Didattica 2.0 nell’insegnamento / apprendimento della lingua italiana l2 a scopi professionali

Author(s): Mariana Săndulescu / Language(s): Italian Issue: 1-2/2015

The web 2.0 imposes a rethinking of foreign language teaching in terms of real life, in and outside the classrooms. Due to the internet, today’s learning acquires valences such as knowledge generation, cancellation of spatial and linguistic barriers, etc. However, due to the cancellation of barriers, internet can turn learning into a disordered, arbitrary and discussable activity. The invention of 2.0 didactics answers the expectations of youth generations “taken over” by the social media.

La communication haptique dans l’enseignement des langues étrangères

Author(s): Cristiana-Nicola TEODORESCU / Language(s): French Issue: 1-2/2015

The article proposes an analysis of scientific literature on non-verbal communication in foreign language classes, especially regarding the manifestations of haptic communication and their implications on the successful acquisition of skills by students. Starting from contemporary research on the role of relations and affectivity in foreign language classes, we aim at analyzing the answers to a questionnaire provided to a sample of 20 French language teachers in the region of Oltenia, regarding their non-verbal behaviour in French as foreign language classes, from a self-reflective perspective.

Apie pažymimuosius pasakymus sakytinėje lietuvių kalboje

Author(s): Laura Kamandulytė-Merfeldienė,Ingrida Balčiūnienė / Language(s): Lithuanian Issue: 8/2016

The syntactic features of spoken Lithuanian are still under-researched due to insufficient data bases, limited technologies, and research methodologies. During the last years, the Corpus of Spoken Lithuanian (developed at Vytautas Magnus University; 225,000 words; 80 hours of digitalized audio recordings) has been syntactically annotated, and this has enabled complex automatized syntactic analysis. In the present paper, one of the first such studies is presented and its results are discussed. The corpus linguistics methodology has been employed.The paper deals with the frequency and basic types of attributive clauses in spoken Lithuanian language. The results of the study have highlighted that attributive clauses tend to be more frequent (up to 15% of all subordinate clauses) in public speech, and they are significantly less frequent (up to 7% of all subordinate clauses) in private spontaneous speech.The position of a subordinate clause after the head noun is unmarked and the most frequent in public speech and spontaneous private speech. Consequently, 65% and 88% of all attributive adjectives followed the head noun in private spontaneous speech and in public speech. Since in Lithuanian the word order is not so strict, in private spontaneous speech constructions with a subordinate clause before the head noun are used.The analysis of subordinating conjunctions and relative pronouns has revealed that in public speech the link between a subordinate clause and an independent clause tends to be expressed by the relative pronoun kuris, kuri (‘which’). Namely, in public speech, this pronoun is employed in 85% of all attributive clauses. The number of relative pronouns in private spoken speech reaches only 30%, whereas the subordinating conjunction kur (‘where’) has been used in the majority of attributive clauses (51%). The findings of the study reveal the main tendencies in the distribution and frequency of attributive clauses and suggest that the usage of attributive clauses depends, to a large extent, on the register of spoken language

Подготовката на студентите педагози за преподаватели по български език и литература в началния етап на основната образователна степен

Author(s): Neli Ivanova / Language(s): Bulgarian Issue: 12/2012

The paper deals with the training of students as potential teachers of Bulgarian lan-guage and literature in primary schools (1st-4th grade). The emphasis has been put on two as-pects: theoretical and practical, which is the dominant one. The transformation of the linguistic information has been shown as well as the peculiarities of the methodology concerning the text. The paper reveals a number of educational approaches and techniques. The expertise would be extremely helpful for the specialists in this sphere.

Освоение теоретико-литературных понятий в школьном курсе литературы: практика реализации

Author(s): Ludmila Gordienko / Language(s): Russian Issue: 1/2014

The article presents methods for studying theoretical concepts in literature. It is based on L. S. Vygotskiy’s theory about the development of theoretical concepts at school age. The system of logically connected tasks creates conditions for an independent acquiring of theoretical concepts through pupils’ own intellectual activity, emotions and imagination.

Реториката и езиците на литературното образование

Author(s): Evelina Nikolova / Language(s): Bulgarian Issue: 1/2014

A starting point of this discussion is the death of the rhetoric proclaimed by philosophy. Since it seems to be the death of the republican art of eloquence itself, which is that grid through which the ideas of Subject, Language and Power escape through, and which forms, according to Roland Bart “a unified network, an artifact, which will allow us to see rheto¬ric as a skillfully assembled machine, a scheme of operations, “a programme“ producing discourse”. Confirming the power of the probable but convincing argument is also the literary educational discourse, produced by the complicity of rhetoric and literary history: logorrhea, where everybody speaks but literature is silent.

