Authentic Texts Research Articles

TOWARD A HEALTHY SOCIETY: WHEN TRAUMA AFFECTS GROUP IDENTITY.

The aim: The purpose of the article is to identify the essence and causes of collective trauma and reveal its consequences for group identity. Materials and methods: The authors used an interdisciplinary approach along with the principles of objectivity, tolerance, and impartiality. The analysis of the texts was conducted according to the basic principles of hermeneutics, namely the inexhaustibility of the authentic text and immanent critique. In addition, the method of conceptual and categorical analysis was applied, as well as induction, deduction, generalization, etc. The data collection was carried out using PubMed, Scopus, Google Scholar databases. Research papers were identified according to search terms: "trauma", "traumatic experience", "collective trauma", "traumatization", "stress", "historical trauma", "defeat", "the Holocaust", etc. Conclusions: Collective trauma is a mental wound caused by the direct or indirect traumatic experience - a stressful situation that becomes a source of emo¬tional tension due to an unexpected threat to the life of a group of people. Collective trauma occurs, on the one hand, due to the awareness of helplessness in the face of danger and, on the other hand, due to the excessiveness of traumatic experience, which turns it into the eternal present and destroys identity. Historical traumas arise in the process of conscious exploitation of traumatic experience by political or other leaders in order to achieve emotional unity and group consolidation. Without appropriate processing, they can cause antisocial behavior of the traumatized persons that manifests in seeking revenge. Social partnership can help us to avoid the negative consequences of collective trauma and achieve social consensus.

Обучение грамматической стороне иноязычной речи будущих социальных работников на основе ментальных карт

Importance. The methodological potential of mental cards for interconnected teaching of a foreign language and the specialty of future social workers is considered. This technology, used as part of integrated subject-language teaching of the French language and specialty, helps students visualize and control the material being studied, providing the opportunity to see several ideas in a small space. The theoretical description of mental maps is analyzed, their importance for teaching the grammatical side of foreign language speech and its activation in classes in a non-linguistic university is substantiated. Materials and Methods. During the study the theoretical analysis of scientific and methodological literature and advanced methodological experience were used; experiential learning; observation; survey; descriptions; elements of quantitative calculations. Results and Discussion. To create educational mental cards, the following components are proposed: the main idea or purpose of studying the material, secondary (and subsequent) ideas, connections between components, illustrative material, color stimulus, and others corresponding to the topic of the course. An algorithm for working with mental cards has been defined, which includes four main stages, each of which may contain additional stages: informational (organization of work with the topic being studied), technological (working with elements of a mental card, their comprehension, discussion and memorization), procedural (correction of the mental card), final (discussion on authentic text fragments containing studied grammatical structures and their discussion). The following oral and written professional tasks were identified: sketch, testing, abstract, discussion. The feasibility of using mental cards in teaching grammar is confirmed in the experiment conducted by the authors; statistical calculations and questioning of students have proven the effectiveness of the proposed technology. Conclusion. The effectiveness of using mental cards in the learning process is predetermined by their properties, including clarity (you can view the vocabulary being studied and note shortcomings), attractiveness (aesthetic appearance), timeliness (see what information is missing), possibility of revision (allows you to remember and assimilate the material, identify the causes of possible difficulties). This technology demonstrates a wide range of possible methods for the development of linguistic thinking, both in the field of analyzing vocabulary and grammar in the specialty being studied, and in using it for any stage of work at a non-linguistic university. The effectiveness of using mental cards for the formation of the grammatical side of foreign language speech in situations of professional communication, as well as for increasing motivation for learning a foreign language in the field of professional communication, is noted.

