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Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?

Author(s): Babak Mahdavy,Masoomeh Mousavi Namavar / Language(s): English Issue: 9/2023

Many studies have so far tried to examine the relationship between listening strategies and listening comprehension. However, it seems that none of them have focused on the effect of the test method on the findings. The present study has investigated the issue by having 55 English language learners respond to pictorial and non-pictorial listening test items with different response formats. The listening section of the Preliminary English Test (PET) and a 36-item listening strategies questionnaire were administered in the first session and after a week’s interval, the participants took a modified version of PET listening. The data were collected in a language laboratory. Several correlation and regression tests were run to investigate the relationships between listening comprehension as measured by the original and modified PET listening tests and metacognitive, cognitive and socio-affective listening strategies. The results showed that L2 learners’ use of metacognitive listening strategies is the strongest predictor of listening performance. In addition, the findings indicated that the relationship between the use of listening strategies and listening performance is mediated by the kind of test method which is used for measuring L2 listening. Directions for future research and implications for practice are presented.

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Phonotactic Probabilities and Sub-syllabic Segmentation in Language Learning

Author(s): Eva Maria Luef,Pia Resnik / Language(s): English Issue: 9/2023

High phonotactic probabilities are known to exert a facilitative effect on word learning in children and adults in their first language. The present study was designed to investigate the role of phonotactic probabilities when learning a foreign language. Focusing on Austrian and Korean learners of English, we investigated two hypotheses related to phonotactic frequency effects: (1) High-frequency segments have more deeply entrenched phonetic representations, with more automatized pronunciation patterns, rendering phonetic learning of homophonous segments more difficult; (2) High-frequency segments are associated with higher phonetic variability in the first language, which can facilitate phonetic learning in a foreign language. Additionally, the locus of phoneme/ bigram frequency effects was analyzed in relation to left-branching and right-branching syllable structure in German and Korean. We found that proximity to English voice-onset time is correlated with phoneme and bigram frequencies in the first language, but results varied by learner group. Sub-syllabic segmentation of the first language was also shown to be an influential factor. Our study is grounded in research on frequency effects and combines its central premise with phonetic learning in a foreign language. The results show a tight relationship between first language statistical probabilities and phonetic learning in a foreign language.

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LEXICAL ACQUISITION TO ROMANIAN THROUGH PROFESSIONAL LANGUAGES

Author(s): Mihaela Hriban / Language(s): Romanian Issue: 16/2019

The purpose of this paper is to bring into light some aspects concerning the enrichment of the Romanian vocabulary by means of words with different etymologies and through the help of Romanian professional languages such us: medical, legal, economic.

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SPORTING WORDS WITH ENGLISH ETYMOLOGY. LINGUISTIC USEFULNESS VS. USELESSNESS

Author(s): Mihaela Hriban / Language(s): Romanian Issue: 18/2019

Anglicisms are lexemes borrowed from English language into another one. In our case, they are words or lexical structures that are still going to contribute to the enrichment of the Romanian lexis. There are voices that conclude that Anglicims are old-fashioned and that they are not into the actual trend. We are going to underline the fact that, generally speaking, Anglicisms are very useful into different domains, such as: sport, music, cinema, gastronomy, mass-media, legal language, advertising, informatics, fashion etc., but the accent on this paper is upon sporting domain and its relevance through different linguistic means: words, phrases, modalities of expression etc..

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Komponent kulturowy w nauczaniu słownictwa na zajęciach z języka obcego na poziomie akademickim na przykładzie języka włoskiego – watykańskie kulinaryzmy jako kulturemy i elementy socjolektalne

