Currently, I am a Post-Doctoral Research Fellow at the Institute of English and American Studies, RWTH Aachen, Humboldt Foundation Stipendiatin. My research focuses on semiotic mediation and narrative embodiment at the intersections of literary studies, culture, and biosemiotics.
Video-recording of the presentation at the 6 European Narratology Network Conference in Riga, Lat... more Video-recording of the presentation at the 6 European Narratology Network Conference in Riga, Latvia, 15-16 September 2021
‘GASLIGHT’ NARRATIVES IN VIRTUAL LANDSCAPES:
NARRATOLOGICAL IMPLICATIONS OF TECHNOLOGICALLY
MEDIA... more ‘GASLIGHT’ NARRATIVES IN VIRTUAL LANDSCAPES: NARRATOLOGICAL IMPLICATIONS OF TECHNOLOGICALLY MEDIATED AND IMMERSIVE MEDIA
Feedback and evaluation: critiques and challenges of teaching EFL academic writing
This paper focuses on the after-life of writing, that is, after the writing has taken place and w... more This paper focuses on the after-life of writing, that is, after the writing has taken place and we have a written product in front of the addressee. In recent years, with a major paradigm shift in assessment and evaluation in English language
teaching, writing assessment informed primarily by a product and summative orientation, is considered increasingly
inadequate. Such assessment, which focuses on measurement – i.e. marking, monitoring and checking, fails to capture the
formative potential of assessment for promoting learning. A formative approach to assessment, on the other hand, focuses
more on discovering, diagnosing and understanding, as well as the opportunities assessment provides to improve teaching
and learning. To enhance the potential of formative assessment in the writing classroom, it is essential that classroom
assessment practices be geared towards effective student learning by raising their self-monitoring and consciousness for
their progress in learning. It provides the impetus for this study, which investigates an EFL teacher's attempt to find a better way of providing students’ writing evaluation in order to enhance effective writing.
Key Words: Writing evaluation and assessment, peer-review feedback, teacher’s feedback, self-monitoring, self-evaluation
An absolutely special area of studies in Author-Text-Reader connection concerns the questions of ... more An absolutely special area of studies in Author-Text-Reader connection concerns the questions of qualia and empathy in their paradigmatic relations. Empirically proven human responses to seeing the suffering of other people showed firing neurons in such a way as if the humans were suffering themselves (Cobley, 2014). While speculations on empathy in narratives are more likely to express the statement "I feel what you feel" (e.g. suffering and pain), qualia, in its turn, represents the way how people feel and experience the world (Herman, 2010), as a sort of "story world" creation. Fiction stories and fictional minds of characters are based on the same reasoning protocols, schematas, chunks or frames as the readers' psychological reasoning in every day life, turning the reading process into a "mind reading" (Zunshine,2012). Most important, the reader's identification with the fictional character and his/her suffering is one of the reading strategies leading to empathy. Surprisingly, but due to empathy, some flat characters become dynamic in the reader's interpretation. On the other hand, the empathetic effect may intervene into "a story world" creation and change the indexes of polarization among the fictional characters, subjecting the theory of empathy to serious criticism (Keen, 2007). Representation of suffering in fiction through the notions of empathy may misguide the reader and undermine the typical functions of the character, causing misreading of typical psychological reactions (e.g. ironical laugh and genuine laugh, or tears of joy and pain, etc.). Special modifying effect on "storyworld" creation by the reader belongs to timing and context, as crucial constituent parts of experiential development of a human, representing his/her Umwelt (von Uexküll, 2001). From this semiotic perspective in postclassical narratology, suffering as a fiction born emotion arises from the system of signs and what makes up signs, from a possible world of illusion and interpretation in a comparative study of Umwelten as semiotics and inner modelling (Cobley, 2010; 2014).
Методичні рекомендації мають на меті допомогти студентам підготуватися до складання ... more Методичні рекомендації мають на меті допомогти студентам підготуватися до складання комплексного державного іспиту з англійської мови (рівень: Спеціаліст) та розкривають основні вимоги до володіння студентами мовленнєвими навичками з англійської мови, методичні рекомендації щодо виконання завдань комплексного іспиту зі спеціальності та базові вимоги з методики викладання іноземної мови. Методичний матеріал укладено відповідно до вимог державного освітнього стандарту вищої освіти, галузевого стандарту вищої освіти та «Програми з англійської мови для університетів/інститутів (п’ятирічний курс навчання)» /С.Ю. Ніколаєва, М.І.Соловей та ін. – К.: держ. лінгв. ун-т, 2001. Видання стимулюватиме та мотивуватиме самостійну роботу студентів спрямовану на оволодіння мовним матеріалом, методикою викладання предмету та формування умінь та навичок майбутнього вчителя іноземної мови. Посібник призначений для студентів старших курсів (5 курс) факультетів іноземних мов ( Спеціалізація: англійська мова), які вивчають англійську мову як другий фах.
