The article under discussion focuses on scientific works, dedicated to the development of language teaching methods. We have analysed the criteria for singling out the stages of contemporary scholars' methods of development and created our own criteria regarding language teaching methods in Western Ukraine (1867 - 1939). According to the selected criteria, we have determined the basic stages of development methods on a particular territory, in a specific chronological framework: stage I - 1867 - 1890 - the emergence of the language teaching methods; stage II - 1890 - 1918 - the formation of foreign language teaching methods; stage III - 1918 - 1939 - further development of language teaching methods. These stages have been marked with certain innovative ideas of foreign language teaching approaches. They have also set certain scientific practice standards and theoretical postulates, preserving, at the same time, the teaching theories, concepts, approaches, principles, foreign language teaching methods, accepted by the professional community. Certain approaches to curricula development, in accordance with the peculiarities of each region, some principles of creating the educational materials, regarding the students' age and interests, are inherent to each phase of the development of Linguistic Didactics in Western Ukraine. In our studies, we have proved that grammar translation, textual translation, direct and mixed methods of foreign language teaching have been implemented in accordance with the characteristic features of the outlined area and within the fixed chronological frames. We have highlighted the provisions of foreign language teaching methods that have remained unchangeable in the process of foreign language teaching in Western Ukraine. The latter methods have acquired new features and emerged in foreign language teaching methods on Western Ukrainian territories during their implementation within a specified period of time.

The article considers conceptual representation of ECONOMIC CRISIS in the economic mass-media discourse of the two historical periods: 1929 - 1933 and 2007 - 2010 to reveal its synchronic and diachronic distinctions and dichotomies. More specifically, it is aimed to study linguistic means representing the concept in the 20th century and determine their diachronic variations. Applying cognitive linguistic instruments, such as component analysis and conceptual metaphor theory, it has been determined that conceptual content, structure and metaphorical representation of ECONOMIC CRISIS are subject to historical variations. Terminologically motivated name of the concept "economic crisis" provides historical stability of its content and structure formed by historical constants DECLINE, UNSTABLE SITUATION, TURNING POINT on the one hand, and affects its historical change: extension with new constituents - variables DISORDER, LANDMARK, ACCIDENT, on the other. Propositional schemas of the concept, mainly those of action and identification, form the cognitive structure of ECONOMIC CRISIS and vary diachronically in the degree of prominence. The dominant conceptual metaphors of ECONOMIC CRISIS of a target domain CRISIS is MOVEMENT DOWN and CRISIS is A STATE OF EMERGENCY are stable through history while their further division into clusters of metaphors varies both in the set of source domains and in their frequency in discourse.

The article discloses the problem of content and language integrated teaching to Ukrainian university students majoring in economics. The characteristics of the integrated teaching are presented. Nowadays pedagogical integration can be traced in all its forms: in interconnection of actions concerning youth education and upbringing; in interconnection of content of different subjects teaching, moreover not only related subjects (such as mathematics and physics) but so-called unconnected subjects (computer sciences and foreign languages); in interconnection of different activities as to the major subject learning. Pedagogical integration is realised by creating "practical synthesis", it means: joining the content of related subjects into one academic discipline; applying similar methods and techniques of teaching synthesised subject; emerging organisational forms of teaching different subjects into one organisational-methodic unity which functions in one educational process. The peculiarities of the integrated teaching economic subjects by means of a foreign language are highlighted in the article. Professional knowledge and skills that Ukrainian students majoring in economics are to master both in the native and in the foreign languages for professional material application into practice are described. The methods of integrated teaching economic subjects by means of a foreign language have been introduced. The article presents the model of stage-by-stage realisation of the integrated teaching two kinds of activities (professional and foreign language) with the description of the interconnected (synthetized) components of the teaching process.