ОСНОВЫ И ПРИНЦИПЫ ИСПОЛЬЗОВАНИЯ АУТЕНТИЧНОГО ТЕКСТА И ЕГО РОЛЬ В ОБУЧЕНИИ КИТАЙСКОМУ ЯЗЫКУ В НАЧАЛЬНОЙ ШКОЛЕ

The paper is focused on the modern methods of teaching Chinese in the primary school, which are based on implementing authentic texts

CONTENT-BASED APPROACH IN TEACHING TECHNICAL AND SCIENTIFIC TRANSLATION

This paper deals with content-based approach to translating scientific and technical literature, vital for gaining effective translation competence in specialized translation. Central to this research is the development of a methodology for selecting appropriate texts for training future translators. The study emphasizes the importance of choosing authentic texts that are modern, diverse, and relevant to various fields of science and technology, sourced from printed publications, electronic resources, and materials commonly encountered in professional practice. The research underscores the significance of thematic alignment, terminological richness, and the presence of lexical, grammatical, stylistic, and pragmatic challenges in the texts chosen to enhance students' translation skills. The paper outlines a systematic approach to teaching translation skills, emphasizing a content-based strategy that focuses on communicative necessity and thematic relevance. This methodological study on scientific and technical texts’ selection is the first in a series of similar ones aimed at creating an effective learning structure, which will ultimately enhance the competence of future professionals in this field.

Изучение фонетики студентами лингвистических специальностей по методу «шедоуинг»: трудности и потенциальные решения

The paper describes the use of the shadowing technique, which entails learners of the foreign language reading an authentic text together with the speaker in order to copy the rhythm and tempo, and connected speech peculiarities, thereby, improving their articulation, phonetic, lexical, grammatical, translation and other skills in the foreign language. According to the observations of other researchers, this method helps students improve articulation and intonation characteristics, and speech fluency; however, there is no comprehensive description of the issues discovered by the authors while using this method with the students of linguistic specialties in phonetics course. Based on the observations of 96 first-year students who study Linguistics and Pedagogy with the B1+ level according to the CEFR, the researchers have identified a number of challenges in using this method to teach students of the linguistic faculties. The students may face the following issues: 1) difficulties with making their own markings especially in the beginning of their studies; 2) skeptical attitude towards the changes made, trouble identifying the right tone; 3) reluctance of a particular percentage of students to spend enough time on self-study which this technique is predicated upon (in the current study, this was around a quarter of the students); 4) particular sound articulation challenges, difficulty copying English tones, as well as pronouncing long thought groups; 5) psychological barriers. The authors suggest potential solutions, such as using Praat software to analyze speech, measuring pitch and intensity to resolve markup disputes; emphasizing and illustrating the importance of studying the phonetic aspects of the language to achieve successful communication; targeted work with the articulation of sounds that are absent or different from Russian ones.

Обучение профессионально ориентированному искусствоведческому дискурсу на занятиях по русскому языку как иностранном

At the current level of development of the methodology of teaching Russian as a foreign language for special purposes, insufficient attention is paid to the professionally oriented teaching, which allows modeling imaginary professional situations of communication and forming the skills necessary for real professional communication. The problem is especially noticeable in teaching creative disciplines (including art criticism) where thematic discourse plays an important role. The paper describes an experiment of teaching art history discourse to Uzbek students in the Russian language classes. A model for studying art history discourse was experimentally introduced into practice of teaching Russian as a foreign language at the level of professional communication. The purpose of the study was to develop a technology for teaching art history discourse based on professionally oriented authentic texts in classes of Russian as a foreign language for future specialists in art. The experiment was described in detail with the allocation of experimental and control groups. The experimental group studied the language for professional purposes with the use of the teaching materials developed by the university professors. Most of the tasks of the training package are based on the information from the website of the Belgorod State Art Museum, which updates the educational material and implements the principle of professional orientation of education. The control group followed the traditional program of Russian as a foreign language for future artists. Upon completion of the experimental training, both groups had to do a creative task. Further assessment of the task demonstrated the effectiveness of the use of authentic art history texts and creative tasks in teaching the Russian language for professional purposes to Uzbek students. The study revealed that the students of the experimental group made greater progress compared to the control group in developing such a professional skill as “following art history strategies when creating a text”.

