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За някои случаи на езикова интерференция при деца билингви (с български и английски) и чуждeнци (с първи език английски), изучаващи български като втори език

Author(s): Iliyana Dimitrova / Language(s): Bulgarian Issue: 2/2020

The study examines some linguistic errors in the process of learning Bulgarian by Bulgarian-English bilingual children and by native English speakers who study Bulgarian as a second language. The emphasis is on some typical interference errors which are common (identical) for both the bilingual children’s speech and the speech of native English speakers learning Bulgarian as a second language. Based on the analyzed aberration corpus, the opinion we give is that many of the processes taking place during the acquisition of the Bulgarian language are the same for both bilingual children with English and native English speakers.

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La hispanización de los apodos como elemento motivacional e identificador en el aprendizaje universitario de ELE

Author(s): Bi Drombé Djandué / Language(s): Spanish Issue: 1/2021

A nickname is a name that people give themselves or receive from others because of how they are or what they do. It describes people better than their surnames and names since it is oriented to qualify them physically or morally. The fact that students of a foreign language give themselves nicknames in this language can be considered a motivational element in their learning, as well as denoting an inclusive attitude towards the target culture. 181 Spanish students out of a total of 563 respondents allow us to demonstrate this in the Ivorian context. Hispanized nicknames are constructed according to five linguistic techniques: translation, apocopate, apheresis, parody, and correspondence, and they refer to a physical or moral description, to football or Latin American soap operas, to an activity practised by the person, or to family, school, or religious experience. Nicknames created by oneself motivate more than those that come from others, unless these are due to the good performance of the person in Spanish. Nicknames that establish an implicit comparison of the person with concrete people in the target culture have a greater power of identification with it than nicknames based on abstract concepts. By having a positive connotation, if they are used in class for certain activities, the hispanized nicknames of the students can contribute to making the environments of our classrooms less artificial than they are in a non-immersion context. Because, where they are used to call people or address them, hispanized nicknames necessarily hispanize something in the communication situation.

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Fazakas Noémi–Sárosi-Márdirosz Krisztina: Bevezetés a tolmácsolás elméletébe. Cluj-Napoca: Scientia Kiadó, 2021, pp. 237

Author(s): Blanka Barabás / Language(s): English Issue: 3/2022

In a setting such as Transylvania, bilingual speakers tend to devalue the profession of translation and interpreting as they assume that one only needs to speak two or more languages in order to perform such tasks successfully. Therefore, teaching these skills in higher education programmes may increase the prestige of translation and interpreting. When it comes to the Hungarian minority, it is important to note that there is only one higher education institution in Romania that includes the Hungarian language as one of their working languages, namely Sapientia Hungarian University of Transylvania. Bevezetés a tolmácsolás elméletébe (Introduction into the Theory of Interpreting) by Fazakas Noémi and Sárosi-Márdirosz Krisztina may be considered a unique course book both because it is written in Hungarian for Hungarian language students and because it provides an introduction into the theory of interpreting for undergraduate students, while most translation and interpreting programmes are offered at the graduate level in Romania.

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ZWEI SPRACHEN GLEICHZEITIG? NEIN, DAS SCHAFF’ ICH NICHT: A LITHUANIAN- GERMAN BOY’S JOURNEY TO ACTIVE BILINGUALISM

Author(s): Inga Hilbig / Language(s): English Issue: 1/2022

Whereas many children in bilingual settings do not speak the minority language, very little is known about receptive bilingualism from the onset of speech and about such bilinguals activating their dormant language. Drawing on longitudinal ethnographic data, this paper reports on a case study of a receptive simultaneously bilingual Lithuanian-German boy who later started speaking both of his languages. Parents can do much for their children’s bilingualism, but the child’s agency is very important as well. The latter is much determined by the macro-socialisation factors, primarily by the communicative motivation of the child to use the minority language outside the bilingual home. Next to confirming possible insufficiency of the OPOL model, the paper demonstrates how quickly passive languages can be activated and highlights the importance of continuity of input and the value of receptive bilingualism.

