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

Exploring peculiarities of phrasal verbs in the English language acquisition

Y. Bozhko — 2025-05-31

The relevance of the paper lies in its examination of phrasal verbs as a complex linguistic phenomenon, essential for proficient English fluency, given their syntactic unpredictability, semantic variability, and cross-linguistic differences that hinder non-native learners. The purpose of the article is to explore the peculiarities and role of phrasal verbs in learning English, analyzing their syntactic and semantic variability, as well as the challenges they create for speakers of other languages.

The article employs several research methods, including: descriptive analysis to highlight the syntactic, semantic, and idiomatic complexities of phrasal verbs; a context-oriented approach to determine the effectiveness of teaching phrasal verbs through real-life situations, dialogues, and authentic materials; a comparative method to compare phrasal verbs with their formal synonyms to outline their role in spoken and written communication; linguistic analysis to study the structure and meaning variations of phrasal verbs, illustrating their syntactic unpredictability.

The research results have shown that phrasal verbs are particularly challenging due to their figurative meanings and the differences in syntactic structures across languages. For instance, learners’ first languages influence how they understand and use phrasal verbs in English. Some languages lack equivalent constructions, making direct translation ineffective and leading to mistakes in comprehension and reproduction. Teachers often employ visual aids, role-playing, and real-life scenarios to enhance the learning process.

Context-oriented learning, where phrasal verbs are introduced through dialogues and authentic materials, has proven effective in helping students grasp their meanings and usage.

The conclusions state that phrasal verbs are an important and at the same time complex aspect of English. The article suggests that future research should focus on developing more effective teaching strategies, as well as studying the use of phrasal verbs in modern digital communication.

Structural classification of English abbreviations for forms of assessment and names of diplomas and certificates related to language teaching

N. Kovalchuk — 2025-05-31

Professional training of future foreign language teachers and translators/interpreters requires knowledge of the terminology of the relevant field, including abbreviated forms of such terminology. The article analyses thematic groups (TG) and subgroups (TSG) of English-language abbreviations in the field of language learning, in particular abbreviations denoting forms of assessment and names of diplomas and certificates. Based on similar studies of Ukrainian and foreign language terms in various fields, the author claims the lack of research on English abbreviations, which, together with the need for their systematic, structural and thematic classification, accounts for the relevance of the study. The aim of this study is to identify the aforementioned TG and TSG and determine their structural characteristics. The tasks included selecting the research material, dividing it into thematic groups and structural types, and formulating conclusions and prospects for further research. The system of English terminology, formed on the basis of relevant conceptual features, includes a set of lexemes united by extralinguistic properties. An important task of studying the terminological system is the division of lexemes into TG and TSG. The denotative feature, which denotes the realities of extra-linguistic reality, is the criterion for distinguishing TG and TSG. The research material included 100 abbreviations selected from original English-language sources. TGs and TSGs within the analysed corpus have different degrees of branching, which determines the location of the most numerous and most branched TGs and TSGs in the centre, while the least numerous TGs and TSGs are located on the periphery. Based on the thematic classification, TGs and TSGs were analysed according to the quantitative composition of components (ranging from 2 to 6), structural models of construction (the ratio of initialisms, acronyms and combined abbreviations; combination of full forms with abbreviated forms, different types of abbreviated forms in one abbreviation); belonging of components to corresponding independent or functional parts of speech, presence of homonymy features. The components of abbreviations are based on different term-forming models, on which the method of translating abbreviations may hypothetically depend. The prospect for further research focuses on more detail-oriented description of structural models of abbreviations, on the study of such dependencies and on the application of the results of such research in the training of future foreign language teachers and translators/interpreters.

The role of cognitive linguistics in the interdisciplinary coordination of foreign language teaching

L. Matviienko — 2025-05-31

The article deals with the role of cognitive linguistics in the process of interdisciplinary coordination of foreign language teaching in higher education institutions. Cognitive linguistics is an interdisciplinary field that studies the relationship between language, cognitive processes, and cultural phenomena. It provides unique tools for improving the educational process and developing studentsʼ professional language competence. Particular attention is paid to the study of cognitive models that contribute not only to the development of language skills but also to the cognitive abilities necessary for successful professional activity. The use of cognitive linguistics in interdisciplinary coordination allows for a deep understanding of specific terminology in various fields of knowledge.

