Кафедра іноземної філології та прикладної лінгвістики
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Item type:Кваліфікаційна робота бакалавра, Common Errors in English Aphasic Discourse(2022-06-28) Kotys, Olena; Bondar, Tetiana; Servatovych, ViktoriaThe article generalizes the results of research directed onto singling out the common errors in speech of aphasic patients. Aphasia is characterized by partial or complete loss of speech and is caused by damage in the language areas (Broca’s and Wernicke’s areas). A lesion in the middle part of the patient’s left frontal lobe results in Broca’s aphasia and the damage to the left posterior superior temporal gyrus is referred to as Wernicke’s aphasia. The major causes of aphasia are strokes, cortical vein thrombosis, traumas of skull and brain, brain infections, tumors, etc. The research is based on the language-in-use descriptive approach to discourse analysis and presents an investigation of 40 documentary video recordings of aphasic patients’ speech (free narration and dialogues); the overall duration of the recordings is 180 minutes. The inclusion criterion was aphasia of any type in adulthood. All the patients are English-speaking people (English being their native language) recovering from aphasia. The analysis was done according to the following criteria: intelligibility, coherence, cohesion, grammatical structure of utterances, prosody and intonation, thus combining formalist (or structuralist) and functionalist research paradigms. The research has shown that the most common errors that aphasic patients make when speaking are as follows: syntactic errors, articulatory errors, lexical misuse and slow speech rate. Syntactic and articulatory errors prevail (55% and 50% of all the studied cases respectively), whereas 37.5% of the speakers demonstrated slow speech rate. The speech of 75% of people with aphasia is incoherent. The patients’ verbal performance is marked with extensive use of pronouns and repetition of words and phrases.Item type:Наукова стаття, Nicknames as the Means of Virtual Linguistic Personality Self-Presentation in the German Language Virtual Discourse(AD ALTA, 2023-02) Pasyk, Liudmyla; Rys, Larysa; Kalishchuk, Diana; Yashchyk, Nataliya; Bondarchuk, Olena; Semeniuk, Tetiana; Bondar, TetianaIn the research, the definitions of virtual Discourse were studied, and on the ground of it, the authors’ own approach towards this notion was introduced, the view on the linguistic Personality in different branches of science in general and in cognitive linguistics was identified, and probable structural components of the linguistic Personality were outlined. The definitions of the virtual linguistic Personality were clarified, its specific features were highlighted, and the authors’ description of this phenomenon was provided. The research methods were selected, nicknames or network names of the profiles on dating websites used by the authors (both men and women) while getting registered on dating sites were analysed. The Nickname is treated as the phenomenon of nomination, an essential means of virtual linguistic self-presentation and Internet personality image building. Having analysed empirical data, the authors divided nicknames into 18 thematic groups. The groups comprise different constituents, reflecting other preferences and tastes of men and women, their thesaurus and creativity. The frequency of using nicknames created by men and women was thoroughly studied; it was defined and, in general, the most popular are the nominations based on food names. They prevail in men and point at taste preferences and the importance of food in general. The next group comprises nicknames-zoonyms and nicknames-phytonyms, which last in women. The third most frequent is nicknames – proper names, which emphasises serious intentions and nonconcealment nonconcealment of oneself. The least appealing for self-presentation is the nicknames allusions. Nicknames were also classified according to their grammar structure (derivation pattern) and spelling. In general, positive self-presentation prevails, caused by the author’s intentions to attract the broadest range of users and find their partners.Item type:Наукова стаття, Supporting Students with ADHD in Academic Writing: Strategies for Inclusive Instruction(2025-12-31) Kotys, Olena; Bondar, TetianaThe article explores the academic writing challenges experienced by students with attention deficit hyperactivity disorder (ADHD) and identifies effective, research-based strategies for inclusive instruction. Although ADHD has historically been perceived as a condition primarily diagnosed in the United States, contemporary international studies demonstrate its global prevalence, revealing that underrecognition frequently stems from diagnostic inconsistencies, cultural misconceptions, and sociopolitical factors. Recent findings indicate rising ADHD rates among children exposed to armed conflict, underscoring the broader environmental and psychological dimensions of the disorder. The article reviews neurodevelopmental mechanisms underlying ADHD, including dysfunctions in the frontal cortex and impairments in executive functions such as sustained attention, planning, organization, impulse regulation, and working memory. These factors significantly influence students’ performance in written expression. Studies by A. Casas, M. Ferrer, I. Fortea, S. Molitor, J. Langberg and others show that writing difficulties among learners with ADHD arise not from isolated linguistic