CEEOL - Browse Subjects Result

We kindly inform you that, as long as the subject affiliation of our 300.000+ articles is in progress, you might get unsufficient or no results on your third level or second level search. In this case, please broaden your search criteria.

Eesti vahekeele korpus

Author(s): Pille Eslon / Language(s): Estonian Issue: 06/2014

The article introduces the first version of the Estonian Interlanguage Corpus (EIC) of Tallinn University, surveying the corpus structure, multilevel statistics, corpus annotation, linguistic error taxonomy, system of requesting, options of automatic analysis (morphological and syntactic analysis, n-grams) of Estonian learner language, and current EIC-based research. EIC is a resource consisting of Estonian texts written by learners of Estonian as an official and foreign language. The corpus has hitherto provided material for empirical and applied research on morphosyntactic usage patterns and lexical variation of Estonian, the morphosyntactic complexity and lexical richness of learner language, developments in the Estonian language system, gradual development of language skills and CEFR proficiency levels, error and contrastive analysis (Estonian, Russian, Finnish morphology), and cluster analysis. EIC is a monitor corpus containing over three million word forms. The major direction of research is comparative corpus analysis of standard Estonian and learner Estonian in the domain of morphosyntax, the focus lying on patterns of language usage. This has been a conscious choice as the multi-component language structures which are regularly used have a definite place in the text creation process of a native speaker as well as a learner, while the comparative analysis of the resulting texts has a heuristic meaning for understanding Estonian grammar. The results can also benefit applications for automatic analysis of learner language. Regardless of the starting points of system development, the central issue will still be linguistic, namely, how do people typically combine words, morphology and linguistic structures or, in other words, what is the connection between the semantics and morphology of a word and the textual functions of its morphology.

More...

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.

More...

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.

More...

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.

More...

Psychological and pedagogical innovative technologies for teaching English to university students

Author(s): Ayupova Gulbarshyn Turagulovna,Mamanova Alma Sharifullina,Mukhamediyeva Assel Bayakhmetovna,Akmanova Galiya Rakhmetolinovna,Omarov Murat Kaiyrbekovich,Kabdykalymkyzy Assem / Language(s): English Issue: 6/2022

The purpose of this research is to get the opinions of academics about augmented reality technology, which is one of the psychological and pedagogical innovative technologies to teach English to university students. In this study, the qualitative research method, one of the research methods and techniques, was used. The study group of the research consists of 25 academicians who teach English at various universities in Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, it has been determined that the majority of academicians participating in the research do not use augmented reality applications in English education. Academics have made suggestions regarding the effect of using augmented reality, one of the innovative technologies in English education, on student achievements. These recommendations are that augmented reality applications increase a student’s learning performance, provide a flexible learning environment, allow students to pay more attention to the lesson, enjoy the lessons more, increase students’ curiosity about the lesson and increase students’ desire to learn foreign languages. Students benefit from technology and different methods while learning to take advantage of it. In addition, it has been determined that the majority of academicians participating in the research tend to use augmented reality applications in English education. In line with the results obtained from the research, the necessity of creating English education curricula in universities in accordance with augmented reality technology has emerged.

More...

Attitude and social context in MALL classes: A view from midwifery learners

Author(s): Khoirul Anwar,Agus Wardhono,Langgeng Budianto / Language(s): English Issue: 9/2022

Previous studies on learning technology have focused on attitudinal dimensions and social aspects restricted to the general purpose of language classes. This obviously provides prospects for further investigation, particularly for adult learners with specific goals. Based on this rationale, this study seeks to examine the impact of Mobile Assisted Language Learning (MALL) on the attitudes and social level of the learner perspective in a Midwifery classroom. This study also explores the level of significance impact and hypothetical correlation that occurs between attitudes and social contexts. This study employs attitude questionnaires (personal, learning environment, and behavioral) and social context questionnaires (student-student relationships, formal student-instructor relationships, informal student-instructor relationships, and students as instructors). By obtaining 310 respondents who have participated in the MALL program in the Midwifery class, the data have been analyzed using the Paired Sample T-test, and Pearson Correlation Coefficient (SPSS version 25 is utilized). The results show that the learners’ attitude and their level of social context achieved significant changes after the MALL class. However, the correlation between attitude and social level revealed a low correlation. However, several sub-factors in both aspects are incredibly and strongly correlated, especially in the aspects of anxiety, self-efficacy, self-regulation, and usefulness affecting aspects of both formal and informal student-instructor relationships. Suggestions are welcomed for further correlation tests at the sub-factor level on diverse subjects (different gender and field studies).