Станіслав Росовецький: мовознавчий аспект наукової спадщини Володимира Перетца

The article analyzes the linguistic aspect of Volodymyr Peretz's researches based on the observations of Stanislav Rosovetskyi. Emphasis is placed on his conclusion about the existence of a solid baggage of in-depth studies of ancient Ukrainian poetry, polemical literature, and Ukrainian folklore even before V. Peretz's arrival in Kyiv. The urgency of the justification by this energetic organizer of Ukrainian science in 1906 in the local press of the importance of establishing departments of Ukrainian studies at the university: language, literature, history, ethnography and customary law is emphasized. S. Rosovetskyi's linguistic observations on V. Peretz's detailed review of the 1928 edition of Kateryna Hrushevska's Dumas are considered. Emphasis is placed on clarifying the position of P. Zhitetskyi and V. Perets regarding the problem of the origin of opinions. The selection of Church Slavonic elements that are not inherent in the living prose and song language by V. Peretz in P. Zhitetskyi's language of Dum is highlighted. Also, S. Rosovetsky emphasized the academician's identification of falsifications among the given corpus of authentic texts of opinions. Attention is focused on the experience of Stanislav Kazimirovych regarding the study of forgeries of oral poetic texts: their differentiation into "fakelore", "folklorism", "folksiness", and attempts to understand certain linguistic aspects of their functioning in Ukraine. In addition, he noted the conclusion of the academician about the impossibility of obtaining reliable results when applying "accurate" research methods as a result of insufficient sample size. The role of V. Peretz in starting the scientific model of Shevchenko studies is outlined, on the one hand in his own studios, and on the other hand, in the training of a galaxy of future Shevchenko scholars at the Seminary. S. Rosovetskiy emphasizes meaning of the "originator of the philological method" right down to the word. Separately, the scientist emphasized the importance for a philologist to work with primary sources and introduce new texts into scientific circulation. Emphasis is placed on the possibilities opened up thanks to the "Slavic formalism" invented by V. Perets in 1905, as proved by S. Rosovetskyi. Particular attention is paid to V. Peretz's thorough observations on "The Tale of Igor's Campaign", the linguistic aspects of the scientist's studies are emphasized.

Использование информационно-коммуникационных технологий при обучении чтению на английском языке студентов аграрного вуза

The question of the use of information and communication technologies in teaching students of technical universities to read authentic texts in English is raised. The subject of the study was multimedia technologies in teaching reading in English to students of an agrarian university in the classroom. The purpose of the study was to provide a justification for the effectiveness of the use of information and communications technology in teaching reading English texts, as well as the study of information and communications technology on the example of the domestic iSpring Suite 11 program. Using the survey and observation method, as well as the systematization of available data within the framework of our question, and based on experience, it was concluded that the use of modern interactive multimedia technologies increases motivation to learn a foreign language, and also has a positive effect on the results of students. The analysis of the papers on our issue showed that the use of presentations in the classroom increases the level of cognitive activity, enhancing visual perception among students, and facilitates the assimilation of educational material. Teachers are invited to actively introduce information and communications technology into the processes of classroom and extracurricular work. The use of programs based on the Microsoft PowerPoint functional base is recommended. The importance of teaching reading as one of the leading types of speech activity in the preparation of graduates of agrarian universities is emphasized. The practical application of the results can be used in teaching a foreign language in a non-linguistic university.

Leveraging Ensembles and Self-Supervised Learning for Fully-Unsupervised Person Re-Identification and Text Authorship Attribution

Leveraging Ensembles and Self-Supervised Learning for Fully-Unsupervised Person Re-Identification and Text Authorship Attribution

Building a software model to preserve intellectual property and identify the authorship of a text

This article describes a software model algorithm that was implemented in order to determine the author of an unknown document based on the previously presented data and also studies the degree of accuracy of each of the measures for determining the authorship of a text. A comparative analysis is carried out based on the dependence of the quality of the identification of the text's creator on his stylistic affiliation. The problem of determining the authorship of anonymous text in this programming model has been solved using a set of metrics, for each of which the following parameters are required: analysis of text frequency, total number of characters in the text, and dimension of the alphabet. These parameters are required for anonymous text and for the library of famous authors.

