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Department of specialized translation and foreign languages of KNTU is inviting you to a scheduled Zoom meeting.

Topic: Zoom meeting invitation -  Department of specialized translation and foreign languages of KNTU
Time: This is a recurring meeting Meet anytime

Підключитися до конференції Zoom
https://us02web.zoom.us/j/83250448790?pwd=MFdSL3haSWx4UUpuWkJ2d1FvTVk3Zz09

Ідентифікатор конференції: 832 5044 8790
Код доступу: 600548

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Caroline Kerfoot, Professor at the Centre for Research on Bilingualism, Stockholm University, Sweden. Socio- and applied linguist with a focuson southern theory, decolonial pedagogies, and epistemic justice.

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Caroline Kerfoot, Professor at the Centre for Research on Bilingualism, Stockholm University, Sweden. Socio- and applied linguist with a focuson southern theory, decolonial pedagogies, and epistemic justice.

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Multilingual Classrooms as Sonic Landscapes: Harmony and Counterpoint in Encounters Across Difference
This paper aims to contribute to the study of intercultural communication by paying attention to the sonic, that is, how certain voices, accents, rhythms, phonological imprints, and the bodies that produce these sounds are perceived by others in the classroom and inserted into often racialised schemas of classification. It draws on audio-recorded interactions, interviews and observations during a linguistic
ethnography in Grade 6 classrooms and playgrounds in South Africa. It illustrates how the materiality of sound shapes what is heard and how, helping to determine
whether or not the meaning potential that each speaker brings to an interaction can be realised. It argues that ‘hearing’ or ‘listening’ is an epistemological  and political
practice with consequences for intercultural understanding, knowledge production, and the construction of desired social and academic identities.

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Тема: Міжнародна-науково 

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Тема: Міжнародна-науково практична конференція
Час: 11 травня 2023 11:30 Київ

Підключитися до конференції Zoom
https://us02web.zoom.us/j/83250448790?pwd=MFdSL3haSWx4UUpuWkJ2d1FvTVk3Zz09

Ідентифікатор конференції: 832 5044 8790
Код доступу: 600548

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V. D. Radchuk, PhD, Associate Prof., Taras Shevchenko National University of Kyiv, Kyiv

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V. D. Radchuk, PhD, Associate Prof., Taras Shevchenko National University of Kyiv, Kyiv

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THE CODE OF SHEVCHENKO'S "KATERYNA"
The study illustrates the previous one, "Translator Taras Shevchenko" (publ.

in issue 1 (24) of this bulletin in 2021, pp. 46–75), to disclose further the problem

of mutual translatability of poems and paintings by Taras Shevchenko in the light  of  Lessing's  "Laocoon"  and  from  the  point  of  view  of  modern  semiotics  and

hermeneutics. The author emphasizes the specifics of the language of every kind of

art  and the mutual attraction of the arts to one another due to their specificity.

"Kateryna" ("Catherine") is explored as a symbolic superstructure with deep roots of

meaning, as a holistic hierarchical polysystem of artistic codes. The possibility to perceive and reproduce adequately, by appropriate inherent means, the picture in poetry and the poem in painting is evaluated in the aspect of intersemiotics. Also touched upon is the problem of the method of cognition of artistic content.

What  is  content  in  art  and  poetry?  The  author's  afflatus,  insight,  idea,  aim, intentions, appeal and expectations? The internal interaction of artistic means? The

allusions and the intertext? The holistic but changeable impression of the recipient?

After all, the archetype or the chronotope? Definitely all these together. Yet, at least

three trends of thought (schools) find their own accents in this tangle of questions.

The structural approach reveals a synthesis of literary and folk-song traditions in

"Kateryna" along with an interaction of many other codes, particularly those of

landscape, nature, place, time, history, sanctity, belief, philosophy, morals, ethics,

law, psychology, impact, magic, ethnicity, custom, ritual, family, stratum, wealth,

dress,  everyday  life,  modality  (evaluation),  spell  (curse),  address  (appeal)  and instruction, the one peculiar to kobzars.

Keywords: Shevchenko, "Kateryna", poetry, painting, translation, interpretation,

code, sign, style, entity.
Questions for reflection:

1. Чому художник поставив млин на кістки пращурів (на курган)?

