Cultural threads in oral presentations

Author(s): Elena Savu / Language(s): English Issue: 2/2014

Foreign language education in the 21st century does no longer focus on the merely linguistic competence, but rather on instructing our learners how to use the language communicatively. Given the globalization we are experiencing, communicative competence equally involves cultural awareness as a means to effectively communicate with other people who do not share the some cultural background. Oral presentations are complex classroom activities that can train learners to become competent oral communicators who are culturally sensitive. This paper will discuss the impact that culture has on oral competence and signal some important cultural cues learners should be made aware of when delivering live presentations.

"Blended Learning": Concept and Implementation in Language Learning

Author(s): Stefan COLIBABA / Language(s): English Issue: 2/2007

The aim of this article is to offer the reader an overview of the concept of "blended learning" and of the advantages of using this approach in language learning/ teaching. After online learning exposure has fallen short of creating real group bonding, the rise of the blended learning approach has given a fresh impetus to the role new technologies have in education in general and in language education in particular. Its key features are illustrated with examples of how blended learning methodology functions in the context of a number of language learning courses elaborated in two European Lingua projects called TOOL 2 and ALL, respectively.

"FIRE" AS THE "LOGO" OF THE ARTISTIC WORLDS

Author(s): Natalja Dyorina,Yuliya Yuzhakova,Liliya Polyakova,Tatyana Zalavina / Language(s): English Issue: 3/2019

Fire as the ‘Logo’ of Artistic Worlds. The aim of the present paper is to analyse the image of fire created by two representatives, one of the Acmeist and the other of the Romantic school of poetry, N. Gumilev and S.T. Coleridge, revealing similarities and differences between their approaches. The obvious parallelism of the poets’ works is demonstrated, with particular attention paid to the fact that specific fire-related images were emphasised by Gumilev in his translation of Coleridge’s works. The attributes of the artistic universes of the Russian and of the English poet are shown: the continuity and constant interaction of their elements, the identity of the properties of the whole and of its various parts in each case.

"Fit für Europa". Spracherwerb und (Inter)Kulturelles im studienbegleitenden Deutschunterricht

Author(s): Lora Constantinescu / Language(s): German Issue: 1/2009

Fit for Europe – it is the core idea of a unit in a new book for teaching German for Special Purposes ("Mit Deutsch in Europa"/A2-B1). FL-acquisition means linguistic communication patterns and sometimes different cultural perceptions as well as the attribution of (possibly) different meanings. Therefore, the learners should be offered means and opportunities to get insights into what the foreign cultural background holds. It is the aim of this paper to highlight some basic theoretical positions and practical aspects when teaching German to students of Economics on L2-level. The focus lies on the chances/challenges of integrating a "blended choice" of L2-competences, business and intercultural communication skills.

"I am years seven old." Acquisition of English word order by Bosnian and Turkish children

Author(s): Azamat Akbarov,Larisa Đapo / Language(s): English Issue: 1/2016

This paper aims to investigate differences in the acquisition of English word order between Bosnian and Turkish students resulting from word order in these two languages (Bosnian and Turkish). In second language acquisition, the knowledge of the native language (L1) in acquisition of a foreign language (L2) can indeed have a facilitating or inhibiting effect on the learner’s progress in mastering a new language. Thirty children from the first grade at the International School of Sarajevo were tested. Some of them attended the kindergarten where English was a language of communication and the rest of them had six months of exposure of English in school settings. We wanted to find possible differences in acquiring word order in English in these groups of children as well. This study offers new results for acquiring correct word order in English.

"I JUST WANNA CHAT" - ADJUSTING TEACHER ROLES TO LEARNER NEEDS AND EXPECTATIONS IN ESP

Author(s): Nicoleta Adina PANAIT / Language(s): English Issue: 1/2019

Speaking is a skill that is part of daily life and people do not like to feel they struggle when they need to cooperate in their speaking turns. Therefore, whenever being asked to teach a conversation class you start wondering whether the learner really sees it as pure free speaking or they may also be interested in having their course “spiced up” with grammar, vocabulary and perhaps some reading and listening. When the course is an institutional one, placed in a professional/ business context,there is already one more stakeholder. This paper is addressing some of the aspects a trainer has to tackle in order to meet both needs and expectations.