동아시아를 횡단한 의고의 계보와 학술사적 전망

How did the critical scholarship doubting the authenticity of ancient texts originate and theorize? In the case of East Asia, one can quickly think of Gu Jiegang 顧頡剛 (1893-1980), the representative of the so-called Doubting Antiquity School. But there must have been a long history advocating the idea preceding Gu Jiegang. Based on the criticism on the discrepancies inherent in the ancient texts such as the Venerated Document (Shangshu) suggested by Wang Chung 王充 (27-96?), Liu Zhiji 劉知幾 (661-721), and Ouyang Xiu 歐陽修 (1007-1072), it was not until the 18th century when the scholarly quest for the cause behind the contradictions indeed began.BR The first step in theorizing the doubting of antiquity was the theory of superseding (kajō 加上) proposed by Tominaga Nakamoto 富永仲基(1715-1746). According to Tominaga, competitions between scholars to overcome previous explanations stimulated them to attribute their narratives to far-earlier sages deliberately. It was Cui Shu 崔述 (1740-1816) who applied a similar idea to history and found a fabricating pattern, in which he hypothesized that later the work, the farther in time the purported knowledge of the past is pushed back and the more complex the historical knowledge. All the same, it was not until the early 20th century when Shiratori Kurakichi 白鳥庫吉 (1865-1942) for the first time initiated the iconoclasm of sage kings such as Yao, Shun and Yu as the premise for establishing the doubting antiquity theory. Refining the relatively weak basis of Shiratori’s argument elaborately, Gu Jiegang completed the approach with the idea of the “accumulated creation of ancient history.”BR However, the sheer accumulation of archaeological discoveries in China during the second half of the 20th century exposed limitations in the idea of fabricated ancient texts promoted by the Doubting Antiquity School. Especially, Li Ling convincingly points out that they oversymplified the complicated long-term process of textual formation in early China. In this regard, studying the canonization process from the stream of textual tradition in the newly unearthed Warring States bamboo slips would provide a new vista to overcome the limitations inherent in the theory of doubting antiquity.

“I can’t search on Google for answers”: validity evidence of a developed computer-based assessment application

While learning management systems have been increasingly used as innovative ways to teach students in the post-COVID-19 pandemic, academic dishonesty is still in crisis. The open-access facility has the potential intervention in academic dishonesty. This study reported validity evidence of a developed computer-based assessment application to combat academic dishonesty: 1) measuring the development of high-order-thinking-skill (HOTS) test items; 2) examining the test item's validity integrated into the application; and 3) reporting the program analysis of the anti-cheating application for English for Specific Purposes (ESP) class assessment. This mixed-method study used focus group discussion and reading tests to collect the data. Pearson product-moment and black box analysis were used to measure test-item validity and application. The quantitative result revealed that test items were developed according to authentic journal texts and HOTS question characteristics and were statistically proven valid and reliable. Simplifying the authentic text empirically enabled EFL students to have an easier ESP reading comprehension complexity level. The black box analysis showed that the auto-lock screen feature prevented suspicious cheating access. This study contributed to extending practical and theoretical research on technology-enhanced language learning (TELL) by providing an innovative anti-cheating technology application.

Interspecies Experience of Illness. Anthropological Approach to Several Texts by Janina Degutytė

Usually, when associating humans and animals, they are discussed in general, i. e. presupposing the optimal status of both. Authentic texts by the Lithuanian poet Janina Degutytė (1928–1990) enter the intense interspecies discourse in a very particular way – by juxtaposing experiences of the animal, illness, age, pain, and the anticipation of death. Using the notion of becoming with the animal, introduced by Donna Haraway, the author of the article describes the identity of the ailing person, changing while the latter is with the cat. It could be said that the cat takes her out of the state of cowering inside and shutting herself in her illness. While being with the cat, the subject of the texts gradually accepts herself as an ill person, along with the lifeworld as it is.
 In the Western philosophy, pain and death are primarily perceived as a proof of the insurmountable solitude and individuality of a human being; allegedly, pain and death are not intersubjective. The cat described by Degutytė shares the human pain until death, allowing for reconsideration of the individual character of pain and death experience. Not unlike to the phenomenologist Alphonso Lingis, Degutytė reveals the human necessity to die in the company of another. In Degutytė’s case, this possibility is provided by the cat.