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Multimodal Digital Communication in L2 Teaching/Learning Context

Author(s): Alina Resceanu,Alina Andreea Dragoescu Urlica / Language(s): English Issue: 2/2022

The unparalleled experience of teaching through the COVID-19 pandemic has generated far-reaching effects on the way in which conventional educational practices were conceived, forcing both teachers and students to adapt to the changed situation. When shifting from off-line to online, many changes occurred and affected not only the teaching and learning activities, but also other components of the educational system, like the assessment methods, curriculum and syllabus. Nowadays, once the pandemic passed, we cannot go back to the way things were before, but we have to strive to improve and re-adapt, by acknowledging the important role that new technologies and methods brought along by digitalisation play in L2 settings (i.e. English as a Foreign Language and English for Specific Purposes). Thus, we discuss aspects related to multimodality and to how the introduction of digital technologies fostered the use of various modes at once to create meaning. We pay particular attention to elements that are linked to multimodality and that could enhance the quality of teaching/learning in L2 contexts: the extensive use of technologies, the transfer of specialised content during multimodal teacher-student interaction and the stringent need to develop 21stcentury skills in EFL students at tertiary level (multimodality at the interface of disciplines). These elements are the results of a qualitative analysis of students’ formal feedback provided anonymously at the end of the semester. The aim is to account for the need of innovative pedagogical approaches of multimodal communication, which utilize diverse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms (Cope & Kalantzis, 2009) and to analyse the implication for EFLteaching/learning practice.

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The Contradiction of the Age: Online Teaching and Learning Vs the Limits on the Use of Information and Communication Technology (ICT)

Author(s): Miroslava Tsvetkova / Language(s): English Issue: 2/2022

Nowadays the expansion of the Internet and accessibility as well as the Covid-19 pandemic have resulted in an increase in the demand for online learning across the globe. The vast development of educational technology in the last few years has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. The question that arises is if we are over-concerned about being “overconnected”. The answer is contradictory and provoking. It is a contradiction between the past and the present that is changing our mind and attitude towards information and communication technologies (ICTs). It is a contradiction between technology addiction and technology requirements. Research about the influence of ICTs on children’s cognitive and physical development and the language of the digital age together with the provided survey among students of English philology, Konstantin Preslavsky University of Shumen aimed to identify the effectiveness of various online tools and technologies at any age, the preferred learning methods of students, and other factors that might influence the teaching–learning process. The study concluded that technology addiction was replaced by technology requirements. It proved that, although language itself changes slowly, ICT fosters the process of this change because technical support is essential in the age of online learning and critical thinking, and the creativity of students increases with innovative educational methods. Thus, we must support all types of interaction possibilities and build a sense of community engagement among online leaners. The underlying problem, therefore, is not so much technology, but the content and the approach that is applied in the context of education. At the end of the article a set of recommendations is given on the implementation and use of information and communication technology tools in fostering English language teaching and learning.

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Încălcări ale principiilor etice în limbajul studenților străini

Author(s): Victor-Alexandru Brîncoveanu / Language(s): Romanian Issue: 2/2022

In the current research, based on a questionnaire, we aim to observe how people who learn Romanian as a foreign language acquire characteristic lexical structures of verbal conflict. The acquisition of a foreign language is primarily based on the standard register (current), as the intention is to acquire the literary version of the language. Learning manuals respect ethical principles. However, in order to have efficient, natural and connected communication with as many types of affect as possible, the foreign speaker needs to master aspects of colloquial language, among which are those characteristic of verbal aggression. In this sense, we will try to observe both a series of stages that speakers who learn Romanian as a foreign language go through in the acquisition of aggressive language, and the existence of a potential communicative style promoted by this category of speakers.

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CHYBY V POUŽÍVANÍ PREPOZÍCIÍ V TEXTOCH CUDZINCOV UČIACICH SA PO SLOVENSKY

Author(s): Vladimíra Bashir Géčová / Language(s): Slovak Issue: 1/2021

The paper presents the results of research in the field of Slovak acquisition as a Foreign Language in the initial phase (language level A1). The aim of our work is to use the method of Error Analysis to justify errors in the use of prepositions in the accusative case and locative case in singular form in written communications speaking the mother tongue of non-Slavic and nonphilological focus. We notice student's interlanguage as a means of understanding in the process of second language learning. In the research part we will try to analyze the errors that occurred during the collection of language data - 24 texts of students of the Faculty of Medicine at the Slovak Medical University in Bratislava created for teaching during the first semester of study. The data serve as background material for current dissertation research

