The article deals with the problem of definition of the notion of іprofessionally oriented foreign language training of future specialists in applied mechanicsі, particularly, it reveals the differentiation of the notions of іforeign language trainingі, іforeign language educationі and іteaching foreign languagesі, determines the purpose and the content of foreign language education and teaching foreign languages and the peculiarities of foreign language education of future specialists in applied mechanics. Integration into European educational space caused the changes in the Ukrainian educational market including professional training of future specialists in applied mechanics who should be able to adapt to multicultural, multilingual environment for the realization of personal and professional needs. The concept of professionally oriented foreign language training is analyzed and defined by scientists as a process of teaching foreign languages oriented to the formation of foreign language professional competence for solving professional tasks in their sphere. The key factors of professionally oriented foreign language training of future specialists in applied mechanics (cognitive and informational, linguistic, professional, psycholinguistic, content and structural) are introduced in the paper. The leading role of foreign language education consists in effective communication, cultural awareness, ability to work and adapt to multilingual and multicultural teams and high level of communication competence, which are considered as the key requirements of the recruitment strategies of employers.

The article deals with the problem of corporate university as a form of employee training and development in American companies. Corporate training plays a leading role in the successful operation of US companies and is a factor of their competitiveness and efficiency in the marketplace. Corporate university is an advanced form of organizational training which emerged in response to the challenges of the information society and the global economy, increased competition in the market, the failure of the traditional institutions of professional education to meet the needs of the modern economy for highly qualified employees. Modern corporate university is a system of organizational development and personnel training, united with a single concept and methodology, inextricably linked and coordinated with the strategies of the organization. The main functions of the corporate university are training of various levels of company employees, knowledge management, formation of common corporate values, development of corporate culture, promotion of innovation. Since organizations have different needs and development strategies, corporate universities of different companies in the United States differ in purpose, objectives, structural characteristics, methods of instruction. The learning process in the corporate university has andragogical focus and is characterized by extensive use of e-learning technologies.

Cognitive linguistics has developed into one of the most attractive and influential frameworks within linguistics at large. And it draws the linguists' attention to the study of aspects of language within cognitive paradigm as reflections of conceptual organization and categorization principles, as well as the ways of presenting knowledge about the world. This paper focuses on the cognitive analysis of enumeration as an instrument for organizing and conveying domain-specific information. The aim of the analysis is to establish the role of enumeration as a way of arriving at true knowledge of the world. The tasks of the research consist in the description of enumeration as a means of knowledge representation, as well as the study of the peculiarities of enumeration as a means of representation of financial markets information. The novelty of the analysis is defined by the study of enumeration as a means of representation of financial markets information. The theoretical value of the analysis is reasoned with the study of enumeration as a way of organizing knowledge that reflects collective experience of the community within a specific environment. The results of the study of enumeration in economic discourse show that it serves to structure and represent domain-specific knowledge.

The article analyzes the features of the organizational structure and content of vocational teacher training in Hungary at present time. It also reveals the positive factors that contribute to the improvement of Hungarian higher education system under the Bologna agreement. It has been found that according to the type of qualification, the Hungarian teacher education system prepares preschool teachers (ovodapedagogus), primary school teachers (tanito), junior middle school teachers (tanarand), senior middle school teachers (kozepiskolai tanar), special teacher-trainers (gyogypedagogm). The curricula of teacher training in "Primary education" have been studied. The comparative analysis of training primary school teachers in Hungary and Ukraine was performed and possibilities of implementing progressive ideas of Hungarian experience in reforming teacher education in Ukraine have been considered. According to the Hungarian model of teacher education, revised in light of the Bologna process, the practical primary school teacher training takes place during the 2nd cycle of studies. That means that the Hungarian model, unlike the Ukrainian one, presupposes the teaching practice only for those students who choose pedagogical area at admission to a Master's programme. A positive feature of content formation of Hungarian teacher training is the priority of practical training, which implies acquisition of practical-oriented knowledge, providing professional and personal development of future teachers. Specific ways to further improvement of the national system of teachers training based on creative use of progressive ideas of Hungarian experience are outlined.

