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ANXIETY LEVELS AND CAUSES IN ENGLISH CLASSES

Author(s): Dilsat ATAN / Language(s): English Issue: 62/2024

The study "Anxiety Levels And Causes In English Classes" delved into understanding the intricacies of anxiety levels among students in English classes. Through a comprehensive analysis, several key findings emerged. Firstly, age emerged as a significant factor influencing anxiety levels. Notably, 14-year-old students displayed notably higher levels of anxiety compared to other age groups, indicating a potential correlation between age and anxiety in the English learning environment. Gender differences also played a role in anxiety levels, with female students exhibiting higher overall anxiety compared to their male counterparts. Specifically, females showed heightened levels of communication apprehension and general English anxiety, shedding light on the gendered dimensions of anxiety experiences in English classes. Moreover, the study revealed a noteworthy relationship between students' learning experiences and their anxiety levels. Those with less learning experience tended to report higher levels of anxiety, underscoring the impact of past educational encounters on current anxiety manifestations. These findings collectively emphasize the complex interplay of age, gender, and learning experiences in shaping anxiety levels within the English classroom context. Recognizing these nuanced dynamics is essential for developing targeted interventions and support mechanisms to mitigate anxiety and promote a more conducive learning environment for all students.

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Каркас русской грамматики

Author(s): N.M. Vvedenskaya / Language(s): Russian Issue: 3/2023

This article provides an overview of the early stages in the development of children’s speech system. Its main features (specific ways of gender identification, simplified inflectional rules, and free derivation) constitute the backbone of Russian grammar, which in turn defines the functioning of the entire mechanism of the Russian language. These are the underlying linguistic patterns and the most general rules. Children learn them at the earliest stage of language acquisition and then modify them using more intricate and complex patterns as they continue to develop their language system. Based on the results obtained, the structure of the Russian grammar framework, an artificial model that summarizes the tendencies inherent in children’s speech at different stages of language acquisition and brings them to a logical conclusion, is outlined. When young children follow the rules of this framework, they sometimes create unique speech products that deviate substantially from the norm. However, they rely on the fixed, albeit simplified, rules and thus master the tricky issues of the grammatical system of the Russian language. Therefore, the framework of Russian grammar, or the core of the Russian language system, should be taken into account in diagnosing the level of speech development, learning Russian as a foreign language, and working with bilingual children.

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Когнитивные предвестники развития детской грамматики по данным макартуровских опросников и case study

Author(s): M.B. Eliseeva,E.A. Vershinina / Language(s): Russian Issue: 3/2023

This article considers the phenomena preceding the development of grammar acquisition in young children. The study is based on the analysis of questionnaires completed by parents (MacArthur-Bates Communicative Development Inventories). Estimates from 1037 questionnaires on children aged 18–36 months (550 girls, 487 boys) were entered into the database. Additional data were also obtained from a case study. The results of our analysis support the view on the priority of the cognitive component over the linguistic one in young children. At first, they develop the intention to convey certain ideas (about the missing owner of an object, as well as about the future and past) and then learn to express these ideas with specific linguistic means. The hierarchy of mastering utterances by children is determined by cognitive rather than linguistic factors. Most children find it easiest to name the adult who is not there at the moment when they see that adult’s things, and the ability to produce utterances about the objects they do not see or about the near future develops later. The utterances about the past are the most difficult because they are less important to children at an early age. Therefore, the non-morphological ways of expressing the meanings are gradually replaced by the morphological ones as children grow older.

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Особенности языковой рефлексии детей с различными стратегиями освоения языка (по результатам экспериментального исследования)

Author(s): T.A. Trifonova / Language(s): Russian Issue: 3/2023

This article outlines the results of a study of the features of linguistic reflection peculiar to children with different strategies of language acquisition, which is important because this problem has remained out of the attention of researchers. All data for the subsequent analysis were obtained by the methods of ontolinguistic experiment and mathematical statistics, and the criterion of verbal explicitness was used for distinguishing the features of the reflection on language among children and for defining the key terms. It was revealed that boys and girls do not differ significantly in their reflection on language, so any clear gender-related trends are not supported by our study and can be only assumed. Furthermore, it was established that referential children and children from families with high sociocultural status are more capable of reflecting on language. On the contrary, children from families with low sociocultural status and expressive children have the lowest number of reflections on language or poor prerequisites for this ability, which they acquire later as compared with referential children and children from families with high sociocultural status; such children primarily need help to develop their reflection on language and prerequisites for it. These findings can be useful to children’s speech development specialists and for psycholinguistic and ontolinguistic research, and the experimental series can be of great help as a tool for developing the reflection on language.

