Кафедра "Гуманітарні науки"

Постійне посилання колекціїhttps://repository.kpi.kharkov.ua/handle/KhPI-Press/1702

Офіційний сайт кафедри http://http://web.kpi.kharkov.ua/kgn

Увага! Поповнення колекції кафедри "Гуманітарні науки" тимчасово, від травня 2023 року, призупинено.

Кафедра "Гуманітарні науки" існує від 1973 року.

Більшість фахівців кафедри викладали в різних країнах світу – в Австрії, Великобританії, Швеції, Іспанії, Італії, Сірії, Шрі-Ланці, Монголії, Алжирі, Афганістані, Гвінеї, Судані, на Кубі і Мадагаскарі.

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25 уроков русской устной речи
(Национальный технический университет "Харьковский политехнический институт", 2006) Олейник, Светлана Павловна; Романов, Юрий Александрович
Пособие включает тексты, диалоги, упражнения, направленные на расширение и активизацию общелитературного словарного запаса, на развитие навыков русской устной речи в ее разговорной разновидности. Предназначено для студентов-иностранцев подготовительных факультетов и первых курсов продвинутого этапа обучения.
60 корней
(ТОВ "Цифра Принт", 2010) Олейник, Светлана Павловна; Романов, Юрий Александрович; Квашина, Татьяна Сергеевна
Настоящее пособие представляет собой сборник тренировочных упражнений на различение употребления в речи родственных слов. Предназначено для студентов-иностранцев продвинутого этапа обучения, а также может быть использовано на краткосрочных курсах РКИ.
About the facture of artistic texts
(2021) Myroshnychenko, Maria Pavlivna
The reality is reflected in the artistic text according to two principles of reflection: the principle of projectivity (the similarity to reality is shown at the level of a concrete image, for example, in realistic painting or in a photo) and the principle of conceptuality (the similarity to reality is observed at the level of understanding, of connections between images). Facture as a category of esthetics was originally considered as a characteristic of projective texts. Any verbal text refers to texts that are predominantly conceptual. However, verbal texts in the process of reading "grow in meanings" in the consciousness of the recipients, i.e. generate "subject" images and connections between them. The fact that the "subject" images of the verbal text are more distant from the author's original plan cannot be the reason for refusing to analyze the originality of the facture of the work in its various aspects, including as one of the essential feature of writing style. The study of the musical nature of the verbal text, as well as its visual features (details, realism, volume, contrast system, speech figures) provides a clue about facture of the artistic world of the work, as well as due to how, in particular, the facture of a text or writing style of the author is formed.
The Aktionsarten as a lacuna for RFL learners
(ВД "Гельветика", 2021) Nagaitseva, N. I.; Romanov, Yu. O.
The article is devoted to a detailed analysis of the Aktionsarten; despite diversity and large volume, they are not covered by existing RFL (Russian as a foreign language) programs. Semantic and structural types of verbs that demonstrate a change in the meaning of a motivating prefixless verb in terms of expressing temporal, quantitative, and terminative characteristics of an action after adding appropriate affixes to it are considered to be Aktionsarten. Most Aktionsarten are formed from imperfective verbs by adding certain prefixes (and in the case at hand, the postfix -ся) resulting in Aktionsarten related to the perfective aspect. An insignificant number of Aktionsarten formed with the help of imperfect suffixes -ва-, -ив(а)-, -ыв(а)- refer to the imperfective aspect. The concept of Aktionsart was introduced by the Swedish linguist S. Agrell to designate the semantic functions of prefixed verbs which clarify the nature of the action; he was the first to distinguish the category of the aspect of a verb from the category of Aktionsart. Further study of the nature of the course of action and aspects expanded the understanding of the term: Aktionsarten are correlated not only with prefix verb formations but also with all verb derivatives formed with the help of other word-formation means (prefixes, suffixes, postfixes, and their combination). This article considers the meaning of semantic and derivational groups of verbs distinguished on the basis of temporal, quantitative, and terminative characteristics. With this approach, the concept of Aktionsart is not applicable to the entire verb vocabulary; this is the case of verbs that are verbal derivatives (their derivational formants are considered to be modification formants). The article attempts to minimize (for the purposes of RFL teaching) the number of Aktionsarten and provide lists of the most commonly used and semantically transparent verbs with rich word-formation potential; examples of their use in a poetic context are meant to interest students in literary works; the effective learning of Aktionsarten undoubtedly opens new opportunities for international students in RFL acquisition.