Remarks on Language and International Law

The main assumption behind this study is that the relationship between language and international law is particularly interesting due to the complexity and special nature of this relationship when compared to national law. The author focuses on some selected issues connected with the fact that from the legal point of view the multiplicity of languages in international law is an important factor affecting its interpretation. Due to this, apart from the issue of the dominant position of the English language in international law, the major focus of the study is on the specific problems associated with the interpretation of international treaties. The study suggests that there are certain intrinsic tensions and contradictions involved in the relationship between language and international law. The dominant position of English language in international law is at odds with the principle of sovereign equality laid down in the UN Charter, which entails equal opportunities for all nations to participate in the global legal discourse. Moreover, the interpretation of plurilingual treaties involves significant problems when it comes to the interpretation of authentic texts made in various languages, which need to be reconciled. In turn, the tensions between the meaning of terms used in international legal norms and their corresponding meaning in national legislation are addressed through the use of the autonomous method of interpretation. Moreover, considering the growing importance of the legitimacy of international law, the role of the language of international law in this context is also considered. The problems related to the problems of language in the context of international law outlined in this study confirm the need for further continuous and in-depth research in this field.

SUBJECT ASPECT IN PROSPECTIVE GERMAN LANGUAGE TEACHERS INTERCULTURAL COMMUNICATIVE COMPETENCE DEVELOPMENT IN THE PROCESS OF INDEPENDENT WORK

The article deals with the subject aspect of the content of the formation of intercultural communicative competence of future teachers of German. The methodical, linguistic, psychological literature, the scholars’ experience in the field of the formation of foreign language skills and abilities in the context of intercultural communication are analyzed. The cultural component of the content and its relationship with teaching aids are highlighted. A communicative psychological model is substantiated, the observance of which contributes to the discourse development in the process of producing texts. The functions of texts as a starting point for the development of communicative skills and abilities in all types of speech activity are indicated. Within the framework of the subject aspect of the content, the characteristics of the discourse as a text “immersed in life” are presented. The attention is focused on the knowledge of the linguistic component, the use of which ensures the effectiveness of expressing an opinion in German. Examples of speech means in German are given and their national and cultural peculiarity in the process of creation and perception of texts of different genres and types is noted.Possible ways of modeling communicative situations in which future teachers act as potential mediators between native and German-speaking cultures are studied. Conclusions are drawn about the use of authentic texts and photo-illustrative material. It significantly expands the cultural aspect of the content of educational and methodological materials and ensures the effective formation of intercultural communicative competence. In addition, the authenticity of the educational material provides real conditions for conducting discourse, taking into account the national and cultural characteristics of the language being studied.

FORMATION OF ENGLISH PROFESSIONALLY ORIENTED COMMUNICATION IN THE CONTEXT OF FUTURE DOCTORS’ FUNCTIONAL COMPETENCE

The article deals with substantiation of developing medical students’ English language professional communication. The core of foreign language communication as an essential concept of future Health Care worker profile is revealed. Formation of medical students’ foreign language communication is emphasized to be an integral aspect of the professional training in higher education medical establishments and is realized by mastering the peculiarities of language competence at its phonetic, lexical, and grammatical level. The attention is focused on the necessity of developing medical students’ English language professional communication as a core component of the English Language and English for Specific Purposes (ESP). The issues of ESP substantive content, selection of teaching materials, and development of students’ communicative component in mastering English language professional skills are considered. Basic training peculiarities of a competent English-speaking specialist are described; evidence-based pedagogical conditions necessary for the formation of communicative competence are considered; the need for lexical mastering in order to speak properly is emphasized. A list of pedagogical principles for the implementation of professional speech activities of medical students is suggested. The use of authentic texts and different exercises has been found to develop professional speech skills and abilities, thus making possible to evaluate and to express one’s opinion, as well as to promote self-development and self-actualization of medical students.

Cyclic Forms in Anatolii Haidenko’s Creativity: Genre-Style Features

The purpose of the article is to reveal the aesthetic, genre and style constants of Anatoly Haydenko's creative activity. The methodological basis is the basic principles of the theory of knowledge (objectivity, scientificity, historicism, integrity, interconnection and interdependence of phenomena and processes of reality); the main provisions of systemic, axiological, art history, competence, and cultural approaches as a methodological way of studying composer activity; conceptual provisions of the theory of professional compositional skill. The scientific novelty lies in the fact that, on the basis of the composer's personal statements, his aesthetic position regarding the purpose of art is highlighted; by analysing scale-compositional, technical-performance and genre-stylistic features, A. Haydenko’s narrative works are systematised. The intonation, textural, compositional, and dramaturgical features of the composer's music are revealed based on analytical observations of a number of opuses. The evolutionary trends and genre-intonation system in A. Haidenko’s accordion work are characterised. Conclusions. A. Haidenko's fairy tale concerts and sonatas demonstrate the composer's demonstrative interest in images of the distant past, the desire for a national certainty of sound, reliance on folklore sources, presented both in the form of quotations and intonation or harmonic elements assimilated in the author's text. Another trend in A. Haidenko's work was marked by the concerto for accordion with orchestra "Ecce homo!", which clearly shows the composer's desire to expand the figurative and stylistic horizons of music in the direction of the European coordinate system. Key words: cyclical forms, genre-stylistic features, Ukrainian music, A. Haidenko’s creativity