The paper examines the journalistic discourse as a linguistic phenomenon in the socio-cultural realities. The relevance of the study is determined by the great interest of linguistic science to the issues of cross-cultural communication and their significance in teaching English as a foreign language. The journalistic discourse is a peculiar phenomenon of linguistics because it reflects socio-cultural features of specific communication space; it creates a language picture of the world of a certain culture and society through the specific socio-cultural lexical units - realities. The main aim of the study is to examine, analyse, summarise and systematise socio-cultural linguistic resources as a means of creating and transmitting linguistic awareness, revealing the pragmatic aspects o f their functioning in the journalistic discourse. In order to achieve this goal the following steps have been taken: 1) to study the characteristics of the journalistic discourse; 2) to determine the specific genres of the journalistic discourse of the English language periodicals and mass media on-line resources; 3) to investigate the cognitive and pragmatic features of the vocabulary functioning, which reflect the peculiarities of the English language context of the socio-cultural aspect of the journalistic discourse; 4) to categorise and analyse the thematic and typological groups of socio-cultural realities and study their functions in the context. The possible application of the obtained results is to develop the scientific and teaching facilities in the field of foreign language learning and translation.

I am a great believer that writing can be brilliant. But how can one master this art? Some say it's even impossible? Or is it? Perhaps the answer to this question is learning from the best teachers who generously share with us their tools of the trade. "Technique in Nonfiction: The Tools of the Trade" by Professor Steven Darian is doing exactly this. But first, why butterflies? Well, they will be mentioned thrice throughout the review, but each time to convey a slightly different thing. Let's start by saying that some books do have the so-called "butterfly effect" - the potential to significantly influence the future for years ahead...

In the article, the problem of functional literacy training organisation in the system of adult education in Belgium has been studied. The authors analyse the scientific and pedagogical literature which highlights different aspects of the problem under research; characterise the research methodology which comprises theoretical and applied methods. They present the theoretical and methodological framework (humanistic, pluralistic, andragogy concepts) of functional literacy learning; different approaches (standard, context, social and cultural) to the term "functional literacy" treatment; concretise the definition of "functional literacy". The scholars study prerequisites (historical, politica l, social and cultural, social and economic, linguistic) of adults' functional illiteracy development in the modern Belgian society. The researchers characterise the system of adult education according to the structural and functional approach, especially, its legislative, managerial, organisational, and academic levels. They present the systematised and generalised specificities of learning organisation for adults' functional literacy development in formal education of Flemish Community (Centres for adult education), German-speaking Community (public schools), in non-formal education of French Community (network of volunteer organisations). The scientists analyse the content (knowledge, skills of basic and professional education, social and personal skills, skills for self-education) and operational (organisational forms and methods; methods for learning motivation) components of functional literacy learning. The authors present the research conclusions and perspectives for further research.

The article develops the idea of speech and gesture as an integral system of generation of meaning viewing an individual's cognitive system as a dynamic, evolving semantic lattice organising semantic items of propositional and imagistic modes around a core meaning: linguistic items (propositions) are linked to ideas, concepts and beliefs as well as to specific feelings, mental states, images of gestures and stereotypic patterns of behaviour. Since gesture and speech are equally engaged in generation of meaning, they are treated in terms of gesture-verbal utterances as minimal material carriers of semantic content, activating the semantic lattice. According to the sphere of human consciousness/sub-consciousness which is basically "responsible" for their production and interpretation, gesture-verbal utterances are divided into rational classifying/qualifying (activating semantic structure to provide information, helping classify or qualify the referents of the utterances), emotional (activating emotional attitudes) and suggestive (activating no semantic content but organising narration over large spans). Rational gesture-verbal utterances are further classified on the basis of the semiotic principle, governing the gestural activation of semantic structure, into deictic (pointing to the referent), iconic (depicting the referent) and symbolic (standing for the referent) and also into literal and metaphoric in accordance with the image-realistic or image-schematic principle of depicting the referent.

