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A Local Response to The Global Reality of Teaching English to Primary School Learners: Functions and Usage of the Verb ‘to be’

A Local Response to The Global Reality of Teaching English to Primary School Learners: Functions and Usage of the Verb ‘to be’

Author(s): Miroslava Tsvetkova / Language(s): English,Bulgarian / Issue: 1/2015

Bulgarian students face difficulties understanding some English units, particularly the usage and function of the verb ‘to be’. This paper aims to help Bulgarian primary school learners overcome these difficulties as it outlines the typical learner’s errors. The paper appeals to teaching each verb as a main part of a unit rather than as a small part of a grammar rule. In this way, students can learn the conjugation of the verb as well as how to form questions, make negatives, and, most importantly, apply it properly in real life.

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A magyar nyelv tantárgy tartalma és oktatása a romániai oktatásszabályozási keretben
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A magyar nyelv tantárgy tartalma és oktatása a romániai oktatásszabályozási keretben

Author(s): Edith Kádár / Language(s): Hungarian

As part of a joint research programme of the Termini Hungarian Language Research Network focussing on the teaching of the Hungarian language (and literature) as a school subject in the Carpathian Basin, this paper presents the Romanian case. It gives an overview of the contents, theoretical and methodological background, legal framework, actors and documents regulating the teaching of Hungarian as a school subject, in the context of the Romanian educational system.

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A MAGYAR TÁRGY SZÓFAJA ÉS A HATÁROZOTT-HATÁROZATLAN RAGOZÁS

A MAGYAR TÁRGY SZÓFAJA ÉS A HATÁROZOTT-HATÁROZATLAN RAGOZÁS

Author(s): Réka Pupp / Language(s): Hungarian / Publication Year: 0

Each language has its own phonetic, morphological, and syntactic features, which now have to be taught online so that Romanian-speaking students can master and use them, preferably not just online. Teaching Hungarian as a foreign language exclusively online has often brought us into a crisis situation since in the absence of eye contact the realization of immediate feedback is lost, and there are far fewer opportunities for spontaneous linguistic expressions, for oral practice. One of the linguistic problems that arose during this period was the recognition and use of the definite/indefinite nature of the direct object, which is partly a matter of word type. The correct conjugation of the verb, which is in fact determined by the object itself, is particularly important here. In addition to the definite third-person object, for example, the basic member of a verb is always definite, but in the case of a first- or second-person or indefinite object, the verb also has an indefinite conjugation. A direct object expressed as a verb in the infinitive may offer a solution. Primarily because the form of the object expressed by a verb in the infinitive is simple, it is not difficult to recognize: akar aludni ‘want to sleep’, enged játszani ‘let play’, and in such cases the base verb has most often indefinite conjugation, which can be practised this way. Secondly, a direct object expressed by a verb in the infinitive can also have its own object expressed by a noun, and the conjugation of the base verb depends on the definiteness or indefiniteness of that second object: szeretnék fagyit enni ‘would like indefinite conj. to eat ice-cream’], szeretném a fagyit enni [would like definite conj. the ice-cream to eat]. The parallel practice of these syntactic structures (multiple objects) seems achievable with the help of written assignments.

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A multi-perspective analysis of adult learner differences in foreign language learning: Motivation, autonomous learning and self-regulation

A multi-perspective analysis of adult learner differences in foreign language learning: Motivation, autonomous learning and self-regulation

Author(s): Emese Schiller,Helga Dorner / Language(s): English / Issue: 3/2020

Leaner autonomy, self-regulatory strategies and motivational factors play a significant role in learning English as a foreign language (EFL) which can, nevertheless, show considerable changes in the lifetime of learning. There are thus numerous studies that investigate the dynamic nature of these constructs by exploring possible learner differences between younger and older adult population. However, research that discusses particularities within the age group of older adult learners is scarce. Hence, this paper examined the relationship among autonomous learning, self-regulation, and learner motivation by considering older adults’ age and educational background. Results indicate that there are statistically significant differences among specific aspects of motivational and autonomy-related constructs when participants’ age was taken into account. Certain self-regulatory and autonomous learning skills showed further differences when older adults’ age and educational attainment were considered. Finally, we present practical pedagogical recommendations based on our empirical findings.