Anthropocentric trends in philological science: text and discourse
(Міжнародний центр науки і досліджень, 2021) Myroshnychenko, Maria Pavlivna
Application of information and communication technologies in linguistics: influence on competences and learning outcomes of students
(UNSV FED SAO CARLOS, 2021) Berestova, Alla; Filyanina, Nelya; Sukhanova, Tetiana; Lysenko, Natalia; Denyshchych, Tetiana; Ostrovska, Lyudmyla
The purpose of the survey is to determine the importance of the use of information and communication technologies in linguistics and to clarify their impact on the competencies and learning outcomes of linguistic students. A poll was conducted among 500 fulltime students (250 OCD "bachelor", 250 OCD "master") National University of Pharmacy (Ukraine) in order to establish the need for the implementation of ICT for quality philological education in higher education institutions Basic linguistic competencies are outlined, including the ability to solve standard tasks of professional activity; possession of skills of preparation of scientific reviews, annotations, compilation of abstracts and bibliography, sources and search engines; mastering the skills of participation in scientific discussions; possession of skills to participate in the development and implementation of various types of projects. It is outlined that for the formation of ICT competence two types of its implementation are needed - basic and professionalmetho
Borrowings in English from the Celtic group
(ФОП Корзун Д. Ю., 2017) Dmytryk, A. Yu.; Belmaz, Ya. M.
This article deals with the problem of borrowings in English as a special layer of lexis. In the article the main aspects of borrowings are discussed, and their role in modern English is defined The author identified the nature of borrowings from the languages of the Celtic group in the formation of modern English.
Building motivation in foreign language learning
(ТОВ "Планета-Прінт", 2020) Kryvolapova, O. V.
Case study approach as an effective tool in teaching English as a foreign language
(2020) Дмитрик, Аліна Юріївна
Classroom nonverbal communication
(ТОВ "Планета-Прінт", 2021) Snigurova, T.
Comment eviter le stress lie a un examen
(2020) Snigurova, T. A.
Communication barriers slowing down the adaptation of international students to Ukraine life
(Primedia eLaunch, Boston, USA, 2020) Snigurova, T. A.
Comparatives and Superlatives of Russian adjectives and adverbs
(National technical university "Kharkov politechnical institute", 2020) Shelestina, Maryna
The Supporting notes are intended for foreign students – beginners and intermediate students. The Supporting notes consist of 7 parts. Every part includes informative tables and tasks. The Supporting notes can be used during Russian lessons and for independent work of foreign students also.
Confusing words and some common mistakes in English
(Science and education LTD, Sheffield, United Kingdom, 2017) Dmytryk, A. Yu.; Panchenko, V. V.
Coping with stress and anxiety when L2 acquisition
(Видавничий дім "Гельветика", 2021) Romanov, Yu.; Snigurova, T.
This article considers stressors affecting the psychological state of international college students. In addition to the general stress inherent in higher education as such (necessity of meeting certain academic requirements, test taking, a significant amount of educational material, lack of time, competition among classmates, etc.), international students experience additional stressors associated with L2 acquisition (language learning difficulties, cultural differences, fear of losing self-identity, etc.). The concept of stress was formulated by a prominent Hungarian-Canadian scientist H. Selye. He considered stress to be a non-specific reaction to any demands made on the body which cannot be avoided. Negative effects of stress (low academic performance, sleep diﬃculties and depressive/anxiety symptoms, smartphone addiction, Internet addiction, suicide attempts) are widely discussed in modern science. Nevertheless, reducing academic stress can increase students’ intrinsic motivation and improve learning outcomes. As for L2 anxiety, it can significantly affect academic achievements, so the factors that determine its level (gender, age, fear of negative evaluation, general feeling of anxiety, etc.) are subject to detailed study. The article analyzes the influence of anxiety on the formation of speaking skills and suggests some teaching techniques that help overcome anxiety and are applicable to L2 teaching, namely, group work (role play within the given contexts) with no explicit control from the teacher and project-based learning which involve completing various communication tasks aimed primarily at the development of speaking skills. By performing such tasks, students have the opportunity to focus on the process and mechanisms of cooperative learning which significantly reduces the foreign language anxiety.
Debut. A course of russian for international students
(National Technical University "Kharkiv Polytechnic Institute", 2019) Snegurova, T.; Romanov, Yu.; Paramonova, V.
