Перегляд за Автор "Зубенко, Оксана"

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    Blended learning як інноваційний підхід навчання іноземної мови.
    (м. Ужгород: Видавничий дім «Гельветика., 2021) Коваленко, Світлана; Ворначев, Андрій; Зубенко, Оксана
    The 21st century requires new approaches to learning foreign languages. The introduction of modern innovative technologies in the higher educational process creates new opportunities for the implementation of didactic principles in individualization and differentiation, has a positive effect on the development of cognitive students activity, their creative activity and consciousness. The theory of blended learning at higher educational establishments requires further substantial research because today needs changes in the educational process by adjusting to the requirements of society, which determines the relevance of the study. The purpose of the article is to clarify the essence of blended learning during the acquisition of a foreign language at higher educational establishments based on the educational complex “Business Partner” (PEARSON). To describe the theoretical material, there is used descriptive method with the techniques of contextual analysis, classification, generalization and interpretation. In the article, blended learning is defined as a kind of methodology, where there is a combination of online (students develop theoretical material independently, record incomprehensible nuances), traditional (students discuss the material, find out incomprehensible things previously) and self-study learning (occurs in any convenient for the student time by performing tasks in the application MyEnglishLab). Advantages of blended learning: involvement of Internet technologies, student independence, time savings, regularity, fast feedback, high objectivity of assessment, effectiveness. Disadvantages: the need for Internet connection anywhere and its high-quality connection, the need for modern equipment. The use of blended learning in studying a foreign language is fundamentally important because it is an effective distribution of educational material at a convenient pace and as a result, the student gets a full learning experience. The prospect of further research is to study the models of blended learning in detail that can be used for the most effective studying foreign languages.
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    Фразеологізми в економічному дискурсі та особливості їх вивчення на заняттях з ІМПС.
    (Ужгород: Видавничий дім «Гельветика», 2022) Іщук, Наталя; Зубенко, Оксана; Цимбаліста, Оксана
    The article is devoted to the study of phraseology and the role of the discipline “Foreign Language for Specific Purposes” (FLSP) for students of higher education. Phraseologisms are a means of expressing emotions and evaluating the depicted events. They help to know customs, traditions and culture, to understand the mentality of people who speak the language. Phraseological units have been and remain the subject of research by many linguists however the role and importance of phraseology in FLSP classroom for students of higher education have received little attention from researchers, which determines the relevance of the study. The purpose of the article is to investigate the role of phraseological units in FLSP classroom for students of economic specialities in higher education institutions. The research object is phraseology in English and Ukrainian. The research subject is translation features of phraseology in FLSP classroom for students of economic specialities. The research material is the phraseology of the English language and phraseological units corresponding to the Ukrainian language, selected by a method of continuous sampling from the textbooks used in FLSP classroom. The methods of analysis, descriptive, comparative, system-structural, contextual, inductive and deductive were used in the work to solve the purpose of the study. Analysis of phraseology used at FLSP shows that they are from different areas (economics, politics, religion, education, law, etc.). The work with English phraseology in FLSP classroom is in 3 stages: acquaintance, training and active use of the phraseological units. The translation occupies a special place in FLSP classroom in working with phraseology because in many cases it is impossible to translate literally. After all, in the content of phraseology, there is a specific national picture. Areas of further research are the expressive and stylistic potential of phraseology used in FLSP classroom for students of higher education, as well as the semantic classification of English phraseology and features of translation into Ukrainian.