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Preface

Author(s): Chris Tribble / Language(s): English Publication Year: 0

As I’m not the author of this volume, and as Alex Boulton and James Thomas have already written an excellent, and extensive, introduction, I felt at a bit of a loss when starting out to write this present preface. However, in the best tradition of empirical language studies I decided to seek guidance on how I might go about writing into this genre by consulting a range of permissible exemplars. After some searching, I decided to focus on one of the best known English variants: Wordsworth’s preface to The Lyrical Ballads – a 9,000-word argument for the kinds of poetics the author wished to present to the public. Clearly, as a corpus linguist of a kind, my next step was to see what corpus analysis might offer to help me in my task. With WordSmith Tools ( Scott 2008) to hand, I quickly generated a wordlist for this text, and then a set of keywords (referenced against the British National Corpus). And what did I find apart from the words poem and poetry? At the top of the list came: pleasure, language, reader, and passions. And there was my framework for my preface to Input, Process and Product: Developments in Teaching and Language Corpora.

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Introduction: Corpus language input, corpus processes in learning, learner corpus product

Author(s): Alex Boulton,James Thomas / Language(s): English Publication Year: 0

Corpus linguistics is essentially concerned with describing language for linguistic research purposes, but language corpora (along with the associated tools and methodologies) have many different affordances and applications. In the fi eld of language teaching, corpus analysis is used to inform the content decisions of what to teach different learner populations in different contexts at different stages of development. This typically includes the application of frequency data in determining the sequence in which linguistic items should be introduced, in identifying key multiword units and a wide range of lexico-semantic patterns, and in predicting areas of potential diffi culty from learner corpora. This essentially indirect approach ( Römer 2011) to corpus data is taken by syllabus designers, materials writers, lexicographers and testers, though the results may be entirely invisible to the end user ( McCarthy 2004). However, teachers can also make use of corpora to answer their own questions about language, to test grammar ‘rules’ against real data, to find examples and help create materials for teaching and testing, among other things. Learner involvement need not be limited to teacher mediated uses, but can involve direct hands-on consultation, either for language learning or as a reference resource.

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Corpus work with ordinary teachers: Data-driven learning activities

Author(s): Henry Tyne / Language(s): English Publication Year: 0

This paper presents findings from experimental uses of corpora for language teaching in secondary school education in France. Working alongside two teachers of Spanish, we identified specific learning outcomes in pedagogical sequences and looked at how corpus use could be brought into their schemes of work with a view to facilitating the attainment of these. In each case, the teachers felt that their task had been made easier, insofar as the enquiry methods or techniques allowed them to carry out their work more efficiently. Such approaches to corpus use in language teaching are found to be compatible with the existing practices of ordinary language teachers. However, they do bring into question the idea of corpus work necessarily involving large, end-state electronic corpora.

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Chinese learners’ use of formulaic sequences in spoken interaction

Author(s): Jiajia Xu,Mark Morgan,John McKenny / Language(s): English Publication Year: 0

As a basis for course and materials design for Chinese tertiary learners’ spoken English, it is necessary to describe these learners’ spoken discourse. This study analyzes the multiword units excessively used by Chinese learners in their spoken English. The College Learners’ Spoken English Corpus ( COLSEC) is analyzed and other first-language ( L1) corpora are used as reference corpora. The idiosyncratic uses of four formulaic sequences, namely in my opinion, as far as I am concerned, I should say, and as we all know, are discussed. Three causes of the learners’ idiosyncratic uses of the formulaic or quasi-formulaic sequences are identified: L1 transfer, communication strategies, and the decontextualized teaching and learning of formulaic sequences.

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Использование художественного текста в процессе обучения РКИ польских студентов-русистов

Author(s): Olga Makarowska / Language(s): Russian Publication Year: 0

Some difficulties that may arise in the process of teaching Russian as a foreign language to Polish students with the help of literary texts can be determined by a variety of factors. Subjective factors, which are largely conditioned by the shaping and developing of the students' clip thinking, do not contribute to an effective acquisition of a foreign language. Therefore, it seems reasonable to change our approach to teaching Russian to the students of the homo clipus generation. Similarly, a new approach should be introduced in the process of learning and teaching a foreign language with the use of literary texts. Accordingly, the article will propose certain solutions to this problem and describe workable means of arriving at them.