2. Скільки людей на картині?

3. На якому місяці вагітності Катерина?

4. Чому покритка без коси, але й без хустки?

5. Що і для чого вісить на курені?

6. Куди «дере москаль» і на чиєму коні?

7. Скільки років «дідусеві»?

8. Кого уособлює цей «дідусь»?

9. Чому він «ложечки струже»?

10. Яке його ставлення до Катерини?

11. Для чого на картині сокира?

12. Як пов’язані між собою сокира й собачка?

13. Чому і проти кого «степ мріє»?

14. Чи є «дідусь» і циганка в поемі?

15. «Катерина» Шевченка – це один твір чи два (три)?

16. Чому Шевченко не намалював Катерину «у латаній свитиночці» з немовлям у завірюху, як це робили І. Їжакевич, Ф. Коновалюк, В. Касіян та ще й по багато разів?

17. Чому в художника за фахом Шевченка саме така і лише така Катерина в олії (та ще на акварелі), тоді як інших ілюстрацій до поеми – сотні (в одного лише Ф. Коновалюка понад 200) ?

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Liubov LETIUCHA,PhD., Associate Professor, Hryhorii Skovoroda University in Pereiaslav, Ukraine 

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Liubov LETIUCHA,PhD., Associate Professor, Hryhorii Skovoroda University in Pereiaslav, Ukraine 

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MORBIAL METAPHOR AS A METHOD OF REPRESENTATION

HYBRID WAR CONCEPT

The report tries to explain the metaphorical subsystem of the actual HYBRID WAR concept, which is formed on the basis of the medical vocabulary in Ukrainian-speaking military-political and publicistic discourses. The intelligence aims to investigate the peculiarities of representation through the morbial metaphor of the HYBRID WAR concept in the modern Ukrainian military-political and publicistic discourse by reproducing the metaphorical model of the concept with the sphere-source "Disease". The object of research is the metaphorical HYBRID WAR concept, which is studied applying the methods of observation, analysis, synthesis, generalization and systematization, conceptual analysis, textual analysis of language units. The conducted research showed that in the Ukrainian-speaking military-political, publicistic discourses of the military direction as the sphere-source of the metaphorical model of the analysis of the HYBRID WAR concept is actively presented with the disease concept. The reasons for this are explained: the disease demonstrates a violation of the vital activity of the organism, accordingly, morbial metaphors show certain deviations (which, undoubtedly, war is) in the state development. The overview of the military directive discourse has testified that in the Ukrainian Internet discourse the metaphorical HYBRID WAR model is a DISEASE with an ascending conceptual sphere "Disease" which is built on the basis of three frame structures: "Disease", "Causes of diseases", "Methods of treatment", which are expressed by a branched slot structure. It is noted that when describing such an aggressive challenge as war, the morbial metaphor usually marks socio-political changes associated with the destabilization of society. Nevertheless, the disease metaphor has the potential to create a positive image of the country, for example, when describing the causes of disease and successful treatments.

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Oksana Podvoiska, PhD, Associate Professor, Kherson National Technical University

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Oksana Podvoiska, PhD, Associate Professor, Kherson National Technical University

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THE LANGUAGE SITUATION DURING THE WAR
The proposed study presents the results of a survey conducted on social media and channels in the spring of 2023 to identify the peculiarities of the language situation in Ukraine after the full-scale invasion of the Russian occupiers. The results show a change in the attitude of Ukrainians towards the state language and their awareness of it as a national language.

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Natalia Volvach, PhD in Bilingualism, Stockholm University, Sweden

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Natalia Volvach, PhD in Bilingualism, Stockholm University, Sweden

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Linguistic Landscapes and the study of social change
„Public signs, advertisements and billboards are usually the first form of contact we have with the language and script of the place” (Pavlenko 2009: 247). This talk will introduce linguistic landscapes as an approach that allows one to learn about language and society through attention and observation of linguistic and non-linguistic signs in public space. Linguistic landscapes, initially defined by Landry and
Bourhis (1997: 23) as “the visibility and salience of languages on public and commercial signs on a given territory or region” developed into a vibrant field of studies that not only serves as a tool of learning about multilingual people and places
but also provides insights into relations of power, status, and prestige among the languages (in)visible in a given area. This lecture will present some of the methodological and theoretical foundations of this approach. The talk would be of interest to those language specialists, translators, educators, and practitioners who want to learn about how the linguistic landscape approach can be productively used
for documenting and analysing the social change in Ukraine. The talk is also meant as an initiation of a network of ‘linguistic landscapers’ interested in documenting and
exhibiting multilingualism in today’s Ukraine.

