Кафедра англійської мови

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https://ekmair.ukma.edu.ua/handle/123456789/12004

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Browsing Кафедра англійської мови by Author "Pirozhenko, Іryna"

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    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.
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    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, Іryna
    This 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.
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    Paragraph writing: a way to structure students' mindset in written and oral utterance
    (2023) Pirozhenko, Іryna; Semyankiv, Iryna; Shuhai, Alla
    The article states that the skill of writing a paragraph is a primary task in the process of successfully mastering educational bachelor programs as preparation for academic activities, namely written and oral. Professional experience shows that the lack of ability to build an opinion, using the appropriate linguistic structures and techniques of the English language, can become a challenge. The authors analyse this issue and offer ways to overcome the use of linguistic template models of the Ukrainian language for oral or written utterance in English.