Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations

Professionally oriented English language teaching in medical institutions of higher education: linguistic aspect

2026-06-16T09:13:44+00:00

The article is devoted to the study of linguistic aspects of professionally oriented teaching of English in medical institutions of higher education. In modern conditions of globalization and active development of international medical cooperation, there is a growing need to train future medical specialists who are able to effectively carry out professional communication in English. That is why the problem of forming professional foreign language competence of students of medical specialties is of particular relevance.

The article considers the main theoretical approaches to professionally oriented teaching of English, and also analyzes the linguistic features of medical discourse and medical terminology, which play an important role in the process of training future doctors. Particular attention is paid to the specifics of the use of professional vocabulary, terminological units and typical language structures that are characteristic of the medical sphere. It is determined that effective mastery of English in a professional direction involves the integration of language knowledge with the professional training of students.

The study substantiates the need to use modern methodological approaches to teaching English to students of medical specialties, in particular communicative, competency-based and interdisciplinary approaches. It has been established that an important factor in the formation of professional English-language competence is the use of authentic educational materials, medical terminology and modeling of professional communicative situations.

It is concluded that professionally oriented English language teaching in medical institutions of higher education should be based on a combination of linguistic and methodological principles, which will contribute to increasing the level of foreign language training of students and developing their ability for effective professional communication in the international medical environment.

Evolution of computer-assisted translation systems: from traditional CAT-tools to large language models

2026-06-16T10:36:50+00:00

The study is devoted to a profound analysis of how the rapid digitalization of the translation industry dictates new rules for training future linguists. Today, we witness not merely a software update, but a genuine shift in the professional paradigm: from conventional CAT-tools and translation memory accumulation to the large-scale involvement of large language models (LLMs). The paper traces the evolution where neural networks and generative artificial intelligence become not just assistants, but full-fledged cognitive partners of a translator.

The focus is on the radical transformation of a translatorʼs role. The modern translator is gradually moving away from the traditional “blank slateˮ approach, mastering the skills of prompt engineering and intelligent post-editing. Analyzing the experience of such platforms as RWS Trados and MemoQ, the article emphasizes that the future of the translation industry lies in hybrid ecosystems, where the technological power of AI is combined with the terminological rigor of classical tools.

The central idea of the research is the transition from the closed “black boxˮ model to the transparent “white boxˮ concept. This allows for shifting the use of neural networks from the realm of academic dishonesty into the zone of conscious learning. A viable mechanism is proposed the introduction of mandatory AI interaction reports for translators. In this format, students do not merely report on the finished text but justify the logic of their queries and every correction made after the machine output. This transforms the requirement of integrity from a formal prohibition into an organic element of professional ethics.

The practical significance of the study is in the development of a laboratory work algorithm based on critical literacy. The proposed method of multi-system translation comparison teaches students to distinguish between literal transcoding and AI “hallucinations ˮ. The conclusions emphasize that the new digital capability of a linguist is, above all, a synergy of high technology, ethical responsibility, and critical thinking within the “human-in-the-loop” model.

English abbreviations in the field of education: thematic classification and teaching methods

2026-06-16T10:53:12+00:00

The professional training of future foreign language teachers and translators requires a command of the terminology of the relevant field, including its abbreviated forms. Drawing on similar studies classifying Ukrainian and foreign-language terms across various fields, the author notes a lack of research dedicated to English-language abbreviations. Together with the need for their systematic structural and thematic classification, this has led to the relevance of this study, the aim of which is to identify thematic groups and sub-groups and to determine their structural features. The tasks include selecting material, grouping it into thematic categories, and providing recommendations for teaching abbreviations. English-language terminology, as a coherent system, is formed on the basis of shared conceptual characteristics and unites lexical units according to their extra-linguistic features. Its study involves organising terms by dividing them into thematic groups and sub-groups. The basis for such a division is the denotative feature, i.e. the correlation of terms with phenomena and objects of real life. This article examines the problem of systematising 100 English abbreviations, selected from original English sources, on the basis of three semantic categories: ʼstudents, pupils and their levels of foreign language proficiencyʼ, ʼlanguage as the object of study or researchʼ, and ʼconditions of learning and teachingʼ. According to the results of the analysis, the thematic groups of English abbreviations formed are characterised by hierarchy (centre and periphery), variability in terms of branching, composition of components, structure, part of speech, and methods of terminological formation. The common conceptual features of the components across all thematic groups ensure their thematic coherence, logical consistency and clarity. The consistent and systematic study of abbreviations during the process of learning English contributes to the development and improvement of reading skills and to raising the overall level of foreign language proficiency. Further research should focus on clarifying the structural organisation and word-formation patterns of English-language abbreviations, analysing strategies for their accurate rendering into Ukrainian, and identifying effective methodological approaches to their mastery and appropriate use in foreign-language speech during the training of future teachers and translators.

