Authentic Texts Research Articles

ПРАКТИКО-ОРІЄНТОВАНИЙ ПІДХІД ДО ВИКЛАДАННЯ ДИСЦИПЛІНИ «ІСТОРІЯ АНГЛІЙСЬКОЇ МОВИ» НА ФІЛОЛОГІЧНИХ ФАКУЛЬТЕТАХ ЗАКЛАДІВ ВИЩОЇ ОСВІТИ

The article deals with a practice-oriented approach to teaching the discipline “History of the English Language” at the philological faculties of higher education institutions, with an emphasis on combining theoretical education and training practical skills in their usage for explaining language phenomena and ties in communicative situations at different historical stages. Since this course combines historical, linguistic and cultural aspects, it is important to develop students' ability not only to learn theoretical foundations but also to apply this knowledge in real-life language contexts. The main principles of the practice-oriented approach are interactivity and the connection of theory with practice. The use of active learning methods, such as role-playing games, project activities, and group work, promotes deeper student engagement in the educational process. In particular, role-playing games allow you to project certain language situations at different stages of the formation of a foreign language system, involve students in defining and explaining language constructions and phenomena, and analyze the impact of certain historical processes on the modern system of the English language, which, in turn, will provide a better understanding of the historical, social, and cultural factors of the language evolution as a whole. In this aspect, tasks that involve the analysis of authentic texts from different historical periods and the practice of translating texts from Old English or Middle English into modern English become important. The use of contextual exercises during practical lessons in the discipline "History of the English language", which help students understand language changes through practical tasks, is also an effective tool in the educational process. As a result of the practice-oriented approach, students not only acquire theoretical knowledge, but also learn to apply it in practice, which significantly improves the quality of their professional training. This approach allows students to develop the necessary skills for a deep understanding and interpretation of language changes, and provides a holistic perception of the history of the English language in the context of cultural and social processes, which is important for their future professional activities.

Сравнительная характеристика репрезентации концепта ПУТЕШЕСТВИЕ в начале ХХI века в песенном и поэтическом дискурсах

The purpose of the study is to identify the discursive characteristics of the conceptualization of the concept TRAVEL in song and poetic texts. The article presents the structure of the concept TRAVEL using the example of modern Russian author's texts related to song and poetic discourses. The scientific novelty lies in the fact that for the first time in the study, based on the material of songs and poems from 2000-2021, cognitive features, definitions of travel, and subconcepts included in the concept TRAVEL are highlighted. As a result of the research, the features of the song and poetic discourses of the early 21st century have been established. The texts of the song discourse are characterized by cognitive signs: the confusion of the path, the inevitability of the path, the aimlessness of the path, longing, hope, freedom, self-search, etc.; definitions: lifestyle, metaphor of life, tourism, return, danger, dream, love, self-search, rock. In the texts of poetic discourse, cognitive signs are distinguished, they are changes within a person, the infinity of the path, danger, peace, freedom, etc., and definitions: life itself, tourism, freedom, metaphor of life, lifestyle, healing, uncomfortable environment. There is a difference in the representation of subconcepts (ROAD, MOUNTAINS, CITY, HOME, HOMELAND, ABROAD, etc.) in two types of discourse. A generalized model of perception of the concept TRAVEL for song and poetic discourses is being created.

Sensi dell’organizzazione testuale interna in Ap 21,12-14

The purpose of this study is to explore the sense of unity and internal organization in Ap 21,12-14 as basis for a right interpretation. After establishing the authentic text through textual criticism, the analysis focuses to the internal organization of Ap 21,12-14, which can be the synthesis of the main aspects visible on the external side of the New Jerusalem: the wall, the 12 gates and the 12 foundations. The construction method of the biblical passage Ap 21,12-14 could reflect a rhetorical intention. The 12 gates, the 12 foundations and the surrounding wall with the following descriptions are indications of a secure, universal and open city that fascinates the faithful. At the same time, the internal organization of the text indicates aspects of the writing style, symbols and imagery used by the author. Article history: Received 10.11.2024; Revised 01.11.2024; Accepted 11.11.2024. Available online: 11.01.2025; Available print: 30.01.2025.

