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Integrating corpora with everyday language teaching

Author(s): Ana Frankenberg-Garcia / Language(s): English Publication Year: 0

Despite the growing number of books on how to use corpora in language teaching, little has been written about integrating corpus-based activities with the reality of the classroom. Practising teachers usually have a syllabus to follow and a set course book they must use, and there is often little room to stray away from that. So even if teachers have heard about corpora in teacher training programmes or elsewhere, there is no guarantee that they will actually use them in their teaching. The present paper focuses on how the direct use of corpora is relevant to and can be integrated into everyday language teaching, with many advantages for both teachers and learners.

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Using a corpus for written production: A classroom study

Author(s): Monika Geist,Angela Hahn / Language(s): English Publication Year: 0

This paper discusses an action-research study of learner driven corpus use by intermediate learners of English (age 14 to 16) while writing a cover letter using BNC BABY with XAIRA software. After practising different software functions, the students wrote a cover letter with the Internet and the corpus at their disposal. Although they had acquired all the necessary technical skills, they lacked language sensitivity and consequently had difficulties in finding language issues to check. In addition, factors such as motivation, the corpus used and the group size were also revealed to be influential. Individual successful learners showed that given a sufficient degree of language awareness and reflection, learner-driven corpus use could enhance their writing activities.

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Hands-on / hands-off: Alternative approaches to data-driven learning

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

One of the most apparent obstacles to DDL is the use of the technology itself – the computer with its query software and interfaces for accessing electronic corpora. Where this is the case, the obvious question is whether the computer can be successfully removed from the equation without losing the benefits of the overall approach. In the present study, two groups of lower intermediate level learners at a college of architecture were introduced to an English language corpus both ‘hands on’ and ‘hands off’. The learning outcomes of the two approaches were tested, and compared against feedback obtained at the start and again at the end of the course. The general conclusion is that paper-based DDL does represent a viable option: there is unlikely to be a single best version of DDL for all learners in all situations at all times, and variety and sensitivity to learner variation and local conditions is crucial.

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DDL for EFL beginners: A report on student gains and views on paper-based concordancing and the role of L1

Author(s): Kiyomi Chujo,Kathryn Oghigian / Language(s): English Publication Year: 0

This study measured student gains in overall second language proficiency and in targeted vocabulary and grammar (noun and verb phrases) with pre- and posttests in a 20-week data-driven learning program using a parallel Japanese-English concordancer and bilingual corpus. Beginner level engineering students at a Japanese university followed a four-step methodology, working in pairs in class and individually for homework. Collected feedback from students on computer- versus paper-based concordancing indicates a blending may be most effective. Student feedback on the role of the L1 in parallel concordancing indicates those using nonvetted computer-based concordancing rely most on the translation.

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Using data-driven methods in teaching Czech as a foreign language

Author(s): Klára Osolsobě,Pavlína Vališová / Language(s): English Publication Year: 0

The aim of this paper is to illustrate how the Czech National Corpus is used for teaching the Czech language. More specifically, it explains how the use of a data-driven method in teaching Czech is likely to differ from teaching English or other analytical languages. Instead of focusing on lexical patterns, students’ assignments include observing inflectional forms and formulating grammar rules based on analysing concordances. In the empirical research presented here, learners of Czech spent two hours in class undertaking some specific corpus tasks. In spite of very limited training, they were able to use the corpus software and benefit from the findings using simplified queries: they did not need to use any corpus query language – a simple word search suffi ced. One of the tasks was to display the lemma and tag of the node word and identify its grammatical form. This task emerged as an important one because it shows how a corpus can complement dictionaries, where learners cannot find all inflectional forms. Texts simplified according to the level of profi ciency are the order of the day in Czech textbooks – authentic texts are rare. And full conjugations and declensions are typically taught before students engage with texts at all. Corpus-based exercises can therefore serve as a useful step in fostering an understanding of a text. An analagous research was conducted on native and non- native studens of Czech. This study thus demonstrates the potential of corpora in teaching highly inflectional languages, including Slavonic languages.

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Temporal fluency variables in native and non-native English speech: Corpus findings and language-pedagogical implications

Author(s): Sandra Götz / Language(s): English Publication Year: 0

This paper summarizes some interim findings of a larger project on fluency and investigates some standard temporal fluency variables in learner language. The study compares data from the 86,000-word learner corpus LINDSEI-GE and the 118,000-word native speaker corpus LOCNEC with the aim of revealing those areas in which even advanced German learners of English deviate significantly from the native target norm, for example in significantly shorter mean lengths of runs. However, the results also indicate areas in which individual learners have already approximated to the target norm, for example in their use of filled pauses. The final part presents some language-pedagogical implications for improving learners’ temporal fluency that derive from these findings.

