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A Língua Portuguesa nas Organizações Internacionais. Panorama Atual e Perspetivas de Futuro

Author(s): Anaísa Silva Gordino / Language(s): Portuguese Issue: 18/2019

In the age of globalisation and of multiculturalism, international organisations are a window to the world of languages in a broader sense, as they mirror many of the conflicts and of the forces brought into play in the relationships between languages and cultures on the world stage. In this article, we will present an overview of the institutions that have Portuguese as one of their official/working languages, deriving some lessons about its implementation and seeking to identify strategies for its spread, founded on the three categories of language policy and planning - status, corpus and acquisition planning. Based on different approaches in language policy and planning and on the survey of statistic data on translation and interpretation, we argue that the expansion of the Portuguese language within these institutions is a viable project, as long as the right channels are chosen, and there are clear guidelines in terms of language planning. These should make the most of the cooperation between lusophone countries and place the adoption of Portuguese under a light of complementarity towards English, the hipercentral language, as a way for strengthening the status of Portuguese as a global language.

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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’

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

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

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

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

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

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 project work as a way of bringing corpora to secondary school

Author(s): Marina Kogan,Victor Zakharov / Language(s): English Issue: 4/2021

Corpus linguistics is one of the most dynamic and rapidly developing areas of modern linguistics. It affects all areas of linguistics, including methodology of teaching foreign languages, translation and other linguistic disciplines. Corpus linguistics has had a direct impact on teaching foreign languages. However, in general, it remains a marginal method in teaching. Analysis of publications on the subject allows us to conclude that very few studies are long-term and aimed at working with schoolchildren. This article proposes a model for the development of sustainable interest among high school students in online corpora as sources of linguistic information, including the initiation stage in the form of project work in mini-groups to study well-known sayings with the consequent stage aiming at completing tasks supplementing the main textbook on a regular basis. The organization of project work addressing the corps of 11th grade students of the Natural Science Lyceum at Peter the Great St. Petersburg Polytechnic University is described. The paper outlines further research.

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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

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

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

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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A1- A2 Seviyesinde Yabanci Dil Olarak Türkçe Yazma Becerisinin Gelişiminde Yaratıcı Yazma Tekniklerinin Kullanımı: Kazakistan Örneği

Author(s): Nilgün MOVLYAMOVA,Elif Derya Özdemir / Language(s): Turkish Issue: 24/2022

There are four basic skills in foreign language teaching: listening, reading, speaking and writing. These skills are interrelated. One affects the other. Writing skill in foreign language teaching is as important as listening, reading and speaking skills. In this study, the effects of creative writing methods and techniques on the writing skills of A1 and A2 level cognates who learn Turkish as a foreign language were investigated. Creative writing techniques and methods were applied to cognates at A1 and A2 levels. It was investigated whether the creative writing techniques and methods applied had an effect on cognate students learning Turkish as a foreign language. The study group of the research consists of 24 students at A1 level and 23 students at A2 level studying at Bilim Innovation Girls High School in Shymkent, Kazakhstan in the 2021-2022 academic year. case study was used as one of the qualitative research methods. The last creative writing activity was determined as a data collection tool in the study. The findings obtained at the end of the study were evaluated and interpreted according to the Creative Writing Competencies criteria in the European Language Portfolio by using the observation method. as the creative writing activities applied as a result of the research change it is seen that different objects emerge. It is observed that this creative writing skills that are applied differs according to male and female students and female students are more successful in creative writing and creative thinking.

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Abordarea liniară și ciclică a comunicării interculturale la orele de limba și literatura română

Author(s): Ana Cozari / Language(s): Romanian Publication Year: 0

Communication is a complex phenomenon inevitable to society. Lately, one has noticed a noticeable rise in the interest towards both the theme of communication, in general, as well as in that of intercultural communication, in particular, at the individual level as well as at the level of the group interactions. Intercultural communication comprises universal elements, as well as specific ones, operating at various levels, generating a variety of communicative behaviours and leading to certain types of communicational necessities, greatly impacting what speakers perceive and how they perceive. The subject 'Romanian Language and Literature' is a strong means and an appropriate educational medium for intercultural education to take place in, it develops the intercultural communication skills, it creates intercultural attitudes. Thus, intercultural communication is a process which can be successfully guided, developed, adjusted by teachers during Romanian Language and Literature classes.

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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

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

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

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

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

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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