Images of cities and villages for which the consequences of the Chornobyl explosion became the most tangible are outlined in Ukrainian artistic discourse with documentary authenticity. These descriptions exacerbate emotionality, the tone of tragedy, and sometimes apocalyptic coloration. The general nominations city, village, as well as the names of specific settlements that have suffered the most from the Chоrnobyl accident, are consistently combined with the negative epithets deserted, sparsely populated, empty, empty, abandoned, dead, neglected, orphaned. Verbalizing the semantics of ‘lack of life’, ‘fading of life’, ‘desolation’, they depict and assess the state of towns and villages after the accident, in particular in connection with the situation of mass evacuation of residents. The expressiveness of the description is intensified by the definitions of abandoned, neglected, orphaned. The overall picture of desolation is visually complemented by images of looted homes, wild pets, overgrown fields and gardens. The verbal image of a radiation-infected town / village is especially relevant for the texts of fiction and non-fiction. The authors quite motivatedly characterize post-accident cities with the help of epithets infected, doomed, unpromising. The associative-semantic deepening of the motif “abandoned, dead towns and villages in the exclusion zone” is provided by negative-evaluation images with the seed ‘silence’. In the linguistic portraitl of empty, uninhabited towns and villages, modal words no, no, negative pronouns and adverbs (nobody, nowhere) and verb constructions with negative particles no and no, constructions with a preposition without perform an important text-forming function. Indicative aspect of the description – the space above the city, the sky. This is objectively motivated by the artistic reflection of the fact that the cloud of radioactive contamination formed as a result of the explosion rose up, covering Chоrnobyl and Pripyat. The tension of the “ground” atmosphere in Pripyat and Chernobyl is described by verbs and verb compounds with the seeds ‘intensive traffic’, which metaphorize the intensity of traffic – to take off, snatch, race, fly, tear / jerk, jump. Together, they create a cinematic description characteristic of chronicle-documentary prose. This is facilitated by verbs with the seeds ‘to move quickly’, ‘to stop suddenly’, ‘to start moving suddenly’.

The article highlights the types of textual-figurative projections of the memory of the man-made disaster at the Chornobyl AES in the language of Ukrainian poetry and literary-journalistic prose, which recorded moral conditions and the social-ecological situation in various verbal formats. The lexical content of these works is a dictionary of the national socio-historical and emotional memory of the tragedy of the Ukrainian people. The core components of the lexical-semantic field «memory» include the nominations memories, remembrance, mention, predicative constructions will not forget, not to forget, moral imperative must not be forgotten. It has been established that the first evaluative association that accompanies the national-historical and literary memory of the Chornobyl disaster recorded in the texts is a tragedy. As a component of the post-Chоrnobyl linguistic picture of the world, this nomination is characterized by semantic ambiguity and multiple interpretations. Its most frequent expressive and evaluative specifiers (trouble, calamity, grief, drama, misfortune, pain) are consistently actualized in compounds with the adjective Chоrnobyl and genitive metaphors with the proper name Chоrnobyl (the trouble of Chоrnobyl, the tragedy of Chоrnobyl). In the thematic area «memory of the Chоrnobyl tragedy», we distinguish such dominant segments as «responsibility», «gratitude», «heroism», «boldness», «bravery», «courage», «deed», «memory of the dead». An important component of the lexical-semantic field «memory» in post-Chоrnobyl literature is the image lessons of Chоrnobyl. Due to the presence of the meaningful words «conclusions» and «responsibility», it becomes an occasional synonym of the tragic collective national experience. Various genres of literary and literary-journalistic texts on the subject of Chоrnobyl testify to the stable two-vector associative-semantic connections of the lexeme memory with concepts, on the one hand, history, past, ancestors, and on the other hand, the future, future generations, descendants. Verbalization of the memory of the Chоrnobyl events is characterized by the use of time circumstances such as forever, always, for life, etc. The language of Ukrainian post-Chоrnobyl poetry and literary-journalistic prose (in particular, the documentary novels of A. Mykhaylenko, L. Dayen, Yu. Shcherbak, V. Yavorivskyi, I. Malyshevskyi, V. Tregubov) about Chornobyl demonstrably reflects the peculiarities of the textual linguistic-figurative projecting of the memory of the man-made disaster at the Chornobyl AES and testifies dense lexical content of the lexical-semantic field «memory».

