposes and is divided into three blocks/ parts according to the stage of application: pre-, while-, and post-viewing activities. At the stage of pre-viewing a preceptor generates interest in the video, establishes a purpose for the activity, for instance: solve a problem, answer a question etc, preparing students to acquire necessary vocabulary, cognize the text structure along with getting cultural understanding. One of the productive activities/ tasks is “to put yourself in their shoes” (introduce real or hypothetical situations related to the video) or “KWL Chart” – three columns: “what I know,” “what I want to know” and “what I learned” (the final column is completed as students watch the video).The medium stage, while-viewing, has the following purposes: to support learners’ comprehension of the video, to help learners stay actively engaged in the task set, to help learners actively interact with the video, to create a foundation for extension activities following viewing. The pedagogue can suggest the students a number of different exercises – graphic organizers (a tree, a star, a diagram), “stop and guess” or “stop and predict” (periodically stop the activity and ask students to interact with the video as well as with each other).A classroom activity should be controlled and checked at the last stage, post-viewing activity, where the instructor reinforces language and content knowledge gained from the video, verifying the students’ comprehension of the video. Critical Response, where students complete an activity that allows them to evaluate and review the video, “How many stars would you give this? Why?”, and KWL where students are to complete the “what I learned” section of the chart, help to extend students’ understanding about the video topic.As a part of modern technological advances at English lessons, video material should improve listening skills and the development of students’ speech activity. All pre-, while-, post-activities or discussions upon what they have seen should have the aim of strengthening the phonetic, grammatical and lexical material for practicing speech patterns or the development of speaking skills. Only in this case, the video will be an effective learning tool.ReferencesBarmenkova, O. (1999). Video Lessons in the System of Education of Foreign Languages. In: Foreign Languages at School, 3, 20-25.Freebairn, Brian and Ingrid (1996). Video Teaching Tips: Longman.Stempleski S. (1995) Using Video in the Classroom. New York: Teachers College. Columbia University.LISTENING, SPEAKING AND WRITING IN THE CONTENT AREAS:TEACHING ENGLISH FOR CULTURE AND ART STUDENTSOlga Oliinyk (Kharkiv, Ukraine)From various perspectives we know that listening, speaking, and writing are important facets of subject area learning. For example, the sociocultural learning theory of Vygotsky provides a framework on listening, speaking, and writing. There are at least two ways in which sociocultural learning theory explains these ideas. First, one’s use of language to negotiate meaning is central. For Vygotsky, language was the most important psychological tool or sign. As a sign, language mediates learning. Second, Vygotsky emphasized the importance of language on human thought. In his view, meaning originates between individuals. “Every function in the child’s cultural development appears twice:??first, on the social level, and later, on the individual level:??first?between?people (interpsychological), and then?inside?the child (intrapsychological)”. That is, through speech in the social or external domain, the child transforms and internalizes what is learned. What the child knew previously is internally reconstructed. If so, it seems that talking—and its companion, listening—are strategic to learning.?In addition, the studies by Douglas Barnes and Courtney Cazden (among others) support the primacy of classroom talk in learning. For example, Barnes described the ways in which children use exploratory talk to tentatively work at “rearranging their thoughts during improvised talk” . To Barnes, children used exploratory talk on the way to final draft language, “which amounts to a formal completed presentation for a teacher’s approval”. Cazden stated that spoken language “is the medium by which much teaching takes place and in which students demonstrate to teachers much of what they know”. Considered in this way, classroom discourse merits thoughtful consideration when exploring student learning in content areas.?Burbules expanded the role of talk, or speaking, to that of something more dynamic. Burbules used the term “dialogical relation” to describe a relation between people in the context of discussion, a relation “to ‘carry away’ its participants, to ‘catch them up’ in an interaction that takes on a force and direction of its own, often leading them beyond any intended goal to new and unexpected insights”. In this view, talk appears to be suspended from traditional classroom conversations; conversations are dependent on participants and their interaction.?To summarize, language may be seen to support learning by the way in which it is used to negotiate meaning, to explore thought, to teach and to learn, and to enter into a dialogical relation with another. When consideration of literacy development is extended, it is logical that ELTs working with students of all content areas would appreciate the language demands of their particular fields.?References1. Barnes, D. (1992).?From communication to curriculum. Portsmouth, NH: Heinemann.2. Burbules, N. C. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.3. Cazden, C. (1986). Classroom discourse. In M.C. Wittrock (Ed.),?Handbook of research on teaching?(pp. 432-463).?New York:??Macmillan Publishing Company.4. Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.INTERCULTURAL COMPETENCE IN FOREIGN LANGUAGE TEACHINGTetiana Oliinyk (Horlivka, Ukraine)The paper explores the notion of culture in the context of language teaching at the Teachers’ Training Institute of Foreign Languages and the FL departments at Universities. The present day ever growing and widening cultural and business relations between countries, the increase of mobility and therefore of intercultural communication have an impact on foreign language teaching. As a result, the new language policy was proclaimed by the Common European Framework of Reference (2003). One of its strategies is the promotion of the plurilingual approach with the notions related to it: globalization, europezation, polycultural education, and communicative foreign language education. It implies the necessity of the development of the plurilingual competence in students in foreign language learning and teaching, in the polycultural context. As is known, language and culture are closely interlinked. Culture is a motivational factor in FL learning.According to our observations, the 5th year students attach great importance to the quality “having a good knowledge of the target language culture” as one of the probable most important qualities, which make a good foreign language teacher. It came second out of 11 items after the quality “a high level of target language competence” (Oleinik, 2000, p.114).Consequently, the primary goal in teaching a language and culture inseparably is the promotion of intercultural /cross-cultural communication. It should be noted here that the terms ‘intercultural’ and ‘cross-cultural’ are interchangeable, and usually refer to “the meeting of two cultures or two languages across the political boundaries of nation-states” (Kramsch, 2003, p.81). In FL teaching a cross-cultural approach seeks ways to understand the other culture by learning its national language. Intercultural/cross-cultural communication which is the ultimate goal in teaching a FL is regarded as a dialogue between cultures of target and native language nations. Some scholars even make the dialogue between cultures and civilizations a principle (Safonova, 2001).Cultural aspects in the Fl classroom have recently gained particular attention by educators and researchers in this country and abroad (N. Borysko, L. Glavanchuk, Y. Passov, V. Safonova, N. Sklyarenko, B. Tarnopolskyi, etc.; S. Bassnett, M. Byram, M. Dalton, E. Hinkel, L.R. Kohls, C. Kramsch, L. Prodromou, G.L.N. Robinson, B. Tomalin, S. Stempleski, H.N. Seelye, G. Zarate, etc.). In Ukraine a wider and more systematic use of cross-cultural elements in language learning and teaching is a great demand in the English language study at school and university levels. Consequently, adequate textbooks, courses on integrating culture and language aimed at developing students’ cultural awareness are seldom offered at teachers’ training colleges and universities in Ukraine. This drawback should be done away with in the near future, because the benefits of incorporating the target language culture into the process of learning and teaching English are by far reaching to keep on ignoring the subject.ReferencesCommon European Framework of Reference for Languages: Learning, Teaching, Assessment (2003). S. Nikolaeva (Ed.). Kyiv: Lenvit.Kramsch, C. (2003). Language and Culture. Oxford: Oxford University Press.Oleinik, T. (2000). Awareness of cross-cultural issues and attitudes: How to promote classroom discussion. In Proceedings of the 8th International conference on English and American literature and language. Tradition and postmodernity. English and American studies and the challenge of the future: April 7-9, 1999, E.?Manczak-Wohlfeld (Ed.), Kracow: Jagiellonian University Press.Safonova, V. (2001). “Kulturovedeniye v sisteme sovremennogo yazykovogo obrazovaniya” [Basics of Teaching Culture in the System of Modern Language Education]. Inostrannye yazyki v shkole [Foreign Languages in School], 3, 17-24.CONSTRUCTIVISM IN FOREIGN LANGUAGE TEACHINGAlisa Omelchenko (Kharkiv, Ukraine)Constructivism is not a new concept. It has its roots in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and education. Constructivism is a theory of learning and knowledge closely associated with the work of several well-known psychologists: Jean Piaget, Lev Vygotsky, Jerome Bruner, and Howard Gardner. A reaction to didactic approaches such as behaviorism and programmed instruction, constructivism states that learning is an active, contextualized process of constructing knowledge rather than acquiring it. Knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation. Each person has a different interpretation and construction of knowledge process. The learner is a tabula rasa but brings past experiences and cultural factors to a situation.There are two main camps in the constructivist education theory: cognitive and social constructivism. Cognitive constructivism emphasizes that learning is not a process of copying reality; an individual’s construction of knowledge along with that individual’s prior knowledge are the keys to learning (Glasersfeld, 2005). Social constructivism, on the other hand, contends that even though it is the individual who constructs his or her own knowledge, the construction of knowledge cannot take place without the support of a social context (Cobb, 2005) [1].The most fundamental epistemological principle of constructivism holds that knowledge “does not and can not have the purpose of producing representations of an independent reality, but instead has an adaptive function” (Glasersfeld, 1996) [3, 3]. In other words, constructivism rejects the idea that human being constructs his or her own version of reality. As a consequence, multiple realities or multiple ways of knowing are to be expected in the classroom.Fosnot (1996) suggests five general principles of constructivism with obvious applications to educational practice:learning is not the result of development, learning is development;disequilibrium facilitates learning;reflective abstraction is the driving force of learning;dialogue within a community engenders further thinking;learning proceeds towards the development of … central organizing principles that can be generalized across experiences and that often require the undoing or reorganizing of earlier conceptions [2, 29-30].These general principles point to a learner-centered pedagogy in which the teacher acts as a facilitator of active and personalized learning rather than as an expert dispensing prepared information.In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. Constructivism posits that the learner ultimately is in charge of his or her learning, that it results from both a cognitive processing and organizing of information within an individual, and a social aspect, where the learner interacts and dialogues with the problem, the context and the players to discover meaning and value. Constructivism emphasizes learning and not teaching, encourages learner autonomy and personal involvement in learning. Numerous researchers, educators and authors are actively engaged in using constructivist principles to design and implement new learning environments showing that theory can effectively guide educational practice.ReferencesCynthia T. Thompson (2008). The Role of Early Experience in the Development of a Professional Knowledge-Base and Identity as a Teacher: Investigating Teacher Preparation in Belize.Fosnot, C.T. (1996). Constructivism: A psychological theory of learning. In С. Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 29-30). New York: Teachers College Press. Glasersfeld, E. (1996). Introduction: Aspects of constructivism. In C.?T.?Fosnot (Ed.), Constructivism: Theory, perspectives, and practice (pp. 3-7). New York, NY: Teachers College Press, Columbia University.FORMATION OF THE COMMUNICATIVE READING COMPETENCE BY MEANS OF INTEGRATING READING STRATEGIESHelen Pahomova (Krivyi Rih, Ukraine)Nowadays English teachers face with the necessity to train high-school students to pass the External Independent Examination (EIE). One of the main targets of testing is students’ communicative competence in reading. This paper is devoted to the aspect of teaching reading my means of integrating reading strategies.To be successful at the EIE students have to possess the skills to sum up the content of the text, the skills to look for detailed information or pick out the particular facts, the skills to comprehend the unknown words from context or collocation. Overall, the general aim in preparation for the EIE is to form students who can use variety of reading strategies to maximize their comprehension of a text, identify relevant and non-relevant information, and tolerate less than word-by-word comprehension. This problem involves quite an amount of difficulties and challenges English teachers encounter in day-to-day school practice, among them are the following: working out some effective approaches to teaching reading, selecting the authentic reading materials, making up a set of developing reading activities, training students to self-work.To accomplish the goal of formation students reading competence, focus should be made on the process of reading rather than on its product. Teachers should take into consideration the set of the following procedures: a) to develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language; b) to make students practice the full repertoire of reading strategies by using authentic reading tasks; c) to encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material; d) when working with reading tasks in class, to show students the strategies that will work best for the reading purpose and the type of text; to explain how and why students should use the strategies; to mention explicitly how a particular strategy can be used in a different type of reading task or with another skill; e) to have students practice reading strategies in class and ask them to practice outside of class in their reading assignments; to encourage students to be conscious of what they're doing while they complete reading assignments. Instruction in reading strategies is not an add-on, but rather an integral part of the use of reading activities in the language classroom. English teachers can help their students become effective readers by teaching them how to use strategies before, during, and after reading. Strategies that can help students read more quickly and effectively include: 1) Previewing: reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection. 2) Predicting: using knowledge of the subject matter to make predictions about content and vocabulary and check comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary and content. 3) Skimming and scanning: using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions. 4) Guessing from context: using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up 5) Scanning for details: scanning for the place in the reading passage where the answer to the question with the multiple choice can be found.6) Paraphrasing: stopping at the end of a section to check comprehension by restating the information and ideas in the text.7) Making inferences: making a logical conclusion based on the evidence in the text about the passage itself or the author’s viewpoint.8) Identifying exceptions: scanning to locate the related words in the passage and the answer choices.English teachers can help students learn when and how to use reading strategies by modelling the strategies aloud, talking through the processes of previewing, predicting, skimming and scanning, and paraphrasing. This shows students how the strategies work and how much they can know about a text before they begin to read word by word. The next way is allowing time in class for group and individual previewing and predicting activities as preparation for in-class or out-of-class reading. Using fill-in-the-blank exercises helps to review vocabulary items, allows students to learn to guess meaning from context. One of the most effective ways is encouraging students to talk about what strategies they think will help them approach a reading assignment, and then talking after reading about what strategies they actually used. This helps students develop flexibility in their choice of strategies. When language learners use reading strategies, they find that they can control the reading experience, and they gain confidence in their ability to read the language. ENGLISH THROUGH CIVICS ENGAGEMENTTetyana Pavlenko, Olena Umanets (Korsun’-Shevchenkivs’kyi, Ukraine)An issue of developing English language skills of students has always been under the close observation. We decided to try to tackle the problem by means of our students’ active involvement into civic engagement in the local community. The practical analysis of civic participation features reveals the ways of motivation to raise students’ interest to solve the local community problems. Our research and personal experience let us point out the unique social project-based activities which were developed in the English Regional Resource Center, Korsun’ community. In such a way we support the facts that English can be a very successful tool for increasing active youth civic engagement. Youth are given the opportunity to both improve their personal level of English and their knowledge about their community/civics.In Korsun-Shevchenkivsky, there is an active English Regional Resource Center that serves the city of Korsun and surrounding villages. The Regional Center was established through a United States-funded grant, and continues to receive funding from international partners. The Regional Center offers many different opportunities for youth to engage in English. Whether through English clubs that focus on American/European culture or volunteer projects, students have consistently been positively influenced by the presence of this Center. .By using an already established and funded Regional center in our community, Korsun youth were able to gain both civic and language skills in one place. In the past two years Korsun’ TEFLs can confidently conclude that our most successful ventures have been projects that bridge both English and an outside issues such as HIV/AIDS, volunteerism, youth activism-and it makes them inseparable in the minds of youth. It is the best illustration of the following:” Tell me and I will forget, show me and I may remember, engage me-and I will learn”.MONOLOGUE AS A PART OF THE DIALOGUEYulia Petrusevych (Chernihiv, Ukraine)Modern reforms of higher education aimed at its quality rise, the increase of future teachers’ proficiency importance, the expansion of students’ possibilities to interact with native speakers, the upbringing of well-educated, self-confident people highlight the relevance of monologue teaching as the way of communication, way of emotions and inner thoughts expression, means of verbal influence on the audience. In spite of the dialogue, monologue is not a reaction оn the spontaneous utterance of the interlocutor and is not supposed to get the immediate reaction of the listeners (e.g. presentation, lecture, report etc). However, on condition of the real communication it is difficult to come across a monologue beyond the conversation. The problem of dialogue and monologue cooperation has been being studied by plenty of scientists: I.?P.?Amzarakova, M.?M.?Bahtin, G.?O.?Vynokur, O.?V.?Gadysheva, G.?K.?Myhal’s’ki, N.?I.?Formanovs’ka, A.?V.?Shuvaeva, L.?V.?Shcherba, I.?I.?Gnatyshyna etc. That’s why we consider monologue as a part or as an act of speech within the dialogue, so-called “monological dialogue”. This special product of discourse highlighted in the linguistic context is an exchange of cues being monologue formation.In conversations the elements of the monologue can be come across when a speaker intends to prove something to their partner, to persuade people change their mind, ground their position. So, apart from the monologue which does not always have an addressee, “monological dialogue” has all the features of the dialogue rather than monologue. In particular, “monological dialogue” tends to obtain the quick reaction of the listeners, address a certain person. Although here it is important to differentiate between the cases of “dialogical” monologue and “monological” dialogue. The first can be explained by the fact that within presenting the monologue a speaker applies rhetoric questions, addressing, introductory elements to attract listeners’ attention. With it the reaction of the audience is expressed in “echoing”, assenting, gesturing, miming so on. “Monological” dialogue is the exchange of lines, which are monologues. Compositionally a monologue is more complicated than a dialogue. Consequently, every line in a “monological” dialogue is more unfolded and extended than the one in a dialogue. To sum up, this kind of a dialogue is appropriate for conducting students’ discussions, debates, negotiations. ReferencesГадышева О. В. Структура диалога в жанровых разновидностях драм (на материале драматургии Л. Андреева) : автореф. дис. канд. филол. наук / Ольга Викторовна Гадышева. – Саратов, 1995. – 18 с. Различия монологической и диалогической форм речи. ?Диалогизированный? монолог и ?монологизированный? диалог. – Режим доступу : Формановская Н. И. Речевое общение : коммуникативно-прагматический подход. – М. : Рус. яз., 2002. – 216 с. THIRD LANGUAGE ACQUISITION FOR FUTURE PROFESSIONALS IN TOURISMSvitlana Potapenko (Kharkiv, Ukraine)To meet changing demands of modern travelers, students specializing in tourism must be provided with the wide spectrum of knowledge which will enable them to perform their professional functions effectively. In this respect, the importance of the third language acquisition is undeniable. Though at universities students start the second foreign language learning not having any initial level of this language proficiency, the syllabus must be focused on students’ future professional demands from the very first stages of study. It must be aimed at developing and enhancing the skills and abilities that are of great necessity for those who are going to be employed in the sphere of tourism (a travel agent, a hotelier, a guide, etc.) Under this approach the process of language learning is becoming learner-centered and the motivation of students to learn the language is increasing correspondently. One of the most important demands for the third language acquisition is the efficient organization of the whole learning process. At the very first stage of communicative skills development the learning process is based on the elementary grammar structures and vocabulary including special terminology of students’ future professional field. Special basic vocabulary can be introduced by using semantic fields. In our case the lexis going to be taught can be grouped into broader categories such as travelling and tourism, hotel business, restaurant business. The third language competence at this stage is developing on the examples of everyday real world situations. Taking into consideration students’ professional needs, it is reasonable to use short profession oriented informative texts (authentic tourism information sources, advertisements, brochures, leaflets, menus, etc.)The principle of gradual transition from the simplest grammar structures and vocabulary to more complicated language issues is considered to be the most appropriate. When the elementary level of the third language competence has been achieved the balance between general and professional vocabulary can be changed. The accent should be shifted to professional vocabulary, while everyday situations are mostly used to enrich general vocabulary. There can be two vocabulary blocks to be developed simultaneously in the frames of the same topic. At this stage a lot of attention has to be paid to training all language skills (reading, listening, writing and speaking). Teaching the second foreign language at a university is a very demanding practice for a foreign language teacher. Choosing appropriate teaching materials is crucial for success. Nowadays the Internet is a valuable resource as it can provide a lot of authentic materials to practise different language skills on the examples of real world professional situations. For the students of tourism they can comprise hotel accommodation procedures, dealing with complaints, changing or canceling reservations, etc. Any foreign language competence obligatory supposes the development of cross-cultural constituent. The knowledge of culture, national traditions, business etiquette and behavioral stereotypes of a target language country is an important component of not only communicative but professional competence as well.Learners’ consciousness is a paramount to success in the second foreign language learning. In the frames of students’ curriculum, a huge part of the learning process is devoted to self-study work. In this respect, students should be highly motivated being aware of their objectives and the final goal. They must know what they are supposed to be taught and how they will use the third language acquisition in their future career. Self-study work should be designed thoroughly and students must be provided with the possibility to get assistance of a foreign language teacher or their classmates. Different forms of computer assisted foreign language learning can be of great help. The usefulness of Moodle courses is evident in this respect as they suppose a student’s autonomy and a teacher’s constant control and assistance. Another interesting method is project-based learning where students can demonstrate their creative abilities and apply the skills gained. Therefore, to develop an effective second foreign language course for future specialists in tourism, a lot of aspects have to be taken into consideration: learners’ future professional needs, the absence of initial level of the second foreign language proficiency, very often even students’ personal abilities to learn. The most important factors contributing to success in the third language acquisition are students’ awareness of learning necessity, high motivation and total involvement in the learning process.ReferencesКолесников А.