Авторка статті робить спробу розмежування та окреслення ключових понять сучасної методики навчанн... more Авторка статті робить спробу розмежування та окреслення ключових понять сучасної методики навчання іноземних мов «традиційного та альтернативного видів оцінювання», покликаних сприяти процесу формування іншомовної комунікативної компетенції на початковому етапі навчання іноземної мови у ВНЗ.The author of the article makes an attem pt at differentiating and defining key notions of foreign language methodology theory, such as “traditional and alternative assessment”, which serve the process of formation of the foreign language communicative competence on the first stage of learning at high education institution
Video-recording of the presentation at the 6 European Narratology Network Conference in Riga, Lat... more Video-recording of the presentation at the 6 European Narratology Network Conference in Riga, Latvia, 15-16 September 2021
‘GASLIGHT’ NARRATIVES IN VIRTUAL LANDSCAPES:
NARRATOLOGICAL IMPLICATIONS OF TECHNOLOGICALLY
MEDIA... more ‘GASLIGHT’ NARRATIVES IN VIRTUAL LANDSCAPES: NARRATOLOGICAL IMPLICATIONS OF TECHNOLOGICALLY MEDIATED AND IMMERSIVE MEDIA
Feedback and evaluation: critiques and challenges of teaching EFL academic writing
This paper focuses on the after-life of writing, that is, after the writing has taken place and w... more This paper focuses on the after-life of writing, that is, after the writing has taken place and we have a written product in front of the addressee. In recent years, with a major paradigm shift in assessment and evaluation in English language
teaching, writing assessment informed primarily by a product and summative orientation, is considered increasingly
inadequate. Such assessment, which focuses on measurement – i.e. marking, monitoring and checking, fails to capture the
formative potential of assessment for promoting learning. A formative approach to assessment, on the other hand, focuses
more on discovering, diagnosing and understanding, as well as the opportunities assessment provides to improve teaching
and learning. To enhance the potential of formative assessment in the writing classroom, it is essential that classroom
assessment practices be geared towards effective student learning by raising their self-monitoring and consciousness for
their progress in learning. It provides the impetus for this study, which investigates an EFL teacher's attempt to find a better way of providing students’ writing evaluation in order to enhance effective writing.
Key Words: Writing evaluation and assessment, peer-review feedback, teacher’s feedback, self-monitoring, self-evaluation
An absolutely special area of studies in Author-Text-Reader connection concerns the questions of ... more An absolutely special area of studies in Author-Text-Reader connection concerns the questions of qualia and empathy in their paradigmatic relations. Empirically proven human responses to seeing the suffering of other people showed firing neurons in such a way as if the humans were suffering themselves (Cobley, 2014). While speculations on empathy in narratives are more likely to express the statement "I feel what you feel" (e.g. suffering and pain), qualia, in its turn, represents the way how people feel and experience the world (Herman, 2010), as a sort of "story world" creation. Fiction stories and fictional minds of characters are based on the same reasoning protocols, schematas, chunks or frames as the readers' psychological reasoning in every day life, turning the reading process into a "mind reading" (Zunshine,2012). Most important, the reader's identification with the fictional character and his/her suffering is one of the reading strategies leading to empathy. Surprisingly, but due to empathy, some flat characters become dynamic in the reader's interpretation. On the other hand, the empathetic effect may intervene into "a story world" creation and change the indexes of polarization among the fictional characters, subjecting the theory of empathy to serious criticism (Keen, 2007). Representation of suffering in fiction through the notions of empathy may misguide the reader and undermine the typical functions of the character, causing misreading of typical psychological reactions (e.g. ironical laugh and genuine laugh, or tears of joy and pain, etc.). Special modifying effect on "storyworld" creation by the reader belongs to timing and context, as crucial constituent parts of experiential development of a human, representing his/her Umwelt (von Uexküll, 2001). From this semiotic perspective in postclassical narratology, suffering as a fiction born emotion arises from the system of signs and what makes up signs, from a possible world of illusion and interpretation in a comparative study of Umwelten as semiotics and inner modelling (Cobley, 2010; 2014).
