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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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ФЕНОМЕН «НОВОЙ ГРАМОТНОСТИ» В СРЕДСТВАХ МАССОВОЙ КОММУНИКАЦИИ

Author(s): Svetlana Fashchanova / Language(s): Russian Publication Year: 0

New forms of communication has significantly transformed the mass media texts and changed many language norms and models for creating texts. The development of the Internet has led to the appearance of new texts, to which traditional signs of the text do not apply. The article are devoted to changes in text categories in new mass media texts, specific signs of new texts, the concept of "new literacy", which includes a set of new knowledge and competences necessary for understanding new texts. As a material for the study, educational media resources, functioning on the Internet and created according to the laws of new texts, were chosen. Theoretical comprehension of new concepts in the sphere of mass communication becomes the basis for analyzing the methodological possibilities of new texts in teaching Russian as a foreign language

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СПЕЦИФИКА РУССКОЯЗЫЧНЫХ ГЕЙМИФИЦИРОВАННЫХ СИСТЕМ: КУЛЬТУРОЛОГИЧЕСКИЙ АСПЕКТ

Author(s): Victoria Aleksandrovna Polyakova / Language(s): Russian Publication Year: 0

The design of gaming learning systems is becoming a common phenomenon in modern pedagogical practice. The motivating effect of the use of gaming tools in education is recognized by many researchers. Geomification is successfully used in teaching children and adults. The classical approach to the development of gaming systems is based on the theory of narrative, which is built as the path of the Hero in the works of K.-G. Young, D. Campbell and other scientists. This concept defines the existing typologies of "players". R. Bartle distinguishes the psychotypes of players: Achivers, Killers, Explorers, Socializes. There are also classifications that take into account borderline types. Our experience in the design of gaming training systems indicates a lack of typologies of "players" for the Russian environment. So, there are grounds for singling out a hero who does not take any active action. Such heroes exist in Russian fairy tales (for example, Emelya) or in Russian classical literature (for example, Oblomov), but this type is not reduced to a primitive desire to get something for nothing ("for free"). Such a character has a deep, religious meaning. The hero of the Western (eudemonic) consciousness hopes exclusively for his own strength, is active, is in a state of constant tension, even struggle, and the "Russian" hero is contemplative, he is open to the world, ready to accept his help. The rejection of the "self", the trust in the higher powers (Providence, Fate, God) are characteristic features of the Russian soteriological consciousness. They should be taken into account in the practice of developing training gaming systems in order to preserve national self-identification, especially in children's and youth audiences.

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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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ВИЗУАЛЬНЫЕ СРЕДСТВА РАЗВИТИЯ СОЦИОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ В УЧЕБНИКАХ ПО РКИ

Author(s): Lenka Rozboudová / Language(s): Russian Publication Year: 0

The paper brings the results of an analysis of chosen sets of textbooks used for Russian language teaching at primary and secondary schools in the Czech environment. The aim of the analysis was to evaluate the function and the extent to which the visual expressions are used in order to develop sociocultural or else intercultural communicative competence of the pupils. The paper provides a fundamental overview of the types of visual expressions in textbooks.

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ПРЕЦЕДЕНТНЫЕ ТОПОНИМЫ НА ЗАНЯТИЯХ ПО РКИ: ЛИНГВОКУЛЬТУРОЛОГИЧЕСКИЙ АСПЕКТ

Author(s): Irina Bugaeva / Language(s): Russian Publication Year: 0

Toponyms are the carriers of cultural and historical information, important for teaching native and foreign language. The Kremlin is widely known in Russia and abroad. This example examines important theoretical issues related to the structure of onomastic semantics, the motivation for the names of intracity objects and the determination of the linguistic and cultural significance of precedent toponyms. The purpose of the study is to describe the lexico-semantic features and linguistic and cultural value and significance of the toponym of the Kremlin in the mentality of Russian speakers and foreigners. The main function of place names is address. Most toponyms perform this single function. The second function is the verbalization of cultural signs. In this case, the ethno-cultural semantics of the proper name is formed. The third function is emotional expressive. Performing this function, toponyms acquire an emotional-evaluative connotation. Scientists are discussing the semantics / asemanticity of toponyms. To resolve this dispute, it is necessary to study the functioning of toponyms, their perception by different groups of native speakers. It is also necessary to take into account the perception and assessment of foreigners who do not know about the historical town-planning tradition of Medieval Russia, for them the Kremlin is a symbol of Moscow and Russia. For non-native speakers, foreign place names are asemantic, if they are not precedent and world famous objects.