The article defines pedagogical facilitatiofesn as one of the key factors of teacherіs professionalism that includes both personality features (purposefulness, attitudes, relationships, motives and values), and their use in professional activities and communication (individual style of activity, communicative competence, etc.); as an innovative approach to teaching which promotes interest, cognitive activity, consciousness of the learner, realization of personally meaningful goals in the learning process and setting up creative learning environment. Essential characteristics of teacher facilitation are revealed: understanding and support as foundations for the interaction of teacher and learners as also learners with each other, recognition of the right of each participant of the interaction to have his or her own opinion, recognition of each individual as a unique personality, collective responsibility for decision making. The concept of facilitation is analyzed, according to which the algorithm of educational actions of the teacher is presented as an "Attribution ring" which involves the facilitation of motivation activities, goal setting, search of the subject of knowledge, search of learning methods, search of means of knowledge acquisition, realization of the learning process, and reflection. The features of facilitative communication are outlined; the educational action in facilitative interaction is proved to be determined by the psychological safety and psychological freedom as also by the empathy of the teacher, his or her professional and teaching tolerance and communicative competence, congruence, the creation of conditions for facilitative communication and facilitative influence. The psychological factors of educational action in facilitative interaction are identified: the importance of learning for learners; congruence of the teacher; psychological safety and psychological freedom, creation of conditions for facilitative communication.

The article presents the current tendencies in teaching English for Specific Purposes (ESP) for students of nonlinguistic specialities in the European context. The author analyses the requirements of English language proficiency set by the Common European Framework of Reference for Languages (CEFR), in the context of European integration processes. The National ESP Curriculum for Universities (2005) focuses on the necessity to acquire professional and functional communicative competence in English by the graduates, providing an opportunity for effective functioning in a professional environment. The current challenges in the ESP field in Ukraine are caused by the integration of the Ukrainian education system into the international academic community. The present situation of ESP teaching, learning and assessment does not satisfy the needs of students of non-linguistic specialities in Ukrainian higher educational institutions. The author discusses the idea of incorporating international English tests, such as FCE, CAE, IELTS and TOEFL in a higher education environment in Ukraine as a part of teaching ESP. The possibility of gaining the international experience in the field of certification and evaluation of studentsі English language proficiency level in accordance with the European requirements and criteria will help future specialists to develop their professional foreign language competence. The improvement and development of new forms and methods of ESP training and assessment in accordance with CEFR will give an opportunity for students to succeed in the competitive job market in the future.

It is common practice in academic research projects to present final assessment by means of reporting and evaluating results. More often than not, these reports tend to focus on the quantity and quality of the knowledge acquired, and very little (if any) attention is given to the impact the research may have had on the researchers themselves. In an institutional setting where students participate in research, this may be a missing link in the educational chain. The case study described here tried to fill this gap by showing the changes effected by a project investigating literature and language from a multicultural perspective. More than stimulating research by students in different countries, it aimed at helping them become autonomous researchers using empirical methods. We argue that instead of lectures and seminars, the educational quality of the humanities will be greatly enhanced if we turn to our students doing research themselves. We counter the argument that students are not able to do so with reference to a ten-year project we were engaged in, together with our students, between our three universities. We describe the methods along which our students cooperated with each other in conceptualizing, carrying out and reporting on their research. Feedback from 53 participants indicates that not only did the project motivate them to pursue further academic degrees, but the skills they acquired considerably influenced their future in many different fields. Though the design of this study does not allow us to determine any causality in the effects of the program, we argue that the results are nevertheless highly suggestive of the programіs both motivational and intellectual success.

Scientific discourse is viewed as a specific object of linguistic analysis in light of cognitive-discursive paradigm. Categories are integral parts of the scientific discourse, yet there is no full list of such categories. Insufficient studies of the category of inclusiveness, as one of the categories that has not come under linguistic scrutiny, specifically, in modern English scientific discourse, call for investigating this category and its elements. The paper deals with the analysis of the metaphors of inclusive semantics to convey the category of inclusiveness. Empirical material of our study involves Anglo-American articles in the field of information and communication technologies, as this research domain deals with the latest cutting-edge technologies that influence virtually all spheres of human life due to the potential of such technologies to dramatically reshape information society in the age of digital revolution. We have outlined the following types of inclusive metaphors in the language of science: the metaphor of CONTAINER that is expressed through a bunch of linguistic devices (nouns: container, envelope, family, house; verbs: to house, to wrap up); the metaphor of CIRCLE (nouns: circle; verbs: to circle, compass, to compass, to encircle, to enclose, to surround, set phrase: to range from... to); and the metaphor of CONTENTS. The obtained results have shown that the metaphor of CONTAINER is the most frequently used one.

