Кафедра англійської мови
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Browsing Кафедра англійської мови by Author "Fedoriv, Yaroslava"
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Item Acknowledgement of the challenges in constructing different types of discours(2023) Fedoriv, Yaroslava; Shuhai, Alla; Pirozhenko, IrynaEffective communication involves constructing different types of discourse in various contexts. However, this process poses unique challenges, understanding which is essential for improving communication skills, writing strategies, and discourse analysis. This research problem focuses on exploring the challenges that individuals encounter when constructing the main types of discourse by identifying the specific linguistic, cognitive, and socio-cultural factors that contribute to these challenges. The goal of this research is to gain a comprehensive understanding of the challenges involved in constructing the basic types of discourse. By examining the difficulties associated with such types of writing as narrative, descriptive, process, instructional, expository, reasoning, and persuasive, this study aims to identify specific linguistic, cognitive, and socio-cultural factors that contribute to these challenges. Through the analysis of these factors, the research will provide insights that can facilitate the development of strategies, interventions, and resources to support individuals in improving their discourse construction skills. The aim of this research can be achieved through mixed methods, such as (i) collecting quantitative data (surveys and assessments) to measure the individuals’ difficulties in constructing the target types of writing; (ii) collecting qualitative data (interviews and focus group discussions) to gain insights into the linguistic, cognitive, and socio-cultural factors influencing these challenges; (iii) analysing obtained statistical and qualitative data.Item Decoding Resilience: A Linguistic Exploration of Motivational Constructs in Survey Responses(AVIAZ, 2023) Fedoriv, Yaroslava; Shuhai, Alla; Pirozhenko, IrynaThe study of motivation-related language is crucial due to its role as a tool for expression and influence, shaping communicants' motivations, choices, and outcomes. This paper explores the connection between language, motivation, and resilience, focusing on defining the notion of resilience based on a survey consisting of resilience-related questions and involving university student respondents. The proposal investigates how linguistic cues in survey responses contribute to defining resilience, identifies key motivation-related language patterns, and explores variations in linguistic cues across different academic subgroups, with the goal of enhancing our understanding of language's role in defining resilience for practical implications in research and pedagogical interventions.Item Empirical Foundations of Defining Notions: A Survey Based Methodology(AVIAZ, 2023) Fedoriv, Yaroslava; Zhukorska, LiudmylaThis research explores empirical methods in defining linguistic notions, drawing insights from recent literature on diverse approaches to understanding complex linguistic units. It focuses on identifying key features, including cognitive dimensions, linguistic verbalization, and cultural/historical references. Addressing challenges in defining word meanings, the study emphasizes the adaptability of survey methods, guided by insights from a comprehensive literature review highlighting the pivotal role of empirical research in unveiling linguistic data and understanding language use and cognition. The paper methodically describes participant selection, data collection, and the design of empirical research instruments. The data analysis combines quantitative analysis via Google Forms for closed questions and qualitative content analysis for open-ended questions, resulting in a nuanced understanding of participants' responses and contributing to a holistic exploration of defined linguistic notions.Item English for Resilience : comprehensive coursebook(The National University of "Kyiv-Mohyla Academy", 2023) Fedoriv, Yaroslava; Finogina, Tetiana; Pirozhenko, Іryna"English for Resilience" is a comprehensive coursebook designed to enhance English language skills while promoting resilience and motivation. The book is structured into three parts, offering synchronous class activities, independent work, and application of knowledge. The ten units cover various topics, including self-awareness, positive thinking, goal setting, communication, problem-solving, resilience in relationships and the workplace, self-care and well-being. Each lesson incorporates engaging activities such as introductory discussions, surveys, analysing inspirational videos, role-play, vocabulary building activities, and writing tasks. The book provides resources for teachers, including a sample lesson plan, survey questions, and further reading suggestions. It also directly addresses students, offering a collection of engaging activities, projects, and sample answers to enhance their oral and written language skills. Additionally, self-check and final examination questions are included to assess their progress. The book activities are thoughtfully designed to enhance students' vocabulary, listening, speaking, reading, writing, critical thinking, cultural awareness, and confidence in applying resilience skills. Whether used as a primary coursebook for a specifically designed syllabus or as a supplementary resource for other English as a Foreign Language (EFL) courses, it aims to support both students and teachers who face challenging circumstances.Item Finding your voice: developing effective communication strategies(2023) Pirozhenko, Iryna; Shuhai, Alla; Kharchenko, Oksana; Fedoriv, YaroslavaThis article introduces the coursebook "Finding Your Voice: Enhancing Communication Skills" for higher education institutions in Ukraine. The coursebook provides authentic materials and exercises to develop students' EFL skills, focusing on oral and written communication. The coursebook is designed to be used alongside the accompanying "Workbook" which includes grammar, vocabulary, and writing activities, promoting independent and group work. It aims to improve students' communicative, linguistic, and sociocultural competence, enabling them to effectively use English