The imperative in contemporary Ukrainian discourse and its methodological interpretation in foreign Language teaching: the challenges of war

2026-06-16T12:57:00+00:00

The article examines the functioning of imperative constructions in the Ukrainian language and culture through the prism of the challenges posed by the Russian-Ukrainian war and analyzes the main differences in comparison with Anglo-Saxon imperative pragmatics. Using a contrastive approach and speech act theory, the study explores the high intensity of directiveness in contemporary Ukrainian communication. It has been established that the context of martial law in Ukraine has legitimized a “military-style” mode of communication within the civilian sector. This shift is characterized by “pragmatic reduction”, the ellipsis of etiquette markers in favor of cognitive economy and the rapid transmission of critical information.

The study demonstrates that while English-language discourse continues to perceive the direct imperative as a threat to individual autonomy, the contemporary Ukrainian linguocultural environment interprets it as a marker of responsibility, leadership, and social solidarity. The authors conclude that the increasing habitual use of imperatives in Ukrainian culture during martial law represents an adaptive mechanism rather than an expression of communicative aggression. At the same time, a potential post-war sociolinguistic conflict is predicted between the newly formed “directive style” and globalized standards of politeness (soft skills), which requires further research into strategies for harmonizing these communicative models. It is recommended to integrate the development of pragmatic competence into educational curricula in order to prevent intercultural conflicts and ensure effective communication.

The article provides examples of the practical application of cognitive approaches to teaching imperative constructions in English, including the analysis of communicative situations, explanation of forms of expressing inducement (command, request, instruction, advice). In particular, it is shown how case studies can contribute to more effective acquisition of the category of politeness and strategies for mitigating the imperative, which is especially relevant for students learning foreign languages in the context of intercultural communication. Such an approach not only expands linguistic competence but also helps to form a more comprehensive understanding of English pragmatics. Thus, the article emphasizes the importance of applying pragmatic approaches in grammar teaching, allowing linguistic, cognitive, and cultural aspects to be integrated into a unified training process. The use of such methods promotes not only a deeper mastery of syntactic models of the imperative but also the development of critical thinking, which is essential for preparing highly qualified specialists capable of appropriately selecting linguistic means depending on the interlocutorʼs status and the conditions of the contemporary environment.

Peculiarities of rendering English culture-bound vocabulary

2026-06-21T14:01:05+00:00

The article examines the translation of culture-bound lexical units within the linguocultural approach as an essential component of intercultural communication. The relevance of the study is determined by the growing role of translation in a globalized world and the necessity to adequately reproduce national and cultural specificity in translated texts. The aim of the research is to identify the peculiarities of translating culture-bound units, analyze their classifications, and substantiate the role of linguocultural translation strategy in conveying cultural meanings. The research is based on descriptive, comparative, and linguocultural methods, as well as contextual analysis. Different approaches to defining culture-bound vocabulary are considered, existing classifications of culture-bound units proposed by Ukrainian and foreign scholars are analyzed. The study suggests dividing culture-bound vocabulary into proper names, realia, and symbolic units representing different types of cultural information. It is established that translation of such units requires the application of a linguocultural strategy involving the choice between foreignization and domestication depending on the communicative purpose of translation. The main techniques of rendering culture-bound vocabulary are identified, including transcription, transliteration, calque translation, descriptive translation, and functional equivalents. The study demonstrates that taking into account cultural specificity helps preserve pragmatic potential and ensures translation adequacy. The findings confirm the necessity of a comprehensive approach to translating culture-bound units with consideration of intercultural context.

Application of elements of problem-based learning in teaching the educational component “Rhetoric” to phd pharmacy students

2026-06-19T19:14:09+00:00

The article examines the issue of implementing problem-based learning technology in higher education institutions as an effective means of training a new type of specialist capable of critical thinking, independent decision-making, creative activity, and professional communication. The relevance of developing rhetorical competence in PhD students, many of whom are oriented toward teaching careers, is substantiated. It is emphasized that the level of communicative and rhetorical skills directly affects the effectiveness of the educational process, studentsʼ motivation, and the quality of learning outcomes.

The study analyzes scientific approaches to problem-based learning, including the ideas of the Socratic dialogue, John Deweyʼs concept of “learning by doing,” Jerome Brunerʼs theory of discovery learning, as well as the contributions of domestic and foreign scholars to the development of cognitive and creative abilities of learners. It is determined that, despite a considerable body of research, insufficient attention has been paid to the development of applied problem-based cases adapted to specific educational programs and categories of students.

The purpose of the article is to substantiate the feasibility of applying problem-based learning in the professional training of future teachers in pharmaceutical higher education institutions and to present original examples of problem-based rhetorical tasks. The essence of problem-based learning is revealed as the organization of the educational process through the creation of problem situations that stimulate cognitive activity, develop analytical thinking, and foster the ability to act under conditions of uncertainty.

A classification of problem-based tasks is proposed, and a system of cases aimed at developing logical thinking, argumentation, communicative flexibility, and reflective skills is designed. It is shown that the use of such tasks enhances learning motivation, contributes to the formation of professional competence, and ensures readiness for pedagogical activity.

It is concluded that problem-based learning is an effective tool for integrating theoretical knowledge with practical skills, intensifying learning activities, and creating conditions for the continuous professional development of future specialists.