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A new beginning? A bibliometric analysis of L2 vocabulary research in 1985

A new beginning? A bibliometric analysis of L2 vocabulary research in 1985

Author(s): Paul Meara / Language(s): English / Issue: 3/2017

This paper uses a co-citation analysis to examine the research on L2 vocabulary acquisition that was published in 1985. This year seems to mark a kind of transition in the field. Unlike the earlier years analysed in this series of papers, 1985 shows signs of a coherent L2 vocabulary research front developing. The number of papers that qualify for inclusion is much greater than in previous years, and the analysis suggests that recognizable research themes are beginning to be clearly articulated.

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A personal approach to the employment of technology during the English course

A personal approach to the employment of technology during the English course

Author(s): Ramona Demarcsek / Language(s): English / Issue: 1/2019

Being in a constant struggle of trying to keep our students’ interest during the English class at a time when they are bombarded with technological distractions from every platform – television programmes, smart devices, computers, laptops etc. – requires a teacher’s resourcefulness and creativity, and investment of his/her time and money in materials and technology in order to keep up with the pace at which students operate on a daily basis, including in class. This paper takes a closer look at the employment of technology during the English class with students in Business Administration from the North University Center of Baia Mare, the Technical University of Cluj-Napoca. It is a case study regarding the extent to which the use of technology aids the teaching-learning process. It also tries to find the right balance between traditional teaching-learning tools and the employment of modern technology in class.

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A Semantic Description of the Combinability between Verbs and Nouns (on Material from Bulgarian and English)
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A Semantic Description of the Combinability between Verbs and Nouns (on Material from Bulgarian and English)

Author(s): Svetlozara Leseva,Ivelina Stoyanova,Maria Todorova,Hristina Kukova / Language(s): English / Issue: 2/2020

This paper represents a methodology for defining restrictions on the semantic combinability between different semantic classes of verbs and the sets of nouns corresponding to the elements of their conceptual frame (i.e. the major participants in the situation described). Our observations focus on verb synsets from WordNet and their assigned FrameNet frames which mutually inform each other. We analyse the semantic information typical for each of the studied verb classes and define semantic restrictions on the nouns they combine with. The theoretical and empirical value of the provided semantic representations and restrictions lies in the enhanced modelling of verb-noun combinability which is universal enough to be applicable not only to the languages exemplified (English and Bulgarian), but (with possible modifications) to various other languages for which wordnets are available.

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A story-based approach to the teaching of English (L2) word writing: A case study from primary education

A story-based approach to the teaching of English (L2) word writing: A case study from primary education

Author(s): Tú Anh Hà,Andrea Roxana Bellot / Language(s): English / Issue: 1/2021

This case study aimed at exploring the effects of the story-based approach in helping children to write English words in the ESL/EFL primary classroom. It employed a quasi-experiment with 44 children who were in Grade 2 in a semi-private school in Tarragona, Spain; whose English level is pre-A1 (CEFR). The students were evenly divided into two groups: the experimental group and the control group. Only the experimental group was taught by means of the storybased approach. A pre-test, a post-test, and a five-week-later exercise were used to measure students’ ability of writing at word-level. The collected data were analyzed with the Mann-Whitney U test, the Wilcoxon signed-rank test, and the General linear model in order to identify the difference between the two groups, the effect of time and the influence of the interaction between time and treatments. The analysis provided evidence for considerable improvement in word writing in both experimental and control groups. This may account for frequency and reiteration of the written input, which came to play an imperative role in students’ performance in their word writing. With a limited number of exposures to the target language that the experiment provided (six times), stories were as effective as other teaching methods designed to supply students with written input (such as games and alternate activities) in improving students’ ability to write the target lexical items.

