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Dilbilgisinden Kullanıma: Bilişsel Yaklaşım Çerçevesinde İşe Dayalı Dil Öğretim Malzemesi Oluşturma Önerisi

Author(s): Murat Özgen / Language(s): Turkish Issue: 141/2008

One of the demanding and time-consuming tasks in foreign language teaching is to prepare and develop class materials. There are various views in the literature regarding the preparation of a class material. This study is an attempt towards the methods of the preparation of a class material. Before the presentation of this material, a summary of the cognitive approaches to grammar instruction has been presented, and a short information regarding the task-based learning model has been given. Afterwards, a class which could be prepared within the framework of those two theoretical bases has been given. In the last section, a material for speaking skills has been developed.

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Erken Çocukluk Döneminde Yapılandırılmamış Materyallerle Hikaye Oluşturmanın Önemi

Author(s): Nilay Dereobalı,Mihriban Özcan / Language(s): Turkish Issue: 1/2018

Early childhood is a process in which the children’s thinking skills, imagination and vocabulary develops, social interaction is enhanced, articulation is enriched and native language structures are gained. In this period, to bear positive feelings and thoughts towards story books, offering various stories to children by their parents and educators, giving opportunities to create their own stories and supporting them to express themselves in a distinctive way, provide important contributions in the fields of language, cognitive and social emotional development. The use of unstructured materials and the fact that these materials become part of children’s natural life in early childhood is important in terms of acquisition of these skills. In this article, the contributions of unstructured materials to the development of children are tried to be revealed in the light of the studies done in the literature

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YABANCI DİL OLARAK TÜRKÇENİN ÖĞRETİMİNDE SÖZCÜKLER ARASI ANLAM İLİŞKİLERİ: YENİ HİTİT YABANCILAR İÇİN TÜRKÇE ÖRNEĞİ

Author(s): Müge Şengezer,Zeynep Doyuran / Language(s): Turkish Issue: 1/2021

Vocabulary constitutes an important learning field for teaching foreign languages. Knowing a word means having the knowledge of its phonological, morphological, semantic, grammatical features and it is required to make use of linguistics to comprehend these features. Within this scope, semantics, a micro field of linguistics that explains semantic features of words, is used to understand the interlexical sense relations, the subject of this study. The aim of this study is to explain the interlexical sense relations in teaching Turkish as a foreign language with semantics viewpoint and analyze teaching of these relations with critical viewpoint. For this purpose, basic categories of this study synonymy, antonymy, hyponymy, collocation, part-whole relation, componential analysis, and translation equivalence that have been determined based on Common European Framework of Reference for Languages (CEF) have been explained with semantics viewpoint. Course book and workbook of basic level Yeni Hitit Yabancılar İçin Türkçe, used in classes of Turkish as a foreign language, have been analyzed in terms of teaching of interlexical sense relations with critical viewpoint. Data, obtained by analysis, have been digitized and described. The results indicate that the course book needs to be revised in terms of vocabulary teaching and specifically interlexical sense relations.

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RUSÇADA ZARF YAPILARININ İNCELENMESİ ÜZERİNE

Author(s): Leyla Çiğdem Dalkılıç / Language(s): Turkish Issue: 1/2021

In the process of foreign language learning the students learn many different parts of speech in detail, however, there are some topics that are focused on superficially. In teaching Russian as foreign language, the adverbs as part of speech is one of those topics on which a little attention is paid. Adverbs are the most important linguistic elements that make up the semantic richness of a language. Till now no direct researches have been carried out in Turkey on the topic of adverbs in the Russian language and this topic has been superficially and marginally covered in grammar textbooks, it clearly shows that these structures are ignored in teaching Russian as foreign language. The limited and insufficient resources available on this topic lead to poor understanding of their usage, function and structure by the students. Another problem related to the usage of adverbs lies in the fact, that due to the structural similarities with other words, the functional features they may have in a sentence are not fully understood. The fact that there are different approaches in the Russian grammar tradition according to the definition, structure, semantic and functional features of adverbs shows this insufficiently studied grammatical part of speech should be examined in more details. In this study, the adverbs in Russian are examined from three points of view, such as structural, semantic and functional points of view, and the difficulties in assimilating and distinguishing these structures are also discussed in detail. The aim of this study is to present the features of adverbs in Russian from a broad perspective and systematically to help the Turkish native speakers better understand the adverb structures in Russian, which they learn as foreign language. In addition to this, another aim of this study is to introduce the approaches to Russian adverbs to large audiences, which have not been covered in Turkey in Russian studies.