Кореференцията в ученическите писмени текстове - позитиви и негативи

Author(s): Snezhana Georgieva / Language(s): Bulgarian Issue: 1/2012

In reproductive students' texts the coreference of objects is the most obvious. Generally the students follow the model of the nominal chain as given in the original text. The students do not have problem in sticking to referent amount corresponding the nominal chains, as in choosing the primary element in coreferent chain. However, they very rarely use coreferent hyponyms, contextual synonyms or paraphrases from the original text. The mistakes in the texts in building nominal chains are of two basic types - grammatical and stylistic. Ambiguity (due to usage of pronominatives, related to two elements with the same morphological features in a previous context) and useless (stylistically unmotivated) repetitions appear freqently.

Комуникативни техники в обучението по български език

Author(s): Ganka Yankova / Language(s): Bulgarian Issue: 1/2011

The role of communication tehniques in the Bulgarian language education and their variety are explicated in the text. Communication tehniques are apprehended as a mechanism for transformatio of the communicative intention into a speech product. Effective educational practices are offered and realized using various communication techniques. Theoretical formulations are presented with practical examples, accompanied by methodological comment.

Corrective Feedback in Second Language Acquisition

Author(s): Armela Ćeman,Vildana Dubravac / Language(s): English Issue: 1/2019

The aim of this paper is to discuss the importance of feedback in the learning process. It focuses particularly on the relation between different types of feedback and language development. The definition of feedback is given in the introductory part, and the importance of differentiation between error, mistake and attempt is highlighted. The roles of input and output are being argued in the chapter that follows, with emphasis on the significance of output. The theory of corrective feedback focuses on the types of negative feedback, the role of implicit and explicit negative feedback in the second language classroom, and the importance of interaction in order to increase the knowledge and acquisition of the target language. The aim of this paper is to review different approaches and provide a conclusion accordingly.

Mastering of English Writing Skill by Students of Upper Secondary Schools in Kosovo

Author(s): Sadete Tërnava-Osmani,Aurorë Osmani / Language(s): English Issue: 1/2019

Nowadays, mastering of English language skills presents an obligation for achieving a professional goal in a respective area of education and communication in general. Language skills go hand in glove in order for a person to be competent in applied linguistics. However, the English writing skill particularly amongst students of secondary schools level in Kosovo has not been addressed separately. Therefore, the purpose of this paper was to identify and analyse the pedagogical implications in English writing skill in the upper secondary education level in Kosovo. This research which examined the level of the English writing skill by students of the upper secondary schools in Kosovo, showed that: a) students are aware on the importance of mastering English language skill as a prerequisite of further academic development and b) they have good understanding on importance of inclusion of the writing skill in an integrated way.

Teoreticko-metodologické východiská skúmania osvojovania si významov slov

Author(s): Katarína Vužňáková / Language(s): Slovak Issue: 1/2018

Despite numerous attempts to discover the modes and laws of acquiring meaning of words none of the existing theories offer satisfactory solutions. They are considered to be only a beginning of the exploration of this problem. This fact influences both the diagnostics of speech and the methods of stimulating word meaning acquisition in pre-school education and in school. The aim of this study is to outline the conception and search for the possibility of exploring how Slovak-speaking children acquire meaning of words. The author focuses first on analysing the existing approaches to lexical unit semantics in Slovakia and abroad. She explores the theories, from synchronic and diachronic perspectives, from the fields of philosophy, linguistics, psycholinguistics and developmental linguistics. The second part of the article outlines some assumptions related to the study of word meaning acquisition and the determinants of this phenomenon, and, describes the interaction integration theory of language acquisition.

Kontúry ontogenézy osvojovania si foneticko-fonologického systému slovenského jazyka

Author(s): Alexandra Brestovičová / Language(s): Slovak Issue: 1/2018

The case study focuses on analysis of verbal interaction ontogenesis in one child from the phonetic-phonological point of view. Research data consist of 5 hours of video recorded interaction of the child in her family at the age of six, nine, twelve, fifteen and eighteen months and her mother’s notes. Development of the language is analysed chronologically and in stages and the results of quantitative analysis are compared mainly with the papers by foreign linguists or phoneticians. Notes which might help to stimulate language development in healthy child are suggested in the conclusion.

Čo vieme a nevieme o tom, ako si deti osvojujú významy slov [BLOOM, Paul, 2015. Jak se děti učí významu slov. Praha: Univerzita Karlova v Praze, nakladatelství Karolinum. 296 s. ISBN 978-80-246-3095-3.]

Author(s): Katarína Vužňáková / Language(s): Slovak Issue: 1/2018

Po desiatich rokoch desať nových štúdií o detskej reči [SLANČOVÁ, Daniela, ed., 2018. Desať štúdií o detskej reči. Lexika – Gramatika – Pragmatika. Bratislava: VEDA – Filozofická fakulta Prešovskej univerzity v Prešove. 688 s. ISBN 978-80-224-1638-2]

Author(s): Katarína Drozdová / Language(s): Slovak Issue: 1/2018

VOCABULARY: AN EPITOME OF SOCIAL REALITIES

Author(s): Denisa Drăguşin / Language(s): English Issue: 1/2019

A society’s attitudes are exposed in its vocabulary and speaking practices. So far as linguists know, all languages are mutually translatable. What can be said in one language can be said in any other, somehow. Hence, if a speaker of any language wants to express something, s/he can resort to morphological processes and derive new words or can resort to syntax and make up new sentences in their languages which will express that new thought. All languages are thus constructed that new thoughts can be expressed in them. Undoubtedly, it is easier to convey some ideas in one language rather than another. This is because the vocabulary of each language develops partly according to the priorities of its culture. The objects, relationships, activities, and ideas important to the culture get coded onto single words, which are often highly specialized to express subtle nuances. The present article aims at tackling this issue by analyzing certain lexical choices, euphemisms, metaphors and idioms, gender-specific lexical structures in English (mostly American English) with reference to languages like Russian, German, Yiddish.