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A study of appropriacy of cultural conceptualizations of taboo topics in EFL classes

A study of appropriacy of cultural conceptualizations of taboo topics in EFL classes

Author(s): Elaheh Rahimi / Language(s): English / Issue: 4/2019

The cultural practices related to local uses of certain topics are a socially communicative minefield for English learners. The purposes of this study were twofold. First, the cultural linguistics framework was employed to investigate the appropriateness of cultural conceptualizations (CCs) of taboo topics in Iranian EFL classes. A revealing result was that students do not feel embarrassed or uneasy about using CCs of taboo topics. Second, the study attempted to explore teachers’ and students’ perceptions about the effects of employing taboo topics in EFL classes by means of interviews. The results indicate that teachers need to be cognizant of the forbidden nature of these topics and approach them critically via CCs to avoid insulting students. They also provide a basis for pedagogical implications for instructors in Iran teaching English as a foreign language.

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A Study of Chinese University English Majors’ L2 Motivational Self

A Study of Chinese University English Majors’ L2 Motivational Self

Author(s): Meihua Liu / Language(s): English / Issue: 6/2020

As a highly important affective variable, motivation has always been a focus of research in second/foreign language (SL/FL) learning and proved to play a critical role in SL/FL learning. Even so, considering the complex and dynamic nature of SL/FL motivation, it always deserves research. Guided by the newly proposed framework of L2 Motivational Self System (Dörnyei, 2005, 2009), the present mixed-method study hence explored Chinese English majors’ L2 motivational self. One hundred and one English majors from a prestigious university in Beijing answered the questionnaire and 15 of them were interviewed in the present study. Analyses of the data revealed the following main findings: (1) the participants were generally highly motivated to learn English, had vivid images of themselves as proficient English users in the future, had positive appraisals of their L2 learning experiences, and had a moderately good perception of their ought-to L2 self, (2) senior students reported having significantly higher ideal L2 self and held more positive attitudes towards English learning experience. Based on these findings, some pedagogical implications and suggestions for future research are discussed.

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Academic Teaching in Translation and Interpreting in Russia: Student Expectations and Market Reality

Academic Teaching in Translation and Interpreting in Russia: Student Expectations and Market Reality

Author(s): Evgeniya Malenova / Language(s): English / Issue: 2/2018

The purpose of this study is to develop a framework for translator and interpreter competence in an ever-changing professional environment and provide recommendations to improve academic teaching in translation and interpreting in Russian universities in order to meet the needs of the language industry. To this end, the author discusses the results of three surveys carried out in 2017-2018. In the first survey, chief executives and vendor managers of major Russian translation companies share their experience of hiring university graduates. In the second survey, young professionals entering the Russian translation and interpreting market reflect on their university experience versus the expectations they had when enrolling in translation and interpreting programs. In the third survey, teachers of translation and interpreting from Russian universities reflect on existing academic programs in translation and interpreting.

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Accommodation of L2 Speech in a Repetition Task: Exploring Paralinguistic Imitation

Accommodation of L2 Speech in a Repetition Task: Exploring Paralinguistic Imitation

Author(s): Léa Burin / Language(s): English / Issue: 4/2018

Phonetic convergence is the process by which a speaker adapts his/her speech to sound more similar to his/her interlocutor. While most studies analysing this process have been conducted amongst speakers sharing the same language or variety, this experiment focuses on imitation between non-native and native speakers in a repetition task. The data is a fragment from the ANGLISH corpus designed by Anne Tortel (Tortel, 2008). 40 French speakers (10 male intermediate, 10 male advanced, 10 female intermediate and 10 female advanced learners) were asked to repeat a set of 20 sentences produced by British native speakers. Segmental (vowel quality), suprasegmental (vowel duration) and voice quality were analysed. Level of proficiency, gender and model talker were taken as independent variables. Level appeared not to be a relevant parameter due to a high amount of inter-individual variability amongst groups. Somewhat contradictory results were observed for vowel duration and F1-F2 distance for male learners converged more than female learners. Our hypothesis that low vowels display a higher degree of imitation, and especially within the F1 dimension (Babel, 2012), was partially validated. Convergence in vowel duration in order to sound more native-like was also observed (Zając, 2013). Regarding the analysis of voice quality, and more particularly of creaky voice, observations suggest that some advanced female learners creaked more than the native speakers and more in the reading task, which indicate, both linguistic idiosyncrasy and accommodation towards the native speakers. Low vowels seem also to be more likely to be produced with a creaky voice, especially at the end of prosodic constituents.