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Öğrencilerin İngilizce Başarıları ile Öz Düzenleme ve Bireysel Yenilikçilik Düzeyleri Arasındaki İlişkinin İncelenmesi

Author(s): Münasip Güngör / Language(s): Turkish Issue: 24/2022

In this study, the relationship between the Anatolian High School students’ self-regulation and personal innovativeness levels, and their success in learning English has been analyzed. Concerning the research of the learning process with prior arrangement, preliminary test - final test control grouped pattern of the experimental method has been used. As for the research of their personal innovativeness levels, scanning method has been used. Students’ success in the English class and their attitude towards the English class form the independent variables of the research. And the independent variable, the influence of which is searched for over those dependent variables, is the activities which were prepared by the researcher, using as base the learning process with self-regulation. The practice was carried out through the first term of the academic year, 2019-2020, together with the Gürlek Nakipoğlu High School’s 94 12th grade (final year) students. For the research of the learning process with self-regulation, three data collecting instruments have been used, which are English Readiness Test, English Achievement Test and English Attitude Test. The data used for the research of personal innovativeness levels were obtained through a questionnaire and a presonal innovatiness scale, developed by the researcher. At the end of the English class, which had been arranged accordingly with the learning process with prior arrangement, such findings were obtained: After the practice, it is clearly seen that the student’s success is considerably high, depending on the learning process with self-regulation in English learning. Moreover, as a result of researching their personal innovativeness levels, such findings have been reached...

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Să cunoaştem slangul limbii ruse

Author(s): Alexandra Danilov / Language(s): Romanian Issue: 1/2010

Сегоднешнему изучающему русский язык человеку необходима ознакомление с ненормативной лексикой, с русским сленгом. Он проник почти во все сферы употребления русского языка, его безусловно встречаем в передачах по радио и телевидению, на страницах газет, в художественной литературе и в любой непринуждённой речи насителей русского языка, а даже в публичных выступлениях. Для комплексного понимания русской культуры, общества и менталитета, изучение сути, причины и среды появления русского сленга, необходимы. Под сленгом понимается ненормативный пласт современного русского языка, широко употребляемого, в ситуациях непринуждённого общения всеми, независимо от возраста, образования или социального статуса. Сленг не отражает пониженную культуру или какую-нибудь социальную группу, он принадлежит всем. Его сутью является выражение эмиций, досады или протеста, иронии, шутки вечно живыми, актуальными словами. В нём силен игровой компонент, а его функция – это естественная человеческая потребность расслабиться, пошутить, творить, выйти из рамках ежедневной строгости или напряжения. В последнем понимании зтого термина нет отрицательных коннотаций.

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Komunikatívne vyučovanie slovenčiny ako cudzieho jazyka a jazyková kompetencia

Author(s): Silvia Lihanova / Language(s): Slovak Issue: 1/2010

In der kommunikativ orientierten Fremdsprachendidaktik wird versucht, pragmatische Lernziele in Bezug auf genau definierte Lernende und deren kommunikative Bedürfnisse zu bestimmen. Um diese Ziele zu erreichen, sollte man sich mit der Theorie der Kommunikation beschäftigen.

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On the functional literacy of students: questions of development

Author(s): Zhainagul Beisenova,Kulanda Kanafieva,Saltanat Moldakhmetova,Zhanar Kuandykova / Language(s): English Issue: 1-2/2021

The article is devoted to the definition of critical thinking skills, the stimulation of critical thinking in language teaching. One of the requirements of the linguistic globalization is functional literacy, which involves a degree of mastery of native language. Today, the main objective is the establishment of more serious requirements regarding the students’ knowledge level and skills. In the current realities, the educational process in higher education institutions should focus on building skills that contribute to the implementation of the concept of lifelong learning. It is obvious that the main condition for the formation of such skills is the presence of a certain level of functional literacy. Thus, functional literacy is a social and economic phenomenon related to the welfare of the population and the country as a whole.

