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Документ Academic communication: a foundational skill for scholarly and educational success(Riga, Latvia : «Baltija Publishing», 2025-11) Lysak, HalynaThe main aim of the article is to provide a comprehensive overview of academic communication by explaining its nature, key characteristics, and various types, while highlighting the challenges students face and offering strategies to enhance effectiveness. The article seeks to help students, educators, and researchers understand how academic communication functions across different contexts and platforms, enabling them to develop stronger academic literacy, critical thinking, and meaningful participation in scholarly communities.Документ Benefits and Challenges of Blended Learning in Higher Education Institutions(Термінова поліграфія, 2022-05) Лисак, Галина Олександрівна; Lysak, HalynaSince numerous institutions have chosen to drop all in-person classes, including labs and other learning meetings, and have ordered that staff move their courses online, blended learning has become one of the learning approaches embraced by many higher education institutions. The reason for its increased use can be found in the fact that blended learning cannot be confined to space and time, nor can it be assigned a single specific method or delivery mode.Документ Challenges and benefits of integrating blended learning technologies into higher education institutions(Хмельницький національний університет, 2024) Lysak, HalynaBlended learning, also known as hybrid learning, is defined as an innovative educational approach combining traditional face-to-face instruction with digital learning modalities, offering students greater flexibility in their learning journey. Particularly significant in times of quarantine or pandemic, blended learning requires educators to adapt and creatively meet the educational needs of students.Документ Challenges of teaching English for specific purposes.(Baltija Publishing, 2025-01) Lysak, Halyna; Rogulska, OxanaДокумент Development of students’ phonetic competence in higher education(Видавнича група «Наукові перспективи», 2026) Lysak, HalynaThe article examines the conceptual and methodological foundations of developing phonetic competence in higher education. The transformation of contemporary language education and the increasing demands for effective intercultural communication require the modernization of pronunciation teaching and the integration of theoretical, practical, and psychological components of learning. In this context, phonetic competence is considered as an integrative system that combines phonological awareness, articulatory mastery, perceptual training, and reflective self-monitoring. The study analyzes modern linguistic models explaining pronunciation acquisition, in particular the Contrastive Analysis Hypothesis and the Speech Learning Model, which clarify the role of native language interference in second language learning. Special attention is paid to the difficulties experienced by Ukrainian learners in mastering segmental and suprasegmental features of English pronunciation. It has been proven that effective phonetic training in higher education should move beyond traditional imitative methods toward humanistic, competence-based, and technology-enhanced approaches. The integration of articulatory awareness, perception-oriented instruction, gamification, cooperative learning, and real-life professional contexts significantly increases functional intelligibility and learner autonomy. The article emphasizes the importance of explicit phonetic instruction for future language teachers, philologists, and interpreters, whose professional activity requires a high level of theoretical knowledge and practical pronunciation skills. It is concluded that the development of phonetic competence in higher education requires a balanced integration of theoretical understanding, practical training, and psychological awareness, supported by both traditional linguistic foundations and modern technological tools.Документ Implementation of immersive technologies in foreign language learning: analysis of foreign and domestic (ukrainian) experience(Хмельницький національний університет, 2022) Lysak, HalynaThe use of modern immersive technologies in the educational process is due to changes in the development of information and communication technologies and the challenges of the pandemic, which forced learning and working remotely. The article summarizes the Ukrainian and foreign experience of using immersive technologies in education in general and in the process of learning foreign languages in particular. A general description of the concepts “virtual reality”, “immersion” and “immersive technologies” in the context of their use in the educational process has been presented. The advantages of using immersive technologies over traditional ones have been defined and proved. They are visibility, concentration, involvement and effectiveness It has been determined the expediency of using immersive technologies in the process of learning foreign languages as a method and technology of long-term immersion of students in a foreign language