Факультет іноземної філології та соціальних комунікацій (ІФСК)
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Item Teaching English-Ukrainian poetry translation: insight into its stylistic specifics(Analele Universității „Ovidius” Constanța, 2025) Ємельянова, Олена Валеріанівна; Yemelianova, Olena Valerianivna; Баранова, Світлана Володимирівна; Baranova, Svitlana VolodymyrivnaМета статті — проаналізувати специфіку перекладу різних жанрів поезії з англійської мови на українську. Вона зосереджена на цьому питанні в психолінгвістичному та лінгвостилістичному аспектах. У дослідженні використовуються такі методи дослідження: порівняльно-типологічний, семантичний, структурний, імплікаційно-пресупозиционний аналіз, а також стилістичний аналіз. Матеріал дослідження представлений 21 перекладом поеми «Дорога до розуміння» Джо Воллеса та 23 перекладами поеми «Фантазія» Сари Тісдейл, виконаними студентами університету. Проведено порівняльний аналіз способів передачі специфічних рис поезії, описано методи англо-української інтерпретації поезій та визначено роль вихідного тексту в перекладі. Результати дослідження свідчать, що англійське та українське віршування суттєво відрізняється, хоча воно є силабо-наголосним в обох мовах. Доведено, що точна передача ритмічної структури поеми неможлива через специфіку двох мов. Під час перекладу з англійської мови на українську мову доцільно прагнути фонетичної кореляції, що передбачає пошук гарної відповідності потужним звуковим кластерам мови оригіналу. Виразні засоби та стилістичні прийоми на різних рівнях, а також жанрова специфіка поетичного тексту впливають як на структурні характеристики вірша, так і на вибір лексичних одиниць, що використовуються в ньому.Item «Ukr.Lang.Laboratory for foreign students» as an educational intercultural hub: achievements and results(Sumy State University, 2025) Левенок, Інна Сергіївна; Levenok, Inna SerhiivnaEducational hubs are spaces, both physical and virtual, that facilitate learning knowledge sharing, and collaboration. They are often designed to support various learning styles, engage different stakeholders, and promote continuous professional development. These hubs can be located within universities, schools, or community centers, or exist entirely online. The notion «education hub» is being used by countries who are trying to build a critical mass of local and foreign participants – including students, education institutions, companies, knowledge industries, science, and technology centers – who, thorough interaction and in some cases colocation, engage in education, training, knowledge production, and innovation initiatives (Knight, 2011).Item Spanish-based Creole languages: sociolinguistic dynamics and national identity preservation(Sumy State University, 2025) Andrijević, M.Spanish-based Creoles are unique linguistic varieties that emerged from the contact between Spanish and indigenous or African languages in colonial contexts marked by complex sociohistorical dynamics. These processes of creolization, predominantly occurring between the 16th and 19th centuries, led to the formation of new grammatical and lexical structures. Although they retain significant components of Spanish, these creoles developed distinct linguistic innovations that reflect the diverse influences of the populations involved (Holm, 2000; Lipski, 2005).Item The role of national resilience and commemorative practices in the formation of the national identity of Ukrainians(Sumy State University, 2025) Набок, Марина Миколаївна; Nabok, Maryna MykolaivnaThe formation of national identity is a complex and multifaceted process shaped by historical experiences, cultural narratives, political contexts, and collective memory. In the Ukrainian context, national resilience and commemorative practices have played a particularly significant role in fostering a shared sense of identity and unity, especially in light of repeated foreign domination, political upheavals, and armed conflicts.Item Tiktok and Facebook in identity negotiation and cultural preservation among mauritanian youth(Sumy State University, 2025) Hadrami, O.; Benzehaf, B.; Razkane, H.The development of the internet led to the development of social media and changed the way people communicate. Social media platforms help people from different nationalities, backgrounds, and mentalities communicate and share their linguistic and cultural heritage. Virtual environments are online platforms in which people communicate and support content in real time (Otrar & Argin, 2014).Item Lexical borrowing into Riffian-Amazigh proverbs(Sumy State University, 2025) Mahraoui, N.EI.; Marouane, M.; Bouylmani, A.The present study seeks to shed light on the issue of lexical borrowing in Riffian- Amazigh (RA) proverbs. It aims to describe the process of adopting words or phrases from other languages such as Arabic, Spanish and Latin into RA proverbs. Incorporating words from Arabic is due to different factors. First, RA and Moroccan Arabic (MA) are in perpetual contact. Second, there is large interaction between the two languages and how significantly this contributes to increasing cultural proximity and constructing Moroccan oral culture as a whole. As for adopting words from Spanish, this is accounted for by the fact that the Rif region was colonized by Spain in the beginning of the twentieth century. Such colonization has had great impact on the linguistic