(RE)CLAIMING ENGLISH LANGUAGE TODAY

Author(s): Nadežda STOJKOVIC / Language(s): English / Issue: 26/2019

In the huge and most diverse discussion on the influence of the English language as a second, international, or bridge language, there are distinctive voices drawing attention to the fact that this language as nowadays so widely used in innumerable contexts, is no longer ‘owned’ by the community of speakers to whom it is mother language, those primarily of the countries from where English language originates. Moreover, the number of people speaking, or rather using English language today either as their second or foreign language, by far outnumbers people to whom it is native. Situation being such, it is further claimed the concept of ‘standard English’ reflects inherent inequality stance, for if it belongs to everyone speaking it, then insisting on the supremacy on only one of its variants means placing all those speakers of it in a subdued position, and this possibly being yet another facet of English an agent of neocolonialism and globalization (Pennycook 1998, Phillipson 1992). The spread of the English language has been much investigated as oppressive to the formation and expression of personal and collective identities, degrading national languages and through globalization diminishing the impact of local cultures (Bhaba 1990), that it challenges cultures and discourses, being the impetus for continuous re-codification and re-colonisation (Foucault 1980).

4;0-6;0 Yaş (48-72 Aylar) Arasındaki Çocukların Ad-Eylem Kullanımları

Author(s): Gülsün Seda Gökmen / Language(s): Turkish / Issue: 137/2007

Within the language acquisition researches, the main focusing subject is searching the dominant usage of word category among acquisition and usage. In the findings through the researches, it takes part that noun spurt phenomenon does not have the same validity within the all databases and all languages. This study is based on the natural speech context of the 4-6 years old children groups. Also this is study is dealed with whether there is the noun bias in noun usage of children who acquired Turkish and are in later period. The most important finding of this study is determining that there is the dominance of verb usage rather than noun category which is also valid for either in three age groups. Additionally, it was found that the higher usage ratio of the verb type is the event category.

A comparative study of form-focused and communicative methods of language teaching in ESP courses

Author(s): Amin Karimnia,Mahmood Khosravani / Language(s): English / Issue: 12/2018

The purpose of this study was to compare the effectiveness of the use of communicative methods and form-focused methods as implemented in English for Specific Purposes (ESP) courses. To accomplish this, two groups of management students were selected for the study. Each group consisted of 30 participants. Their level of proficiency in English and their subject matter knowledge were tested through a sample of IELTS and a pre-test. The two groups were at the same level of proficiency in both general English and English for Students of Management before receiving treatment in 20 sessions within a period of 75 days. Participants in Group A received a form-focused method with some occasional uses of their L1. In Group B, however, the participants were exposed to a communicative ESP course which exclusively relied on English the L2. After the period of treatment, the two groups were examined via a post-test. Results showed that Group B was more successful in the post-test. Moreover, the learners who were proficient in English and the subject matter achieved more from the communicative methods of language teaching in the ESP course. Findings imply that the nature of the subject matter, or whether it is theoretical or applied, could be a factor in deciding a method of language teaching for ESP courses.

A Local Response to The Global Reality of Teaching English to Primary School Learners: Functions and Usage of the Verb ‘to be’

Author(s): Miroslava Tsvetkova / Language(s): English,Bulgarian / Issue: 1/2015

Bulgarian students face difficulties understanding some English units, particularly the usage and function of the verb ‘to be’. This paper aims to help Bulgarian primary school learners overcome these difficulties as it outlines the typical learner’s errors. The paper appeals to teaching each verb as a main part of a unit rather than as a small part of a grammar rule. In this way, students can learn the conjugation of the verb as well as how to form questions, make negatives, and, most importantly, apply it properly in real life.

A new beginning? A bibliometric analysis of L2 vocabulary research in 1985

Author(s): Paul Meara / Language(s): English / Issue: 3/2017

This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1985. This year seems to mark a kind of transition in the field. Unlike the earlier years analysed in this series of papers, 1985 shows signs of a coherent L2 vocabulary research front developing. The number of papers that qualify for inclusion is much greater than in previous years, and the analysis suggests that recognizable research themes are beginning to be clearly articulated.

