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Документ Conceptual Aspects of Professional Training for English Language Teachers: the UK Experience(Хмельницький національний університет, 2019) Roskvas, IhorThe article deals with the problem of conceptual aspects of professional training for English language teachers in the UK. It is found that many curricula of British universities are based on the technology and procedure of exclusively professional training of future specialists, whereas general scientific and additional intellectual training is incorporated into extracurricular activities as proved by the ratio of study time allocated to different courses. Humanities and social sciences courses provide students with fundamental knowledge and the ability to navigate in the ever-growing volume of scientific knowledge, possibility and knowledge of social interaction. General professional and specialist courses cultivate professional mastery of future specialists and the ability to express, if necessary, professional mobility. It is clarified that English is a broad subject, which comprises three complementary elements studied either separately or combined. They are the following: English Literature (interpretation and analysis of literary texts and study of the history and theory of literature), English Language (the study of spoken, written and multimodal communication, their historical development and their distinctive levels of analysis: phonology, grammar and lexis) and creative writing (the practice of writing, the study of the literary and cultural contexts of writing and the exploration of the relationships that writing generates between writer, publisher, text and audience). It is concluded that professional training of English language teachers in the UK is based on conceptual aspects of such principles as neobehaviourism, liberalism, progressivism, social reconstructivism, cognitivism and humanism.Документ Developing english language competence in future professionals in electronic communications and radio engineering: EU experience(Хмельницький національний університет, 2025) Roskvas, IhorIn today’s era of global digitalisation, specialists in electronic communications and radio engineering must function effectively in multilingual and multicultural professional environments, where English is the primary language of technical documentation, scientific research, and innovation. Ukrainian higher education faces a challenge: while students often possess strong technical knowledge, their limited English proficiency restricts access to international publications, participation in global projects, and academic mobility. This article analyses European practices that integrate English language development with engineering education, including Content and Language Integrated Learning (CLIL), English-Medium Instruction (EMI), project- and task-based learning (PBL/TBL), and blended and flipped learning approaches. Case studies from Austria, the Czech Republic, Norway, and Poland demonstrate that combining these methods enhances students’ technical understanding, professional communication, and intercultural competence. Embedding English within technical curricula, engaging students in authentic engineering tasks, and employing digital tools and virtual labs fosters active use of English in context, strengthens domain-specific vocabulary, and improves reporting and presentation skills. Adapting such practices in Ukrainian programmes requires teacher training, curriculum redesign, institutional support, and partnerships with international universities and industry. A coordinated, multi-method approach can significantly boost students’ employability, readiness for global collaboration, and ability to meet European engineering standards. For Ukrainian higher education, adopting these practices represents a critical opportunity to close the linguistic gap that currently limits students’ academic mobility, employability, and international engagement. Further research could explore the long-term effectiveness of integrated methods and the role of digital tools and international projects in enhancing professional English skills and technical competence in Ukraine.Документ Pedagogical conditions for teaching bachelors of foreign philology in the information-educational environment at HEI(Видавничий дім «Гельветика», 2022-05-18) Rogulska, Oxana; Tarasova, Olga; Roskvas, IhorThe research purpose is to determine, theoretically substantiate and experimentally verify the organizational and pedagogical conditions for teaching Bachelors of Foreign Philology in the information-educational environment at higher educational institutions. To achieve the purpose the following methods have been used: theoretical (a comprehensive analysis of philosophical, psychological, pedagogical and methodological literature; theoretical and critical analysis of official documents of Ministry of Education and Science of Ukraine, analysis of curricula, programs and textbooks, manuals and recommendations; induction, deduction, synthesis, generalization, abstraction and generalization), empirical (direct and indirect observation, diagnostic methods (questionnaires, testing, surveys, interviews), experimental methods (ascertaining, formative and final stages of pedagogical experiment)) and methods of mathematical statistics (ranking, comparison, quantitative and qualitative analysis of experimental results and their statistical processing by the Pearson's criterion χ². The organizational and pedagogical conditions for the future Bachelors of Foreign Philology professional training have been identified, theoretically substantiated and experimentally verified. It has been found out that organizational and pedagogical conditions enable significant improvements in the educational process, create a special mechanism of students’ thinking capacity, promoting the accumulation of knowledge and life experience. It has been stated that only a complex implementation of suggested organizational and pedagogical conditions contributes to the successful professional training of the future Bachelors of Foreign Philology. The hypothesis has been confirmed: after the pedagogical experiment the future Bachelors’ of Foreign Philology readiness level for professional activity at the formative stage of the experiment in the experimental group is higher than in the control group.Документ Terminology as an Integral Component of the English Language Curriculum(Riga, Latvia : “Baltija Publishing”, 2022-04-13) Tarasova, Olga; Roskvas, IhorTerminology problems are among the most relevant modern issues of translation studies and linguistics. Terminological units belong to the vocabulary layer, which occupies a significant place in national vocabulary of any language and is developing at its own pace. On the one hand, it is in high demand among professionals in various fields of social life and therefore attracts the attention of many philologists. On the other hand, terminological units create certain difficulties for the translator not only within scientific and technological discourse, but also in the translation of science fiction, literary translation and media discourse.