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Maria Shvedova, Phd, Lviv Polytechnic National University, Vasyl Starko, Phd, Ukrainian Catholic University, Andry Rysin, independent researcher, USA-Ukraine

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Maria Shvedova, Phd, Lviv Polytechnic National University, Vasyl Starko, Phd, Ukrainian Catholic University, Andry Rysin, independent researcher, USA-Ukraine

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Non-standard Grammatical Forms and their Processing in the Corpus and Dictionary
The morphological annotation in GRAC is dictionary-based. It should be noted that existing academic morphological dictionaries do not cover all grammatical forms and variants that actually occur in texts of the modern Ukrainian language. VESUM, a morphological dictionary of the Ukrainian language designed for NLP tasks, was originally created to analyze only standard texts. However, the dictionary's functionality was significantly expanded when it was used to lemmatize GRAC, which covers the entire period of the history of the modern Ukrainian language since early 19th century and contains texts of various styles and genres. Based on the corpus, not only many new lemmas were added to the dictionary, but also some variant grammatical forms, such as the variant forms of the accusative singular of second-declension nouns (vzjaty noža, napysaty lysta alongside with the standard ones vzjaty niž, napysaty lyst), the most frequent long forms of adjectives (harnaja, harneje, harniï, cf. standard harna, harne, harni), short comparative forms of adverbs (harniš, syl'niš, cf. standard next harniše, syl'niše), the most frequent short forms of verbs in 3rd person singular (zna, spiva cf. standard znaje, spivaje), infinitive forms with -t' (pysat', dopomahat', cf. standard pysaty, dopomahaty), gerunds in -sja (striljajučysja, myjučysja next to the standard ones striljajučys', myjučys'), and the most frequent imperative forms with -te (okropite, xvalite next to the standard ones okropit', xvalit'). Additionally, the morphological analysis system has special rule-based tools for processing non-standard spellings applied to the historical part of the corpus.

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Nataliya LYSA, Candidate of Philological Sciences, Associate Professor at the Hryhoriy Kochur Department of Translation Studies and Contrastive Linguistic of Ivan Franko National University of Lviv

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Nataliya LYSA, Candidate of Philological Sciences, Associate Professor at the Hryhoriy Kochur Department of Translation Studies and Contrastive Linguistic of Ivan Franko National University of Lviv

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REMOTE PLATFORMS FOR DEVELOPING THE DIGITAL COMPETENCE OF FUTURE TEACHERS

The report reveals the conceptual principles of the formation of digital competence of future teachers using remote platforms. In achieving the goals set, theoretical research methods were used, such as general scientific and special research methods, particularly analysis and synthesis, comparison, generalization, and system-structural analysis. It has been established that the process of forming the digital competence of future teachers is aimed at improving the assimilation of theoretical material by applicants for education using modern digital platforms. The components of the formation of digital competence of future teachers are considered. It was revealed that the conditions for the formation of digital competence of future teachers occur with the help of remote platforms since mandatory distance learning is a challenge for everyone involved in the educational process. Some virtual and augmented reality applications are highlighted, which can be used in training future teachers to form digital competence. It has been determined that using Microsoft Teams, Google Meet, Skype, Zoom, and Google Drive platforms is essential during future teachers’ distance learning to develop their digital competence. The leading digital competencies of future teachers, which are formed through remote platforms in the educational process of higher educational institutions, are reflected. It has been revealed that the use of digital products in the conditions of distance learning for the formation of digital competence of future specialists allows to improve the goals, content, methods, organizational forms, techniques and means of training and is one of the indicators of the effectiveness of the educational process. The practical significance of the study is that the conclusions and recommendations developed by the authors and proposed in the article can be used to avoid obstacles in the implementation of distance platforms in the educational process of higher education. A promising direction for further research on this issue is the improvement of the educational process in the course of the formation of future teachers’ digital competence based on the use of augmented reality technology in the educational process of higher educational institutions, which will stimulate the educational sphere and will improve teaching activities in the educational digital space.

