Modern linguistics and methods of teaching foreign languages, English, in particular, are built on the three pillars: scientific knowledge, professional needs and new vectors set by the global markets. To a large extent, such a synthesis has
evolved from the rapid grow of information technologies which have filtered into all spheres of social practices. These processes have forced the evident necessity in updating and extending the existing areas of scientific paradigms. The latter fact has been fostered by another global trend ranking the English language at the top of world communication and networking.
In this regard, Ukraine is keeping up with the times, and new challenges at the level of higher education are met with a rising vortex of academic activity resulting in new ideas, workshops, seminars, research papers and, eventually, the
possibility of educational reforms. In the context of European integration Ukrainian educational institutions urge to implement global standards in their academic activities, curriculum design and the professional level of all their
beneficiaries. The terms blended learning, EAP, ESP and CLIL have become integral parts of curriculum composition in many universities of Ukraine. These newly-tamed professional opportunities can level up competitiveness of university
alumni and the higher institutions they represent, and thereby increase a calibration level of Ukrainian higher education.
Bearing the latter in mind, there appears a need in essentially crowdsourcing not just education, but methodology and knowledge itself. Such peer-to-peer information transmission can start with an understanding that often the best person
to teach you something is someone who has just mastered it. As a result, academic institutions can produce powerful results when they collaborate to deliver academic initiatives that are grounded in practical applications. Thus, the primary
goal of this monograph is to provide professional information exchange, to open new horizons for long engagement into language career, and to foster professional, scientific and personal development.
Another objective of creating the project is multidimensional synergetic research in philology and methodology of teaching foreign languages, relevant for understanding the essence of some linguistic phenomena, as well as for teaching
foreign languages at the tertiary level. The collective research proves that language and literary studies along with the methods of teaching foreign languages demonstrate a steady tendency towards interdisciplinarity, further accommodating
to and evolving with the processes associated with the perception and transmission of information.
The monographic research consists of an introduction and two parts. The authors base their arguments on the postulates of classical philology and methodology, and utilize the newest theoretical and practical achievements in communicative, intercultural, discursive language studies, innovative theories and methods of translation and terminology elaboration. Yet, the number of traditional communicative postulates have been revisited, revised and even put to remedial
action. The latter is reflected in the repertoire of the discussed topics and analysed material. Additionally, the authors systematise methods of introducing the latest interactive teaching technologies based on the distance education and a variety of online resources. As a result, a fresh synergetic perspective on classical and, at times, seemingly obsolete issues has made it possible to bring novelty and relevance vectors to the discussed research. The work is devoted to the
development of an integral method that combines philological issues and methodological analysis in a holistic analytical apparatus.
The first part “Contemporary issues in philology” is devoted to the study of various aspects of linguistics and literature, outlining and implementing theoretical positions of various research paradigms: cognitive, discursive, pragmatic, stylistic,
interactive in the macro- and micro- analysis of the language phenomena.
The second part “Innovative methods of teaching foreign languages” focuses on strategic and tactic aspects of contemporary philosophy of teaching English. The authors stress the recent shift of the entire conceptual trajectory
towards teaching foreign languages with reference to social and professional needs of a student.