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.

 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 

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 

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. 

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:

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.

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. 

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.

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. 

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.