Digital Authorship Attribution in Russian-Language Fanfiction and Classical Literature

This article is the third paper in a series aimed at the establishment of the authorship of Russian-language texts. This paper considers methods for determining the authorship of classical Russian literary texts, as well as fanfiction texts. The process of determining the author was first considered in the classical version of classification experiments using a closed set of authors, and experiments were also completed for a complicated modification of the problem using an open set of authors. The use of methods to identify the author of the text is justified by the conclusions about the effectiveness of the fastText and Support Vector Machine (SVM) methods with the selection of informative features discussed in our past studies. In the case of open attribution, the proposed methods are based on the author’s combination of fastText and One-Class SVM as well as statistical estimates of a vector’s similarity measures. The feature selection algorithm for a closed set of authors is chosen based on a comparison of five different selection methods, including the previously considered genetic algorithm as a baseline. The regularization-based algorithm (RbFS) was found to be the most efficient method, while methods based on a complete enumeration (FFS and SFS) are found to be ineffective for any set of authors. The accuracy of the RbFS and SVM methods in the case of classical literary texts averaged 83%, which outperforms other selection methods by 3 to 10% for an identical number of features, and the average accuracy of fastText was 84%. For the open attribution in cross-topic classification, the average accuracy of the method based on the combination of One-Class SVM with RbFS and fastText was 85%, and for in-group classification, it was 75 to 78%, depending on the group, which is the best result among the open attribution methods considered.

Особенности работы с аутентичными текстами новостного и публицистического характера в профессиональной иноязычной подготовке студентов-международников

The study aims to identify the features of working with authentic material in foreign language classes with students of the Faculty of International Relations. The paper clarifies that authentic texts of the foreign English-language press are a valuable source for the development of professional foreign language skills of students. However, news texts may contain biased coverage of events, historical inaccuracies, which should be taken into account by the teacher when selecting the material. Scientific novelty of the study lies in determining the specifics of selecting modern authentic texts of the English-language press for the development of communicative foreign language skills necessary for future diplomats in their professional sphere, more specifically, modern authentic texts of the English-language press may contain historical inaccuracies, excessive subjectivity and biased coverage of current and historical events both in the Russian Federation and abroad, which must be taken into account in the process of professional foreign language training of future diplomats. As a result, it has been proved that the bias of authentic news and journalistic texts for use in the framework of foreign language training of international relations students should not be ignored. The paper presents the author’s system of exercises aimed at the development of professional foreign language skills of students based on working with authentic news and journalistic texts.

Критерии отбора аутентичного аудиотекста в жанре интервью для подготовки к тестированию по русскому языку как иностранному: второй сертификационный уровень (субтест «Аудирование»)

The aim of the study is to develop criteria for selecting an authentic audio text in the interview genre for preparation for the “Listening” subtest (Russian as a foreign language testing: Second Certificate Level). The paper identifies the features of the use of authentic texts in listening teaching in the aspect of Russian as a foreign language teaching; based on the primary requirements for authentic audio texts presented in the methodological recommendations for standardised tests in Russian as a foreign language (Second Certificate Level. General Knowledge) criteria are developed for the selection of audio texts in the interview genre, the content of these parameters is specified. Scientific novelty of the study lies in the fact that the researchers proposed criteria for selecting an authentic audio text in the interview genre in order to prepare students for certificate testing in listening at the advanced level of proficiency in Russian and revealed their content. As a result, the researchers have specified the parameters for assessing the compliance of the authentic text of an interview with the requirements for audio materials of the “Listening” subtest within Second Certificate Level testing.