Academic Teaching in Translation and Interpreting in Russia: Student Expectations and Market Reality

Author(s): Evgeniya Malenova / Language(s): English / Issue: 2/2018

The purpose of this study is to develop a framework for translator and interpreter competence in an ever-changing professional environment and provide recommendations to improve academic teaching in translation and interpreting in Russian universities in order to meet the needs of the language industry. To this end, the author discusses the results of three surveys carried out in 2017-2018. In the first survey, chief executives and vendor managers of major Russian translation companies share their experience of hiring university graduates. In the second survey, young professionals entering the Russian translation and interpreting market reflect on their university experience versus the expectations they had when enrolling in translation and interpreting programs. In the third survey, teachers of translation and interpreting from Russian universities reflect on existing academic programs in translation and interpreting.

Acquisition of a Null Subject Language

Author(s): Asli Altan / Language(s): English / Issue: 161/2013

This study analyzes the use of pro-drop in speech among children between the ages 2;0- 4;8 acquiring Turkish as a native language. The data analyzed is part of the CHILDES data base and includes cross-sectional language data from a total of 48 children. The data was categorized according to the type of verb (verbal, nonverbal, existential or imperative) and the age of the child. Those cases where the child omitted the pronoun where it was not recoverable from the context are highlighted. The analysis of the data demonstrates that children from all age groups omit the subject pronouns, especially in verbal sentences. The data from children in the smallest age group demonstrates that they tend to overgeneralize the pro-drop rule to cause ambiguity in some cases. The rate of pro-drop decreases with age and children tend to use it more correctly.

Acquisition of epistemic marking in estonian and russian

Author(s): Reili Argus,Victoria V. Kazakovskaya / Language(s): English / Issue: 12/2016

The article compares the acquisition of epistemic modality in typologically different languages, Estonian and Russian. The longitudinal data of 4 children was used to analyse the first emergence and the further development of lexical markers expressing certainty and uncertainty. Developmental analysis of micro fields of epistemic modality has shown that in both languages the semantics of uncertainty starts to be acquired slightly earlier than certainty. The main tendencies in the usage of epistemic markers in utterances are similar in our corpora. Since the acquisition of epistemic modality is similar in the two languages, it would be reasonable to assume that some categories, like epistemic modality, rely more on general cognitive development than others.*

Acquisition of motion in L2 Estonian

Author(s): Merilin Miljan,Nelis Liis / Language(s): English / Issue: 12/2016

This study focuses on the acquisition of Motion in Estonian by native English speakers. The aim was to determine how English learners of Estonian are influenced by their first language (L1) when describing Motion events in Estonian as their second language (L2). Prior studies have claimed that people develop certain ways of thinking for speaking when learning their first language which affect the acquisition of other languages (e.g. Slobin 1996, Pool, Pajusalu 2012 i.a.). In order to find out how native English speakers are influenced by their L1 when acquiring Motion in Estonian, an experiment was implemented on 22 participants (11 native English speakers and 11 native Estonian speakers) in which they were asked to write a short narrative in Estonian based on a picture book by Mayer (1969). The Motion events found in the narratives were analysed one by one. The findings suggest that L1 thinking patterns influence the intermediate learners more than the advanced or beginner learners, thus partly supporting the findings of Cadierno and Ruiz (2006) who reached a similar conclusion

Acquisition of noun derivation in Estonian and Russian L1

Author(s): Reili Argus,Victoria Kazakovskaya / Language(s): English / Issue: 14/2018

Acquisition of derivation is not a well-studied area in first language research and a comparative approach to the acquisition of derivation in different languages doesn’t exist. There is no information on how a child acquires derivation in a language with a rich and regular system of derivational patterns, or in a language where derivation is productive, but the system of derivational patterns is opaque. According to general ideas of complexity in a language, the child should start to use simplex stems first and, only after that, complex ones, that is, complexity should increase in the course of acquisition. Our paper is intended to address these issues, based on longitudinal child data from typologically different languages, Estonian and Russian. The results revealed significant differences in the acquisition of noun derivation in the two languages under observation. The system of noun derivation is acquired at a faster pace in Russian, while Estonian children have far fewer noun derivatives in their speech and they use different derivation suffixes with less regularity. Even so, the so-called building block model may be applied for both languages only partially.

Addenda from pre-Meninski transcription texts to Stanisław Stachowski’s “Osmanli Türkçesinde yeni farsça alintilar sözlüğü”. Part I

Author(s): Luciano Rocchi / Language(s): English / Issue: 3/2016

Stanisław Stachowski wrote a series of articles devoted to studies on the New Persian loanwords in Ottoman-Turkish, which were published in Folia Orientalia in the 1970s and later republished in 1998 as a single volume. Since then, however, a good number of editions of new Ottoman texts have appeared, especially transcription texts dating from before Meninski’s Thesaurus (1680), which provide much new lexical material. Within this material there are many Persianisms – predictably enough where Ottoman-Turkish is concerned. This paper aims to supplement Stachowski’s work with words of Persian origin taken from pre-Meninski transcription texts. It is divided into two parts, the first including data to be added to entries already recorded by Stachowski (eight articles), the second containing data that constitute new entries (three articles). A short historical-etymological note on the words dealt with also features at the end of each entry.

