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The research proves that the level of pre-service teachers’ readiness for innovative extracurricular work at school will be increased together with the general index of their satisfaction with the extracurricular work at university after the implementing the designed holistic program of their training. The participants of the pedagogical experiment were 148 students, divided into experimental and control groups; the experts were 18 teachers of Philological Faculty of the Hryhorii Skovoroda University in Pereiaslav and 10 General Secondary Schools teachers (Pereiaslav, Ukraine). After implementation of the program, 27% of participants were ready for innovative extracurricular work at the high level, 62% of students increased their level of readiness for innovative extracurricular work to the middle one. The suggested program also increased the students' satisfaction with the extracurricular work at university. On the basis of the research results, the authors suggest methodical recommendations for educators.

In the contemporary world, there is a growing need for socially responsible and ethical leadership. Therefore, training future business leaders in the field of professional ethics and social responsibility is an important task of modern university education. To solve it, the participation of scientists and university teachers in the creation and implementation of advanced methods for the development of professional ethics of students is necessary. The aim of the study was to check the effectiveness of training future business leaders in professional ethics at university level using a new methodology created by the authors. In order to verify the hypotheses, an experiment was conducted. Additionally, the questionnaires and tests completed by the participants were analysed. The results of learning according to the new methodology, which confirm the expediency of its use for the development of parameters of professional ethics in future business leaders, are presented. The methodology described in the article can be used by university teachers to train future business leaders, as well as by organizational psychologists to conduct trainings with business leaders and personnel of enterprises and institutions.

The purpose of the study was to identify and synthesise the interventions used to build the strategies for organising and managing research at universities that can be feasible in Ukraine. To achieve this purpose we provided a descriptive profile of the interventions and strategies used at universities to organise and manage research, rather than the detailed examination of substantive research results. The method of descriptive content analysis was applied to analyse empirical, experimental, review, conceptual, and commentary sources revealing strategies of organising and managing research at universities. The growth and corporate type strategies are dominant at universities, particularly in the USA and EU. The universities mainly seek cost-effective research opportunities that can help the institutions build a strong international brand. The policy of institutional strategic research management aimed at cooperation in research with other sectors seems to be the most feasible and appropriate for the Ukrainian research management context. Creating project management communities was found to be the second most feasible and appropriate strategy of organising and managing the university research in Ukraine. Financial criterion dominates in assessing the interventions for building a strategy of organising and managing research at universities. The university research can be stimulated at the state level through a demand-oriented reform that is aimed at reshaping the management of personnel, talent selection system, and personnel assessment.

The article deals with an interdisciplinary perspective to a political discourse presenting conceptual metaphors as a powerful and effective means for conceptualising life experience of modern society. The focus of the study is on the analysis of topics of intense interest in the political communications and especially the mass media which is considered to be in the centre of political continuum. The research presupposes the analysis the conceptual metaphors which are built up on mappings concerning such source domains as HUMAN BEING, NATURAL PHENOMENON, DISEASE that provides a way to structure target domain of the concept BREXIT. Being produced by world politicians and political journalists these conceptual metaphors are both directly and indirectly aimed at distributing political power on perceiving and understanding such a concept as BREXIT. Under the Conceptual metaphor theory framework, this paper discusses the dynamic and flexible features of such metaphors as BREXIT IS A HUMAN BEING, BREXIT IS A NATURAL PHENOMENON, and BREXIT IS A DISEASE which can influence the audience and transform themselves into one of the effective tools of conceptualisation of reality. Of special interest is the mapping which is viewed as the sets of systematic correspondences between the source and the target domains. 

In the paper on the basis of a systemic methodological approach within the framework of speech energetic theory the author advances a theoretical insight into the nature of psycho-energetic generation and decoding of speech pauses in communication as well as offers a theoretical and conceptual solution to the problem of defining the dimensionless criterion able to quantitatively evaluate the levels of emotional and pragmatic potentials of certain speech segments at their pausal juncture, or boundary, termed in the paper as “a pausal jump”. The paper elaborates the formula defining the criterion of specific pausal jump of emotional and pragmatic potentials of the adjacent speech segments, being derived on the basis of the substantiated conceptual assumptions and methodological conditions. The author comes to the conclusion that the offered quantitative criterion will (1) advance the possibility to classify the energetic properties of emotional utterances, and (2) will allow the researcher to make up the speakers’ typical psycho-energetic portraits.