А. Немецкий язык в туристической индустрии: концептуальные основы разработки элективного курса. Иностранные языки в школе. – 2012. – №5. – С. 19-26.Menge, Сh. Interkulturelles Lernen im Tourismus, München: GRIN Verlag GmbH, 2009Language Awareness as a Component of Philological SkillAnna Podolyanska (Cherkasy, Ukraine)In the process of investigating philological education we saw that language awareness is an integral component of the professional competence of every highly skilled philologist. As language is a “living”, social concept, mastering the language involves its conscious understanding.James and Garrett state that language awareness is a common fulcrum between a mother tongue and the language studied. Language awareness is focused on ensuring aware proficiency on the intuitive, on the transformation of implicit knowledge into explicit. Based on the interpretation of this type, language awareness is presented as a means of bridging the gap in the human mind [3].Donmall defines language awareness as understanding the nature of the language and its role in the human life. It operates in three characteristic levels:Cognitive, based on linguistic awareness of language samples;Emotional, based on attitude formation;Social, connected with improving efficiency of language learners as communicators [2, 21].O. Gapchenko states that on the opinion of modern cognitive linguists, language awareness is a specific mechanism, which ensures merging, integration of language knowledge with that about the world. Language awareness appears as a result of interaction of knowledge units about the globe with language ones [1].Language awareness plays an important role in both language learning and language education itself. The issue lies in that how language awareness is presented in language teachers’ education: as an aim or method – a task or an activity type.As a method, aware language activity enables a student to work with language data. The task is to give students an opportunity to see patterns, inconsistencies and deviations presented in linguistic data. By and large, aware language activity concept is inductive with perspective for study. Its purpose is to ensure students with deeper understanding of language peculiarities.So, if to understand language awareness as a purpose of a language teacher education, we face broader view on the notion: the purpose to develop overall teacher’s sensation of a language. A language aware teacher not simply understands how a language works, but apprehends the perpetual combat between the student and the language, becomes sensitive to interlanguage peculiarities [4].References1.?Гапченко О. Мовна св?дом?сть людини як об’?кт л?нгв?стичних досл?джень / Л?тературознавство. Мовознавство. Фольклористика // В?сник Ки?вського нац?онального ун?верситету ?м. Т. Шевченка, 2011. – № 22. – C. 31 – 35 2.?Donmall, B. G. Language awareness // Encyclopedia of Language and Education. – Netherlands : Springer, 1999. – Vol. 6. – 301p.3.?James, C. A., Garret, P. Language Awareness in the Classroom // Applied linguistics and language study. – Longman, 1991. – 341p.4.?Wright, T., Bolitho R. Language awareness: a missing link in teacher education? – Cambridge : ELT Journal, 1993. – Vol. 47/4. – 404 p.LINGUO-SOCIO-CULTURAL METHOD IN TEACHING ENGLISHNatalia Podolyanska (Cherkasy, Ukraine)One of the most significant and comprehensive methods to study English as well as any other foreign language is linguo-socio-cultural method (LSCM) which emerged at the intersection of language and culture concepts. Proponents of this method firmly believe that both a language and a personality are “products” of culture [4]. And this assumption is convincingly confirmed with frequent target-language mistakes. LSCM takes into account the fact that 52% of all mistakes are made under the influence of the native language and 44% of them are hidden in a foreign target-language [1].LSCM includes two aspects of communication: linguistic and intercultural. A very important distinction of western linguists’ approaches is that they analyze and understand the language not only in connection with the state (where the target language is the main language of communication) but also with a certain part of the country, region, etc [3]. LSCM combines linguistic structure (grammar, vocabulary, etc.) with extralinguistic factors. Linguo-socio-cultural method is based on the axiom that sociocultural structure is the framework for linguistic patterns [2].The English language is a striking example from the point of view of LSCM because this method explains the differences between British English and American English as well as Canadian and Australian variants of this language. British English is often called “standard English” and still remains the accent for teaching English as a foreign language [5]. Though both British English and American English are considered to be “the reference norms for English as spoken, written, and taught in the rest of the world”, still there are many differences in grammar and vocabulary within each of them [5]. So LSCM is significant for the practice of foreign language teaching in higher educational establishments. LSCM aims at providing the students with linguistic and socio-cultural competence. Methodological basis of this teaching method is a conscious, purposeful learning a foreign language as a means of understanding another culture that involves the formation of cultural and linguistic identity who has obtained a professional level of knowledge of a foreign language and culture.The term "linguistic and socio-cultural competence" includes:knowledge of the national and cultural characteristics of the country of the target language, speech norms and nonverbal behavior of its speakers;skills to build one’s own behavior and communication using these target language features and standards; the ability to use different communication roles strategies in the social interaction with people and the world around them;the ability to perform different types of speech and mental activity and choose linguistic means in accordance with the place, time, communication aim and social status of a partner [2].Thus, this method aims to develop students' ability to choose the correct linguistic form, mode of expression, depending on the cultural norms and conditions of the communicative act: the situation, the communicative goals and intentions of the speaker. Nowadays LSCM of teaching foreign languages requires theoretical knowledge of intercultural communication and formation of students' social competence necessary to overcome language and cultural barriers and important to ensure effective communication between different cultures.References1.?Дзюбенко О. С. Современные тенденции обучения иностранному языку // Электронное научное издание: ?Труды МГТА: электронный журнал?. – [Електронний ресурс] / Режим доступу: .?Зайцева В. А. Лингвосоциокультурный метод в подготовке переводчиков // Кросс-культурная коммуникация и современные технологии в исследовании и преподавании языков: материалы Международной научно-практической конференции, Минск, 25 окт. 2011г. / – Минск : БГУ, 2012 . – С.190 – 193.3.?Садохин А.П. Межкультурная компетенция и компетентность в современной коммуникации. // Общественные науки и современность, № 3, 2008. C. 156 – 166. [Електронний ресурс] / Режим доступу: Onto Center of Language Studies: Analysis of Teaching Methods. – Retrieved from : , the free encyclopedia – [Електронний ресурс] / Режим доступу до енц.: AS A MEANS OF MOTIVATION IN FOREIGN LANGUAGE LEARNING Yana Romantsova (Ukraine, Kharkiv)Language learning is a very complicated process that is influenced by many factors. Besides the intelligent factor, the non-intelligent factors motivation, attitude, interests, age, methods, will and character are the direct and the most important factors to English learning. Because the behaviour of English learners is dominated by cognition, in other words, the learners have a desire in which is a drive to persist in English learning.Professionally oriented foreign language education is well known to enhance student’s professional competence and be a factor of successful development in professional sphere if there is a system of foreign language education taking into account certain society’s social and economic needs for a specialist using a foreign language successfully in his/her professional activities [1].According to?О.H. Miroshnikova, ?there is a need to search such universal technique of foreign language education, which will fit Bolonskyi context greatly and guarantee language and universal professional education integration, encouragement of student’s activities on this basis, and the development of their professional-languages and personal-professional competencies? [2]. To have better results we must motivate students in foreign language learning.There is a new technological technique, which used with other technologies, helps us to fulfil this task: a foreign language portfolio. The word ?portfoliо? is derived from French ?porter? – carry and ?feuille? – sheet. A portfolio is a compilation of works and revisions collected by a foreign language learner over a given period of time. It is a document in which those who are learning or have learned a language can record and reflect on their language learning and cultural experiences. A portfolio enhances development of learner’s productive activities as well as his/her personal development as a participant of an educational process. The main interest is focused on reliability, validity, process, evaluation and time. The concern applies equally to other assessment instruments. Portfolio is an assessment instrument that conforms every teacher's purpose perfectly, is entirely valid and reliable, takes little time to prepare, administer, or grade, and meets each student's learning abilities. There are some benefits of portfolio assessment seen in contrast to traditional forms of assessment. Portfolio measures student's ability over time, involves student in self-assessment, covers many facets of language learning process, assessment is carried out by teacher and student, put in instruction; student learns how to take responsibility. The?language portfolio technique helps students to maintain optimum level of motivation in mastering foreign language. All the authors working with language portfolio emphasize the advancement of motivation level and success in foreign language education as a result of its implementation [5].We clearly recognize that the portfolio is a useful teaching, learning and motivating technological technique in the foreign language classroom and it can give students the opportunity to demonstrate their knowledge in a supportive way that takes into account their individual needs and empowers future specialists to live in the 21st century.ReferencesIvanchenko T.U. Foreign Language as Means of Person’s Adaptation in Professional Field / T.U. Ivanchenko // VII International Scientific Practical Conference ?Strategic Questions of World Science – 2011?. Poland. 2011. – V. 9. Pedagogical Sciences, p.20.Miroshnikova?О.H. Professional Language Portfolio as Means of Realization of Professional Component in a non-Native Language Education Process at non - Language Educational Establishment /?О.H. Miroshnikova??// Tutor of a High School in the 21st Century P. 1. V.6: Works of an International Scientific Practical Internet – Conference. Rostov-on-Don: RSUMT (РГУПС), 2008. – p. 326-331.EUROPEAN LANGUAGE PORTFOLIORetrieved from: ? and Implementation of Student?Portfolios in Foreign Language ProgramsRetrieved from:? E.О.?Language Portfolio as Means of Motivation in Foreign Language Learning by Non-language Specialities Students / E.О.?ОnаlRetrieved from:?t21.rgups.ru/doc2010/4/18.docPROJECT WORK IN ENGLISH LANGUAGE TEACHINGJulia Rybachuk, Helen Mykytiuk (Khmelnytsky, Ukraine)Project work is nowadays considered to be a really effective way of teaching English that connects learning and using the language. The most important thing, however, is the fact that it does not improve only language skills, but also common knowledge and physical and social skills. A project is an extended piece of work on a particular topic where the content and the presentation are determined principally by the learners. The teacher or the textbook provides the topic, but the project writers themselves decide what they write and how they present it. Some advantages of project work are: increased motivation; integration of all four communicative skills; autonomous learning for students; learning outcomes (an end product); authentic input; interpersonal relations in groups; involving the parents` help in learning; the chance to do something different; the need for fluency and accuracy [3, 40].There are two main streams of project work:motivating activities are a form of easier work and more suitable for younger learners. They take place in the classroom and the task is usually to evolve some given topic (e.g. making a poster);full-scale projects are almost always extended out of the classroom and more suitable for learners on at least intermediate language level [1, 6].Besides, projects can be divided into four main categories: information and research projects, survey projects, production projects and performance or organizational projects [1, 1]. Students can produce short films, web sites, blogs, tours, quiz shows, plays, posters, brochures, newspapers or magazines.?Project work is composed of several parts. It is necessary to follow some rules of the work; otherwise it could be turned into chaos. At the beginning of the project it is really very important to motivate students for the work. It should flow from the previous activity and its subject matter. Students should be looking forward to the work and want to create it. After preparation there are six stages of project work: opening, topic orientation, research and data collection, preparing data presentation, presentation and evaluation [4, 169].It would be wrong to pretend that project work does not have its problems. Some possible drawbacks to project work are: learners in monolingual classes use their own language; some learners do nothing (if the project is planned carefully and roles decided at the proposal stage this is less likely to happen); groups work at different speeds (one group may have 'finished' the project after a couple of hours, so the teacher should remind them it is their responsibility to fill the time allocated to project work and discuss ways they could extend the work they have already completed) [2]. A teacher has a lot of very important roles in project work: s/he has function of ?a participant, a coordinator when necessary and a figure in the background evaluating and monitoring the language being used” [1, 38]. We would like to outline the main features and stages of making a short film project.?Teams of students can produce a 5-10 minute short film about their school, college or university, their life or any other topic depending on the scope set?by the teacher.Stages of a short film making:1) Start Up a Project. Teacher introduces a project, distributes syllabus. Students select their teams and sit down together. The teams brainstorm and select their team name and short film topic. They have 2 lessons to make their decision. Teacher instructs the students on when and how to fill in the?progress report?(PR). Once they have decided on their topic, teams write down the main idea of their short film?on the back of the PR. 2) Write an Outline. Teams make a final decision on their team name and write down the?main idea of their short film?on the back of the PR. Teams plan their work, fill in the?PR?and discuss the report with their teacher in English. Teacher instructs the students on how to write the?short film outline. 3)?Rewrite an Outline. Class discussion and exercises on how to write references and?how to use quotations, paraphrase, summary, copyright. Teams finish writing the?outline of their short film. Teams select 2 members to present the outline in the next lesson. There is no score for this presentation. The other 2 members present the project progress presentation later.?Teams plan their work, fill in the?PR?and discuss the report with their teacher in English. Teacher approves the outline.4) Present an Outline. 2 members of each team present their?short film outline. The presentations are recorded on video for later viewing. Presenters receive brief feedback on their personal skills from their peers and teacher. Students select best presenter and best graphics. There is no score for this presentation. Teams plan their work, fill in the?PR?and discuss the report with their teacher in English. Today's presenters also write their reflections on their presentations.5) Workshop on Record / Edit Film. During the course of 2 lessons an expert teaches the students how to record and edit a short film. Teams record their own team introduction as a tryout. 6) Write a Script. Teams show their film team introduction.?Students select the best film. After tallying, the teacher hands out a small prize for the best film. The two members that did not present the outline are going to present the project progress. All members help prepare the presentation with?PowerPoint. Teacher approves film team introduction. 7) Write a Script, Record / Edit Film. Class discuss on English expressions to be used for presentations. All members help prepare the presentation with?PowerPoint. Teams correct the mistakes made in the previous lesson's?script?and type a new draft in MS Word. Teams start recording the parts of the scripts that were approved after verifying the pronunciation with the teacher. Recording is done outside class. They have 5 lessons to record and edit the film. 8) Present Project Progress. 2 members of each team present their project progress with a?PowerPoint presentation. The presentations are recorded on video for later viewing. Students comment on every presentation and select the best one. After tallying, the teacher hands out a small prize for the best presentation.?Teams correct the mistakes made in the previous lesson's?script?and type a new draft in MS Word. Teams also start writing new scene(s) of their film by hand. After practicing the pronunciation with the teacher in class, teams start recording the parts of the scripts that were approved by the teacher. Recording is done outside class. In class they can edit the scenes they recorded earlier. Today's presenters also write their reflections on their presentations.9) Feedback Presentation. Teams watch a part of the video of their project progress and outline?presentations with the teacher and criticise themselves and each other and later returns the corrected PowerPoint presentation. 10) Record / Edit Film. Teams finish editing their short film. The film should be ready for the next lesson. Titles and credits can be added later. All team members finish preparing to present their self-reflections with a?PowerPoint presentation?and their short film. 11) Present Film and Self-reflections. Teams present their self-reflections with a PowerPoint presentation. The presentations are recorded on video for later viewing. Today's presenters also write their reflections on their presentations. Teacher approves short film.12) Feedback Presentation. Teams watch part of the video of their presentations with the teacher and criticise themselves and each other.?Teacher gives feedback and informs them of their score for the?self-reflections presentation. Teams write a DVD in proper DVD format containing at least the team introduction and the short film with credits and titles. Other components are optional. They have 2 lessons to write the DVD. 13) Finish Project. Students fill in the course evaluation form. Teacher leaves the room. Teams hand in a DVD in proper DVD format containing at least the team introduction and the short film with credits and titles. Other components are optional. Teams hand in their?portfolio.14) Grade the project work.?Teacher grades the scripts, short films and portfolios and uploads the short films to YouTube channel?(or another web site) and?advertises this at the school and/or organizes a Short Film Festival.? ReferencesFried-Booth D. (1990). Project Work. – Oxford: Oxford University Press. Gallacher L. (2004). Project work with teenagers. British Council, Spain. Retrieved from: http:// .ukHaines S. (1991). Projects for the EFL Classroom: Resource materials for teachers. – Walton-on-Thames: Nelson. Legutke M., Thomas H. (1991). Process and Experience in the Language Classroom. – Harlow: Longman.CONCEPTUAL METAPHOR PROCESSING IN MODELS OF LECTURE LEARNINGDmytro Semelyuk (Kamianets-Podilsky, Ukraine)The metaphors that college students use to describe lecture learning may reflect conceptual models that direct, organize, and constrain the nature of the notetaking practices they prefer to use. Michael P. Ryan from the University of Texas at San Antonio (San Antonio, Texas, USA) in his research described how he made an experiment by using the results of 84 college students while analyzing their notetaking practices which we are going to compare with the results of notetaking practices of 78 Ukrainian first year students from Kamianets-Podilsky Ivan Ohienko National University, Foreign Philology Department.Specific notetaking practices that would be dictated by the metaphors of “Sponge,” “Tape Recorder,” “Stenographer,” “Code Breaker,” “Reporter, ” and “Explorer” were rated by Michael P. Ryan from the University of Texas as to frequency of use by 84 college students in an introductory psychology class and we compare his results with notetaking practices of 78 Ukrainian first year students from Kamianets-Podilsky Ivan Ohienko National University, Foreign Philology Department in an introductory rhetoric class whose specific notetaking practices would be dictated by the metaphors of “Sponge,” “Tape Recorder,” “Stenographer,” “Reporter, ”, “Dictaphone” and “Secretary”. Subsequent ratings of the adequacy of each metaphor by these students were used to predict preferences for metaphor-appropriate notetaking practices in individual stepwise regression analyses. The perceived quality of a notetaking metaphor was predictive of the metaphor-appropriate notetaking practices reported by students for every metaphor except the Explorer metaphor. The discussion focuses on the role that students’ conceptual models of lecture learning might play in facilitating or hindering efforts to improve their notetaking practices. The importance of assessing conceptual models as well as specific behavioral practices in the diagnosis of lecture-learning difficulties and the evaluation of training interventions is also considered.Ryan indicates that one of the major cognitive challenges that most college freshmen face is developing the listening and notetaking skills they need to survive in large-lecture introductory courses. For this reason, student success courses invariably include instruction on notetaking, learning strategy inventories assess self-reported notetaking skills, and college faculty are urged to help their students develop effective notetaking practices.Relatively little research has been reported on individual differences in lecture-learning skills and notetaking practices. Ryan argues that learning from lectures depends upon one’s ability to attend selectively to the critical ideas in a lecture, to build coherent internal connections among these ideas, and to build meaningful external connections from these ideas to his or her prior knowledge. Effective notetaking practices support this learning agenda by helping students create a sufficiently detailed record of the lecture to permit the agenda to be completed after class if it cannot be completed during class. As implied by this framework, students with greater working-memory capacity and better verbal skills are more successful in attending to the critical ideas in a lecture because they can hold and manipulate larger amounts of verbal information. Further, students with a field-independent cognitive style are more successful in building internal connections among lecture ideas because they are predisposed to organize information in a structured way. And finally, students with high prior knowledge of a lecture topic are more successful in building external connections because their relevant knowledge base is more extensive and well organized. Thus individual differences research on notetaking has focused on working-memory capacity, verbal ability, cognitive style, and relevant prior knowledge.SKILLS FOR SOCIALIZING IN ENGLISH MATTER MORE THAN EVER Galina Sergeyeva (Kharkiv, Ukraine)The latest information and communication technologies transform the processes of people’s leaning, the nature of their work, and the meaning of social relations between people. Businesses continue making decisions, sharing information and innovations. To be successful in work and life the teachers enable their learners to acquire the creative thinking and flexible problem solving. The ability to communicate in a social environment is one of the most important skills for people in the 21st century. The communication skills refer to the ability of people to communicate clearly, using oral, written, and non-verbal languages, and collaborate effectively and responsibly in different situations and environments.Traditionally the process of education focuses on the fundamentals of good communication – speech, writing, and reading. The process of teaching English focuses on learning the identified content for subject areas (in case of our educational establishment – on hospitality, tourism, information technologies, ecology, electrical transport, town planning and development, architecture). The task of English teachers is not only to teach students to use English in their professional spheres, but also to socialize effectively. The goal of learning English for efficient socializing is urgent nowadays.The speaking competence of students learning English should cover the following optional topics: Making Contacts, Welcoming Visitors, Getting Acquainted, Entertaining a Visitor, Eating out and Networking (at a Trade Fair). While mastering the professional vocabulary the students also learn all the essential expressions and conversation techniques that will enable them to socialize and make contacts in English. The process of acquiring skills in socializing bases on doing interesting and well-structured exercises and activities that allow students to practise conversational strategies and techniques. Moreover, it is essential that the students’ language practice should raise the awareness of the potential difficulties that they may face when they either build business relationships or simply chat. The competence in socializing should also include the knowledge in cultural tips, the ability to exchange pleasantries, to make a good impression on a client or customer.As the goal of the process of developing socializing skills is to inspire confidence in students that is necessary in their future work then it is very beneficial to learn these skills through a variety of methods (project-based learning, problem-based learning, and design-based learning, participation in international collaborative e-learning projects, as well as roleplaying and work in groups). Roleplaying is an effective method to encourage creative thinking, to develop and practise new behavioral skills. Project work is motivating, stimulating and challenging. It usually results in building students’ self-esteem, confidence and improving their language skills. Successful socializing in English requires special language. To practice essential language for socializing, teachers can use the following activities: a) create cards with questions and answers for students to match them, e.g. How was your journey? Uneventful, thanks. b) students identify or sort the language with the appropriate situation. Use phrases and headings/functions on cut-up strips or in boxes, e.g. How was the drive? What do you think of the weather here? / small talk. c) assign roles based upon the varied actual business situations and role play them. d) utilize varied videos available for Business English for further discussion. e) emphasize the cultural aspect of socializing. Remind students that English carries its own style of communication (thus doing business) which is no better or worse than the students' own native language. Discuss and compare the different situations of socializing students have noticed in different cultures as opposed to their own culture. Ask students to make a list of what is accepted and what is taboo.Thus, the above mentioned activities can be beneficial for developing professional knowledge and skills, true to life situations and training skills in socializing. Teaching students to socialize effectively is no less important for them than mastering the professional vocabulary.References1. Clark, T. (2009). 