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Varase eesti keele kui teise keele õppemängude kasutusvõimalused ja valikud õpetajate hinnangul

Author(s): Heily Leola,Krista Uibu,Aino Ugaste / Language(s): Estonian Issue: 20/2024

One way to acquire a language in an age-appropriate way is to use language-learning games. Previous studies have shown that there is a lack of suitable materials for language learning in preschools, including language-learning games, and teachers consciously do not choose games and rather focus on school-like learning. The transition to learning in Estonian requires the development of learning materials, including creating games that are suitable for learning Estonian as a second language. To support the learning of a second language, teachers must know how to choose games that consider the unique nature of language learning in preschools. The research aimed to determine how teachers assess the possibilities of using language-learning games for children and their selection criteria and principles. Fifty preschool teachers who had experience teaching children who speak Estonian as a second language were surveyed. The data were analyzed using mixed methods. The study revealed that the preschool teachers valued language-learning games as an opportunity to help children acquire a new vocabulary and culture while supporting children's interests and motivation. The teachers believed that language-learning games were not very useful in developing the general skills of children. When choosing language-learning games, the teachers rated most highly the criteria related to the substantive side of the games as, in their opinion, games should contain various exercises and tasks. The teachers proceeded from the principle that, in addition to developing language skills, the game should consider each child’s individuality and integrate other areas of learning into the language game. According to the teachers, games that take into account children's different language levels and interests and also help develop other areas of learning and educational activities are suitable for language learning.

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Exploring Arabic Learners’ English Errors. Interlingual vs. Intralingual Analysis and Remedial Teaching Strategies

Author(s): Panthayil Babu Rajan,Algirdas Makarevičius,Philip Harttrup / Language(s): English Issue: 30/2024

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey.

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Crafting Pathways to Proficiency: The Art and Impact of Language Curriculum Development

Author(s): Meei-Ling Liaw / Language(s): English Issue: 4/2023

In the intricate realm of education, the construction of language curricula emerges as a transformative process, molding the linguistic journey for learners. Language curriculum development transcends the conventional boundaries of grammar lessons; it is a dynamic endeavor that influences effective communication skills, cultural awareness, and the enduring pursuit of language mastery. In this exploration, we unravel the significance of language curriculum development, tracing its impact on the cultivation of communicative competence, intercultural understanding, and a lifelong passion for language learning. Central to language curriculum development is the ambition to nurture effective communication. Beyond the memorization of linguistic rules, a well-structured curriculum aspires to empower learners with the ability to articulate thoughts, engage in meaningful dialogues, and grasp the subtleties of language across diverse contexts. It endeavors to instill not just language proficiency but a holistic communicative competence that extends beyond the classroom. Moreover, language curriculum development serves as a gateway to cultural understanding.

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Empowering Minds: The Revolutionary Impact of Educational Technology in Language Instruction

Author(s): Nancy Rhodes / Language(s): English Issue: 4/2023

In an era marked by unprecedented technological advancements, the realm of education has witnessed a paradigm shift, with educational technology emerging as a powerful catalyst for transformation. Nowhere is this more evident than in language instruction, where digital tools and platforms have revolutionized the way we teach and learn languages. In this opinion piece, we explore the profound impact of educational technology on language instruction, delving into the myriad ways it enhances engagement, facilitates personalized learning, and transcends traditional boundaries. At the forefront of the educational technology revolution is the ability to engage learners in innovative and interactive ways. Traditional language instruction often relies on textbooks and lectures, presenting challenges in maintaining student interest and involvement.

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ANALYSIS OF ARABIC VARIETY IN ITALY: THE CASE OF IMMIGRANT RAPPERS

Author(s): Emanuela De Blasio,Ludovica Martini / Language(s): English,Arabic,Italian Issue: 21/2022

