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Специфика работы с песенным текстом на занятиях по русскому языку как иностранному

Author(s): Elena Rodina / Language(s): Issue: 5/2015

The article focuses on the ways of working, main and additional, with the song lyrics on the linguo-musical classes. The paper describes the principle of the introducing of the song material, different types of working to the songs. Special attention is given to some support ways of working with songs, singing, playing percussion instruments, as related to the students` personal kinesics and the self-preparing for public performances, the psychological aspects of them. It also describes the methods of studying of the Russian song, both the song close, accessible to a wider foreign audience and the song that is difficult to perceive by a foreigner. The course is recommended for students, learners, school students, linguists, language teachers and all interested in Russian culture in General and also fans of singing (music, theatre) in particular.

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Новые методы активизации работы студентов с учебной информацией на занятии

Author(s): Tatyana P. Novikova / Language(s): Issue: 5/2015

The paper explains the necessity of the methodical wealth renewal of university teacher. New methods and techniques of working with educational texts are suggested here. Everything mentioned above gives us an opportunity to increase the students’ activity at university classes.

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Лингворегионоведение как направление «внешней» лингвистики и интеграционная модель исследования языка и культуры

Author(s): Tatyana P. Novikova / Language(s): Issue: 5/2015

The paper proposes a number of issues related to the emergence of the methodology of learning the language of the region as an independent scientific and academic discipline, the definition of its functions and tasks, the formation of the conceptual and terminological apparatus, underlining its role and cultural and educational potential in the processes of enculturation and youth socialization.

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SKYPE-BASED ENGLISH ACTIVITIES: A CASE FOR COMPELLING INPUT? CORRELATIONAL CHANGES BEFORE AND AFTER SKYPE EXCHANGES

Author(s): David Ockert / Language(s): Issue: 3/2015

This paper reports the results of a small, longitudinal study involving a group of Japanese elementary school students (N = 29) involved in exploratory research using foreign language activities, including two Skype exchanges between these students and students in Australia. The purpose of the research was to test for the impact of a series of Skype exchange activities with students in Australia on Japanese elementary school students’ affective variables toward EFL. The results show that the students had statistically significant increases in foreign language activities, international posture, and motivation. This tech-based language activity arguably supplied compelling comprehensible input. The student participation in the preparations leading up to the exchanges would have encouraged them to work diligently to be able to speak so as to be understood. The results are discussed regarding future directions in this line of research.

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FROM THE EDITOR

Author(s): Jarek Krajka / Language(s): Issue: 3/2015

editorial

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ONLINE LOCALIZATION OF ZOONIVERSE CITIZEN SCIENCE PROJECTS – ON THE USE OF TRANSLATION PLATFORMS AS TOOLS FOR TRANSLATOR EDUCATION

Author(s): Krzysztof Michalak / Language(s): Issue: 3/2015

This paper aims at describing the way in which online translation platforms can facilitate the process of training translators. Zooniverse, a website hosting a variety of citizen science projects in which everyone can take part, was used as an example of such a concept. The first section of this paper is focused on the history, idea and general description of the website. In section two the online translation platform, which is connected with Zooniverse, has been presented in detail with emphasis put on advantages and weak points. Ideas for practical application of Zooniverse’s localization platform have been outlined in section three. Results have shown that localization platforms hold a great potential in terms of providing training for trainee translators. This is mostly because they offer basic experience in terms of simple computer assisted translation technologies and access to translations into other languages that have been already submitted. They are also characterized by simplicity and accessibility, as the platform can be used from any place all over the world. Zooniverse can, therefore, be the basis for further research on how the potential of such websites can be harnessed for more effective translator training.

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USING COMPUTER-MEDIATED CORRECTIVE FEEDBACK MODES IN DEVELOPING STUDENTS’ WRITING PERFORMANCE

Author(s): Ali Farhan AbuSeileek,Sabah Ibrahim Al-Olimat / Language(s): Issue: 3/2015

This study explored the effect of computer-mediated corrective feedback on the 10th grade EFL students’ performance in the writing skill. Seventy-two 10th grade female students at Al Hammra secondary school for girls situated in Mafraq (Jordan) were selected as the study sample. They were randomly assigned into four groups, three experimental groups (18 in each) and one control group (18 students). The three experimental groups were taught using the computer-mediated corrective feedback modes including teachers’ feedback (students who received feedback only from the teacher), students’ feedback (students who provided and received feedback from their peers), and both (students who received and provided feedback from students and teacher). The control group was taught using computer-mediated communication. However, it neither provided nor received corrective feedback. Findings of the study reveal that there were significant differences between the mean scores of the control group and the experimental groups due to the method of teaching in favor of the experimental groups which received corrective feedback. Furthermore, the findings revealed that there was a significant effect for the mean scores between teachers’ feedback, students’ feedback or both, in favor of both where students received corrective feedback from their peers and the teacher.