Author(s): Anna Godzich,Szymon Machowski / Language(s): Polish Issue: 1/2023

Meals are commonly known to be a crucial element of life, culture and interpersonal relationships in the Italian Peninsula. In Italian dictionaries of phraseology, idiomatic expressions representing names of culinary items constitute the vast majority ofentries. This is a sign of the importance of meals, also considered as feasting together and the centrism of Italian food. As the cultural component is an integral element of language education at an academic level, Italian culinary items as components of idiomatic and fixed expressions in Vatican culinary items related to culturally rooted habits and secular Catholic rituals will be analyzed. The study presented in the paper aims at: i) clarifying the sociolect specifics of the Vatican clergy and kitchen staff members; ii) determining the importance of food in the socio-cultural reality of the Vatican as a type of a cultural code and an element of the regional/national culture; iii) emphasizing the essence of semantic and lexical problems related to food in academic intercultural didactics, e.g. a specialization proseminar in linguistics or translation studies, or the university instructor’s own thematic seminar on culinary matters in Italy.

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Interkulturowość w wybranych podręcznikach do nauki włoskiego i angielskiego języka biznesu i ekonomii. Studium porównawcze

Author(s): Joanna Ozimska / Language(s): Polish Issue: 1/2023

This article attempts to characterize three textbooks for teaching the language of business and economics in terms of the presence of content developing intercultural competences. The aim of the study is to identify the content developing intercultural competences, its qualitative and quantitative characteristics, to discuss the differences in the approach in the Italian and English textbooks and to indicate the possibility of using selected solutions in new teaching materials. The main hypothesis, verified during the analyzes, is that the concept of intercultural language education, although not directly expressed on the pages of the textbooks, is an important component of the didactic process in materials for teaching the language of business. The approach to interculturality may also differ, depending on the target culture and status of the foreign language taught (Italian vs English, the modern lingua franca).

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Interkulturowa kompetencja komunikacyjna w nauczaniu akcentuacji języka rosyjskiego

Author(s): Joanna Woch / Language(s): Polish Issue: 1/2023

Intercultural communicative competence in the acquisition of word stress in Russian refers to the effective and appropriate management of interaction in various conversational situations that require specific orthoepic habits in the area of the contemporary Russian system of accentuation. Every natural communicative situation needs informal, spoken language, rather the standard Russian that is taught in the classroom context. Therefore, the characteristics of word stress in contemporary spoken Russian needs to be examined. Research conducted on a group of Russian, Belorussian and Ukrainian Youtubers indicates that their analyzed speech contains some specific derivatives which are characteristic of colloquial Russian: semelfactive verbs and their past participle forms with stressed suffix -ну́(ть)/-ану́(ть), masculine derivatives with stressed suffix -о́с, neuter nouns with the suffix -ов(о)/-ев(о), masculine nouns with the stressed suffix -а́к/-я́к, -а́н/-я́н, -о́н, feminine nouns with an accented suffix -у́х(а)/-ю́х(а), deverbal nouns with suffix -ёж, diminutives with suffixes -чик, -у́шк(а)/-ю́шк(а), -а́шк(а)/-я́шк(а), relational adjectives with stressed suffix -о́в(ый). Furthermore, there is no significant difference between the Ukrainian, Belorussian and Russian analyzed material in terms of accentuation apart from one tendency, which does not seem to appear in the Russians’ speech. Ukrainians and Belorussians tend to stress the root in short verbs of past tense feminine forms.

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El profesor como mediador intercultural y su papel en la enseñanza de aspectos socioculturales a través de recursos lingüísticos y pragmáticos

Author(s): Cecylia Tatoj,R. Sergio Balches Arenas / Language(s): Spanish Issue: 1/2023

The teaching of a foreign language cannot be carried out in the usual theoretical way; it is necessary to broaden the scope, focusing on active praxis. In fact, it will be necessary to establish a basis that implies, on the one hand, the implementation of real elements of society and culture in the classroom and, on the other hand, that these elements are based on valid samples, which is what the CEFR-CV currently demands for the effective teaching of a language. Interculturality becomes an invaluable ally, given that in every situation in which it is possible to establish a direct relationship between the teaching of grammar from the perspective of active praxis and the linguistic realizations that result from this teaching action, we must observe that it is necessary to teach a language in which there are no predetermined models. We have to attend to the habitual realizations used by native speakers in real interactions in all their variants and fields.