Прававая тэрміналогія ў беларускім заканадаўстве з рэтраспектыўнага і праспектыўнага погляду

The article is devoted to the analysis of the problem of formation of legal terminology in the Belarusian language. It is noted that since the beginning of the twentieth century, legislative acts in Belarus were initially developed in Russian, and then translated into Belarusian. The main periods of rule-making before the period of independence, when the status of the Belarusian language was the only state language, are analyzed, and the distinctive features of the transition period are highlighted. The problem of translating terms into the Belarusian language is analyzed on the basis of an analysis of international agreements and acts of domestic Belarusian legislation. It is noted that the dominance of the practice of translating legislative acts into the Belarusian language, the lack of a permanent tradition of rule-making in Belarusian, the inability to use the Belarusian language in law enforcement negatively affects the development of special legal terminology in Belarusian. As a result, borrowings, mainly Russianisms, get along in translations. As a possible solution to the problem, it is proposed to analyze the origin of the term during translations, and combine the translation process with scientific research activities. In the context of the existence of two official languages, it is important to simultaneously create authentic texts in both languages. The best solution to the problem is the existence of the Belarusian language as a single state and a single language of legislation.

Confucian Iconoclasm: Textual Authority, Modern Confucianism, and the Politics of Antitradition in Republican China by Philippe Major (review)

Confucian Iconoclasm: Textual Authority, Modern Confucianism, and the Politics of Antitradition in Republican China by Philippe Major (review)

Проблема авторства в нефікційній літературі (на прикладі творчості Едіт Еґер і Марти Гіллерс)

Issues of authorship in nonfiction literature, in particular in works representing traumatic experiences, such as the Auschwitz concentration camp or the period of occupation of Berlin by Soviet troops after World War II, are considered. It is noted that this problem is complex and multifaceted, going beyond the usual understanding of authorship. In the example of the works of Edith Jaeger (“Choice”) and Martha Hillers (“A Woman in Berlin”), the author analyzes different approaches to authorship and their impact on the perception of texts and interaction with the reader. The relevance of the work is due to the lack of a precise terminological apparatus in Ukrainian literary studies for analyzing nonfiction. At the same time, the authorship of fiction is a well-researched aspect; authorship in nonfiction texts, which balances between facts and interpretation, opens up new discussions about the limits of truth and ethical responsibility. Edith Jaeger chooses an open approach, legitimizing her experience through her identity, which serves as a tool of therapy and authority. Instead, Gillers, remaining anonymous, uses this approach as a defense mechanism that allows her to share painful events while avoiding the risk of public attack. It is noted that their works not only transform individual memories into public memory but also question the boundaries between authorship, authenticity, and ethical aspects of representation. Both cases demonstrate that authorship in nonfiction is a key element that influences narrative formation, traumatic experience representation, and audience interaction. The conclusions emphasize that such works reveal a profound dynamic between the personal, historical, and literary dimensions, raising important questions of authenticity, responsibility, and representation.

Sustaining Linguistic Heritage Through Black‐Centric Texts

AbstractAmerica's strength lies in its inherent diversity‐‐an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young adult literature. This issue is exacerbated by a politically charged environment where efforts to prioritize diversity, equity, and inclusion in education have been criminalized, particularly in southern states. Prioritizing cultural and linguistic diversity in U.S. classrooms is essential for nurturing and sustaining young learners' literate lives. This article aims to disrupt these inequities by analyzing the integration of culturally authentic texts, rooted in the lived experiences, perspectives, and traditions of Black/African American communities, to counter stereotypes and celebrate linguistic dexterity. Guided by culturally and linguistically relevant theories, the study presents a critical content analysis of three Black‐centric children's and pre‐adolescent books. These texts exemplify Black Livingness, showcasing joy, playfulness, and imagination in contemporary Black life while opposing anti‐Blackness. The findings highlight the importance of incorporating these texts in educational curricula to provide authentic representations of Black experiences, nurture students' cultural identities, and foster critical literacy. The article offers pedagogical recommendations for educators to meaningfully select and center Black‐centric texts, enhancing culturally relevant and rigorous literacy learning experiences. By disrupting harmful anti‐Black practices in curricula, educators can create learning environments that affirm and amplify Black linguistic capital, supporting the academic success and well‐being of Black students. Through this approach, the study aims to empower educators as transformative intellectuals and agents of change in promoting Black linguistic justice.

