Перегляд за Автор "Orlovska, Olha"

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  • Ескіз
    Документ
    Approaches to teaching english grammar in U.S. universities
    (Хмельницький національний університет, 2025) Orlovska, Olha
    The article deals with contemporary approaches to teaching English grammar in U.S. universities in the context of ongoing transformations in higher education and the growing demand for communicative and professionally oriented foreign language training. Grammar instruction is viewed not as an isolated component of language learning, but as an integral part of communicative competence development that supports students’ ability to use language accurately, fluently, and appropriately in academic and professional settings. The study focuses on four widely implemented and theoretically grounded approaches to grammar teaching in U.S. higher education institutions: Communicative Grammar Teaching (CGT), Task-Based Language Teaching (TBLT), inductive and deductive approaches to grammar instruction, and Technology-Еnhanced Grammar Teaching. The article provides a detailed analysis of the theoretical foundations of each approach. Special attention is paid to the pedagogical principles underlying communicative and task-based grammar instruction, which emphasize meaningful interaction, contextualized language use, and learner engagement in problem-solving activities. The inductive and deductive approaches are examined in terms of their cognitive and methodological value, highlighting their relevance for different learning styles, proficiency levels, and instructional goals. The study also explores the role of digital technologies in grammar teaching, including online corpora, mobile applications, and adaptive learning platforms, which contribute to individualized instruction, increased learner autonomy, and formative assessment. The article argues that effective grammar teaching in U.S. universities is characterized by methodological flexibility, іntegration of form and meaning, and the purposeful combination of traditional and innovative instructional practices. It is concluded that the balanced use of the analyzed approaches enhances students’ grammatical accuracy, communicative competence, and motivation for learning, and contributes to the overall quality of foreign language education in higher education institutions.
  • Ескіз
    Документ
    Distance Learning of a Foreign Language in the Context of Neuropedagogical Factors
    (BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 2024) Lakhmotova, Yuliia; Sadovets, Olesia; Orlovska, Olha; Martynyuk, Olena; Myroshnychenko, Viktoriia; Lebedieva, Liudmyla
    Abstract: The relevance of the article lies in the fact that in our time, the organization of distance learning when learning a foreign language is extremely relevant. The purpose of the article: to find out the main terms and forms of distance learning; consider the features of online education; explore platforms for the convenient organization of online learning; highlight the advantages and disadvantages of distance learning when learning a foreign language as an aspect of neuropedagogical training. Work methods: compare the analysis of literary sources on the research problem; to systematize the researched; compare the benefits of distance learning. The novelty of using mobile technologies, which is extremely effective and necessary when learning a foreign language online. Results: synchronous, asynchronous and mixed learning are distinguished among distance learning forms. E-learning is a basic form that has both advantages and disadvantages. Blackboard is widely used among e-learning platforms. Conclusion: the role of the teacher who uses interactive forms of learning for mobile learning has changed. The Internet provides a wide selection of modern materials for learning a foreign language. Students and teachers accept online education with desire and interest, increase their information and communication competence. Physical activity is necessary for long-term work on educational platforms. Keywords: Online, synchronous, asynchronous, distance education, virtual class, mobile learning, neuropedagogy.
  • Ескіз
    Документ
    INTRODUCING ACTIVE LANGUAGE LEARNING TECHNIQUES INTO A VIRTUAL CLASSROOM: REFLECTION ON THE AMERICAN PRACTICES
    (Хмельницький національний університет (Україна), 2023) Мартинюк, Олена Володимирівна; Орловська, Ольга Володимирівна; Martynyuk, Olena; Orlovska, Olha
    The paper considers American active learning (AL) practices that can be used in a virtual language learning classroom in Ukrainian higher education institutions to encourage students’ engagement, collaboration and evaluate their performance. The authors study the concept of AL, its main techniques and peculiarities of application; outline technologies and tools that have the potential to influence active language learning (ALL) in a virtual classroom; define the techniques that can be used to promote ALL in a virtual classroom (polls and surveys, discussions and forums, case studies, interactive lectures, simulations and games, collaborative projects, personalized learning). Particular attention is paid to online AL strategies applied by Columbia University and Cornell University (USA). Here belong Online Polling, Think-Pair-Share, a Minute Paper, Small Group Discussion and Short Student Presentation strategies, each of them requiring appropriate online learning platforms, services and tools for its effective implementation. They include Zoom videoconferencing platform with its breakout rooms, polling, screen sharing, whiteboard and nonverbal feedback features, Poll Everywhere, CourseWorks Quiz, Canvas Quiz features, collaborative online tools such as LionMail (Google) Docs, Sheets, Slides, etc. Another important issue considered in the paper is assessment and evaluation of students’ progress in AL. Assessment techniques used in Cornell University comprise Grading Rubrics, plagiarism detection, self-assessment, peer assessment, surveys and classroom polling. In this context, Canvas Rubrics, Canvas Assignments, FeedbackFruits, Gradescope, Qualtrics, Turnitin can be used as effective assessment tools. The authors conclude that the main advantages of ALL are its flexibility, collaborative learning opportunities, customization options, access to online resources while its challenges involve lack of face-to-face interaction, technical difficulties, high pricing plans for some online services and tools, variety of distractions such as social media, email, or other online activities, and limited learning environment.
  • Ескіз
    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, Olha
    The 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 communication
  • Ескіз
    Документ
    Textuality standards as a basis for linguistic analysis of english language texts
    (Хмельницький національний університет, 2020-12) Садовець, Олеся Володимирівна; Орловська, Ольга Володимирівна; Sadovets, Olesia; Orlovska, Olha
    The paper deals with the issue of linguistic analysis of English language texts on the basis of textuality standards which allow to carry out a complete analysis of the text and judge about its communicative value. The appropriateness of linguistic analysis of texts with the consideration of seven standards of textuality have been substantiated. These standards are: coherence (introduction of a new item in the text and subsequent referral to it by means of another item), cohesion (the ways in which components of the sentences in a text are mutually connected grammatically and lexically), intentionality and acceptability (a speaker/author’s intention to produce a sound piece of information and the recipient’s desire to accept the text as a communicative piece of information), informativity (ways and means by which parts of the text acquire communicative value), contextuality (focusing on the context and the role it plays in any form of communication) and intertextuality (understanding and perception of one text on the basis of the structure of another text similar to it). Special attention has been paid to cohesion as semantic relation between elements of the text. Categories of cohesion such as reference, substitution, ellipsis, conjunction and lexical cohesion have been analyzed. It has been defined that the linguistic analysis carried out with consideration of seven standards of textuality requires knowledge of different branches of linguistics – syntax, morphology, phonology, grammar, semantics, lexicology, stylistics, pragmatics, sociolinguistics. Definite examples of every standard application have been presented. It has been substantiated that the appropriateness of a text is the agreement between its setting and the ways in which the standards of textuality are applied. The standards of textuality entail factors of cognition, planning and social environment merely to distinguish what constitutes a text. Keywords: textuality, linguistic analysis, English language text, linguistics, textuality standards, communicative value.