space based on a foreign language or bilingual education, which involves the use of video, audio, and text information by students to form relevant professional competencies. The research of scientists and their main results related to the selection and application of immersive technologies in teaching foreign languages have been analyzed. Virtual applications that can be used for learning a foreign language have been analyzed. The conclusion has been formulated that immersive technologies provide the formation and development of a new information method of presenting and learning educational material, which positively affects the formation of basic and professional competencies of students studying a foreign language. The opinion about the possibility of combining immersive learning methods with other interactive methods has been substantiated.Документ Integration of english for specific purposes into applied linguistics curriculum: overview of leading universities’ experience and a new approach suggestion(Хмельницький національний університет, 2020-05) Садовець, Олеся Володимирівна; Лисак, Галина Олександрівна; Sadovets, Olesia; Lysak, HalynaThe aim of the paper is to prove the relevance and appropriateness of ESP for students studying Linguistics in tertiary education, design possible formats of its implementation and check its effectiveness by means of experiment. In the course of the research the experience and practice of leading universities of Great Britain, the USA, Canada and France have been analyzed, peculiarities and specificity of Applied Linguistics curriculum have been studied and the place of ESP in educational process has been defined. In the result of the conducted analysis a completely new approach to ESP in Applied Linguistics curriculum has been suggested. It has been defined that ESP course for linguists must be focused on the tasks corresponding to the types of professional tasks that linguists may perform in their future professional life. The idea of developing an ESP revision course has been outlined. Tasks within it are supposed to cover the main skills of professional linguists – doing research in linguistics, doing linguistic analysis of texts, processing information using IT and working with machine translation; translating and interpreting; editing and proofreading. 20 Bachelor’s degree students of Khmelnytskyi National University (Ukraine) studying linguistics professionally in Applied Linguistics specialty took part in this research. The experiment took place in 2018-2019 and 2019-2020 academic years. The results of the experiment indicated significant dynamics in increase of students’ academic performance (proficiency) in the experimental group. During the experiment, the students of the experimental group significantly improved their knowledge and developed ESP skills. At the beginning of the experiment only 5 students (17 %) had a high level of professional knowledge and skills whereas at the end of the experiment the number of students reached 6 (50 %). The originality and the value of the study lies in a new approach to ESP for future linguists (branch that has never been included to the list of ESL branches before). The value of the ESP revision course has not only been substantiated but demonstrated on the basis of designed lessons and samples of tasks that can be included into them.Документ Methodological features of teaching professionally oriented English to students majoring in finance and banking(2025-12) Lysak, HalynaThis paper examines the methodological features of teaching professionally oriented English for Specific Purposes (ESP) to students majoring in Finance and Banking within the context of Ukraine’s integration into the European and global educational space. The research aims to develop a differentiated ESP teaching model that aligns linguistic instruction with professional, cognitive, and intercultural requirements of the financial domain. Using a qualitative and comparative approach, the study analyzes international and Ukrainian ESP methodologies and identifies specific linguistic, communicative, and analytical needs of finance and banking students. The findings reveal that effective ESP instruction in this field must integrate economic content, professional discourse, and intercultural competence while fostering analytical and reflective skills. The proposed differentiated model incorporates three interrelated dimensions (cognitive-professional, communicative-interactive, and analytical-reflective) ensuring professional relevance and adaptability across educational contexts. The study emphasizes the importance of interdisciplinary collaboration, authentic assessment, and digital learning tools to enhance learner engagement and global employability.Документ Organization of non-formal education in European countries(2019-05) Лисак, Галина Олександрівна; Lysak, HalynaThe formation of non-formal education in the European countries is characterized by a wide political, state and social recognition of its significance and the implementation of its forms and methods of organization, depending on the needs of the population. Institutes of non-formal education in Europe varies depending on the socio-political and economic situation in the country. At the same time, the main providers of educational services are state-owned establishments and public associations.