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Film w nauczaniu języka polskiego jako obcego

Author(s): Maria Szumera / Language(s): Polish Issue: 2/2017

According to its original purpose film providing entertainment since its invention but thisfunction od movie does not eliminate its function utility film in education. Especially the filmlike no other media does not reflect reality as well and still makes people happy watching it.The article presents practical ways to use film in teaching Polish as a foreign language withconcrete proposals films and grammar exercises, vocabulary, communication.

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Language Use during Romanian Classes in Bilingual Settings. A Qualitative Approach

Author(s): Erika Maria Todor / Language(s): English Issue: 2/2021

Education is one of the defining areas of language policy, as on this level we can track the features of the practical implementation of language ideologies. In my study, I deal with the question of teaching the official language, i.e. Romanian, in schools where the working language is Hungarian. I outline a summing-up situation based on the macro indicators (following demographic, environmental aspects), then focus on the micro level related to the question under discussion, namely to what is happening in the classroom, paying special attention to the organization of the linguistic resources in classroom interaction. In order to have a deeper understanding of the phenomenon, I analyse 25 structured reflective diaries and try to identify what kind of local interpretations are there for code-switching in the classroom and what individual solutions are used by different teachers for organizing the learning process.

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Digital Competence of Language Teacher Trainees. A Comparative Study

Author(s): Katalin Harangus,Gabriella Kovács / Language(s): English Issue: 2/2022

Digital competence plays an essential role in the work of teachers in general, and it has its specific challenges regarding language teachers. In their future profession, teachers will need to be able to respond to challenges of the digital world and to develop 21st-century competencies in a conscious, goal-oriented way supported by digital tools. Our survey proposes to map the level of development of digital competence among first-year translation and interpretation students, also enrolled in language teacher training. The tool of the survey was a questionnaire. In compiling the questions, we relied on the digital competence elements of the five competence areas of the European Union DigComp 2.1 reference framework. The results suggest that students’ digital competence level is advanced, but there are areas and competences that require targeted intervention.

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Discrepancies between CLT Principles and the Romanian Language and Literature for Hungarian Minority Curriculum and Its Implementation

Author(s): Imola Katalin Nagy,Gabriella Kovács / Language(s): English Issue: 2/2022

The study of the Romanian language and literature is a compulsory subject for students of Hungarian minority in Romania. However, the most effective language learning methods and paradigms take into account and exploit students’ language awareness and linguistic repertoire. Such a didactic approach builds on students’ language skills and teaches children to use their language resources through teaching situations embedded in everyday school life that focus on observing and comparing different languages. In recent years, there have been several attempts to bring about a paradigm shift in the teaching of the Romanian language and allow Hungarian students to learn Romanian as a foreign language. However, a significant shift can be observed between the levels and contents of the 4th- and 5th-grade textbooks, causing serious difficulties for 5th graders. Our study presents the initial stage of a textbook analysis. We examine the extent to which the available textbooks for the 5th grade follow the methodological changes in communicative and post-communicative language teaching and the extent to which they take advantage of the language opportunities provided by students’ linguistic repertoire.

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On the Importance of Raising Collocational Awareness in Translation Practices

Author(s): Tünde Nagy / Language(s): English Issue: 2/2022

The knowledge of medium-strength and field-specific collocations is a prerequisite for sounding native-like and as such an essential skill to have for future translators. While students are usually familiar with the use of idioms and fixed expressions, they may struggle with recognizing and also producing collocations, especially the ones they do not encounter with enough frequency. They may tend to overuse certain common word combinations and often create constructions through false analogy that result in unnatural sounding language. In order to acquire collocations, students need to notice them first – noticing, either incidental or guided, is considered to be an essential step in this process. After presenting some of the factors that hinder the accidental noticing of collocations, which also motivates the necessity for the teacher’s guidance, the paper gives examples of exercises that can help to draw students’ attention to collocations. An important objective is to raise students’ collocational awareness and also to motivate them to use resources that allow the noticing of collocations (collocation dictionaries, electronic databases, electronic corpora). A task-based approach as understood by Ellis (2003) combined with the theoretical considerations of the lexical approach (Lewis 1993) can be suitable for this purpose; the exercises presented are based on general and also semi-specialized texts and target students studying translation and working with the Hungarian–English language combination.