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Обучение восприятию лекций как проблема преподавания РКИ

Author(s): Elena Nikolaevna Tarasova / Language(s): Russian Publication Year: 0

The article discusses the difficulties of interpreting sounding text (educational lectures, specialty) pupils nefrologie within the problems of teaching Russian language for special purposes. Marked subjective difficulties associated with the characteristics of the recipient addressee of scientific-pedagogical discourse, and objective difficulties caused by the complexity of the scientific knowledge and the difficulty of its perception. The necessity to study and describe the linguistic teaching lectures as implementation of scientific-pedagogical discourse in the interest of a scientifically sound and methodologically appropriate system for the formation of skills of perception of lectures for foreign students and its implementation in a modern high-quality textbooks.

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Préface : L'art de vivre, de survivre, de revivre. A l'occasion du 50e anniversaire des études romanes à l'Université de Łódź

Author(s): Alicja Kacprzak / Language(s): French Publication Year: 0

This Preface presents the volume The Art of Living, of Surviving, of Reviving. On the occasion of the 50th anniversary of Romance studies at the University of Łódź which was designed to commemorate the 50th anniversary of the reactivation of Romance studies at the University of Łódź, carried out today within the Institute of Roman Studies. At the same time, the book celebrates the 10th anniversary of the creation, within the Institute of Romanesque Studies, of the Department of Italian Philology. These anniversaries take place at the time of the Covid-19 pandemic, an unprecedented event in the global world of the 21st century, with confinement as a compulsory mode of operation for long weeks, even months.The rupture thus brought about undoubtedly led to a new perception of life and of what ił means to live. For more than one, this thick line that separates our existence before and after Covid-19 constitutes a memento inciting to wonder how to live the pandemic and during the pandemic, how to survive it and if it is possible to (re)live completely when it has corne to an end. These questions launched as the driving theme of the commemorative volume have called for a rich and varied reflection contained in 25 articles, falling within different sub-fields of linguistics.

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Learning Foreign Languages as a Social Practice

Author(s): Daniela Eugenia LUPAȘCU / Language(s): English Publication Year: 0

People develop social practices as a way to relate to one another and our environment. Besides cultural social practices such as traditions or religion, one of the characteristics that most distinguishes us as a society among other peoples is our spoken language. Linguistic social practices are an essential component of any society, country, or group of people. In this study, we aim to review the broad concept of SLA and its main theories in general and to focus on second language learning as a social practice in particular.

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INTEGRACE AUTENTICKÝCH LITERÁRNÍCH TEXTŮ DO VÝUKY CIZÍCH JAZYKŮ: PŘEHLEDOVÁ STUDIE

Author(s): Barbora Pávková / Language(s): Czech Publication Year: 0

This study deals with the integration of authentic literary texts into foreign language lessons. It briefly defines the basic concept of authentic literary text from the perspective of foreign language teaching, followingly it reveals, in short, the roles which authentic literary texts play in teaching foreign languages, and then it presents some foreign and Czech researches that focus on the issue. Individual presented studies are divided into several categories with respect to the objectives of their empirical research.

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INTERAKCE PŘI KOOPERATIVNÍM PSANÍ V NĚMČINĚ JAKO CIZÍM JAZYCE: VYBRANÉ VÝSLEDKY PŘEDVÝZKUMU

Author(s): Eva Krovová / Language(s): Czech Publication Year: 0

This paper deals with cooperative writing in German as a foreign language for students of German studies and with analysis of interaction during cooperative writing using ethnomethodological conversational analysis. The paper presents preliminary results of a research project in this area.