Immersion as a special bilingual teaching method is intended to plunge students into the learning environment by the way of transforming the teaching process into a language environment. Learning the Modern Greek language at the Mariupol State University in the process of training the Modern Greek-Ukrainian translators based on immersion methods emerges the actual methodological problem which can be solved by revitalizing the method of teaching some special subjects. The method of immersion teaching the Modern Greek language at the Higher Educational Establishment has been highlighted in the paper based on the special course of subjects under the title іAnnotating and Abstracting Texts (Modern Greek language)і of the optional course for students obtaining the Masterіs degree. The special course mentioned above has been worked out on the basis of integrity and immersion. Teaching annotating and abstracting in the Modern Greek language accompanied with the methodology support as well as the syllabus and the reference book of clichіs ensures the appliances named "Annotating and Abstracting Texts (Modern Greek language)". The considered work is provided with practical tasks presented in the form of texts of annotations and abstracts, scientific articles, dedicated to the issues of highlighting the actual issues of philology, linguistics, linguodidactics, comparative pedagogics and translation. As the subject is focused on teaching philologists and translators, immersion has some peculiarities. Firstly, it is multilingual as the teaching material is provided in three languages (Modern Greek, Ukrainian and English). Secondly, it is translation-oriented as immersion is realized not only in one main language (here it is the Modern Greek) but into the processes of Modern Greek-Ukrainian and English-Ukrainian translation. The method of using the immersive teaching in the special course is realized in the systematic use of the following principles: harmonization of the learning language and the themes and contents of the language material; gradual increasing of the complexity level of the tasks during the teaching process; gradual increasing in number of the teaching materials in the Modern Greek language. The partial immersion in the course is being gradually changed by the full immersion.

The article is focused on the set of items: teaching translation, objectives, exercises and assignments (both word-centered and text-centered translation), translation analysis. The choice of the items is motivated by the dominant functions of transatology (nominative and communicative). The latter succeed in identification of adequate, congruent, equivalent translation. The article discusses the problems of professional validity, theoretical insertions, textocentric analysis. Gains, achievements, goals and perspective vistas are the highlights herein. The ways of translation adaptation have been outlined, among them are conceptualization, de-focusing, redundancy (language economy). The rendering of the original texts into target ones brings the diversity of the exercises and assignments what is the focus centre of the paper. The paper gives an opportunity to make translation analyses of the original and target texts. Semantic isotopy, textual non-linearity, self-organization, rhisomatic way of arranging textual cohesion and coherence, ramified architectonics and interpretation plurality remain actual, urgent, still unsolved problems in translatology. The major principles are manifested in conceptualization, de-focusing, expanse, redundancy (language economy) specific arrangement.

The present article is dedicated to the problem of the concept of fate functioning in the American picture of the world. The aim of the article is to investigate the concept sphere of fate in American science-fiction literature. The main tasks are to outline the main specific approaches to the problem, to analyse synonymic rows of the concept of fate and to form the concept sphere of fate in terms of their characteristics. At the beginning, the outline of the last investigations of the fate was done, and then the historical background of the fate interpretation was introduced. In the next part, the preliminary statistical results of the Fate lexicographical analysis were given. The author tried to prove the material selection with the help of the data from the Corpus of global web-based English and the Corpus of contemporary American English. The practical part of the article is devoted to the analysis of the concept of fate in the American science fiction literature that was done on the basis of the fantastic stories of A.E. van Vogt and E. Mayne Hull. At the result of the analysis the synonymic raw of the fate was formed. At the final part of the article, we made the general conclusion that the concept of fate had such two models of objectification as universal and individual ones.