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Comparative Study on Speaking Assessment Rubrics in Trinity and Cambridge Language Certificates

Author(s): Lucia Fraga-Viñas,Maria Bobadilla-Perez / Language(s): English Issue: 2/2022

The European Council has been instrumental in the standardization of language competence levels and certifications with the guidelines provided in the Common European Framework of Reference for Languages (CEFR) published in 2001 and later reviewed in 2020 with the Companion Volume with New Descriptors (CEFRCV). Cambridge Assessment English and Trinity College are two of the highest regarded institutions at the international level that grant their language certificates following the language competence levels provided by the CEFR. For this reason, the current study is grounded on the conviction that those certificates should meet certain principles of the Framework as a form of guarantee that they are assessing the CEFR level correctly. In particular, this paper focuses on the speaking skill and the rubrics of assessment used by the two afore-mentioned institutions. The rubrics of Trinity and Cambridge for the assessment of the oral production at the B2 CEFR level were considered for the purposes of this study – in particular, the rubrics that assess the oral production in the Integrated Skills in English (ISE-II) exam and in the First Certificate in English (B2 First). With a qualitative document research approach, this study analyses these rubrics in order to determine to what extent they respect the criteria established by the CEFR.

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Kohärenzbildung in mehreren Sprachen. Überlegungen zu einem Analyseverfahren bei der Erforschung der individuellen Mehrsprachigkeit von angehenden Lehrpersonen für Englisch und Deutsch mit L1 Ungarisch am Beispiel der Textproduktion

Author(s): Gabriella Perge / Language(s): German Issue: 2/2022

This paper is devoted to the topic of coherence formation in three languages. In doing so, it presents an analysis procedure that aims to explore the interplay between text depth structure and text surface in comprehension. The paper investigates which text grammatical means are important in establi¬shing text coherence in different languages and what influence they have on coherence formation in text comprehension. In coherence formation, the cohesion-creating linguistic devices visible on the text surface play a significant role. In this paper, resumption structure, conjunction, article use, and tense use are investigated in terms of their importance for coherence formation in text production in several languages. The investigation is based on student texts produced in a pilot study during the paraphrasing of source texts in three languages (Hungarian, German, English). These texts are subjected to an analysis procedure in this paper. The aim of the study is to record the conscious use of text grammatical devices and to describe similarities or differences between texts in the three languages. In the present paper, the question is addressed whether the text analysis procedure used to analyse the student texts proves to be purposeful and suitable in exploring the specifics of individual multilingualism among prospective teachers.

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O POTRZEBIE ZMIAN ORTOGRAFII NAZW OBIEKTÓW TOPOGRAFICZNYCH

Author(s): Andrzej Markowski / Language(s): Polish Issue: 03/2023

This article proposes changes to the spelling of names of topographic objects. In the author’s opinion, the changes would contribute to the simplification of the spelling of a large group of words and would be consistent with the orthographic practice of a significant number of language users. Topographic names could be spelled according to the rules applicable to geographic names, that is e.g. Rondo Dmowskiego, Cmentarz Łyczakowski, Restauracja pod Dębem, Hala Kopińska, but: hala Wola. It is also proposed to spell the names of inhabitants of towns, cities, villages, and districts with the capital letter, by analogy to the spelling of the names of inhabitants of countries or geographic regions, that is e.g. Gdańszczanin, Chorzowianka. These solutions were proposed by the author already in 2019 at a session of Zespół Ortografi czno- Onomastyczny (Team for Orthography and Onomastics) by Rada Języka Polskiego (Council for the Polish Language).

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A Probe into the Extraversion and L2 Pronunciation Relationship

Author(s): Zdena Kralova / Language(s): English Issue: 1/2012

The study assessed the relation between the overall degree of the perceived foreign accent in non-natives' English speech and some personal variables which include global factors (extraversion, anxiety, tough-mindedness, independence, self-control) and contributing primary factors, extraversion being the focus of our attention. Five native speakers of English were asked to auditorily evaluate the samples of free English speech produced by each of 75 non-native speakers using the equal-appearing interval 5-point scale. The 10-point scale was used to rate each of the personality variables for non-native speakers and the interclass correlation coefficients were calculated to identify the relevant predictors of L2 pronunciation quality.

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Variance in a Second Language Pronunciation Quality

Author(s): Zdena Kralova,Martin Krajčovič / Language(s): English Issue: 4/2009

The study assessed the relation between the overall degree of perceived foreign accent in non-natives' English speech and a variety of factors. Five native speakers of English were asked to auditorily evaluate the samples of free English speech produced by each of 99 non-native talkers using the equal-appearing interval scale. The 5-point scale was used to rate each of the variables for each non-native speaker and the interclass correlation coefficients were calculated to identify the most important predictors of foreign accent.

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Beregszászi Anikó–Dudics Lakatos Katalin: Huszonkettő. A kárpátaljai magyar anyanyelvi nevelés 22 évének története

Author(s): Vilmos Gazdag / Language(s): Hungarian Issue: 2/2023

The review presents a book published in 2023, which summarizes the Hungarian mother tongue education in Transcarpathia (Ukraine) in the past two decades, its trends and results, analysing and summarizing its concept of mother tongue education.