Megjegyzések az anyanyelv fogalmáról

Author(s): Miklós Kontra / Language(s): Hungarian Issue: 1/2021

We have words and expressions about which most of us believe that we know and understand their exact meaning. I think these include the expression of mother tongue or native language. In the following paper I would like to show that (1) this expression is interpreted in many different ways and used in many different meanings by Hungarians, (2) there are significant differences between Hungarians living in Hungary and those living in neighbouring countries in this respect too, and (3) in case the concept (the notion) of this expression is unclarified, serious linguistic rights violations arise—in Hungary just as in the surrounding countries.

PERCEPTIONS OF DEVELOPING READING AND WRITING SKILLS IN SWEDISH IN AN ONLINE CONTEXT

Author(s): Roxana-Ema Dreve,Raluca Pop / Language(s): English Issue: 1/2021

Perceptions of Developing Reading and Writing Skills in Swedish in an Online Context. This paper intends to focus on BA students’ reading and writing skills in Swedish as a foreign language in a Scandinavian context. In addition, the study aims to discuss the difficulties students have encountered when studying Swedish as a foreign language in an online academic context amid Covid-19 pandemic. A survey research comprising closed-ended and open-ended questions was conducted by using a questionnaire as the main instrument for collecting data. The respondents were BA students in Norwegian language and literature, enrolled at the Faculty of Letters at Babeș-Bolyai University, who had already studied Norwegian for four semesters in the frame of this programme and who took the one semester optional course in Swedish. The language distance between Norwegian and Swedish is relatively small because both languages are part of the North-Germanic branch. We considered it relevant to explore the manner in which students tackle these similarities, differences and the cross-linguistic transfer between the two languages and whether their reading and writing practices in Norwegian have influenced in any way the acquisition of Swedish. Nowadays, new technological advances provide additional support to foreign language learning and develop learners’ digital literacy. Therefore, the paper aimed at understanding what types of authentic resources are used by students, in order to develop their linguistic and sociolinguistic competence in Swedish. The results showed that students are willing to improve their language skills, as they believe that mastering another Scandinavian language could help them increase their academic and professional opportunities and would constitute an advantage in terms of easiness to develop writing and reading skills in Swedish.

Osvojovanie si slovotvorby v predškolskom veku

Author(s): Katarína Drozdová / Language(s): Slovak Issue: 2/2020

Word-formation motivation is an important systemic component that produces naming unitsstored in the Slovak language lexicon. Motivated naming units represent 80% of the Slovak language lexicon and almost all naming units are part of the relationships within word-formation motivation. When a child acquires the Slovak language as its mother tongue, it simultaneously acquires the principles of word-formation motivation. In this article I describe the methods, process and results of an observation of spontaneous communication between children aged from 3 to 5. Having subsequently selected the motivated naming units on the basis of word-formation processes and their linguistic analysis I evaluate the ratio between the motivated and non-motivated naming units of the analysed utterances and the individual word-formation parameters. The latter show tendencies emerging from acquiring word-formation motivation which may be used as basis for further study and may also be a means for identifying and stimulating of speech in pre-school education.

Tvorenie analogických tvarov ako výsledok maľovaného čítania

Author(s): Jana Kičura-Sokolová / Language(s): Slovak Issue: 2/2020

The paper concentrates on analogic noun forms production in pre-school and early school-aged children. The author explains the terms children’s analogism, hypergeneralization, with the emphasis on alternation changes in declension, the result of which is the variant form of the same semantic units. Based on the case study that uses picture reading, the paper observes analogisms of forms used by five children, aged 5.5 to 7.1. The attention is paid to occurrencces and frequency of children’s analogisms. The data are analyzed and interpreted and primary and secondary findings are presented.

Nuevas formas de denominar en la industria turística

Author(s): Mihaela Ciobanu / Language(s): Spanish Issue: 1/2020

The travel industry is one of the main economic activities in many countries, part of the tertiary sector of the economy because of the importance of leisure time in present day society. Since it is a very vast field of activity, it also has a large array of typologies, each of them constantly adjusted to tourists’ requests. In the linguistic field of tourism there is a segment which has created new and original elements that tourism professionals tried to adapt and create new forms and denominations to make tourism more attractive. As a consequence of this recent linguistic development, these terms are rarely defined in general or specialized dictionaries.