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Preface

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

The second issue of volume 10 of Studies in Linguistics, Culture, and FLT titled “Problems and Solutions in Linguistics and FLT” contains five papers focusing on various aspects of linguistics, discourse studies and methodology.

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When “grass was greener”: Longplay Album Covers and Learning English A Retrospection

Author(s): Liliana Piasecka / Language(s): English Issue: 8/2022

This paper brings together several important threads accounting for learning English as a foreign language, that is, language learning experience, material culture as an element of this experience as well as a component of the learning environment, motivation and music. Material culture has recently attracted the attention of researchers interested in foreign/second language learning and multilingualism because it provides a rich context for many multilingual practices. Longplay album covers are an excellent example of artefacts that combine the verbal with the material. Music and songs, pop songs in particular, are an important motivating factor in learning languages. The aim of this paper is to share with the reader the author and her generation’s encounters with pop music of the 1960s, focusing on language learning experience based on the material aspects of these encounters, that is, longplay record covers. The paper, then, is the author’s personal reflection based on her own experience as well as on the multiple discussions she has had with friends and colleagues whose teenage years spanned the 1960s. Also connections between music and language learning are discussed along with suggestions of activities capitalizing on learners’ interest in music in the teaching process.

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The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study

Author(s): Anna Borkowska / Language(s): English Issue: 8/2022

The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy.

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Investigating the Roles of the Four Sources of Self-Efficacy Beliefs in an EFL Listening Context

Author(s): Hyang Il Kim / Language(s): English Issue: 8/2022

Research in the academic context has revealed the positive roles of self-efficacy in teaching and learning, showing that a thorough understanding of self-efficacy is essential. In this study, the relationships between the four principal sources and the formation of self-efficacy belief proposed by Bandura (1997) are examined in order to further this understanding. Based on this, several empirical studies have attempted to explore these relationships in various fields, but the relevant research appears to have produced insufficient empirical data in the field of language learning to support the theory. Therefore, this study aims to investigate how these sources affect basic self-efficacy (BSSE) and advanced skill self-efficacy (ASSE) classified according to the difficulty of listening tasks in English. As many as 107 Korean university students participated in the study and mediation analysis was employed to examine the relationships. The results show that all four sources act as mediators of BSSE, and all but physiological and emotional states serve as mediators of ASSE. The findings support Bandura’s hypothesis and the pedagogical implications are discussed.

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Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill

Author(s): Mahzad Karimi,Elahe Ghorbanchian / Language(s): English Issue: 8/2022

With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test.

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Mentoring as Professional Development for Mentors

Author(s): Aleksandra Szymańska-Tworek / Language(s): English Issue: 8/2022

The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring—being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.

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Szkoła podstawowa bez Innego. Od (braku) wielokulturowości w szkolnej edukacji literackiej i kulturowej ku praktycznym rozwiązaniom

Author(s): Marcin Miłko / Language(s): Polish Issue: 1/2022

Multiculturalism is one of the crucial elements on all-levels in the humanities, especially when it comes to the Polish language and literature. Both compulsory and supplementary reading discussed during Polish classes should address this vital topic to affect children’s and teenagers’ values and attitudes. In this article, a list of readings included in the 2017 general education core curriculum for grades 4–8 of elementary school is examined to demonstrate that other cultures are barely mentioned in the books listed in that document. Based on this analysis, the author of the article suggests several literary texts and teaching methods that teachers can use during their lessons in order to develop intercultural competencies.