More...

Mechanisms of intercultural competence formation in teaching foreign languages

Author(s): Gulnara Akhmetova,Dinara Ryspayeva,Alma Zhukenova,Natalya Zhumagulova / Language(s): English Issue: 10/2022

The purpose of this research is to obtain teachers' opinions on the development of communication skills of preschool children through information technologies. This research is in the case study model, which is one of the qualitative research designs. The participant group of the research consists of 40 preschool teachers who are teaching in various preschool education institutions in Almaty, Kazakhstan, in the 2021–2022 academic year. Research data were collected with the semi-structured interview form developed by the researchers. As a result of the research, majority of the preschool teachers stated that they frequently benefit from information technologies in the development of preschool children's communication skills. They also stated permanence in learning, increasing interest and attention, being educational and entertaining, the ease it provides in learning, the opportunity to raise technology literate children and saving time as the advantages of using information technologies in the development of preschool children's communication skills. They stated the problems experienced in choosing appropriate content, the technological infrastructure problems of the school, the technology addiction and the technological pedagogical inadequacy of the teachers as the disadvantages of using information technologies in the development of communication skills of preschool children. Based on the results of the research, in order to eliminate the deficiencies in teachers' technological pedagogical content knowledge, it is necessary to organise regular in-service training programmes.

More...

DEVELOPMENT OF ESTONIAN STUDENTS’ READING SKILLS AND TYPES OF READING ERRORS: A DESCRIPTIVE STUDY IN A LANGUAGE WITH TRANSPARENT ORTHOGRAPHY

Author(s): Maris Juhkam,Piret Soodla / Language(s): English Issue: 18/2022

This study aimed to describe the development of reading fluency and accuracy of Estonian students throughout an academic year. The longitudinal study assessed the reading skills of 112 students two times: in the winter of their third grade and the winter of their fourth grade. Three reading subtasks were used: connected text, word list and pseudo-word list. We found that reading fluency and accuracy developed significantly during the academic year, but the differences in the results of weaker and more skilled students were large. The average level of accuracy in reading was very high, while the reading errors that emerged were predominantly qualitative. However, the proportion of quantitative reading errors increased significantly when reading pseudo-words.

More...

COMPREHENSION OF COMPLEX LITHUANIAN SYNTACTIC CONSTRUCTIONS: A STUDY OF TYPICALLY DEVELOPING CHILDREN AND CHILDREN WITH DEVELOPMENTAL LANGUAGE DISORDER

Author(s): Laura Kamandulytė-Merfeldienė / Language(s): English Issue: 18/2022

The aim of this paper is twofold. First, to compare the comprehension of complex Lithuanian syntactic constructions (relative clauses, passive sentences, wh-questions) in typically developing (TD) children and children with developmental language disorder (DLD). Second, to display the characteristics of comprehension of these constructions that can be attributed to specific language features of Lithuanian. This study demonstrates that both TD children and children with DLD have problems in comprehending passive sentences and wh-questions. TD children had fewer challenges in performing the relative clause comprehension task than the other tasks. However, children with DLD faced more difficulties in performing the relative clause task. The results show that children are more likely to make errors in interpreting object but not subject sentences. Even though in Lithuanian syntagmatic relations are marked by inflections, it is still difficult for children to grasp the syntactic relations between the subject and the object in complex constructions.

More...