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Kate Margaret O'Farrell, PhD candidate in English linguistics at the Department of English, Stockholm University, Sweden

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Kate Margaret O'Farrell, PhD candidate in English linguistics at the Department of English, Stockholm University, Sweden

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(De)legitimating discourse: The construction of ideologies in online comment sections.
The aim of the presentation is to examine how ideologies are constructed, and deconstructed, in online comment sections, employing findings from a number of individual studies carried out as part of my doctoral research in order to do so.
Online comment sections themselves are a relatively understudied genre of computer-mediated communication. Although they maintain similarities with discussion fora, microblogs (e.g. Twitter, Facebook), and the offline genre of letters-to-the-editor, comment sections have many of their own distinct features and affordances. For example, comment sections are inherently reactive, as they respond to a stimulus usually in the form of a news article or video. This apparent reactiveness, however, can contribute to the obfuscation of ideological language, as it appears to be immediate rather than deliberate. The stimuli themselves must also be taken into consideration, as the comments on certain news sites, for example, are likely contributed by the readers of that publication; this can lead to a phenomenon
known as an ‘echo chamber,’ whereby online participants only hear voices and opinions with which they are in agreement. The presentation considers how certain
factors such as these contribute to both the implicit and explicit construction of ideologies in comment sections. Of particular interest are the ways in which dialogue is contracted in the online comment sections. In order to explore this further, frameworks such as the Appraisal framework (Martin &amp; White, 2005) and van
Leeuwen’s (2007) framework for strategies of legitimation are used. Using these approaches, it can be seen that commenters use appeals to morality, rationality, and
legitimacy in order to construct or deconstruct ideologies.
References
Martin, James R. and White, Peter R.R. 2005. The Language of Evaluation: Appraisal in English. Hampshire: Palgrave Macmillan van Leeuwen, T. (2007) Legitimation in discourse and communication, Discourse &amp;
Communication 1(1) pp.91-112.

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Valentyna Kudryavtseva, PhD in Pedagogy, Associate Professor, Head of English Language Department for Deck Officers at Kherson State Maritime Academy, Ukraine; Olena Frolova, PhD in Pedagogy, Deputy Head in Research of English Language Department for Deck Officers at Kherson State Maritime Academy, Ukraine; Svitlana Barsuk, PhD in Pedagogy, Associate Professor of English Language Department for Deck Officers at Kherson State Maritime Academy, Ukraine

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Valentyna Kudryavtseva, PhD in Pedagogy, Associate Professor, Head of English Language Department for Deck Officers at Kherson State Maritime Academy, Ukraine; Olena Frolova, PhD in Pedagogy, Deputy Head in Research of English Language Department for Deck Officers at Kherson State Maritime Academy, Ukraine; Svitlana Barsuk, PhD in Pedagogy, Associate Professor of English Language Department for Deck Officers at Kherson State Maritime Academy, Ukraine

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From Experience of the Organization of an Active Interaction under Conditions of Online Learning of Maritime English

Over the past decade, a great number of scientists and experts have drawn attention to the need for the importance of online learning at different levels of engagement. In response to the COVID -19 pandemic and later due to martial law, the use of online platforms has become, in fact, the only opportunity for the continuation of training of most students of higher educational institutions in Ukraine. For the young generation of Ukrainian students, the unprecedented situation of living in dangerous conditions without the possibility of offline classes makes acquiring new skills, including foreign language communication skills, extremely difficult. Online education has been successfully implemented and continues to be improved in our daily practice of teaching maritime English at Kherson State Maritime Academy. Teachers have created step-by-step online courses in maritime English based on principles of the communication approach and active training such as the importance of the interaction between participants in the learning process, engaging students in meaningful activities and reflecting on the success of their learning, as well as the effectiveness of developing higher-order thinking skills. The purpose of the research is to describe the practical experience of the organization in active interaction with distance learners in the context of continuous online learning of maritime English