Large language models in the professional training of future foreign language teachers: prompting technologies

2026-06-19T19:25:38+00:00

The article substantiates the pedagogically sound use of prompting techniques for applying large language models in the professional training of future foreign language teachers.The relevance of the study is determined by the transformative potential of artificial intelligence in education and the need for a systematic analysis of chatbot application mechanisms in the development of professionally oriented communicative competence in future teachers of English. Despite studentsʼ active use of digital language tools, existing research predominantly focuses on general pedagogical outcomes, leaving insufficient attention to strategies for effective interaction through prompt design. The aim of the article is to develop a typology of prompts and information verification strategies for the pedagogically sound use of chatbots in practical language training. The methodological foundation included theoretical and methodological analysis of scientific sources, comparative analysis of contemporary approaches, systematization and classification of prompt types, methodological modeling of a task complex across various types of speech activity, and a descriptive-analytical approach with illustrative examples. The study develops a systematized typology of prompting techniques (action prompt, scenario prompt, explanation prompt, supplementation prompt, and prompt for providing material for analysis) and substantiates the principles of their effective formulation, including grammatical correctness, clear structure, specificity, positively framed instructions, avoidance of CEFR-level requests, and iterative refinement through experimentation. Three information verification strategies (SEARCH, CREATE, and CHASE-IT) are proposed for checking the reliability, relevance, and academic integrity of generated content, which is critically important for reducing the risks of hallucinations, bias, and uncritical borrowing. The study demonstrates that interaction with chatbots can contribute to the development of all components of professionally oriented communicative competence ‒ linguistic, speech, linguosociocultural, and learning-strategic ‒ provided that students develop prompting skills and the ability to critically evaluate generated outputs. The practical value of the study lies in a coherent set of tasks for reading, speaking, and writing that supports the development of speech skills, metacognitive strategies, and digital literacy and can be used in curricula for the Practical Course in English for students of pedagogical specialties.

Onomastic content as a pedagogical tool for UEE English language test preparation

2026-06-21T13:28:52+00:00

In recent years, the challenge of effectively preparing bachelor students for high-stakes standardized English language tests, particularly the Unified Entrance Exam (UEE), has become a central concern for university language departments. Traditional test preparation methods often fail to integrate language content with practical application and deep cultural context. The purpose of this article is to examine the potential of onomastic content as a pedagogical tool to improve the efficiency and effectiveness of English language test preparation in higher education and to propose a structured model for integrating onomastics into the university curriculum. The source for this study was tests taken from educational website. This article presents the results of a study of the English language tests in the Ukraine. The scientific novelty of the study lies in its focused application and methodological exploration of onomastic resources specifically within the context of UEE preparation for bachelor students. The study details how onomastic units serve as rich contextual material to reinforce vocabulary acquisition, and deepen cultural literacy. This focus on content-driven, context-rich instruction represents a departure from rote test drills. Integrating onomastic content into the university curriculum for UEE preparation represents a significant enhancement to language teaching methodology. By leveraging the inherent cultural and linguistic richness of proper names, instructors can transform abstract language rules into engaging, memorable, and contextually grounded lessons. This approach demonstrably improves studentsʼ lexico-grammatical competence and cultural awareness, leading to increased confidence and higher scores on high-stakes standardized tests. As universities seek more effective strategies for test preparation, onomastics offers a powerful, yet often underutilized, pedagogical resource. The results of this study have significant implications for curriculum development and language pedagogy. The findings of this paper can find application in the development of work programs, the creation of English language manuals and online textbooks, as well as in the creation of methodological recommendations for English tests preparing in different countries.

Task-based learning as an effective method of teaching foreign languages in Higher Education Institutions

2026-06-21T13:51:25+00:00

The article explores Task-Based Learning (TBL) as an effective method for teaching foreign languages in higher education. It highlights the importance of communicative and student-centered approaches in modern language education and stresses the increasing need for practical language use in academic and professional settings. Amid globalization and the digitalisation of education, traditional teaching methods are being gradually replaced by approaches that encourage active student participation and real-life communication.

The core principles of TBL, including meaningful tasks, learner engagement, and authentic communication, are examined in detail. The article argues that language is most effectively acquired through practical use rather than through isolated study of grammar and vocabulary. Particular attention is given to the structure of task-based lessons, which include the pre-task phase, task cycle, and language focus stage. Each phase is analysed in terms of its pedagogical purpose and its role in developing studentsʼ communicative skills.

Furthermore, the study explores key benefits of TBL, such as increased student motivation, the development of communicative competence, and the promotion of learner autonomy. The approach also enables the integration of interdisciplinary content, allowing students to combine language learning with their professional training. This is especially important in higher education, where foreign language proficiency is closely linked to future career prospects and academic success.

Additionally, potential challenges in implementing TBL are discussed, including the need for carefully designed tasks, adaptation to different proficiency levels, and adequate teacher training. Despite these obstacles, the findings suggest that TBL greatly enhances the effectiveness of foreign language teaching and supports the development of practical communication skills. The study concludes that TBL possesses strong methodological potential and promising opportunities for further adoption in higher education.