The author analyses the application of cognitive approaches through the integration of frame theories, metaphorical models, and cognitive maps into the process of teaching foreign languages. Language is seen not only as a tool of communication, but also as a means of shaping thinking and worldview. The application of cognitive theories allows students not only to master terms, but also to learn to conceptualise complex abstract concepts within a particular professional field. This is especially important for future professionals. Through these models, they acquire the ability to apply the language in different professional situations, taking into account the specifics of each particular industry.

The article presents examples of practical application of cognitive approaches in foreign language teaching. They include the analysis of professional terms, the use of metaphorical constructions to explain abstract concepts, and the creation of cognitive maps to visualise the links between different concepts. In particular, it is shown how cognitive maps contribute to more effective learning of complex terms and concepts. This is especially important for students learning foreign languages in the context of their professional activities. This approach not only contributes to the expansion of language competence, but also helps to form a more holistic view of the subject area.

The author of the article also highlighted her own experience of applying cognitive approaches in teaching specialised disciplines at Poltava State Agrarian University.

Prerequisites for the emergence of communicative barriers in the acquisition of the Croatian language by Ukrainians (using the example of an adult audience)

L. Petrovska — 2025-05-31

The article examines the prerequisites for the emergence of communication barriers, which are obstacles in communication that forcibly displaced persons from Ukraine who found themselves on the territory of Croatia encounter in the Croatian language learning. The study was conducted by observing of six groups of Ukrainian citizens who attended the Croatian language course during 2023 –2025 at the primary and intermediate levels.

Successful integration of migrants into the local community involves employment and ensuring an adequate standard of living, a key prerequisite for which is mastering the language of the country. Despite the fact that Ukraine and Croatia belong to the same Slavic linguistic and cultural space, mastering the Croatian language poses many challenges for many Ukrainians to the same extent as the process of social adaptation.

Four primary factors that influence the emergence of communicative barriers in the communication of Ukrainians in Croatian are analyzed: age, educational and professional, knowledge of other languages, and the close relationship of the Ukrainian and Croatian languages. During the observation, we discover that each of the analyzed factors has an equally positive and negative impact on the process of learning the language. On the one hand, a higher level of education of the speaker and his/her proficiency in other foreign languages contributes to faster and more effective mastery of the Croatian language, but we often encounter phenomena opposite to what is expected. Thus, a wide vocabulary of the native language hinders the speaker in building elementary speech structures in a foreign language. In the same way, knowledge of other foreign languages forces the speaker to rely on previously acquired speech experience and is manifested in a slowdown in the production of new language structures. Interestingly, bilingual Ukrainians with dominant Russian have a much harder time mastering Croatian than those whose dominant language is Ukrainian, which can be recorded at different stages of language learning and at different language levels. Here, perhaps the key factor in the emergence of communicative barriers is the fact of the close relationship of the languages that are in focus, which is caused by the discrepancy between the level of understanding and the level of production of language structures.

Understanding the prerequisites for the emergence of communicative barriers is a necessary component in choosing a strategy for building a foreign language teaching, which, among other things, is one of the key factors for successful social adaptation and integration of migrants in crisis situations. At the same time, the primary task of a foreign language teacher is to promote the development of both linguistic and cultural competence.

