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Using authentic materials for students of tourism in Slovenia: English language acquisition for students of the Faculty of Tourism of the University of Maribor

Author(s): Jasna Potočnik Topler / Language(s): English Issue: 2/2014

The article examines the process of teaching English for specific purposes at the Faculty of Tourism of the University of Maribor, Slovenia using coursebooks and authentic supplementary materials. The survey has shown that the students of the Faculty of Tourism prefer supplementary authentic materials to coursebooks because they find them sufficiently interesting or challenging. Specially designed classroom materials that are put into the Moodle by the teacher also offer opportunities for various activities in lesson planning for teaching, listening, speaking, reading and writing. Another important aspect of supplementary materials is that they facilitate the teacher’s creativity. However, there are advantages and disadvantages to using only coursebooks or only specially prepared classroom materials, and both - coursebooks and supplementary materials - should be used only after careful consideration. Although authentic materials may contain complex grammatical structures and difficult vocabulary, they bring real-life situations into classrooms, and students therefore find them very motivating, the survey has shown.

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МОГУЋНОСТИ ПРИМЕНЕ ЛИНГВОСТИЛИСТИЧКОГ ПРИСТУПА У УЏБЕНИЦИМА И НАСТАВИ ЈЕЗИКА У МЛАЂИМ РАЗРЕДИМА ОСНОВНЕ ШКОЛЕ

Author(s): Milka V. Nikolić / Language(s): Serbian Issue: 49/1/2012

This paper deals with the methodological aspects of possible applications of linguistic and stylistic approaches access to textbooks and language teaching junior primary school. The goal is to reach the appropriate methodological procedures to be applied in the implementation of linguistic and stylistic access. Among current textbooks intended for Serbian language teaching in the lower grades of primary school, in terms of the level and route of administration of linguistic and stylistic access, separated are the textbooks for fourth year. Significantly, the authors apply the appropriate style concept. These recommendations should also be kept in the classroom. The most important step in the methodical conduct classes at whom it is directed linguistic and stylistic approach - is that students come to the conclusion that: (1) the language option is available, (2) that the choice is conditioned by the context or situation. In language teaching approach linguistic and stylistic access should be combined with functional and stylistic approach. In the last grade of primary education under the age acceptable to the processing of content in languages that require multiobjective analysis introduce stylistic criteria.

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Контекстуалният подход при формулиране на теми за есе

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Контекстуалният подход при формулиране на теми за есе

Author(s): Radoslav Radev / Language(s): Bulgarian Issue: 2/2017

The article develops the thesis that the formulation of topics for school papers and especially the essay must be done through contextual approach, that requires the student to be aware in what context is the theme for the essay so that when he chooses, to coordinate it with other introduced problems and thus to construct more interesting and originally the composition of the text. The student chooses one of the proposed topics, but through the others he compacts meaningful and compositional aspect of his text. Regarding the applied nature of the article we have introduced problematic thematic circle for the number in the work of Hristo Botev, Ivan Vazov and Pencho Slaveykov and using the principle of vocabulary we offered topics in connection with this problem.

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The Importance of Thematic Structure in Teaching Translation

Author(s): Claudia Elena Stoian / Language(s): English Issue: 16/2017

The present paper intends to raise awareness of the relationship between Thematic structure and translation and proposes ways to integrate it in class. It presents briefly the theory on Theme-Rheme within the Systemic Functional Framework. Then, it puts forward a class activity focusing on the application of the theory on text production. Not restricted only to translation students, this type of activity may help language students become better and more conscious text producers in any language.

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Insights into Terminological Anglicisms in ESP Teaching

Author(s): Valentina V. Budinčić,Tijana Dabić / Language(s): English Issue: 16/2017

Having in mind the fact that, due to the powerful and uncontrollable influx of Anglicisms in recent years, terminological Anglicisms in Serbian are predominant in the fields such as economics, IT, sports, as well as in many other specialized fields, the paper investigates the ways how these Anglicisms should be treated and whether their dominance in different fields may facilitate process of vocabulary acquisition in ESP classrooms. The analysis showed that these terms deserve specific attention in the process of vocabulary acquisition in ESP due to various reasons, which are elaborated on in the paper.