Методичні рекомендації мають на меті допомогти студентам підготуватися до складання ... more Методичні рекомендації мають на меті допомогти студентам підготуватися до складання комплексного державного іспиту з англійської мови (рівень: Спеціаліст) та розкривають основні вимоги до володіння студентами мовленнєвими навичками з англійської мови, методичні рекомендації щодо виконання завдань комплексного іспиту зі спеціальності та базові вимоги з методики викладання іноземної мови. Методичний матеріал укладено відповідно до вимог державного освітнього стандарту вищої освіти, галузевого стандарту вищої освіти та «Програми з англійської мови для університетів/інститутів (п’ятирічний курс навчання)» /С.Ю. Ніколаєва, М.І.Соловей та ін. – К.: держ. лінгв. ун-т, 2001. Видання стимулюватиме та мотивуватиме самостійну роботу студентів спрямовану на оволодіння мовним матеріалом, методикою викладання предмету та формування умінь та навичок майбутнього вчителя іноземної мови. Посібник призначений для студентів старших курсів (5 курс) факультетів іноземних мов ( Спеціалізація: англійська мова), які вивчають англійську мову як другий фах.
Авторка статті робить спробу розмежування та окреслення ключових понять сучасної методики навчанн... more Авторка статті робить спробу розмежування та окреслення ключових понять сучасної методики навчання іноземних мов «традиційного та альтернативного видів оцінювання», покликаних сприяти процесу формування іншомовної комунікативної компетенції на початковому етапі навчання іноземної мови у ВНЗ.The author of the article makes an attem pt at differentiating and defining key notions of foreign language methodology theory, such as “traditional and alternative assessment”, which serve the process of formation of the foreign language communicative competence on the first stage of learning at high education institution
The paper aims at disclosing the process of writer identity enactive construal in narrative writi... more The paper aims at disclosing the process of writer identity enactive construal in narrative writing. Three constituent parts of identity discoursal construction in the narrative are social semiotics as a reflection of the social environment, cultural identity theory as the embodiment of cultural choices and preferences, and pragmatics (Charles S. Peirce). The following research questions have been formulated: (1) What is the nature of identity construction? (2) What rhetorical factors influence identity construal in narrative discourse? By providing a step-by-step analysis of thematic structure, the paper conducts a discourse analysis of narrative episodes in terms of Agent, Process, and Medium triad (Halliday, 1973), reflecting the mechanisms of reader’s manipulation with information as a dynamic semiotic process of interpretation, limited by a final interpretant.
This paper is devoted to the analysis of the use of hedging in a corpus of articles from applied ... more This paper is devoted to the analysis of the use of hedging in a corpus of articles from applied linguistics, and in this sense, it is complementary to the previous research of academic persuasion in research articles (Hinkel, 1997; Hyland, 1996, 2004). This study examined the types and frequency of hedges employed by the authors of academic research articles (RAs) in the field of applied linguistics. A corpus consists of 20 research articles, randomly selected from the Open Access Journals on Educational linguistics (5 RAs), Psycholinguistics (5 RAs), Sociolinguistics (5 RAs) and Pragmatics (5 RAs) The data were manually coded according to Hyland’s taxonomy of hedges and hedging devices (Hyland, 1996) and then formatted to calculate the frequency and type of hedges in RAs on Applied Linguistics. Results of the study indicate that reader-oriented hedges constitute the main pragmatic type of hedges in RAs in the field of applied linguistics, recognizing the need for reader’s ratifica...
The paper is devoted to applying semiotic methodology in modeling a female narrative identity of ... more The paper is devoted to applying semiotic methodology in modeling a female narrative identity of the Victorian epoch in cultural and historical context. Before modeling a female narrative identity, signs of feminine identity have been defined in the proper narrative. They are considered as the ways of self-identification, self-manifestation, and self-expression. For the analysis of the ethical qualities of the female narrative identity, the research was focused on the identification of semiotic codes of Victorian culture, with placing a moral code in its organizing center. The objective of the paper lies in finding the way how fictional narrative engages with the reader, and how written narrative discourse facilitates or inhibits the formation of narrative identity. The methodological framework for analyzing narrative identity constituted the works on identity theory, constructivist philosophy; the findings in cultural psychology in defining «self» and «identity». Semiotic modeling ...