EESTI KEELE KUI TEISE KEELE ÕPETAJATE SUHTUMINE 7.–9. KLASSI ÕPILASTE KEELEVIGADESSE JA VIGADEGA TEGELEMINE

Author(s): Mare Kitsnik,Sille Midt / Language(s): Estonian Issue: 18/2022

Understanding the role of language errors and skillfully dealing with them is an important factor influencing the effectiveness of second language learning. The article focuses on teachers’ attitudes towards their 7th–9th grade pupils’ errors and how they address their errors. The results were obtained via an online questionnaire among teachers at different schools (n = 25), the results of which were analyzed quantitatively and qualitatively and compared with the principles of the usage-based approach (Martin et al. 2010, Eskildsen 2008, Mustonen 2015). In conclusion, teachers’ opinions are partly consistent with the usage-based approach. According to the teachers, their students make a lot of errors, and the most common type of errors are morphosyntactic. Teachers generally consider errors in the process of linguistic development to be natural, but they also think that errors need to be addressed. Concerning the feedback types, it was found that for dealing with errors in oral texts, a wider range of feedback types was perceived as useful than for written texts. In the written text, most teachers correct all errors, in the oral text, not all errors are corrected. When correcting errors in both oral and written texts, most respondents take into account the student’s language proficiency level and the type of task. In the oral texts teachers also take into account the recurrence of the error and the student’s personality, and in the case of written texts, previous learning of the subject. Errors in oral text are usually corrected after speaking, and more explicit learning is valued, which requires students to pay close attention to the errors and to correct the errors themselves. When correcting errors in a written text, teachers rather present the correct structures with explanations themselves. Teachers value the role of speaking in the development of linguistic accuracy and also allow learners to use language with errors. Repeated teaching of error-prone topics is also considered important to reduce errors. However, practice, especially oral practice of error-prone topics, is not seen as important. The impact of listening to authentic input on the development of linguistic accuracy is also underestimated, and the role of writing is rather underestimated. The study only reflects teachers’ self-esteem in terms of correcting errors, which does not mean that teachers behave exactly according to their opinions in the actual teaching process. It is also not clear from the study how good the teachers’ knowledge is of the errors characteristic in different stages of development. In the future, it would be worthwhile to study the same topic with lesson observations. It would also be worthwhile to differentiate between groups of teachers who have different views on errors. Despite some limitations, the results of the study provide important information in a hitherto unexplored area. The results should be taken into account in teacher training and the creation of methodological materials.

More...

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.

More...

Questioning business English teaching during the pandemic era: Challenges and prospects in E-learning

Author(s): Awicha Benabdallah / Language(s): English Issue: 4/2022

The COVID-19 pandemic resulted in the shutdown of industrial, economic, academic, and public institutions all across the world to ensure social separation among individuals. On the education ground, decision-makers called for a switch from on the-ground to online instruction as a remedy to this challenging issue. This study, therefore, aimed to investigate the primary challenges that English for Specific Purposes teachers and learners encounter in the Higher School of Management of Tlemcen, Algeria in E-learning classes, as well as the most effective ways and skills to cater to the needs of this global age during this pandemic era. This research is a case study conducted on 5 ESP teachers and 60 first-year learners. The data collection was through a questionnaire and a semi-structured interview. Findings revealed that despite their recognition of the vital importance of such courses, both teachers and learners encounter a set of challenges related to organizational, technological, pedagogical, and psychological issues.

More...