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Paa(-paa), pibi, poppa ja (h)äbä

Author(s): Meeli Sedrik / Language(s): Estonian Issue: 62/2016

The distinctive lexicon of child and caregiver speech consists primarily of adaptations of words belonging to the standard language, but also contains loanwords. The article examines four words found in Estonian caregiver speech, paa(-paa), pibi, poppa and (h)äbä, which indicate pain or injury and which are used to warn a child against doing something that is forbidden or may cause pain. paa(-paa) is found in Northeastern Coastal dialects and Northern Estonian dialects, (h)äbä primarily in South Estonian dialects. pibi and poppa are less widespread; both are known in Northeastern Coastal dialects, and pibi is also found in three parishes of southern Estonia. All four words have a similar structure: two syllables and a repeated stem (with small differences in the repetition). The words paa and pibi have hitherto been considered adaptations of the words paha ‘bad, ill’ and kibe ‘sore, acute’ respectively, while poppa has been borrowed from Finnish. The word pibi is found in two separate regions of Estonia: in Northeastern Coastal dialects and also sporadically in three parishes in the South Estonian dialect area. In the Northeastern Coastal dialects and neighboring areas, the word is an adaptation. Synonymous and phonologically similar words are also found in Latvian and in Baltic German dialects; such words are most frequently attested in Baltic German spoken in Latvia. Presumably, the usages recorded in southern Estonia have been influenced by Baltic German dialects, cf. Baltic German Bibi ‘pain, small wound’. In Finnish the word poppa denotes fire, and the Karelian verb poppoa ‘to burn’, borrowed from Finnish, is also related to fire. However, in Northeastern Coastal dialects of Estonian, the meaning of fire is secondary, and in Votic the word only carries the meaning of pain(ful). The origin of South Estonian (h)äbä remains unclear. Upon closer investigation, it emerges that paa(-paa) is not an adaptation of the word paha, but rather has been borrowed into Estonian from Baltic German dialects, ← Baltic German baba ‘painful, bad, forbidden’, cf. German bäbä. Estonian in its turn may have influenced Estonian Swedish dialects, compare Estonian Swedish baba, with a long vowel, to the Swedish dialect form babba.

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Ta rpta utinių sta ndartų naudojimas terminologijos mainams

Author(s): Klaus-Dirk Schmitz / Language(s): English Issue: 19/2012

The creation of high-quality terminology and professional terminology management are both time-consuming and cost-intensive activities. The access to and the reuse of already existing terminological resources can considerably reduce the effort for terminology work. These economic issues are in many cases the main arguments for the interest in terminology exchange.

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ROLA LEKSYKI W KSZTAŁTOWANIU KOMPETENCJI KOMUNIKACYJNEJ CUDZOZIEMCÓW (NA MATERALE JĘZYKA POLSKIEGO I SŁOWEŃSKIEGO)

Author(s): Bożena Ostromęcka-Frączak / Language(s): Polish Issue: 20/2013

The author shows the role of vocabulary in the process of developing the communicative competence in foreigners. She takes notice of “false friends”, which constitute a fair amount of the basic vocabulary. For Polish and Slovene this amount oscillates around 10%. If international words and the vocabulary inherited from the Proto–Slavic language were not taken into account, this amount would rise to 24–25%. The researcher gives examples of how false friends cause interference in communication, misunderstandings, or humor. In the process of developing the communicative competence in foreigners, one must also pay attention to collocations. Every language includes words that are non-existent in other languages. These words often express ideas specific to the given culture and the collective experience of the people who speak the given language. Among these, we can find the so called ethnologisms, historisms, and culturisms, which can only be taught through description.