The article highlights the problem of foreign language training of future artists in higher educational establishments. The main feature of English for specific purposes (ESP) is a professionally oriented approach to learning English. It involves the formation of students' ability to foreign language communication in specific areas and situations. Permanent and variable characteristics of a foreign language for specific purposes are given. The main issues of studying ESP by art students include the specifics of lexical content and special format of oral and written texts related to the profession. With the help of dominant perceptual modality diagnostics by S. Yefremtsev, we have defined that 95 % of all respondents refer to the visual type. The common features of visuals were taken into account in creating the system of classes based on the communicative approach and the principle of visual perception of information. The article analyzes the content and feasibility of the ESP textbook specially created for future artists. Main lingo-didactic (general teaching) principles of training of speech activity types are described. They include: specific professional area, complexity and interconnectedness of learning types of speech activity, dominance of one type of speech activity at a certain stage of training, learning objectives, gradual and consistent skills formation, the text as a basis for any kind of speaking, the richness of analytical tools in every form of speaking, facilities, and advanced technology training. The article proves the necessity of using Internet resources in teaching ESP.

Nowadays there is an urgent need for the formation of students' reading culture in a modern university. It is necessary to enhance theeducational value of a book in students, who are losing their interest in reading. Fiction is gradually becoming less popular among youth (as compared to cinema and music, it ranks third). This was confirmed by the results of the research conducted in 2012 and in 2016 at the Pedagogical Institute of Vasyl Stefanyk Precarpathian National University (PNU) and Pedagogical Faculty of Mukachevo State University (MSU). 78 students (majoring in Primary Education) and 30 students (majoring in Social Pedagogy) at PNU and 96 students at MSU were involved in the research. Most of the students were females. Applying such methods as questionnaires, conversations, interviewing and observations, we studied the place of fiction in the system of students' inquiries, its role in education, as well as students' knowledge of educational fiction. The whole complex of the methods used ensured the reliability of the research results and confirmed that students' reading culture is an integral part of the job profile diagram of a qualified teacher/educator. The level of students' reading culture may be enhanced in the case of implementing a specially organised system of teacher education. This system should enable students to acquire an awareness of the works by modern writers; introduce popular fiction books into students' extracurricular activity. In our opinion, student involvement in literary societies and research centres of modern literature may facilitate the formation of literary interests among future teachers.

The article discusses the problem of training primary school teachers regarding reforming primary education in Ukraine on the basis of competency-based approach. The principles of organisation of education process consist in forming interdisciplinary (multicultural) knowledge and skills as well as the ability to function effectively in the conditions of global changes. The major issues of primary education to be taken into account in teacher preparation are: teaching children to use the acquired knowledge in life and correspondence of education content and methods to students' age peculiarities. The competences to be formed in children fall into two categories: key competences (communicative, math, technology, information, interpersonal, intercultural, social, etc.) which provide the ability to use the obtained knowledge in problem-solving; subject competences being reflected in education curricula. The article presents the basic principles of developing motivation and self-motivation which are the basis of competence approach: subject competences (what we teach) should be formed on the basis of key competences (why we teach). The ideas of educational freedom and responsibility of teachers are discussed in the article.

In order to develop the skills and competences required in a professional environment, university students have to reflect on their own role in the learning process. The traditional methods of assessment do not assess reflective thinking, critical thinking, self-evaluation and peer evaluation. The following paper outlines and evaluates the implementation of peer and self-assessment techniques in higher education, in ESP course at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" as a case study. The rationale of the alternative type assessment systems is examined, and the efficiency of these methods is evaluated and compared by the use of attitudinal questionnaires completed by the participating students and the lecturer's assessments and feedback. The methodology to investigate the effect of peer and self-assessment as a part of the learning process includes literature observation, case study, developing marking criteria, examples of peer and self-assessment strategies and activities in ESP course. Forty quantitative peer and self-assessment studies were subjected to analysis. The study pointed to differences between self and peer assessments. Peer assessment was found to resemble more closely teacher assessments whereas self-assessment demonstrated difference with teacher's marks. One of the most essential conditions for objective and relevant performance of the evaluation was found as well-understood assessment criteria. Hypotheses concerning the greater validity of peer and self-assessments were not supported. We have drawn the conclusions that the application of peer and self- assessment methods improves students' critical thinking skills, involves students into learning and assessment processes, keeps motivation up to study and provides them with a greater ownership of the whole learning and assessment process. Therefore peer and self-assessment techniques could be effectively implemented in the course of ESP at universities.