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ЯЗЫКОВАЯ ЛИЧНОСТЬ В. О. КЛЮЧЕВСКОГО КАК ИСТОЧНИК ИСТОРИЧЕСКИХ РЕАЛИЙ В ПРОЦЕССЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ

Author(s): Ľubomír Guzi / Language(s): Russian Publication Year: 0

The concept of a linguistic identity has been widely known for several decades. The study of a certain linguistic identity and identification is also important in a foreign audience in the process of teaching and studying Russian language. This is especially evident in the process of the acquisition of new knowledge from a certain sphere of human thinking and cognition. The phenomenon of that kind is unambiguously a history and historical narration, which introduces a foreigner to the historical dimensions of the country of the studied language. Therefore, in the learning process (higher education in the first place) it is very important to refer to the sources of such narrative. In this article we deal with the authoritative source of such historical narrative and historical realities (facts) of the Russian language - V. O Klyuchevsky. On analysing his renowned masterpieces, letters and notes, we strive to analyse his linguistic identity and to extract for the needs of the university audience the conceptual structures of the author, the historical realities and facts put forward by him, the images and symbols that will help the student understand the picture of the Russian language and the historical heritage of the people.

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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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Second Language Learning Process in Terms of Neurolinguistics

Author(s): Zeynep Zeliha Sonkaya / Language(s): English Publication Year: 0

As it is well known, language is central in our lives and this is the case not only of our native tongue, but also of other languages have been needed to communicate within the international community. Therefore, learning second language (L2) has become more important in recent years.

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21. Yüzyıl Türkiye’sinde Yetişkinlerin İngilizce Konuşma Sorunsalına Alternatif Bir Kurs Programı

Author(s): Zeynep Tunay Gül,Bülent Alcı / Language(s): Turkish Publication Year: 0

Tarihsel ve toplumsal tecrübeler farklı zaman dilimlerinin farklı ihtiyaçları doğurduğunu oldukça açık bir şekilde ortaya koymuştur. Örneğin 18.yy.da bireylerin gündelik yaşamlarını üzerine bina ettikleri gündelik yaşam örüntüleri ile 20.yy.dakiler birbirinden oldukça farklıdır. Benzer şekilde, farklı ülkelerde yaşayan bireyle rin yaşamları için gerekli gördükleri ihtiyaçların sıralaması büyük ölçüde farklılıklar arz etmektedir. Temel toplumsal kurumlardan biri olan eğitim kurumu da bu çerçevede değişmekte olup içinde bulunduğumuz zaman dilimi olan 21.yy.ın karakteristik özelliklerine göre şekillenmektedir. Eğitim olgusunun çok katmanlı olup alt birimlerinin her birinin bu farklılaşmaya paralel olarak gerekliliklerini güncellediği bilinmektedir. Küreselleşmenin adeta nesneleştirdiği günümüz dünyasında tüm eğitim kademelerinde öne çıkan en temel hedeflerden birinin yabancı dil öğrenimi olduğu bilinmektedir. Teknolojinin gelişmesine paralel olarak bireylerin ve toplulukların geçmişe nazaran hem gerçek hem de sanal mekânlarda hızlı bir mobiliteye sahip olduğu çağdaş dünyada yaşam becerileri oranı kişinin dil yeterlilikleri oranıyla doğru orantılı bir şekilde artmaktadır. Dolayısıyla, yabancı dil edinimi ve bu noktada yüksek bir yeterlilik seviyesine sahip olmak, kişileri güncel koşullara uyum sağlama konusunda destekleyen önemli mihenk taşlarıdır. Dünya geneline bakıldığında ortak yabancı dil olarak kabul edilen İngilizce dilinin öğrenilmesi, anadili İngilizce olmayan ülkeler için önemli bir eğitim hedefi olarak varlığını sürdürmektedir. Bu çalışmanın konusu İngilizce eğitiminin önemini 21.yy. Türkiye’sinde yetişkin eğitimi uygulamaları bağlamında ele almak ve bu önemli ihtiyaca yönelik bir alternatif kurs programının planlanması, uygulanması ve ardından sonuçlarının incelenmesidir. Bu doğrultuda, yetişkinlerin İngilizce konuşma becerilerini arttırma amacını taşıyan bir kurs programı önerisi sunulmuş, uygulanmış ve sonuçları paylaşılmıştır.

