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| P - ISSN | : | 1829-4065 |
Vol. 25 (2025)
Articles
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Articles
RHETORICAL FEATURES OF POLITICAL DISCOURSE
AbstractBased on the analysis of Donald Trump's 2025 inaugural speech, the article analyses the use of different persuasive strategies by means of such rhetorical devices as ethos, logos and pathos. Among most often used strategies were such ones as persuasion, self-presentation, legitimization, delegitimization while the most often used rhetorical devices were ethos, and pathos. The study showed that in modern political discourse the appeal to emotions prevail over rational argumentation. Though rhetorical means of persuasion are effectively used to mobilize and unite supporters, the existence of the opposition "us vs them" shows that political discourse is not neutral but ideologically polarized, aimed at persuasion, mobilization of supporters and discrediting opponents.
References1 Aristotle. (1954). Rhetoric. New York: Modern Library.
2. Charteris-Black, J. (2011). Political Rhetoric: The Persuasive Power of Metaphor. London: Palgrave Macmillan.
3. Chilton, P. (2004). Analyzing Political Discourse: Theory and Practice. London: Routledge.
4. Van Dijk, T. A. (2002). Political Discourse and Ideology. Discourse & Society, 13(1), 15–34.
5. Wodak, R. (2015). The Politics of Fear. London: Sage.
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Articles
BRIDGING LANGUAGE AND LAW: THE IMPORTANCE OF LEGAL ENGLISH FOR ESL STUDENTS
AbstractLegal English plays a cornerstone role in the academic and professional development of ESL (English as a Second Language) students studying law or law-related disciplines.
This article examines the importance of legal English proficiency, emphasizing its impact on students' comprehension of legal texts, participation in academic discussions, and development of future professional competencies.
Legal language is characterized by a specialized vocabulary, complex syntactic structures, and culturally embedded concepts, which often pose significant challenges for ESL learners. The article argues that insufficient mastery of legal English can hinder students’ analytical skills, legal reasoning, and effective communication in both written and oral contexts. Moreover, it highlights the need for targeted pedagogical approaches that integrate language instruction with legal content, enabling ESL students to bridge the gap between general English proficiency and the demands of legal discourse. By emphasizing the link between legal English competence and academic success, this study advocates for the inclusion of specialized legal English courses in law curricula. Such integration is essential not only for improving academic performance but also for preparing ESL students to operate confidently and ethically in international and multilingual legal environments.
References1. Bell, J. (2011) Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science. 5th edn. Maidenhead: Open University Press.
2. Burrows, A. (2013) A Restatement of the English Law of Contract. Oxford: Oxford University Press.
3. Garner, B. A., & Scalia, A. (2012). Reading law: The interpretation of legal texts. West Publishing.
4. Goodrich, P. (1998). Legal hermeneutics. In Routledge Encyclopedia of Philosophy. Routledge. Routledge Encyclopedia of Philosophy.
5. Hutchinson, T. (2016) Researching and Writing in Law. 4th edn. Pyrmont: Lawbook Co.
6. Marmor, A. (2008). The pragmatics of legal language. Ratio Juris, 21(4), 423–452. Academia.
7. Smith, R. (2018) Legal Writing: Process, Analysis, and Organization. 7th edn. New York: Wolters Kluwer.
8. Williams, C. (2007) Tradition and Change in Legal English: Verbal Constructions in Prescriptive Texts. Bern: Peter Lang.
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Articles
ARTIFICIAL INTELLIGENCE AS AN INNOVATIVE TOOL IN ESP COURSES
AbstractEnglish for Specific Purposes (ESP) courses are designed to meet the language needs of learners in professional and academic contexts. In recent years, the integration of artificial intelligence (AI) tools into ESP instruction has attracted growing interest among language teaching researchers and practitioners, who recognize AI’s potential to improve learning outcomes, provide personalized instruction, and address the diverse needs of learners. AI technologies, including chatbots, intelligent tutoring systems, speech synthesis, and adaptive learning platforms, offer innovative approaches to language teaching by providing interactive, responsive, and data-driven learning experiences.
