Hogyan tanítottak nyelvet a bécsi Keleti Akadémián?

Author(s): Zoltán Tefner / Language(s): Hungarian Publication Year: 0

ODNOSNE REČENICE SA ZAMJENICOM KI U TURSKOME I EKVIVALENTI U BOSANSKOM JEZIKU

Author(s): Mirza Bašić / Language(s): Bosnian Publication Year: 0

Complex sentences with a relative attribute clause in Bosnian are semantically equivalent to Turkish phrases with participles and proparticiples in the function of the extended attribute supplements. The analysis of concrete examples enables to determine when and why these sentences are being used in literary texts, and contrastive comparison attempts to resolve the dilemma of how these examples should be transposed into Bosnian.

СОЦИАЛНИТЕ МЕДИИ В ОБУЧЕНИЕТО ПО ЧУЖД ЕЗИК

Author(s): Yanka Koeva / Language(s): Bulgarian Publication Year: 0

Today's young people, called E-generation, digital generation (Digital Natives), generation Z, are growing up with mobile phones, computers and the internet, so they take for granted and natural the use of social media in foreign language learning situations. The article clarifies the concept of 'new media', not in their new forms. The newness lies in the opportunity to use and expand the functions of the 'old' media through innovative technologies. The educational effects of the application of interactive media are presented. The means of communication related to social media (emails, forums, blogs, podcasts, web or internet telephony, chats, virtual classrooms) are reviewed.

A MULTIPLE INTELLIGENCE APPROACH TO READING GULLIVER’S TRAVELS BY J. SWIFT

Author(s): Ana Muntean / Language(s): English Publication Year: 0

Reading literary works in the original has always been a challenge for EFL students, even those who are in teacher training programs and have a richer philological background. As reading is the best way to discover and understand literature, it is important to identify effective means of involving students in active, meaningful reading procedures. The article provides an example of how to make the reading of J. Swift’s “Gulliver’s Travels’ more engaging for students, applying Gardner’s MI theory.

ASSESSMENT THROUGHOUT THE METHODOLOGY CURRICULUM

Author(s): Olena Bevz / Language(s): English Publication Year: 0

The article deals with the forms of assessment, recommended by New Methodology Curriculum designed within the joint project of Ministry of Education and Science of Ukraine and British Council Ukraine ‘New Generation School Teacher’. The new approaches to training future English language teachers suggests changes not only in the content of Methodology course, but also in approaches to teaching, that are intended to promote high levels of interaction and student involvement in their own learning processes. These consequently implies the alteration of traditional forms of assessment aimed at checking theoretical knowledge of the discipline rather than practical skills needed for the profession of a teacher. So, assessment tasks are designed to reinforce learning throughout the programme. Each module has specified outcomes, assessed by a combination of stand-alone assignments and portfolios including two or more assignments. Final assessment is based on school practice as well as in-course assignments and qualification paper defence.

Средства и методи за подаване на фонови знания и изграждане на умения за общуване в "китайска среда" на учениците, изучаващи китайски език в основното и средното училище

Author(s): Reni Stoyanova / Language(s): English,Bulgarian Publication Year: 0

Pursuit of communication is the major motivation in foreign language learning. Knowing one or more foreign languages today is no longer an additional qualification, but is part of the basic knowledge indispensable for the next stage of students’ education. Mastering a foreign language is not limited to acquiring knowledge about grammatical construction, lexical units and phonetic features of a certain language. In view of the fact that “culture is the necessary context for using a certain language” (web 3), the ability to fully use a foreign language in communication is preconditioned by the mastery of background knowledge related to the cultural specificity and civilization model of the nation.Pursuit of communication is the major motivation in foreign language learning. Knowing one or more foreign languages today is no longer an additional qualification, but is part of the basic knowledge indispensable for the next stage of students’ education. Mastering a foreign language is not limited to acquiring knowledge about grammatical construction, lexical units and phonetic features of a certain language. In view of the fact that “culture is the necessary context for using a certain language” (web 3), the ability to fully use a foreign language in communication is preconditioned by the mastery of background knowledge related to the cultural specificity and civilization model of the nation.Pursuit of communication is the major motivation in foreign language learning. Knowing one or more foreign languages today is no longer an additional qualification, but is part of the basic knowledge indispensable for the next stage of students’ education. Mastering a foreign language is not limited to acquiring knowledge about grammatical construction, lexical units and phonetic features of a certain language. In view of the fact that “culture is the necessary context for using a certain language” (web 3), the ability to fully use a foreign language in communication is preconditioned by the mastery of background knowledge related to the cultural specificity and civilization model of the nation.Pursuit of communication is the major motivation in foreign language learning. Knowing one or more foreign languages today is no longer an additional qualification, but is part of the basic knowledge indispensable for the next stage of students’ education. Mastering a foreign language is not limited to acquiring knowledge about grammatical construction, lexical units and phonetic features of a certain language. In view of the fact that “culture is the necessary context for using a certain language” (web 3), the ability to fully use a foreign language in communication is preconditioned by the mastery of background knowledge related to the cultural specificity and civilization model of the nation.