Addenda from pre-Meninski transcription texts to Stanisław Stachowski’s “Osmanli Türkçesinde yeni farsça alintilar sözlüğü”. Part II

Author(s): Luciano Rocchi / Language(s): English / Issue: 3/2016

Stanisław Stachowski wrote a series of articles devoted to studies on the New Persian loanwords in Ottoman-Turkish, which were published in Folia Orientalia in the 1970s and later republished in 1998 as a single volume. Since then, however, a good number of editions of new Ottoman texts have appeared, especially transcription texts dating from before Meninski’s Thesaurus (1680), which provide much new lexical material. Within this material there are many Persianisms – predictably enough where Ottoman-Turkish is concerned. This paper aims to supplement Stachowski’s work with words of Persian origin taken from pre-Meninski transcription texts. It is divided into two parts, the first including data to be added to entries already recorded by Stachowski (eight articles), the second containing data that constitute new entries (three articles). A short historical-etymological note on the words dealt with also features at the end of each entry.

Addenda from pre-Meninski transcription texts to Stanisław Stachowski’s “Osmanli Türkçesinde yeni farsça alintilar sözlüğü”. Part III

Author(s): Luciano Rocchi / Language(s): English / Issue: 3/2016

Stanisław Stachowski wrote a series of articles devoted to studies on the New Persian loanwords in Ottoman-Turkish, which were published in Folia Orientalia in the 1970s and later republished in 1998 as a single volume. Since then, however, a good number of editions of new Ottoman texts have appeared, especially transcription texts dating from before Meninski’s Thesaurus (1680), which provide much new lexical material. Within this material there are many Persianisms – predictably enough where Ottoman-Turkish is concerned. This paper aims to supplement Stachowski’s work with words of Persian origin taken from pre-Meninski transcription texts. It is divided into two parts, the first including data to be added to entries already recorded by Stachowski (eight articles), the second containing data that constitute new entries (three articles). A short historical-etymological note on the words dealt with also features at the end of each entry.

Addenda From Pre-Meninski Transcription Texts To Stanisław Stachowski’s “Osmanli Türkçesinde Yeni Farsça Alintilar Sözlüğü”. Part IV

Author(s): Luciano Rocchi / Language(s): English / Issue: 4/2016

Stanisław Stachowski wrote a series of articles devoted to studies on the New Persian loanwords in Ottoman-Turkish, which were published in Folia Orientalia in the 1970s and later republished in 1998 as a single volume. Since then, however, a good number of editions of new Ottoman texts have appeared, especially transcription texts dating from before Meninski’s Thesaurus (1680), which provide much new lexical material. Within this material there are many Persianisms – predictably enough where Ottoman-Turkish is concerned. This paper aims to supplement Stachowski’s work with words of Persian origin taken from pre-Meninski transcription texts. It is divided into two parts, the first including data to be added to entries already recorded by Stachowski (eight articles), the second containing data that constitute new entries (three articles). A short historical-etymological note on the words dealt with also features at the end of each entry.

Addenda From Pre-Meninski Transcription Texts To Stanisław Stachowski’s “Osmanli Türkçesinde Yeni Farsça Alintilar Sözlüğü”. Part V

Author(s): Luciano Rocchi / Language(s): English / Issue: 4/2016

Stanisław Stachowski wrote a series of articles devoted to studies on the New Persian loanwords in Ottoman-Turkish, which were published in Folia Orientalia in the 1970s and later republished in 1998 as a single volume. Since then, however, a good number of editions of new Ottoman texts have appeared, especially transcription texts dating from before Meninski’s Thesaurus (1680), which provide much new lexical material. Within this material there are many Persianisms – predictably enough where Ottoman-Turkish is concerned. This paper aims to supplement Stachowski’s work with words of Persian origin taken from pre-Meninski transcription texts. It is divided into two parts, the first including data to be added to entries already recorded by Stachowski (eight articles), the second containing data that constitute new entries (three articles). A short historical-etymological note on the words dealt with also features at the end of each entry.