This article explores the advantages, limitations, and practical applications of AI tools in ESP courses. It presents examples of AI implementation, analyzes their effectiveness in developing learners' linguistic competence and engagement, and discusses pedagogical strategies for integrating these tools into a course design. While AI offers significant benefits, such as individualized feedback, error correction, and increased learner autonomy, it also presents challenges, including technical requirements, ethical considerations, and the need for teacher training. The study evaluates the opportunities and limitations of AI in ESP instruction and proposes measures to ensure effective integration and promote innovative, adaptive, and learner-centered approaches.
References1. Adolphs, S., Clark, L., Dörnyei, Z., Glover, T., Henry, A., Muir, C., & Valstar, M. (2018). Digital innovations in L2 motivation: Harnessing the power of the Ideal L2 Self. System, 78, 173–185. https://doi.org/10.1016/j.system.2018.07.014
2. Chon, Y. V., Shin, D., & Kim, G. E. (2021). Comparing L2 learners' writing against parallel machine-translated texts: Raters' assessment, linguistic complexity and errors. System, 96, 102408.
3. Dizon, G., & Tang, D. (2019). A pilot study of Alexa for autonomous second language learning. In F. Meunier, J. Van de Vyver, L. Bradley, & S. (Eds.), CALL and complexity – Short papers from Euro CALL 2019 (pp. 107–112). Research-publishing.net.
4. Haristiani, N. (2019). Artificial Intelligence (AI) Chatbot as Language Learning Medium: An inquiry. Journal of Physics: Conference Series, 1387, 012020. https://doi.org/10.1088/1742-6596/1387/1/012020
5. Kovačević, D. (2023). Use of ChatGPT in ESP teaching process. 22nd International Symposium. https://doi.org/10.1109/INFOTEH57020.2023.10094133
6. Liu, C., Hou, J., Tu, Y. F., Wang, Y., & Hwang, G. J. (2021). Incorporating a reflective thinking promoting mechanism into artificial intelligence-supported English writing environments. Interactive Learning Environments, 1–19.
7. Liu, S.-C., & Hung, P.-Y. (2016). Teaching pronunciation with computer-assisted pronunciation instruction in a technological university. Universal Journal of Educational Research, 4(9), 1939–1943.
8. Lo, S. (2023). Neural machine translation in EFL classrooms: Learners' vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention. Computer Assisted Language Learning, 1–20. https://doi.org/10.1080/09588221.2023.2207603
9. Luo, M., & Cheng, L. (2020). Exploration of interactive foreign language teaching mode based on artificial intelligence. In Proceedings of 2020 International Conference on Computer Vision, Image and Deep Learning (pp. 285–290). IEEE. https://doi.org/10.1109/CVIDL51233.2020.00084
10. Ma, G. (2021). The current situations of mobile assisted language learning. In J. MacIntyre, J. Zhao, & X. Ma (Eds.), Proceedings of the International Conference on Machine Learning and Big Data Analytics for IoT Security and Privacy (pp. 675–679).
11. McCarthy, J., Minsky, M. L., Rochester, N., & Shannon, C. E. (2006). A proposal for the Dartmouth Summer Research Project on Artificial Intelligence, August 31, 1955. AI Magazine, 27(4), 12. https://doi.org/10.1609/aimag.v27i4.1904
12. Sussmann, M. (2024). AI Tools for the four skills in English language learning. TESOL Connections, April 2024, 2–4. https://www.tesol.org/articleslist/articles/ai-tools-for-the-four-skills-in-english-language-learning/
13. Vuong, Q.-H., La, V.-P., Nguyen, M.-H., Jin, R., La, M.-K., & Le, T.-T. (2023). AI's humanoid appearance can affect human perceptions of its emotional capability: Evidence from self-reported data in the U.S. International Journal of Human-Computer Interaction, 1–12. https://doi.org/10.1080/10447318.2023.2227828
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Articles
WEBQUESTS AS A MEDIUM FOR IMPLEMENTING COLLABORATIVE ONLINE INTERNATIONAL LEARNING (COIL) PROJECTS
AbstractWith the advent of Information and Communication of Technologies (ICT), Collaborative Online International Learning (COIL) projects have become a vital component of university education, connecting higher educational institutions (HEIs) worldwide. This form of virtual exchange enables students to engage in meaningful cross-cultural communication and collaboration, thereby fostering the internationalization of higher education. The methodological framework of this article lies in the implementation of Project-Based Learning (PBL) as a means of fostering students' critical thinking and creativity. This article underscores the effectiveness of integrating PBL into COIL projects as a strategy for enhancing student learning outcomes. The study aims to demonstrate that incorporating WebQuest creation within a PBL framework will lead to meaningful learning experiences. The article presents the effectiveness of a COIL experience implemented between São Paulo State Technological Colleges (Brazil) and Yerevan State University (Armenia) in February-March 2024. The project engaged students in creating seven WebQuests collaboratively in international teams based on the provided themes. The results of the study indicate that integrating WebQuest creation as a PBL medium enhances students’ ability to create resources, which could serve as learning materials in HEIs. The results of the survey conducted after the project reveal a generally positive experience with this COIL project. The study concludes that implementation of such initiatives should be fostered in the educational process.