"Keep your friends close": Przyswajanie języka obcego poprzez interakcje rówieśnicze a edukacja zdalna w dobie pandemii

Author(s): Andrzej Jarynowski,Karolina Czopek,Michał B. Paradowski / Language(s): Polish Issue: XXIII/2021

This paper focuses on second language acquisition in the context of social interactions naturally taking place among learners, especially in immersion/Study Abroad settings. We showcase the methodology of social network analysis, which has recently shed new light on the relationship between the individual position in the social network and language acquisition, helping to determine which contexts, intensity and direction of interactions are most conducive to L2 progress. At the time of the current COVID-19 pandemic, physical interactions can pose an epidemiological risk. Thus, we conclude with a discussion concerning the challenge of maximising students’ exposure to the target language in the context of emergency remote learning.

"Kłótnia" i "kłótliwość" na tle stereotypów zawodowych i zwierzęcych w języku polskim i rosyjskim

Author(s): Michał Sarnowski / Language(s): Polish Issue: V/2000

"Евгений Онегин" Пушкина по-польски и по-украински

Author(s): Leontij Mironiuk / Language(s): Russian Issue: III/1998

"Женитьба" Н. В. Гоголя на болгарской сцене

Author(s): Tatiana Fed / Language(s): Russian Issue: 2/2019

The article traces a range of performances staging Gogol’s play Marriage in Bulgaria with a special emphasis on the respective translations into Bulgarian. The theory features translation and adaptation mechanisms specifically applied to cultural realia. The staging in the Sofia Theatre is highlighted. The methodology applied belongs to the framework of cross-cultural communication studies and employs cultural-historic and reception approaches.

"Земя" и "пустиня" в българската фразеология

Author(s): Ekaterina Struganova / Language(s): Bulgarian Issue: 1 (5)/2017

This article is dedicated to analyses of Bulgarian idioms stemming from semantic fields centred round "earth” and "desert” from the point of view of cultural linguistics. An attempt has been made to classify cultural markers which were found in our material published in the phraseological dictionaries.

(En)Jeux esthétiques de la traduction. Éthique(s) et pratiques traductionnelles

Author(s): / Language(s): French

The aesthetics, ethics and practices of translation have long formed subjects of research and reflection of varying visibility depending on the translation school, era and ideology. This fact is still relevant nowadays, even if it is true that for some time a process of de-atomization can be noticed in the translation studies field. At the initiative of the ISTTRAROM-Translationes research group, the colloquium held on March 26th and 27th 2010, at the West University of Timisoara (Romania) proposed to consider this theme under multiple aspects and look at the progress and achievements in translation studies research. The objective was threefold: to draw up an assessment of the various theories which for a long time constituted the basis of translational (aesthetic and / or ethical) approaches, to examine many aspects related to the aesthetics of translation, to relaunch the debate on the fundamental rights and duties of both literary and specialized translator.

(Re)produkcija nejednakosti u školskom sustavu? Uporedba injojezičnih kurikularnih koncepcija u praksi i zakonskim normativima Hrvatske i Austrije

Author(s): Dijana Gnasmüller / Language(s): Croatian Issue: 17/2021

In Croatia‘s and Austria’s educational systems, plurilingual students have long had the status of a priority group, and thus give us the impression of readiness in facing the "problem" of dynamics of society as the greatest challenge of all – whether as national minorities or students who, as refugees in accompanied or without parents, come to one of these countries in search of a better life. In both countries, concepts have been developed and laws aimed at integrating plurilingual children into regular classes as soon as possible, encouraging them to learn the language of the majority population first, while neglecting their backgrounds and the potential they carry. By reviewing and comparing concepts, laws, and regulations that deal with all aspects of the phenomenon of plurilingualism – from the structure and manner of distribution of plurilingual children in classrooms, through the training of teachers who teach them, to the image of them in society, the paper will try to answer the question to what extent these states are ready for the multi- and plurilingual reality that surrounds us.