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Motor Simulation and Ostensive-Inferential Communication

Author(s): Angelo D. Delliponti / Language(s): English Issue: 1/2022

The ostensive-inferential model is a model of communication, an alternative to the code model of communication, based on pragmatic competence: it explains human communication in terms of expression and recognition of informative and communicative intentions, founding comprehension on the distinction between literal meaning and the speaker's meaning. Through informative intentions we try to make evident the content of a message to a receiver, or to make evident what we want to communicate to him/her: communicative intentions are used to make evident the very fact that we intend to communicate. One hypothesis is that ostensive-inferential communication is what makes human language possible. Since an extensive literature has highlighted the role of the Theory of Mind in ostensive-inferential communication, this hypothesis fits with the idea that a mechanism for mentalizing underlies human communication. The aim of the present paper is to stress the role of lower-level mechanisms, specifically of motor simulation, in the recognition of informative and communicative intentions, in order to outline an embodied account of ostensive communication. Specifically, the hypothesis is that this process is involved in language acquisition during development, and that it plays a role in the associative learning process involved in language acquisition during childhood. To this aim, in future research it may be useful to test the involvement of motor simulation (specifically, phono-articulatory and semantic) in the recognition of informative and communicative intentions in toddlers. Since some models of language evolution focus on the role of motor simulation, a supplementary goal is to deepen its role in the biological evolution of language, focusing on the specific link between motor simulation and intentions in the framework of ostensive-inferential model.

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Koncepcja rodzinnej polityki językowej na przykładzie rodzin polsko-australijskich

Author(s): Piotr Romanowski / Language(s): Polish Issue: 6/2022

The aim of this paper is to discuss the Family Language Policy of selected Polish-Australian families residing in Melbourne. The concept of Family Language Policy entails language ideology, language practices and language management. For a better understanding of the context under study, the history of Polish emigration to Australia has been outlined. The key elements in the study of FLP include language socialisation and heritage languages (i.e. Polish), which are then discussed. A description of the study conducted in the Polish diaspora in Australia in 2014-2016 follows. This research involves mixed families who agreed to participate in case studies consisting of interviews, observations, and language portraits. An earlier stage involved a quantitative analysis carried out on the basis of an online survey completed by 124 parents.

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Foreign Language Pedagogy in the Light of Cognitive Linguistics Research (Series Second Language Learning and Teaching), edited by Grzegorz Drożdż and Barbara Taraszka-Drożdż

Author(s): Daniel Karczewski / Language(s): English Issue: 04 (35)/2021

Review of: DANIEL KARCZEWSKI - Foreign Language Pedagogy in the Light of Cognitive Linguistics Research (Series Second Language Learning and Teaching), edited by Grzegorz Drożdż and Barbara Taraszka-Drożdż, Cham, Switzerland: Springer, 2020, 131 pp.

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Obilježja ranog rječničkog razvoja u djece s poremećajem iz spektra autizma

Author(s): Klara Popcevic / Language(s): English,Croatian Issue: 1/2022

Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder primarily characterised by deficits in social interaction and communication. Based on some theoretical approaches, these deficits provide an unstable foundation for language acquisition. In the earliest stages of language development, this may be reflected in the vocabulary development of children with ASD. Possible deviations in vocabulary development have been investigated at the level of rate of word acquisition and vocabulary composition. Although studies have confirmed that there is significant variability in the language abilities of children with ASD, in many cases, these children experience a delay in the production of first words and acquire words at a slower rate. As a result, the size of their vocabulary is often smaller than expected based on their chronological age. A small body of research points to possible deviations in vocabulary development (i.e., developmental trajectories of specific word classes). Vocabulary composition differs to some extent in typologically different languages, suggesting that vocabulary development in children with ASD needs to be studied in different languages. For Croatian, there is currently no information on the vocabulary development of children with this disorder. Based on a review of literature, this paper highlights important methodological implications for further research on vocabulary development, as well as clinical implications for speech therapy interventions aimed at supporting language development in children with ASD.

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Emakeeleõpetus hämmingus

Author(s): Mati Hint / Language(s): Estonian Issue: 10/2012

Review of: Martin Ehala, Külli Habicht, Petar Kehayov, Anastassia Zabrodskaja: Keel ja ühiskond. Õpik gümnaasiumile. Künnimees, 2012. 224 lk.

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