https://repository.hneu.edu.ua/handle/123456789/22985 2026-05-15T06:24:36Z https://repository.hneu.edu.ua/handle/123456789/40022 Назва: The influence of English economic terminology of the formation of professional discourse in international business Автори: Uskova T. O. Короткий огляд (реферат): The article presents a comprehensive analysis of the impact of English economic terminology on the formation of professional discourse in the field of international business. It is substantiated that English-language economic discourse constitutes a complex communicative construct within which linguistic, cognitive, and sociocultural factors interact, thereby determining the specificity of professional interaction. It has been established that the effectiveness of such discourse depends on the use of terminological units and extralinguistic parameters, in particular communicative behavior, adherence to business etiquette norms, and the ability to adapt speech in accordance with the communicative situation. It is demonstrated that English economic terminology performs a standardizing function in professional communication, ensuring precision, unambiguity, and uniformity of communication in the international business environment. At the same time, it has been found that the integration of English terminology into professional discourse leads to the transformation of linguistic behavior and cognitive models of specialists. Special attention is paid to the educational dimension, within which terminological training is considered an important factor in the formation of professional competence and the competitiveness of specialists. As a result of the study, it is confirmed that English economic terminology constitutes an important element of professional discourse in international business, ensuring its analytical character, rational organization, and intercultural relevance. At the same time, its functioning contributes to the formation of a unified communicative space in which approaches to the interpretation of economic phenomena and managerial decision-making are aligned. Thus, the combination of linguistic and economic components forms an integrated discursive system that reflects current trends in the development of the globalized business environment and determines the prospects for further research in this field. 2026-01-01T00:00:00Z https://repository.hneu.edu.ua/handle/123456789/39959 Назва: The Cognitive-Communicative Potential of Artificial Intelligence in Modelling Professional Language Discourse in Higher Education Автори: Savytska L. V. Короткий огляд (реферат): The purpose of this article is to examine the cognitive-communicative potential of artificial intelligence (AI) in modelling language situations during the formation of professional English-language discourse in higher education, with particular reference to students of economic specialisations. The study explores the role of intelligent technologies as a cognitive-communicative tool that complements traditional foreign language instruction by enabling the staged development of lexical, grammatical and discursive competences, as well as the simulation of authentic professional communication contexts. It is argued that, at the current stage of digital development, the complete replacement of the lecturer by auto mated systems is neither feasible nor pedagogically justified, as the educator continues to play a central role in facilitating creative classroom interaction while taking into account instructional objectives, cognitive capacities, and individual learner characteristics. The effectiveness of AI-based systems in developing professionally oriented economic vocabulary, syntactic structures, discourse markers and terminological units that ensure coherence, cohesion, and argumentation in professional economic texts is analysed. The findings indicate that interactive platforms enable semantic and pragmatic analysis of linguistic units, identification of recurrent errors, clarification of terminological nuances and adaptation of instructional content to learners’ levels of language proficiency. Particular emphasis is placed on the development of written and oral communicative competence, including the production of analytical essays, reports and presentations, participation in business negotiations and engagement in role-based communicative scenarios incorporating professional terminology. The article further examines practical aspects of implementing contemporary AI-driven platforms, including ChatGPT, Perplexity AI, Writesonic, Microsoft Copilot, LingQ, Rosetta Stone AI and speech recognition technologies (Speechify and Microsoft Azure Speech), which facilitate the integration of language practice with the cognitive processing of professional content. The use of these tools is shown to enhance student motivation and engagement, foster critical thinking and learner autonomy and support the adaptation of the educational process to individual cognitive profiles. The synthesis of the research findings demonstrates that the integration of AI into the formation of professional dis course in higher education significantly enhances the effectiveness of language training, promotes the holistic development of cognitive and communicative competences and contributes to the preparation of competitive specialists capable of functioning effectively in a digitalised global environment. 2026-01-01T00:00:00Z https://repository.hneu.edu.ua/handle/123456789/39958 Назва: Комунікативний підхід в навчанні іноземних мов студентів економічних спеціальностей Автори: Лещінська А. В. Короткий огляд (реферат): У сучасних умовах глобалізації та інтеграції України до європейського освітнього й економічного простору особливого значення набуває якісна іншомовна підготовка майбутніх фахівців економічного профілю. Володіння іноземною мовою є важливою складовою професійної компетентності студентів економічних спеціальностей, оскільки забезпечує можливість ефективної міжкультурної та професійної комунікації, участі в міжнародних проєктах, ділових переговорах і науковій співпраці. 2026-01-01T00:00:00Z https://repository.hneu.edu.ua/handle/123456789/39948 Назва: Integration of project-based learning and artificial intelligence technologies in foreign language training of higher education students Автори: Kovalova K. L. Короткий огляд (реферат): The purpose of this article is to identify effective mechanisms for integrating project-based learning and artificial intelligence (AI) technologies in the development of foreign language communicative competence among higher education students. The article highlights the role of artificial intelligence as a systemic factor in transforming the educational environment, leading to changes in traditional learning models, particularly within foreign language education, and to a re-conceptualisation of the teacher’s role as a facilitator, moderator and consultant in the organisation of learning activities. The integration of project-based learning with artificial intelligence tools is conceptualised as a didactically grounded approach that combines language practice with the development of critical thinking, research skills and learner autonomy. In this context, particular attention is given to various types of project activities, including information-research, analytical problem-based, practice-oriented and interdisciplinary projects. Such activities promote the use of foreign language resources within a meaningful communicative environment and integrate linguistic practice with analytical and cognitive engagement. Special emphasis is placed on the functional role of artificial intelligence technologies, notably intelligent language models, adaptive learning platforms, automated feedback systems and digital assistants, which contribute to enhancing the quality of the educational process, optimising communication and supporting the individualisation of learning. The study demonstrates that the use of AI tools in the form of analytical tasks, mini-projects and personalised learning assignments facilitates the development of academic argumentation, critical analysis, and conscious language choice, while maintaining the learner’s central role in the acquisition of foreign language knowledge. The article also addresses methodological aspects of implementing digital technologies in foreign language training and emphasises the importance of systematic pedagogical support and a differentiated approach to task design. Such an approach ensures the conscious use of linguistic resources and increases the effectiveness of integrating AI technologies into project-based activities. In conclusion, the combination of project-based learning and artificial intelligence technologies constitutes a holistic linguodidactic model aimed at developing professionally oriented, cognitive, and intercultural skills among higher education students. This integrated approach enhances the effectiveness of the educational process and supports the development of foreign language communicative competence within the context of the digital transformation of higher education. 2026-01-01T00:00:00Z