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Quelques réflexions sur l’intégration de la littératie numérique dans le processus d’enseignement-apprentissage des langues vivantes (à l’exemple de manuels de fle pour grands adolescents et adultes)

Author(s): Ewa Półtorak / Language(s): French Issue: 2/2022

The aim of the article is to propose some reflections on digital literacy. The concept of digital literacy will be discussed in the context of the foreign language teaching-learning process, especially in the context of the teaching/learning of French as a second/subsequent language at B1 level. The author analyses some coursebooks for the teaching/ learning of French to adolescents and adults and focuses her investigations on activities dedicated to the development of the digital literacy of students.

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Supporting young l2 English learners with word recognition: design of early reading materials

Author(s): Melanie Ellis / Language(s): English Issue: 2/2022

This theoretical article presents a case for a new approach to the teaching of word recognition in English as a foreign language to young learners in Polish early years education, arguing that there is a need for greater attention to explicit instruction in alphabetic principles, selected phonics and decoding skills. Research in first language (L1) English and foreign language (L2) development of word recognition skills is outlined. Differences between the orthographies of Polish and English are highlighted. Approaches used in L1 early reading instruction are contrasted with those commonly applied in L2 settings. The need for more explicit instruction is rationalized on the basis of a brief description of impressions from 20 hours of classroom observation. The second part of the paper presents some principles for the design of materials to introduce alphabetic principles of English and elements of phonics to support word recognition, with examples. The ability to recognize words rapidly and with ease is a key skill, which, unless mastered early, could potentially have a negative impact on the whole of a child’s language education.

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Les récits littéraires d’apprentissage : un corpus pour la didactique du FLE

Author(s): Marie-Françoise Berthu-Courtivron,Marie-Françoise Bourvon,Élisabeth Richard / Language(s): French Issue: 1/2022

If language biography „is based on the individual’s ability to recount the constituent elements of his or her experience in the linguistic and cultural domains” (Molinié, 2006: 1), we argue that this ability to recount is exemplary among allophone authors who have become writers in French and that their language (auto)biographies constitute a corpus that should be promoted for the teaching of literature in FLE. Each author is in fact an autobiographer who, text after text, continues to „reappropriate his or her own language history as it has been constituted over time” (Perregaux, 2002: 83). The works, written by learners who have already become authors, all recount the hazards of learning French, whether in an institutional or informal context, and the difficulty of the inbetween languages and cultures (Alcoba, Alexakis, Cheng, Djavann, Huston, Kang, Svit, Wei-Wei...). These works are all marked by doubling and interlocution, and even when French has been known for a long time, by the omnipresence of reflection on language. For the learner who has become a writer, language is no longer just a tool but becomes a theme. The problem of writing in French thus continues to underlie the works explicitly: whether it is a question of the authors asserting their linguistic expertise in creation or showing the way to otherness.

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WERONA KRÓL-GIERAT. Teaching English to children with special educational needs

Author(s): Sabina A. Nowak / Language(s): Polish Issue: 2/2022

Monografia dr Werony Król-Gierat, opublikowana w Wydawnictwie Naukowym Uniwersytetu Pedagogicznego w Krakowie w 2020 roku, dotyczy nauczania języka angielskiego uczniów o specjalnych potrzebach edukacyjnych (SPE). Praca z takimi uczniami wymaga od nauczycieli języków obcych nie tylko poszerzonej wiedzy dotyczącej adaptacji procesu dydaktycznego do możliwości/potrzeb podopiecznych, ale również umiejętności optymalizowania sposobów i technik ich nauczania. Recenzowana książka obejmuje refleksją oba obszary, jest więc cenna zarówno w wymiarze poznawczym, jak i praktycznym. W recenzowanej publikacji omówione zostały potrzeby osób niedosłyszących, niedowidzących, z afazją, z niepełnosprawnością intelektualną, dysleksją, ADHD, z zaburzeniami ze spektrum autyzmu, w tym z zespołem Aspergera. Monografia składa się z pięciu rozdziałów poprzedzonych wstępem i wykazem skrótów, a zakończonych podsumowaniem oraz bibliografią. W książce czytelnik znajdzie także listę wykresów i tabel, jak również załączniki. Publikacja ta wychodzi naprzeciw potrzebom dzieci z SPE, ale kierowana jest do osób zajmujących się ich rozwojem, w tym kształceniem językowym.