landscape in the North of Morocco in general, and on the Rif region in particular. Therefore, encountering Spanish words or expressions in a few specific RA proverbs is not a surprise. In fact, when a language borrows a word or an expression from another language, it may either retain its original pronunciation and spelling or modify it to conform to the phonetic and grammatical structures of the adopting language. The current study is based on a mixed methodological approach to data analysis, i.e. quantitative and qualitative methods. The findings show that RA proverbs tend to borrow from Arabic more than any other language for reasons stated earlier, leading to linguistic diversity and cultural exchange.Item Amazigh language revitalization in moroccan education: exploring student and parent attitudes(Sumy State University, 2025) Essabiri, K.; Laaboudi, D.The Amazigh language has undergone a notable shift in statuses, attributes, functions, and official attitudes over time (Ennaji, 2023). However, the extent to which non-official attitudes have evolved remains questionable and poses a challenge to the language’s revitalization prospects (Loutfi, 2020). The study argues that non-official attitudes remain a significant obstacle to the success of Amazigh revitalization, as public acceptance of official language planning does not necessarily translate into genuine societal engagement. The Amazigh language in Morocco is spoken by approximately 17 million people (Ennaji, 2023). Historically, despite extensive contact with other ethnolinguistic groups, Amazigh has shown resilience through intergenerational transmission (Idhssaine, 2021). However, over the past century, the language has faced significant challenges. Following Morocco's independence, institutional marginalization and policies like Arabization have contributed to a decline in its vitality, fostering negative attitudes among native speakers (Idhssaine, 2021). In response to these endangerment threats, recent efforts aim to revitalize Amazigh. Notably, Ichou & Fathi (2023) emphasize the crucial role of societal attitudes toward Moroccan Language Policy and Planning (LPP) in supporting this revitalization, highlighting the need for inclusive policies that promote linguistic diversity and cultural heritage. Understanding societal attitudes is crucial for effective language revitalization. Research has shown that attitudes toward Amazigh vary significantly. For instance, Idhssaine (2020) found that while Moroccans generally hold favorable views of the Amazigh language, their attitudes toward its incorporation into the educational system tend to vary based on ethnicity. Similarly, Boussagui & El Kirat (2025) reported that higher education students have negative attitudes toward the mandatory introduction of Amazigh into the educational system. These findings suggest that previous studies may reflect the perspectives of older generations, who were influenced by different societal and policy contexts. In contrast, the current study aims to explore how evolving policies and generational shifts impact attitudes toward Amazigh, potentially offering new insights into its revitalization.Item Responding to crisis: new elt resources for ukrainian learners in remote classrooms(Sumy State University, 2025) Коробова, Юлія Володимирівна; Korobova, Yuliia Volodymyrivna; Donik, I.The ongoing war in Ukraine has disrupted traditional modes of education, forcing teachers and learners to adapt to remote instruction under unprecedented conditions. In response to these challenges, new English language teaching (ELT) resources (textbooks, teacher’s guides etc.) have been developed to support Ukrainian pupils learning English from a distance. Based on principles of crisis-responsive pedagogy these materials address the challenges of engagement, continuity, and psychosocial support in English language instruction in times of crisis.Item Assuring educational quality in emergencies: teaching EAP to doctoral students on Canvas LMS(Sumy State University, 2025) Ляшенко, Ірина Володимирівна; Liashenko, Iryna VolodymyrivnaThe 21st century has brought systemic disruptions to global higher education. Emergencies like the COVID-19 pandemic and the full-scale war in Ukraine challenged traditional academic delivery, especially in courses requiring high interaction, such as English for Academic Purposes. These disruptions necessitated a shift toward resilient digital instruction that maintained both quality and continuity.Item Role of medical bloggers and experts in forming the national narrative in the conditions of hybrid war(Sumy State University, 2025) Мальована, Нiна Володимирiвна; Malovana, Nina Volodymyrivna; Metel’s’ky, О.Hybrid war is a war with the combination and use of conventional weapons, guerrilla warfare, terrorism, cyberwarfare, trade wars, patent wars, revanchist movements, propaganda, human rights violations, crimes against humanity, military exercises, displacement, usurpation, influence on public opinion, criminal acts, censorship, etc. (Вєдєнєєв Д. В., Семенюк, 2020). In addition, one of the means of hybrid warfare is the use of criminal behavior to achieve certain political goals, the main tool of which is the creation by the aggressor state in the state chosen for aggression, of internal contradictions and conflicts with its further use to achieve the political goals of the aggressor (Савлюк, 2024).