in diverse intercultural communication contexts.Item Insights into human vs AI discourse production(2023) Fedoriv, Yaroslava; Pirozhenko, Iryna; Shuhai, AllaThis research aims to explore linguistic tools and identify features distinguishing human and AI discourse in order to preserve human creativity in communication, ensure fair text attribution, and gain insights into the implications for EFL proficiency assessment.Item Linguo-Cognitive Markers in Human vs AI Text Attribution: A Case Study of Narrative and Descriptive Discourse(Актуальнi питання гуманiтарних наук, 2023) Fedoriv, Yaroslava; Shuhai, Alla; Pirozhenko, ІrynaThis research aims to investigate and compare writing strategies in human-generated and AI-generated texts, focusing on linguistic features and identifying indicators that distinguish between the two. The paper examines the role of discourse markers as indicators of text authorship, focusing on thematic comparisons between parallel texts created by humans and artificial intelligence. The article follows the conventional structure including Introduction, Literature Review, Research Methodology, Results and Discussion, Conclusion, and Supplement. From the viewpoint of creating English texts by non-native speakers, using discourse markers to determine the origin of texts emphasises the relevance and novelty of the research. A distinct advantage of the study lies in the identification of similarities and differences between texts produced by human writers and artificial intelligence, exemplified through narrative and descriptive texts. Investigating linguistic features and cognitive markers in these texts illuminates the nuances of literary discourse functioning and contributes to a balanced understanding of the impact of information technologies on various communication domains. The conclusions highlight prospects for research in the coexistence of and interaction between human creativity and artificial intelligence technologies. Ultimately, the research offers a fresh perspective on discourse markers and their role in discourse construction and functioning. It identifies characteristic features of narrative and descriptive texts created by humans and artificial intelligence. The obtained results enrich the understanding of linguistic and cognitive markers in discourse creation, especially in the context of rapid technological advancements in the field of artificial intelligence.Item The rhetoric of resilience in Ukrainian academia(Science and innovation of modern world : proceedings of IX International Scientific and Practical Conference London, United Kingdom, 18-20 May 2023, 2023) Fedoriv, Yaroslava; Finogina, Tetiana; Pirozhenko, Iryna; Shuhai, AllaThis paper examines how the language of resilience promotes learner motivation during crises, like pandemics or armed conflicts. Specifically, during quarantine or wartime, utilising the language of resilience in education proves quite effective. Related communicative strategies include highlighting education's importance, fostering perseverance, cultivating a growth mindset, celebrating small accomplishments, and providing support. Stylistic devices like metaphor, repetition, anaphora, and parallelism enhance the message. By applying these tools in academic discourse and crafting persuasive messages, educators can inspire learners to overcome adversity, maintain motivation, and develop the resilience needed to face challenges.Item Sequencing EFL learning activities for mastering scholarly communication skills(2023) Fedoriv, Yaroslava; Shuhai, Alla; Pirozhenko, IrynaSequencing EFL learning activities for mastering scholarly communication skills is a crucial aspect of English as a Foreign Language (EFL) instruction. Scholarly communication skills, essential for students who aim to excel in higher education or pursue careers in academia, refer to the ability to effectively convey ideas, arguments, and research findings in an academic or professional context. This process involves planning and organising the progression of language tasks and exercises to develop communication skills appropriate for the context of scholarly communication, which entails guiding students through a series of activities that help them develop proficiency in academic writing, speaking, reading, and listening. Sequencing learning activities in EFL classrooms serves multiple purposes. It provides a structured framework that scaffolds students' learning, ensuring their progression from simpler to more complex tasks. Additionally, it allows incorporation of a variety of instructional techniques, resources, and materials to engage students and enhance their learning experience. This project explores the importance of sequencing EFL learning activities for mastering scholarly communication skills. This includes various strategies, approaches, and best practices for effective sequencing to foster the development of academic language proficiency. The goal of sequencing EFL learning activities for mastering scholarly communication skills is to guide learners in their language development from the initial proficiency level to a higher level of language competence. Strategic organisation and progression through a series of activities aim at enhancing students' ability to effectively convey ideas, arguments, and research findings in an academic context. The sequencing approach scaffolds students' learning, provides exposure to a variety of language tasks and resources, and fosters the development of academic language proficiency. The ultimate target is to empower students with the necessary skills and confidence to excel in academic and professional settings that require relevant scholarly communication abilities.Item Strategies and Practices for Enhancing Learner Motivation in Times of War: Ukraine Case Study(2023) Fedoriv, Yaroslava; Pirozhenko, Iryna; Solomashenko, Nataliya; Zhukorska, Liudmyla; Fedoriv, MariyaThe paper discusses the topic of enhancing learner motivation in times of war, with a specific focus on the case of Ukraine. This research aims to explore the learner motivation in the emergency situations and techniques of enhancing online learner motivation. The authors conduct a study of the students’ survey responses and explore applicable strategies and practices that can be used to support and motivate learners in difficult circumstances.