21st Century Scholars. Educational Leadership, 9(67)2. Paige, J. (2009). The 21st Century Skills Movement. Educational Leadership, 9(67).WEB2.0 TOOLS IN THE SOCIAL NETS FOR TEACHING SPEAKING, LISTENING AND IT SKILLSRuslana Shamanska (Hadiach, Poltava region, Ukraine)Computer, laptop, netbook, notebook, i-Pad, i-Pod, smart phone, pocket books – all these modern devices connect people and technologies into one big group. In fact, Internet access connects people and technologies into one big group. Participants of this group communicate, chat, skype, hang out, share information, send messages and like pages or posts of each other. All users of the Internet are connected in the social nets. “Facebook”, “ Odnoklassniki”, “ VKontakte”, “Twitter”, “Instagram” – list of different social nets can be continued by any student of the secondary school, sometimes even by the student of the primary school. In the modern society education and Internet are very close. Lots of educational sites propose learners interesting on-line activities and additional tasks for practicing English. Private tutors of English language use all the variety of the educational on-line tools for better results of their students. Everybody understands the importance of on-line resources. However, as we know, school education is far from the real practical life skills. All schools teach is a theory which not everybody can practice, while school does not even give basic skills. Since there is no choice of subjects in our Ukrainian schools, students have to learn everything in curriculum even if they will not use that in their future lives. So, every educator has to teach his specific subjects using new innovative methods, which help kids to prepare them to adult life better.As the ordinary teacher of the secondary school, I widely use different tools of WEB 2.0 at my lessons. Almost every topic we finish with some creative project. The results of the project are presented in Word, Power Point, Movie Maker, Microsoft Auto collage, Picasa collage or other formats. As a place of keeping of all these products at the beginning we used our e-mail boxes of flash-drives. Later we started create blogs and wiki-pages with my students; we’ve worked with the platforms for the distance learning and teaching Edmodo and Nicenet, uploaded our video to youtube account. Despite all my efforts, I couldn’t make my students to give up wasting time in VKontakte reading and writing useless comments of the peers. Then I decided to use the thought of Ignacio ‘Nacho’ Estrada “If a child can’t learn the way we teach, maybe we should teach the way they learn”. I’ve created the educational group in VK “English with Ruslana Mykolaivna”. This group had become the place of the presenting project products. Before Christmas 2013 students of the 6th grade worked on the project “Christmas poem”. They had to choose the poem, make a video or audio recording of their reading and post their work in the group. Additional points students could get for presenting their work with talking avatar . Talking avatars were quite popular among kids, so our next project “Celebration photo project” was connected with talking pictures . Students had to post any photo of any celebration and write as a comment or tell, using about this photo. As I mentioned before, I try to teach practical life skills. So participation in our projects helps students to develop, except speaking and listening skills in English, responsibility for the own process of learning, critical thinking (they have to make their own choice of the poetry, write comments for the friends’ posts), understanding of deadlines and using free time usefully. In conclusion, I would like to add a few words about changing of the students’ motivation to English studying and respectful attitude to me as a teacher. I am working on the students’ territory of interest and they pay me with their active involving to the learning process. Project “Christmas poem” was presented at the 10th Microsoft contest of teachers-innovators and was included to the top 100 list. I also conducted the webinar about using talking avatars for the Microsoft network of the teacher-innovators. ReferencesDalton Adam . (2009)Teaching and learning through social networks . - Retrieved from: Long Cindy. (2009). Online Social Networking for Educators., Retrieved from: Prensky, M (2001)?Digital Natives, Digital Immigrants?– in On the Horizon (MCB University Press, Vol. 9, No. 5)TRANSLATION AS A MULTI-PURPOSE TOOL IN LANGUAGE TEACHINGSvitlana Shchur (Cherkasy, Ukraine)The need for a change in teacher education is a consequence of changes in the contemporary world and the language policies which attempt to accommodate those changes. The globalization requires that individual citizens be plurilingual or polyglot and presupposes many new skills, competence levels from students: ability to use their plurilingual, pluricultural repertoire in knowledge building: to reuse in one language subject knowledge acquired in other languages; to use oral and / or written sources in several languages in order to build new knowledge in one or several disciplines; ability summarize orally or in written form in his / her own language or some other language within his / her repertoire information presented in different languages; ability to switch smoothly from one language to another and to act as anintermediary for people who do not understand what is being communicated by reproducing orally information during an interaction (conversation, team work) in a common language, etc.But none of the documents on multilingualism actually relates translation to language teaching in any clear way. Translation is certainly mentioned, but always in sections that remain quite separate from the comments on improving language teaching. Language learners learn languages; professional translators translate; and those are seen as quite separate worlds.It is obvious, that translation is somehow inherent in the language-learning process itself; that it is a skill that is as fundamental to the bilingual mind as each of the other skills is to monolingual and bilingual minds alike. On this view, translation is a way (or set of ways) of learning a foreign language, and should be considered a fifth skill to be practised within the language classroom, alongside reading, listening, speaking and writing [1].In practical terms, translation brings a number of beneficial aspects to the general process of language learning. First, translation allows time for reflection on elements of a text, its sociolinguistic, socio-cultural and pragmatic peculiarities, as opposed to spoken communication, where fluency and interactivity dominate. Since a learner has some time to formulate and reformulate a text we can focus on preciseness and accuracy, especially in refining meaning. Comparing and reflecting on the various possibilities of translation provides deep insight into the nature of languages and cultures.Second, translation can be used with a lot of classroom activities (brainstorming; vocabulary preview, grammar explanation, anticipation guides; reading, writing, speaking and listening activities, etc), when appropriate, allowing students to apply themselves to whatever extend their motivation may drive them. The main point is that any learning activity you can think of, or almost, can be associated with translation and it can be integrated with communicative tasks. Translation can involve much more than the mere exercise of “literal translation”, which here becomes just one possibility among many others.Third, translation provides students with the opportunity to work outside the constraints of a classroom, contributing to collective communicative events (interpreting and mediating in social and transactional situations for friends, family, clients, foreign guests, etc.).Finally, translation is beneficial to the real needs of learners because it is needed in modern societies. All above mentioned abilities and many others, of course, are directly connected with translation skills and competences.ReferenceButzkamm W., Caldwell J. The Bilingual Reform: A Paradigm Shift in Foreign Language Teaching. Gunter Narr Verlag Tubigen, 2009. – 260 p.NATIONAL GEOGRAPHIC EDITION IN ENGLISH CLASS FOR FUTURE SOCIOLOGISTS AND PSYCHOLOGISTSOlga Sheiko (Zaporizhzhya, Ukraine)As for a teacher and for a person my favorite journal is National Geographic, a well-known international scholar edition.I would like to share my teaching experience of using various materials from this journal in my classes of Foreign Language by Professional Purposefulness for future psychologists and sociologists.The main goal is a formation and improvement of skills of working with original scholar publicistic literature, especially periodic press.It is important for reading and understanding scientific texts, very useful for preparation of reports for conferences, for a participation in seminars, master classes, workshops and for a communication in scholar circles in general. National Geographic affords a great opportunity for students to get acquainted with contemporary “alive” language, grammar constructions and specific scholar vocabulary. As for content this edition provides information on current achievements and discoveries in various scientific fields. The primary or final results of researches conducted in different parts of the world are published in it. There are the newest hypothesis, contradictive questions and ideas. For students it is one of the best ways of enriching their world outlook, broadening their concepts of contemporary science.Main stages of working with articles from National Geographic are the following:-reading;-interpreting; -making a list of new scholar vocabulary;-formulating questions;-writing a summary;-rendering;-group discussion.In my classes for future sociologists I use survey articles on global problems of contemporary world, on national, cultural, religious, demographic, political and economic specific issues of different countries and parts of the world. Future psychologists get acquainted with new approaches toward the problems of evolution, sociobiology, human consciousness, emotions and creativity. CORRELATION BETWEEN COGNITIVE AND METACOGNITIVE STRATEGIES IN TEACHING FUTURE EFL TEACHERS’ LISTENING COMPREHENSIONLyudmila Shevkoplyas (Chernihiv, Ukraine)One of the aims of future EFL teacher education is to equip students with self-awareness and teach them how to educate themselves. Despite the large amount of investigations (Cohen A.D., Oxford R.L., Wenden A.) on the role of strategies teaching in foreign language education remarkably only a few studies have explored the role of cognitive and metacognitive strategies in teaching first-year students listening comprehension. The current study is aimed at investigating the influence of cognitive and metacognitive strategies on further listening related self-education and motivation to learning. Strategies are the learner’s deliberate attention to their comprehension processes in order to construct meaning [1], particular steps taken by the learner which embrace behavioral and mental steps [2]. Cognitive (making predictions, summarizing, linking with prior knowledge or experience, applying grammar rules, guessing meaning from contexts) and metacognitive (self-regulation, planning, monitoring) strategies are two most important strategies that are required to achieve an understanding of the text, the preconditions of self-directed learning.One of the ways to compensate cognitive difficulties is to rely on metacognition. Metacognition is the awareness of cognitive processes, it is a finite set of common skills that are highly correlated to academic success, the ability to adjust behavioral functions in response to changing academic demands, a strong predictor of academic success. Wenden A. defines academic metacognition as the construct comprised of three main elements: active control over learning-related behaviors, self-regulation of motivation, control over various cognitive strategies for learning [3]. Metacognition plays a compensatory role in the academic achievements of students in listening comprehension. The effective use of the strategies depends on a number of variables: the demands of the task, the genre of the text, the proficiency level of the learner and the abilities of the learner.The effective use of metacognitive knowledge in many cognitive activities related to language use determine the effectiveness of learning language as strategies enable learners to play active role in the language acquisition process.On investigating the problem we came to the following conclusions:1. The results of the study show that there is an interrelationship between cognitive strategies, metacognitive strategies and motivation. The students who were strategic about their learning had significantly higher achievements in listening comprehension. Students with a low strategy use, on the other hand, had a lower level of listening comprehension.2. Importantly, when learners combine both cognitive and metacognitive strategies, they not only learn more, but can also transfer the strategy from task to task and their ability to use strategy over time endures. 3. Due to the use of strategies listeners can be successful and as a result more motivated for further listening activities. The results showed that there is an interdependent process between cognitive, metacognitive strategies and motivation of the students.In the present study, it is found that cognitive and metacognitive strategies influence listening comprehension abilities and motivation of the students. The use of metacognitive strategies influence the motivation, provide the students with the tools necessary to deal more efficiently and effectively with authentic language input. References1. Cohen A. D. (1999) Strategies in Learning and Using a Second Language. Foreign Language Teaching and Researsh Press.2. Oxford R. L. (1990) Language Learning Strategies. What Every Teacher Should Know. Boston, MA: Heinle.3. Wenden A. (1998) Metacognitive Knowledge and Language Learning. Applied Linguistics. 19(4), 515-537.INTEGRATED LEARNINGInna Siniahovska (Kryvyi Rih, Ukraine)Integrated learning is sometime interchangeable to interdisciplinary teaching, thematic teaching, and synergistic teaching. When attempting to define integrated learning, it is also necessary to look at related terms. Several definitions are offered here. A basic definition is offered by Humphreys when he states: "An integrated study is one in which children broadly explore knowledge in various subjects related to certain aspects of their environment". Within this framework there are varied levels of integration, as illustrated by Palmer, who describes the following practices: developing cross-curriculum sub-objectives within a given curriculum guide; developing model lessons that include cross-curricular activities and assessments; developing enrichment or enhancement activities with a cross-curricular focus including suggestions for cross-curricular "contacts" following each objective; developing assessment activities that are cross-curricular in nature; including sample planning wheels in all curriculum guides [2]. Another term that is often used synonymously with integrated learning is interdisciplinary learning. Interdisciplinary learning is defined in the Dictionary of Education as "a learning organization which cuts across subject-matter lines to focus upon comprehensive life problems or broad based areas of study that brings together the various segments of the learning into meaningful association". In general, all of the definitions of integrated learning or interdisciplinary learning include: a combination of subjects; an emphasis on projects; sources that go beyond textbooks; relationships among concepts; thematic units as organizing principles; flexible schedules; flexible student groupings. Several authors have gone beyond a single definition of learning integration to a continuum of integration. Factors that need to be considered in an integrated learning are Common definitions of terms (such as theme, strand, or outcome): available resources; flexibility in scheduling; support services; subjects and concepts that will be integrated; links between integration and broader outcomes; curricular scope and sequence; how evaluation will occur; parent and community support; themes that promote the transfer of learning and connections; team planning time that is used to exchange information about content, students, special areas of teacher expertise, and teaching methods. When teachers select themes, it is important that they avoid themes of convenience that have no meaningful, larger concepts. Themes that promote the linking of concepts and lead to deeper understanding are more effective. Activities that are arbitrarily connected are not helpful. Thus, an integrated learning is a means, not the end result. Each of these elements needs to be considered as teachers look at learning integration. As teachers are more and more involved in integration, they find that they see connections that they had not seen initially. As teachers see these connections and develop learning experiences and assessments built around the connections, students also understand them. This understanding leads to more successful learning. Finally, the movement toward a global economy and international connections, as well as the rapid changes in technology, are pushing education toward integration. The ability to make connections, to solve problems by looking at multiple perspectives, and to incorporate information from different fields, will be an essential ingredient for success in the future. An enduring argument for integration is that it represents a way to avoid the fragmented and irrelevant acquisition of isolated facts, transforming knowledge into personally useful tools for learning new information. ReferencesLado R. Language teaching. A scientific approach / Robert Lado. – N.Y., 1964. – 239 p. Teacher development. Making the right moves / Edited by Thomas Krai. – Washington, D.C., 1996. – 278 p. VOCABULARY TEACHING CHALLENGESAnna Shvidchenko (Kyiv, Ukraine)Traditionally, vocabulary was neglected in language teaching programs and curriculums for the sake of grammar and other parts of language. Nowadays, however, researchers have realized that vocabulary is an important part of language learning and teaching and worthy of attention and research. A proliferation of studies done on vocabulary can be taken as a proof to it. There are, however, some core issues and principles which are scarcely touched up on in the studies done and interested researchers and language teachers are eager to know.Vocabulary is an essential skill for learning to read and write, and vocabulary strategies are necessary when students are reading to learn across the core curriculum content standards. Students use vocabulary to understand (receptive) and use (expressive) words to acquire and convey meaning. It is an important prerequisite for developing reading comprehension and oral and written expression. When a student does not have a strong vocabulary he/she may struggle to gain meaning from text while reading and understand new concepts presented in oral discussions.There are different things that can go wrong in learning vocabulary. Probably the most basic type of problem is the inability to retrieve vocabulary that has been taught. In this situation either communication breaks down altogether or else the student has to convey the message in a different way by drawing on his strategic competence.The use of vocabulary inappropriate to a given situation is another fault. Thus, for instance, “right/left” are usually acceptable ways of indicating direction, although not on a ship, where “starboard/port” are more appropriate.Another common error is the use of vocabulary at the wrong level of formality, e.g. “Be seated, ladies and gentlemen” vs. “Sit’; or possessing the wrong kind of vocabulary for one’s needs, e.g. academic instead of conversational English.Further problems may be using vocabulary in an unidiomatic way or even in a meaningless way (“verbalism”), or the use of an incorrect grammatical form, spelling or pronunciation as well as the improper use of a dictionary, the source of numerous mistakes.It is clear then that learning vocabulary is something more than just memorizing lists of words. There are some useful and effective guidelines for selecting to-be-learned vocabulary.Do...Less is more – depth is more. Teach fewer vocabulary terms, but teach them in a manner that results in deep understandings of each term.Teach terms that are central to the unit or theme of study These are terms that are so important that if the student does not understand them, she/he likely will have difficulty understanding the remainder of the unit.Teach terms that address key concepts or ideas. While a text chapter may contain 15-20 vocabulary terms, there may be only 4 or 5 that address critical concepts in the chapter – sometimes only 1 or 2!).Teach terms that will be used repeatedly throughout the semester. These are foundational concepts upon which a great deal of information will be built on over a long term basis.Avoid…Teaching or assigning words from textbooks just because they are highlighted in some way (italicized, bold face print, etc.).Teaching or assigning words just because they appear in a list at the end of a text chapter.Teaching or assigning words that will have little utility once they student has passed the test.Assigning words the teacher cannot define.Assigning large quantities of words.Assigning words that students will rarely encounter again.So, vocabulary was previously neglected in the domain of language teaching and was often considered as the Cinderella sister of grammar. It was often given attention but as secondary or in short periods of time. Learning and teaching vocabulary is nowadays the center of language teaching and learning and considerable progress has been made concerning the issues related to it.References1. Coady, J. & Huckin, T. (1997). Second Language Vocabulary Acquisition. USA: Cambridge University Press.2. Folse, K.S. (2005).Vocabulary Myths. USA: The University of Michigan Press.3. Hedge, T. (2008). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.4. . DIFFERENCES AND THEIR INFLUENCE ON FOREIGN LANGUAGE LEARNINGLina Smirnova (Kirovohrad, Ukraine)One of the important problems which foreign language teachers have to deal with is significant differences between learners in the acquisition of a new language occurring in the initial phase of learning within a group. More often teachers try to individualize learning process, giving instructions as well, because even two learners from the same culture might show different patterns in learning English as a second language based on factors such as experience, personality and his temperament. Being a persistent combination of personality’s individual qualities temperament characterizes dynamics of a person, but it doesn’t determine his possibilities. A teacher should realize perfectly well that every person can learn a foreign language and be successful in it. Of course, each type of temperament has own advantages and disadvantages but there are no good or bad types of temperaments. For many learners another language acquisition can be a challenge. The time it takes to learn English may vary from person to person depending on the age, motivation, personality, type of temperament, knowledge of mother tongue, and exposure to English. However, the developmental period for learning English is fairly consistent across young learners. This developmental period includes four stages:- the continued use of the home language;- the silent or nonverbal period;- sound experimentation and use of telegraphic speech (e.g. the use of a few content words as an entire utterance) in English; - productive use of the foreign language.At issue is the fact that some of the behaviors that learners might engage in during these developmental periods, such as tension, absence of motivation, frustration and as a result, in some cases, resignation from the course and, consequently, failure in learning a foreign language, may be misinterpreted or mislabeled as a problem when in fact learners are simply suffering from wrong approaches. Foreign language learners might exhibit social interaction patterns along with limited communication abilities that are primarily determined by the style of cognitive learning. Thus, it is not uncommon for many of these learners to be labeled as having challenging behaviors or communication disorders when in fact they are following a fairly typical developmental path in acquiring a foreign language according to their temperamental characteristics.Learner's personality and cognitive styles naturally play an important role in foreign language learning. Considering the preferred degree of generality, the global and particular (analytic) learning styles contrast the learner who focuses on the main idea or big picture with the learner who concentrates on details. Global learners need to experience the study material and communicate with others, rather concentrating on the general content, not the individual grammatical rules. They do not need a complete understanding as easily guess from the context. Particular learners, on the other hand, are better at setting their own goals and learning individually in a linear, step-by-step way. They want to be precise, use an analytic approach to grammar and often do not enjoy communicative activities due to their frequent attempts to understand everything.Overviewing language learning styles and strategies we take into consideration learning styles connected to personality types based on the work of the psychologist C.G. Jung. We would concentrate on two of the categories: extraverted/introverted and judging/perceiving. The two personality features in each category represent two opposites of a scale.Extraverted learners enjoy interaction with the external world, gaining their energy from the outside rather than the inside of themselves. They love talking and interacting with people and make friends easily. Role-plays, discussions, cooperative work, games and other interactive activities should thus become a part of their education. On the contrary, introverted learners seek solitude as their energy springs mainly from their inner self. They enjoy working on their own, need to have enough time and tasks that are food for thought. However, they sometimes need to be encouraged to try cooperating with others or even leading them to strengthen their interaction skills.The distinction between closure-oriented (judging) and open (perceiving) learners refers to the ways they process information. Judging learners want to have a clear overview of new information as soon as possible. Deadlines provide safety for their learning since they feel secure about doing a specified task in a specified time. They need structure and analysis, well-organized information, reflective thinking. They take their learning very seriously. Perceiving learners represent the opposite. They want to work on tasks for a longer time without having actual deadlines. They slowly perceive the information rather by having fun than by hard work, which is why they do not enjoy being limited by too specific guidelines [2].Obviously, it is important to address how individual temperaments contribute to person’s learning and achievement. While analysing this issue we stress on outlining research on temperament and describing how an understanding of it can enhance the lives of learners beginning to acquire a foreign language and teachers providing the teaching process. References1. Barbara K. Keogh (2003). Temperament in the classroom. Baltimore: Paul H.?Brookes, 199 pp.2. Rebecca L. "Language learning styles and strategies: an overview." National Taipei University. Web. 1 October 2011.TEACHING VERY YOUNG CHILDREN VOCABULARYTatiana Starodub (Krivyi Rih, Ukraine)Teaching very young children English is extremely popular now. A lot of parents want their children to begin learning English as early as possible. Unfortunately it is not a required course but an optional one. Children study the language in special groups in kindergartens, in centres of children’s development, with tutors at home, sometimes with parents or grandparents etc. The majority of teachers who work with children of this age were taught to teach schoolchildren. So, they have to devise methods of teaching very young learners to encourage pre-schoolers to use English for communication. We shouldn’t forget that the main aim of work with these children is not to teach them English but to develop children by means of English language. We’ll only reach this aim if our classes are interesting.Small children have to be taught at their own pace and teachers should apply to their own learning strategies. While planning the lessons we should remember that according to statics about 40-50 % of children are born with middling developed intellect and temporary delay of mental faculties, about 20-25% of children are born with developed intellect and hidden creative potential and only 4-6% of children are born with highly developed mental faculties and opened creative potential. We should also take into consideration sensitive periods of children’s development: children from 3 to 5 are sensitive to development of musical aptitude; age from 2 to 4 is the best for developing drawing skills; it is better to teach children speaking from 2 to 5 and reading and writing from 5 to 8, to develop mathematics abilities from 5 to 8, etc.Knowledge of how children learn their first language can help us teach them a foreign one. Children hear voices of parents from the moment they are born, they listen to a lot of sounds, they play with sounds and practice making them, they associate the sounds with what they see and begin to use the language to interact with others and get what they want, they repeat other people’s saying and pick up the accent of those around them. So, you see that small children should listen to as much English as possible and don’t be upset if they use their native language – repeat in English what children say in their mother tongue; use a puppet to talk to in English – tell the children the puppet can only speak English, use drawings, photos and objects to introduce vocabulary, tell a lot of stories using pictures and toys for support. One of the main rules of teaching very young learners is not to forget that their natural activity is playing games so play games using English as much as possible.The research shows that the fastest acquisition of vocabulary happens during the preschool years. At this early age, kids are learning language at an incredible rate, and being actively engaged in learning increases the chances that they will learn enough vocabulary to help them succeed later in life. Learning vocabulary words may seem tedious or boring to many young learners, but a variety of fun vocabulary activities will enhance a child's understanding of commonly used words and their definitions and will help them practice using age-appropriate vocabulary.Three and four year olds seem to be constantly in motion and have boundless energy. Action-based activities will grab their attention and keep their interest. Children of this age group enjoy movement play. We have to emphasize acting out stories, repeating predictable text, puppetry, chants, rhymes, finger plays, songs, and role-playing. It’s necessary to teach them to play games, let them run, jump, skip, dance and hop. These activities can be utilized to encourage verbal expression and language development. We should use the activities these children love to do in order to help them learn.To develop oral language skills we should teach young learners to speak and understand English first. They need to learn vocabulary dealing with greetings, families, body parts, school and classroom items, days of the week, zoo and farm animals, numbers, shapes, seasons, colours, clothing, and fruit. We should teach them commands such as "stand up, sit down, touch your head, go to the circle and match the pictures." Using songs and chants, visuals and video, posters and pictures, picture books and educational computer games will make learning fun and as a result will help young students acquire the language. While teaching we have to activate prior knowledge. We should choose themes that can be linked to what young students already know. The themes we teach should be appropriate for the culture of the country we are teaching in.USING REALIA IN UKRAINIAN EFL CLASSROOMOleksandra Smyrnova (Kyiv, Ukraine)Seeing is believing: a language learner depends on the eye for understanding context and the meaning of new words. Teaching new vocabulary and structures is much easier if you present the new item visually. Visual aids like pictures, photos and real objects make strong impact and capture the learner’s attention To begin with you can buy or draw yourself posters/tables/timelines. Another way to make your classroom more sufficient and well-equipped is to ask your students to help. The production of posters is a useful technique in language teaching for a number of reasons. It gives students a concrete focus for their work and also ensures that English is produced as a result of their group work agazines and newspapers have all kind of pictures and photos that can be used in class. When choosing pictures, make sure they are big enough for everyone in the class to see. For pictures that are postcard-size and smaller, you should allow time to pass them around the class. Visit educational fairs, American and British study centers, use promotional materials and advertisement booklets to cut out pictures you need. Primary and secondary teachers are well aware that real objects and toys help with active learning. Adults can also be helped by seeing and touching things. Collect aids like street or transportation maps, menus, and postcards. Household utensils, clothings, fruit and vegetables, toys are just a few of the items you may have around your house that can be of great help in communicating meaning. Assemble a collection of small items (this is the perfect place to channel your ?pack-rat? tendencies). Items should be nonbreakable and useful in developing vocabulary. You can use them for vocabulary presentation, teaching speaking skills, special prizes at the lesson (badges, pins, hats, etc.). Here are some of the things in my constantly growing collection, which generally come from my house, the classroom, donations from colleagues and friends, the children themselves, and items from ?Dollar General? stores (?Everything’s for 10 hrn?):toy animals junk jewelry plastic fruits ?microphones? toy music insrtuments ribbons keys old bags toy cars stones couple of watches birthday hats small dolls play money, coins nuts chop sticks. For example, you can use a pair of gloves to teach language item ?made from?, add more objects such as glass/cotton shirt/wooden box etc., and you have a great vocabulary and grammar game. Realia is everything that is around us and we can incorporate it into our lessons.Sounds exciting, doesn’t it? But what to do if you don’t have your classroom and have to walk from class to class? Create ?English Shoe box?! The number of lesson activities that can flow out of a shoe box full of small items is endless. Expand and modify the lessons as your students’ needs suggest, and according to the actual items in your shoe box. Even a single box of assorted items will perk up your students’ interest in handling and communicating about the objects. After you have been colecting objects for a while, sort them according to your needs into a number of shoe boxes. If you sort according to the beginning letter, whenever you need a prop for a lesson, you can find the apple in a shoe box A, dinosaur in box D, and a telephone in box T. Or you can sort items accordingly to the topic (Transportation, Seasons, Food, etc.) A ?show and tell? activity is a perfect way to get students involved in the lesson with their own toys or other items. The introduction to the lesson could be a short ?show and tell? presentation that gives students a chance to introduce their objects in English. After the activity, get right into the lesson using the objects the students brought in. Learning center – a special part of the classroom with interesting learning materials. Centers provide a variety of learning experiences and materials, encouraging children to explore, experiment, discover and socialize in their individual ways. The goal of a learning center is to engage the students in hands-on learning tasks that provide an informal opportunity to master new skills. Learning centers can be a mixture of academic and social skills. This mix provides the student with exciting and interesting opportunities to become engaged with the skill and focus on the topic. These centers usually consist of fun and creative games and imaginary play and focus on different learning styles. Active, well-organized language centers filled with a variety of materials offer a rich learning environment for children. They participate in open-ended learning, are self-directed, combine subject areas, interact with peers, and extend their learning with the teacher’s response. At first, some children may be overwhelmed by the variety of new materials, the freedom to choose, which may be strange to them, and their inability to play as they would like to because of a language barrier. Learning centers are an excellent way for teachers to make sure that students are actively engaged in their learning, especially while teachers are working with small groups or individual students. Because most classes have a wide range of abilities, however, teachers must make sure that the centers are appropriate for all students. Differentiating the activities at each center requires preparation and attention to detail. Providing options for children, rather than expecting all of them to do the same thing all the time, increases the likehood of adjusting for individual differences.Teachers need to talk with children as they work in centers. Skillfull questioning by teachers enhances this learning. Teachers who ask limiting questions get one-dimensional answers – usually a factual statement: ?It is red? or an indication of ?Yes/No?. Often, teachers are so anxious to get children to talk that they forget to wait for the children to answer. That silence while children process the question and formulate their answer can be intimidating to teachers. To give the children time to think, wait for a child’s answer by silently counting to ten. Organization of the teaching space: for storytelling: carpet squares, cushions, pillows, puppets;for writing: pens/pencils, paper of various types, colors and sizes;for construction: shoe boxes & other boxes made of carton, pieces of cloth;or the “home” corner: bowls/spoons/plates, kitchen utilities, toy oven.ReferencesLindsay P. Teaching English Worldwide: A New Practical Guide to Teaching English, Alta Book Center Publishers, 2000. pp. 215-216English Teaching Forum, Volume 43, Number 1, U.S. Department of State, 2005. pp.5-7English Teaching Forum, Volume 44, Number 2, U.S. Department of State, 2006. pp.3-4. The Scholastic Book of Early Childhood Learning Centers, by D. Diffily, E. Donaldson, C. Sassman. Scholastic, 2001. pp. 5-22COMPETENCES OF ACADEMIC WRITING TEACHERS Oksana Starshova (Mykolaiv, Ukraine)Academic writing is gradually gaining great popularity among university and high school disciplines. At Ukrainian universities it has replaced creative writing by its importance factor in the recent decade. There are several reasons to it. The first one consists in the shift of general attitude to English language acquisition. If we consider creative writing as one of the tools in teaching basic language skills such as speaking, listening, reading and writing, then currently by the time young people get to the university level their ability for English communication is already taken for granted (at different degrees of accuracy, though). In this situation academic writing becomes an essential element in the further development of the foreign language, since it provides well-structured and highly-effective means of communication strategies. The second reason for the growth of the role of academic writing among other disciplines is rather trivial: if we want to join international community of scholars, we have to adjust our investigation strategies and thinking models to international (globalised) standards. There is no questioning the necessity of academic writing in university programs, nevertheless, a set of issues arises here: what should be the content matter of academic writing for Ukrainian students? Means of their motivation? At which level should it be taught? Which departments should include it in their curricula? and Who will teach academic writing? While each of these questions and many others related require thorough investigation and broad discussion, we would like to focus on the mediating figure of the teacher and the set of competences that s/he is expected to have.The first step towards the definition of a teacher’s profile implies the outline of the academic writing course, i.e. setting the goal, selecting general teaching approach and particular methodology as well as defining the time allowed and the stages of the process that should be accomplished. A regular course will be held during 10-18 weeks, will consist of a two-hour class per week, individual student’s work and teacher’s out-of-class interaction with and feedback to the student’s work. The goal itself will be two-dimensional: while developing broadly the principles of clear academic writing (such as: clarity, accuracy, readability, style and tone, argumentation, etc.), the outcome should submit to particular discipline conventions and required genre (such as: research proposal, abstracts for conferences and papers, articles (for publication), whole thesis/book, and various samples of peripheral writing – reports, book reviews, applications, e-mails, covering letters, etc.). The teaching approach in its turn has to be varied, the teacher has to be eclectic, compounding student-centered learning (with problem-based learning as its part) and sometimes teacher-centered learning. Among the methods applied we can name learning by example (comparing and contrasting with the existing models) and learning by doing (performing tasks in own discipline).The second step is the analysis of teacher’s competences among which we highlight formal, in-service and personal. The formal competence depends on the education obtained by current academic writing teachers. Here we face the problem of the institutional lack of formal teacher training. Thus academic writing becomes the domain of English teachers. Although expertise in language teaching is strongly required of the candidates, expertise in academic writing itself and teaching techniques are important assets. Nevertheless, education becomes possible through the in-service training (participation in seminars, exchange programs, specific conferences), informal learning and learning on-the-job by observing others while you teach.In-service competence refers to teaching and writing itself. Being the member of both teaching and scientific communities is not only inspirational, it also keeps updated in the scientific field and gives enough experience in producing, publishing and presenting own papers. The teacher must be published so that he could share with the students all the details of the submission, publication and editing process. While personal competence can not be taught, we all have some expectations of those teachers’ qualities that would facilitate the learning process by establishing the atmosphere in class and motivating students for their personal achievements. To some extent, those qualities can be developed, at least should be taken into consideration. Thus our ideal academic writing teacher is: flexible, open-minded, enthusiastic, versatile, willing to admit not-knowing, able to encourage and motivate, able to guide and respond to needs, seeing yourself as a partner, eager to study, willing to devote time, friendly with technology, social, able to balance opinions, objective, able to set limitations and to be realistic, and able to enjoy the process not necessarily getting the product in the end. Tips for effective Classroom managementOlena Solovyova (Kyiv, Ukraine)In our everyday lives – at home, on the phone, on a tram, in a café, on the Internet and other contexts – we ask questions, talk, explain things, interact, organize, take control, give instructions, listen to each other and so on. When we become teachers, we might suppose that many of these normal natural skills transfer directly from the world to the class. The classroom, however, is not the same as the outside world. Our habitual or intuitive responses, formed in the outside world, may let us down and, paradoxically, may lead to outcomes that are actually opposite of what we had hoped for.In order to help create the most engaging and useful learning environment, we need to learn new techniques, or perhaps relearn familiar ones, so that they are effective in a classroom environment; for example, how to talk to a group of people, how to give an instruction, how to organize seating, how to hand things out, how to listen to someone who has a problem, how to respond to a person who is talking too quietly and so on. These are all techniques that need to be thought about, tried out, reflected on and refined (maybe quite a number of times) before they become appropriate, effective, normal and instinctive.Each person remembers a teacher or teachers whom he/she particularly liked at school. We liked their appearance, the way they talked, moved. And we didn’t even think how they created a good rapport in class.Now I am a teacher myself and each time I plan my lesson I take teaching tips into my consideration. One of these is establishing a good rapport with my students and how this rapport can help my students learn. We have to emphasize with the students, we have to make the situation as authentic as possible, and we have to really respect the students, their ability to speak, in fact, we need emphasis, authenticity and respect, we need a good ear.Support establishes a friendly learning as a friendly teacher makes students feel careful in the classroom. The trust between a teacher and students gives a better chance of successful fluency practice. The teacher’s praise, encourage, smile reassure students that making mistakes is OK.When planning activities, we have to understand, know the students as each individual has a preference for the way they learn, understand the information.Establishing eye contact in the classroom we need to remember that it’s extremely important for communicating. Being genuine with the students means being authentic. But students must realize that a teacher is really interested in their talking but not just replying “yes”, “yes” and doing something else at the moment.Respect allows students to feel more involved in the learning process. The more we involve our students the more motivated they’ll be and this will have a positive effect on their speaking.You need to be friendly but professional. Remember that your students do not want you as a friend, but want to respect you as a teacher. Show them from the outset that you expect them to work hard in your class, but that it can be enjoyable. Keeping your teacher talking time (TTT) low will really help your rapport, because it will enable you to really listen to your students. A good ‘rule of thumb’ is to aim for 70% STT, 30% TTT. What increases TTT? Echoing is one of the things that increase TTT. Echoing is when you repeat what the student has just said. Correcting too much and not eliciting enough will also increase your TTT. And back to listening. The ability to listen is one of the most important attributes a teacher can have. Always remember that we have one mouth but two ears! Be well prepared, punctual and neatly dressed. Think about the age of your audience and the impression you want to give. There’s no harm in starting out conservatively. Ask yourself – and answer honestly – do I look like a teacher? Work on your voice and body language so that you appear confident, even if you really don’t feel it. Your voice needs to be loud and clear. Stand straight in front of the class, and don’t hide behind a desk. Classroom management is one of the essential competencies for efficient teacher and to perform an effective lesson a teacher should take into account each small detail of classroom management such as good rapport, echoing, eliciting, disruptive students, instructions, teacher talking timeReferences Jim. (2012) Classroom Management Techniques, Cambridge: Cambridge University PressENGLISH MEDIA TEXTS IN THE FORMATION OF LINGUOCULTURAL KNOWLEDGE OF STUDENTSLidia Svitych (Kyiv, Ukraine)The globalization of the world's information flow is closely linked to the process of mutual influence and interaction between cultures, while the proportion of linguocultural component depends on a number of factors of an economic, political, social and cultural nature. For example, the total amount of English media texts markedly exceeds the texts in other languages, which confirms the well-known thesis about the global role of English in today's world. News channel CNN, BBC World, Euronews, Discovery Channel - all of these channels broadcast in English and managed to gain popularity among the viewers all over the world. We could say that the media organize, streamline dynamically changing picture of the world through sustainable system of media topics, such as politics, business, sports, culture, weather, news, international and regional life, etc. That’s why the importance of linguocultural factor in analyzing of media texts should be emphasized [1].The analysis of students’ errors in translation shows that the largest part of them are linked to misunderstanding of vocabulary, grammar and poor translation skills. There is also insufficient awareness of realities, including “cultural realities”. A speaking person (linguistic identity) possesses cognitive basis of his (her) national linguistic and cultural community, a set of collective cognitive spaces of the socium in which he is included and individual cognitive space [3]."Literary translation presupposes a background in literary studies and cultural history. A necessary precondition for all translation is knowledge of sociocultural background, both of source culture and target culture concerned” [4].In each country we find the manifestation of different cultural traditions and sometimes it is necessary to get acquainted with the roots of a culture. For example, one of the recurring themes for the British media is lighting the privacy details of members of the royal family and high-ranking politicians, whilst in the same category Ukrainian media landscape is dominated by a significant proportion of reports on corruption and criminal disassembly.