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BŁĘDY INTERFERENCYJNE W PRACACH PISEMNYCH SŁOWEŃCÓW UCZĄCYCH SIĘ JĘZYKA POLSKIEGO JAKO OBCEGO

Author(s): Katarzyna Bednarska / Language(s): Polish Issue: 18/2011

The article describes the role that a learner’s native language plays in his second language acquisition. It is based on the results of an analysis of morphological errors performed on a corpus of papers written by Slovene students of Polish Philology at the University of Ljubljana. The results show that students make numerous errors caused by negative language transfer. The conclusion is that the analysis of these mistakes may help predict and eliminate some of them.

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Translation as meaning constructor for new words in the multimodal communication of foreign language classrooms

Author(s): Eva Ingerpuu-Rümmel / Language(s): English Issue: 14/2018

In the past twenty years, there has been growing interest in the role of translation in foreign language teaching. At the same time, throughout the world, language teaching is dominated by the communicative approach, which prefers to avoid translation during language classes. This means that when an unknown word appears, the teacher and students attempt to construct its meaning with the assistance of the foreign language only. Interaction in language classes is more than merely verbal expression. There are many ways of constructing meaning – in addition to words, meaning can be constructed with the help of gestures, as well as by using space and objects. There are still few studies on the meaning construction for new words in the multimodal communication of foreign language classrooms. The aim of this paper is to study the use of translation in the process of constructing word meaning in multimodal classroom interaction. The research is based on Estonian and French classes at a university in Estonia. The results draw on audiovisual material and the questionnaire responses of class participants. 110 communicative episodes have been chosen from video recordings and studied with the help of micro-level multimodal discourse analysis. The research results show that translation was used during the French classes on thirty occasions, but only once during the Estonian classes. Besides translation, target language and gestures are used to construct meaning for the new words. Translation is applied in communicative episodes in two ways: it is either the only resource that constructs meaning for a word or it presents itself in combination with other resources.

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Plurilingual primary school students and their language use

Author(s): Rea Lujić,Silvija Hanžić Deda / Language(s): English Issue: 12/2018

This case study examines the perspective of plurilingual primary school students on three aspects of their language use: code switching, positive language transfer and translation. In other words, the research question attempted to be answered in this paper is whether plurilingual primary school students use their communicative repertoires purposefully and strategically for their communication, acquisition, and learning of the languages. The research was conducted in a class of eighteen third-graders who attended an international primary school in Zagreb, with the average age of 9. Two questionnaires and a semi-structured interview were used to collect data about the students’ language background, their language use, and their motives for engaging in code-switching, positive language transfer, and translation. In this research, the majority of the participants reported code-switching, the use of positive language transfer and translation. The findings also suggest the students are aware of the benefits that accompany plurilingualism, and that most of the participants possess significant metalinguistic awareness regardless of their young age. To sum up, this case study brings a valuable insight into the plurilingual world of primary school children and the development of their metalinguistic awareness.

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Social Constraints of Aspirations for Second Language Achievement

Author(s): Joanna Rokita-Jaśkow / Language(s): English Issue: 4/2018

Educational aspirations are defined as “educational goals students set for themselves” (Trebbels, 2015, p. 37). They are widely studied in psychological and sociological research, in which it was found that, firstly, aspirations form in late adolescence and early adulthood, and secondly, their goal and level (i.e., high vs. low) are determined by the social environment they come from, that is, their family background, peer and school influence. The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesized, is rooted in the social background the students come from.

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New School, the Same Old Rut? Action Research of Unsuccessful First-year Students in a High School

Author(s): Joanna Masoń-Budzyń / Language(s): English Issue: 4/2018

Action research is one of the tools that a reflective teacher may use in order to solve specific problems they encounter in their daily teaching practice. The article describes action research carried out in a high school to investigate some of the reasons behind the poor performance of some first-year students. It has been observed that students’ lack of success during the first semester corresponds directly to their low results in the end-of-middle school exam, despite the fact that they were allocated to groups on the basis of a placement test. In a questionnaire survey, students reflected upon their motivation, attitude, classroom anxiety, and assessed their performance against other group members. This article offers an analysis of the questionnaire results and attempts at presenting certain ways in which teachers could help students who did not manage to wipe the slate clean avoid some learning barriers.