The right choice of a coursebook makes both teaching and learning experiences effective and enjoyable. However, the real strengths and weaknesses of the chosen teaching material become apparent only over a period of continuous use. This article looks into the way coursebook effectiveness can be evaluated by the participants of the educational process. The importance of retrospective assessment of a coursebook is emphasised, considering the fact that it enables to evaluate the work done and make the appropriate decisions for the future courses. The evaluation should be performed not only by teachers, but also by students. For this purpose, two different assessment forms have been developed. The author stresses that learners and educators view coursebooks from the various standpoints, that's why their evaluation forms should include different sets of parameters. The principles for creating the questionnaires for teachers and students are outlined in the present work. The article suggests that the most effective way to conduct a coursebook evaluation is to use free data mining web tools which not only streamline the evaluation process, but also enable to effectively process the results of the survey. The author outlines the process of creating interactive questionnaires using o ne of such web tools. The last part of the article features description of the practical implementation of the suggested evaluation approach. The developed questionnaires have been used to evaluate Speakout Intermediate coursebook with which a general course of English was taught to a group of adult learners. The results of the survey and possible implications thereof are discussed in the article.

Distance learning technologies enrich learning opportunities due to many advantages like ubiquity and flexibility. Although the usefulness of such technologies in teaching and learning is clear, their testing part is remained to be discussed due to the security issue. Administrators and teachers need to use more authentic and secure distant testing software in which the scores are guaranteed and the testees keep away from cheating. Static and online authentication systems like "username" and "password" and face detection have empowered educational parties to have more reliable testing outcomes. Mobile devices as the necessity of the new millennium need to use authentication software in their testing. Mobile devices with their multimedia course materials provide learners with many optimistic learning opportunities through collaboration, cooperation, interaction and testing. The unique chances of ubiquity, individualization, informality, and spontaneity make the mobile learning of particular importance not only for digital natives but also for teachers, administrators, developers, instructors, and policy makers. Yielding an economical learning opportunity along with providing authentic contexts for collaborative learning is beneficial for the economy of the country in general an d for the meaningful and deep learning of the learners. This paper will discuss how authentication techniques have applied to electronic devices like mobile phones.

This article presents the peculiarities of using mentoring approach to training public relations (PR) specialists. It includes a historiographical overview of the best practices related to the specifics of using mentoring in education. Based on the literature review, it proves that the use of a mentoring approach to training PR specialists has certain peculiarities and advantages. This paper provides the results of the study in the form of an online survey. Participants were practitioners and teachers working in the PR field. They had to answer questions related to the methodology of PR professional training at universities. Based on the data obtained, the main issues of mentoring assistance in preparing PR specialists have been discussed. The key methodological aspect of using mentoring assistance in PR training is using a pedagogical model "show-tell-do". This article covers general recommendations on integrating the mentoring approach into the process of PR specialist training at the university.

The paper deals with the problem of professional competence formation in ESP writing, which is especially important with the introduction of the new government standards for higher education. In this paper, the vital factors of acquiring knowledge, skills and abilities in English writing for students of IT specialties are studied. The importance of teaching students writing technical documentation - Software Requirements Specification - in English is emphasised taking into account the requirements of their educational qualification characteristics and programs. The difficulties which IT specialists have while writing professional texts in English are described. They are related to a technique of writing - spelling, punctuation skills; the language form - genre of the text, lexis and grammar; the content - compositional skills; the organisation of teaching - cooperation and correction of mistakes. The effectiveness of teaching ESP writing can be achieved through the combination of the classroom and the self-study work.

