Кафедра англійської мови

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Browsing Кафедра англійської мови by Author "Kucherova, Olena"

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    Discourse schemas in science journalism
    (AVIAZ, 2021) Kucherova, Olena
    As science journalism is becoming more appealing nowadays for general public, there has been much interest in studying this genre of communication. Online media scientists take the opportunity to communicate directly with the general public rather than rely on journalists as mediators. Scientists themselves become the journalists who write for the public aiming to explain how science works and increase public understanding. Science experts work as a nonprofit closely with the public so that the latter can experience science. They introduce new research, new advances of technology in order to educate the general public, communicate the value of research, harness collective intelligence. As a result, direct public communication implies a shift from external observation to self-representation of science. Most discourses have structures that are regarded as conventional, canonical and fixed formats of a genre. The present study explores the formal schemas of science journalism discourse, related to its interactional function.
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    English for natural sciences : підручник для студентів вищих навчальних закладів природничих спеціальностей
    (2021) Kucherova, Olena; Nesterenko, Lyudmila; Prisna, Tetiana
    Підручник “English for Natural Sciences” призначений для студентів вищих навчальних закладів природничих спеціальностей (біологія, екологія, хімія, фізика та астрономія). Він має на меті формування у студентів спеціалізованих мовних навичок та вмінь фахового спрямування. Підручник складається з шести розділів (Education, Work and Employment, Science and Technology, Globalization, Ethical Values, Nature and Ecology) відповідно до Програми курсу Англійська мова (за професійним спрямуванням) НаУКМА. Крім того, він містить розділ, присвячений розвитку усних та письмових навичок (Making Effective Presentations, Describing Information in Graphics, Writing Academic Essays). Розрахований для використання під час аудиторної та самостійної роботи студентів.
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    The role of contextualization in teaching discourse competence: the experience of the English language university course aimed at acquiring proficiency
    (2023) Kucherova, Olena; Riabokon, Hanna
    The article focuses on the importance of teaching a language in full contextual perspective, not single lexical or grammatical units, but certain texts in the context of real-life communication, which contributes to discourse competence. The article outlines basic communicative strategies and examines teaching methods and techniques for developing academic skills required by the Common European Framework of Reference for Language. The article aims to prove the importance of context in teaching general discourse competence, which is a prerequisite for acquiring proficiency at the university level. The authors present the main outcomes of their teaching experience in the course of English language for Philological specialties for third year students at National University of Kyiv-Mohyla Academy. The topics suggested to students are complex academic or professional issues withing such abstract themes as World English, Business Communication, The Mind, News and Media, Global Issues, Time, Technology and Innovation. The syllabus for the course is designed in a contextual approach, which implies wide use of authentic materials of various genres and themes, instead of concentrating only on one textbook. The authors argue that discourse competence should be acquired through a number of receptive and productive methods by pattern practice drills, listening, speaking and writing. Among the types of authentic materials suggested by the authors are newspaper and magazine articles, TED Talks, discussions, news, documentaries, interviews, parts of the books and other types of texts. The authentic texts should be brought to the classroom not only by teacher, but also by students. The research suggests learning objectives for four communicative language strategies: reception, production, mediation, and interaction, which should be clearly stipulated in the syllabus and considered when designing particular tasks. The results of the study can be employed by university teachers for a language course design.