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COMMENT UTILISER LA PÉDAGOGIE DIFFÉRENCIÉE DANS LA CLASSE MULTINIVEAUX

Author(s): Emilia Andreea Motoranu / Language(s): French Issue: 1/2022

The article presents the characteristics of the multilevel class considered in the diversity of its organization and the possible groupings that it authorizes. We will focus on the comparison of multi-level classes and on the communicative and action-oriented approaches, which shows that this organization of learning in no way excludes taking into account the most recent methodological orientations; the place of the group as a vector of a renewed dynamic of learning will be the subject of a specific analysis. The term “differentiated pedagogy”, which is very widely used, at least in didactic discourse, finds its full expression here. These proposals will find their place both in initial training and in continuing education courses.

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THE ROLE OF GENDER IN ENGLISH SECOND LANGUAGE ACQUISITION: A COMPARATIVE STUDY OF ROMANIAN AND ITALIAN MILITARY STUDENTS

Author(s): Adela Catană / Language(s): English Issue: 1/2022

The teaching of English to military students has been set as a major priority in the Italian and Romanian academic curricula ever since these countries became NATO state members. Speaking English fluently is vital for future officers and enlisted personnel who intend to enhance their professional and academic development and pursue a successful military career in the Italian as well as in the Romanian armed forces. Along with other factors such as motivation and cultural background, gender plays an important role in shaping second language acquisition (SLA). This paper aims to provide a theoretical framework concerning the impact of gender on the process of English acquisition. Likewise, it analyses a selection of data collected during a 2022 multilevel survey that engaged forty Italian and Romanian military students aged 18-20. Participants were divided into two equal groups of twenty members based on their gender and invited to answer twenty-five questions in English. The information obtained reveals the similitudes and differences that occur between female and male military students in terms of English learning, attitudes, motivation and social interaction. This study is not meant to support single-sex education, which has been enforced in the Italian and Romanian military schools and academies for so many years, nor to rationalize gender-specific teaching methods. Its goal is to raise academic awareness concerning the way in which gender influences the language learning styles of military students - a special group whose linguistic needs are rarely addressed at a national and international level.

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TEACHING ROMANIAN AS A FOREIGN LANGUAGE AT THE BUCHAREST UNIVERSITY OF ECONOMIC STUDIES. A BRIEF HISTORICAL VIEW

Author(s): Raluca Nicoleta Șerban,Nicoleta Adina PANAIT / Language(s): English Issue: 1/2022

This paper aims to briefly present the history, as well as the current situation, of teaching Romanian as a foreign language (RFL) at the Bucharest University of Economic Studies, more specifically by the academic staff members of the Department of Modern Languages and Business Communication (DLMCA), as reflected in the instructors’ interest in RFL-related research. For this purpose, we shall look at two of the Department’s journals, Synergy and Dialogos, and at the proceedings of the Department’s conference, Synergies in Communication. The outcome will be a historical view/ statistics of the research in the area of teaching RFL, carried out by our academic community.

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Z zagadnień etymologii gwarowej – luskopy

Author(s): Renata Kucharczyk / Language(s): Polish Issue: 1/2022

The aim of the article is to establish the etymology of a subdialectal word luskopy ‘shoulder yoke for carrying buckets of water. Luskopy functions as an indivisible word but it probably originated from the German compositum. The noticeable parallelism between the names of yokes and harness parts suggests that the first segment of the analysed compound may come from the German Ross ‘horse’. The second part of the compound may be derived from the German Koppel meaning a ‘leather belt’ or a ‘yoke’, or Kappe ‘headgear’.

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Wirtschaftsdeutsch in der universitären Ausbildung im Fach Germanistik in Polen – Versuch einer Bestandsaufnahme

Author(s): Marcelina Kałasznik,Joanna Szczęk / Language(s): German Issue: 16/2022

For some time now, a clear turn towards education in the field of specialized languages has been observed in German Studies institutes in Poland. This trend is welcomed by current and prospective students of German. Students see it as the practical dimension of the knowledge acquired during their studies. However, whether their needs in the field of specialized language education are fully satisfied is the question to be examined in this paper which will analyse analyze Programmes in German Studies at Polish universities. The focus will be on the content components of the study programmes offered. The aim of the analysis is to diagnose the current situation and uncover desiderata in this area.