The article deals with the problem-based learning (PBL) that combines theoretical knowledge and practice in the educational process. PBL is an effective learning method through which the students become responsible and initiative. PBL main goals, principles and steps of implementation are observed in the article. PBL is a constructive, self-directed, collaborative and contextual process and has the potential to prepare students more effectively for future learning and profession. The main objectives of PBL are described in the article: constructing an extensive and flexible knowledge base; developing effective problem-solving abilities; becoming effective collaborators; being motivated to learn, work and research. It is cleared up that PBL focuses on practical learning where students solve real life badly structured problems. It is shown that the educational process is organized around the interdisciplinary problems and it can help students to learn integrally. The participants of problem-based learning process have to plan, monitor and evaluate the learning process actively, interpret prior knowledge and experience and after their self-study and mutual interaction within the group, they are able to construct and reconstruct their knowledge networks. The author states that implementation of PBL in the educational process gives students a sense of ownership over their learning and empowers participants with valuable skills that motivate students to learn and ability to achieve good results. The main ways of implementation of PBL in Ukrainian higher educational institutions and some recommendations are given in the article.

In the paper the author gives a thorough analysis of the effective tools for the control organization in terms of the recent researches in the English for specific purposes testing methodology. The writer proposes the effective technology of the reading competency measurement covering the methods and techniques of the test administration including the criteria and quality characteristics definition. The research gives the sound articulation of the test quality characteristics alongside with the outlined test task design requirements. The examples of the original communicative professional test tasks give an overall picture of the testing domain to be developed. The objectives outlined give the reader an understanding of the test structure evaluation and processing the output data. The research gives a possibility to obtain a practically ideal tool for measuring the study achievements in reading competency acquisition of the technical university students. Moreover, the research highlights the learning outcomes to be envisaged beforehand as the target skills the students-future engineers are to acquire. The paper investigates the impact of the test characteristics and qualities on the test task construction in terms of the learning and testing purposes interaction. The research focuses on the test task development requirements as a dominant creative force in a testing development, organization and administration. Being sufficiently useful, criteria bring a sound functionality in the test task and test items construction. The structure of the communicative real life situations in foreign language reading where the future technical specialists are to apply their certain reading skills for their academic purposes is elaborated and introduced in the paper.

A phenomenon attracting increasing attention in language curricula is the infusion of technology into traditional, face-to-face (FTF) language instruction. Nevertheless, computer-assisted language learning (CALL) still lacks a body of qualitative research on the notion of blended learning (BL). Particularly, what is lacking is information regarding teachers' perceptions of blended learning, or the roles they are expected to play in such mixed environments; without an understanding of these issues, the creation of new and effective BL curricula is extremely difficult (Grgurovic,2010). That said, much research has been conducted comparing learning outcomes in traditional and blended foreign language classes, although the various socio-cultural (external) and psychological (internal) aspects governing the successful transition of both teachers and learners from FTF to online learning remain unexamined (White,2006). This literature review consequently focuses on the infusion of technology into the language curriculum, specifically in relation to BL, with three purposes in mind: to a) exemplify teacher perspectives on BL; b) their effective transition from FTF to technologically-enhanced instruction; and c) examine those factors which are identified as the reasons for teachers having effectively implemented the technological components into a blended curriculum.

The given article presents a survey of the English textbooks which were used at the lessons of English in female schools of Bukovyna in the beginning of the XX century. The author gives an overview of reference sources relevant to the issue under discussion and proves that the studied topic had not been in the focus of the scientific research before. The analysis of the textbooks was made using formal, functional, structural and subjective criteria. We reviewed 5 English textbooks, found in the scientific library and identified the English language teaching methods used in these books. The textbooks were divided into 3 groups: grammar references, textbooks and readers. The characteristic feature of the textbooks is that they were written in German, thus, English in Bukovyna, which at that time was a part of Austria-Hungary, was taught via the German language. We contemplated on the methodological aspects of teaching English in the Bukovynian schools for girls and the techniques applied for the development of English pronunciation, reading, speaking, writing and translation skills. Thus, the peculiarities of the principles of realization of grammar-translation and text-translation methods are revealed and the process of transition of the above-mentioned methods to the direct method of teaching English is illustrated in the textbooks being analyzed.