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INTERKULTURNÍ KOMUNIKAČNÍ KOMPETENCE V ODBORNÉM CIZÍM JAZYCE: PŘEHLEDOVÁ STUDIE

Author(s): Hana Delalande / Language(s): Czech Publication Year: 0

The purpose of the the survey is to map the researches concerning intercultural communicative competence in the teaching of a foreign language for specific purposes. The survey consists of six journals studies found in the databases of EBSCO, ERIC and SCOPUS. The studies present original researches that concern the development of intercultural communicative competence in the tertiary level. In the survey, following questions are answered: What is the definition of the intercultural communicative competence in the survey? What are the goals, which methods and approaches are being used? What are the important findings? At the end of the survey, the findings are discussed. The development of intercultural communicative competence in the international work context is most important for the students of a foreign language for specific purposes. The survey also draws attention to concrete examples of insufficiency in tertiary education.

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VÝUKA DALŠÍHO CIZÍHO JAZYKA: NĚMČINA PO ANGLIČTINĚ

Author(s): Andrea Frydrychová / Language(s): Czech Publication Year: 0

This paper briefly describes the condition of multilingualism in the field of didactics of another foreign language. The mapping review focuses on some Czech and foreign researches from the viewpoint of German as a second foreign language.

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LEXIKÁLNÍ STRATEGIE VE VÝUCE NĚMČINY JAKO DRUHÉHO CIZÍHO JAZYKA PO ANGLIČTINĚ

Author(s): Barbora Kousalová / Language(s): Czech Publication Year: 0

This paper describes the state of the art in the field of learning strategies with an emphasis on the foreign language teaching context. The contribution presents research from both the Czech Republic and abroad concerning the topic of vocabulary learning strategies in German as a second foreign language (L3) after English (L2).

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TESTOVÉ STRATEGIE POUŽÍVANÉ KANDIDÁTY ZKOUŠEK DLE STANAG 6001 V TESTECH RECEPTIVNÍCH DOVEDNOSTÍ (ZPRÁVA Z PILOTNÍHO VÝZKUMU)

Author(s): Eva BUMBÁLKOVÁ / Language(s): Czech Publication Year: 0

This work focuses on the test-taking strategies employed by STANAG 6001 English exam candidates in receptive skills tests and on how these strategies are employed. The qualitative analysis reveals that candidates have their preferred strategy of dealing with test items, they use a number of test-management and test-wiseness strategies, and that the use of a particular strategy depends on a number of factors.

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INTERKULTURNÍ KOMUNIKAČNÍ KOMPETENCE V ODBORNÉ FRANCOUZŠTINĚ: VYBRANÉ VÝSLEDKY PILOTNÍHO ŠETŘENÍ

Author(s): Hana Delalande / Language(s): Czech Publication Year: 0

The present study treats the methodology and pilot research of a PhD thesis on development of intercultural communication competence in teaching of French for specific purposes and preparation of university students for international internships. Focus is put on the description of the qualitative research design, grounded theory method, the pilot research, data analysis, but also on the reflexivity of the pilot research results and its implication for furthers steps of the research.

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ŘEČOVÉ AKTY OMLUVY U ČESKÝCH STUDENTŮ V ANGLIČTINĚ (L2): VYBRANÉ VÝSLEDKY PŘEDVÝZKUMU

Author(s): Marie Lahodová Vališová / Language(s): Czech Publication Year: 0

During the second half of the 20th century, there was a shift in focus in second language acquisition research from linguistic competence to communicative and pragmatic competence (Hymes, 1972; Canale & Swain, 1980; Canale, 1983; Bachman, 1990; Bachman & Palmer, 1996; Usó-Juan & Martínez-Flor, 2006). This resulted in a growing number of studies on speech acts in general. Motivated by a lack of studies on the speech acts of apology in conversations of Czech learners of English as a foreign language, my dissertation project aims to shed light on apology strategies used by Czech university students. The aim of this paper is to shows the findings of the pilot investigation. The first aim of the study was to compare two data collection techniques – the open-ended written discourse completion task (DCT) and oral production task (OPT). The second aim was to investigate the use of apology strategies by Czech learners of English. The findings suggest that both of the data collection techniques produce very similar data, as the three main apology strategies used by the respondents were the same: they were statements of remorse, reparation and accounts.