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Sergiy Fokin, PhD, Associate Professor, Taras Shevchenko Kyiv National University 

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Sergiy Fokin, PhD, Associate Professor, Taras Shevchenko Kyiv National University 

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SAMPLING OF ONOMATOPOETICAL WORDS:  APPLIED CORPUS–BASED TASK

Onomatopoeia is an extremely widespread, dynamic, disordered linguistic phenomenon full of occasional words and extensive idiolectal, dialectic, orthographic and orthoepic variation. It causes investigation challenges (lexicological, lexicographical, sociolinguistic, translational, lingo-didactic, psychological, corpus-based, etc.). Given a large number of onomatopoetical words, a separate problem is the selection of empirical research material. In corpus linguistics there are no direct ways of extracting onomatopoeic words from arrays of texts, however, certain markers allow to optimize the selection: literal or identical repetition of syllables, punctuation, part-of-speech characteristics of a word type, and frequency. To implement the tools corresponding to these markers, it is necessary to use a special corpus query language (CQL, CQP), as well as regular expression syntax.

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Julia Hlavatska, PhD, Associate Professor,  Kherson State Agrarian and Economic University, Ukraine

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Julia Hlavatska, PhD, Associate Professor,  Kherson State Agrarian and Economic University, Ukraine

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INTERCULTURAL COMMUNICATION AS A DIALOGUE OF CULTURES (ON THE MATERIAL OF THE FABLE BY B. MANDEVILLE “THE FABLE OF THE BEES”)

An attempt to show the dialogue of cultures as a condition for the self-preservation of humanity is realized in the original text and translation of B. Mandeville's English-language fable; what influence the fable makes on the addressee by the means of indirect dialogue and indirect communication.

Stage 1. Borrowing the plot as an exchange of information between the original source of information, the original text and translation.

Stage 2. Reflecting the ideas of the dominant era as a dialogue between the founders of ideas, the author of the original text and the author of the translation.
Stage 3. Actualization of the main functions of the communication process.

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Inna Sopronchuk, Founder of online Ukrainian language school “Speak Ukrainian”

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Inna Sopronchuk, Founder of online Ukrainian language school “Speak Ukrainian”

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Methodology of Teaching Ukrainian as a Foreign Language
With the annual growth of interest in exploring the Ukrainian language and culture among people from the whole world, in particular the heritage learners, there is still a lack of Ukrainian learning materials. Considering how undeveloped this area seemed, I created educational content such as the textbook “Master Ukrainian Cases” and 3 sets of physical flashcards “200 Common Ukrainian Verbs”, “200 Common Ukrainian Adjectives” and “100 Ukrainian Idioms”. In my study, I would also like to draw attention to the methods I use to teach “Ukrainian as a second language”. During the creation of grammar tables, rules and exercises for native speakers of English I apply not only a comparative but also a method of component analysis, which considers the commons and differences in the semantics of two target languages. The same methods can be used in teaching vocabulary, which I believe is the most challenging part of the learning process due to unfamiliar pronunciation and word stress. Therefore, flashcards are proved to be a very interactive and effective technique. This work aims to highlight the importance of studying more such linguistic aspects as teaching Ukrainian to second-language students and encouraging the popularization of our native cultural heritage

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Julia Henze, Sprachassistentin für das Goethe-Institut Ukraine 

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Julia Henze, Sprachassistentin für das Goethe-Institut Ukraine 

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“Sprachclubs aus Deutschland für die Ukraine: Methodisch-didaktische Umsetzung, Inhalte und Herausforderungen im Online-Format”
Ich bin 29 Jahre alt und lebe in der ehemaligen Bundeshauptstadt Bonn.

Ich habe ein abgeschlossenes Studium der Regionalwissenschaften für den spanischsprachigen Raum und arbeite seit Beendigung meines Studiums freiberuflich als DaF-Lehrerin, weil ich die Vermittlung meiner eigenen Muttersprache als persönliche Bereicherung empfinde.

Seit Oktober letzten Jahres bin ich außerdem als Sprachassistentin für das Goethe-Institut Ukraine tätig.