Advanced FL Students’ Self-Perception of Their Language Identity

Author(s): Dorota Owczarek / Language(s): English / Issue: 1/2015

This article reports the results of a study of self-perception of their language identity by advanced FL students. The aim of the study is to observe what students’ language choices are and what guides them in these choices. The concepts related to bi/multilingualism are taken into consideration, following Cook’s opinion (1992, p. 558) that L2 users should be compared to bilinguals rather that monolinguals. The perception of the language self is related to language competence acquired in formal education. The findings will be referred to recent research on language and identity in a foreign language context conducted elsewhere, and suggestions for further study in the field will be provided.

Afekt vs. efekt otwarte formy pracy z perspektywy glottodydaktycznej

Author(s): Beata Karpeta-Pec / Language(s): Polish / Issue: 10/2018

The article presents open forms of learning and teaching, such as free work, working at the stations, working according to the day/week plan and the project work from the glottodidactic perspective. On the one hand the affective factor is analysed, which is the factor responsible for motivating the students through appropriate choice of content and materials. On the other hand, the discussion is focused on the analysis of the cognitive aspect, which means the analysis of the effects of education in the view of contemporary communicative – cross-curicular teaching. These perspectives will be complemented by the analysis of social-active aspect, thus, the possibility for cooperation while learning in connection with the dydactic idea of learning by doing, as well as the material-dynamic aspect, which corresponds to the organisation of work in the glottodidactic atelier. The theoretical discussion has been connected with the presentation of the effects of the author’s own empirical study in this area.

Ako sa rodičia a deti rozprávajú o minulých udalostiach

štúdia porovnávajúca okolnosti a témy rozhovorov rodičov a detí s typickým a špecificky narušeným vývinom reči

Author(s): Ludmila Micianová,Svetlana Kapalková,Daniela Slancová / Language(s): Slovak / Issue: 21-22/2015

On the background of the narrative definition and its research, the Questionnaire of Parents´ Beliefs on Talking with Children and Storytelling is introduced. The study is based on the analysis of 8 questions of the questionnaire asking on circumstances and topics of the parent-child conversations on previous events. The survey group was composed of 11 parents of intact children aged 5 – 7 and 11 parents of children with specific language impairment at the same age. Differences in quantity and quality of input between these two groups have been compared. Results show disparities among groups, which were statistically confirmed in area of topics of talking. Qualitative evaluation suggests differences also in frequency of talks and other areas, but more extensive investigation is necessary to validate these findings.

Aligning Who I Am with What I Do: Pursuing Language Teacher Authenticity

Author(s): Tammy Gregersen / Language(s): English / Issue: 1/2015

This study explores the dynamic, interactive relationship between teacher identity and authenticity. Through an examination of several socio-cultural (social identity, situated learning, and image text) and psycholinguistic (individual differences) second language acquisition theories, a conceptualization of identity is provided. Subsequently, language teacher authenticity is characterized from both a philosophical and pedagogical perspective and connected to the notion of teacher identity. The final section of the paper presents research-based applications that include reflecting critically, redefining personal credibility, discovering one’s personal style, displaying emotion and recognizing diversity to facilitate the positive-broadening quest of aligning one’s identity (i.e., who I am) with authenticity (i.e., what I do).

Analysis of refugee students’ interest, attitudes and learning in social sciences lessons from the perspectives of teachers and students

Author(s): Mehmet Akpinar / Language(s): English / Issue: 12/2018

The aim of this study is to examine the interest, attitudes and learning of refugee students living in Turkey towards social sciences lessons from the perspectives of both teachers and students. This phenomenological study was carried out with 20 refugee students in 10 different public schools in Trabzon province, in the 2016–2017 spring term. In addition, 13 social sciences teachers working in these schools participated in the study. The participants were chosen via the purposeful sampling method of criterion sampling. An open-ended interview form was applied in the data collection phase, and the data were analysed through content analysis. The findings revealed that the social sciences teachers had problems in communicating with refugee students due to language barriers, and they were unable to apply individualized instruction with these students due to the limitations of the curriculum. It was further established that the refugee students had a particular difficulty in learning Turkish history and culture-related topics, because they were exposed to these subjects for the first time. On the other hand, it came to light that the students performed better when social sciences teachers taught their lessons using simpler terminology, assisted with visuals. As the results of the study highlight the fact that the social sciences curriculum is too intensive to allow for individualized instruction, it is suggested that additional studies should be carried out with refugee students; moreover, refugee students may be peer-educated with the help of other refugee students who can speak Turkish.