https://repo.odmu.edu.ua:443/xmlui/handle/123456789/1037 Sat, 15 Aug 2026 04:24:14 GMT 2026-08-15T04:24:14Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20252 Communicative competence of officers: From foundational approaches to NATO standards Ilchenko, A. I.; Ільченко, А. І. The monograph chapter examines the theoretical and methodological foundations of developing communicative competence in military officers within the context of contemporary security challenges and the ongoing transformation of military education in accordance with NATO standards. The study traces the evolution of the concept of communicative competence from classical linguistic and pedagogical theories to its modern interpretation as a multidimensional professional construct integrating linguistic, sociolinguistic, discourse, strategic, intercultural, and operational competencies. Special attention is devoted to the changing role of foreign language communication in multinational military cooperation, where effective interaction has become an essential component of operational success, command effectiveness, and interoperability. The chapter analyzes contemporary approaches to officer language training based on competency-oriented education, communicative and task-based methodologies, scenario-based instruction, and digital learning technologies. It highlights the significance of standardized language proficiency frameworks, particularly NATO STANAG 6001, as benchmarks for assessing and developing the language skills required for participation in joint operations, multinational headquarters, international exercises, and peace support missions. The integration of authentic military discourse, doctrinal terminology, operational communication, and intercultural awareness into professional military education is presented as a key factor in preparing officers for complex multinational environments. The study argues that communicative competence should be regarded not merely as a language-learning outcome but as a strategic professional capability that enables effective decision-making, coordination, negotiation, and leadership in multilingual operational settings. The chapter concludes that the modernization of military language education through the adoption of NATO standards, innovative pedagogical practices, and technology-enhanced learning creates the necessary conditions for strengthening officers' professional competence and achieving sustainable interoperability with allied armed forces. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20252 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20251 Teaching English to military personnel with zero proficiency under time constraints Ilchenko, A. I. The article addresses the challenges of teaching English to military personnel with no prior language proficiency under severe time constraints imposed by modern military training requirements. The increasing participation of armed forces in multinational operations, joint exercises, and NATO-led missions necessitates the rapid development of functional English communication skills that support operational effectiveness and interoperability. Traditional language instruction, typically designed for long-term academic settings, proves insufficient for learners who must achieve operational language competence within compressed training schedules. The study proposes an intensive competency-based instructional model focused on immediate communicative functionality rather than comprehensive linguistic mastery. The article analyzes methodological approaches that combine communicative language teaching, lexical chunk acquisition, task-based learning, scenario-based instruction, and high-frequency military vocabulary. Particular emphasis is placed on developing essential receptive and productive skills required for operational communication, including radio exchanges, briefings, checkpoint procedures, medical evacuation requests, reporting, and multinational staff interaction. The use of authentic military materials, digital learning platforms, spaced repetition systems, simulation exercises, and AI-assisted adaptive learning is shown to increase learning efficiency while reducing cognitive overload. Psychological factors influencing adult military learners, including stress resilience, motivation, cognitive fatigue, and memory retention, are also examined as essential variables in accelerated language acquisition. The findings indicate that intensive, operationally oriented language training enables learners with zero initial proficiency to achieve measurable communicative competence within a limited timeframe, particularly when instruction prioritizes functional language patterns, standardized military phraseology, and repetitive contextual practice. The article concludes that accelerated English training programs designed around operational tasks and NATO language requirements provide an effective framework for preparing military personnel for STANAG 6001 assessments and successful participation in multinational military cooperation. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20251 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20250 Development of foreign language professional communicative competence in military officers as a prerequisite for effective interoperability Ilchenko, A. I. The article examines the development of foreign language professional communicative competence in military officers as a key prerequisite for effective interoperability within multinational military operations and NATO-led missions. The growing integration of the Armed Forces of Ukraine into the Euro-Atlantic security environment has significantly increased the importance of foreign language proficiency as a strategic component of military professional training. The study emphasizes that language competence extends beyond grammatical accuracy and lexical knowledge, encompassing operational communication, intercultural awareness, doctrinal literacy, critical thinking, and the ability to function effectively in multinational command-and-control environments. Particular attention is paid to the integration of linguistic, communicative, sociocultural, strategic, and professional components that collectively ensure successful interaction during joint exercises, peacekeeping operations, staff procedures, and multinational planning processes. The article analyzes contemporary approaches to foreign language education in military higher education institutions, highlighting competency-based, communicative, task-based, and scenario-oriented methodologies aligned with NATO standards, including STANAG 6001. It argues that authentic military communication, simulation-based learning, operational scenarios, digital educational technologies, and interdisciplinary integration substantially enhance the formation of professional communicative competence. The study also discusses the role of psychological resilience, decision-making under stress, and intercultural communication skills in maintaining operational effectiveness in complex and rapidly changing military environments. The findings demonstrate that the systematic development of foreign language professional communicative competence contributes not only to higher levels of language proficiency but also to increased operational readiness, effective information exchange, enhanced command coordination, and successful participation in multinational military cooperation. The article concludes that comprehensive modernization of military language education based on international standards is essential for strengthening interoperability and ensuring the successful integration of military personnel into allied operational frameworks. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20250 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20249 Lexical chunks as a tool for accelerated training for stanag 6001 Ilchenko, A. I. The article explores the role of lexical chunks as an effective linguistic and pedagogical tool for accelerating foreign language training in accordance with the requirements of the NATO STANAG 6001 language proficiency standard. In modern military education, rapid and accurate communication is essential for ensuring operational effectiveness and interoperability in multinational environments. Traditional vocabulary learning based on isolated lexical units often fails to develop the fluency and automaticity required for authentic military communication. The study argues that teaching lexical chunks—frequently occurring multiword expressions, collocations, formulaic sequences, and standardized operational phrases—significantly enhances language acquisition by reducing cognitive load and facilitating faster retrieval of linguistic information during communication. The article examines the theoretical foundations of the lexical approach and its application in military language instruction. Particular attention is paid to the integration of lexical chunks into scenario-based learning, operational briefings, radio communication, staff procedures, mission planning, and after-action reviews. The study demonstrates that systematic exposure to authentic military phraseology enables learners to develop communicative competence more efficiently while simultaneously improving listening comprehension, speaking fluency, reading speed, and writing accuracy. The implementation of corpus-informed materials, digital learning platforms, spaced repetition systems, and simulation-based exercises further strengthens the acquisition and retention of formulaic language. The findings suggest that incorporating lexical chunks into military English curricula substantially accelerates preparation for STANAG 6001 examinations while improving operational communication and reducing linguistic uncertainty in high-stress environments. The article concludes that lexical chunk-based instruction should be regarded as a core component of modern military language training aimed at developing functional communicative competence and achieving effective interoperability within NATO and multinational operations. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/20249 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19785 Immersive STANAG 6001 English Training Model for Zero-Beginner Military Personnel Quasi-Experimental Study Ilchenko, A.; Ільченко, А. The aim of this quasi-experimental study is to evaluate the effectiveness of the Intensive Context-Immersive Learning Model (ICILM) in preparing military personnel with an absolute zero baseline in English for the standardized STANAG 6001 examination. Emergency language training in the context of an ongoing armed conflict faces two critical barriers: cognitive resistance among adult learners to a different linguistic structure and a high level of psycho-emotional stress caused by combat-related trauma and command pressure. The experiment, conducted at the Naval Forces Institute (Odesa), involved 11 servicemen of diverse specializations (ranging from combat divers and explosive ordnance specialists to investigators) and military ranks. Training was delivered in an extreme intensive format (36 classroom hours per week over four months). To bypass the “affective filter,” principles of horizontal pedagogy were applied, along with inductive grammar acquisition through memorization of lexical tactical matrices. The results of independent testing confirmed the high validity of the proposed didactic construct, with a complete absence of attrition (0%). The entire group successfully overcame the language barrier: 45.5% of