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Common Errors in English Aphasic Discourse
(2022-06-28) Kotys, Olena; Bondar, Tetiana; Servatovych, Viktoria
The 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.
Psycholinguistic aspects of representing aggression in wartime media discourse
(2022-12-26) Kovalchuk, Liudmyla; Litkovych, Yuliia
The article focuses on aggression caused by the Russian-Ukrainian war as a vivid phenomenon in media discourse. The paper reveals the psychological aspects of this phenomenon, the reasons for the use of verbal aggression, its forms, and its impact on recipients. The research also explores lexical and stylistic means of representing aggression in the Ukrainian media discourse: online publications in periodicals and posts on social media such as Facebook, Twitter, and Instagram. It has been identified that the frequently used invective vocabulary and creolized memes in the media are specific verbal and nonverbal means of psychological liberation from aggression and destructive influence on the target audience. Based on the results of a survey involving 100 respondents from different regions of Ukraine, 50 of whom were male and 50 female, it was found that aggression serves to expose such dominant negative emotions evoked by the Russian-Ukrainian war as anger and hatred. However, the object of aggression of the people surveyed is strikingly different: for 58 % of men it’s the Russian president, while for 52 % of women – the Russian troops. When asked about the most common forms of aggression, the majority of the respondents claimed that it is expressed by mockery, curses and obscenity. The survey documented the use of the corresponding war-related emotionally charged vocabulary, including neologisms with various word-building patterns and newly formed set phrases, by both females and males to express their aggression verbally. Additionally, the participants of the survey confirmed that creolized memes are effective functional tools with nearly equally distributed percentage of protesting against the war, ridiculing invaders and resisting the Russian propaganda.
European Perspectives on Innovative Educational Practices in the Age of Globalization and Digitalization
(Canada: University of Windsor, 2025) Martyniuk, Alla; Zabiiaka, Iryna; Shevchuk, Anastasiia; Lobanova, Svitlana; Hubina, Alla; Melnychuk, Olha
The potential of innovative learning technologies and digitalization is a key factor in the progressive development of the academic space within the context of educational environment integration. This article aims to study the potential of innovative learning technologies in the context of globalization and the digitalization of education, based on successful European experiences. It also pays special attention to immersive digital media that involve virtual and mixed-reality possibilities. To achieve these goals, a combined approach was applied, including the analysis of existing case studies and the formation of conclusions based on secondary data analysis. This research suggests ways to integrate immersive-learning tools into practice-oriented learning. These types of tools contribute to improving the processes of learning by students, allowing them to visualize complex and abstract definitions, motivate active participation in the learning process, develop creativity and practical skills of problem-based thinking, and provide realistic experiences of solving educational tasks in practice. This article substantiates that these innovations successfully used in developed countries of the European community will allow for the effective development of the national educational system in the post-war reconstruction of Ukraine. This article establishes the need to upgrade the existing educational development strategy to delineate powers between different management institutions, create a competitive environment in the educational sector, and expand opportunities for financing state-of-the-art projects in this area. The prospects for educational development are focused on the potential of immersive learning technologies, practice-oriented education, and interactive communication tools for competence-based learning.

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