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Von unsichtbarer Hand – Germanistik im Wandel der Zeit

Author(s): Ellen Tichy / Language(s): German Issue: 16/2022

The article addresses the development of curricula for German study programs in Central Eastern European Countries over the past 70 years, from the post-war period to the present. These are shaped by social framework conditions and historical factors, such as the end of the war in 1945, and the years directly following, membership of the so-called communist Eastern Bloc, and membership in the EU in 2004 and 2007. The political changes of 1989/1990 marked one of the most important milestones; a period began in which western languages including the German language flourished in German departments; only with demographic change has enrolment dropped rapidly since the turn of the millennium. Already in the first decade of reunification, German institutes “lost” their graduates to careers that were not oriented towards the humanities, a phenomenon dominated by international companies with business contacts in German-speaking countries. Today, the majority of universities and German studies institutes are reacting to the pragmatic demands of the labor market and are modifying their range of courses, even if this is at the expense of traditional curricular content.

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Učenje čitanja po najstarijim hrvatskim početnicama

Author(s): Jelena Vignjević,Vladimira Velički / Language(s): Croatian Issue: 2/2019

The oldest Croatian primers from 16th century can show us the historical methodology of literacy, methodology of reading and learning. They are the source for historical literacy methodology and didactic approaches on learning in general. Using examples of the primerTabla za dicu (1561) this article presents the review of historical methodology of literacy, memorization, learning, and learning to read. Tabla za dicu provides an excellent insight into the ancient pedagogical and educational culture, which can help in understanding the continuity of Croatian literacy.

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Razvojna obilježja dječjega jezika u ovladavanju sintaksom hrvatskoga jezika

Author(s): Katarina Aladrović Slovaček / Language(s): Croatian Issue: 1/2012

Acquisition of language includes the occurrence of grammar, therefore it is strongly connected with the following language components: phonetics and phonology, morphology, semantics, lexicology, pragmatics and syntax. When the child produces its first word (1 – 1.5 year), this is the moment when its syntactic development begins. The sentences produced between the first and the second year are single-element expressions (so-called telegraph sentences of truncated structure (Jelaska 2007). About the age of two, the sentence is extended to become a two-element structure, while at the age of three the child already possesses a certain fund of words to which it can apply morphological rules and which it can arrange in more complex syntactic structures (Kuvač 2007). It is considered that the child extends its sentence by one word per year so that on the average, a seven-year-old child can produce a sentence of seven words (Pavličević-Franić 2005). The concept of the children’s language (Jakobson 1941, according to Bežen 2009) is a result of early language learning and it is a crucial issue of the language acquisition which does not end when the child enters school. Therefore, it is the aim of the research to determine the developmental features and their influence on acquisition of Croatian language syntax in early institutional teaching (from the age of 7 to the age of 12, i.e. from the 1st to the 6th grade of primary school). The corpus consists of written works of students (N = 174). The data will be analyzed by the method of content analysis and processed by the SPSS statistics software.

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On Language Cognition Relations and Evolution of Language

Author(s): Fatma Ebru Köse / Language(s): English Issue: 2/2023

One can understand the importance of language with its relation to mental activities such as memory and thinking. Language, a crucial human ability, has long attracted the attention of various theorists and philosophers. Language, by its nature, interacts with many biological, cultural and psychological factors. This article has drawn a general framework by bringing together the views from disciplines such as linguistics, psychology, anthropology, biology and neuroscience. On the one hand, while the theoretical opinions about language are included, on the other hand, language is discussed in the context of the changes we went through by separating from our common ancestor in the evolution process. When dealing with language, it is possible to talk about our differences from animals, the interaction of language with our cognitive processes and its organization in the brain. The views put forward by philosophers such as Plato and Descartes about the relationship between language and cognitions have expanded by Chomsky, Pinker, Dunbar and others on the evolution of language. In this article, evolutionary psychology, which strives to understand language and its relationship with cognitions, is emphasized by combining the data of modern evolutionary biology and cognitive psychology. Language is acquired quickly and without the intense need for learning experiences, thanks to innate schemas, suggests that evolution formed these schemas. According to another view, the influence of the environment and culture gains importance instead of innatism. In addition, different opinions on the evolution of language are briefly discussed. Discussion topics include triggers of language development in evolution. These are related to biological and cultural influences, influences of vocalization and hand gestures on language. When thinking about language and its evolution, it is inevitable to observe and examine cognitive processes and thought. Multidisciplinary studies can also provide important information about the evolution of language while trying to understand the complex relationship between language and cognition.