servicemen (n=5) achieved a significant cognitive leap, reaching STANAG 6001 Level 1 (Survival), while 54.5% (n=6) demonstrated a confident transitional Level 0+ (Memorized Proficiency). The empirical findings indicate that a humanistic approach and partner-based communication, combined with subject immersion, constitute a more effective tool for the emergency training of combatants than traditional directive military pedagogy. This approach ensures not only formal compliance with NATO standards but also the development of autonomous self-learning skills.; Мета даного квазіекспериментального дослідження — оцінка ефективності Інтенсивної моделі контекстно-іммерсивного навчання (ICILM) при підготовці військовослужбовців з абсолютно нульовим стартовим рівнем англійської мови до складання стандартизованого іспиту STANAG 6001. Екстрена мовна підготовка в умовах тривалого збройного конфлікту стикається з двома критичними бар’єрами: когнітивним опором дорослих здобувачів до іншої лінгвістичної структури та високим рівнем психоемоційного напруження, спричиненого бойовими травмами і тиском командування. В експерименті, проведеному на базі Інституту Військово-морських сил (м. Одеса), взяли участь 11 військовослужбовців різного профілю (від водолазів-міношукачів до слідчих) і військових звань. Навчання проходило у форматі екстремального інтенсиву (36 аудиторних годин на тиждень протягом чотирьох місяців). Для подолання «афективного фільтра» застосовувалися принципи горизонтальної педагогіки та індуктивне засвоєння граматики через заучування лексичних тактичних матриць. Результати незалежного тестування підтвердили високу валідність запропонованого дидактичного конструкту за повної відсутності відсіву слухачів (0%). Уся група успішно подолала мовний бар’єр: 45,5% військовослужбовців (n=5) здійснили суттєвий когнітивний стрибок, досягнувши рівня STANAG 6001 Level 1 (Survival), а 54,5% (n=6) підтвердили впевнений перехідний рівень 0+ (Memorized Proficiency). Отримані емпіричні дані доводять, що гуманістичний підхід і партнерська комунікація в поєднанні з предметним зануренням є ефективнішим інструментом екстреної підготовки комбатантів, ніж традиційна директивна військова педагогіка, забезпечуючи не лише формальну відповідність стандартам НАТО, а й розвиток навичок автономного самонавчання. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19785 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19784 NATO Standards in Focus: The Military Glossary Ilchenko, A.; Ільченко, А. Пропоноване довідкове видання становить собою систематизований англо-український глосарій, спрямований на уніфікацію понятійного апарату у сфері оборони та безпеки. Праця охоплює понад 2500 спеціалізованих термінів, дефініцій та стандартизованих абревіатур, що регламентують оперативно-тактичну діяльність, адміністративно-штабні процедури, технічну експлуатацію озброєння, а також специфіку військово-морських операцій і навігації. Структурна організація глосарію базується на тематичному принципі інтеграції лексичних масивів, що забезпечує семантичну точність інтерпретації англомовної професійної лексики відповідно до стандартів НАТО та протоколів міжнародного співробітництва. Видання має високу практичну значущість для забезпечення лінгвістичної інтероперабельності та призначене для командного складу Збройних Сил, слухачів військових академій, штабних офіцерів, військових перекладачів, а також фахівців із матеріально-технічного забезпечення.; The proposed reference publication is a systematically organized English–Ukrainian glossary designed to standardize the conceptual and terminological framework within the fields of defense and security. The work encompasses more than 2,500 specialized terms, definitions, and standardized acronyms governing operational and tactical activities, administrative and staff procedures, technical maintenance and operation of military equipment, as well as the specificities of naval operations and navigation. The glossary is structured according to a thematic principle of lexical integration, ensuring semantic precision in the interpretation of English-language professional terminology in accordance with NATO standards and international cooperation protocols. The publication possesses significant practical value in promoting linguistic interoperability and is intended for military commanders, cadets and students of military academies, staff officers, military interpreters and translators, as well as logistics and technical support specialists. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19784 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19499 Artificial intelligence as a digital tool in foreign language teaching Rusalkina, L. H.; Dudina, O. V. In today’s rapidly developing digital technology environment, the field of artificial intelligence and its practical application are becoming increasingly relevant and significant. Particular attention is paid to the development of large language models, which represent a significant breakthrough in the field of artificial intelligence and have brought new opportunities to many areas of life. Many educators agree that the future of English language teaching is closely linked to advances in the latest technologies, new devices, and revolutions in the fields of information, electronics, and communications. The development of higher education is inextricably linked to advances in new technologies and increases in the computing power of intelligent machines. Advances in artificial intelligence in this field present both new opportunities and a number of challenges that have the potential to radically change the management and internal structure of higher education institutions. In the past, the process of creating teaching materials was labour-intensive and required significant time and