“Newsweek” is an American weekly news magazine, which often features world events in relation to American life. For example the headline of the article “Is Google Making the Digital Divide Worse?” has the subtitle: “Google wants to bring free Wi-Fi to Africa, which makes disadvantaged people in Kansas City wonder, So how come we have to pay?”Both British and American English are excellent means of brainstorming because of the richness of the vocabulary and different meanings of one word that makes it possible to use the abundant ambiguities and invent words on the move [2]. For the successful assimilation of media texts information, students should be familiar with their types and features that are primarily due to the impact and message functions. There are four main types of media texts according to functional genre: a) informational; b) analytical; c) artistic and journalistic; d) advertising.Modern media text is characterized by two main functions merged into the unity of information and feedback. Function action (expressive function), the most important for newspapers and journalistic style, makes an urgent need in journalistic means of expression. Bright phraseological units which attract the reader's attention are widely used. They give the newspaper texts the impact force, help to create specific imagery. Phraseological units are not only able to express the idea more concisely, but also to convey the attitude. For example, saying “to beat the air” conveys more expressiveness, evaluation than free expression “to do something in vain” [5].It is necessary to work on the accumulation of newspaper typical phrases (to work with phrases rather than isolated words), to teach student to extract information, to resort to guesswork as well as to enrich the linguistic and cultural experience through analysis and interpretation of mass media texts. ReferencesДобросклонская Т.Г. Медиалингвистика: системный подход к изучению языка СМИ. Retrieved from: .А. Н. Качалкин. Специфика межкультурной коммуникации в текстах СМИ. Роль СМИ в межнациональном общении. Менталитет и речевой этикет нации. Retrieved from: .Козловская Л. А. Лингвокультурологический компонент в языке средств массовой информации. Retrieved from: pws-conf.ru/.../8137-lingvokulturologicheskiy-komponent-v-yazy.Snell-Hornby, Mary. Translation Studies: An Integrated Approach. John Benjamins publishing company. Revised edition, 1995. p. 33. Бархударов, Л. С. Язык и перевод (Вопросы общей и частной теории перевода)/ Л.С.?Бархударов. – М.: Международные отношения, 1975. – c. 240.USING DRAMA TECHNIQUES IN LANGUAGE CLASSROOMLidia Taylor (Melitopol, Ukraine)Drama begins when we teach pre -schoolers. We create and role-play real-life situations, such as buying things in a store, feeding dolls, singing songs, not only reading but pantomiming rhymes and fairy-tales. With older students, however, we concentrate on more important and serious tasks such as teaching them grammar, vocabulary, reading and writing, and often miss fun, inspiration and interest. Using drama techniques at English lessons gives students a chance to communicate, no matter what their level of language is. It is especially important for mixed ability classes, where some learners have problems with fluency, vocabulary and grammar. Lack of competence usually makes them feel embarrassed and avoid participating in group discussions. Drama activities allow such students to make equal contribution into group work, which helps them raise their confidence. Drama techniques help create situations where real communication is involved. At conventional classes students certainly develop important grammar, writing, speaking, etc. skills, however, they often end up producing grammatically correct but isolated sentences, or making accurate statements but lacking excitement and initiative. Real communication involves ideas, emotions, feelings, appropriateness and adaptability. It enables students communicate both verbally and non-verbally using body language, enhances their self-expression and motivation. Drama activities are important for overcoming communication gap and fighting fears, such as the fear of making mistakes, expressing emotions or speaking in public, they also help develop acceptance and tolerance when working with others. Students have an opportunity to demonstrate their strengths; it is also fine to “show off.” Drama is a tool for learning vocabulary. If students are asked just to learn words, their enthusiasm will probably be rather low. So will be the outcome. On the other hand, at the class they can be given tasks to acting out or pantomime short situations. Tasks can vary. For example, when learning emotion vocabulary, students are given questions like “How would you feel if your parents did not let you go to a party?” “How would you feel if you passed a difficult test?” and asked to pantomime emotions. The class has to name emotions shown by other students. Also, students can be asked to pantomime short situations. For example, “You are eating a steak with a fork and a knife. The steak is a bit tough.” “You’re eating prawns and rice with chopsticks. They are delicious.” “You’re in a fitting room trying on some jeans. They are too tight.” These situations can be developed into dialogues. A “shopper” has to ask a “shop assistant” to bring a pair of jeans of a bigger size. Or a “diner” at a restaurant can complain about the quality of food. Another type of activity is a telephone conversation. When I got tired of fighting phone calls and texting at classes, I decided to use their mobile phones for the sake of learning. I ask them to actually call each other sitting at different sides of the class, back to each other and talk. Tasks are different. They can call to invite another student to a party, book a table in a café or tickets to the cinema, complain about the product they ordered on the Internet, call “phone-in” radio quiz show, etc. Emotion exercise” can be also used as pre-reading activity helping students explore the theme and the issues. Other tasks for interpretation literary texts may involve “getting into a character’s shoes,” – acting like a character in particular situations, talking from their point of view. Another way is to “change” the character, for example, students act as if an evil character became good, and students give an alternative ending of the story. There are certainly a number of concerns connected with using drama at language classes, the most common of which is lack of time and space. Drama activities may be simple, and take from five to minutes. During this time students will use language embedded in a context and a situation. “The simple "acting- out" requiring the learners to adopt a new position involves them creatively” [1].References 1.Vani Chauhan, Drama Techniques for Teaching English, - the Internet TESL journal// . Using drama texts in the classroom Teaching English online magazine LANGUAGE LEARNING AND AGE Lidia Tkachenko (Cherkasy, Ukraine)?Language acquisition has been a major topic of research in linguistics for several decades. Attempts to explain the differences between children's and adults' acquisition of first and second languages have led to the development of the Critical Period Hypothesis (CPH).?This hypothesis states that there is “a biologically determined period of life when language can be acquired more easily and beyond which time language is increasingly difficult to acquire” [2] Originally, this hypothesis only included first language acquisition, but later researchers have extended it to second language as well. Many aspects of first language acquisition were brought into the domain of second language acquisition, but the assumption that the two types of acquisition are similar is fundamentally flawed.Evidence of children outperforming adults in second language acquisition is misleading because the manner of learning instead of age may be the main factor in determining successful acquisition. Most children learn a second language in a natural setting, whereas adults learn in a formal classroom setting. Because adults possess many inhibitions and attitudes about speaking a foreign language, they are less likely to attempt meaningful learning. Most students in higher education are required to take foreign language courses in order to graduate. Other students take foreign language courses because they want to learn the language, but are not taught to study effectively or are afraid to speak in class for fear of embarrassment.Nevertheless, “research on the acquisition of authentic control of the phonology of a foreign language supports the notion of a critical period”. The most compelling disadvantage for adults is the failure to “acquire authentic (native-speaker) pronunciation of the second language” [2] which unfortunately, many people judge as an extremely important feature of successful acquisition. Many adults who learned a second language can have fluent control of grammar and communicative functions, but also a foreign accent. This does not mean, however, that their acquisition of the second language was not successful. In fact, it seems that adults exceed children in all aspects of second language acquisition, except for accent.Blakeslee’s article expands on the role of accent and pronunciation in second language acquisition. New research provides evidence that “the adult brain is capable of substantial change” [1]. Indicating that plasticity may not be as inhibited as dictated by the CPH. Although newborn babies are able to distinguish between the sounds of all human language, adults can not. Neuroscientists hypothesize that as humans grow older, information is embedded in the neural tissue as cells form circuits. Because speech comprises only a small section of the brain, speech sounds have limited space and “strong boundaries” [3]. Therefore, if the critical period does exist for humans, it should be impossible for adults to achieve native fluency in pronunciation.The Critical Period Hypothesis for second language acquisition has not been conclusively proven by research, nor has it been completely disproved. Most research indicates that CPH does not exist for all aspects of second language acquisition, but there is “powerful evidence of a critical period for accent” [2]. While there are many advantages to an early age for second language acquisition, there is little evidence to support the idea that adults are unable to successfully learn a second language. And further experiments like McClelland’s may prove that fluent pronunciation is equally attainable for adults as it is for children.References Blakeslee, Sandra. “Old Brains Can Learn New Language Tricks.” The New York Times. 21 April 1999: F3.Brown, H. Douglas. Principles of Language Learning and Teaching. 4th ed. New York: Pearson, 2000.Genesee, Fred. “Neuropsychology and Second Language Acquisition.” Issues in Second Language Acquisition: Multiple Perspectives. New York: Newbury House, 1988.COGNITIVE TEACHING STRATEGIES AT THE ENGLISH LESSON Maryna Tsehelska (Kryvyi Rih, Ukraine)Today teachers of English find it more and difficult to teach with traditional methods, and even the methods that many professionals still consider “innovative” (drama, role-plays, etc.) bring fun to the classroom instead of building a sustainable knowledge.Today, in order to works successfully, a teacher of English needs to know how the brain works, how thinking occurs and how it can be used to learn the language.In 2008 the cognitive model on the phases of the knowledge processing was developed by M. Karpenko (2008), who defined the interdependence between the neurophysiological mechanisms and the principles of building the curriculum. In his work “Telelearing” he defined four phases – impressing, memorizing, authorization and initiation. The first phase called “impressing” allows to build the schematic neuronet in the brain and forms the motivation to learning. At this stage we can only give the scheme of the topic we are going to teach. At the second stage a new neuronet is being formed with the help of various exercises, listening and watching films, working with computer programs, etc. The third stage – authorization will edit the neuronet in the brain and at this stage we can start asking students to display the knowledge they got by making presentations, giving talks, reports or participating in the seminars. At the fourth stage the official representation of knowledge is relevant – it is the time for tests and grades. In the real classroom we often omit the second and third stages thus making the knowledge unauthorized by the brain. The whole conception brings us to the following questions: how to build the constructions (mind-maps or any other kinds of schemes) so that the revision and recycling of knowledge could be meaningful. It can be done if we consider the theory of the basic frames (Zhabotynska (2002), (2004), (2008) among others), the foundations of our information system are structured by the most schematic categories of thought arranged into frames in accordance with the ways we perceive things of the experienced world. Analysis of multiple lexical, derivational, and syntactic data makes it possible to presume that the basic frames are five in number, and they include propositional schemas whose types are defined by the frames they belong to. Being schemas – quantitative, qualitative, locative, temporal, and mode of being – belong to the Thing Frame. Action schemas – state/process, contact, and causation – belong to the Action Frame. Possession schemas – part-whole, container-content, and ownership – belong to the Possession Frame. Identification schemas – personification, classification, and particularization – belong to the Identification Frame. Comparison schemas – identity, similarity, and likeness – belong to the Comparison Frame. The schemas, limited in number, serve as a conceptual foundation of derivational and syntactic meanings, and they are applicable for construing unlimited configurations of conceptual networks, which structure meanings of individual linguistic units and semantic spaces of the groups of such units.Such frames help the teachers of language structure the information and develop a number of useful techniques for teaching language.ReferencesКарпенко М.П. (2008) Телеобучение. М.: СГА. Zhabotynska, S.A. (2002). Shorts, breeches, and bloomers: Plurality in blends. In A.Hougaard & S.N. Lund (eds.). The Way We Think. Odense Working Papers in Language and Communication. Odense: University of Southern Denmark, 127-142.Zhabotynska, S.A. (2004). Cоnstructions and their interplay: Possessive “of”. In V.Solovyev & V. Polyakov (eds.). Text Processing and Cognitive Technologies. Cognitive Modeling in Linguistics: Proceedings of the 7th International Conference, Bulgaria. Varna-Moscow: MISA, 35-44. Zhabotynska, S.A. (2008). Conceptual networks and the phenomenon of polysemy. In V.Solovyev & V. Polyakov (eds.). Text Processing and Cognitive Technologies. Cognitive Modeling in Linguistics: Proceedings of the 10th International Conference, Montenegro. Kazan: Kazan University Press, V. 2, 18-32.THE DEVELOPMENT OF A PROFESSIONAL REFLECTIVE FOREIGN LANGUAGE TEACHER IN TERMS OF PLURILINGUAL APPROACHAnna Uminska (Zhytomyr, Ukraine)In recent years, the concept of ‘plurilingualism’ has grown in importance. Plurilingual approach emphasizes the fact that individual language experience is an indispensible part, in which languages are perceived not as separate parts, but they form a general multiple communicative competence, where the fist and the second foreign languages interact with one another. In different situations, a person can call flexibly upon different parts of this competence to achieve effective communication with a particular interlocutor [2; 4]. Nevertheless, plurilingual approach should be observed not only as a tendency for simplification in foreign language studying, but as a way for developing a general language competence, the parts of which are all language knowledge and experience of the students.Nowadays, the aim of Higher school in Ukraine should be not only the training of highly qualified specialists, but also creative teachers, able to work in the new plurilingual expanse. It would facilitate his/her professional and educational growth. This can only be possible on condition of the appropriate organization and modernization of the content of a future foreign language teacher’s pedagogical training.Therefore, the 21st century foreign language teacher is a teacher who can discover his/her own individual style, get adequate professional and personal self-evaluation, is able to predict and analyze the results of his/her work, such a teacher is in a constant search of new ways and styles of self-assertion and self-improvement. In this respect, one of the main aims of higher education today is the development of students’ needs and capabilities to go beyond traditional approaches, the ability of a creative potential’s self-realization, focus on self-development and self-education. It speaks of the necessity of developing a reflective culture of a future teacher at the university.One of the indicators of a future foreign language teacher’s reflective culture is a high level of its conscious regulation. In order to succeed in obtaining reflective culture, a student should be able to organize his/her own learning activity appropriately. It depends not only on practical knowledge of educational activities, but understanding of the nature and basis of performed actions, evaluating their correspondence to purposes and conditions of activities and thus determination of the most effective ways of learning.For this reflective teachers should apply observational, empirical, and analytical skills to monitor, evaluate, and revise their own teaching practices [3; 7]. They are to develop awareness of their own cultural perspective, thus gaining insight into the cultural assumptions underlying their expectations, beliefs, and behaviour. Teaching students a foreign language teacher becomes an example of reflection and self-evaluation at all levels of communicative, language, speech and sociocultural competences as he/she should be able to use the models of verbal and non-verbal communicative behaviour, typical of native speakers of the country, the language of which he/she is going to teach.Future foreign language teachers must become effective cross-cultural communicators and have communication skills which will help them to create a special environment that encourages good interpersonal relationships. ReferencesCardelle-Elawar, M. (1992). The metacognitive teacher as a multicultural educator. SCOPE, 91 (3), pp. 6-mon European Framework of Reference for Languages: Learning, Teaching, Assessment. – Cambridge University Press, 2001. 4-5Irvine, J. J. (1990). Transforming teaching for the twenty-first century. Educational Horizons, Fall, 16-21.DEVELOPMENT STUDENTS’ LEXICAL KNOWLEDGE AS THE MAIN AIM OF TEACHING FOREING LANGUAGESIryna Varava (Kharkiv, Ukraine)A lot of methodologists and pedagogies have been paying a great attention to development students’ lexical knowledge. It should be noted that during the 1950s and 1960s when audio-linguistically approach had a dominant influence on methodology as the result of communicative language teaching domination. Since that time the scientists’ attention to development students’ lexical knowledge has raised gradually. It was partly the result of the communicative approaches development in teaching foreign languages. The development of students’ lexical knowledge high level is essential for successful language using because without an essential vocabulary, students won’t be able to use the necessary structures at everyday communication situation. The more students’ vocabulary develops the easier it is for them to learn and use new words and phrases. It is known the fact that the first ten words are probably the most difficult to learn. These days it is widely-used the nowadays social opinion about necessity of ability to speak a foreign language as one of the most important demand for future specialists.It has been paid considerable attention to the issue of a minimum adequate vocabulary. An issue of central importance to the selection and grading of vocabulary concerns the relationship between the frequency of lexical items in corpora derived from native speakers, and the learn ability of such items for second language learners. It is often naively assumed that there will be a close correspondence between frequency and learn ability.Language reflects the contexts in which it is used and the purposes to which it is put. If we assume that language is also best encountered and learned in context, then this has particular implications for practice. In the first place, it would argue against the learning of lists of context vocabulary items. It should be concentrated the attention on encouraging learners to develop strategies to learn the meaning of the new words from the context in which they are met, and teach them to use sets of phrases, both verbal and non-verbal (e.g. pictures and diagrams in written texts) to determine meaning. It is made five suggestions for teaching written vocabulary in context:Word elements such as prefixes, suffixes and roots. The ability to recognise component parts of words, word families, and so on is probably the single most important vocabulary skill a student of reading can have.Clues of definition. The student must be taught to notice the many types of highly useful definition clues.Inference clues from discourse.General aids. These include the function of the word in question, i.e. noun, adjective etc. and the subject being discussed.Pictures, diagrams and chains. These clues, so obvious to the native speaker, must often be pointed out to student.In one of the few recent empirical investigations of vocabulary development, a computer game is used to provide a context for an experiment into vocabulary acquisition. It is also taken language needs and interests as point of departure in an experiment to test the effects of playing with computer games on the learning of vocabulary students.It is also stressed the importance of context in the teaching of vocabulary. It is pointed out that even with a functional vocabulary of the three thousand most frequently occurring items in English, learners will still not know around 20 per cent of the items they will encounter in a simplified text.Some of the writing on vocabulary instruction gives the impression that the use of dictionaries on the one hand and context strategies on the other are mutually exclusive. This is not the case, and learners need both skills. The difficulty is in showing learners when it is more cost effective in terms of time to infer meaning from context, and when it is worth consulting a dictionary. It is found that it often takes considerable time and effort to convince learners that they need not understand every word they encounter.ReferencesKruse, A. (1979). Vocabulary in context. ELT Journal, 33 (3): 207-13.Rivers, W. and M. Temperley (1978). A Practical Guide lo the Teaching of English as a Second or Foreign Language. New York: Oxford University Press.West, M. (1960). Teaching English in Difficult Circumstances. London: Longman.AUSTRALIAN ENGLISH FOR ESL STUDENTSJulia Vereshchak (Kirovohrad, Ukraine)In the modern world of globalization adopting English as the language of international communication has become a norm. It is used in every sphere of modern life, in mass media, world economics, politics and sport. Thus it raises a number of issues, agreeing on which will help unify grammar, vocabulary and pronunciation of English. It is rather complicated as English nowadays may be used in some countries as the native language, one of the native languages or the language we learn as a foreign one. Although from the point of view of teaching English as a foreign language, the latter is more important for us as foreign speakers, the number of World Englishes can’t be left out. It is truly essential because many countries nowadays adopt English as their state language, which requires its settling in terms of the above mentioned linguistic factors. Here the issue of pronunciation norm becomes most vital. We need to consider not only first language varieties but, among others, institutionalized non-native varieties in multilingual/multicultural environments as well as the types of Englishes that have developed for specialized communication within expert communities around the world.Among well-established varieties of English is Australian English. Though historically it originated from variants of English spread on the British Isles, nowadays it is a rich and diverse language variety. EFL learners are to consider that Australian English nowadays is a mixture of British English, American English, Chinese, Japanese, Aboriginal Languages and others. Being rather homogeneous in terms of dialects, it is diverse in terms of sociolinguistics. Every new wave of migrants into the country make their own contribution in the way of new vocabulary, elements of grammar and pronunciation, characteristic to their native language. When learning English in Australia, learners should be aware of its vocabulary, which has been enriched with the help of Chinese, Malaysian, Indian, Arab dialects due to a large number of migrants from these parts of the world in recent years. It should be born in mind that languages are reshaped and transformed by what their speakers attempt to swallow and digest. The task of the EFL teachers consists in giving their students basic knowledge on the variants of English, sticking to the most spread ones taking into account their cultural and social needs.MAIN PRINCIPLES OF TEACHING READING Liudmyla Voinalovych (Zhytomyr, Ukraine)Reading is a receptive language activity, but not a passive skill. There are many reasons why getting students to read English texts is an important part of the teacher's job. In the first place, many students want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make it easier for them to do these things must be a good idea. While teaching reading we should observe the following principles.Principle 1: Encourage students to read as often and as much as possible.The more students read, the better. Everything we do should encourage them to read extensively as well as – if not more than – intensively. Principle 2: Students need to be engaged with what they are reading.Outside normal lesson time, when students are reading extensively, they should be involved in joyful reading – that is, we should try to help them get as much pleasure from it as possible. But during lessons, too, we will do our best to ensure that they are engaged with the topic of a reading text and the activities they are asked to do while dealing with it.Principle 3: Encourage students to respond to the content of a text (and explore their feelings about it), not just concentrate on its construction.It is important for students to study reading texts in class in order to find out such things as the way they use language, the number of paragraphs they contain and how many times they use relative clauses. But the meaning, the message of the text, is just as important as this. As a result, we must give students a chance to respond to that message in some way. It is especially important that they should be allowed to show their feelings about the topic – thus provoking personal engagement with it and the language. With extensive reading this is even more important. Principle 4: Prediction is a major factor in reading.When we read texts in our own language, we frequently have a good idea of the content before we actually start reading. Book covers give us a clue about what is in the book; photographs and headlines hint at what articles are about; we can identify reports as reports from their appearance before we read a single word. The moment we get these clues our brain starts predicting what we are going to read. Expectations are set up and the active process of reading is ready to begin. In class, teachers should give students hints so that they also have a chance to predict what is coming. Principle 5: Match the task to the topic when using intensive reading texts.Once a decision has been taken about what reading text the students are going to read (based on their level, the topic of the text and its linguistic and activation potential), we need to choose good reading tasks – the right kind of questions, appropriate activities before during and after reading, and useful study exploitation, etc.The most useful and interesting text can be undermined by boring and inappropriate tasks; the most commonplace passage can be made really exciting with imaginative and challenging activities, especially if the level of challenge (i.e. how easy it is for students to complete a task) is exactly right for the class.Principle 6: Good teachers exploit reading texts to the full.Any reading text is full of sentences, words, ideas, descriptions, etc. It doesn't make sense, in class, just to get students to read it and then drop it and move on to something else. Good teachers integrate the reading text into interesting lesson sequences, using the topic for discussion and further tasks, using the language for study and then activation (or, of course, activation and then study) and using a range of activities to bring the text to life. References1. Н?