(Боряна Братанова. Английските фразеологични глаголи и българските префигирани глаголи – граматикализация и аспектуалност)

Author(s): Krasimir Kabakchiev / Language(s): Bulgarian Issue: 1/2021

(РЕ)КОНЦЕПТУАЛИЗАЦИЈА ПОЈМА АУТЕНТИЧНОСТИ У САВРЕМЕНОЈ НАСТАВИ СТРАНИХ ЈЕЗИКА

Author(s): Maja Andrijević / Language(s): Serbian Issue: 77/2022

This paper presents different approaches to the concept of authenti- city in the context of applied linguistics and foreign language teaching. For decades, this term has been associated only with language material used in the classroom (reductionist definition), but recent studies highlight its conceptual diversification and conclude that it is determined by other, mostly contextual factors, as well as participants in interaction. Therefore, in modern approaches to foreign language teaching, the emphasis is on a dynamic and integrated approach to the concept of authenticity (Newby, 2000), where genuine input and genuine participatory tasks promoted by teachers generate students’ genuine output who thus authenticate them in the process of interaction that is situationally determined. Consequently, as a result, the notion of authenticity is reconceptualized: it is no longer an absolute category but can be considered as a pragmatic phenomenon (Shomoossi & Ketabi 2007) and a construct generated in the socio-contextual continuum (Pinner 2014, 2016), so it is viewed holistically and applies to various aspects and actors in the process of foreign language learning.

[ˈhӕrəs] or [,həˈrӕs], [’hɒtəl] or [həʊˈtɛl]? – What/ Whose Language Do Our Students Learn (and Why)?

Author(s): Andreea Bratu / Language(s): English Issue: XX/2019

Learners of a foreign language (L2) are to a greater or smaller extent influenced by their native tongue (L1), be it at the level of the structures used or at the lexical and morphological levels (tenses used according to the L1 verbal behavior, to give just one example). The purpose of this paper is twofold: to investigate the deviations from the standard pronunciation in English that are common among Romanian students, trying to explain them, and to analyse the choices they make between British and American pronunciation. Questionnaires have been used with Ist and IInd year students of the English Department of the Faculty of Letters in Craiova.

20 YEARS OF TEACHING ENGLISH WITH TECHNOLOGY – AND 20 MORE YEARS AHEAD

Author(s): Jarosław Krajka ,Christopher Alexander / Language(s): English Issue: 1/2021

4:0 dla języka angielskiego. Czynniki hamujące motywację uczniów do nauki języka niemieckiego

Author(s): Anna Kizeweter / Language(s): Polish Issue: 1/2020

The interest in learning English and German is in great disproportion in Poland. Hence, this paper attempts to draw attention and analyse the differences between motivating and demotivating factors affecting learning these languages. The author analyses the variables discouraging motivation in the didactic process. She takes into account the aspects of global popularization of English, the student’s age at the start of learning both languages, the total number of lesson units in the compulsory educational process, and the physical and emotional growth of a student, in other words, the time of adolescence when the second language is introduced, as well as an element of intergenerational transmission defining the attitude towards learning German, Cognitive psychology, psychology of motivation and elements of neurolinguistics are deployed in order to provide a thorough review of the hindering factors.

5es Assises européennes du plurilinguisme 23-24 mai 2019 – Bucarest. Le plurilinguisme dans le développement durable

Author(s): Christian Tremblay / Language(s): French Issue: 2 (32)/2020

60 години българистика в Китай

Author(s): Chen Ying / Language(s): Bulgarian Issue: 43/2021