The paper aims at disclosing the process of writer identity enactive construal in narrative writ... more The paper aims at disclosing the process of writer identity enactive construal in narrative writing. Three constituent parts of identity discoursal construction in the narrative are social semiotics as a reflection of the social environment, cultural identity theory as the embodiment of cultural choices and preferences, and pragmatics (Charles S. Peirce). The following research questions have been formulated: (1) What is the nature of identity construction? (2) What rhetorical factors influence identity construal in narrative discourse? By providing a step-by-step analysis of thematic structure, the paper conducts a discourse analysis of narrative episodes in terms of Agent, Process, and Medium triad (Halliday, 1973), reflecting the mechanisms of reader’s manipulation with information as a dynamic semiotic process of interpretation, limited by a final interpretant.
Keywords: narrative, subjectivity, world disruption, index, symbol, pragmatic features
The paper represents a view on a plausible way of
development of scientific methods and methodol... more The paper represents a view on a plausible way of
development of scientific methods and methodologies of the
humanitarian studies in the post-pandemic society. Starting
with the analysis of the current state of “lockdown” and
“isolation” in the atmosphere of fear and insecurity, the idea of
better understanding the reasons for such a situation is
connected with the possibilities of an interdisciplinary approach,
called “biosemiotics”. In the context of paradigmatic change in
the humanities, caused by the interpretative turn of
deconstruction of the XX century, today’s situation with
COVID-19 is also regarded to be a turning point in the history
of post-modern humanity. As often happens in the periods of
change and transformation, humanity searches for the
answers to the questions of ontological character: What do we
know about the world today? How does our knowledge of the world
can help us in solving current problems and preventing further
disasters? Is human knowledge sufficient to treat global
problems? Biosemiotics, as an interdisciplinary scientific project,
based on the assumption that life and culture are fundamentally
grounded in the semiosis and are subject to biological laws of
nature (Hoffmeyer, 2010) can unite a century-long divide in
the scientific tradition of separation of Nature and Culture, Body and
Mind.
Keywords: Umwelt; Nature-friendly approach; human expansion;
philosophy of life; a change in the scientific paradigm.
This theoretical paper continues a spectrum of research on sign character of narrative discourse ... more This theoretical paper continues a spectrum of research on sign character of narrative discourse on the background of modern post-classical theory of narrativity. It aims to uncover the relationships between the meaning of the narrative text and a sign signitication, assuming an intentional character of the narrative discourse governed by telic aspects (global semiotics). Global semiotic approach (Thomas Sebeok, 2001) views a narrative discourse as a self-organizing entity with purposeful (telic) character of all its constituent parts which turn a static text into a dynamic whole in the process of reading/perception/interpretation. The key notion for analysis of emergency is the term Umwelt (Jakob von Uexküll) to denote the perceptional world in which an organism (and a human) exists and acts as a subject. Therefore, Umwelt represents human’s perceptual boundary, which modifies the surrounding in accordance with the human’s subjective perspective. As Umwelt can be attributed to both...
Aim: The paper aims at defining the role of abductive reasoning in the reader’s interpretation of... more Aim: The paper aims at defining the role of abductive reasoning in the reader’s interpretation of English fiction narrative text. Three research questions are defined as follows: (1) what is the nature of sign interpretation in its application to textual analysis? (2) what linguistic factors determine the use of abduction in the interpretation of signs? (3) how to apply abductive reasoning in the process of reading and interpretation in EFL teaching practice? Abduction is viewed here as a type of reasoning in the three-componential semiotic model of argument and as a deductive hypothesis, responsible for implicit meaning processing (Charles Peirce). Materials and Methods: The paper states the four-stage process of abduction to be a basic inquiry method of the reader on his way to fiction world interpretation. By providing a step-by-step analysis of patterns of abductive reasoning in a short story “Happy Endings” by Margaret Atwood, the paper conducts a textual analysis of narratives...
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NARRATOLOGICAL IMPLICATIONS OF TECHNOLOGICALLY
MEDIATED AND IMMERSIVE MEDIA
teaching, writing assessment informed primarily by a product and summative orientation, is considered increasingly
inadequate. Such assessment, which focuses on measurement – i.e. marking, monitoring and checking, fails to capture the
formative potential of assessment for promoting learning. A formative approach to assessment, on the other hand, focuses
more on discovering, diagnosing and understanding, as well as the opportunities assessment provides to improve teaching
and learning. To enhance the potential of formative assessment in the writing classroom, it is essential that classroom
assessment practices be geared towards effective student learning by raising their self-monitoring and consciousness for
their progress in learning. It provides the impetus for this study, which investigates an EFL teacher's attempt to find a better way of providing students’ writing evaluation in order to enhance effective writing.