References1. Alorda, B., Suenaga, K., & Pons, P. (2011). Design and evaluation of a microprocessor course combining three cooperative methods: SDLA, PBL and CnBL. Computers & Education, 57(3). Accessed 30 July 2025 at https://doi.org/10.1016/j.compedu.2011.04.004
2. Appiah -Kubi, P., & Annan, E. A review of a Collaborative Online International Learning. Accessed 30 July 2025 at https://ecommons.udayton.edu/cgi/viewcontent.cgi?article=1002&context=enm_fac_pub
3. Bacich, L. (2020) WebQuest: how to organize a significant research activity. Innovation in Education. São Paulo. Accessed 14 July 2025 at https://lilianbacich.com/2020/03/22/webquest- como-organizar-uma-atividade-significativa-de-pesquisa/
4. Berezova, L. V., Mudra, S. V., & Yakushko, K. H. (2018). The effect of webquests on the writing and reading performance of university students. Information Technologies and Learning Tools, 64(2). Accessed 23 July 2025 at https://doi.org/10.33407/itlt.v64i2.1979
5. Callahan, C., Spiceland, C., Spiceland, D., & Hairston, S. (2016). Pilot course: A teaching practicum course as an integral component of an accounting doctoral program. Issues in Accounting Education, 31(2), 191–210. Accessed 23 July 2025 at https://doi.org/10.2308/iace-51260
6. Condliffe, B., Visher, M. G., Bangser, M. R., Drohojowska, S. & Saco, L. (2015). Project Based Learning: A Literature Review. Oakland, CA: MDRC.
7. COSTA, I. M. S. A (2008) WebQuest in Mathematics Classes: a case study with students from the 10th school year. [Unpublished Master’s Dissertation in Education with speciality in Educational Technology]. Braga: University of Minho, Institute of Education and Psychology.
8. Deardorff, D. K. (2009). The Sage handbook of intercultural competence. Sage Publications. Accessed 30 July 2025 at https://doi.org/10.4135/9781071872987
9. Dodge, B. (1995). WebQuests: A technique for internet-based learning. Distance Educator, 1 (2), 10–13. Accessed 26 July 2025 at https://eric.ed.gov/?id=EJ518478
10. Dodge, B. (1996). Webquest: Uma técnica para aprendizagem na rede [Webquest: A technique for learning on the network]. UFSCAR. Accessed 26 July 2025 at https://www.dm.ufscar.br/~jpiton/downloads/artigo_webquest_original_1996_ptbr.pdf
11. Dressler, R., Raedler, B., Dimitrov, K., Dressler, A., & Krause, G. (2020). Project-based learning in the advanced German class. In G. Beckett & T. Slater. Global perspectives on project-based language learning, teaching, and assessment (pp. 69–84). Accessed 30 July 2025 at https://doi.org/10.4324/9780429435096 http://hdl.handle.net/1880/113124
12. EVOLVE (Low Lands). Universidade de Groening (Org.) (2020). What is virtual exchange? Accessed 10 August 2025 at https://evolve-erasmus.eu/about-evolve/what-isvirtual-exchange/
13. Hung, D., Lee, S. S., & Lim, K. Y. T. (2012). Authenticity in learning for the twenty-first century: Bridging the formal and the informal. Educational Technology Research and Development, 60, 1071–1091. Accessed 28 July 2025 at https://doi.org/10.1007/s11423-012-9272-3
14. Kokotsaki, D., Menzies, V., Wiggins A. (2016). Project-based learning: A review of the literature. Accessed 3 August 2025 at http://doi.org/10.1177/1365480216659733
15. Kučerová, K. (2023). Benefits and challenges of conducting a collaborative onlineinternational learning class (COIL). International Journal on Studies in Education (IJonSE), 5(2), 193-212. Accessed 3 August 2025 at https://doi.org/10.46328/ijonse.110
16. Marcillo-Gómez, M., & Desilus, B. (n.d.). Collaborative online international learning experience in practice: Opportunities and challenges. Saint Peter's University / Universidad La Salle. Accessed 10 August 2025 at https://www.scielo.cl/scielo.php?pid=S0718-27242016000100005&script=sci_arttext&tlng=en
17. Stoller, F. (2006). Establishing a theoretical foundation for project-based learning in second and foreign language contexts. In G. H. Beckett & P. C. Miller (Eds.), Project-based second and foreign language education: Past, present, and future (pp. 19–40). Greenwich, CT: Information Age.
18. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael. CA: The Autodesk Foundation.
19. Vogler, J. S., Thompson, P., Davis, D. W., et al. (2018). The hard work of soft skills: Augmenting the project-based learning experience with interdisciplinary teamwork. Instructional Science, 46, 457–488. Accessed 10 August 2025 at https://doi.org/10.1007/s11251-017-9438-9
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Articles
IMMIGRANT'S FRENCH IN SOCIO-LINGUISTIC TRANSFORMATION CONDITIONS
AbstractFrance is a multicultural society where a variety of languages are spoken. With this variety however, French still remains the main language used in public and professional spheres. The native languages of immigrants has had its fair impact on French, particularly on a spoken level. Are these influences a direct threat for the Academic French? We think yes, because over time this impact becomes bigger and unmanageable. However, the Academic French continues to dominate in circles of senior citizens who sometimes announce their dissatisfaction with pampering of their language. What steps should be taken so that French does not become a mixed language? 1. First of all it is necessary to reduce the use of strange words (anglicisms, frenglish words, Arabian words) and increase the use of their French equivalents. 2. It's necessary to create, to open free centers for immigrants to learn not only French but French culture which is also important.
The French language is one of the richest languages in the world by its vocabulary and this linguistic richness makes French not only a beautiful language but also a practical one for precise communication in various contexts.
References1. Colpron, G., Forest, C., & Boudreau, D. (1998). Le dictionnaire des anglicismes (4e éd.). Québec.
2. Eckert, P. (2003). Language and adolescent peer groups. Journal of Language and Social Psychology, 22(1), 112–118. New York.
3. Jamin, M., Trimaille, C., & Gasquet-Cyrus, M. (2006). De la convergence dans la divergence: Le cas des quartiers pluriethniques en France. Journal of French Language Studies, 16 (3), 1–20. University of Arizona, USA.
4. Paul, E. (1985). Étude des régularités morpho-syntaxiques du verlan contemporain (Study of morphosyntactic regularities of contemporary Verlan), Mémoire de maîtrise. Université de Paris 3.
5. Valdman, A. (2000). La langue des faubourgs et des banlieues, de l’argot au français populaire. French Review, 73 (6), pp.1120–1135. USA.
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Articles
RHETORIC AS A TOOL OF LEGAL ARGUMENTATION
AbstractOne of the fundamental purposes of communication is persuasion. For legal professionals, persuasive ability is not merely advantageous but essential, as case outcomes often hinge on it. Persuasion—understood as a refined art—is achieved through the strategic use of rhetorical techniques. To deliver compelling arguments, lawyers must develop rhetorical competence as well as a deep understanding of how to construct coherent, persuasive speeches. Opening statements and closing arguments, in particular, serve as crucial moments in which attorneys can appeal to the jury’s emotions.