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Developing corpus-based word lists for English language learning and teaching: A critical appraisal of the English Vocabulary Profile

Author(s): Yukio Tono / Language(s): English Publication Year: 0

This study investigates the validity of a new type of English wordlist called the English Vocabulary Profile (EVP), by a group of researchers at Cambridge. This wordlist is unique in the sense that it not only classifies vocabulary levels by CEFR, but also provides CEFR levels for each sense of a word. The wordlist is being created by looking into the frequencies of use in corpora of native speakers and of learners of English. Whilst the approach is quite appealing, the actual procedure for determining the difficulty levels of word meanings is found to be problematic. This study poses a fundamental question of whether it is possible to rank the word senses in the order of difficulty, and whether the wordlist can be constructed encompassing both productive and receptive aspects of vocabulary knowledge at the same level.

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Communication and Language Learning in Virtual Environments through an Eco-semiotic Lens

Author(s): Alina Andreea Dragoescu Urlica,Lulzime Kamberi,Marta Boguslawska-Tafelska / Language(s): English Publication Year: 0

The paper explores the interface between the new theoretical approach of ecolinguistics and language educational practices in the new digital environments that we have plunged into during 2020-2021. From the standpoint of ecological communication and eco-semiotics, the exploration highlights its impact on language learning and education in general, as re-contextualized in the new digital spaces we have all been experiencing as educators and learners. The theoretical input from semiotics and conceptual linguistics on the one hand, and educational ecology on the other hand, is paired with a direct empirical analysis of the students’ language learning experience at the USAMVBT University of Timisoara, Romania, the University of Tetova, North Macedonia, and Lomza State University from Poland. Our aim is to better understand how to sustain students’ communicational skills and their overall adaptation to the emerging digitalised educational environment across fields of study.

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Edukacja zdalna z perspektywy studentów oraz wykładowców – próba oceny realizacji wyzwań w nauczaniu języków obcych w dobie pandemii

Author(s): Dorota Zawadzka / Language(s): Polish Publication Year: 0

In March 2020, lecturers turned into e-lecturers and students became e-students overnight. This situation posed multiple challenges at every stage of the didactic process. This article has an aim of assessing the extent to which learners of foreign languages at the University of Economics (UEK) in Krakow (Poland) succeeded at meeting their course objectives, after moving teaching entirely on-line. A questionnaire was provided to lecturers and second-year undergraduate students who taught and studied foreign languages at UEK in the traditional classroom setting, prior to the introduction of on-line learning. The questionnaire collected data on teaching effectiveness, student involvement, creativity, motivation, evaluation of students’ work, participation in class, class preparation time (lecturers) / preparation time for class (students) and class attractiveness. The analysis of the respondents’ answers allowed us to conclude that although the lecturers’ adoption of virtual teaching environment was successful, on-line study did not constitute an optimal way of carrying out foreign language courses at the university. However, since March 2020, lecturers have invested a lot of resources into improving and implementing digital tools, and these tools are likely to enrich traditional methods once classroom-based teaching restarts.

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Foreign language learning attrition in a blended learning environment

Author(s): Sylwia Stachurska-Ćwiek / Language(s): English Publication Year: 0

This paper presents a quasi-experiment based on experience of implementing a blended learning approach to the EFL course. The main purpose of this research is to examine computer mediated instruction in the form of two various educational platforms and their influence on the loss of communicative competence components of English as a foreign language learners. Two e-learning platforms supporting a traditional foreign language course are analysed in detail. As a result of the study, a synergy between the type of e-learning platform and forgetting of communicative competence components was noticed. The students who used blended learning in EFL learning had a higher level of communicative competence and they forgot less grammar than those who did not use this form of learning. The use of blended learning method turned out to be an interesting way to individualize the process of EFL learning.

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Warsztaty językowe w dobie pandemii

Author(s): Katarzyna Fredén De Los Rios,Paweł Kaźmierczak,Anna Sworowska / Language(s): Polish Publication Year: 0

This article aims at presenting the methodology and outline of the international language workshop organized for students of Swedish at the Institute of Linguistics of Warsaw University and Vuxenutbildning Skövde in Sweden as a positive example of the usage of Internet tools for effective learning within foreign language communication in the time of corona virus pandemic. The authors of the article present the specificity of the language teaching programme for Swedish as a part of the studies offered in the field of Applied Linguistics at the Faculty of Applied Linguistics at the University of Warsaw and the language teaching programme at the Snabba spåret course offered by Vuxenutbildning in Skövde, pointing to their differences and similarities, and then discuss the details of preparation and implementation of the concept of the international communication workshop along with the results of surveys conducted before and after the project.