There are varieties of Arabic spoken by Arab immigrants, whose language has witnessed various changes. In particular, the sons of immigrants are marked by a dual component in their language: the native language and the target language. Many young second-generation rappers express themselves in their lyrics in the dialectal variant, the language of oral communication, sometimes marked by the influence of the target language. The texts are characterized by interfrastic and intrafrastic transglossia, a phenomenon typical of contact languages. One of the main characteristics of rap, which is based on lived experiences and reflects the surrounding reality, is that of spontaneity and this is also manifested in language.In Italy, pioneer of a rap characterized by a multilingualism is Zanko El-Arabe Blanco, of Syrian origin, who sings in Italian, Arabic and French. Other artists, mostly from North Africa, sing in different languages or alternate them within the same piece, through bilingual statements such as the Italian-Egyptian Amir Issaa, the Moroccan Maruego, the Maghrebizz group (whose Italian is marked by a strong Milanese accent) and the controversial Tunisian rapper Karkadan. Through the analysis of the texts of some rappers of Arab origin, mostly second-generation immigrants in Italy, it is possible to make considerations of a linguistic and socio-linguistic nature. These texts can represent sources that reveal a tendency in the language of youth and therefore can provide us with data on the evolution of the Arabic language in the specific context of immigration examined.

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The Drama of Language Learning: Using English Literature with a Polish Teenage Youth Theatre

Author(s): Trevor Hill / Language(s): English Issue: XXVI/2024

The positive effects of using drama in ELT have long been recognized, however this has often been explored from the context of the classroom. The article retroactively examines the activities of an English language youth theatre club for Polish teenagers as a social event organized in addition to their academic studies of the language. Special attention is paid to the use of classic texts (albeit adapted) by authors such as Shakespeare, and particularly the World War One poetry of Wilfred Owen. The article examines the techniques of using and performing the texts, the importance of gesture and intonation as well as the necessity to explore cultural and historical aspects of the material. The students’ opinions of the work and the effect on their language learning were submitted in a questionnaire and are presented towards the end of the article.

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Lingwodydaktyczny potencjał ChatGPT w nauczaniu języków obcych

Author(s): Olga Iakovleva / Language(s): Polish Issue: 1/2024

ChatGPT can be used as an alternative resource when learning a foreign language. It has a wide range of applications, such as: working with vocabulary and grammar, practicing, testing and proofreading texts, practicing speaking, creating learning materials, automatically translating texts and providing information about countries, cultures, history and other aspects related to the foreign language being taught. Phraseological competence is an important element of general communicative skills, which enables the learner of a foreign language to use the language correctly, freely, and broadens knowledge of intercultural issues. The article analyses the possibilities of using a chatbot when learning foreign language phraseology. The study aims to assess the effectiveness of ChatGPT in the process of foreign-language phraseology acquisition. Texts from Russian and Polish textbooks containing phraseological units are used as material. The results reveal that for this purpose ChatGPT can be used partially because its effectiveness is related to the type of specific task. The Chatbot gives worse results when it is tasked with translating phraseological compounds or citing an example of their use, while it is promising as an alternative resource for creating educational content.

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Mapping the landscape of serious digital language learning games: Towards a Serious-Digital Game-based Language Learning (S-DGBLL) teacher competence framework

Author(s): Joanna Pitura,Sabina Nowak,Anna Turula,Joanna Jakubik,Yuliya Asotska-Wierzba / Language(s): English Issue: 2/2024

Serious games have been gaining increasing attention in the field of digital game-based language learning (DGBLL). However, to incorporate serious games into foreign/second language (L2) classrooms, teachers must be prepared with requisite knowledge and skills. To this end, following PRISMA guidelines, this study conducted a systematic review of research on serious digital language learning games with two aims. The main objective of this study was to map out the issues pertaining to serious digital language learning games that are currently being addressed in empirical studies in the DGBLL area. The secondary objective was to leverage the findings to inform the development of a research-based framework of expertise for L2 teachers intending to incorporate serious digital game-based language learning (S-DGBLL) in their classrooms. Fifty articles published until April 2023 were analysed in terms of research methodologies, pedagogical characteristics, game design, and outcomes. The findings have implications for the proposal of an S-DGBLL teacher competence framework.

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Facetten von Höflichkeit im Interkulturellen Lernen

Author(s): Daniela Lange / Language(s): German Issue: 5/2023

In recent decades the cultural exchange is of burgeoning importance. Multi-, inter-,trans- and pluricultural approaches are being discussed intensively and become a major concern indifferent spheres of society. But how far is the path from discussion to implementation? What does inter- or pluricultural competence look like in terms of Foreign Language Teaching? How difficult is it to make concepts such as politeness and value judgements transparent in everyday communicative situations? How difficult is it to derive recommendations for action from them? As important as this task is for the field of linguistic integration, it is difficult to outline and actually implement. Based on numerous examples from textbooks for German as a second language, the difficulty of intercultural teaching and the importance of culturally sensitive teaching of the linguistic structures is demonstrated.