кола?ва С. Ю. Методика навчання ?ноземних мов у середн?х навчальних закладах. П?дручник. – К.: Ленв?т, 1999. – 320 с.2. Jeremy Harmer. How to teach English. Pearson Education Limited, 2007. – 288 p.MIND MAPPING TECHNOLOGY AS INNOVATIVE METHOD OF LANGUAGE LEARNING Maryna Vorobjova (Kharkiv, Ukraine)In the context of educational system’s reorganization nowadays there are new demands to the forms and methods of foreign language learning and teaching. In the XXI century considering the high informational and technique development the teacher has to supply language teaching taking into account all peculiarities of modern science development and peculiarities of information perception and thinking of modern student. It is well known fact that effective visualization stimulates the mind work, helps to see the core of a subject, educes new knowledge in the set of data. So, using the different graphical mainstays (diagrams, schemes, tables and symbols) makes understanding the information more simple. One of the effective methods of visualization is a Mind Mapping. It is a strategy for helping students structure their thinking through mentally mapping words or/and concepts. Mind Mapping is a useful technique that helps to learn different information more effectively, improves the way of recording information, and supports and enhances creative problem solving. By using Mind Maps, students can quickly identify and understand the structure of a subject. They can see the way that pieces of information fit together, as well as recording the raw facts contained in normal notes. Mind Maps help to remember information as students hold it in a format that their minds find easy to recall and quick to review. Mind Mapping as a method of teaching is a new problem in the language teaching and learning. Mind Maps were popularized by Tony Buzan. He used a two-dimensional structure, instead of the list format conventionally used to take notes. Mind Maps are more compact than conventional notes, often taking up one side of paper. This helps to make associations easily, and generate new ideas. The problem of Mind Maps using in the process of study was developed by Y.Brunner and M.Kharlamova. A Mind Map is a diagram used to visually outline information. A Mind Map is often created around a single word or text, placed in the center, to which associated ideas, words and concepts are added. Major categories radiate from a central node, and lesser categories are sub-branches of larger branches. Categories can represent words, ideas, tasks, or other items related to a central key word or idea.Mind Maps match with teaching process as they can be used in different situation. They attract attention of different age students and develop creative thinking. So, Mind map – is a special scheme that shows the way of the thoughts. It is a structure of thinking. It will help to summarize and analyze all the information. The main idea is placed in the center of the scheme. Students can use different pictures and signs to illustrate their ideas. The branches of Mind Map will be of different colors (See the Picture 1). As the conclusion we can say that Mind Map is a diagram used to represent words, ideas, tasks, or other items linked to and arranged around a central key word or idea. Mind Maps are used to generate, visualize, structure, and classify ideas, and as an aid in study, organization, problem solving, decision making, and writing. Using the Mind Mapping technology in teaching and learning process help to develop such qualities: creative thinking; skill of diagrams and graphical schemes describing (this skill is necessary for successful IELTS examination); ability to generalize the thoughts (this ability is necessary for future foreign reading; it helps to structure the text quickly, separate logically related parts etc.). Picture 1. Example of Mind Map using during the studying the topic “Educational System in Great Britain”.ReferencesБруннер?Е.Ю. Применение технологии mind map в учебном процессе / Е.Ю.Бруннер // Розвиток м?жнародного сп?вроб?тнивцтва в галуз? осв?ти у контекст? Болонського процессу: Матер?али м?жнародно? наук.-практ. конф., м. Ялта (5-6 березня 2008 р.). ? Ялта: РВВ КГУ, 2008. – Вип.19. – Ч.1.– С. 50-53. Бьюзен Т.Г. Супермышление / Т.Г.?Бьюзен, Б.Н.?Бьюзен. – Минск?:?Попурри, 2003. – 420 с. Наст Дж. Эффект визуализации. Idea Mapping: How to Access Your Hidden Brain Power, Learn Faster, Remember More and Achieve Success in Business / Джейни Наст.?? М.: Эксмо, 2008.?? 256 с. Харламова М.В. Использование ?идейных сеток? на уроке иностранного языка / М.В.Харламова // Иностранные языки в школе. ? 2005. ? №1. ? С.3-9.CASE STUDIES IN TEACHING BUSINESS ENGLISH TO ADULT LEARNERSSvitlana Vorokhobina, Yevgeniya Lanina (Kharkiv, Ukraine)Teaching business English to adults has become more demanding than ever before. There are several reasons for this. Firstly, the world of business is becoming more and more dynamic and is developing at a rapid pace. Secondly, adult learners demand an immediate possibility to apply what they are taught in real life. Case study (CS) method seems to be one of the ways to satisfy this demand since it helps to develop both linguistic and non-linguistic competence. Namely, productive skills of speaking and writing are practiced, students can consolidate already acquired knowledge, student talking time increases, teaching process becomes more student-centered. CS also develops critical and analytical thinking, reflective learning; non-verbal communication skills are practiced; CS requires students to get involved in managerial communication; CS teaches students to use their knowledge of management, economics, etc. to solve realistic problems; CS helps to master communicative competence, business culture, business ethics, intercultural skills, skills of presenting, negotiating, chairing the meeting, etc. CS encourages collaborative learning, team-working skills are practiced; CS helps students to bridge the gap between the language in the classroom and real world and makes students more motivated to learn.How to apply CS efficiently? Choose specific goals and tasks for CS lesson, before the activity make sure that students are aware of them. Select the case study which is relevant to students’ professional communication. Adult learners would eagerly discuss the problems that have recently appeared in the area they deal with in their professional life. A case study should contain a problematic situation, which does not presuppose obvious solutions, but requires students to look at things from different angles. The data of the case as well as background information should be clearly organized: graphs, tables, statistics, etc. Pre-teach the following: meeting types (they set the framework for the discussion);people and their roles in the situation described in CS;functional language needed for the CS, e. g. agreeing, arguing, negotiating, chairing a meeting, taking the floor, presenting data, interrupting, etc.documents (it is needed if you ask some students to write minutes, agendas, reports of the meeting)To make sure that students do not get side-tracked while dealing with CS it is reasonable to provide them with the following plan: 1) read the case, identify the problem; 2) analyze the data, discuss the situation in the company; 3) discuss alternative solutions of the problem, compare them and choose the best one; 4) prepare an action plan and plan B.Teachers should possess strong organizational skills to direct the discussion, to control the students, to cope with unpredictable situations the discussion may generate, as a case study usually contains a conflictogenic. As a feedback after the case Business English students may appreciate their teacher’s SWOT analysis commenting on students’ strengths and weaknesses concerning language, problem solving, managerial skills, etc. depending on the objective which was set for the activity.It takes time and effort to apply case study method in the classroom, but if wisely used it has a great potential to develop students' linguistic and non-linguistic competence that have become indispensable in today's world of business communication.ReferencesFrendo, E. 2007. How to teach business English. Harlow: Longman. Case-Method. Window to the World of Case Study. [Electronic source] /Access: Twisters in Teaching English PronunciationNataliya Vydashenko (Kharkiv, Ukraine)A tongue-twister is a phrase that is designed to be difficult to articulate properly, usually because of varying combinations of similar phonemes. They are different, for example, [l] – Lion Leo likes lemons. or [i] – [i:] – I like to eat fish and meat and to drink pink tea.The tongue twisters help to improve the students’ intonation and pronunciation. They are very usefull for the beginners and easy to integrate them in to the lessons. But the use of tongue twisters at the lessons for older students is more difficult to improve their intonation and pronunciation, because it is already formed and not easy to teach them again. But we try to use tongue twisters with university students, and did it for several reasons: 1) they help to improve the speech tempo; 2) students learn to speak more distinctly and deal with their own pronunciation problems; 3) tongue twisters help to explain and analyze the differences between the English and the Ukrainian phonology by analyzing what is difficult for native speakers of each language.In order to the speech will be clear, legible and understandable, the work with the tongue twisters can provide invaluable assistance. They are the best way to achieve clarity of speech at any rate, since it can not be a rate faster than the tongue-twister.The using of tongue twisters at foreign language lessons helps teachers in a relaxed form of a game to work out the pronunciation of certain consonants, especially those that are not in Russian. In order to improve or correct pronunciation, we offer the following steps of work with the tongue twisters.The first steps – the demonstration or presentation of the tongue twister. Initially tongue twister should be heard at a rapid pace, i.e. as it should be pronounced. It was only then slowly, syllable by syllable.The second steps – the work on the content quickly. It is important not mechanically pronounce a tongue twister, and the utter sense. Students need to know what they pronounce. The meaning of the certain words can reveal with the help of signals, antonyms, commentary. You can use illustrations or offer several options for the transfer tongue twister to choose from. The third steps – the pronunciation work. It is needed to work out each sound in isolation, then the word containing this sound, phrases, and finally, the whole tongue twister. At first a tongue twister is read, then pronounced a few times silently pointed to a clear articulation, then slowly whispered, softly, loudly. Then the tongue twister is pronounced aloud together, but still quite slow and, finally, loud and fast.Tongue twisters provide an amusing supplement to the speech training charts, but their effectiveness should not be underestimated: 1. Whisper the ‘twisters’. 2. Speak them with the teeth clenched (this makes the tongue and lips work more vigourously). 3. Speak them with good tone and firm articulation – slowly but clearly. 4. Speak the ‘twisters’ more and more quickly still retaining clarity of articulation.The selection of the tongue twisters may depend on the difficulties that arise for students in studying English phonetics, the level of the student and the subject of the lesson. Frequently, adult learners need them no less than children. There are a lot of people which have the real problem the English phonetics. They are ashamed of their pronunciation and are afraid to speak for this reason. Phonetics is a real stumbling block, a psychological problem for people who have no troubles with the vocabulary and grammar. Tongue twister in such cases may help improve intonation, pronunciation, speed up the speech tempo. They will facilitate a clearer, articulation. Tongue twisters enter into any lesson easily. They are very useful for beginners to learn the language. Adults, who studied a foreign language before, during a certain period of time, but who, for whatever reasons, had the correct pronunciation would be harder to improve their intonation and pronunciation, as they have already been formed in some form, and educate these people again is not easy.References1. en.wiki/tongue-twister2. wordnetweb.princeton.edu/perl/webwnWHAT TEACHERS SHOULD AVOID TO BOOST LANGUAGE LEARNINGOksana Yarmolenko (Kyiv, Ukraine)Few EFL teachers would argue that their main aim is to facilitate language learning by engaging students, as they rarely learn English for the love of the language itself. In reality, some teachers may unintentionally, due to the lack of experience, reluctance or discomfort of changing their teaching or leadership style, hinder language learning. The main traps a teacher may fall into are the following: Excessive teacher-centeredness or control. Some teachers tend to adopt teacher-centered approach to their lessons under excuse that this helps to improve classroom management. But good teachers ensure that within each lesson there is a balance between teacher-fronted sessions and student-centred activities. Being too serious, too strict or too lenient. The humour helps, as Patricia Miller points out, to reduce students’ affective filters, facilitating acquisition. But the teacher is not an entertainer, so confine the fun to the classroom activities. If students are complaining of boredom, ask them to tell you specifically what is boring and why. This can be done in the form of an anonymous questionnaire. Maintain a friendly attitude without being a “friend”, be respectful, friendly but professional and focus on the intellectual side. Forgetting about the attention span. According to studies, an average adult attention span is only 15-20 minutes long. Considering that a typical lesson is 4 times this length, no wonder many students lose interest during the lesson. To hold the attention of students throughout the class, teachers can split the lesson into 15-20 minute chunks with breaks 2-5 minutes long. It is important to introduce change and surprise, vary the activities. This activates students’ brain in a different way and helps them re-start their attention span. You can also add a little variety by not following the same outline every lesson. Make sure, as you plan your lessons, that you appeal to different learning styles. Reacting, not responding when your students start getting out of control. The person who responds does not act impulsively. Teachers should be careful to avoid confrontational tone, not to engage in nonproductive behavior, show patience. Remaining calm will also help to relieve the tension, as the student will see you as an ally, not adversary, in solving the problem. Not being available and helpful. Successful teachers go above and beyond their expected tasks. They recommend materials for extra practice, write letters of recommendation, provide information students request, devote extra time and energy to helping students who struggle in their classes, etc. Failing to revise the teaching methods. Although some practices may be fine for most students, there will be students who suffer when you use them in your classroom. Though it is difficult to take into account each learner, a teacher can try to avoid certain methods to help certain students perform better.Talking too much. In the case of beginners, the ratio of TTT vs. STT should be approximately 50-50, and this percentage should progressively change till 30% TTT vs. 70% STT. Say only what is necessary, do not indulge in idle talk.Not giving enough time to students to answer, completing their sentences, or echoing back what they say. Often, teacher either answers the question herself or asks another student to do it. You may interrupt students’ train of thought and even cut them off from whatever else they were going to say.Giving unclear or complicated instructions. When you give students instructions, try to use words they will understand. Check if they have understood because students who are too shy may not tell you they did not understand what you said.Not all students are self motivated or well behaved, so interpersonal skills, personal qualities, such as enthusiasm, helfulness, flexibility, high ethical and moral standards, creativity, become as important as academic knowledge and pedagogical skills. Good EFL teachers provide the right support and guidance, equip their students with the necessary tools.ReferencesHeather R. Theijsmeijer (2009) Paying Attention: Getting your students to Learn Longer. Retrieved from: Paul, A. (2012) How to Get — and Keep — Someone’s Attention. Retrieved from: , C.ESL Teachers Beware: Are You Making These Mistakes in Class? Retrieved from: , J. (2005) Learning Teaching: A guidebook for English language teachers. 2nd Ed. Macmillan Publishers Limited.TEACHING CRITICAL THINKING AT TEXT-BASED LESSONSFOR ADVANCED LEARNERS OF ENGLISHVira Yevchenko (Zhytomyr, Ukraine)By a widely accepted thought argumentation is a basic requirement for active participation in a modern democratic society. The ability to communicate, to engage in a range of public or private disputes and discussions, to participate in online communication, in different types of blogsphere activities presupposes the development of good practical argumentative skills and the formation of critical thinking skills so as to be effective in the civilized argumentative discourse. To be sufficiently good at argumentation generally means not only to possess the ability to give one’s reasoned arguments and to avoid the unsupported arguments that can lead to a breakdown in communication during reasoned discussions, but also the ability to evaluate the given arguments, to understand and perceive other people’s ideas, to distinguish explicit and implicit arguments, to identify the conflict of views and to see an ambiguity in oral or written texts so as not to be led astray by someone’s ideas or reports in private or public argumentative contexts, or not to be influenced by someone’s emotions and public sentiment. Critical reasoning can be assumed to be based on the abilities to measure the quality of the content of the given arguments and to form a critical attitude to given oral or written information, on the abilities to produce one’s own views on the discussed problem and to develop freedom and independence from the influence of false arguments that can arise in the process of communication. Most frequently used false arguments that can arise in argumentation are: argumentum ad verecundiam (reference to one’s own significance or to the authority) [1:126], argumentum ad populum (a direct or indirect influence on the emotional sphere of the hearer) [1:124], argumentum ad hominem (a direct personal attack at the opponent with the aim of defamation of character) [1:102], argumentum ad baculum (a threatening attack at the opponent so as to prevent his/her opinion to be expressed) [1:100-101]. The development of critical thinking skills to promote effective argumentation in discourse may include the following main strategies: students’ critical analysis of the position of the opponent; the identification of students’ own position in argumentative discourse and the formation of students’ point of view on the discussed problem; the discernment of unsupported arguments in argumentation; critical evaluation of explicit and implicit arguments; the discrimination of true and false arguments; improvement of students’ ability to identify the conflict of views. To improve students’ critical thinking skills at the text-based lessons the following tasks can be formulated during discussion based on the book “Jane Eyre” by Ch. Bronte [3]: evaluation of the importance of the events, of the amount and volume of the information (What do you think is central to Jane Eyre’s story of her early years at Mrs. Reed’s house? Is there enough information for the reader to have an opinion about the people Jane Eyre met at Thornfield?); evaluation of the influence of the narrator, estimation of the level of confidence in the narrator’s words (Does Jane Eyre sound persuasive to your mind while telling the reader about Lowood school? What makes her narration convincing? In what cases is Jane Eyre more influenced by her emotions, by her age, by her common sense, by her life experience, by her logical thinking? Prove your point.); analysis of the structure and the scheme of argumentation, the recognition of the implicit and explicit arguments; evaluation of the given arguments (What pragmatic types of argumentation can be found in Jane Eyre’s narration: logical reasoning, description of events, emotional impressions or something else? Find cases of inconsistency and controversy in Mr. Rochester’s argumentation and comment on them. Motivate your answer); analysis of the position of the main characters (Say how typical Mr. Rochester’s story about his “unhappy” love in Paris looks to you. What arguments, logical or emotional, are mostly seen in Mr. Rochester’s story? Are there any cases of conflict of opinions in this part of narration? In what way can they be accounted for? What arguments are there for and against each of positions? Prove you point); formation of students’ own points of view and their opinions (What opinion have you formed of St. John? How much are you influenced in your judgement about him by Jane’s description and by her reasoning, by his actions and behavior or by his words? Find the lines in the text that help you form your own opinion about him).In conclusion it may be said that the quality of students’ argumentation in discussions and the level of students’ critical reasoning at text-based lessons of English can be improved if the possibility of the literary text, viewed in the framework of argumentation theory, is regarded as helpful and rewarding for the development of critical thinking skills.References1.?Ван Еемерен Ф.Х., Гроотендорст Р. Аргументация, коммуникация и ошибки // Амстердамский университет. – Пер. с англ. Чахоян Л.П., Третьякова Т. – С-Пб: Васильевский остров, 1992. – 207 с.2.?Bronte, Ch. Jane Eyre /Книга для читання англ?йською мовою / Технолог?я роботи з текстом ? ф?лолог?чний коментар В?ри ?вченко, Серг?я Сидоренка. – В?