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Acerca de las propiedades temporales y aspectuales del perfecto en español y en inglés: una perspectiva didáctica

Acerca de las propiedades temporales y aspectuales del perfecto en español y en inglés: una perspectiva didáctica

Author(s): Tomasz Niestorowicz / Language(s): Spanish / Issue: 5/2020

The purpose of the present article is to describe the temporal and aspectual characteristics of the category perfecto / perfect in Spanish and English from a didactic perspective. A contrastive study will be presented, which will compare the verbal forms of Spanish pretérito perfecto compuesto tense with verbal forms of English present perfect tense. The present article is motivated by the need to reflect on the didactic use of the comparative study for Polish students learning Spanish as a foreign language, for whom the only reference point may be English, given that there is no temporal opposition in Polish such as pretérito perfecto compuesto / pretérito perfecto simple.

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Acoustic analysis of monophthongs, diphthongs, and triphthongs in Mandarin for 3- to 5-year-old children with articulatory phonological disorders

Acoustic analysis of monophthongs, diphthongs, and triphthongs in Mandarin for 3- to 5-year-old children with articulatory phonological disorders

Author(s): Man-ni Chu,Jia-ling Syu / Language(s): English / Issue: 4/2018

Ten 3- to 5-year old children (5M, 5F) who were diagnosed as children with articulatory phonological disorders (CWAPD) and attending a therapy program were recruited to participate in a ‘repeat-after-her’ experiment. They were asked to produce a total of 85 real Mandarin words, including 28 monophthongs, 41 diphthongs, and 16 triphthongs. The results indicated that CWAPD have no problem producing monophthongs. However, attempts to articulate diphthongs and triphthongs induced more errors. CWAPD showed more errors when producing words with 1st sonorant diphthongs than words with 2nd sonorant diphthongs—this is because the least sonorant segment in the last position is prone to distortion. Similar phenomena were found in other triphthongs, except with /iai/ and /iou/, which did not see deviant pronunciation. Comparing our study to the information provided by two therapists showed that the participating CWAPD encountered difficulties in producing multi-vowel syllables, where the position and sonorant matters. In addition, our results also reveal a similar vowel acquisition order among CWAPD as among normal children.

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Acquiring Epistemic Modal Auxiliaries: The Role of Theory of Mind

Acquiring Epistemic Modal Auxiliaries: The Role of Theory of Mind

Author(s): Hannah N. M. De Mulder,Annette Gautero-Watzema / Language(s): English / Issue: 1/2018

This study considers the acquisition of epistemic modal auxiliaries (EMA) in typically developing (TD) and autistic children and the role that Theory of Mind (ToM) plays in this development. Nineteen Dutch-speaking TD children and ten autistic children received tasks assessing ToM, general linguistic ability and EMA comprehension. Results suggest that both groups have some understanding of the Dutch EMA system, but no significant differences were found between groups. However, once participants were divided into ToM passers and ToM failers irrespective of clinical diagnosis, results showed that passers performed significantly better than failers on EMA understanding. Having a good understanding of others’ mental states, as evidenced by full marks on ToM tasks, thus seems important in the acquisition of EMA.

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Acquiring Intercultural Communicative Competence through Virtual Exchange

Acquiring Intercultural Communicative Competence through Virtual Exchange

Author(s): Gabriela Tutunea / Language(s): English / Issue: 3/2021

Intercultural communicative competence (ICC) is an indispensable skill when interacting with people from other cultures, given the clash of perspectives that intercultural encounters may bring about. Being a skill that can be taught and learned, there is a wide concern for developing ICC through formal education. This involves designing specific training tasks that can enhance the acquisition of ICC with the help of virtual exchange (VE) activities.The aim of the present paper is to highlight a specific way in which the educational goals associated with ICC development can be achieved. To this end, an analysis of 55 eTwinning intercultural projects has been conducted in order to determine the relationship between ICC and VE.The statistical data described here indicate that VE fosters the development of ICC. Moreover, they are indicative of the fact that the VE task types that are most effective in the development of ICC can be identified through computation.