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Investigating Foreign Language Teaching Anxiety Of Prospective Elt Teachers

Author(s): Arif Ata Alkayalar / Language(s): English Publication Year: 0

The concept of anxiety, which is commonly associated with feelings of uneasiness, frustration, self-doubt, apprehension, or worry (Scovel, 1978, as cited in Brown, 2000), has been considered the most important affective element in foreign language classrooms. Due to its critical impact on both language learning and teaching processes, a great deal of research studies have been carried out related to the construct of anxiety to examine its role in foreign language learning as well as its causes, effects and the strategies used to cope with it (eg. Bailey & Daley, 2000; Chen & Chang, 2004; Duxbury & Tsai, 2010; Horwitz, Horwitz & Cope 1986; Lee, 2018; MacIntyre & Gardner, 1991; Onwuegbuzie, Riasati, 2011; Tuncer & Doğan, 2015; Yüce, 2018).

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İngilizce Öğretmen Adaylarının Cevaplarına Göre Çevrim İçi Sınav Kaygısı Envanterinin Ölçme Değişmezliğinin İncelenmesi

Author(s): Seda Donat Bacıoğlu,Meltem Acar Güvendir / Language(s): Turkish Publication Year: 0

Kovid-19 küresel salgınıyla birlikte dijital teknolojilerin kullanımı birçok alanda artmıştır. Pandemi nedeniyle dünya genelinde okullar ve üniversitelerde eğitim-öğretimin devam etmesi için çevrim içi ve uzaktan eğitime geçilmiştir. Dijital teknolojilerin kullanıldığı bu tür eğitim, öğrencilerin üniversite kampüslerine gitmeden sanal sınıflarda öğrenmesi, dijital olarak hazırlanan ders içeriklerine ulaşarak ders çalışması ve çevrim içi sınavlara girmesi ile gerçekleşmektedir (Tahoon, 2021).

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10-11 Yaş Grubuna Yönelik Yabancı Dil Olarak İngilizce Ders Kitaplarındaki Etkinlikler

Author(s): Işıl Gamze Yıldız,Tülin Polat / Language(s): Turkish Publication Year: 0

Çocukların gelişimsel süreçleri incelendiğinde doğumdan yetişkinliğe kadar aynı gelişimsel dönemlerden geçtiği savunulmaktadır (Pinter, 2006:6). Bu anlamda Piaget, öğrenme ve gelişim boyutunda çevresel koşulların etkinliğine işaret etmez. Ona göre, çocuğun dili kullanmadaki yetkinliği içinde bulunduğu zihinsel gelişim evresiyle yakından ilgilidir. Piaget’ye göre her çocuk bu süreçleri aynı sırayla izlemekte ve gelişim büyümenin biyolojik seyrinin ve çocuğun beyinsel gelişiminin sonucu olarak açığa çıkmaktadır (Pinter, 2006:6).

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A Reflection on an ESP Medical English Course For English Language Learners

Author(s): Sinem Dündar / Language(s): English Publication Year: 0

The notion of English for Specific Purposes (ESP) has recently become crucial and efficient within the scope of Teaching of English as a Foreign or Second Language movement. According to Harvey (1984), the aim of an ESP course is to increase and develop the linguistic abilities of either tertiary students who need the language to acquire or update knowledge in their field of study (English for Academic Purposes), or adults who need the language for job related activities (English for Vocational Purposes). Hence, it becomes significant to find out why a learner needs to learn a foreign language. In this respect, the concept of “need” becomes a vital element in terms of ESP studies. On the other hand, since the ESP course aims to fulfill a particular need, an evaluation is required so as to demonstrate how well the course is actually satisfying the need (Hutchinson and Waters, 1987).