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Dostosowanie wymagań edukacyjnych do możliwości uczniów ze specjalnymi potrzebami na lekcjach języka angielskiego a test ósmoklasisty

Author(s): Magdalena Paluch / Language(s): Polish Issue: 2/2022

The last decade has seen rapid growth in the number of students with special educational needs (SEN). The aim of inclusive education is to provide all students with equal public education. To facilitate the learning process for students with SEN changes and modifications to requirements are implemented by language teachers. At the same time, these students take the final exam at the end of year eight of their primary education, where the main and almost only adjustment is extended time to write the exam. This article has two main aims. The first is to compare the legal requirements for educational adaptations in the Polish education system. The second is to show, on the basis of a case study, that lack of coherence between the different regulations affects the results achieved by the students in their final exams.

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Uczeń z doświadczeniem migracji na lekcji języka angielskiego: wyzwania i rozwiązania

Author(s): Joanna Rokita-Jaśkow / Language(s): Polish Issue: 2/2022

The increasing number of migrant learners in Polish schools poses a new challenge not only for teachers of the language of school education, i.e. Polish, but also for teachers of other subjects, including English. Depending on the migrant learner’s country of origin, English may be his/her foreign, third (or additional) or even first language. This situation increases the heterogeneity of the language group and raises new challenges, which according to Ruiz’s (1984) conceptualization could be approached by the teacher either as a threat to the monolingual policy in the classroom, or as a resource that has the potential to enrich foreign language lessons by developing plurilingual and intercultural competences. On the basis of available research (Rokita-Jaśkow, 2019, 2021), the article presents the challenges teachers face along with suggestions for teaching solutions.

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Polszczyzna jako język drugi w szkole. Wymagania leksykalne komunikacyjnej i edukacyjnej odmiany języka

Author(s): Anna Seretny / Language(s): Polish Issue: 1/2022

In the recent years the number of migrant children in Polish schools has grown considerably. Many of them barely speak our language, most of them do not know it at all. Thanks to the state language support program most of the pupils within a year or two learn how to communicate in Polish. This ability however is often of little help during subject lessons due to immense differences between communicative and an academic language variety. The text presents the results of a preliminary study undertaken to prove that academic lexis makes on migrant children tremendous demands and to show that due to its specificity and quantity its teaching has to be both, explicit and well-organized. To achieve the research goal of the lexical material was excerpted from one of the history textbooks for primary school fourth graders and then subjected to detailed analysis which aimed at its structured organization. The paper ends with pedagogical implications: it presents some strategies for developing lexical competence of migrant pupils which can help them to meet the challenge and learn subject vocabulary more effectively.

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O zjawisku lęku językowego z perspektywy uczących się drugiego/kolejnego języka obcego online

Author(s): Ewa Półtorak / Language(s): Polish Issue: 1/2022

The aim of the paper is to reflect on the problem of language anxiety in the foreign language teaching-learning process. The concept of language anxiety in the online language teaching-learning context is discussed, with particular relation to synchronous communication tools. The context is the learners’ perspective of adult beginners at the university level learning French as a second/subsequent language. The research group included 85 students of the first and second years of French at the University of Silesia in Katowice. To collect the data participants were asked to complete the Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), and to respond to six additional questions, related to the online language teaching-learning context. Results showed that language anxiety is a phenomenon that may accompany the regular online teaching-learning process of a second/subsequent foreign language.