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Acquiring word order in Slovak as a foreign language: Comparison of Slavic and Non-Slavic learners utilizing corpus data

Acquiring word order in Slovak as a foreign language: Comparison of Slavic and Non-Slavic learners utilizing corpus data

Author(s): Martina Ivanová,Miroslava Kyseľová,Anna Gálisová / Language(s): English / Issue: 2/2021

The paper deals with the acquisition of Slovak word order in written texts of students of Slovak as a foreign language. Its attention is focused on identifying the correct and incorrect placement of enclitic components, and their erroneous usage is analysed with respect to different investigated variables (types of enclitic components, types of syntactic construction, distance from lexical/syntactic anchor, and realization in pre- or post-verbal position). The paper also pays attention to the error rate regarding individual proficiency levels of students, and error distribution in two language groups, Slavic and Non-Slavic learners, is compared.

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Acquisition of a Null Subject Language

Acquisition of a Null Subject Language

Author(s): Aslı Altan / Language(s): English / Issue: 161/2013

This study analyzes the use of pro-drop in speech among children between the ages 2;0- 4;8 acquiring Turkish as a native language. The data analyzed is part of the CHILDES data base and includes cross-sectional language data from a total of 48 children. The data was categorized according to the type of verb (verbal, nonverbal, existential or imperative) and the age of the child. Those cases where the child omitted the pronoun where it was not recoverable from the context are highlighted. The analysis of the data demonstrates that children from all age groups omit the subject pronouns, especially in verbal sentences. The data from children in the smallest age group demonstrates that they tend to overgeneralize the pro-drop rule to cause ambiguity in some cases. The rate of pro-drop decreases with age and children tend to use it more correctly.

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Acquisition of Albanian as a first language from the perspective of natural order hypothesis

Acquisition of Albanian as a first language from the perspective of natural order hypothesis

Author(s): Xhavit Rexhaj / Language(s): English / Issue: 2/2018

This study deals with the natural order hypothesis in language acquisition, which posits that there is an order in which grammatical morphemes are acquired in the first, but also second language acquisition. There have been numerous studies addressing the order of acquisition of grammatical morphemes for major international languages. There have been no such studies for Albanian language, which could serve to improve acquisition of Albanian as mother tongue, improvement of the language curricula in schools, or to facilitate acquisition of Albanian as a second language. This research involved over 100 junior researchers in a cross-sectional research observing more than 200 children of age 0-11 organised in four age-groups over a period of two weeks. The observation collected naturalist non-experimental data to find out whether there is a natural order of acquisition of grammatical morphemes and structures in Albanian as a first language. The existence of an order of acquisition of grammatical morphemes ranked by difficulty level was clearly established. An unplanned finding of the study was the significant role of dialect and vernacular in the process of acquisition of Albanian. The study however did not succeed in clearly establishing the role of school and environment in the process of acquiring Albanian as mother tongue.

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ACQUISITION OF DIMINUTIVES IN TYPOLOGICALLY DIFFERENT LANGUAGES: EVIDENCE FROM RUSSIAN AND ESTONIAN

ACQUISITION OF DIMINUTIVES IN TYPOLOGICALLY DIFFERENT LANGUAGES: EVIDENCE FROM RUSSIAN AND ESTONIAN

Author(s): Victoria V. Kazakovskaya,Reili Argus / Language(s): English / Issue: 17/2021

The comparative paper considers diminutives at the early stages of development based on the longitudinal data of typically developing monolingual children, aged up to three years old, acquiring languages which are different in terms of diminutive systems, i.e. rich (in Russian) and poor (in Estonian). The impact of such factors as word formation and inflectional productivity, transparency, input frequency and semantic diversity on the acquisition of diminutives is discussed. From these factors, word formation and inflectional productivity are considered to have the most evident impact on the acquisition of diminutives in both languages. Being a powerful trigger for the development of early derivation and morphology, diminutives are prominent at the beginning of the acquisition of derivation in Estonian as the only derivation category, whereas they develop constantly alongside other derivatives in Russian.

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