resources. However, with a chatbot with generative artificial intelligence, this process can be simplified and accelerated. Educators are given the opportunity to develop materials effectively and reliably, allowing them to focus on more meaningful aspects, such as planning classes and conducting training. In addition, educational materials created using artificial intelligence can be superior in quality and focus. This technology is capable of generating content based on specific topics and intended for a specific audience. This contributes to improving the effectiveness of learning and the level of education in general. In this article, we will provide examples of the use of artificial intelligence and other neural networks that demonstrate the effectiveness and prospects of applying this technology in English language teaching.; У сучасному світі, що швидко розвивається в галузі цифрових технологій, сфера штучного інтелекту та його практичне застосування стають все більш актуальними та значущими. Особлива увага приділяється розробці великих мовних моделей, які є значним проривом у галузі штучного інтелекту та відкривають нові можливості в багатьох сферах життя. Багато освітян сходяться на думці, що майбутнє викладання англійської мови тісно пов’язане з досягненнями в галузі новітніх технологій, нових пристроїв та революційними змінами в сферах інформації, електроніки та комунікацій. Розвиток вищої освіти нерозривно пов’язаний з досягненнями в галузі нових технологій та збільшенням обчислювальної потужності інтелектуальних машин. Досягнення штучного інтелекту в цій галузі відкривають як нові можливості, так і низку викликів, які можуть радикально змінити управління та внутрішню структуру закладів вищої освіти. У минулому процес створення навчальних матеріалів був трудомістким і вимагав значних витрат часу та ресурсів. Однак завдяки чат-боту з генеративним штучним інтелектом цей процес можна спростити та прискорити. Педагоги отримують можливість ефективно та надійно розробляти матеріали, що дозволяє їм зосередитися на більш значущих аспектах, таких як планування занять та проведення занять. Крім того, навчальні матеріали, створені за допомогою штучного інтелекту, можуть бути вищої якості та більш цілеспрямованими. Ця технологія здатна генерувати контент на основі конкретних тем і призначений для конкретної аудиторії. Це сприяє підвищенню ефективності навчання та рівня освіти в цілому. У цій статті ми наведемо приклади використання штучного інтелекту та інших нейронних мереж, які демонструють ефективність і перспективи застосування цієї технології у викладанні англійської мови. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19499 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19266 Communication problems of medical students Bermas, O. Effective communication is crucial in healthcare, as it directly impacts patient outcomes, cooperation, and the overall functioning of medical establishments. For medical students, the development of communication skills is essential, not only for academic success but also for their future clinical practice. However, despite the emphasis on communication in medical education, many students face significant challenges when attempting to convey information clearly and empathetically. These communication problems can stem from various factors, including stress, lack of training, cultural differences, and personal barriers. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19266 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19260 Poststructuralist SLA framework and the concept of second language identity Lazor, N.; Mokriienko, E. Cognitive and psycholinguistic perspectives largely shaped early research in Second Language Acquisition (SLA). These approaches, popular in the 1970s and 1980s, focused on how language learners processed input, internalized linguistic structures, and produced output [6]. Although these models were influential, they tended to treat learners as isolated individuals, paying limited attention to the social environments, power dynamics, and shifting identities that shape language learning experiences. As a result, early SLA research often overlooked how learners understand themselves and how their experiences and identities change as they acquire a new language. Thu, 01 Jan 2026 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19260 2026-01-01T00:00:00Z https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19232 Linguocultural Aspect as a Factor in the Development of Emotional Intelligence in the Process of Learning a Foreign Language: Neuroscientific Aspects Smolikevych, N.; Kyriazova, O.; Radchenko, O.; Hryshchenko, I.; Kravchuk, O.; Snigovska, O. The application of neuroscience in the field of foreign language education has been relatively underexplored in the past. However, the 21st century has seen a significant surge of interest in neurodidactics, which many specialists now consider a paradigm shift in education. Research into brain activity has led to the publication of numerous scientific articles on foreign language teaching, prompting a revised perspective on education, the role of the student, motivation for learning foreign languages, and the acquisition of language competence. Central to neurodidactics are the individual abilities of learners, as these form the foundation for personal development and the expansion of cognitive horizons. The purpose of this article is to explore the contribution of neuroscientific knowledge to foreign language didactics, with particular emphasis on identifying effective strategies for developing emotional intelligence and highlighting the significance of the linguo-cultural dimension in language acquisition. Wed, 01 Jan 2025 00:00:00 GMT https://repo.odmu.edu.ua:443/xmlui/handle/123456789/19232 2025-01-01T00:00:00Z