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Paradygmat afektywno-kognitywny w badaniach procesu uczenia się i nauczania języków obcych w kontekście komunikacji specjalistycznej

Author(s): Mariola Jaworska / Language(s): Polish Issue: 1/2022

Academic discourse has in recent years emphasised the importance of an integrative approach to foreign language learning and teaching in which affective factors are treated equally to cognitive ones. These components are characterised by dynamic interaction where emotions are not viewed as an addition but as an important component of the language learning process that act as a catalyst. The aim of this article is to review theoretical approaches based on the assumption that affective and cognitive processes cannot be perceived as two separate areas of the human psyche, as both jointly shape human actions, including those in language. This view is the starting point of an analysis of the potential use of the affective-cognitive paradigm in preparing for specialist communication. It is assumed that it can become a theoretical framework for empirical research that will allow for a better understanding of the specificity and functioning of individual differences in language communication and allow for a more complete picture of specific factors, taking into account their multidimensional nature, dynamics and embeddedness in the context of specialist communication.

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PERSPECTIVES ON THE INFLUENCE OF THE INTERNET ON LANGUAGE CHANGE

Author(s): Alexandra Bîja / Language(s): English Issue: 18/2019

The Internet is undeniably something that has changed people’s lives in many aspects, language included, leading to the appearance of what is called nowadays Netspeak. Even though there are numerous opinions regarding the emergence of this linguistic variety, it is without doubt that changes in language due to the Internet are a growing phenomenon. In this paper I will approach the issue of the emergence of Netspeak, the changes that appear in language in order to form this linguistic variety, and the issue of it as a worldwide phenomenon. We will see that, even though the English language undoubtedly dominates the Internet today, other languages as well have the potential to, and do go through similar changes and form an Internet linguistic variety of their own. The paper will tackle the issue of globalization in the context of the Internet seen as a social construct rather than a technological one, which helps people connect with each other, with the dominant language being the English language, as well as the issue of regionalization, as different language communities are shaping their own identities on the Internet.

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JÜRI EESTI KEELES

Author(s): Raimo Raag / Language(s): Estonian Issue: 68/2023

One of the most popular Estonian male first names, Jüri, is derived from the name of the Christian martyr Saint George, immortalised in the legend of Saint George and the Dragon as the warrior who rescues a princess by defeating a dragon. The oldest known written attestation of this legend is found in a Georgian 11th century manuscript, the contents of which is retold in the paper. The paper also gives an account of the spread of the personal name Jüri. It is demonstrated that Jüri was among the most popular Estonian male first names in the district of Pärnu already in the 1630s. Numerous family names have been formed from Jüri by adding a derivational suffix or combining Jüri with another word into a compound name. In addition, the element Jüri occurs in compound place names all over Estonia, especially in farm names. The main part of the paper examines common nouns in Standard Estonian and Estonian dialects formed on the basis of Jüri, some of which are related to St. George’s name day on April 23, called jüripäev in the Estonian folk calendar. The significance of this day is accentuated by the fact that the month of April is referred to as jürikuu, literally ‘the month of Jüri’. There are also several names of plants, fishes and birds that have been formed on the basis of jüri. A separate conceptual group is formed by numerous compound words that characterise a person in terms of professional occupation or individual peculiarity, like tindijüri, ‘office worker’, literally ‘ink-Jüri’, or pudrujüri ‘a person talking unclearly’, lit. ‘porridge-Jüri’.

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LINGVISTIC AND LEGAL IMPLICATIONS OF THE UNION OF THE TRANSYLVANIA WITH ROMANIA: NEW LATIN WORDS IN THE WORKS OF THE TRANSYLVANIAN JURISTS GEORGIU PLOPU AND ŞTEFAN LADAY (III)

Author(s): Teodor Sambrian / Language(s): Romanian Issue: 19/2019

This article constitutes the last part of the three of the study devoted to presenting some Litinisms extrated from the civil law Works of the Transilvanian jurists Georgiu Plopu and Ştefan Laday. We here by analyse 72 other words most of the legal terms specific to the legal language of Transylvania in the first 25 years after the union with Romanian, which cannot be found in any dictionary of the Romanian language.

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