This research examines theories on how rhetoric and persuasion contribute to effective legal discourse. Drawing on scholarly works in the field, the article applies cognitive and critical approaches to demonstrate the role of rhetoric in legal contexts. The findings suggest that understanding how rhetoric functions helps reveal the strategies and skills that underline persuasive courtroom advocacy.ReferencesAristotle. Rhetoric. Translated by R. W. Roberts Book 1, 350 B.C. P. 183.
Barker A. Ethos, logos, pathos: three modes of persuasion. Kairos Training Limited, 2015. P. 20.
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Bitoni A., Trupia F. Rhetoric // The Palgrave encyclopedia of interest groups, lobbying and public affairs / Eds. by A. Bitoni, P. Harris, C. S. Fleisher, A. S. Binderkrantz. Palgrave Macmillan, Cham, 2021. P. 1-7. DOI: https://doi.org/10.1007/978-3-030-13895-0_117-1
Bose S. K. Rhetoric-the art of persuasion, legal profession and lawyers // JETIR. 2020. Vol. 7, issue 4. P. 1444-1453.
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CBS Boston. (April 29, 2024). Karen Read murder trial opening statements from prosecution, defense. YouTube. Retrieved on June 3, 2025 from https://www.youtube.com/watch?v=HMI_ESPZruo
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Court TV. (June 25, 2024). "Look the other way." Karen Read’s Defense Closing Argument by Alan Jackson. YouTube. Retrieved on August 5, 2025 from https://www.youtube.com/watch?v=-cOghBGQ1NU
Cicero. De Inventione. Translated by H. M. Hubbell // Internet Archive. 1470. P. 466.
Clements C. S. Perception and persuasion in legal argumentation: Using informal fallacies and cognitive biases to win the war of words // BYU Law Review. 2013. Vol. 2013, issue 2. P. 320-362.
Coulthard M. Making a difference: Critical linguistic analysis in a legal context // Pragmatics and Society. Vol. 2, Issue 2. John Benjamin Publishing Company, 2011. P. 171-186. DOI: https://doi.org/10.1075/ps.2.2.03cou
Facing Reality. (February 11, 2023). Live XXXtentacion Trial begins with Opening Statements. YouTube. Retrieved on June 10, 2025 from https://www.youtube.com/watch?v=ewBUMLEBV8s&t=2233s
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Articles
HATE SPEECH AS A DISCURSIVE PRACTICE IN EMC
AbstractThe online discourse has undergone profound changes due to the emergence of different technological advances, which make online communication resemble face-to-face interaction. Unlike in traditional face-to-face interaction, where non-verbal cues are readily apparent, electronically-mediated communication still presents challenges in effectively conveying such non-verbal cues through text, complicating the interpretation process, especially in the context of hate speech. The non-verbal means are partially substituted by emoticons, GIFs, and vowel repetition. Hate speech has become an indivisible part of online discourse due to the anonymity and time distance factors. Interlocutors are more prone to use hate speech in online discourse with impunity violating all the rules of the netiquette. The article studies the linguistic and nonverbal means used to express hatred, emphasizing the challenges posed by electronically mediated communication (EMC). Through the analysis of real-life examples, such as [specific examples of hate speech in online interactions], the work elucidates how hate speech manifests in online interactions, underscoring the role of language and visual elements in perpetuating discriminatory attitudes and harmful stereotypes. The Critical Discourse Analysis has been employed to highlight the expression of hate speech in online communication.
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Articles
THE CHALLENGES OF ADVERTISING AND CONSUMER NEEDS IN BUSINESS COMMUNICATION
AbstractToday, the world is heavily influenced by advertisements. In business, advertising is a form of communication that persuades and motivates individuals to take specific actions. A well-planned advertising campaign is crucial for driving high-quality traffic to the website and generating leads. It is a strategy for convincing a buyer to purchase a product. When creating and developing plans, it is important to approach the process with innovative and unconventional thinking. Companies should have a strong promotional strategy to compete in a highly competitive market. Several factors influence the consumer's decision-making process. Marketing-dominated stimulus is one of the most important factors in persuading customers to make a purchase. Advertising significantly impacts consumer demand and the entire consumer decision-making process. In other words, advertising grabs people's attention, builds brand recognition, and sparks interest in the promoted goods. Therefore, understanding consumer needs and developing suitable advertising strategies will help refine and grow the business.
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