Small-Format Texts in the Practice of Teaching Translation and Interpretation for Professional Purposes

The article analyzes the possibilities of using small-format texts of various discourses in the practice of teaching translation and interpretation for professional purposes. The authors consider the possibilities of using small-format texts various types (texts of social and commercial advertising, posters, synopses, trailers and shorts of authentic films, cartoons, messages in social networks, texts of news briefs. etc.) as new types of authentic texts used for the purpose of teaching translation and interpretation to students of various specialties. The purpose of the article is to identify the features of using small-format texts in the practice of teaching French as a foreign language to students of various specialties. In the course of considering this issue, we paid the main attention to the selection criteria for small-format texts used for educational purposes, as well as the development of a set of exercises based on the use of small-format texts in translation training (using the French language as an example). The research methodology includes the methods of discourse analysis, content analysis and the method of continuous sampling for the selection of research materials (small-format texts), the linguocultural method for assessing the educational potential of the small-format texts under consideration, as well as the method of compiling exercises to develop a set of multidirectional exercises for teaching students translation techniques and methods in the professional sphere. We used the method of verification and validation of question-answer forms to develop a questionnaire, which is a consistent approbation and development of a questionnaire, to obtain adequate survey data to assess the quality of the small-format texts implementation in translation teaching practice. As a result of the study, the authors developed a set of methodological recommendations for the use and selection of small-format texts applicable for educational purposes, as well as a set of exercises using small-format texts of various discursive genesis, applied at different stages of the lesson. This study may be of interest to researchers and practicing teachers in the field of teaching foreign languages in general and the French language in particular, teaching translation and interpretation for special purposes, and university teachers from the point of view of using new types of authentic texts in the practice of teaching and training and translation practice.

A Comparative Study of Authentic and Artificial Text-Based Reading Learning in Improving English Reading Comprehension

This study aimed to compare the effectiveness of authentic texts versus fabricated texts in improving reading comprehension among high school students learning English as a Foreign Language (EFL). Using a quasi-experimental design, the study involved two groups of students: an experimental group that was taught using authentic materials (e.g., news articles, short stories) and a control group that used fabricated texts specifically designed for educational purposes. Data were collected through pre-tests and post-tests on reading comprehension, a motivation questionnaire, and classroom observations. The results showed a significant improvement in reading comprehension scores and learning motivation in the experimental group compared to the control group. Authentic texts were found to be more engaging and relevant, boosting students' intrinsic motivation and active participation. The study concludes that integrating authentic materials into the EFL classroom can enhance reading skills and increase student engagement. Both authentic and fabricated texts play important roles in language learning, and their balanced use can provide a comprehensive approach to teaching reading comprehension.

Supporting In-Service and Pre-Service Teachers in Rethinking Formative Literacy Assessments

Oral reading assessments provide teachers with valuable information about children’s reading abilities, which can then inform instruction. However, the structure of some oral reading assessments (e.g., running records) have been critiqued, especially when they are used to provide students with a prescribed “reading level”. The purpose of the current study was to support in-service teachers (ISTs) and pre-service teachers (PSTs) in implementing a highly supportive oral reading assessment, the Listening to Reading–Watching While Writing Protocol (LTR—WWWP), which guides teachers towards specific instructional targets for individual children instead of a score or level. We were curious about the ISTs’ and PSTs’ perceptions of the protocol, including its affordances and limitations. Data sources were the ISTs’ feedback responses and the researcher fieldnotes after five professional learning sessions, as well as the PSTs’ survey responses after learning about the protocol during literacy method courses. Results revealed that both the ISTs and PSTs found the protocol to be useful, and they appreciated the concrete information it provides regarding multiple components of literacy (e.g., decoding, comprehension monitoring). However, they also noted logistical concerns regarding assessment implementation and selecting authentic texts. Results also revealed misconceptions about the assessment, which subsequently informed revisions of the LTR-WWWP and the related professional learning.