deficits but from complex interactions between attentional control, executive functioning, and metacognitive processes. Drawing on empirical evidence and more than twenty years of practice, the authors outline pedagogical approaches that support neurodivergent learners in academic writing. Effective strategies include reducing anxiety and perfectionism, using collaborative and time-structured writing activities, segmenting tasks into manageable stages, and employing iterative drafting cycles. Visual scaffolds, templates, graphic organizers, and freewriting techniques enhance clarity, engagement, and confidence. The article also highlights the benefits of integrating supportive digital tools (voice-to-text systems, organizational platforms, color-coding, and focus applications) tailored to students’ cognitive profiles. Emphasis is placed on individualized feedback, goal-setting, and affirming learning environments that prioritize progress over perfection. The authors argue that institutional commitment to universal design for learning, neurodiversity training, and coordinated support services is essential for creating sustainable, inclusive writing instruction. Ultimately, intentional and flexible pedagogical interventions can significantly enhance the academic writing productivity, autonomy, and well-being of students with ADHD.Item type:Наукова стаття, Social Networks as a Linguistic Environment: A Study of Communicative Manifestations in Cultural-Linguistic and Cognitive Contexts(Lengua y Habla, 2026) Mialkovska, Liudmyla; Zabiiaka, Iryna; Pylypiuk, Larysa; Bondar, Tetiana; Tykha, LarysaThis article explores the communicative features of the Ukrainian language on social networks within the broader context of linguistic adaptation and cultural identity development. The study aims to identify trends in the linguistic behavior of Ukrainian users and to organize new forms of multimodal discourse in a globalized environment. The methodology combines corpus linguistics, multimodal discourse analysis, and critical examination of social media texts. The empirical data consists of 40 authentic posts and comments in Ukrainian, published in 2025 on Instagram, Facebook, and Twitter. Findings highlight three main linguistic and cognitive processes: speech compression focusing on acronymization (35%), text creolization through expressive use of emojis (42%), and multimodal semantic integration within consistent models (48%). The linguistic and cultural analysis identified markers of glocalization: national-specific (30%), professional-discursive (28%), and generational-subcultural (25%). The communication strategy typology revealed five main types, with informative (30%) and phatic (25%) strategies being the most common. The study demonstrates the development of new linguistic and cognitive skills among users and illustrates the dynamics of digital Ukrainization, showing how global digital trends are culturally adapted to local Ukrainian linguistic codes, thereby reinforcing identity and community.Item type:Наукова стаття, Digital Transformations in Learning: New Approaches to Teaching Foreign Languages in the Modern Educational Environment(2025-08-29) Yanovets, Anzhelika; Bondar, Tetiana; Kozak, Alla; Knysh, Tetiana; Shevchuk, Anastasiia; Voitenko, IrynaBackground: The modern education system is undergoing constant transformation under the influence of digital technologies that are being introduced into the learning process. Although digital technologies are widely used in foreign language learning, their advantages are controversial and require further study to determine their applicability. Therefore, the aim of this study was to determine the effectiveness of implementing digital technologies in foreign language teaching methods under experimental conditions at a local educational institution in Ukraine. Materials and Methods: The study used methods of analysis, synthesis, experimentation, testing, surveying, and statistical and graphical comparison. Results: The study involved 52 first-year students of the Faculty of Education who had taken an optional course in English. Depending on the teaching methodology, the students were divided into two groups: Group I (n = 26)—hybrid teaching methodology; and Group II (n = 26)—traditional methodology. The testing revealed higher results in writing, vocabulary, grammar, pronunciation, and understanding of the context of video and audio materials, and text in Group I, which used digital technologies (electronic dictionaries, artificial intelligence, online learning applications, video and audio materials). In contrast, Group II showed better results in communication skills and dialogue skills, which were associated with a greater number of tasks involving live communication in the group. The survey results showed higher motivation after the course among students in Group I and a higher level of satisfaction with the course. In contrast, in Group II, the level of motivation after the course decreased, which was associated with a lower level of satisfaction with the course and lower results in acquiring linguistic skills. Conclusion: The results of the study showed the high effectiveness of digital technologies for learning a foreign language, which should be combined with live communication to improve communication skills and the ability to conduct a dialogue. Another positive aspect of digital technologies in foreign language learning was identified as a positive impact on motivation to learn and satisfaction with the course.