Approche théorique du concept « seuil(s) » dans la didactique des langues

Author(s): Natalia AVORNICESĂ / Language(s): French Publication Year: 0

The concept of “threshold” is closely linked with the development of foreign language teaching. Most often, the word “threshold” is encountered in the phrase “level-threshold” and has become in recent years one of the key concepts in language teaching and the CEFR. The usefulness of the threshold level (threshold levels) is justified by its use in the development of different textbooks and language methods, curricula, certifications, assessment tests and for teachers. The origin of the term is associated with the mid-1970s with the Threshold Level, which represents the first functional / notional specification of language needs of the Council of Europe.

АРАБСКАЯ ФОНОГРАММАТИКА И ЕЕ РУССКИЕ ЭКВИВАЛЕНТЫ КАК НОВЫЙ ПОДХОД В ОБУЧЕНИИ ИНОСТРАННОМУ ЯЗЫКУ (АРАБСКОМУ И РУССКОМУ В РУССКОЯЗЫЧНОЙ И АРАБОЯЗЫЧНОЙ АУДИТОРИЯХ)

Author(s): Nailya G. Mingazova / Language(s): Russian Publication Year: 0

This article examines the role of minimal linguistic elements and their phonetic changes in the development of the semantic potential, grammatical system, and generative transformational ability of the Russian students in the Arabic classroom and the Arabs in the Russian one. Phonetic changes that serve as a means of differentiating word meanings in the first language level are represented as a connecting link between the first language level and the second one which help students master the mechanism of semantic development of minimal meaningful elements and the methods of generating new words at the second level. The designation of the rules in one language will help to find their exact equivalents in another one, and continue to handle all units in both languages by analogy. The markers obtained in the interaction of the first two language levels are indicative bases of the third, since the syntax is the highest grammatical link which helps morphologically formed minimal elements to be categorized syntactically. So, students can learn the ways of the gender, number, and case markers formation in a foreign language, their syntactic categorization and deductive skills by analogy, since the laws of language are sustained, and what constitutes a word would be a rule for a number of other words, not only in a foreign language, but also in their native language. The audible relation of language levels is always in need of a grammatical system which is able to fulfill the job of facilitating language learning as long as an audible language and its formal display must match in order for students to learn accurate rules of a foreign language. For this task we need a new language system – phono grammar through which students will be able to know the role of minimal meaningful elements in distinguishing word meanings, to learn rules for morphological categorization of already known to students minimal meaningful elements, and to master the relationship of language levels. Phono-grammar system, acting as a whole progressive principle of an audible and formal language structure helps students to generate their own words and sentences by analogy, which develops their generative transformational ability. This system will allow them to learn an accurate audible language.

ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБУЧЕНИИ ИНОСТРАННЫХ СТУДЕНТОВ РУССКОМУ ЯЗЫКУ И КУЛЬТУРЕ

Author(s): Tatsiana Busel / Language(s): Russian Publication Year: 0

The article is devoted to the issue of intensification of the educational process by the use of modern information and communication technologies (ICT).The author describes possibilities of using ICT in teaching Russian language, their advantages over traditional methods of teaching and different types of exercises that greatly enrich the language and cultural practices of students, as well as create conditions for the development of skills of independent learning activities. The proposed article is intended to teachers of Russian as a foreign language and may contribute to the successful application of modern educational ICT.

