We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.
The present article describes how different personality characteristics (type of personality) and temperamental characteristics (type of temperament) of the representative group of philology students shape up the process of a foreign language acquisition. The presented study proves that the student’s personality profi le conditions the success in foreign language study.
More...
The following article tries to summarize briefl y the magazine “Russian Language”, which was published in Poland between 1948–1990.The article describes the inner structure of the magazine and the contents, as well as editors and consultants.The importance in the history of Polish scientifi publications makes this article a subject of further work by the author.
More...
This article includes a brief discussion on the importance of cross-cultural elements in teaching Russian as a foreign language. Effective communication of the representatives of different cultures requires both linguistic and sociocultural knowledge. Comprehension of this knowledge promotes the dialogue of different cultures, the development of a young man, forming of tolerance, openness and respect not only towards foreign culture, but also to their own.
More...
Boglárka Prezsmer reviews a book published by UartPress in 2014. The theme of the edited version of Gabriella Kovács’s doctoral thesis is the utility of applied theatre and drama in foreign-language teaching in schools. The reviewer considers that one of the virtues of the book is that it combines scientific thoroughness with a practical approach, a duality which is one of the essential components of the theme. Kovács Gabriella: Alkalmazott színház és dráma – út a színháztól a nyelvoktatásig. UArtPress−Mentor, Marosvásárhely, 2014.
More...
The paper discusses the use of advertising texts in Polish language classes for foreigners. These kinds of advertisements constitute an interesting pedagogical tool because they contain a multitude of themes, and serve as a rich grammatical-lexical vehicle providing social and cultural knowledge about Poland.
More...
The article deals with the problem of lexical and semantic collocations – systematic, normative, and idiomatic. The focus is on the analysis of collocations which are problematic for Ukrainians studying Polish, and the most frequent types of mistakes made by Ukrainian students are analyzed. Text exercises using lexical and semantic collocations including prefixal verbs are proposed for advanced Ukrainian-speaking learners.
More...
The article describes the role that a learner’s native language plays in his second language acquisition. It is based on the results of an analysis of morphological errors performed on a corpus of papers written by Slovene students of Polish Philology at the University of Ljubljana. The results show that students make numerous errors caused by negative language transfer. The conclusion is that the analysis of these mistakes may help predict and eliminate some of them.
More...
A. Awdiejew’s individualized communicative method is focused on developing speaking and listening skills. The teaching material contains authentic journalistic texts from radio and TV programs, in the sound and graphic version. The teacher’s role is to choose interesting, effective materials that would encourage communication. This method emphasizes creative exercises that promote spontaneity and improvisation and take into consideration the needs and interests of the students.
More...
Bycie człowieka w świecie jest nierozerwalnie złączone z nawiązywaniem kontaktu z Drugim” (Cieszyńska 2006: 34). Cytat ten ukazuje sytuację osoby przybywającej do nowego nieznanego jej kraju. Obcokrajowiec, chcąc zaaklimatyzować się w otaczającej go rzeczywistości, poznać ją, nawiązać kontakt z tubylcami, musi poznać ich język – swoiste medium, które mu ten kontakt umożliwi. Narzędziem, dzięki któremu uczący się może zgłębić wiedzę o specyfice danego kraju są teksty literackie, a zwłaszcza literatura współczesna. Pełni ona funkcję przewodnika po obcej kulturze rozumianej bardzo szeroko jako tradycja, obyczajowość, sztuka oraz zjawiska z zakresu folkloru. Poznanie i aktywne uczestnictwo cudzoziemców w tak szeroko rozumianym życiu kulturalnym danego kraju jest zadaniem trudnym do wykonania. Nauczyciel języka obcego musi włożyć dużo wysiłku, by na lekcjach umożliwić studentowi „zanurzenie się” w nowej kulturze.
More...
Specyfika polonistyki zagranicznej „nie przejawia się w odmienności uprawianego przedmiotu, którym jest ‘literatura polska i język polski, ich stan współczesny oraz historia’ (Słownik... 1964: 894) ani też we wspólnym – z natury rzeczy – nauce uprawianej w Polsce i za granicą celu działań poznawczych, na ten sam przedmiot skierowanych. Mając charakter naukowy, cel ten pozostaje autonomicznym, nie podporządkowany aktualnym względom politycznym, ekonomiczny, a nawet – ośmielę się powiedzieć – narodowym”, stwierdza A. Nowicka-Jeżowa, która powołuje się na wypowiedzi polonistów polskich i zagranicznych, podkreślając: „Swoistość polonistyki zagranicznej wynika […] z perspektywy poznawczej: usytuowania badacza poza obszarem kultury polskiej”, ponieważ „polonistyka zagraniczna, która wyrasta z odmiennej gleby kulturowej, postrzega badany przedmiot inaczej niż nauka polska” (Nowicka-Jeżowa 2001: 27).
More...
In the past twenty years, there has been growing interest in the role of translation in foreign language teaching. At the same time, throughout the world, language teaching is dominated by the communicative approach, which prefers to avoid translation during language classes. This means that when an unknown word appears, the teacher and students attempt to construct its meaning with the assistance of the foreign language only. Interaction in language classes is more than merely verbal expression. There are many ways of constructing meaning – in addition to words, meaning can be constructed with the help of gestures, as well as by using space and objects. There are still few studies on the meaning construction for new words in the multimodal communication of foreign language classrooms. The aim of this paper is to study the use of translation in the process of constructing word meaning in multimodal classroom interaction. The research is based on Estonian and French classes at a university in Estonia. The results draw on audiovisual material and the questionnaire responses of class participants. 110 communicative episodes have been chosen from video recordings and studied with the help of micro-level multimodal discourse analysis. The research results show that translation was used during the French classes on thirty occasions, but only once during the Estonian classes. Besides translation, target language and gestures are used to construct meaning for the new words. Translation is applied in communicative episodes in two ways: it is either the only resource that constructs meaning for a word or it presents itself in combination with other resources.