The article is dedicated to representation and functions of tropes in American journalistic texts, their semantic and cognitive features. The figurative language under analysis is a reflection of American politicians’ language, in particular their everyday metaphors. Not only do we examine the main aspects of figurative language associated with aquatic habitat used by American politicians in public discourse, but we also rely upon an approach based on conceptual metaphor theory when we analyse and classify conceptual metaphors related to water. The object of cognitive analysis is political texts in American newspapers and magazines. The author provides a linguistic analysis of conceptual metaphors, their functions and application. Metaphors serve as indicators of functional changes in American English. Cognitive aspects of metaphors are being discussed. According to the theory of cognitive linguistics, a metaphor is an integral part of the cognitive process and an instrument that expresses and forms new notions. American politicians often use metaphors to affect the unconscious minds of the people. The research results show that the most frequently used conceptual metaphors in the analysed corpora are the linguistic realisations of metaphors from the source domain of aquatic habitat. All the metaphors of this group are classified into subgroups according to the key semantic component. A deep consideration is given to aquatic metaphors and reasons of their topicality.

The problem of motivation in foreign language learning has always been of great importance. Researchers agree on the non-static, dynamic nature of motivation, investigate the role of the motivational context, and recognize the fact that some aspects of motivation are not internal but are externally determined by the learner’s sociocultural environment. The study aims to investigate the prevalent type of motivation among pre-service English teachers in challenging circumstances. The analysis of motivation sources and ways to protect and maintain motivation to learn English as a foreign language in challenging circumstances constitutes the novelty of the study. 60 fourth-year students (57 females and 3 males) participated in the investigation. The questionnaire adapted from Gardner's Attitude/Motivation Test Battery (AMTB) has been used as a tool to collect quantitative data. The results reveal that the level of motivation is high with a prevalence of instrumental motivation. Qualitative data have been obtained from interviewing students. During the interviews, the students identified the sources of their motivation, critically evaluated their learning situation, and described their learning circumstances as challenging. The study suggests pedagogical implications in line with positive psychology recommendations and the latest research on the protection and maintenance of а motivation to learn English as a foreign language in challenging circumstances. The implications for teachers include developing motivational strategies, maintaining engagement, providing role models, using technology.

The paper focuses on the comparative analysis of professional competences development in public management and administration university programmes and the possibilities of implementation of international experience in Ukraine. Using the methods of comparative and system-functional analysis, synthesis and generalisation, the authors concentrate on the features of curriculums in public administration field taking into account the current realities of social development. The most common methods of training in the field of public administration and their practical focus are analysed. Particular attention is paid to the methods of problem-based learning in public administration, including case studies, case scenarios, and simulation games as part of the education gamification. The authors carried out an essential comparison of competences adopted in the European public administration training and those defined in the Ukrainian Standard of Higher Education in this area and revealed that the Ukrainian Standard lacks a pool of competencies related to the development and analysis of public policy.

The paper is focused on the intercultural communicative competence as an integral part of vocational training of journalism students. The aim of the paper is: 1) to define the intercultural communicative competence dimensions; 2) to outline the ways of development of intercultural communicative competence of journalism students; 3) to find out the attitudes of journalism students to intercultural communicative competence development; 4) to assess the levels of journalism students’ intercultural communicative competence and develop recommendations for its development. A mixed research design was employed which involved 14 ESP teachers and 26 bachelor students of Ivan Franko National University of Lviv during the autumn trimester of 2021. The study shows that the students are fully aware of the necessity to develop intercultural communicative competence. Based on the survey of the ESP teachers, we outlined the dimensions of journalism students’ intercultural communicative competence development and suggested the ways of building intercultural communicative competence in journalism students. The levels of assessment of intercultural communicative competence of journalism students were outlined and defined. The final results indicate that journalism students whose study was more practice than theory oriented (group 1) showed better learning outcomes than those who were mostly focused on the acquisition of theoretical knowledge (group 2). Methodical guidelines for ESP teachers were developed.

The article discusses the development of the linguistic identity of a novice literary translator in the course of academic training. The authors claim that teaching literary translation presupposes creating an academic environment conducive to untapping the creative potential of translation students. The paper describes an experiment in which 30 Ukrainian translations of the prologue from Julia Franck’s novel “Die Mittagsfrau” executed by young translators were analysed. The outcomes of the research allowed for the identification of translation strategies and typical translation mistakes, and the dependence of translations on the translator's linguistic identity. The study proves the hypothesis that creativity comprises an indispensable component of the translator’s personal linguistic identity and can be developed in the course of professional training. This also allows the authors to highlight the factors that influence the formation of the translator's professional competence as well as outline perspectives for further research into think-aloud protocols provided both by experienced and novice translators.