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CRAFTING DIGITAL WRITING: COMPOSING TEXTS ACROSS MEDIA AND GENRES - BOOK REVIEW

Author(s): Mahmoud Abdi Tabari / Language(s): Issue: 3/2015

book review

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DEVELOPING ONLINE LANGUAGE TEACHING. RESEARCH-BASED PEDAGOGIES AND REFLECTIVE PRACTICES - BOOK REVIEW

Author(s): Kamila Burzyńska / Language(s): Issue: 3/2015

book review

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Prosody Learning Strategies and What English Philology Students Know about Them

Author(s): Ewa Lewicka-Mroczek,Dorota Szymaniuk / Language(s): Issue: 03 (3)/2013

Although learning strategies are in the focus of attention of both theorists and foreign language teachers, only few scientific descriptions highlight the significance of the prosodic skills and strategies to practice them. This paper discusses the results of the questionnaire the aim of which was to determine English philology students’ understanding of prosody and prosodic skills as well as to identify prosodic strategies they use to improve their pronunciation in English. We can conclude that students understand prosodic phenomenon of language but they cannot define it, and they apply a variety of activities that develop prosodic skills.

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Graphic and semantic organizers as cognitive strategies in reading instruction

Author(s): Izabela Olszak / Language(s): Issue: 03 (6)/2014

The present article extends prior research on graphic and semantic organizers principally applied as a reading strategy. Visual representation of information in a text and graphic and semantic organizers refer to different approaches to reading from the traditional, linear text representation. Research demonstrates that powerful metacognitive strategies can be taught to help students monitor and improve their own reading comprehension. This study constitutes an attempt to shed light on the research evidence regarding the effectiveness of graphic and semantic organizers on text learning. As such, it highlights the nature of reading comprehension, various strategies applied in the process of teaching reading, and examples of graphic and semantic organizers for classroom applications.

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THE ‘UNFORGETTABLE’ EXPERIENCE OF FOREIGN LANGUAGE ANXIETY

Author(s): Morana Drakulić / Language(s): Issue: 1/2015

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

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USING EDUCATIONAL MARBLE GAMES IN GERMAN LANGUAGE TEACHING

Author(s): Hasan Coşkun / Language(s): Issue: 1/2015

The aim of this article is to show how German students can be motivated by learning games. Apart from the development and didacticisation of the learning game “Marbles”, the attitude of Turkish families and language teaching educational establishments and the support of the DaF lessons by German mediating institutions in Turkey will be considered. The attitude of Turkish families to learning foreign languages is mostly positive. Turkish educational authorities and those responsible for education take various measures to expand foreign language teaching availability in the schools. German institutions which provide teachers (Goethe-Institut, ZfA, DAAD) promote the improvement of German teaching in Turkey. Nevertheless, the quality of German teaching is not satisfactory mostly because the available teachers are not adequately qualified, teacher training is remote from practice, the quality of text books and teaching materials, the traditions of learning, the excessively large classes, inadequate learning environment (language cabinets and equipment), the nature and method of central examinations (multiple choice) and their significance in the Turkish educational system. In the long-term, this leads to frustration in both teachers and students. The Turkish educational authorities initially took measures to expand the availability of language teaching in the course of harmonisation of the Turkish educational system to that of the EU e.g. the introduction of a second foreign language. German mediating institutions ensure reasonable further training for teachers locally and in Germany and support the creation of teaching materials etc.

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Developing Critical Thinking through Cooperative Learning

Author(s): Raminta Barzdžiukienė,Jūratė Urbonienė,Giedrė Klimovienė / Language(s): Issue: 9/2006

To think critically means to function effectively in the changing world of the 21st century. Thus, only conscious learning and reasonably active teaching with the focus on critical thinking skills might help a learner achieve positive results in any field, foreign languages included. The problem is that the basic intellectual standards essential to critical thinking are not typically taught in schools. Therefore young people at the university frequently display poor reasoning and problem-solving skills. This fact encouraged the authors of this study to analyse the development of critical thinking in university environment while teaching Business English (BE). The research methodology has been based on humanistic philosophy and cognitive theory related to a constructivism principle which recognizes teaching as an active process. The study presents both theoretical and practical considerations of the development of critical thinking. The focus is on Cooperative Learning (CL) activities that appeared to be effective techniques for developing critical thinking. The article analyses the most successful CL structures being applied in the foreign language classroom disclosing their content and effect on critical thinking skills. The classroom research carried out at the Lithuanian University of Agriculture confirms that CL creates favourable conditions for learners to become critical thinkers.

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MULTILINGUALISM AND MULTICULTURAL TEACHING IN ROMANIA: PAST, PRESENT AND FUTURE INSIGHTS

Author(s): Mihaela Mocanu,Mihaela Sterian / Language(s): Issue: 03/2014

Romania is a country with 18 officially recognized ethnic communities, the greatest being that of the Magyars which represents 6.5% of the country’s population. The Romanian Ministry of Education has started to get seriously involved and to take a lot of measures to introduce the multicultural education in schools, in partnership with many non-governmental associations such as: The Ethno-cultural Diversity Resource Centre, The Roma Community Resource Centre, The Department for Interethnic Relations of the Romanian Government or the Intercultural Institute of Timişoara. It has also provided training for the teaching staff in their teaching language, which is the language of the respective minority.