The paper focuses on an essential problem of a "part-of-speech" theory, including temporal and locative prepositions and adverbs overlapping in lexical and grammatical perspective. The study is pursued on a corpus-based approach towards prepositions and adverbs overlapping in present-day English (PDE), giving consideration to the complements applied. The latter are divided into two wide groups, namely Noun Phrase and Alternative Complements. To organise the results the comparative-parametric method of linguistic research developed by Sternina was introduced. A comparison has been made between traditional interpretation of complement use and practical corpus-based results in PDE. It has been ascertained that among 94 lexical units treated as one-word prepositions 49 units show overlapping of prepositions and adverbs; however, 39 units bear locative and temporal semes. The results of the PDE corpus-based research show that conventional interpretation of prepositions as lexical units governing Noun Phrase Complements and Adverbs as units correlating with Alternative Complements is deceptive, as it is based on a synchronic syntactic approach, neglecting diachronic syntax and semantics. The hypothesis proposed describes a necessity to reconsider modern PoS division theory, taking into account diachronic approach and analysis of lexical units at the stages of their genesis in Old English and Middle English periods.

The purpose of this study is to gain insight on: 1) The Implementation of group investigation model (GIM) in increasing student conceptual achievement, 2) How GIM may improve student's critical thinking skill, and finally 3) the study addresses some challenges in GIM implementation. To achieve these purposes, classroom action research (CAR) was employed to investigate 19 students taking Educational Program Evaluation module in the second semester 2015/2016 at the Department of Educational Administration in University of Muhammadiyah Prof. Dr Hamka, Jakarta, Indonesia. Data were collected through test, observation, interview, questionnaires and documents. The study found that 1) the practice of GIM improve students' achievement on the conceptual domain; 2) GIM enhances students' critical thinking skill; 3) Some challenges identified during GIM implementation include teacher's teaching orientation and lack of students' discipline in completing assignments.

Presented article is devoted to theoretical substantiation and development of interdisciplinary didactic reduction method, based on the use of causal maps. The article discusses properties of causal maps in the context of its use in teaching methods. It was determined that the creation of the causal maps that reflect all connections between and/or within the three information blocks should be an effective reduction method of learning content of the topics about measurements of the various sciences. The blocks are named: "The physical basis of measurement", "The elements of the measuring instrument" and "The measurement technique". The article establishes that the method of using of causal maps in related topics of natural sciences, engineering, social sciences and humanities corresponds to properties of didactic reduction methods, due to abstraction and providing the omission of factors that do not have a determining influence on the situation, and getting in the vertices concepts less volume than learning texts. The method can provide an illustrative or symbolic representation of complex information on causal maps, review situations based on known models. The research justifies the possibility of constructing of quantitative variables in formulas to their qualitative explanations and presentation of the relationship between them in the causal maps. The process of tasks' decision, that has different difficulty levels, using causal maps allows to influence on additional perception channels, and through the students' understanding of causality allows intensifying the development of mental processes.

In this article, the author distinguished the ideological foundations of enlightenment work of Ukrainian women's organisations (late 19th - first half of the 20th century) and grounded the necessity to implement a special course in educational programs of the humanities. The methodological basis of the study is axiological and competent approaches. The author examined the educational value of the idea of women's Enlightenment movement and determined the positive experience of women's organisations in the formation of the young generation of Ukrainians with a high level of national consciousness, gender culture and culture of international relations. Using the methods of content analysis, comparative analysis, historical and structural analysis, induction and deduction the author defined the concept of Ukrainian women's Enlightenment movement, as also determined the purposes and suggested the content design of a training course on this social and cultural phenomenon for teacher training colleges in Ukraine.