Mein Interesse an Osteuropa wuchs aufgrund privater Umstände und einer Reise nach Kyjiw, die mich begeistert hat. Während meiner Tätigkeit als Sprachassistentin konnte ich mich bisher vor allem in den Bereichen Methodik und Didaktik weiterbilden – mit besonderem Augenmerk auf den Unterricht im OnlineFormat.

In den durchgeführten Sprachclubs steht die Interaktion und Konversation mit ukrainischsprachigen Deutschlerner*innen im Vordergrund. Neben landeskundlichen Inhalten liegt der Fokus vor allem auf der Vermittlung der deutschen Sprache. Insgesamt ist mein Einsatz als Sprachassistentin eine wunderbare Erfahrung, mit der ich auf meine bisherige Lehrerfahrung aufbauen kann.

Meine Vortragspunkte:

- Tätigkeiten der Sprachassistent*innen

- Über die Sprachclubs in der Ukraine

- einzelne Lehrziele hinsichtlich DaF

- Methodik und Didaktik in den Sprachclubs

- Herausforderungen auf Lehrer- und Schülerseite, mit besonderem Blick auf den Online-Unterricht

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Yuliya Kazhan, Associate Professor of Romano-Germanic Philology Department, Mariupol State University, Ukraine 

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Yuliya Kazhan, Associate Professor of Romano-Germanic Philology Department, Mariupol State University, Ukraine 

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Organization of self-assessment in the process of learning German

Formation of self-assessment skills in students is a significant step to creating an atmosphere of interaction and development in the lesson since the students’ understanding of their strengths and weaknesses contributes to their development and encourages them to take action. The report describes methods and tools of self-assessment, such as reflexive conversation, portfolio, reflexive diary, etc. and gives practical advice on their use in the learning process.

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Olena SHON, PhD, Associate professor, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine

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Olena SHON, PhD, Associate professor, Ternopil Volodymyr Hnatiuk National Pedagogical University, Ukraine

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GENRE AND STYLISTIC SPECIFICITY OF FICTIONAL DIARY (A STUDY OF “THE LOST DIARY OF GEORGE WASHINGTON: THE REVOLUTIONARY WAR YEARS” BY J. TEAGUE)
The study deals with the analysis of “The Lost Diary of George Washington: the Revolutionary War Years” written by the American historian and author J. Teague as the example of a fictional diary with the view to its stylistic specificity.It is stated that in recent time the focus has shifted from the works based on fiction to those based on facts, documents and real events and their interpretation, that is why documentary and autodocumentary prose gained vast popularity among the readers. The example of such writing is a diary that provides personal perspective of its author and is characterized by fragmentary, abrupt, stylistically incomplete and interrupted style of writing. The article discusses the place of a diary among other subgenres of documentary prose. The author believes there is a necessity to consider not only a documentary diary but also a fictional diary that is called an imitation diary or a novel written in the form of a diary. It appeared when the genre of a diary was singled out from other genres of documentary prose and became independent in literature, stopped being an example of purely documentary prose and became the model for works of fiction serving the specific purpose of intimate conversation with the reader.The author argues that “The Lost Diary of George Washington” by J. Teague is not a pure fictional diary as it is based on historical documents and incorporates George Washington’s original writings. This is a fictional interpretation of documentary evidence where the form of a diary is the most appropriate, as apart from facts, it provides insight into George Washington’s personality, his worries and hardships he had to face and his role as the leader of the new nation. The conclusion is made that J. Teague masterly followed short and concise style of George Washington’s writings that became more elaborate when Washington recorded his feelings and emotions. The article examines the style of the work under analysis and the conclusion is made that among stylistic means used in the diary the effective ones are repetitions, parallel constructions, enumeration, questions-in-the-narrative and ecphonesis (syntactic level), climax (lexico-syntactic level), simile and metaphor (semantic level).