ДИСТАНЦИОННОЕ ОБРАЗОВАНИЕ И СОВРЕМЕННЫЕ ЦИФРОВЫЕ ТЕХНОЛОГИИ – КАК НОВЫЙ ИНСТРУМЕНТ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ КАК ИНОСТРАННОМУ

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

The article is devoted to new technologies in education, in particular distance education. We consider the pros and cons of this form of education (based on cooperation of Tamkang University (Taiwan), Northern (Arctic) Federal University (Arkhangelsk, Russia), and The Pushkin State Russian Language Institute (Moscow, Russia). Also, this article discusses themes, issues and difficulties which appear in the development and use of new digital working methods. We analyze modern technologies in education, such as use of social networks, use of chatbots and use of different operating systems and platforms.

ВОСПРИЯТИЕ БЛИЗОСТИ ИЛИ ОТДАЛЕННОСТИ ДРУГОЙ КУЛЬТУРЫ КАК МОТИВАЦИОННЫЙ ФАКТОР ОБУЧЕНИЯ ИНОСТРАННОМУ ЯЗЫКУ

Author(s): Michaela Pešková / Language(s): Russian Publication Year: 0

The presentation explores the issues of cultural closeness and distance in relation to foreign language studies. The presenter first shares theoretical views of the topic, especially with focus on Czech and Russian cultures.Then she presents her research findings on attitudes to Russia and the Russian language collected among students of Russian and analyzes them with respect to the students' motivation to study the language.

ЛЕКСИЧЕСКАЯ СЕМАНТИКА КАК ОБЪЕКТ ИЗУЧЕНИЯ В РКИ И ЕГО СПЕЦИФИКА В ИНОСЛАВЯНСКОЙ АУДИТОРИИ

Author(s): Elena Mihailovna Markova / Language(s): Russian Publication Year: 0

The article deals with the level organization of the semantic structure of words in the aspect of teaching Russian as a foreign language. The knowledge of lexical semantics, in the author's opinion, can be represented in three levels: denotative, systemic and conceptual, which not only reflects the levels of linguistic cognitive development of the word, but also helps the organization of vocabulary for the purpose of teaching it, including teaching Russian language for Slavic students. It is demonstrated in Article on the material of Russian and Czech languages. Possession of a certain level of word semantics characterizes the level of possession of Russian as a foreign language in general.

Language and Literature Education in the Era of Global Connectivity: Navigating Multilingualism, Cultural Diversity, and Technological Advancements

Author(s): Edgar R. Eslit / Language(s): English Publication Year: 0

In an era of global connectivity, language and literature education faces the challenge of navigating multilingualism, cultural diversity, and technological advancements. This paper explores the challenges and opportunities in language and literature education in the era of global connectivity. Through a qualitative research approach, interviews, focus group discussions, and classroom observations were conducted with 30 Arts and Sciences students and teachers. The findings reveal significant themes related to cultural diversity, multilingualism, and the integration of technology in language learning. The study emphasizes the importance of inclusive pedagogies, critical thinking development, and the incorporation of authentic and diverse literary works. Recommendations are provided for educators and policymakers to promote intercultural understanding and enhance language and literature education. The limitations of the study suggest areas for future research, including long-term language proficiency and diverse contextual considerations. Overall, this paper calls for ongoing innovation and collaboration to meet the evolving needs of language and literature education in an interconnected world.

История на обучението по латински език

Author(s): Pepa Lungarova / Language(s): English,Bulgarian Publication Year: 0

The article describes stages in teaching Latin from ancient to modern times. The first grammatical treatises by Hellenistic Alexandrian scholars were taught. In ancient Rome, between the 3rd century BC to 6th century AD, the focus was on grammar and rhetoric skills. In the Middle Ages, teaching grammar constituted the major part of the trivium and the Liberal arts. The goal of teaching Latin was to prepare students for a career both in secular and theological studies. Latin acquired the role of a Lingua Franca in Europe. It was the dominant language in the field of education, science, religion, law, trading, administration till the end of the 16th century. During the Renaissance period, it was gradually replaced by French, German and English, and the comparative historical method in teaching Latin and science was applied. In Europe, the introduction of Classical Language Studies in 18 – 19th century laid the scientific foundations of the teaching of Latin and Latin grammar. These foundations served as a pattern in writing the grammar books of contemporary languages till the end of the 19th century. The article represents the development of teaching Latin in Bulgaria and the traditional grammar/translation methods, whose main objective is the analysis and translation of original texts.