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Early Childhood Teachers' Beliefs on the Contribution of Instructional pictures in Developing Young Children’s Linguistic Skills

Author(s): Rommel Mahmoud AlAli,Ali Ahmad Al-Barakat / Language(s): English Issue: 4/2024

This study investigates early childhood teachers' beliefs regarding the contribution of instructional pictures in developing young children’s linguistic skills. A carefully designed questionnaire assessed teachers' beliefs on how instructional pictures, such as pictures and drawings, contribute to language development. The questionnaire's validity and reliability were confirmed through expert evaluation and a test-retest method, respectively. It was distributed to 570 randomly selected participants in northern Jordan. The findings revealed that many early childhood teachers have positive beliefs about instructional pictures, viewing them primarily as tools for enhancing linguistic meaning, developing children's language skills, and fostering positive attitudes towards language learning. More specifically, the study showed that teachers believe instructional pictures are effective in improving children's pronunciation accuracy, promoting concrete thinking, increasing enjoyment and enthusiasm for language learning, enriching vocabulary, and enhancing reflective thinking in expressing ideas. These findings illustrate how instructional pictures support improving children's attention, developing their oral and written skills, and facilitating multisensory approaches to language learning. Interestingly, the analysis indicated that teachers' academic qualifications did not significantly influence their beliefs about the contribution of instructional pictures in language learning environments. Given these findings, it is crucial to integrate additional resources such as digital visual materials and educational apps that support the use of instructional pictures to enhance language skills.

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Exploring Intercultural Dynamics in Medical English Education in China: an In-depth Analysis and Strategic Enhancement

Author(s): Guojun Zhou,Lubna Ali Mohammed / Language(s): English Issue: 7/2024

With the continuous development of modern society, information transmission has become more rapid and convenient, which has gradually increased the economic exchanges among various countries in the world, and has also led to more frequent communication among political, cultural, medical and other fields between different regions. At the same time, the mutual penetration and integration between foreign medical culture spread through English and domestic traditional medical concepts have also put forward new demands for the cultivation of high-quality talents in China's medical field. Researchers have explored the cross-cultural complexity of Medical English Teaching (MET) in Chinese higher education institutions and its impact on global medical communication. With the increasing internationalization of healthcare services, English, as the main language of medical communication, is gaining prominence in education. In this broader context. The status of English in global medical education and its teaching in non-native English-speaking environments are facing great challenges, especially in China's higher education settings. Based on an in-depth analysis of the literature and empirical research, this study reveals cross-cultural barriers to MET practice and adopts a mixed-methods research design that combines both quantitative and qualitative methods of data collection and analysis in order to comprehensively examine the current status of MET in China. Special attention was paid to teachers' intercultural competence development, teaching method innovation, and course content adaptation. Based on this, the researcher proposes targeted strategies aimed at improving intercultural competence in MET, including strengthening teacher training, improving curriculum design, and promoting the integration of intercultural communication skills. The findings of the study not only provide insights into existing MET practices, but also offer constructive suggestions for future educational strategies and research directions. Through this study, we expect to contribute a valuable reference and guidance to the field of medical English education in China and globally.

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Experience of Implementing Trilanguage in Kazakhstan on the Example of Pedagogical Universities

Author(s): S. D. Abisheva,M. M. Khavaidarova,D. A. Sabirova,A. Ongarbaeva,Madina Abaeva / Language(s): English Issue: 7/2024

The article is devoted to the experience of introducing trilingualism in Kazakhstan using the example of pedagogical specialties. The article identifies the main problems necessary for the successful implementation of trilingualism. Along with this, trends and prospects are identified. The article examines in detail the history of teaching methods of Kazakh, Russian, English and indirect works on language learning and works of domestic scientists on methodology. Issues in teaching two or more languages.

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Körtvélyes község nyelvi tájképének és a lakosság helynévismeretének kapcsolata

Author(s): Csilla Csobády / Language(s): Hungarian Issue: 3/2024

My thesis is in line with my previous research, which focuses on the linguistic landscape and the name semiotic landscape, bilingualism and place-name research and its utility. The present paper is also based on this theme, and aims to present one aspect of the research conducted in a selected village in the Rožňava district. In the literature review, I will therefore discuss the above-mentioned concepts, explaining them in order to make the results more interpretable. I will then describe the location of the research, Hrušov, and the methods used in the research. The aspect on the basis of which I will examine this research in this paper is the relationship between linguistic landscape, bilingualism and knowledge of place-names. Thus, in presenting the results, I will describe the possible relationship between the name semiotic landscape, bilingualism, and knowledge and use of place names. n the conclusion, I would like to point out the importance of the name semiotic landscape and the importance of preserving Hungarian place-names.