ON THE NON-REFLEXIVE MEANING OF INCHOATIVE VERBS

4.50 €

Preview

ON THE NON-REFLEXIVE MEANING OF INCHOATIVE VERBS

Author(s): Maria Poponeț / Language(s): English Issue: 1/2022

In Romance languages, unaccusative verbs generally take part in the causative-inchoative alternation, exhibit reflexive morphology and can license phrases carrying the meaning “by itself”. Some of these features are shared with reflexive verbs giving rise to reflexive analyses of inchoatives, such as Chierchia (2004) or Koontz-Garboden (2009). However, despite the apparent similarity between reflexives and inchoatives, the two verb types differ in terms of semantics: Reflexive verbs display genuine semantic reflexivity in which agent subjects are actively involved in the process, whereas inchoative verbs are assigned a weak semantic reflexivity where properties of the argument cause the event (Chierchia 2004). In this article, we will show that the formal resemblance between reflexives and inchoatives does not warrant a weak semantic reflexivity of inchoatives. Thus, arguments underlying reflexive analyses, such as the licensing of “by itself” and the meaning of inchoatives, will turn out to be inconclusive in our study. First, we focus on the licensing and meaning of “by itself” in inchoative contexts, and we show that inchoatives do not pattern with reflexives. Second, we investigate the meaning of inchoative verbs in the absence of “by itself”, seeking to establish if semantic reflexivity is tenable for these verbs. In our survey, the 33 Romanian speakers that we consulted dismiss even a weak reflexive analysis of inchoatives in which properties of the subject argument are responsible for the change of state event.

More...

„GUSTUL CUVINTELOR” ÎN ATELIERUL DE TRADUCERI

4.50 €

Preview

„GUSTUL CUVINTELOR” ÎN ATELIERUL DE TRADUCERI

Author(s): Oana Benedicta Feher / Language(s): Romanian Issue: 1/2022

Language constitutes the starting point in the discovery of a world. When we learn a new language and end up thinking in it, another world adds to the first, with a different culture and vision. The translator’s task is to achieve the connection between these two worlds by adapting the language and the message a text contains. The degree of difficulty is given by the type of text, the age it comes from, the fields to which it belongs, the translator’s specialization, etc. My professional background, the one of a philologist, the interest in the study of languages, have lead me to a very interesting, atypical text. I am refering to Le Goût des mots (Gustul cuvintelor), a small volume which could be categorized as an essay, a particular one, since its author, Françoise Héritier, was a well known anthropologist, ethnologist and a French feminist militant. The translation workshop I am proposing integrates the following steps: essential data about the author; an identification of the structure regarding the chosen volume; a review of the translation’s levels of difficulty focusing on lexical and semantical ones. The results of this approach are surprising.

More...

Билингвизм и регуляторные функции у дошкольников: обзор исследований

Author(s): A. A. Tvardovskaya,Valerian Faritovich Gabdulkhakov,N. N. Novik / Language(s): Russian Issue: 1-2/2022

Cognitive development and bilingualism in preschool childhood have recently become the pivotal research issues. This article is a brief review of the major studies covering the problem of how bilingualism influences both cognitive development and academic success in preschool children, as well as whether bilingual education determines the development of executive functions. We paid special attention to the data obtained on the development of executive functions in bilingual and monolingual children that help to understand whether there are any differences between the two groups. Using the international citation databases, we identified the publications of the studies of cognitive development in children under the conditions of bilingualism. The results of the analysis were exported in the VOSviewer environment and visualized as key clusters. The findings of the Russian and foreign studies showing the ambiguity of the connection between mono- and bilingualism in children and their cognitive development were described and compared. Interestingly, the studies in preschool institutions of the Republic of Tatarstan (Russia) established that bilingualism has a positive effect on the cognitive abilities of children, if the anthropology of the linguistic personality (types of bilingualism) and the multicultural conditions of language interference and transposition are taken into account.

More...

VOCABULARY ACQUISITION IN TEACHING LSP. A CASE STUDY APPROACH TO HOW ROMANIAN MEDICAL STUDENTS ACQUIRE FRENCH MEDICAL TERMINOLOGY

Author(s): Olivia-Cristina Rusu / Language(s): English Issue: 2/2022

This paper researches and presents a case study approach to teaching lexical items to facilitate vocabulary acquisition of French for specific purposes. Given a confirmed lack of conventional teaching materials in several domains, the research questions addressed in this study relate to the principles and guidelines for initiating and facilitating foreign languages for specific purposes (LSP) vocabulary learning and to the most effective learning strategies and skills that students use while learning and expanding their LSP vocabulary. The beneficiary target group consists of first-year Romanian students who study Medicine and who have chosen French for Specific Purposes as their second language. Literature and practice have noted a significant deficiency in textbooks and grammar books for Romanian students who want to emigrate to French-speaking countries. Hence, this paper highlights theoretic and practical methods to be considered in terms of teaching French medical vocabulary, based on students’ studying predilections.