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Etkili Bir Vaaz İçin Edebiyatın İmkânlarından Yararlanmanın Önemi Üzerine -İbnü’l-Cevzî’nin (ö. 597/1201) el-Müdhiş Adlı Eseri Özelinde

Author(s): Adnan Arslan / Language(s): Turkish Issue: 2/2022

The spread of Islam to a wide geography in a short time had an effect on the activities of notification and invitation rather than military success. While Muslims invite communities that have not yet converted to Islam, on the other hand, they have taken care to keep the Muslim community alive with sermons and guidance by not neglecting their own internal reforms. They encouraged people who are well-equipped in terms of religious knowledge and inclined to oratory to bring religious love and enthusiasm to the new generations, especially to the new generations. This sermon expectation of society has encouraged the growth of powerful preachers throughout history in the Islamic community. One of the factors that make the sermon effective is the reinforcement of the speech content with the literary language. Human nature, which is inclined towards beauty by nature, values the word being spoken by considering aesthetic concerns. The way to make speeches that are concise in words, deep in meaning, declaratively clear and intelligible depends on the proper use of literary arts. Literary writers try to make the most of the possibilities of literature and make their works permanent. In this study, the work alMudhish of Ibn al-Jawzī, who is one of the preachers who made his sermons effective by taking advantage of the rich possibilities of Arabic literature, was examined within the framework of the relationship between literature and preaching. The prominent literary elements in the work were examined in titles, striking examples were selected and critiqued. As a result, it has been revealed what Ibn al-Jawzī’s bringing together his sermon language and his literary work has brought to the sermon text.

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ROZWIJANIE SPRAWNOŚCI PISANIA W JĘZYKU OBCYM: CZĘŚĆ II. WDROŻENIE PROJEKTU TUTORINGU NA POZIOMIE ZAAWANSOWANYM – WYNIKI BADAŃ EMPIRYCZNYCH

Author(s): Małgorzata Dąbrowska,Izabela Dąbrowska / Language(s): English,Polish Issue: 1/2022

The aim of this series of two articles is to explore the issue of teaching and learning writing, with special attention to writing at advanced levels of foreign language proficiency. Material and methods: In Part I., the authors present different approaches to writing instruction and discuss the issue of scaffolding student writers towards self-regulation. Part II. presents an empirical study on the implementation of a tutoring project for EFL learners which was integrated with a regular writing course for third year English Philology students. Results: The review of the literature on the topic and the results of the presented empirical study show that skillful implementation of one-to-one tutoring in combination with peer tutoring may help students develop foreign language writing skills and facilitate student progress towards self-regulated learning. Conclusions: The issues discussed in both articles indicate the need for guiding students towards self-regulated learning in language education through active implementation of personalized education techniques.

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MATKA POLKA EKSPERTKA. ETNOGRAFIA DWUJĘZYCZNEGO WYCHOWANIA

Author(s): Agnieszka Kosiorowska / Language(s): Polish Issue: 1/2022

Based on ethnographic fieldwork in a Polish migrant community in Paris, I answer the following question: why do middle class Polish women successfully pass on their language to their children? I point to the fact that the members of the Polish community in France didn’t always teach Polish to children, and I analyze the factors which lead to the consolidation of a norm concerning language transmission in the researched group. I discuss the data gathered during my research in the context of French migration history and minority history, of which the history of Polish immigration to France is part. In particular, I show that the Polish community profited from the achievements of the social movements initiated by the children of Maghrebi migrants in the 1980s. I analyze the way in which my interlocutors’ linguistic practices are shaped by national and expert discourses. I look at how the expert discourse about bilingualism is constructed, and demonstrate that it can be used by migrants as a strategy to resist the assimilation policies of the French state. Moreover, I show how the phenomena in question are influenced by the situation of my interlocutors on the French labour market.

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