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Voices and Perspectives from Our Online Press on the State of English Language Teaching in Mexico

Author(s): David Guadalupe Toledo Sarracino,Laura García Landa,Nahum Samperio Sánchez,Darragh O’Grady / Language(s): English Issue: 7/2024

This documentary research on the discourse in electronic media surrounding the teaching and learning of English as a foreign language on the Mexico’s border describes the social framework and analyses various linguistic contexts to make provisional recommendations regarding foreign language policy in Mexico. The digital journalism selected issues an opinion on (1) the teaching of English as a language additional to Spanish in Mexico (English Language Teaching, ELT), and (2) Mexico’s position (at Federal and State level) implicit in their regional implementation of ELT. Thirteen articles from 12 regional, national, and international media sources were analysed using Guespin and Marcellesi’s (1986) and Arnoux and Bein’s (2015) theories, alongside Bardin’s (1996) content analysis method for linguistic contexts in border regions. Qualitative analysis techniques were employed to identify and categorize the positions on foreign language policy presented in the Mexican media. The authors conclude with recommendations for ELT policy, proposing actions for foreign language policy planning. We argue for raised teacher-training standards to improve foreign language learning in mainstream education and Private language schools, thus positioning the Universidad Autónoma de Baja California to take more agency in our regional support role to the Mexican Secretariate of Education.

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Evaluation of the Indonesian Languange Training Program at the Defence Languange Training Centre

Author(s): Puji Santoso,Eliana Sari,Neti Karnati / Language(s): English Issue: 3/2024

This program is designed to provide Indonesian language briefings to personnel of friendly countries who will take part in training within the Ministry of Defense and the TNI. In addition, this program is one of the flagship programs of the Ministry of Defense, because it is an effective instrument in defense diplomacy. The purpose of this study is to evaluate the implementation of the Indonesian language education and training program at the Ministry of Defense's Badiklat Language Education and Training Center. This study uses a qualitative approach with an evaluative method. This research uses the CIPP (Context, Input, Process, and Product) model developed by Stufflebeam. The data in this study was obtained through observation, in-depth interviews and documentation studies at the Ministry of Defense's Badiklat Language Education and Training Center. The results of this study show that in the context aspect, this program has been designed with a visionary thinking concept based on national interests with a solid background and legal foundation, but the Language Education and Training Center needs to design its organizational vision and mission. In terms of inputs, this program has been well prepared so that this program has adequate carrying capacity. However, it is still necessary to procure information technology experts and physical coaches. The results of the evaluation of the process aspect show that the implementation of this program is running according to plan, both from academic, personality, and physical similarities. The evaluation of the product aspect shows that the success of this program is very satisfactory, namely 100% of students graduate satisfactorily and are able to continue to the next training.

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The Nexus between Social Factors, Basic Psychological Needs and Task-value of Tertiary EFL Learners: A Bangladeshi Perspective

Author(s): Marzia Shurovi / Language(s): English Issue: 10/2024

This paper aims to explore the impacts of social factors and basic psychological needs of tertiary EFL learners on their task-value to learn English. Though ample studies have investigated EFL learners’ socio-economic status and basic psychological needs, there is a dearth of studies of their effects on their task value in English as a Foreign Language learning. Hence, this study has employed a quantitative research design with a questionnaire to collect data from 110 EFL tertiary learners of Dhaka, Bangladesh. A correlation using SPSS and path and mediation analyses using IBM SPSS AMOS were conducted to analyze the data. The results revealed a positive and significant correlation of learners’ task value with their social factor—school location and two basic psychological needs (BPN): factors-competence and relatedness. Fathers’ education among social factors and autonomy among BPN factors had the largest effects on task value. School location significantly influenced learners’ autonomy and competence. Both autonomy and competence in turn significantly and positively affected learners’ task value. Autonomy and competence also mediated in the relationship between learners’ school location and task value in the EFL context. In addition to adding new insights to the existing EFL achievement motivation literature, the paper also discusses the pedagogical implications of the findings.

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