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Hizsnyai Tóth Ildikó: Nekem mondod? Jaffás és Kofolás beszélgetései a magyar nyelvről

Author(s): Veronika Jakab / Language(s): Hungarian Issue: 2/2023

The author considers this publication to be of particular use to those who wish to receive answers in an accessible way from recognized experts on the socially determined linguistic, language use, linguistic-psychological, educational, legal, historical, sociological, and philosophical issues related to being a Hungarian in Slovakia.

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Élaboration d’une liste de vocabulaire dans un contexte FLE

Author(s): Christina Lindqvist,Mårten Ramnäs / Language(s): French Issue: 4/2022

In this article, we discuss the elaboration and use of vocabulary lists aimed for learners of French as a foreign language. These lists are commonly based on corpora, which, in the ideal case, are representative, relevant and large. As for the English language, this kind of corpora has been available for a long time (e.g. the COCA and the BNC). Vocabulary lists, which are often used in learning contexts, have been based on these corpora. The situation is, however, less favorable when it comes to the French language, with fewer corpora meeting the mentioned criteria, and, thus, fewer possibilities to create vocabulary lists that are useful for learners. In this contribution, we present work that has been done in order to create a vocabulary list, Riksprovsordlistan, containing about 4,000 words and used at all Swedish universities. The discussion focuses on methodological challenges such as choice of counting unit – lemma vs. word family –, the role of frequency, thematic vocabulary, as well as characteristics of written vs. spoken corpora.

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CURRENT MEDIA PERSPECTIVES ON THE NORWEGIAN LANGUAGE. NORWEGIAN, NORSKLISH OR BETTER ENGLISH?

Author(s): Crina Leon / Language(s): English Issue: 2/2023

Current media perspectives on the Norwegian language. Norwegian, norsklish or better English? The present paper explores the current situation of the English language used in Norway, as rendered by different articles published by Aftenposten, a Norwegian newspaper of significant circulation. The countries’ English language skills are annually tested, and according to the 2022 Education First’s English Proficiency Index, Norway is ranked number four in the world, with very high skills. Nowadays, English is used in schools, at higher education institutions, at work, but English words are more and more used in Norwegian in everyday life especially by teenagers. This leads to a mixture of English and Norwegian known as norsklish. The newspaper articles present various opinions about the level of English proficiency required in different fields, the influence of norsklish on the language of youth, and even the need for Norwegians to improve their English language skills. The influence of the English language on the speech of different generations in Norway varies, as each generation has had different exposure and experiences with this language. Norwegians are moreover exposed to a wide variety of language variants given the fact that they have two official written norms (Bokmål and Nynorsk) and quite many dialects, which are used in various aspects of the public life. Fields such as research, higher education, international business may be seen as threatened by the use of English mostly because there is a clear lack of terminology in Norwegian.

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GRAMMATICAL AMBIGUITIES IN REALIZING HUMOUR

Author(s): Madalina Cerban,Georgiana Reiss / Language(s): English Issue: 31/2022

Language is mostly used for serious business, but it can also be source of amusement. We use it to be funny, to be witty. Most people use a lot of colloquialisms for a start, funny idioms and other linguistic constructions that create comic situations. The humour and the play are part of normal language use. There are only a few situations where they are excluded, for example business letters. Interpreting a sentence involves taking each word to be a certain part of speech (for instance, noun or verb) and assigning some kind of structure to the sequence. However, it can happen that a certain sequence of nouns, verbs or other parts of speech can be assigned more than one structure, and the would-be comedian will immediately exploit this. In this paper we analyse the grammatical ambiguities as a source of humour. The paper discusses the morphological structures formed with the help of nouns and verbs, the suffix -s, the -ing forms of the verb, pronouns and their references and syntactic structures such as -ing clauses, coordination, and also the scope of these ambiguous structures.

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PHRASES AND PHRASES IN SPECIALIZED LANGUAGES

Author(s): Doina BUTIURCĂ / Language(s): Romanian Issue: 5/2023

The relationship between specialized phrases and science is bidirectional: on the one hand, the professional lexicon is a reflection of science, being subject to permanent changes, on the other hand, concepts are a reflection of the evolution of human knowledge. The objective of our research is to study the process of formation of poly-lexical phrases - within the lexicon - and their transition into the specialized lexicon. Analysis, comparison, and descriptive-linguistic methods are some of the research methods used. The general conclusion that emerges is that the terminological phrase is a particularly productive process in the professional language.