The Image of the Teacher in the Chronicles of the Book The Everyday Imaginary

This article aims to show the image of the teacher in the chronicles of Moacyr Scliar's O imaginário cotidiano, relating the way the teacher is seen in the author's texts when he relates fiction to reality.

Educational excursion in teaching Russian as a foreign language: developing communicative competence

Importance. One of the innovative forms of teaching Russian as a foreign language is considered – an educational excursion, with the help of which all components of communicative competence are formed: linguistic, discursive, pragmatic and socio-cultural. Based on the theoretical aspects of the study, the specifics of the competence approach, the essence and structure of communicative competence, its role in learning a foreign language are considered, a general idea of innovative forms of teaching Russian as a foreign language is given, criteria for the selection of authentic texts for the development of an educational excursion are proposed. Special attention is paid to the pedagogical tasks that are solved by classes in the form of excursions: working out new vocabulary, communication in realistic conditions, broadcasting information about Russian history and culture in a natural communication situation, etc. The purpose of the study is to determine the didactic potential of the excursion as a form of occupation.Materials and Methods. The material of the study is thematic authentic texts, videos and images, textbooks on Russian as a foreign language, used in classes with foreign students. The following methods are used during the study: descriptive and analytical method, conceptual analysis, modeling.Results and Discussion. As a methodological material, a system of tasks for pre- and postexcursion stages is proposed, recommendations on the organization of training within the framework of the excursion are presented.Conclusion. It is proposed to use the format of a city tour for 1) introducing the necessary linguistic and cultural information; 2) consolidating well-known vocabulary and expanding vocabulary on the topics “City and Transport”, “Biography”, etc.; 3) practicing verbs of movement; 4) developing skills of independent oral utterance; 5) forming skills of teamwork

Developing academic competences in conducting research projects (on the example of internship programmes for students of Polish Studies at the The Precarpathian National University)

The article analyses the development of academic competence in conducting research projects (on the example of internship programmes for students of Polish Studies at the The Precarpathian National University). During the internship, students improve their socio-cultural skills, closely intertwined with communicative competences, with respect to various spheres and stages of life of local Poles who are bilingual. Fostering translation competence while working on authentic utterances delivered in the Borderland dialect is an example of the practical applicataon of qualitative methods in the students’ training during the internship. Listening to and transcribing authentic texts is facilitated by conversations held with bilinguals. The trainees try their hand as researchers through the possibility of participating in modern research in dialectology and sociolinguistics. Such attempts not only enhance the development of linguistic competence, but also general competence of the students.

The Presence and Progression of Rare Vocabulary in Texts Across Elementary Grades and Between Genres

This study analyzed the prevalence and characteristics of low-frequency and rare words, together described as rarer words, in elementary-level texts, examining both narrative and expository materials to assess their vocabulary demands. By mapping the nature of shifts in rarer words across grade levels and text types, this research aimed to better understand the lexical challenges students face as they progress as readers. Analyzing a corpus of 300,000 words from narrative and expository texts at grades 1, 3, and 5, the research employed both quantitative and qualitative methods. Quantitatively, a digital program categorized words into four frequency groups—high, medium, low, and rare—while examining features of word length and age of acquisition that can influence word meaning recognition. Qualitatively, the analysis classified rarer words into 13 lexical categories and assessed their morphological family membership. The findings reveal an increase in total rarer words from 5.7% to 8.7% across grades, alongside a major rise in unique rarer words (32% to 43%). The complexity of features predicting word recognition—word length and age of acquisition—also escalates with grade level. Notably, 23% of rarer words are forms typically not taught in vocabulary instruction, such as proper names, while 76% of rare words belong to morphological families in the high-, medium-, and low-frequency word zones. These results highlight the need for targeted vocabulary instruction that incorporates the complexities of rarer word usage in authentic texts, ultimately aiming to enhance students’ reading comprehension.