More...

Techniki rozwijania sprawności czytania oraz pisania w materiałach do nauczania polskiego języka medycyny (medycznego)

Author(s): Paulina Oczko / Language(s): Polish Issue: 21/2022

The article is a contribution to the discussion on the ways of developing reading with comprehension and writing skills in teaching the Polish medical language. The article is based on the conclusions drawn from the analysis of the concepts of language proficiency development presented in the introductions to the materials developed for teaching medical Polish. In the first part of the article, previous works on developing linguistic skills in teaching Polish for medical purposes are presented. The second part focuses on the most important theoretical assumptions of the methodology of developing reading and writing skills in teaching Polish both for general and specialized/professional purposes. The third part discusses the results of the analysis of the materials in terms of the techniques used to develop the ability to understand written texts and to produce written statements. The analysis of the glottodidactic materials has led to the conclusion that the methodology of teaching Polish for medical purposes is based on the achievements of the methodology of teaching general language. Thanks to the review of the research material, it was possible to indicate the most frequently used techniques for developing reading fluency. Moreover, the research has led to the conclusion that in the vast majority of textbooks, the authors pay the least attention to the skill of writing and do not emphasize it explicitly in the description of the goals of teaching Polish medical language.

More...

Muzyka, pieśni i piosenki w procesie nauczania i uczenia się języka polskiego jako drugiego w szkole podstawowej

Author(s): Rafał Piechocki / Language(s): Polish Issue: 21/2022

The main purpose of this article is to draw attention to the role of pieces of music in the process of teaching and learning Polish as a second language. The theoretical discussion and the didactic implications following from it concern the students with migration experience who are attending the primary schools in Poland. Based on the traditional and non traditional teaching methods, the role of music and songs was discussed in teaching foreign languages. The legal acts were also described regulating the possibility and organization of learning in the Polish education system of students with the experience of migration. Moreover, the curricula were analysed in order to point to the need to use the music pieces in teaching Polish as a second language. Taking into account the benefits following from using the music pieces and the idea of the between-subjects correlation, examples of the music pieces were offered that can be used in classes of Polish as a second language. The content offered in the article serves to support both the process of teaching and learning Polish as a second language, and the broadly understood process of acculturation of students with the experience of migration.

More...

Exploring pre-service EFL teachers' reflections on viewing guided and unguided videos of expert teachers online

Author(s): Ahmet Çekiç,Sibel Korkmazgil / Language(s): English Issue: 2/2022

This study seeks to explore perspectives of EFL teachers with regard to the experience of viewing experts’ videos with and without guidance in an online platform and how this experience is mirrored in their reflective practice. Twelve pre-service EFL teachers watched the videos of eight expert teachers teaching in real ESL/EFL classes in different contexts over the world. The participants wrote reflective journals, responded to questions embedded in the videos and a post-treatment questionnaire. Qualitative data in the study were analyzed using content analysis. The results indicated facilitative effects of viewing videos of experts on pre-service teachers’ reflections. Guided videos in particular yielded more and deeper levels of reflection, and were perceived more positively by the participants.

More...

Analysis of Japanese University Students Communication Skills In In-Person and Online Classes

Author(s): Haruka Fujishiro / Language(s): English Issue: 1/2022

This study examined Japanese university students’ communication skills in English language classes depending on the class modality in-person and online classes. A quantitative survey was used and the Encode, Decode, Control, and Regulate (ENDCOREs) Model scale was employed to measure communication skills. The results showed that several significantly higher scores were found in the online class but for the “Other acceptance,” subscale, the differences in scores between the in-person and online classes were not significant. Moreover, the online class showed higher scores in the communication skills measurements than the in-person class, aside from “Assertiveness” and “Other acceptance.”

More...