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Volodymyr Demchenko, PhD, Associate Professor,  Kherson National Technical University

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Volodymyr Demchenko, PhD, Associate Professor,  Kherson National Technical University

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"DEOCUPATION" OF ANTHROPONYMS AS A MARKER OF NATIONAL SELF-CONSCIOUSNESS AND IDENTITY OF UKRAINIANS

The article shows that the study of various anthroponymic problems has long-standing historical and linguistic traditions. At the same time, anthroponymy as a separate scientific field began to take shape quite recently – only in the last decades of the 20th century. This young branch of science is actively developing, as there is a growing interest in the research and scientific study of personal names of various peoples. Recently, interest in the study of various aspects of Ukrainian anthroponymics has noticeably revived in science. However, it should be noted that it is still being studied rather unevenly, and not only in relation to various synchronous sections and territorial manifestations, but also in terms of studying the entire anthroponymic reality.

The latest scientific research on the problems of Ukrainian anthroponymics was published before the beginning of the large-scale invasion of the troops of the Russian Federation on the sovereign territory of independent Ukraine and the severance of diplomatic relations with this aggressor state. In essence, they did not discuss the issue of «deoccupation» of Ukrainian anthroponyms for the purpose of identifying citizens according to the principle of «one's own – another's». The authors of the study, based on strong arguments, sought to encourage the linguistic community and representatives of civil society to lobby for the introduction of appropriate changes to the regulatory and legal acts of Ukraine, in particular the Ukrainian orthography, regarding the purification of Ukrainian anthroponyms from the centuries-old Russian occupation influence with the aim of establishing national self-awareness and Ukrainian identity.
Regulating one's own names and surnames should become a civic contribution to national self-awareness, a kind of test of national self-identity. Currently, the entire civilized world perceives the Ukrainian language as the language of a brave, freedom-loving and indomitable nation. With the beginning of Russia's full-scale war against Ukraine, the Ukrainian language became an identifier of «own – foreign». By affirming and improving our native language, we are, without exaggeration, defending our self-identity and independence.

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Olha HRABOVETSKA, PhD, Associate Professor, Ivan Franko National University of Lviv, Ukraine

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Olha HRABOVETSKA, PhD, Associate Professor, Ivan Franko National University of Lviv, Ukraine

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Love and anguish of Hryhir Tiutiunnyk:

to translate untranslatable and untranslated

The study provides an overview of English translations of Hryhir Tyutyunnyk's works. It also presents an attempt at a comprehensive analysis of cultural and linguistic aspects of his stories and discusses the translation difficulties and demands from the perspective of the sociology of translation.

The common thread running through all of Hryhir Tiutiunnyk's works is deep sorrow over the fate of the average Ukrainian, who could not always withstand the destructive policy of total russification and the imposed inferiority complex concerning the “elder russian brother”. Hryhir Tiutiunnyk himself rose to prominence as a symbol of ideological resistance. A graduate of the russian department of Kharkiv University, a teacher of russian language and literature in the Luhansk region, he realized that he was a Ukrainian in spirit rather than by passport when he was already a little over 30. The moment he realized this, he accepted his mother tongue as his own, never let it leave his heart, and instead fought for its equality.

His stories create a broad panorama of ordinary Ukrainians' social lives in the 1960s and 1970s. Hryhir Tiutiunnyk predicted and demonstrated the origin of the great evil, which exploded more than a half-century later, in 2014, like a time-delayed landmine, and from which we are still suffering today. And at the same time, his stories are permeated with affection for the people he wrote about. Hryhir Tiutiunnyk once stated that it is not enough to see and understand; one must also love. It's no surprise that literary critics compare him to Vasyl Stefanyk. Of course, a few existing translations do not fully reproduce the sociological, aesthetic, philosophical, and cultural value of Hryhir Tiutinnyk's literary legacy. Among the many reasons, the most obvious is the linguistic richness of the author's style. Tiutinnyk skillfully used realia, dialect vocabulary, colloquialisms, and language deviations that made the portraits of his heroes more expressive.
The most common translation techniques, such as literal translation, calques, descriptive paraphrase, omission, or addition, do not solve a translator's tasks.

The existing translations undoubtedly deserve approval just because they introduced, albeit briefly, one of the most talented representatives of Ukrainian literature to the Anglophone reader. However, these translations do not fully perform the communicative, cognitive, or creative functions inherent in translation as an act of intercultural communication.