The text-book includes a range of material to give students the essential skills and knowledge they need for Russian reading, speaking, and writing from level A2 (“Russian for beginners”) up to B1 (“Debut 1”) and B2 (“Debut 2”) according to Council of Europe language descriptor. This course is intended for a very wide audience of Russian language learners, pursuing various goals (living and studying in those countries where Russian is spoken; short-term Russian courses; traineeship; language credits, etc.).
Debut. A course of russian for international students. Russian-English-French vocabulary
(ТОВ "Форт", 2020) Snegurova, T.; Romanov, Yu.; Paramonova, V.
Vocabulary of the text-book “Debut. A Course of Russian for International Students” is represented. The text-book includes a range of material to give students the essential skills and knowledge they need for Russian reading, speaking, and writing from level A2 (“Russian for beginners”) up to B1 (“Debut 1”) and B2 (“Debut 2”) according to Council of Europe language descriptor. This course is intended for a very wide audience of Russian language learners, pursuing various goals (living and studying in those countries where Russian is spoken; short-term Russian courses; traineeship; language credits, etc.).
Debut. Russian for beginners
(NTU "KhPI", 2016) Snegurova, T.; Romanov, Yu.; Paramonova, V.
The guide includes a range of material to give students the essential skills and knowledge they need for basic Russian reading, speaking, and writing (up to A2 Council of Europe language descriptor). This course is intended for a very wide audience of Russian language learners, pursuing various goals (living and studying in those countries where Russian is spoken; short-term Russian courses; traineeship; language credits, etc.).
Development of students' cognitive motivation for studying English
(KAD International, Ghana, West Africa, 2018) Mishchenko, O.; Dmytryk, A. Yu.
The idiosyncrasies of developing motivation for learning English Language as a foreign language are revealed in the article. The authors emphasize that the question of how to help students to overcome the language barrier as soon as possible and to incite their interest for a foreign language is relevant and not completely resolved. As practice shows, foreign language teachers working at schools are in dire need of improving the communicative foreign language teaching methods and forming the interests and motives for learning the language among students. The authors give a description of modern aids of increasing students’ motivation to learn a foreign language, taking into account all the gains.
Difficulties of teaching Ukrainian as a foreign language in a bilingual environment
(Видавничий дім "Гельветика", 2020) Kryvolapova, O. V.
This article is devoted to the problem of bilingualism; the affects of this situation on the state of education of international students in Ukrainian universities are considered. Many linguists were interested in the problem of bilingualism and ways to solve it. One of the first who developed the theory of bilingualism was L. V. Shcherba. He distinguished between two types of bilingualism: pure and mixed ones. Pure bilingualism implies the complete isolation of one language from the other. Mixed bilingualism means the parallel use of two languages. Of course, the language environment of many Ukrainian cities, including Kharkiv, is determined by mixed bilingualism. Considering the problem of bilingualism, it is impossible not to touch on such a phenomenon as interlingual interference. In linguistics, the term “interference” means the effects of one language on another, that is, the rules of one language are applied in the written or oral speech of the other one. Unfortunately, this often leads to the fact that interlingual interference can cause many inaccuracies. This paper gives some examples of such errors from which we can conclude that it is the interference that explains the phonetic, grammatical and lexical features manifested in a bilingual environment. In addition, the situation of bilingualism is never harmonious or symmetrical. This means that in language practice, one of the communicating languages necessarily occupies a leading position. The article also expresses the opinion that in the conditions of Russian-Ukrainian bilingualism, it is the interference that can explain such a linguistic phenomenon as Surzhyk. Currently, this term is firmly established in Ukrainian linguistics. Scientists have not yet reached a single conclusion about the origin and essence of this phenomenon, but one thing is certain: Surzhyk is the result of mixing exactly two languages: Ukrainian and Russian. Having analyzed the situation of bilingualism in the Kharkiv region, we can conclude that bilingualism makes things more difficult for international students: for both those who study Ukrainian and those who study English. Students need to master the basics of a second language to adapt in a bilingual environment.