More...
Although the knowledge and use of Latin have diminished during the last centuries in Estonia as well as elsewhere in the world, Latin names are still popular. In Estonia several enterprises, choirs, book series and periodicals have got a Latin name during the period since the country regained its independence or shortly before that. The present article deals mainly with the Latin names of buildings at the University of Tartu and Tallinn University. Most of these names originate from the 21st century and at both universities there are 6 buildings with Latin names. At the University of Tartu the example for Latin name forms of buildings are drawn from the 19th-century Theatrum anatomicum. Therefore these names are derived from neuter adjectives with the ending -um. The Latin names of the buildings at the University of Tartu accordingly are: Iuridicum, Biomeedikum (Biomedicum),Oeconomicum, Chemicum, Philosophicum and Physicum. The names are densely connected with the function of the buildings and the disciplines practised inside them. Latin names which did not reflect the buildings’ function very clearly, have been rejected. There have been several discussions at the University of Tartu in order to find a proper name for a new building of the university. At Tallinn University the Latin names of buildings are the following: Astra,Mare, Nova, Silva, Terra and Ursa. The interpretation of these names can be found on the website of the university. However, the meaning of the names does not correspond to the function of the buildings. In order to get an idea about the reception of the Latin names of buildings at Tallinn University, 39 master students of humanities at Tallinn University were asked to fill out a questionnaire about the meaning of these names. The results of the questionnaire revealed that the master students of humanities were very well aware of the meaning of the names Mare,Nova and Terra, whereas less than 50% of the students knew the meaning of the names Astra, Silva and Ursa. The conclusions of the article are that Latin names are often used in Estonia at the universities as well as elsewhere for prestige, international intelligibility, attractiveness, reliability, as well as in order to grant a name neutrality, when no modern language is preferred. But in the case of the universities one can also draw a conclusion that the use of Latin names probably sets a requirement for proper courses and knowledge of Latin as well.
More...
The geographical area Golo Bardo is situated in the middle part of the region near the eastern border of Albania with Macedonia. To the north and to the northeast are the two other regions where varieties of Bulgarian are spoken: the Debar variety (in Albania and partly in Macedonia) and Gora variety, most of which region is in Kosovo, and the smaller part - in Macedonia. The material of the Ksanti spoken variety of speech has been excerpted from the so famous lately „Grammar of the Bulgarian Mohammedan language", now printed in Greek, compiled Petra D. Teoharidi in Thessalonica in 1996, where the Bulgarian spoken variety of the South Rhodops is discussed.
More...
This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.
More...
Imam Hatip schools (religious vocational schools) in Turkey have been taught teaching Arabic for many years. However, the objectives of learning Arabic have not yet been realized. The Education Council of the Ministry of Education prepares educational plans and programs for Arabic lessons in order to increase the quality of Arabic language teaching, the first of these programs was in 1973. This research is a field study carried out in 2016 on how to implement the educational programs prepared in 2011 for Arabic lessons in Imam Hatip schools, and the problems facing the teacher in practical reality. The scope of the research is limited to Tekirdağ Anadolu Religious High School for boys, Süleymanpaşa Anadolu Religious High School for girls, Süleymanpaşa Religious Secondary school, and the teachers working in these schools. The research was based on the views of those educators as to how the educational programmes for Arabic lessons and the problems they faced during their exercise were implemented. The research was formulated through interviews with teachers. The results of the research according to the data received from the teachers were processed in the statistical program SPSS and then converted to frequency values and percentage values. These values were presented in tabular form. As a result of the findings, it was seen that most of the teachers did not read the Arabic lesson teaching program they were practicing, and they were unaware of the program’s vision, approach and goals; and they did not understand the program’s approach, vision, and objectives. Moreover, it was understood that the minds of the teachers were not clear about whether the Arabic language was a foreign language lesson or a religious vocational lesson, that the teaching practices and behaviors of teachers are incompatible with the educational program and they also had one view that the goals of the Arab lesson were largely unfulfilled. After the main results have been revealed and discussed, finally, following the disputed results, some suggestions were made to increase the quality of teaching Arabic such as making Arabic an effective, active and influential element in the lives of students and teachers through various awards and scholarships and the examination of Arabic as a foreign language in the university entrance examinations as an element of motivation and quality. In addition, in order to improve the quality of the Arabic teacher, we have made the Arabic exams as periodic, an increase in salaries according to the teachers’ receivables score, the continuation of in-service trainings, etc.
More...
Action research is one of the tools that a reflective teacher may use in order to solve specific problems they encounter in their daily teaching practice. The article describes action research carried out in a high school to investigate some of the reasons behind the poor performance of some first-year students. It has been observed that students’ lack of success during the first semester corresponds directly to their low results in the end-of-middle school exam, despite the fact that they were allocated to groups on the basis of a placement test. In a questionnaire survey, students reflected upon their motivation, attitude, classroom anxiety, and assessed their performance against other group members. This article offers an analysis of the questionnaire results and attempts at presenting certain ways in which teachers could help students who did not manage to wipe the slate clean avoid some learning barriers.
More...
Numerous studies (e.g., Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g., Lipińska, 2017c; Nixon & Tomlinson, 2005). Undoubtedly, there are a lot of books and courses written by and for Polish learners of English, but they are dedicated to adults (e.g., Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g., Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as for example Komorowska (2011) notices, each foreign language course has to be characterized by realistic goals and appropriate methods and components. The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11–13-year-olds. They have been implemented in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g., Lipińska, 2017d).
More...
The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ perceptions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties.
More...