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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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NATURAL MECHANISMS, PEDAGOGICAL TECHNIQUES AND POTENTIAL CHALLENGES IN THE PROCESS OF MULTILINGUAL LANGUAGE ACQUISITION IN A YOUNG CHILD

Author(s): Bianca Iuliana FRANKE MISINCIUC / Language(s): English Publication Year: 0

Language acquisition in children that are raised in bilingual and multilingual environments involves intrinsic cognitive mechanisms and innate learning abilities. Studies have shown that the development of language skills begins before birth and that infants are sensitive to properties of language and speech. This paper consists of an observation of language acquisition mechanisms and challenges in a multilingual context, in the case of a young child. The analysis is focused on the management and achievement of early simultaneous bilingualism and on the application of certain techniques for promoting multilingualism, in the form of third language acquisition. The examination of several examples of utterances and samples of conversation emphasizes the child’s ability to juggle with multiple languages, to handle and use linguistic resources in an ingenious way, but also highlights potential challenges and difficulties that multilingualism might pose for the young learner.

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L’insegnamento dell’italiano LS in Ungheria, dalla Caduta del muro di Berlino ad oggi

Author(s): Anna Andreini / Language(s): Italian Publication Year: 0

This essay is about the diffusion of Italian in Hungary starting from 1989, the year in which the obligation to learn the Russian language expires, which remained in force for 40 years, excluding all other Western languages. From that moment every alternative to the choice of Russian was preferred: multiple structures for the teaching of Italian born and there were multiple changes about the diffusion of Italian as LS, which we will expose in the following report. In addition, in this essay will be presented an analysis of the Italian LS books most used in educational institutions in Hungary with the aim of seeing to date which language model is used through them. The analysis of the manuals is part of a broader research about Italian language in Hungary and whose objectives are as follows: first, monitoring the Italian LS system in Hungary through a mapping of all the structures for the dissemination of the Italian language, going specifically to identify the type of structure, a contact person or contact for each of them, the number of students and other information. Instead, the second objective is about the analysis of the specific preparation of Hungarian teachers in the linguistic and glottodidactic field of Italian LS, the method or approach they apply in the educational institutions where Italian is taught, and finally any problems related to these two issues.

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Aspetti della cultura enogastronomica nella città di Forlì e apprendimento dell’italiano: uno studio con la app Forliviamo

Author(s): Cristiana Cervini,Anna Zingaro / Language(s): Italian Publication Year: 0

This paper aims to describe the development of the Forliviamo web application, which fosters incidental learning of Italian as L2 through the promotion of the city of Forlì and its surroundings. Following a brief portrayal of the context in which the app originated, the theoretical underpinnings that supported the project will be shortly outlined. Afterwards, a general description of the app contents and functions will be given. Particular attention will be paid to the contents related to local food and wine, which were the subject of a classroom testing with international students and whose outcomes will be analysed.

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Insegnare la grammatica italiana a studenti universitari stranieri principianti: un’analisi longitudinale

Author(s): Giovanni Favata / Language(s): Italian Publication Year: 0

In this paper we want to analyse written productions of university students, collected in different academic years by the researcher during his Italian as a second language courses. We will conduct a longitudinal analysis during which we will have a twofold purpose: to monitor the effects of the grammar teaching and to observe the autonomous development of the learners’ interlanguage. For our studies, we will use data coming from a control group, composed by Italian speakers, students at Polytechnic of Turin.

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L’italiano L2 per lo studio: un percorso didattico per studenti universitari

Author(s): Maria Vittoria Lo Presti / Language(s): Italian Publication Year: 0

Courses for foreign students that integrate linguistic and subject-specific learning represent a resource for Italian universities, as they guarantee effective learning in Italian L2 and in the subject studied. In this paper we illustrate, analyse and comment on the proposal offered by an Italian course for specific study purposes – the Esercitazioni di Linguistica generale per studenti cinesi – active at the Università Cattolica del Sacro Cuore, in order to design and share good teaching practices.

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