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Daria Stetsenko, PhD candidate, Kyiv National Linguistic University

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Daria Stetsenko, PhD candidate, Kyiv National Linguistic University

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With the thrive of the Internet harmful content detection became increasingly important. However, the criteria of offensiveness still need to be determined. In 2019 even one of the shared tasks in the SemEval Competition was solely focused on offensive language detection. Both classical and neural models have been proposed and compared in the literature, with different levels of analysis: the lexical level (including sentiment analysis), the meta-information (context), and, if applicable, the multimodal perspective. This study aims to provide a well-rounded definition of offensive and harmful language and outline grammar indicators of harmful content in written texts. I strive to set clear-cut linguistic boundaries of syntactic constructions and semantic features for categorizing harmful versus neutral language, whereas harmful should be defined as a general category of subgroups: hate speech, violent description, and offensive language. The goal would be to determine the linguistic representation of each of them.

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Medien im Deutschunterricht
Digitale Medien lassen sich hervorragend im Deutschunterricht einbinden. Ihr Einsatz bereitet Kinder und Jugendliche auf die zunehmend digitaler werdende Welt vor. So lernen sie in einem sicheren, geschützten Rahmen deren Anwendungen kennen.
Unterrichtsmaterialien wurden von Lehrer*innen unter einer freien Lizenz (Creative Commons) veröffentlicht und können von anderen Lehrkräften genutzt und weiterentwickelt werden.
Täglich nutzen wir unzählige digitale Anwendungen in unserem Lebensalltag. Aber es gibt auch viele digitale Tools, die super im Unterricht eingesetzt werden können – zum Beispiel im Deutschunterricht. Im Vordergrund steht immer die Frage, ob und wie sie den Lernprozess sinnvoll unterstützen. So können zum Beispiel wöchentliche Schreibkonferenzen mit einem kollaborativen Whiteboard aufgefrischt werden. Oder man kann das Arbeiten mit literarischen Texten ebenfalls mithilfe von digitalen Tools unterstützen. Digitale Medien können aber auch einen neuen Zugang zu Texten und Interpretationen schaffen. Ganz nebenbei entsteht so ein fundiertes Verständnis für digitale Anwendungen.
Die Unterrichtsmaterialien können auf der fobizz Plattform kostenfrei heruntergeladen werden. Die Registrierung auf der fobizz Plattform ist ebenfalls kostenfrei.
Alle Unterlagen sind als freies Bildungsmaterial (Open Educational Resource, kurz OER) unter Creative Commons Lizenzen veröffentlicht. Freie Bildungsmaterialien werden immer wichtiger, denn sie ermöglichen Lehrkräften eine schnelle, unkomplizierte und rechtssichere Nutzung und Wiederverwertung von Lehr- und Lernmaterialien.
Die Unterrichtsmaterialien bestehen jeweils aus:
Unterrichtsmaterial (z.B. Arbeitsblatt für Schülerinnen und Schüler als PDF und offene Datei  z.B. docx- oder odt-Datei)
Verlaufsplan und ergänzende Infos (z.B. Kurzbeschreibung der Unterrichtsidee, empfohlene Klassenstufe/Fächer, Lernziele).

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Olena Mazur, Phd, Associate Professor, Ivan Franko National University of Lviv / Kherson National Technical University, Ukraine

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Olena Mazur, Phd, Associate Professor, Ivan Franko National University of Lviv / Kherson National Technical University, Ukraine

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MEME AS CULTURAL TRANSLATION UNIT
Within the scope of translation as a semiotic act text is considered to be not only a verbalized message but also any carrier of integral meaning subject to interpretation. Thus, meme is a perfect sample of such text conveying compressed but comprehensive information on a definite subject, “the new replicator”, “a unit of cultural transmission” as Richard Dawkins defined it, a multireplicable unit of culture.
Memes about the Ukrainian-Russian war, are quite multiple as they appeal to common humankind values and so quite interculturally translatable. As for the visual images of Ukraine and Ukrainians are extrinsic to Ukrainian culture. Ironically, this very “alien recognizability” contributes to constructing of the new image of the strong independent nation vs its previous status of a weak lengthy colonized people.
Given memes may play a pivotal role in shaping the new image of Ukraine, further representing of distinctive identity signs (ethnic elements, national symbols, cultural realia, traditional looks) is important for adequate perception of Ukraine as a separate nation with its unique cultural code.