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A BRIEF HISTORY OF ENGLISH LANGUAGE TEACHING METHODS

Author(s): Mihaela Mocanu / Language(s): Issue: 01/2015

The aim of this paper is to present a brief overview of the main English language teaching methods as for more than a century it was thought that the successful acquisition of a foreign language depended on the teaching methodology. The beginning of English language teaching was marked by the traditional, classical method grammar/translation following into the steps of classical language teaching, Latin and Greek. However, from the very beginning it was opposed by the intuitive approach of learning a language through practice only, which is the forerunner of the direct/oral method. The development of technology and the improvement in communication led to more modern approaches such as the audiolingual and audiovisual methods and, later on, to the functional and communicative methods. Last but not least, some of the latest findings in psychology developed the so-called humanistic approaches which consider that feelings and emotions play an important part in acquiring a foreign language. Praised and criticized, in turn, all these methods have brought an important contribution to the development of English language teaching.

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AUGMENTING THE READING CURRICULUM: ALTERNATIVE VIDEO TECHNOLOGY STRATEGIES

Author(s): Gary Dean Hewgley / Language(s): Issue: 4/2015

Students often struggle throughout the reading process and are not aware of how they are reading. While reading instruction dialogue has been around for many years, it has mostly focused on traditional face-to-face methods of modeling and feedback. Technology can play a role in reading instruction by offering teachers and students the option of using video to help motivate students to read, to showcase student readings, as well as to show students what they are doing as they read. This study will present and review strategies using readingcasts, dramatic read-alongs, digital booktalks, recorded video of students reading for feedback, and video feedforwarding.

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ONLINE ENGLISH LANGUAGE LEARNERS’ PERCEPTIONS OF PORTFOLIO ASSESSMENT

Author(s): Meltem Huri Baturay / Language(s): Issue: 4/2015

Portfolio assessment has been implemented in many core disciplines for quality assurance and consistent assessment of learner outcomes. For English language learning, for which varying proficiency levels of learners exist, portfolios are suggested to assess individual learners’ progress. The current study was carried out in an online English language course at a higher education institution in Turkey. After the portfolio implementation, the researcher collected learners’ perceptions regarding it as an assessment tool through open ended questions. The findings indicated that learners had very positive feelings towards portfolio use in the course because it helped them to see how they were using the target language. They were able to reflect on what they learned, acquired ownership of their work, and took responsibility of their learning process with enthusiasm and enhanced motivation towards the online English language course.

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HARNESSING TECHNOLOGY TO ASSESS ORAL COMMUNICATION IN BUSINESS ENGLISH

Author(s): Hedy Gertler,Tal Levy / Language(s): Issue: 4/2015

Assessing oral skills in relatively large Business English classes seems a most formidable task for any teacher. How does one make sure to get multiple and valid assessments of each student? This action research paper provides supporting evidence for the correlation between the use of technology and students’ engagement. This was achieved by creating and implementing a course which aims at motivating, promoting and assessing oral communication skills. Students are required to use various channels, including video recordings to demonstrate their communication abilities. This framework enables students and instructors alike to overcome the challenges of large classes.

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E-PORTFOLIO AS A CORRECTIVE PLATFORM TOWARDS EFL STUDENTS’ OVERALL/COMPONENTIAL WRITING PERFORMANCE

Author(s): Zari Saeedi,Hussein Meihami / Language(s): Issue: 4/2015

This paper aims at accentuating and exploring the effect of using electronic portfolio (EP) platform in providing corrective feedback (CF) on EFL students’ overall and micro-componential writing performance. Moreover, by conducting a semi-structured interview, the study seeks to obtain students’ attitudes towards the use of EP in three aspects, namely awareness, work/activity, and pros and cons. A total of 34 intermediate EFL students ranging from 20-25 years of age participated in this study. While students in the experimental group (N=17) received their corrective feedback via EP, the control group’s (N=17) writing assignments were corrected using traditional paper-and-pen portfolio. An EP platform was designed using DOKEOS environment during eight instructional sessions. The results of this investigation revealed that providing corrective feedback on EFL students’ writing via EP has a constructive effect on students’ overall writing performance (p=.02) and on writing micro-components except for idea development and idea wrap-up. The information obtained from the interview indicated that the EFL students developed affirmative attitudes towards the three aspects of using EP, namely, awareness, work/activity, and pros and cons. The findings of this study bear some implications for material developers and writing teachers and highlight the effective role EP plays in expediting CF on students’ writing and equipping them with the ubiquitous technology to get involved in writing activities with a positive standpoint.

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