Cultural diplomacy through language: the Ukrainian case and the potential of multimedia resources

A. Poltoratska — 2025-05-31

This article examines the Ukrainian language as a key instrument of cultural diplomacy in the digital age, particularly in the context of hybrid war, geopolitical transformation, and global media expansion. It addresses the growing importance of language as a vehicle of national identity, symbolic resistance, and soft power projection in times of crisis. Using a qualitative case study approach, the research analyzes how contemporary multimedia platforms, such as the global language-learning app Duolingo, the volunteer-driven Ukrainian online course Ye-Mova, and the ethnographic storytelling project Ukraїner, contribute to the international promotion of the Ukrainian language and cultural narratives. In parallel, the study explores state-led initiatives coordinated by the Ministry of Foreign Affairs and the Ukrainian Institute, including Ukrainian-language audio guides in major international museums. The findings indicate that digital tools not only facilitate access to the Ukrainian language but also foster intercultural dialogue and global solidarity. However, the article also identifies several limitations, including weak institutional coordination and a lack of long-term impact assessment. By highlighting both the opportunities and challenges of linguistic diplomacy, the study offers insights relevant to scholars of philology, cultural studies, and international communication. It concludes by outlining future research directions in digital diplomacy, educational innovation, and the role of language in global identity formation.

Pedagogical grammar as the framework of TEFL research. Part 18. Functional linguistic models and pedagogical grammar

L. Chernovaty — 2025-05-31

The paper continues discussing the potential of various linguistic grammar (LG) theories, which the author began to analyse in the previous article in the series. The present paper is devoted to a general assessment of the functional approachesʼ relevance. Such an assessment is based on the opinion that the pedagogical potential of the functional models of the 1970s, in particular M. Hallidayʼs theory, has been underestimated. The author shares the opinion of other researchers who believe that functional models are of special interest because, unlike traditional grammar, they study not only the surface structure of language, but also its relation to communication. Data on this relationship are important for the development of language skills in communicatively significant situations. Based on the functionalist view that the structure of language reflects the functions it is intended to perform as a means of communication, the author analyses the empirical, interpersonal and textual functions proposed by M. Halliday. On the basis of this analysis, the pedagogical potential of the information provided by the textual function of this model is demonstrated using the example of teaching the use of English passive structures. The article also highlights the value of research into the functional perspective of the sentence for pedagogical purposes. Starting from the assumption that the value of a particular linguistic theory for foreign language teaching depends on its proximity to the PRAXIS point in the model proposed by Titone, the author concludes that functional theories are probably closer to it than structural and transformational ones, but stresses the need for targeted experimental studies. Concluding the analysis of the prospects of using functional grammar data for foreign language teaching, especially for the development of foreign language grammar skills, the author suggests that, at the present stage of linguistics as a science, it is likely that traditional grammar will continue to play an important role in such teaching, while pedagogical grammar will remain eclectic.

Storytelling as a means of teaching effective communication in a foreign language

I. Shkarban — 2025-05-31

The research investigates the ways in which storytelling enhances cognitive engagement, critical thinking, linguistic development, and emotional involvement, ultimately leading to improved language acquisition and communication skills. Drawing upon theoretical frameworks from cognitive psychology, educational linguistics, and neuroscience, the study demonstrates that narratives facilitate learning by embedding linguistic structures within meaningful contexts. Empirical evidence substantiates the claim that storytelling activates multiple cognitive and emotional pathways, thereby enhancing information retention, motivation, and active participation. Storytelling proves to be vital in promoting social interaction, knowledge negotiation, and peer scaffolding within collaborative learning environments.

The research methodology comprises a comparative analysis of traditional communicative approaches versus modified storytelling techniques implemented with first-year university students majoring in English translation at Borys Grinchenko Kyiv Metropolitan University. Both quantitative and qualitative data were gathered through structured assessments, semistructured interviews, and classroom observations. Statistical analysis affirmed the positive influence of storytelling-based instruction on students’ language proficiency, revealing significant improvements in the experimental group’s speaking skills, levels of engagement, and retention of lexical and grammatical structures. The task-based storytelling activities, which enable learners to actively create narratives, engage in problem-solving, and enhance their creative and analytical thinking skills facilitate students’ ability to contextualize language use by immersing them in authentic and semi-authentic discourse patterns. Incorporating storytelling into foreign language instruction aligns with modern pedagogical frameworks that prioritize experiential learning, student-centered approaches, and multimodal engagement.