ВИВЧЕННЯ АНГЛІЙСЬКОЇ ЯК МІЖДЕРЖАВНОЇ МОВИ У XVIII–XIX СТОЛІТТЯХ

The article presents the analysis of the geopolitical prerequisites for the development of English as a language of interstate communication, starting from the 18th to the middle of the 19th centuries. The goals and methods of its study by various peoples of the world, depending on the geopolitical, economic and educational levels of the states’ development and the needs of people in international contacts, have been studied. The priority of the educational goal of teaching foreign languages has been proven, and therefore the use of grammar-and-translation and lexical-and-translation teaching methods to achieve its implementation have been described. The study and the analysis of the historical events that took place in the XVIII– XIX centuries in most countries of Western Europe have been conducted. The characteristics of these teaching methods have been provided; their principles, advantages and disadvantages have been determined, as well as the signifi cance of their understanding for the improvement of modern foreign language technologies. The analysis of this historical period showed that: 1) the geopolitical prerequisites for the use of English as the language of interstate communication in the 18th century were the following: the development of the English fl eet as one of the most powerful in the world with a highly developed military and technical base and the largest trade and economic network, which caused the possession of the vast majority of sea routes by the British; 2) the fi rst offi cial method of teaching English was the grammar-and-translation method, which meant the realization of the educational goal through the awareness of the grammatical structure of the language in order to understand the content of the authentic texts and the ability to translate them into the native language; 3) the second offi cial method of teaching English was the lexical-and-translation method, which also meant the realization of the educational goal but on the basis of lexical knowledge, not a grammar one. The vocabulary was considered the main meaningful unit of speech. The speech was trained by reading authentic texts, their literary translation into the native language, and oral reproduction of their content. Both of these methods provided awareness of the linguistic foundations of the English language but did not contribute to the implementation of its communicative function. The study of these methods strengthens the signifi cance of the conscious, but exclusively practical mastery of linguistic phenomena for the achievement of normative foreign language communication. Key words: the English language, language of interstate communication, grammar-and-translation method, lexical-and-translation method, XVIII–XIX centuries.

Examining Adaptation Practices in English Language Textbooks

Authentic texts in English Language Teaching (ELT) textbooks are highly valued for their ability to provide learners with exposure to real-world language. In Portuguese ELT textbooks, very often authentic texts are marked as "adapted", but few discussions have been raised about how they are adapted in ELT textbooks and what elements are considered during text adaptation. Given the central role textbooks play in language teaching and learning, examining textbook writers' adaptation practices can help teachers make informed choices about how to best use such materials. The goal of this paper is to examine the nature of text adaptations in Portuguese ELT textbooks and the extent to which authentic texts are modified. To accomplish this, two corpora have been manually compiled: one consisting of 37 adapted texts extracted from two Portuguese ELT textbooks, and the other comprising their unmodified, authentic counterparts. Each adapted text was compared to its corresponding original source using a predefined set of criteria. Findings reveal that adapted texts differ from the authentic source with respect to size, while changes at the level of language, such as modifications to vocabulary and syntax, are very rare.

Needs Analysis for Designing English Course for Tourist Police in Mandalika Special Economic Zone

In the era of globalization and increasing international travel, effective communication in English has become a fundamental requirement for individuals working in various professional fields.The objectives of this research are to find out the authentic tasks and authentic texts that needed to be included in designing English for the tourist police in Mandalika Special Economic Zone (Mandalika SEZ), and to know how the design of the English course for tourist police in Mandalika Special Economic Zone (Mandalika SEZ) to improve language skills in their workplace. The subjects of the study are five tourist police officers who are fluent in English from 15 Tourist Police officers who work in the Mandalika Economic Zone. The techniques used to collect the data are observation, interview, questionnaire, and focus group discussion. The data analysis technique follows Miles and Huberman’s model (reduction, data display, conclusion drawing/verification, and syllabus design). The syllabus encompasses a total of seven key authentic tasks tailored to enhance the officers' communication and operational capabilities in various scenarios. These tasks include: Communicating During Emergencies, Giving Directions, Conducting Safety Checks, Conflict Resolution, Writing Reports, and Providing Assistance. In conclusion, the English syllabus for tourist police officers in Mandalika SEZ is carefully crafted to meet their needs through practical tasks, relevant materials, and effective assessment methods. This design enhances both language skills and real-life problem-solving abilities, serving as a valuable model for future training and improving the overall service quality and efficiency of the officers.