Key Words: Writing evaluation and assessment, peer-review feedback, teacher’s feedback, self-monitoring, self-evaluation
комплексного державного іспиту з англійської мови (рівень: Спеціаліст) та розкривають основні
вимоги до володіння студентами мовленнєвими навичками з англійської мови, методичні
рекомендації щодо виконання завдань комплексного іспиту зі спеціальності та базові вимоги з
методики викладання іноземної мови. Методичний матеріал укладено відповідно до вимог
державного освітнього стандарту вищої освіти, галузевого стандарту вищої освіти та «Програми з
англійської мови для університетів/інститутів (п’ятирічний курс навчання)» /С.Ю. Ніколаєва,
М.І.Соловей та ін. – К.: держ. лінгв. ун-т, 2001.
Видання стимулюватиме та мотивуватиме самостійну роботу студентів спрямовану на
оволодіння мовним матеріалом, методикою викладання предмету та формування умінь та навичок
майбутнього вчителя іноземної мови.
Посібник призначений для студентів старших курсів (5 курс) факультетів іноземних мов
( Спеціалізація: англійська мова), які вивчають англійську мову як другий фах.
NARRATOLOGICAL IMPLICATIONS OF TECHNOLOGICALLY
MEDIATED AND IMMERSIVE MEDIA
teaching, writing assessment informed primarily by a product and summative orientation, is considered increasingly
inadequate. Such assessment, which focuses on measurement – i.e. marking, monitoring and checking, fails to capture the
formative potential of assessment for promoting learning. A formative approach to assessment, on the other hand, focuses
more on discovering, diagnosing and understanding, as well as the opportunities assessment provides to improve teaching
and learning. To enhance the potential of formative assessment in the writing classroom, it is essential that classroom
assessment practices be geared towards effective student learning by raising their self-monitoring and consciousness for
their progress in learning. It provides the impetus for this study, which investigates an EFL teacher's attempt to find a better way of providing students’ writing evaluation in order to enhance effective writing.
Key Words: Writing evaluation and assessment, peer-review feedback, teacher’s feedback, self-monitoring, self-evaluation
комплексного державного іспиту з англійської мови (рівень: Спеціаліст) та розкривають основні
вимоги до володіння студентами мовленнєвими навичками з англійської мови, методичні
рекомендації щодо виконання завдань комплексного іспиту зі спеціальності та базові вимоги з
методики викладання іноземної мови. Методичний матеріал укладено відповідно до вимог
державного освітнього стандарту вищої освіти, галузевого стандарту вищої освіти та «Програми з
англійської мови для університетів/інститутів (п’ятирічний курс навчання)» /С.Ю. Ніколаєва,
М.І.Соловей та ін. – К.: держ. лінгв. ун-т, 2001.
Видання стимулюватиме та мотивуватиме самостійну роботу студентів спрямовану на
оволодіння мовним матеріалом, методикою викладання предмету та формування умінь та навичок
майбутнього вчителя іноземної мови.
Посібник призначений для студентів старших курсів (5 курс) факультетів іноземних мов
( Спеціалізація: англійська мова), які вивчають англійську мову як другий фах.
Keywords: narrative, subjectivity, world disruption, index, symbol, pragmatic features
development of scientific methods and methodologies of the
humanitarian studies in the post-pandemic society. Starting
with the analysis of the current state of “lockdown” and
“isolation” in the atmosphere of fear and insecurity, the idea of
better understanding the reasons for such a situation is
connected with the possibilities of an interdisciplinary approach,
called “biosemiotics”. In the context of paradigmatic change in
the humanities, caused by the interpretative turn of
deconstruction of the XX century, today’s situation with
COVID-19 is also regarded to be a turning point in the history
of post-modern humanity. As often happens in the periods of
change and transformation, humanity searches for the
answers to the questions of ontological character: What do we
know about the world today? How does our knowledge of the world
can help us in solving current problems and preventing further
disasters? Is human knowledge sufficient to treat global
problems? Biosemiotics, as an interdisciplinary scientific project,
based on the assumption that life and culture are fundamentally
grounded in the semiosis and are subject to biological laws of
nature (Hoffmeyer, 2010) can unite a century-long divide in
the scientific tradition of separation of Nature and Culture, Body and
Mind.
Keywords: Umwelt; Nature-friendly approach; human expansion;
philosophy of life; a change in the scientific paradigm.