нниця: Нова книга, 2011. – 616 с.COMPETENCY-BASED APPROACH TO TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSESNatalya Yurieva (Kharkiv, Ukraine)The primary goal of a foreign language teaching at any higher education establishment is to prepare highly qualified professionals possessing a set of competences which will allow them to perform their professional duties and to communicate effectively in a target language environment. In this respect, professional oriented approach to a foreign language teaching is becoming increasingly popular as it is aimed at developing students’ communication abilities in their professional, business and scientific fields with respect to the peculiarities of their professional petency-based learning is considered to be one of the most promising in a foreign language teaching for specific purposes. The competences are known as the aggregation of knowledge and skills obtained in the process of active learning, and the ability to use them in a specific real-world professional situation. Competency-based approach to teaching a foreign language to students of non-language departments supposes the professional orientation of the whole learning process. The final outcome of such process must be students’ ability to be active communicators in their professional field, to search and analyse relevant information, to deal with business correspondence.Modern higher education is characterized by the transition from informative to active methods of learning including elements of problem-solving, scientific research and different forms of self-study work. The focus shifts to cognitive learning and the main educational goal, therefore, is to develop the ability to act quickly and independently in different business situations. Currently higher education implies not only to equip future specialists with necessary information, it focuses on a personality development, a graduate’s professional acquisition, motivation to professional activity, the ability to gain new knowledge independently, a foreign language proficiency which will make a graduate competitive on the labour market.Therefore, it is reasonable to distinguish necessary competences a foreign language learning is to be based on: communicative competences (linguistic, sociolinguistic, discursive, sociocultural, social, strategic), professional competences and general cultural competences (instrumental, interpersonal, systemic).Thus the objectives of a foreign language teaching at non-language departments are as follows: - to develop appropriate competences in all four basic language skills (reading, listening, speaking, writing) which form the foundation for linguistic competence;- to develop cross-cultural competence through knowledge about the culture of a target language country and the development of skills and abilities to use the knowledge gained in direct or distant communication;- to develop students’ professional competence by using content-based approach to teaching including elements of roleplay-based and project-based learning;- to develop the competences (linguistic, sociolinguistic, sociocultural, discursive, strategic) enhancing professional (including business) communication skills through teaching a professional discourse;- to develop competences stimulating self-study in a foreign language learning;- to increase motivation to learn a foreign language. Competency-based foreign language teaching in groups of students specializing in tourism management is aimed at developing students’ ability to work with tourism information sources (tourist brochures, guide books, catalogues, periodicals, scientific publications), to present the results of information search, to communicate effectively being reasonably persuading, to negotiate, to be good at cross-cultural knowledge, to work with business correspondence and be aware of travel documents standards and other formalities.Choosing educational technology to develop the competences mentioned above, the necessity to approach learning process to students’ future professional field or at list to simulate the professional situations is obvious. It can be achieved by using different techniques which allow to create the most favourable environment for learners’ interaction, their personal contribution into any problem consideration, fruitful discussions around issues of future professional activity. In this respect, project-based learning as well as different forms of role play deserve special attention and are considered to be particular effective in teaching a foreign language for specific purposes. References1. Кобзева Н. А. Компетентностный подход как основа в обучении иностранному языку в техническом вузе [Текст] / Н. А. Кобзева // Молодой ученый. — 2011. — №2. Т.2. — С. 89-92.2. C.Carras, J.Tolas, P.Kohler, E.Szilagyi. Le fran?ais sur objectifs spécifiques et la classe de langue. CLE International, Paris. ISBN:978-2-09-035354-9.WORKING WITH NEWS IN ESP CLASSROOMOlga Zelinska, Valentina Simonok (Kharkiv, Ukraine)One of the objectives of the education nowadays is to contribute to the development of well-informed, effective and responsible citizens who can decide for themselves about different personal and public issues. The global trends towards cultivating human rights and civil society are essential part of civic education especially for future lawyers. The most valuable source of authentic materials for the development of political culture, socioeconomic, legal and cultural awareness is mass media. TV, Internet news, reports and analytical articles from newspapers and journals contain a huge variety of material on any topic and of any length to deal with in a classroom. Teaching English through the use of mass media authentic materials can prove effective, creative, innovative and interesting for both English language teachers and learners. What we mean by authentic materials in teaching are the materials that have not been designed for teaching purpose.There are a lot of different ways of using mass media materials in the classroom, for example, reading, listening, and viewing with further discussions and activities. Students’ assignment as homework can be preparation of brief breaking news reports with possible predictions of the events development. If video news is used in the classroom the work with a news item should start with preliminary discussion to find out what students know about the news. They can be given questions to answer in the process of viewing. During viewing the learners can take notes and write comments. Students can be allowed to make comments during the program but reminded not to disturb others. Quiz questions and surveys included in the television program can engage student interest and participation. After viewing students may be engaged into discussions designed to encourage them to think and develop deeper understanding news and current affairs issues that influence their daily lives. The following activities help engage students in listening, speaking and responding to issues presented: learning new words each time they watch news and then teaching these words and their meanings to other students; they can reflect on their favourite news pieces; summarize the ideas; work in small groups and create quiz then swap for other small groups to answer the questions; ask and answer questions in pairs about one of the stories in the program, alternatively they can write answers and other students have to come up with corresponding questions. Students also eagerly participate in reporter role-plays when one student is a reporter and others can be people who appear on the news and interviewed, students can record the interviews and show to others in the classroom. After watching the program students pair up and prepare a skit or short talk about one topic from the television program where one part must be inaccurate. Two groups then pair up and take it in turns to present their skit or talk, whilst the others have to work out what the error is. Students can be divided into pairs and immediately after watching play “Agree or disagree?” He/she must convince his or her partner of her own point of view. After two minutes students can find a new partner and repeat the activity. Students can work with viewed materials and do follow-up activities, for example, writing a letter to an editor or their reports on local events, some analytical materials from the point of view of future lawyers. Mass media materials can serve as a useful tool in the ELT and ESP classroom for language skills development, enhancing students’ knowledge of current affairs, their ability to understand and evaluate the principles of civil society and citizenship. However, the success of work with mass media depends on how meaningful resources for both linguistic development and cultural understanding are selected to suit the needs of the language learners. Most of the time students should be left free to find the sources that interest them. The teachers also need to assume the role of researches in order to access current, timely and interesting news stories from target language cultures that are meaningful to students. Active participation in activities based on news items can develop students’ communicative strategies and skills, sense of responsibility for the learning process and motivate them, develop their political and cultural awareness.ReferenceAlan S. Mackenzie. Using CNN News Video in the EFL Classroom. AID FOR TEACHING THE ORDER OF ADJECTIVESNatalia Zhdanova (Donetsk, Ukraine)Svitlana Kobzar, Valentina Shadura (Zhytomyr, Ukraine)Any language has some embarrassing phenomena a native speaker will never concentrate on. But these phenomena may cause some difficulties either for the teachers or for the learners who are non-native speakers. So, a teacher of a foreign language has to be a creative person ready to apply the individual approach whatever he/she is teaching. The word order of adjectives is one of such problems, because one of the easiest ways to identify a non-native English speaker is by the incorrect order of adjectives in a sentence. Teaching this issue we used to get one of the most frequently asked questions how to put adjectives in the correct way. For example, what is right "an intelligent young man" or "a young intelligent man"? Since we teach the English language at Computer Science Department, we always take into consideration that the cooperation with IT students needs a specific approach. Computer students tend both to speak and to write in the most accurate manner. Besides, the majority of them are people with great visual perception and excellent logical thinking. Having taught English for many years, we developed the mnemonic aid for this group of learners. We call it DOS AS COMP. This acronym is easy to remember for any computer professional. There is nothing to speak about the last component of the expression - everyone uses it in daily life in many languages. But the comparison with a disk operating system can be understood by those who have studied the history of computers or by some older people. So, let us consider how it works.In grammar, an adjective is a "describing" word, the main syntactic role of which is to qualify a noun or noun phrase, giving more information about the object signified. The order of adjectives is quite important in English. J.R.R. Tolkien’s mother once famously corrected him at a very early age when he said ‘a green great dragon’. She told him that it had to be ‘a great green dragon’, but when he asked her why, she couldn’t answer, thereby starting him down the road of puzzling over linguistic and philological matters his whole life long. It would really take a linguistic philosopher to explain why it should be "a great green dragon" and not "a green great dragon". The order in which adjectives in a series sort themselves out is really perplexing for people learning English as a second language. It takes a lot of practice with a language before this order becomes instinctive, because the order often seems quite arbitrary. There is, however, a pattern. A lot of exceptions can be found to the pattern given below, and it is very unlikely that anyone would use all of them before a single noun, and there are cases where the order is not followed, but it works in almost all cases. The basic movement is from subjective (opinion) to objective (material/purpose) adjectives.1. Determiner (a, the, my, some, many).2. Opinion (silly, beautiful, horrible, difficult).3. Size (large, tiny, enormous, little).4. Age (ancient, new, young, old).5. Shape (square, round, flat, rectangular).6. Color (blue, pink, and reddish, grey).7. Origin (French, lunar, American, eastern).8. Material (wooden, metal, cotton, paper).9. Purpose (sleeping (as in "sleeping bag"), roasting (as in "roasting tin")Now if we take the first letters of all the words and divide them into possible meaningful words, we obtain the expression "DOS AS COMP". Actually, it has no sense, but is obviously easy to remember. Evidently confusing is the repetition of some letters (o and s) but with proper explanation and some practice this difficulty will disappear. For example it helps to point out that when we first meet a new person or see a new thing, we initially express our general opinion about them and only then judge according to all the other qualities. That is why opinion must go before the others. It should also be explained that the word "AS" is rather unstable, because age and shape can easily trade places (it will help to remember that s here means shape and not size). In fact, there are a lot of other useful "tricks" which work perfectly and it is worth trying them.TEACHING CRITICAL THINKING IN HIGH SCHOOLSEvgenia Zimich (Luhansk, Ukraine)For several years now, the issue of teaching for higher-order thinking has confronted those of us in the field of education. Central to the issue has been how teachers are to move student learning from the "drill and kill" of basic skills worksheets to interacting with the abstract concepts of a discipline. Discussions with high school teachers show that they are aware of the need to move beyond the basics but are not always certain how to do so. Also, they are not sure if such a move would be acceptable or appropriate, given the current call for higher standardized-test results. As a result, they avoid practices that are not familiar or may be perceived as not achieving the desired outcomes [1]. The following constraints exist in higher schools: the schedule, student attitudes, teacher attitudes, resources, atmosphere, and assessment [2].The schedule can be a constraint because it determines how a school day functions. Most higher schools are regulated by six-, seven-, or eight-period days divided into 45-to-50-minute time frames. Teachers tend to adhere instructionally to the constraints of these time frames. Thinking, on the other hand, takes time-for reflection, for discussion and interaction, for question posing and responding. Often, just when reflection is getting under way, the class is over. The students move on to another class, with a different content, and a new time frame. High school teachers seem to have difficulty determining how they can manage thinking-related instruction within the parameters of the school schedule. A second constraint is the perception that teachers have of students. Teachers say, "Students don't want to think," and they may be right. Typically, students (even the brighter ones) avoid tasks that appear to require more energy than the students are willing to expend. And from the teacher's point of view, it is often easier (and quicker) to provide the answer and move on, rather than wearing oneself out trying to get students to think through a question. Thus, the students are satisfied because they have accomplished their objective (i.e., getting the answer without thinking) and have maintained the status quo of the classroom. Thirdly, the attitudes of teachers are a major issue in higher-order thinking. It takes time and energy to prepare learning activities that truly challenge students to think beyond the obvious--to think creatively or critically or to think in a decision-making or problem-solving manner. The continuous rigors of teaching (e.g., limited planning time, negative media, community pressures, students who just want to be "told the answer") are a challenge to and a drain on the stamina of even the most motivated teacher. As a result, it becomes much easier to prepare simplistic lessons that let the textbook do the teaching. Also, some teachers seem to be of the opinion that by the very fact that they are teachers, everything they do instructionally involves thinking. Although it may be true that they are teachers, it is not necessarily true that a particular lesson involves thinking, particularly thinking that is of a higher order. A fourth constraint has to do with the resources that are available to teachers and students. Quite often, activities that encourage higher-order thinking lead students in many directions. A variety of resources (e.g., almanacs, newspapers, magazines, resource books, a library, computers with appropriate hardware and software) need to be immediately accessible. If the necessary resources are unavailable or difficult to obtain, keen interest in any topic quickly wanes, particularly in the middle grades. Eventually motivation becomes more and more limited because both students and teachers know that their scope of interest will have to be narrow. As teachers design lessons that encourage higher-order thinking, they need to try to anticipate all the possible directions the students might take with the lesson and have available a variety of materials. For "thinking" lessons to be successful, planning is necessary--not only of the lesson but also of the various resources that might be needed. A fifth constraint on higher-level thinking is the atmosphere in which thinking is to take place. A classroom, for example, that is sterile and unimaginative, that has rows of desks where students see the backs of other students' heads, that does little to stimulate the mind suggests that in that place thinking may not be important. If classrooms are to be arenas where students are encouraged to think, teachers have the responsibility of providing a stimulating atmosphere for that thinking. A sixth constraint is the manner in which thinking is assessed. Typically, student learning is measured in ways other than the manner in which the learning occurs. The literature, however, is replete with articles about "authentic" assessment. There are many so-called alternative assessment practices that are appropriate for identifying true thinking and learning. Teachers know what these are and want to implement them. Unfortunately, state or school district guidelines often inhibit the use of anything other than the familiar forms of assessment. If schedules, attitudes, resources, atmosphere, and assessment practices appear to be constraints impossible to overcome, the result is a feeling of general helplessness, of why-try-because-nothing-positive-will-happen-anyway. If this sounds negative, it is meant to. We get lost in an endless circle where nothing constructive happens. I have sat in countless committee meetings where teachers discuss what they cannot do rather than focusing on what they can do and building from there [4].Troublesome as the constraints seem to be, however, they are not insurmountable. There are numerous approaches being implemented in schools today that, when applied appropriately, can lead to the kind of higher-order thinking. Among the practices hold such promise are block scheduling, integrating the curriculum and thematic teaching, portfolio assessment, cooperative learning groups, and brain-based learning/teaching [5]. There are many ways to move beyond the constraints on higher-order thinking that exist in higher schools. We know what needs to be done to encourage and perfect higher-order thinking. Teachers need to select one or two (or three) higher-level thinking practices to implement in their classrooms, and just do it. Changing the atmosphere is a beginning, but we need to do it, and do it all the time, so that the practice becomes habit and eventually is inherent in the educational setting. ReferencesArmstrong T. Multiple intelligences in the classroom / T. Armstrong. – Alexandria, Va.: Association for Supervision and Curriculum Development. – 1994. Caine R. N. Making connections: Teaching and the human brain / R. N. Caine, G. Caine. – Menlo. – 1994. Park Calif. Education on the edge of possibility / Calif. Park. – Alexandria, Va.: Association for Supervision and Curriculum Development : Addison-Wesley. – 1997. Edwards P. The Thinking/Learning System: A teaching strategy for the management of diverse learning styles and abilities / P. Edwards, E.F. Sparapani. – Educational Studies and Research. – 1996. – 14(2)2 - 12. Hart L. Human brain and human learning / L. Hart. – Village of Oak Creek, Ariz.: Books for Educators. – 1983.forming Professional Skills of prospective primary school Teachers of english in the information societyOlena Zymovets (Zhytomyr, Ukraine)In the Information Society it is very important for a teacher to possess professional skills connected with using Information and Communication Technologies in the educational process. In particular, teachers of English who work in primary school should bear in mind that the majority of their pupils use computers, mobile phones, Internet tablets and other gadgets from their early childhood. Today’s young learners can be called “digital natives” because they grow up with different technical devices, and ICTs have become a usual part of their everyday lives. On the other hand, their teachers are “digital immigrants” who got acquainted with modern technologies later, and they don’t feel so comfortable and confidents with them as their pupils [1: 8-9]. Hence, much attention should be paid to forming EL teachers’ professional skills connected with using ICTs in the process in their professional training at the pedagogical universities. One of the stages in the system of future EL teachers’ professional training is using specialized courses aimed at forming their professional skills with the help of ICTs such as the course “Using ICT in the Professional Activity of English Teachers in Primary School”. It is created on the basis of our course “Forming Professional Skills of Prospective FL Teachers with the Help of ICTs” [2: 345-346] taking into consideration the peculiarities of professional training of prospective primary school teachers.The course totally comprises 46 hours of lectures, practical classes and laboratory works and has the following structure:Introductory Lecture: ICT as a part of professional activity of EL teacher in primary school (2 hours).Module I: Using ready-made computer programs and Internet recourses for teaching young learners (8 hours).Theme 1: Using multimedia teaching programs on CD-ROMs, audio and video materials, presentations, printed handouts (4 hours).Theme 2: Using Internet recourses (ELT web-sites, online games, social networking services, blogs, etc.), E-mail and Skype (4 hours).Module II: Creating didactic materials with the help of ICT for teaching young learners (28 hours).Theme 1: Creating didactic materials with the help of Microsoft Office programs (MS Word, MS Excel, MS Power Point, MS Publisher) (8 hours).Theme 2: Creating didactic materials with the help of offline authoring tool “Hot Potatoes” (6 hours).Theme 3: Creating didactic materials with the help of online authoring tools (Puzzle Makers, Word Search Makers, Dice Makers, Bingo Cards Makers, Board Game Makers, Test Makers, Voki, etc.) (6 hours).Theme 4: Creating didactic materials with the help of graphics editing programs, digital audio editors, video editing software, screen capture software (Paint, Photoshop, Audacity, Movie Maker, СаmStudio, etc.) (8 hours).Module III: Planning, organizing and analyzing lessons and pupils’ extra-curricular work with using ICTs in primary school (8 hours).Theme 1: Planning, organizing and analyzing lessons with using ICTs in primary school (4 hours).Theme 2: Planning, organizing and analyzing primary pupils’ extra-curricular work with using ICTs (4 hours).Credit: Presenting electronic portfolios (2 hours).The course was tested with the students of the Zhytomyr Ivan Franko State University whose future speciality is “EL teacher in primary school” and primary school teachers of Zhytomyr during summer schools and methodological seminars. ReferencesDudeney, G., Hockly, H. (2007). How to Teach English with Technology. Harlow: Pearson Education Limited. Profesiino-metodychna pidhotovka studentiv-filolohiv u vyshchomu navchalnomu zakladi [Professional-Methodological Training of Students-Philologists in Higher Educational Establishments]: monohrafiia/ N.V.?Zinukova, L.V.?Kalinina, I.V.?Samoiliukevych ta in. Dnipropetrovsk: Vyd-vo DUEP, 2009. TRANSLATIONTRANSLATION OF HUMOROUS LINGUISTICALLY BASED MICROTEXTS: ELEMENTS OF A FRAME-LACUNARY APPROACHOlga Dolgusheva (Kirovohrad, Ukraine)The problem of translation of linguistically based jokes marks one of the intensive areas of inquiry in present-day linguistics. Many recent studies have focused on the difficulties in translation of the comic from English into Ukrainian. Since modern linguistics evidences an exceptional interest to the problem of understanding the text by a recipient-representative of another language and culture, a humorous microtext can become one of the determinant genres in such researches due to its high degree of linguistic and national-cultural originality. The key findings of the paper may be presented in the following statements:ethnic-cultural coloring of humor makes it the object of inquiry of linguo-country-study. Despite similar physiological and psychological principles of the comic there exists the so called national humor which reflects values of the nation it originated from; linguistic means of creating the comic effect in humoristic microtexts turned out to be the most productive, among which lexically based jokes dominate. It can be explained by a high potential of homonyms, phraseological units, polysemantic words, synonyms etc. to produce additional contextual meanings; the mechanism the comic effect in a linguistically oriented joke is created by the emergence of an ambiguous situation due to the wrong interpretation of a certain language unit;specific features of English (Ukrainian, German etc.) jokes determine a high degree of their lacunarity (linguistic and cultural). It causes difficulties in their interpretation and translation into a foreign language. The term “lacuna” is traditionally defined as a discrepancy of notional, speech and emotive categories of two local cultures (Yu.?Sorokin). In cognitive linguistics scholars employ the idea of a frame to decipher textual gaps. Thus, in order to overcome difficulties in understanding and rendering jokes into another language there should be activated those frames of a foreign recipient that would enable him/her to clearly realize the comic effect of a joke. According to M.?Minskiy, a frame is a term that denotes knowledge of things, objects, actions and phenomena etc. that are incorporated into everyday activity of communicants and is used for decoding textual information. some linguistic jokes (having homonymy, etymology, orthography, phonetics as a source of a comic misunderstanding) cannot undergo translation from English into Ukrainian. The reason for this is the absence or deficient activity of linguistic and non-linguistic frames for satisfactory decoding of lacunae in the original text. It would be thus of interest to study the mechanisms of deciphering linguistic and non-linguistic lacunae of those jokes that are marked by the highest degree of difficulties for their translation from English into Ukrainian.References1.?Babych, V.M. (1990). Linhvokrayinoznavcha Interpretatsiya Anhlomovnoho Tekstu [Luinguo-countrystudy Interpretation of an English Text]. Kyiv: Lybid’. 