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Improving University Students’ ESP Writing Skills through a Process-Based Portfolio Approach

Author(s): Mátyás Bánhegyi,Balázs Fajt / Language(s): English Issue: 2/2023

Today’s employers expect university graduates to possess appropriate written ESP skills, which are most effectively taught through individualized ESP writing skills development. This paper provides an account of the ways a self-developed portfolio approach may be exploited to improve EFL learners’ ESP writing skills in a university environment. Through a quasi-experimental research design (N = 168), this project hypothesised that, and tested whether, our process-writing-based portfolio approach has a beneficial impact on participants’ ESP writing skills and examined if the portfolio approach in question was an effective means of improving participants’ ESP writing skills. For the testing of this hypothesis, a quasi-experimental research design was used with an experimental (N = 84) and a control group (N = 84), and participants’ test results were compared to examine the effectiveness of the applied portfolio approach. The findings of the study show that the portfolio approach applied in the scope of the present research project proves to be an efficient way of improving students’ ESP writing skills and can thus justifiably be applied at other institutions of higher education for improving such skills.

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Surface transfer in the acquisition of grammatical gender in L2 Swedish. A longitudinal study

Author(s): Kamil Długosz / Language(s): English Issue: 33/2023

This longitudinal study explores two specific aspects of the acquisition of grammatical gender in L2 Swedish: the use of a default gender and surface transfer. Twenty-one L1 Polish university students of L2 Swedish were tested by means of an untimed gender assignment task after two, three, and four semesters of studying. The data were analysed using a two-way ANOVA for repeated measures. Participants had more success in assigning gender to Swedish nouns that shared gender across Polish and Swedish than to Swedish nouns that differed in gender across the two languages, regardless of length of experience in learning Swedish. Contrary to previous studies that observed overgeneralisation of uter gender forms in production, this study did not identify the tendency to use uter as a default, presumably because participants had unlimited time to perform the task. This finding points to a dissociation between the knowledge of grammatical gender and the ability to use it during processing.

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Svenska generiska pronomen hos finska språkbadselever. En jämförelse mellan två årskurser

Author(s): Eeva-Liisa Nyqvist,Therese Lindström Tiedemann / Language(s): Swedish Issue: 33/2023

This is a study of the use of generic pronouns in Swedish as a second language (L2) by L1 Finnish immersion students. We compare two groups, 12-year-olds, and 15-year-olds, to see if there is a difference and to identify which the most challenging cases are in both groups. Norm deviations are compared to see if they mainly consist of overuse of generic pronouns or more formal aspects, such as the pronoun which is chosen, and the understanding of the relation between the generic subject, object, possessive and reflexive pronouns. Both groups use generic pronouns in the subject position in a manner which mostly follows the standard, and mainly have problems with possessive pronouns in connection to generic pronouns. It is possible that object generic pronouns would also be problematic, but there are none in our data. Generic pronouns are sometimes left out as subjects, which is ungrammatical in Swedish. There is also occasional overuse of man where it is not idiomatic, and some mixed forms with man and s-passive. Results show possible transfer from the first language (L1) of the learners, but less in the older group. Furthermore, there also appears to be transfer from L3 English, which our informants are learning at school. This seems more present in the older group.

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Yabancı Dil Olarak İngilizce Öğrenen Türk Öğrencilerin Cambridge ESOL Sınavlarında Yaptıkları Yanlışlara Genel Bir Bakış: Derlem Tabanlı Bir Yanlış Çözümlemesi

Author(s): Sibel Aybek,Cem Can / Language(s): Turkish Issue: 1/2023

The Cambridge ESOL (English for Speakers of Other Languages) Exams consist of a series of language proficiency tests developed and administered by the Department of English Language Assessment at the University of Cambridge. It assesses four language skills based on A1-C2 proficiency bands. Main database of the study is the Cambridge Learner Corpus (CLC) compiled from the student essays of all English as a Foreign Language exams of the institution containing 42-million-words of more than 200,000 students from 173 countries. This study aims to reveal the errors that Turkish EFL learners who took PET, PETfS, KET, KETfS, FCE, FCEfS, CAE and CPE exams between 1993 and 2013 made by examining the sections that measure their writing skills in exam papers using corpus-based error analysis tools available on SketchEngine platform and classifying them according to the A2-C2 language proficiency levels of the Common European Framework of Reference for Languages (Council of Europe, 2001). When the distribution of errors is examined according to the A2-C2 language proficiency levels, while the variety of error taxonomies increases, the frequency of errors decreases. The similarities in the error patterns observed from A2 to C2 proficiency levels are significant. Although there are fluctuations in the frequency of errors, the persistency of error taxonomies is observable. In addition, the study also compares the errors of L1 Turkish students with the errors made by learners from other mother tongue backgrounds available in the corpus. This comparison revealed twelve out of top 14 error taxonomies detected in the subcorpus of Turkish L1 learners overlaps with the ones observed in the subcorpora of other learners available in CLC.

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