Functional and semantic peculurities of personal euphemisms of the Uzbek language through the prism of Russian and English cultures

The subject of the study is the euphemistic codes of modern Russian, Uzbek and English languages, selected by continuous sampling from a variety of sources, including modern explanatory, specialized and linguistic dictionaries, as well as authentic texts of fiction and journalism. The total number of examples amounted to more than 1,234 units, of which 399 relate to Russian, 435 to Uzbek and 400 to English, which provided an opportunity to conduct a detailed analysis and formulate reliable conclusions. The purpose of the study is to identify and analyze the functional and semantic characteristics of personal euphemistic codes of the Uzbek language through the prism of comparison with Russian and English cultures. The novelty of the research lies in the fact that for the first time a comparative study is conducted focusing on the functional and semantic aspects of euphemistic units in the context of the linguistic and cultural paradigm. The main attention is paid to the analysis of ways to replace negative connotations associated with personal peculurities (age, death, and the nominative field "fat"), and to identify cultural factors influencing the formation and use of euphemistic units of the Uzbek language against the background of Russian and English cultures. For the first time, a quantitative analysis of functional and semantic groups of personal euphemisms is carried out in a comparative aspect, on the basis of which it is concluded that the national and cultural characteristics of the life of native speakers of Russian, English and Uzbek languages and the peculiarities of their mentality underlie the euphemistic nomination of a personal topic. The results of the research revealed unique cultural features in the formation and use of euphemistic units. Quantitative analysis has shown that in the Uzbek language the largest percentage of euphemistic codes refers to the sphere of death, which is significantly higher than in Russian and English. The euphemistic units associated with old age also differ: the Uzbek language shows a higher rate compared to Russian and English. On the contrary, euphemistic expressions regarding the negative connotation of "fat" are more common in English and Russian, compared to Uzbek.

Identifying AI-Generated Research Papers: Methods and Considerations

Recent advancements in natural language generation (NLG) have revolutionized content creation, enabling artificial intelligence (AI) tools to produce coherent and seemingly authentic texts, including scholarly papers. While AI-generated content offers efficiencies in speed and volume, concerns over authenticity, ethical implications, and academic integrity persist. This review explores methods and considerations for identifying AI-generated research papers, emphasizing the need to distinguish between human-authored and AI-generated content to uphold scholarly standards and ensure transparency in research. Key detection techniques include textual analysis, metadata examination, and content evaluation. Ethical concerns regarding AI's role in research are also discussed, underscoring the importance of ongoing research to refine identification methodologies and maintain research integrity.

The Creation of Concordance as an Effective Tool for Studying the Text: On the Example of A. Baitursynov’s Concordance

The active use of modern computer technologies in philology has led to the intensive development of corpus linguistics. A promising direction in this area is the development of national language corpora and the construction of concordances of various types, differing in the forms of presentation of the material, search capabilities, and technical functions. This research presents basic information about the national language corpora and concordances currently being developed in Kazakhstan. We note that the level of development of corpus linguistics in Kazakhstan differs from the level of development of language corpora in developed countries. Therefore, we point out objective factors that cause an insufficiently high rate of development of Kazakhstani dictionaries in electronic form, especially alphabetical-frequency concordances to the author's texts. This research is a part of our project to develop a Kazakh-Russian parallel corpus of Akhmet Baitursynov, which has about 3,500 words in usage. The article analyzes the structure of concordance and presents the stages, tasks of development, and functional description of the first concordance in Kazakh lexicography by Akhmet Baitursynov, a reformer and founder of Kazakh orthography, a Turkologist, author of the first textbooks. The article analyzes different approaches of scientists to the issue of systematization and typological characteristics of known concordances. Based on this analysis, we have proposed their generalized classification. The developed version of the concordance of A. Baitursynov’s language is the foundation for creating a variety of dictionaries; it can become a precedent for translating Kazakh language to a digital platform.