Изграждане на рецептивни умения в обучението по българския език като чужд

Author(s): Reni Manova / Language(s): Bulgarian Publication Year: 0

When studying Bulgarian as a foreign language, the main goal is to develop two types of skills: receptive and productive. The article describes some models and exercises for building and improving receptive skills (reading and listening) applied in the work with foreign students. The types of exercises that can be derived are: recognizing language elements; searching and analyzing information; transformation; production (of words, sentences, texts).

CONSIDERAȚII PRIVIND OCURENȚA ACTULUI DE LIMBAJ AL SCUZEI ÎN MANUALELE DE LIMBA ROMÂNĂ CA LIMBĂ STRĂINĂ DE STUDIU

Author(s): Alina Iftime / Language(s): Romanian Publication Year: 0

The field of research in which this study falls is that of “sociocultural pragmatics”, which focuses on the influence of external factors (social and cultural) on the formulation and interpretation of linguistic forms. We opted for the speech act of apology, given the role that expressive speech acts have in the dynamics of interpersonal relationships. The need to investigate the speech act of the apology is given by its role in restoring the imbalance that can occur in human interaction, the apology being the means that can determine the “saving” of interactions and relationships between interlocutors. The corpus of the research is extracted from several textbooks of RFL as the pragmatic trend has been very successful in teaching foreign languages, the notion of speech act being present in the textbooks, and the communicative approach representing a sine qua non condition for learning a language foreign. The theoretical approach is based on the theory of speech acts of the American philosophers Austin and Searle and the verbal interaction studies of the French linguist Kerbrat-Orecchioni.

Učebnice pro žáky s OMJ na druhém stupni ZŠ

Author(s): Zuzana Procházková / Language(s): Czech Publication Year: 0

V příspěvku se soustředíme na srovnání učebnic pro žáky s OMJ a pro druhý stupeň ZŠ. Ty jsou aktuálně dvě, a to Levou zadní I. a Česky krok za krokem 1. Budou rozebrány z hlediska gramatiky a slovní zásoby pro psaní textů a srovnány dle toho, jak korespondují se současným kurikulem pro češtinu jako druhý jazyk pro základní vzdělávání. Ve výsledku se zaměříme zejména na to, jaké texty jsou po probrání učebnic žáci schopni napsat.

INTEGRATED LANGUAGE AND METHODOLOGY COURSE

Author(s): Světlana Hanušová,Ailsa Marion Randall,Jaroslav Suchý,Alena Dobrovolná,Pavla Buchtová,Zuzana Kršková,Ondřej Krahulec,Filip Pultar,Ondřej Vitula,Marek Antal / Language(s): English Publication Year: 0

The English Department offers Bachelor and Master degree programmes. The graduates of these are qualified teachers of English at lower secondary schools. In the second year of the Bachelor programme (single-subject study plan), the students are required to participate in an Integrated Language and Methodology Course, which is based on experiential learning principles. Students in the other study programmes and study plans can take the course as optional. The course presents a reasonable intellectual, emotional, spiritual and social challenge. The participants have an opportunity of developing their communicative competence in English and teaching competences as well as their personalities. The course takes place in Dům Ignáce Stuchlého at Fryšták (the Zlín Region), a building offering accommodation, catering, and suitable number of well-equipped classrooms.

Rozvoj přesnosti v rámci přístupu založeného na úlohách řečového typu: Přehledová studie

Author(s): Filip Pultar / Language(s): Czech Publication Year: 0

This review study maps eight studies dealing with the use of task-based language teaching for developing the accuracy of aspects of grammatical competence in foreign language teaching. The reviewed studies predominantly focus on language skills rather than systems and further research is required to investigate the effect of this approach on the development of aspects of grammatical and lexical accuracy.

Profesní rozvoj učitelů anglického jazyka na 1. stupni českých základních škol: Přehledová studie

Author(s): Šárka Cox / Language(s): Czech Publication Year: 0

This work introduces 14 selected empirical studies focusing on the area of continuous professional development of primary English language teachers. For the lack of research found on the given topic, related studies were added discussing continuous professional development of all primary and lower secondary school teachers and English language teachers at pre-schools, secondary and tertiary institutions.