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Kursy typu MOOC jako nowoczesna forma samokształcenia oraz doskonalenia zawodowego

Author(s): Agnieszka Kościńska,Agnieszka M. Sendur / Language(s): Polish Publication Year: 0

Changes in the contemporary educational landscape that result both from the requirements of the labour market and the possibilities of accessing knowledge through information and communication technologies make participation in MOOC courses increasingly popular. MOOCs offer numerous advantages. Being held only in virtual space, they are available without time or place restrictions. Most of them are free of charge. Moreover, they are related to many different scientific disciplines, and their authors represent recognized scientific circles. If prepared properly, MOOCs can become an effective tool for developing professional and key competencies of their participants. The aim of this article is to present the extent to which MOOCs can support two parties that are engaged in the didactic process – foreign language learners and their teachers. In order to introduce the concept of MOOC courses, the article also includes a brief description of the main theories underlying e-learning as well as the development of MOOCs, their classifications and selected course proposals in the field of language teaching.

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Speaking skills practice at ESP instruction at the University of Economics in Bratislava

Author(s): Zuzana Ondrejová / Language(s): English Publication Year: 0

The article describes communicative competences that undergraduates − future economists − should possess, and presents methods used in speaking skills practice at ESP seminars at the University of Economics in Bratislava. The target group are undergraduates at B2 and C1 levels of language competence. The autor sums up the situations in which an undergraduate may fi nd himself/herself in an academic and professional setting as well, defi nes factors that may affect an undergraduate’s ability to get involved successfully in verbal communication, and gives examples of exercises/tasks which simulate various situations and are applied successfully at ESP seminars. Opinions and attitudes expressed by the author are based on her vast teaching experience and direct observations made at ESP seminars conducted by the author. She has grounds for supposing that the intensity and scope of interpersonal communication among the younger generation is becoming narrow. Poor communication in Slovak as their mother tongue corelates with poor verbal communication in the target English language.

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ОДНА ИЗ ВОЗМОЖНОСТЕЙ РАЗВИТИЯ СПОСОБНОСТИ СТУДЕНТОВ ОСВАИВАТЬ НОВЫЙ ЛЕКСИЧЕСКИЙ МАТЕРИАЛ

Author(s): Josef Dohnal / Language(s): Russian Publication Year: 0

The article deals with the question of the way how to help students to acquire new lexical material while studying Russian as a foreign language and how to strengthen such an ability even in the frame of communication in Russian in the real life. This process is taken into account as a complex of the knowledge of the lexical unit, of its meaning or meanings and its grammatical characteristics aiming at the development of the ability of the student to use the new lexical material in the right grammatical form. The article shows how to draw up a new type of exercises which are suitable to develop and strengthen exactly this ability.

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ДОМАШНЕЕ ЧТЕНИЕ КАК СРЕДСТВО ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ ВО ВНЕЯЗЫКОВОЙ СРЕДЕ

Author(s): Ekaterina Kiseleva,Marina Povarnicyna / Language(s): Russian Publication Year: 0

The article deals with the ways of home reading work organization during the Russian language studying process by Hungarian philological students in out of the language country surrounding. Home reading is supposed to be an important part of the education and let students to present in the Russian language communication. Home reading work is organized in the different aspects of the language studying: vocabulary and grammar training, oral speech and writing development skills, translation, the Russian culture and literature acquaintance.

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ФОРМИРОВАНИЕ СОЦИОЛИНГВИСТИЧЕСКОЙ КОМПЕТЕНЦИИ НА ПРИМЕРЕ ОБУЧЕНИЯ РЕЧЕВОМУ ЭТИКЕТУ В КОНТЕКСТЕ ВЫБРАННЫХ ГИПОТЕЗ УСВОЕНИЯ ИНОСТРАННОГО ЯЗЫКА

Author(s): Janina Krejčí / Language(s): Russian Publication Year: 0

Being one of the important constituents of intercultural communicative competence sociolinguistic competence is the ability to choose linguistic forms and expressions adequate to the particular communication situation. When studying a foreign language, we pay special attention to the formation of sociolinguistic competence of learners and to the acquisition of speech etiquette formulas, which allows learners to establish contact with the interlocutor in accordance with the existing norms of communication. An acquisition of the ability to understand and use a foreign language is the subject of a separate field of study – Second Language Acquisition. This article presents a brief description of the main approaches to the theories of Second Language Acquisition, as well as the formation of sociolinguistic competence and mastering the usage of speech etiquette formulas by the learners in the context of selected hypothesis of Second Language Acquisition.

