Перегляд за Автор "Kochergina, S. S."

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Bridging Language Gaps in Technical Education: the Role of Language for Specific Purposes (LSP) Learning
(НПУ імені М. П. Драгоманова, 2024) Kochergina, S. S.; Khoroshailo, O. S.; Кочергіна, С. С.; Хорошайло, О. С.
Language for Specific Purposes (LSP) is a discipline that recognizes the varying linguistic needs of students based on their fields of study or professions. While universities offer courses in business, medical, and legal English, the linguistic requirements of students in technical subjects often receive less attention. This article explores the importance of addressing the intricate vocabulary and concepts in technical fields, emphasizing the need for clear oral and written communication skills for students pursuing excellence in their studies. LSP courses, such as English for Engineers and Technologists, English for Mining Engineers, English for Students of Occupational Health and Safety, English for Environmental Engineers at LLC "Technical University "Metinvest Politechnika" cater to specific professional needs by tailoring instructional strategies and content. The article provides an overview of fundamental LSP concepts, historical context and the roles of key figures like John Swales, Dudley-Evans, and Anne Burns in shaping LSP theory and practice. English for Specific Purposes has evolved into a prominent subfield of English language instruction, focusing on developing language programs that meet individuals' communicative needs in various professions. The term "English for Specific Purposes" refers to teaching English aligned with specific occupational or academic goals, reflecting the discipline's ongoing evolution and contributions to language education. In the realm of technical higher education focusing on Science, Technology, Engineering, and Mathematics (STEM), language competency plays a critical role in students' success. This article highlights the ongoing evolution of "English for Specific Purposes," aligning English teaching with specific career goals and underlining its paramount role in technical higher education, particularly in STEM fields, for optimizing students' success.
Involvement of interactive educational platforms in the training of graphic design students using the Figma platform as an example
(NAUN Publication, 2024) Borysova, S.; Borysov, V.; Kochergina, S. S.; Spasskova, O.; Kushnarova, N.
The goal is to provide a rationale for choosing the optimal prototyping and UI/UX design software for teaching design students. The purpose of writing this paper is to determine the optimal tools for teaching UI/UX design students through interactive educational platforms. The research uses the methods of cross-multiple-iteration expert ranking, personal ranking of students, and comparative cross-analysis of the results of expert and user ranking. The ranking results confirmed the choice of tools such as Figma, Adobe XD, InVision, Sketch, and Marvel. The users’ conclusions agree with the experts’ evaluations. Still, the analysis revealed a significant difference in approaches: the gap in user evaluations is 84.6% versus 32.0% for experts, indicating the influence of user empathy and the importance of UI/UX in product perception. Figma was selected as a tool for prototyping and UI/UX design with a median rating of 57.2%, justifying its use in interactive educational programs for future designers, contributing to the development of skilled digital production specialists. Further research is focused on developing detailed educational courses for design students, as well as studying the empathic component of experience for creating ergonomic interfaces.
Language learning for specific purposes (LSP) in technical education: addressing unique language needs
(ТОВ «УКРЛОГОС Груп», 2024) Kochergina, S. S.; Khoroshailo, O. S.; Кочергіна, С. С.; Хорошайло, О. С.
In this paper, we discuss the importance of Language for Specific Purposes (LSP) in higher technical education, highlight the unique language needs of these students, and argue that addressing these needs can significantly enhance their learning experience.The English language skills needed by these students differ significantly from those required by students of other disciplines. Technical students must be able to comprehend and communicate complex concepts related to their field of study. They need to understand specialized terminology, technical jargon, and academic discourse that is specific to their area of interest.