Документ Peculiarities of teaching a foreign language to higher education students specializing in management and administration(Переяслав (Київ. обл.): Домбровська Я. М, 2025-03) Lysak, Halyna; Orlovska, OlhaThe study of foreign languages by students specializing in management and administration in non-linguistic higher education institutions aims to develop foreign language communicative competence, which is essential for effective professional interaction in various spheres of human activity. Special emphasis is placed on acquiring in-depth knowledge of the language in the context of professional economic communicationДокумент Tendencies and features of globalization and internationalization of higher education: the experience of the European countries(Хмельницький: «Термінова поліграфія», 2023) Lysak, HalynaGlobalization and internationalization of higher education are gaining increasing importance within the development of society. These trends involve the exchange of information among countries, which leads to the development of new forms and approaches to organizing higher education, increased cooperation between researchers from different countries, and a significant increase in academic mobility, both in terms of quantity and quality, resulting in the emergence of new types of universities.Документ The historical development of English: from old English roots to a global lingua franca(Publishing House of Polonia University „Educator”, Czestochowa, 2025) Lysak, HalynaThe article explores the historical development of the English language from its earliest Germanic origins to its present-day global status. English, a West Germanic language of the Indo-European family, has undergone profound phonetic, morphological, syntactic, and lexical transformations over more than fifteen centuries. The Old English period was characterized by a complex inflectional system and rich Germanic vocabulary. Contact with Latin during Christianization and with Old Norse during Viking invasions introduced significant lexical borrowings and simplified morphology. The Norman Conquest marked the beginning of the Middle English period, when French and Latin exerted strong influence on English vocabulary and style, and grammatical endings were gradually lost. By the 15th century, English re-emerged as a national language, particularly through the works of Geoffrey Chaucer. The Early Modern English period brought standardization, the Great Vowel Shift, and extensive lexical enrichment from Latin and Greek during the Renaissance. This was also the age of Shakespeare and the King James Bible, which established the foundation of modern literary English. The Late Modern period saw the spread of English through colonial expansion and globalization, resulting in numerous regional and national varieties.Документ The integration of Artificial Intelligence in efl instruction across Europe:a critical review of tools, methods and impacts(Хмельницький національний університет, 2025) Lysak, HalynaThe integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education marks a significant transformation in pedagogical practices, particularly in higher education. In many European countries, such as Germany, Estonia, Finland, and Ukraine, this transformation is accelerating as education systems increasingly adopt AI technologies that replicate human cognitive processes like problem-solving and decisionmaking. They provide unprecedented opportunities for personalizing language learning based on individual student needs. This study explores current trends, pedagogical models, and empirical findings related to the implementation of AI in EFL classrooms, with particular attention tо its impact on the development of language skills, learner autonomy, and affective factors such as motivation and engagement. Within the European context, these issues are especially relevant due to the widespread status of English as a foreign language and the strategic emphasis on digital innovation in national education systems. Drawing on both international and Ukrainian research, the study examines the application of widely used AI tools, such as chatbots, writing assistants, translation platforms, and intelligent tutoring systems, in language teaching. Empirical evidence, including findings from European-based studies, indicates significant improvements in students’ receptive (reading, listening) and productive (speaking, writing) language skills, lexical acquisition, and intercultural competence. Furthermore, AI enhances the affective dimension of learning by boosting motivation, promoting engagement, and alleviating foreign language anxiety through personalized, adaptive feedback and autonomous learning pathways. Despite these benefits, the integration of AI into EFL education is characterized by some challenges, including students’ over-reliance on technology, insufficient digital literacy among users, ethical concerns regarding data privacy, and a lack of comprehensive pedagogical frameworks. The study emphasizes the need for pre-service teacher training programs that effectively incorporate AI competencies. Overall, the study results indicate a positive impact of integrating AI into the teaching of English as a foreign language in European counties (including Ukraine), demonstrating how technological innovations can complement traditional pedagogical approaches to support accessible, effective, and learner-centered foreign language education in the digital era.