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АНАЛИЗ ПОЭТИЧЕСКИХ ТЕКСТОВ В ПРОЦЕССЕ ПРЕПОДАВАНИЯ РУССКОГО КАК ИНОСТРАННОГО

Author(s): Tatiana Potemkina / Language(s): Russian Publication Year: 0

The development of the functional-semantic (Kozhevnikova L.P., Podrutchnaja L.J.) and linguocultural (Barkhudarova E. L., Ershova L.V., Makarowska O. ) approaches in the methodology of teaching Russian as a foreign language in domestic and foreign universities had an impact on the selection of means and methods of teaching students. One of the directions for improving the content of teaching is associated with the expansion of the use of the poetic text as a didactic unit. In the practice of teaching Russian as a foreign language, the use of these didactic tools is aimed at solving various problems: strengthening cognitive processes in the mastering of a second language (Grosjean, F, Eirlys E., Davies A. et al.), satisfying students' interest in learning the language as " the transmitter of culture "(Sadıkoğlua S.), achieving a full understanding of Russian speech (Burykin AA), etc. The article proposes a system of tasks for the analysis of the poetic text in classes with foreign students, which includes a set of consistently built educational tasks: from reading (phonetic and orthoepic analysis, analysis of difficulties) through lexical analysis, analysis of grammatical and syntactic forms, difficult cases of usage - to the perception of the artistic image incorporated in the text (alignment of associative series, the selection of analogies from the native language, etc.).

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ИСПОЛЬЗОВАНИЕ РЕКЛАМЫ В ПРАКТИКЕ ПРЕПОДАВАНИЯ РКИ

Author(s): Tatiana Savchenko / Language(s): Russian Publication Year: 0

The use of authentic materials is one of the alternative ways of developing learners’ communicative scompetence in comparison with the traditional materials offered in textbooks. The article discusses the use of commercial materials as one of the types of authentic materials in the practice of Russian language teaching. The article examines the main approaches to the use of commercials in foreign language classroom, analyses the advantages of its use, and states the main criteria for selecting commercial materials for Russian as a foreign language classes. The article provides the examples of task based on the use of commercials and concludes if using commercials in Russian language teaching is beneficial way to develop key competencies of learners.

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ЛИНГВОКУЛЬТУРОЛОГИЧЕСКИЙ И ЛИНГВОКОГНИТИВНЫЙ АСПЕКТЫ В ОБУЧЕНИИ СТУДЕНТОВ РКИ (СОВЕТСКИЕ ИСТОРИЧЕСКИЕ РЕАЛИИ И ИХ АКТУАЛЬНОЕ НАСЛЕДИЕ)

Author(s): Nikoleta Mertová / Language(s): Russian Publication Year: 0

The language of the Soviet era in many respects reflects the reality not only of everyday use of language for communicative purposes, but also of its ideological and ideologized side - the politicization of everyday communication in Soviet reality. The article claims to differentiate by means of linguocultural and linguocognitive methods of researching the political discourse of the original, initial values of the analyzed material from their Soviet constructs. Typical examples are the Soviet aphorisms, metaphors and phraseological units of Lingua Imperii Sovietici (the term of Khlebda), reflecting the realities of the Soviet world and differing from „their“ later modifications in the post-Soviet era by attributes of directivity, ideology, literalness or manipulativeness. For this type of political discourse, in general, the multifacetedness of both linguoculturological and linguocognitive models is typical. According to Chudinov, this specific feature of political discourse reflects the features of modern reality, the specifics of human understanding and perception of a given reality, which are not determined by contemporary experience and their associative basis is often based on historical experience. On the basis of the above, it can be concluded that a metaphor – the key link in the category and conceptualization of the world in human co-existence – does not possess empirical content that native speakers and specific national mentality can translate into metaphorical images. Metaphor is a specific concentrate of emotional, mental and cognitive activity of a person. Based on our research, in many cases the student's identification of historical metaphorical images in a historical context is exaggerated, for, for example, the constructs of Sovietism are often analogous to the original Russian expression in a formal aspect.

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Практически японски език. Четене с разбиране

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

As a result of globalization processes, the number of challenges to foreign language learning is increasing dramatically. While in the 80s the main idea represented in the methodology of teaching a foreign language was the implementation of a practical task with the help of the target language, in our days the aim of the foreign language teaching is to transfer reality into the learning process, rather than to make learning resemble reality. In this article: 1) We will discuss Japanese reading comprehension classes according to their structure, content and objectives and in relation to the development of competencies and skills needed for communication in the context of globalization and the movement of human resources; 2) We will offer our own practical options with different purposes that would be helpful to Japanese language teachers in Bulgaria. This will add to the variety of practices already existing in the country.

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