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DESIGN A HODNOCENÍ UČEBNIC PRO VÝUKU ESP

Author(s): Eva Ellederová / Language(s): Czech Publication Year: 0

This study provides a conceptual framework for an ESP coursebook design and evaluation process. The first chapter presents the basic characteristics of highquality coursebooks from the different authors’ point of view, describes the roles that ESP learning materials fulfil, discusses the issue of their content and authenticity, and deals with factors that should be taken into consideration when designing a coursebook including the role of teachers who design learning materials and work with them. The crucial part of the chapter is formulation of the principles of an ESP coursebook design based on SLA theories and description of a model of an ESP coursebook design concerning both adaptation of the available learning materials and design of new materials as well as the basic steps in designing one lesson of the coursebook. The second chapter draws from general approaches and rules for coursebooks evaluation, discusses the process of an ESP coursebook evaluation and gives examples of checklists whose development is one of the aims of the dissertation project focused on design-based research of an ESP coursebook.

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Předškolní děti v Dolním Rakousku se učí jazyky svých sousedů

Author(s): Alice Brychová / Language(s): Czech Publication Year: 0

V Dolním Rakousku má učení se cizím jazykům intenzivní podporu a je vnímáno jako příspěvek k podpoře porozumění si v rámci sjednocené Evropy. Inovativní snahy o intenzivní rozvíjení mnohojazyčnosti, interkulturní kompetence a porozumění si na mezinárodní úrovni se odráží v různých projektech, které jsou souhrnně nazvány jako Niederösterreichische Sprachenoffensive a jsou již od roku 2003 podporovány ze strany dolnorakouské vlády. Do této kategorie patří rovněž podpora učení se jazyků sousedů v mateřských a základních školách v příhraničních oblastech v Dolním Rakousku. Angličtina je přitom nabízena ve všech předškolních i školních zařízeních v celé spolkové zemi. Těmito iniciativami investuje spolková země Dolní Rakousko do budoucnosti svých dětí.

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Интеркултурна компетентност в обучението по японски език в Япония

Author(s): Magdalena Vasileva / Language(s): English,Bulgarian Publication Year: 0

The paper sheds light on some contemporary methodologies of teaching Japanese as a second language at Japanese universities from the point of view of intercultural competence. In linguistics the terms intercultural and cross-cultural are often used synonymously, but we make a certain distinction between them. While crosscultural supposes a kind of meeting between different cultures without any special interferences, intercultural evokes an association of a „crash“ between different systems of values while trying to accept the „otherness“ and it also implies a process of retrospection of one’s own system of values. On the other hand, the development and cultivation of intercultural competence is a long and many sided process concerned both: 1) with the foreign language and culture, that are to be mastered and 2) with one’s own language and culture, too. Many of the practices described in the paper stress on two points that are important for the development of intercultural competence: 1) teaching language and culture as a whole and inseparable unit and 2) providing the proper medium for a communication at an individual level.

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Le niveau-seuil en FLE : de la compétence à la performance dans une formation hybride en milieu professionnel

Author(s): Simona Mihaela Nistor / Language(s): French Publication Year: 0

In the era of globalisation, the need for a unitary language framework and the advent of new technologies have imposed a pedagogical reconfiguration of classical teaching models, favouring the creation of a dynamic and interactive education system, focused on the learners and their needs. In this context, the introduction of specialised methods for non-academic adult audiences has led to intense research in the field of language teaching. Designed to optimize the learning process through skills enhancement, the hybrid course is one of the strategies that appears to be fully aligned with the principles outlined in the CEFRL, providing multiple opportunities for learners: flexibility, autonomy, interaction, personalized content, variety of resources. The task-based approach, the active and differentiated pedagogy, the intercultural approach, strongly encouraged by the Council of Europe and valued within the educational activities involving the contribution of digital tools, are important tracks in the achievement of language performance in accordance with the threshold level designed in the CEFR, which we will analyze in detail from a hybrid system for learning French as a foreign language in professional context.

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