In the article on the material of L. Daien’s documentary story “Chornobyl is a bitter grass” the actualization and dynamics of language signs of the Chornobyl era in the context of the development of a specific “Chornobyl” dictionary is traced. This is in line with the needs of the verbalization of the topic of the technogenic accident at the Chornobyl nuclear power station, relevant to Ukrainian society. The mechanisms of the expressive development of Chornobyl’s own name are highlighted. The types of substantive-evaluative transformation of traditional images that fall into the semantic action of the Chornobyl nomination are noted. The objects of analysis were temporally and thematically marked vocabulary and phraseology, as well as stylistic methods of creating the image of the Chornobyl disaster. In particular, it emphasizes the peculiarities of contextual development of terminological units – zone, atom, radiation, radiation, etc. The types of their semantic-evaluative transformation as they enter the documentary text are clarified. The journalistic rhetoric of the linguistic description of the Chornobyl events, especially the linguistic portrayal of the liquidators of the consequences of the Chоrnobyl accident, was emphasized. Thus, the language of L. Daien’s documentary story “Chornobyl is a bitter grass” illustrates the social and psychological situation at the Chornobyl nuclear power station on the night of a man-made disaster. The verbalization of this topic is subordinated to the specific Chоrnobyl vocabulary, which reflects the entry into the common practice of narrowly specialized terms (atom, atomic, radiation, radioactive), and also attests to the expansion of the semantic volume of units, “involved”. Understood in the context of contemporary reading of documentary prose, they are perceived as linguistic signs of the Chоrnobyl era.

Анотація. У статті розглянуто основні онлайн платформи, подано характеристику чатів, дискусійних платформ та веблогів, розкрито основні особливості онлайн-комунікації та вказано на її переваги у формуванні комунікативної компетенції студентів у читанні, аудіюванні та писемному мовленні, окреслено основні шляхи розвитку онлайн-комунікації студентів на основі використання основних онлайн платформ, як ефективного способу навчання у процесі вивчення німецької мови, подана характеристика трьох основних комп'ютерних режимів чату, розкрито поняття онлайн-дискусії та Інтернет-форуму і вказано на його основні характеристики, окреслено основні функції веблогів для вдосконалення мовної і комунікативної компетенції, розглянуто три категорії блогів для вивчення іноземної мови, розкрито основні тенденції розвитку асинхронної іншомовної комунікації. Ключові слова: онлайн-платформа, онлайн-комунікація, дискусійний форум, чат, веблог, комунікативні навички, асинхронна комунікація.Summary. This article looks at the benefits of online platforms in languages learning particularly in improving students' writing and communication skills. Student's learning and teacher's teaching could be enhanced by technology if used appropriately. Technology could encourage more independent and active learning among students. A key reason for the use of technology within a learning situation is to enhance the quality of learning and teaching. Online chatting has become a primary tool for communication in our society: Facebook chat, google chat and others alike are fast and comfortable ways for sharing information and have become preferred ways of communication for most. With the rapid development of computer-mediated communication, online forums have become more involved in classroom settings to promote student critical thinking, knowledge construction and language learning autonomy. Like other internet-based learning environments, online forums provide a way for maintaining communication for learners who are not able to meet face-to-face or who prefer logging-on at different times. Online forums are a kind of computer mediated communication which allows individual to communicate with others by posting written messages to exchange ideas. It uses asynchronous type of communication. As a commonly used asynchronous web-based communication tool, weblogs share some similar features with other asynchronous communicative applications such as email, discussion forums, and web pages. However, weblogs possess their own unique features. One of the most significant aspects of weblogs is that weblogs can be viewed by anyone on the web. This viewability of weblogs by a broad audience distinguishes them clearly from email. Weblogs are also different from discussion forums in that they are individually or group owned. Weblogs can easily include hyperlinks, images and video clips while the forum mainly consists of plain texts or attached files. Оnline platforms have numerous benefits in foreign language learning. They can provide a motivating learning environment wh...