Документ The new approaches to organization of students’ individual work in foreign language learning in ukraine and abroad(Khmelnytskyi National University, 2017) Lysak, Halyna; Martynyuk, OlenaDifferent approaches to organization of students’ individual work using information technologies in Ukraine and abroad have been presented in the paper. The authors have analyzed the concept and role of students’ individual work in the language learning process. It has been revealed that students’ individual work is a rather flexible process and involves such activities as preparation for lectures, practical tasks, workshops, preparation for different types of control, solution of different complexity level problems in and out of class; work with various sources of information and writing essays, reports, summaries. It has been concluded that information technologies can be a powerful tool for everybody who wants to learn foreign languages through individual work and an efficient facility to enlarge students’ creative potential. The concept of “information technologies” in education has been analyzed and the advantages of using information technologies in organization of students’ individual work have been determined. Language practice at phono and video laboratories, the use of the Internet resources, special computer software and online courses, e-books, electronic encyclopedias and dictionaries have been analyzed as the most effective means to organize students’ individual work in the language learning process.Документ Використання можливостей сервісу Google Classroom у процесі формування іншомовної комунікативної компетентності майбутніх вчителів іноземної мови(Національний університет «Острозька академія», 2021) Лисак, Галина Олександрівна; Lysak, HalynaУ статті розглянуто основні можливості використання сервісу Google Classroom у процесі формування іншомовної комунікативної компетентності майбутніх вчителів іноземної мови. Проаналізовано основні підходи до визначення понять іншомовної комунікативної компетентності, розглянуто особливості впровадження у навчальний процес медіа технологій, зокрема, хмарних технологій. Охарактеризовано переваги використання платформи Google Classroom у процесі вивчення іноземної мови. Основна увага приділена можливостям використання даного сервісу в процесі формування іномовної комунікативної компетентності.Документ Модель «перевернутого» навчання у викладанні лінгвістичних дисциплін майбутнім учителям англійської мови(Видавничо-поліграфічний центр "Візаві", м. Умань, 2020) Мартинюк, Олена Володимирівна; Лисак, Галина Олександрівна; Martyniuk, Olena; Lysak, HalynaУ статті розглянуто особливості використання моделі «перевернутого» навчання у викладанні лінгвістичних дисциплін майбутнім учителям англійської мови. Запропонована ідея «перевернутого» навчання базується на використанні навчальної платформи Moodle, створеної для забезпечення викладачів та студентів можливістю розробки персонального навчального середовища. Надано рекомендації з організації іншомовної навчальної діяльності із застосуванням програмного додатку Extempore. Схарактеризовано основні переваги та недоліки моделі перевернутого навчання у викладанні лінгвістичних дисциплін.Документ Навчання студентів закладів вищої освіти усного англомовного монологічного мовлення(Хмельницька гуманітарно-педагогічна академія, 2019-06) Лисак, Галина Олександрівна; Мартинюк, Олена Володимирівна; Lysak, Halyna; Martynyuk, OlenaУ статті розглянуто проблему підвищення ефективності процесу навчання усного англомовного монологічного мовлення з використанням автентичних художніх фільмів. Проаналізовано сутність поняття «монологічне мовлення», основні види та характеристики монологічних висловлювань. Розглянуто основні підходи до навчання монологічного мовлення. Розглянуто переваги використання відеофонограми як опори у процесі формування монологічних умінь студентів. Встановлено, що демонстрація автентичного художнього фільму дозволяє використовувати емоційно-мотиваційний фактор в оволодінні іноземною мовою, а саме: стимулює вербальне спілкування, посилює мотивацію, демонструє автентичні мовленнєві зразки.Документ Шляхи професійного самовдосконалення викладачів ВНЗ(Хмельницька гуманітарно-педагогічна академія, 2017-05) Лисак, Галина Олександрівна; Lysak, HalynaУ статті розглянуто проблему професійного самовдосконалення викладачів вищого навчального закладу. Проаналізовано сутність поняття «професійне самовдосконалення» та його основні ознаки. Виділено умови, що сприяють розвитку професійного самовдосконалення педагога: спрямованість свідомості на себе як на суб’єкт педагогічної діяльності; здатність до рефлексії; організація самопізнання; використання спільних форм діяльності; широке залучення до різних форм педагогічної діяльності.