2.?Dolgusheva, O.V. (2011). Zastosuvannia Elementiv Freymo-lakunarnoho Analizu pry Perekladi Anhliys’kyh Zhartiv z Linhvistychnoyu Osnovoyu Ukrayins’koyu Movoyu [The Application of Elements of a Frame-lacunary Approach to Translation of Linguistic Jokes from English into Ukrainian]. In Naukovi Zapysky. Issue 95 (1). Filolohichni Nauky. In 2 Volumes. Kirovohrad: RVV KDPU named after V.Vynnychenko. Pp.?391-396.3.?Kubriakova, Ye.S. (Ed). (1996). Kratkiy Slovar’ Kognitivnyh Terminov [A Concise Dictionary of Cognitive Terms]. Moskva: Nauka.4.?Minskiy, M. (1988). Ostroumiye I Logika Kognitivnogo Bessoznatel’nogo [Wit and Logics of the Collective Unconscious] In Novoye v Zarubezhnoi Lingvistike. Moskva: Progress. Issue 23. Pp. 281-301. 5.?Sorokin, Yu.?A. (1977). Metod Ustanovleniya Lakun Kak Odin iz Sposobov Vyyavleniya Spetsifiki Lokal’nyh Kultur [The Method of Establishing Lacunae as a Means of Identifying Specific Features of Local Cultures]. In Natsional’no-kul’turnaya Spetsifika Rechevogo Povedeniya. Moskva: Nauka. Pp. 120-136. 6.?Suls, J. (1983). Cognitive Processes in Humor Appreciation. In Handbook of Humor Research: in 2 vol. / Ed. by Paul E. McGhee and Jeffrey M.?Goldstein. N.Y., etc.: Springer-Verl. Vol.1. Pp.40-54.7.?Zhabotinskaya, S.A. (1999). Kontseptual’nyi Analiz: Tipy Freimov [The Conceptual Analysis: Types of Frames]. In Visnyk Cherkas’koho Derzhavnoho Universytetu. Issue 11. Pp. С. 12-25.THE FUNCTIONS OF TRANSLATION IN A GLOBALIZED WORLDOleksandr Leonidov (Kirovohrad, Ukraine)There has always been a necessity for people to come in contact with the speakers of other language communities and render the information essential for their existence and scientific, technological and cultural progress. No other form of early contacts between people has proved at least as effective as language.Translation is far more complicated than the process of mere rendering of meaning. If one intends to understand translation, it is desirable that he should see the process of translation as a unity of interlinguistic, intralinguistic, and intersemiotic translations and a combination of linguistic, cultural, and ideological activity.According to Peter Newmark (1988), translation implies “rendering the meaning of a text into another language in the way that the?author intended.” Eugene Nida (1982) defined translation as “reproducing the closest natural equivalent of the source language message first in terms of meaning and secondly in terms of style.” One should not neglect the environment either. Translation is a process that takes place within a translator’s mind, but also within language, culture, and society. A language is a series of verbal habits that represent aspects of a culture. Those who wish to use the language of a different language community must learn how to use the words in a culturally acceptable manner. According to A. A. Potebnia, as cited in Sch?ffner (2001), “a person who speaks two languages shifts the character and direction of his thought. (…) This effort can be compared with what a switchman does in switching a train over to another track.” Learning and speaking a different language results in bilingualism, or complete mastery of two languages. It is an undeniable fact that bilingualism is necessary, but not sufficient for translation proficiency and efficiency. Other requirements include natural ability, training, and cultural background. Effective translation is unattainable without being aware of its cardinal functions, which can be comparable to those of language as such in the process of communication (referential, emotive, phatic, poetic, and metalinguistic). According to R. Jakobson (1968), there are four basic functions of translation, which are still relevant in the today’s globalized world: referential function (as objective reference to the objects and phenomena of the world; expressive function (as expression of the sender’s (subjective) attitude or feelings towards the things and phenomena of the world; appellative function (an appeal directed at the receiver’s sensitivity, previous experience or disposition to act); and phatic function (establishing / maintaining / ending (social) contact between the sender and the receiver). Each of these includes an open list of sub-functions revealed at a closer look.Basically, communicative functions of translation may be considered intercultural, whereas the verbal or nonverbal indicators used to mark them are determined by culture-specific norms, traditions, preferences, etc. Some scholars, O. Cherednychenko in particular, use the traditional classification of communicative, cognitive, and aesthetic functions. The fourth one is the nation-shaping function which has to do primarily with the native language and the issue of its preservation in the global cultural space. Concerning the impact of translated works on culture, R. Zorivchak claims that translation 1) educates the nation; 2) helps it to express itself; 3) contributes to the development of the national language; 4) nurtures literary language and enriches its poetic expression; 5) asserts the self-sufficiency of the language. Translators influence society and literature, and the result of their activity has far-reaching social effects, such as bringing the world closer and enhancing global citizenship.References1.?Jakobson, R. (1971). Selected Writings. II. Word and Language. The Hague, Paris: Mouton.2.?Newmark, P. (1988). A Textbook of Translation, NY & London: Prentice Hall.3.?Nida, E. and Taber Ch. (1982). The Theory and Practice of Translation, Brill.4.?Sch?ffner, Ch. (2001). The Skopos Theory. In?Routledge encyclopedia of translation studies,?ed. by M. Baker & K. Malmkj?r. London/ New York: Routledge.5.?Zorivchak, R. (2005). Ukrainskiy khudozhniy pereklad u natsiyetvorchyh vymirah. L’viv Ivan Franko National University.6.?Cherednychenko, O. (2006). Funktsii perekladu v suchasnomu sviti. Kharkiv Vasyl‘ Karazin National University.ACTUALITY OF PHRASEOLOGICAL COMPARATIVE CHARACTERISTICS DURING THE PROFESSIONAL TRANSLATIONS FROM ENGLISH AND POLISH INTO UKRAINIANTetiana Polishchuk (Bila Tserkva, Ukraine)The role of phraseology in English and Polish professional communication is undeniable. The main replenishment sources of idiomatic English and Polish fund are quite diverse. Every language, as we know, is composed of a large number of stable phraseological combinations. They convey spirit and unfading language beauty more clearly. Since language, like every social phenomenon, is evolving continuously, so is its phraseological fund. It is most pronounced in the national language phraseology, so it is not surprising that the phraseological question always remains relevant, drawing increasing scientists’ attention. Different phraseological material is examined actively. Some important theoretical positions are studied deeply. Semantic, structural, grammatical and stylistic features of idiomatic phrases are analised, the phraseology etymologisation questions are developed. The relevance of our paper is, despite the notable achievements in phraseological units studying, the question still remains poorly explored. The aim is to study the operation characteristics and the expressive translation describing a person in Polish and English phraseology.The task is to determine the theoretical foundations for the phraseological study, comparing Polish and English phraseology with the human characteristics value and character classification, dividing them into semantic groups. Improving artistic, social and political texts translation, making new dictionaries is hard to imagine without features clarification. During the English and Polish idioms’ translation we can use various methods: phraseological equivalents, tracing, phraseological equivalents, contextual changes and descriptive one-word translation. A variety of phraseology issues were investigated by Ukrainian scientists. The contribution to the phraseological theory is made by foreign scientists too. They: O. Potebnia, C. Bally, F. de Saussure, Y. Bylytsia, M. Demsky, S. Denisenko, V. Kononenko, J. Avaliani, N. Amos, V. Archangel, V. Vinogradov, V. Zhukov and others. The oldest dictionaries, with Polish phraseological units are bilingual or monolingual. They are: Knapiush’s dictionary (XVI), Trots’s dictionary (XVIII). The idiomatic English, Polish and Ukrainian language differences cause a lot of controversy in professional translation. is a phraseology element, which has certain laws. Among scientists and linguists there is no single approach to determine a phraseological unit. The term “phraseological unit” was introduced by Vinogradov to refer to those compounds that are formed during the broadcast and played back by tradition. For example, phraseological expression “of a stitch in time” means “time to take an action" comes from the proverb "a stitch in time saves nine"; “a velvet paw” means “deceptive softness", it comes from the saying “velvet paws hide sharp claws”; to come home to roost means “be given to the” comes from the saying “curses like chicken, they always come home to roost” and so on. Derivation isn’t hold only by shortening sayings, but also due to the expression restructuring, using idiomatic equivalents, for example: you can not get a quart into a pint pot - to get a quart into a pint pot – “strive to do the impossible”; the devil is not so black as he is painted - to paint the devil blacker than he is – “to exaggerate, to portray someone worse than it really is”; promises are like piecrust, made to be broken – a piecrust promise –“a promise, which is not going to perform”. The value of phraseological unit is not primarily related to each other as a major and original, but is the product of two (sometimes more) different acts metaphor and the implementation is an independent nominative task. Each phraseology lies its history, something interesting and unique. Because of the study, which is extremely exciting, deepens our knowledge of the features values of the phraseological units, make it possible to understand better the Polish and British people’s worldview and open broad prospects for further studies of language features’ expressive originality and their interpretation.References1.?Англ?йська фразеолог?я у культурно-етн?чному висв?тленн? / [ред.-упоряд. Ю.О. Жлуктенко]. – К. : Наукова думка, 1989.2.?Fedulenkova T. Phraseological Abstraction // Cross-Linguistic and Cross-Cultural Approaches to Phraseology: ESSE-9, Aarhus, 22-26 April 2008 / T. Fedulenkova. Arkhangelsk; Aarhus, 2009.CONTENTSGREETING WORDS3ACADEMIC WRITINGTamara Bondar (Cherkasy, Ukraine)5TEACHING EFL WRITING IN UKRAINEOlena Hundarenko (Kirovohrad, Ukraine)6USING ACADEMICALLY SPECIALIZED TERMS: REGISTERIrina Legzina (Gorlovka, Ukraine)7BUILDING WRITING LITERACY THROUGH SELF- AND PEER ASSESSMENTInna Livytska (Kirovohrad, Ukraine)8PROS AND CONS OF ALTERNATIVE ASSESSMENT IN TEFLAnastasiia Ostapchuk (Kirovohrad, Ukraine)9DISCURSIVE MARKERS OF EXEMPLIFICATION IN EFL ACADEMIC TEXTSHanna Udovichenko (Kryvyi Rih, Ukraine)10SUGGESTIONS FOR KEEPING A WRITING JOURNAL: WHERE WILL YOUR IDEAS COME FROM?BUILDING CAREER COMMUNITY NETWORKAnna Guseva (Kharkiv, Ukraine)11TO WIN OR NOT TO WIN?Olena Ilyenko (Kharkiv, Ukraine)12RE-THINKING CAREER SERVICES IN TIMES OF EMPLOYMENT UNCERTAINTY IN UKRAINEEMERGING TECHNOLOGIESGalyna Cherednichenko (Kyiv, Ukraine), Olga Kovalchuk (Kyiv, Ukraine)13BUSINESS AND PROFESSIONAL FOREIGN LANGUAGE ACQUISITION THROUGH ELECTRONIC MULTILINGUAL TERMINOLOGICAL DICTIONARY Anna Dudich (Kirovohrad, Ukraine)1421ST CENTURY SKILLSJulia Kurova (Kharkiv, Ukraine)15 Achievements and limits of pedagogic technologyNadiya Matsievska (Kamianets-Podilsky, Ukraine)16BLOGS AS A FOREIGN LANGUAGE CONTEXTIevgeniia Moshtagh (Kharkiv, Ukraine)17A NETWORK-BASED PROJECT COURSEValentyna Parashchuk (Kirovohrad, Ukraine)18READING RESEARCH ARTICLES ONLINE AS PART OF EFL TEACHER PROFESSIONAL DEVELOPMENTSvitlana Prokhorova (Zhytomyr, Ukraine)18USING WIKIS IN THE ESL/EFL CLASSROOMLiudmyla Pysarenko (Kharkiv, Ukraine)19TALK SHOW DISCOURSEKateryna Skyba (Khmelnytsky, Ukraine) 20NEW INFORMATIONAL TECHNOLOGIES AS INTEGRAL PART OF TRANSLATOR TRAINING PROGRAM Alona Surzhyk (Kirovohrad, Ukraine) 21Informational communication technology during professionalOksana Tarabanovska (Kharkiv, Ukraine) 21USING INTERNET FOR TEACHING BUSINESS ENGLISHSvitlana Zubenko (Kharkiv, Ukraine)22TV COMMERCIALS AT ESL/EFL CLASSROOMINTERCULTURAL COMPETENCETetiana Okolielova (Kirovohrad, Ukraine) 23VERBALIZATION OF COMICAL (HUMOUR, IRONY AND SATIRE) IN TEXTS OF MODERN AMERICAN COMMENCEMENT ADDRESSES Victoria Ostapchenko (Kharkiv, Ukraine) 24FORMATION OF LINGUO-CULTURAL COMPETENCE BY UNIVERSITY STUDENTS BY MEANS OF FOREIGN LANGUAGESNataliya Samoylenko (Sevastopol, Ukraine) 24developing of students of humanities intercultural competence in globalizing worldLITERATUREYaroslav Dolny (Kamianets-Podilsky, Ukraine) 25SELF IDENTITY OF WOMAN CHARACTERS IN WILLIAM FAULKNER’S WORKSBohdan Frantsishko (Kamianets-Podilsky, Ukraine) 26BRITISH POP-CULTURE IN J.K. ROWLING’S HARRY POTTER SERIESSvitlana Gladysh (Kamianets-Podilsky, Ukraine) 27American Spaces in Jhumpa Lahiri’s "The Third and Final Continent"Tamila Kravchenko (Cherkasy, Ukraine)27Jack Kerouac’s conception of a personality (bаsed on the novel “On the Road” by Jack Kerouac)Olga Levchenko (Zhytomyr, Ukraine) 28THE PROBLEM OF GENRE IN DRAMA STUDIESMaryna Luchytska?(Kirovohrad, Ukraine)29THE NARRATIVE MODELS OF THE TALES AND NOVELS BY E. HUTSALOAlisa Mykolaychuk (Kamianets-Podilsky, Ukraine) 30GENDER DIFFERENCES IN THE LANGUAGE OF TONI MORRISON’S NOVELSSvitlana Mykytiuk (Kharkiv, Ukraine) 31V.?ZHUKOVSKY’S RECEPTION OF POETICAL WORKS BY W.?SCOTTMarianna Prymak (Kamianets-Podilsky, Ukraine) 32THE RACE MOTIF IN TONI MORRISON’S “BELOVED”Ann Ptashnichenko (Bila Tserkva, Ukraine) 32PECULIARITIES OF AUTHOR’S INDIVIDUAL STYLENatalia Slyusar (Kamianets-Podilsky, Ukraine) 33SLAVERY ISSUES IN THE KNOWN WORLD BY EDWARD P. JONESMariya Troyan (Kamianets-Podilsky, Ukraine) 34MASS CULTURE IN BOBBIE ANN MASON’S NOVELSOlesya Zhurba (Kamianets-Podilsky, Ukraine)34THE ROAD MOTIF IN C. MCCARTHY’S NOVELLINGUISTICSSvetlana Alifanova, Alla Razan (Cherkasy, Ukraine)35STYLISTIC TRANSFORMATIONS OF PHRASEOLOGICAL UNITS IN ENGLISH PERIODICALS Nunu Byelkaniya (Kyiv,Ukraine) 36INSIGHT INTO TNE NATURE OF FORMULAIC LANGUAGELiudmyla Chumak (Zhytomyr, Ukraine) 36BLEND COMPOUNDS IN MODERN ENGLISH WORD-FORMATIONIlona Denysenko (Bila Tserkva, Ukraine) 37TYPOLOGY OF IDIOMATIC AND SET EXPRESSIONSAnna Gavryliuk (Kirovohrad, Ukraine) 37BIBLICISMS IN THE ENGLISH LANGUAGE: TYPOLOGY AND USAGEViktoriia Grygorash (Odesa, Ukraine) 38PROSODIC FEATURES OF THE MODERN YORKSHIRE DIALECT SPEECHOlena Halapchuk-Tarnavska (Lutsk, Ukraine) 39GENDER-MARKED AGE STEREOTYPES IN ENGLISH PROVERBS AND SAYINGSLiudmyla Herman, Vira Turchenko (Kharkiv, Ukraine) 40LEXICAL AND GRAMMATICAL PECULIARITIES OF MAORI ENGLISH AS A SOCIAL AND ETHNIC VARIETY OF NEW ZEALAND ENGLISHYevgeniya Karpenko, Sergiy Morkotun (Zhytomyr, Ukraine) 40Linguistic and structural features of a presentation speech in modern EnglishLiudmyla Kotniuk (Zhytomyr, Ukraine) 41EGOCENTRIC CHARACTERISTICS OF SCIENTIFIC PROSEOksana Mamatova (Kharkiv, Ukraine) 42Non-verbal Means of Communication: General CharacteristicsTetiana Maslova (Kyiv, Ukraine) 42PRAGMATIC POTENTIAL OF DEICTIC MARKERSElla Mintsys, Olesya Monyuk (Ivano-Frankivsk, Ukraine) 43THE USE OF EPITHETS IN FICTION TEXTValentina Pryanitska (Kharkiv, Ukraine) 44PROVERBS AS A MEANS OF WISE SPIRITUAL INFLUENCE ON PEOPLEIryna Salata (Kryvyi Rig, Ukraine)45NEW FORMS OF ENGLISH ABBREVIATIONS IN DIFFERENT KINDS OF MESSAGESSvitlana Sheremeta (Kamianets-Podilsky, Ukraine) 45SPEECH ACTIVITY IN ENGLISH: THE METAPHORICAL CONSTRUCTIONLesya Shulyakova (Kharkiv, Ukraine)46STRUCTURE AND CONTENTS OF BASIC UNITS OF SCIENTIFIC LANGUAGEAntonina Umanets (Kamianets-Podilsky, Ukraine) 47GENERATIVE PARADIGM IN AMERICAN STRUCTURALISMAnna Zizinska (Bila Tserkva, Ukraine) 47APPROACHES TO DESCRIBING INDIRECT SPEECH ACTSMETHODOLOGYMaryna Adeshelidze (Cherkasy, Ukraine)48TESTING AS A TOOL FOR ASSESSING LISTENING COMPREHENSION Svitlana Aleksandrovych (Kharkiv, Ukraine) 49COMMUNICATIVE APPROACH IN TEACHING ENGLISHTatiana Andreeva, Katie Subra (Minsk, Belarus) 50(RE)DEFINING ENGLISH LANGUAGE TEACHING THROUGH PROFESSIONAL VOCABULARY DEVELOPMENTHelen Anisenko (Kharkiv, Ukraine) 50PERCEPTUAL SKILLS TEACHING OF ESP STUDENTS IN THE PROCESS OF ENGLISH LANGUAGE LEARNING Maryna Babenko (Kharkiv, Ukraine) 51ALTERNATIVE ASSESSMENT IN ESL/EFL TEACHING AND LEARNINGMaria Baida (Zhytomyr, Ukraine) 52BLENDING CONTENT-BASED INSTRUCTION AND COOPERATIVE LEARNING IN A LANGUAGE CLASSROOMNadezhda Bevz, Diana Strelchenko.(Kharkiv, Ukraine)53HOW TO HELP STUDENTS TO BE MOTIVATED LEARNERS?Lilia Bilas (Kyiv, Ukraine)53AMERICAN REALEMS – A KEY TO NATONAL CULTURE Larysa Bondarenko (Kyiv, Ukraine)54 WHAT HINDERS MASTERY LEARNING? Svitlana Buchkovska (Kharkiv, Ukraine) 55CASE METHOD ON THE WAY TO ESP PROFICIENCYVictoria Bugaieva (Kharkiv, Ukraine) 56TEACHING EMPATHETIC LISTENING Marina Chirnitcaia (Kishinev, Moldova) 57OVERVIEW OF VOCABULARY IN THE FILM SCRIPT “YOU’VE GOT MAIL” BY NORA AND DELIAOlena Chorna (Cherkasy, Ukraine)57LANGUAGE OF COMPUTER-MEDIATED COMMUNICATIONOksana Chugai (Kyiv, Ukraine)58EFFECTIVE COOPERATIVE LEARNING: MAKE IT TRUETetiana Datska (Kirovohrad, Ukraine) 59A COUNTRYSTUDY TEXTBOOK FOR PROSPECTIVE EFL TEACHERSInna Dubchak (Cherkasy, Ukraine) 60THE GRAMMATICAL COMPETENCE COMPONENTS OF ENGLISH TEACHERS-TO-BEIgor Gizhko (Donetsk, Ukraine) 60TAKING A STEP FURTHER: HOW TO BECOME A CONNECTED EDUCATORElina Golovacheva (Yalta, Ukraine) 61BUILDING INTERCULTURAL COMPETENCE THROUGH INTERNATIONAL PROJECTSVolodymyr Goshylyk, Nataliia Goshylyk (Ivano-Frankivsk, Ukraine) 62EVALUATING STUDENTS’ PROGRESS IN STORY Tetiana Glutska, Iryna Sandovenko (Kyiv, Ukraine)63THE “ENGLISH-UKRAINIAN AND UKRAINIAN-ENGLISH THEMATIC DICTIONARY ON TOURISM” AS AN INSTRUMENTAL TOOL IN ACQUIRING VOCABULARY SKILLS FOR STUDENTS IN TOURISM MAJOR Valentyna Gundarieva (Kyiv, Ukraine)64USING PRESENTATIONS FOR ENHANCEMENT OF LEGAL ENGLISH LEARNING AND ACTIVATION OF ALL LANGUAGE SKILLSOlena Honchar (Kryvyi Rih, Ukraine) 65VALUE INCALCULATION THROUGH STORIESViktoriya Ignatenko (Bila Tserkva, Ukraine) 66TEACHING TRANSLATION. PECULARITIES OF ANNOTATIVE AND GIST TRANSLATION Anna Iushchenko (Kirovohrad, Ukraine) 66TEAM-BASED LEARNING AND LANGUAGE ACQUISITION Oksana Kadaner ( Kharkiv, Ukraine) 67BLENDED LEARNING APPROACH IN ESP TEACHINGVadim Kalinin (Zhytomyr, Ukraine) 68DEVELOPING CULTURAL AWARENESS OF A FUTURE ENGLISH TEACHER Oleh Kalko (Cherkasy, Ukraine)69EFFECTIVE TEACHING FOREIGN LANGUAGES USING INTERACTIVE BOARDS Tetiana Karaieva (Melitopol, Ukraine) 70THE PRINCIPLE OF INTEGRATING SPEAKING, LISTENING, READING AND WRITING IN THE COURSE OF BUSINESS ENGLISH LEARNING Tetiana Kibal’nikova (Kirovohrad, Ukraine) 71THE DOMINATING POINTS IN PHILOLOGICAL TEXT ANALYSIS Viktoriia Kochubei (Kirovohrad, Ukraine) 71COMPUTER-ASSISTED TECHNOLOGIES IN TEACHING PRONUNCIATIONLiudmyla Konoplenko (Kyiv, Ukraine) 72DEFINING PROFESSIONAL DIALOGUE FOR TEACHING TECHNICAL STUDENTS Helen Kostenko (Kharkiv, Ukraine) 72USING MEDIA TO TEACH ENGLISHSvitlana Koval (Cherkasy, Ukraine) 73COMPUTERISED APPROACH TO LANGUAGE LEARNING: MULTIMEDIA TEACHING TECHNOLOGIES Liudmila Kovaliova (Melitopol, Ukraine) 74DEVELOPING OF STUDENTS` MOTIVATION Alla Krokhmal (Kharkiv, Ukraine) 75PROFESSIONALLY-ORIENTED SPEECH SITUATIONS AS A MEAN OF DEVELOPMENT THE PROFESSIONAL SELF-PERFECTION NEED OF STUDENTSMaryna Kurnylovych (Kyiv, Ukraine )76CROSSWORDS AS AN ESSENTIAL PART IN FOREIGN LANGUAGE TEACHINGNatalya Kuzenna (Kirovograd, Ukraine) 77SOME PROBLEMS OF TEACHING ENGLISH IN TECHNICAL INSTITUTIONS Iryna Kuzmina (Kyiv, Ukraine) 77DICTOGLOSS – LANGUAGE TEACHING TECHNIQUE Olena Kuznetsova (Kharkiv, Ukraine) 78MODERN PERSPECTIVES OF FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION IN UKRAINE AND IN EUROPEAN STATES Tetyana Leleka (Kirovohrad, Ukraine) 78THE SECOND LANGUAGE LEARNING METHODS Anna Lyashuk (Kirovohrad, Ukraine)79TO USE THE STUDENTS’ FIRST LANGUAGE (L1) IN THE CLASSROOM OR NOT TO USE? Tetyana Lunyova (Poltava, Ukraine) 80WHEN A ROSE IS MORE THAN A ROSE: TEACHING SYMBOLIC MEANINGS OF PHYTONYMS AS A MEANS OF DEVELOPING INTERCULTURAL COMPETENCE Elena Lysytskaia (Kharkov, Ukraine) 81FORM OF NEWSPAPER ANALYSIS AT THE ENGLISH LESSONS FOR LAW STUDENTS Yulia Lytvyna (Melitopol, Ukraine) 81HUMAN ORIENTATION IN LEARNING ENVIRONMENT CREATINGNataliya Makhinya (Cherkassy, Ukraine)82LIFELONG LEARNING PROGRAMS IN EUOleksandr Malygin (Kryvyi Rih, Ukraine)83THE CHOICE OF TOPICS AND THE CONTENT OF THE LESSON WITH RESPECT TO TEACHING ENGLISH TO CHOREOGRAPHY STUDENTSOksana Maslovska (Kamianets-Podilsky, Ukraine) 84SHAPING A COMMUNICATIVE CURRICULUMOlena Mazko (Zhytomyr, Ukraine) 84INTERACTIVE TECHNIQUES AS A MEANS OF THE FORMATION OF PEDAGOGICAL INTERACTION CULTURESusanna Melikova (Kryvyi Rih, Ukraine) 85STUDENTS PROFFESSIONAL TRAINING DEVELOPMENT IN THE SYSTEM OF INTERACTIVE TECHNOLOGIES USINGTatiana Melnikova (Kharkiv, Ukraine) 86INNOVATIVE METHODS OF TEACHING SUMMARIZINGNina Mishchenko (Kharkiv, Ukraine) 86ELEMENTS OF DISTANCE LEARNING FOR FULL-TIME EDUCATIONTetiana Moroz (Kharkiv, Ukraine) 87TEACHING RESOURCES OF INTERNETSvitlana Myasoyedova (Kharkiv, Ukraine) 88SOME OF THE INNOVATIVE STRATEGIES IN TEACHING ENGLISH FOR SPECIFIC PURPOSESVira Mykhailova (Kyiv, Ukraine) 89TEACHER’S ROLE IN STUDENTS’ PROJECT WORKLiudmyla Naumenko (Kyiv, Ukraine) 89INNOVATIVE METHODS OF TEACHING ENGLISH Ksenia Nesterenko (Kharkiv, Ukraine) 90MASTERING COMMUNICATIVE SKILLS OF LAWYERS THROUGH BELLE-LETTERSOlena Okhapkina (Oleksandria, Kirovohrad region, Ukraine) 91TEACHING ENGLISH USING VIDEO IN THE CLASSROOMOlga Oliinyk (Kharkiv, Ukraine) 92LISTENING, SPEAKING AND WRITING IN THE CONTENT AREAS: TEACHING ENGLISH FOR CULTURE AND ART STUDENTSTetiana Oliinyk (Horlivka, Ukraine) 92INTERCULTURAL COMPETENCE IN FOREIGN LANGUAGE TEACHINGAlisa Omelchenko (Kharkiv, Ukraine)93CONSTRUCTIVISM IN FOREIGN LANGUAGE TEACHINGHelen Pahomova (Krivyi Rih, Ukraine) 94FORMATION OF THE COMMUNICATIVE READING COMPETENCE BY MEANS OF INTEGRATING READING STRATEGIESYulia Petrusevych (Chernihiv, Ukraine) 95MONOLOGUE AS A PART OF THE DIALOGUETetyana Pavlenko, Olena Umanets (Korsun’-Shevchenkivs’kyi, Ukraine)95ENGLISH THROUGH CIVICS ENGAGEMENTSvitlana Potapenko (Kharkiv, Ukraine) 96THIRD LANGUAGE ACQUISITION FOR FUTURE PROFESSIONALS IN TOURISMAnna Podolyanska (Cherkasy, Ukraine) 96Language Awareness as a Component of Philological SkillNatalia Podolyanska (Cherkasy, Ukraine) 97LINGUO-SOCIO-CULTURAL METHOD IN TEACHING ENGLISHYana Romantsova (Ukraine, Kharkiv) 98PORTFOLIO AS A MEANS OF MOTIVATION IN FOREIGN LANGUAGE LEARNING Julia Rybachuk, Helen Mykytiuk (Khmelnytsky, Ukraine) 99PROJECT WORK IN ENGLISH LANGUAGE TEACHINGDmytro Semelyuk (Kamianets-Podilsky, Ukraine) 100CONCEPTUAL METAPHOR PROCESSING IN MODELS OF LECTURE LEARNING Galina Sergeyeva (Kharkiv, Ukraine) 101SKILLS FOR SOCIALIZING IN ENGLISH MATTER MORE THAN EVER Ruslana Shamanska (Hadiach, Poltava region, UKraine) 102WEB2.0 TOOLS IN THE SOCIAL NETS FOR TEACHING SPEAKING, LISTENING AND IT SKILLSSvitlana Shchur (Cherkasy, Ukraine) 103TRANSLATION AS A MULTI-PURPOSE TOOL IN LANGUAGE TEACHINGOlga Sheiko (Zaporizhzhya, Ukraine) 103NATIONAL GEOGRAPHIC EDITION IN ENGLISH CLASS FOR FUTURE SOCIOLOGISTS AND PSYCHOLOGISTSLyudmila Shevkoplyas (Chernihiv, Ukraine) 104CORRELATION BETWEEN COGNITIVE AND METACOGNITIVE STRATEGIES IN TEACHING FUTURE EFL TEACHERS LISTENING COMPREHENSIONInna Siniahovska (Kryvyi Rih, Ukraine) 105INTEGRATED LEARNINGAnna Shvidchenko (Kyiv, Ukraine) 105VOCABULARY TEACHING CHALLENGESLina Smirnova (Kirovohrad, Ukraine) 106TEMPERAMENTAL DIFFERENCES AND THEIR INFLUENCE ON FOREIGN LANGUAGE LEARNING Tatiana Starodub (Krivyi Rih, Ukraine) 107TEACHING VERY YOUNG CHILDREN VOCABULARYOleksandra Smyrnova (Kyiv, Ukraine) 108USING REALIA IN UKRAINIAN EFL CLASSROOMOksana Starshova (Mykolaiv, Ukraine) 109COMPETENCES OF ACADEMIC WRITING TEACHERS Olena Solovyova (Kyiv, Ukraine) 110Tips for effective Classroom managementLidia Svitych (Kyiv, Ukraine) 111ENGLISH MEDIA TEXTS IN THE FORMATION OF LINGUOCULTURAL KNOWLEDGE OF STUDENTSLidia Taylor (Melitopol, Ukraine)111USING DRAMA TECHNIQUES IN LANGUAGE CLASSROOMLidia Tkachenko (Cherkasy, Ukraine) 112SECOND LANGUAGE LEARNING AND AGE Maryna Tsehelska (Kryvyi Rih, Ukraine) 113COGNITIVE TEACHING STRATEGIES AT THE ENGLISH LESSON Anna Uminska (Zhytomyr, Ukraine) 114THE DEVELOPMENT OF A PROFESSIONAL REFLECTIVE FOREIGN LANGUAGE TEACHER IN TERMS OF PLURILINGUAL APPROACHIryna Varava (Kharkiv, Ukraine) 114DEVELOPMENT STUDENTS’ LEXICAL KNOWLEDGE AS THE MAIN AIM OF TEACHING FOREING LANGUAGESJulia Vereshchak (Kirovohrad, Ukraine) 115AUSTRALIAN ENGLISH FOR ESL STUDENTSLiudmyla Voinalovych (Zhytomyr, Ukraine) 116MAIN PRINCIPLES OF TEACHING READING Maryna Vorobjova (Kharkiv, Ukraine) 116MIND MAPPING TECHNOLOGY AS INNOVATIVE METHOD OF LANGUAGE LEARNING Svitlana Vorokhobina, Yevgeniya Lanina (Kharkiv, Ukraine) 118CASE STUDIES IN TEACHING BUSINESS ENGLISH TO ADULT LEARNERSNataliya Vydashenko (Kharkiv, Ukraine) 118Tongue Twisters in Teaching English PronunciationOksana Yarmolenko (Kyiv, Ukraine) 119WHAT TEACHERS SHOULD AVOID TO BOOST LANGUAGE LEARNINGVira Yevchenko (Zhytomyr, Ukraine) 120TEACHING CRITICAL THINKING AT TEXT-BASED LESSONS FOR ADVANCED LEARNERS OF ENGLISH Natalya Yurieva (Kharkiv, Ukraine) 121COMPETENCY-BASED APPROACH TO TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSESOlga Zelinska, Valentina Simonok (Kharkiv, Ukraine) 122WORKING WITH NEWS IN ESP CLASSROOMNatalia Zhdanova (Donetsk, Ukraine); Svitlana Kobzar, Valentina Shadura (Zhytomyr, Ukraine)122MNEMONIC AID FOR TEACHING THE ORDER OF ADJECTIVESEvgenia Zimich (Luhansk, Ukraine) 123TEACHING CRITICAL THINKING IN HIGH SCHOOLSOlena Zymovets (Zhytomyr, Ukraine) 124forming Professional Skills of prospective primary school Teachers of english in the information societyTRANSLATIONOlga Dolgusheva (Kirovohrad, Ukraine) 125TRANSLATION OF HUMOROUS LINGUISTICALLY BASED MICROTEXTS: ELEMENTS OF A FRAME-LACUNARY APPROACHOleksandr Leonidov (Kirovohrad, Ukraine) 126THE FUNCTIONS OF TRANSLATION IN A GLOBALIZED WORLDTetiana Polishchuk (Bila Tserkva, Ukraine) 127ACTUALITY OF PHRASEOLOGICAL COMPARATIVE CHARACTERISTICS DURING THE PROFESSIONAL TRANSLATIONS FROM ENGLISH AND POLISH INTO UKRAINIANCONTENTS 128MEMO NOTESМ?Н?СТЕРСТВО ОСВ?ТИ ? НАУКИ УКРА?НИК?РОВОГРАДСЬКИЙ ДЕРЖАВНИЙ ПЕДАГОГ?ЧНИЙ УН?ВЕРСИТЕТ ?МЕН? ВОЛОДИМИРА ВИННИЧЕНКААСОЦ?АЦ?Я ВИКЛАДАЧ?В АНГЛ?ЙСЬКО? МОВИ TESOL-УКРА?НАВ?ДД?Л ПРЕСИ, ОСВ?ТИ ? КУЛЬТУРИ ПОСОЛЬСТВА США В УКРА?Н?Наукове виданняThe 19th International TESOL-Ukraine Conference19-а М?жнародна конференц?я Асоц?ац?? викладач?в англ?йсько? мови TESOL-Укра?наThe Global English Teacher: Improving What Works and Fixing What Doesn’tП?дписано до друку 02.04.2014.Формат 60×84 1/8. Пап?р офсетний. Друк р?зограф.Ум.-друк.арк. 16,3. Зам № 4676. Наклад 250 прим. ................
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