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Rethink Your Old Teaching Methods: Designing a Pronunciation Course for Adolescent Polish Learners of English

Author(s): Dorota Lipińska / Language(s): English Issue: 4/2018

Numerous studies (e.g., Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g., Lipińska, 2017c; Nixon & Tomlinson, 2005). Undoubtedly, there are a lot of books and courses written by and for Polish learners of English, but they are dedicated to adults (e.g., Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g., Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as for example Komorowska (2011) notices, each foreign language course has to be characterized by realistic goals and appropriate methods and components. The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11–13-year-olds. They have been implemented in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g., Lipińska, 2017d).

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Pronunciation Learning Environment: EFL Students’ Cognitions of In-class and Out-of-class Factors Affecting Pronunciation Acquisition

Author(s): Magdalena Szyszka / Language(s): English Issue: 4/2018

The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ perceptions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties.

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Bilingwizm polsko-portugalski w Brazylii. Od znajomości polszczyzny do tłumaczenia literatury polskiej na portugalski

Author(s): Władysław T. Miodunka / Language(s): Polish Issue: 1/2018

The article author takes up again the issue of Polish-Portuguese bilingualism and recalls his research conducted in Brazil in the mid-nineties of the 20th century. He begins with a presentation of the research methodology and its territorial conditioning. He presents bilingualism as a group phenomenon, characteristic for most Brazilians of Polish descent (the author of the article highlights the differences between big cities, small towns and colonies). Next, he recalls the ways of becoming bilingual, which enables him to analyse individual cases of bilingualism and its variability over time. The article concludes with the three case studies described in the monograph published in 2003. The author presents successes achieved by the described people due to their knowledge of Polish language.

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Po polsku, po brazylijsku i po portugalsku – o świadomości językowej Polonii brazylijskiej. Odrodzenie i zanikanie języka

Author(s): Jolanta Tambor / Language(s): Polish Issue: 1/2018

The article describes the level of knowledge of the Polish language among people of Polish origin living in Brazil. Analysing the material gathered during her research in Brazil in the years 2013–2016, the author of the article identifies the factors that cause the disappearance of the Polish language, as well as the ones responsible for its revival.

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Word-based categorization in 14 to 16 month-old infants: evidence from a Slavic language

Author(s): Slavica Tutnjević,Siniša Lakić / Language(s): English Issue: 2/2014

We investigate early word-based categorization by testing one sample of infants at the ages of 14 and 16 months using an object manipulation task. Specifically, we investigate the facilitating effect of labeling on: a) categorization of unknown objects with a shared label and a similar shape; b) categorization of unknown objects with a shared label, but no perceptual similarity. The results indicate that an average infant can categorize novel objects with a similar shape and a shared label starting at 16 months of age. Categorization of novel objects with a shared label but no perceptual similarity is at chance level at both ages. These results confirm and extend previous research findings to a new language.

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Semantic growth of morphological families in English

Author(s): Regina Henry,Victor Kuperman / Language(s): English Issue: 4/2013

This paper explores the question of when and how morphological families are formed in one’s mental lexicon, by analyzing age-of-acquisition norms to morphological families (e.g., booking, bookshelf, check book) and their shared morphemes (book). We demonstrate that the speed of growth and the size of the family depend on how early the shared morpheme is acquired and how many connections the family has at the time a new concept is incorporated in the family. These findings dovetail perfectly with the Semantic Growth model of connectivity in semantic networks by Steyvers and Tenenbaum (2005). We discuss implications of our findings for theories of vocabulary acquisition.

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Fonološka složenost i mesto slogovnog akcenta kao indikatori fonološkog razvoja u usvajanju srpskog jezika

Author(s): Maja Savić,Darinka Anđelković,Nevena Buđevac,Heather Van der Lely / Language(s): Serbian Issue: 2/2010

In this research we investigate the relevance of phonological parameters in acquisition of Serbian language. Implementation of British Test of Phonological Screeing (TOPhS, van der Lely and Harris, 1999) has revealed that phonological complexity (syllabic and metrical structure) influences accuracy in non-word repetition task and could be used in assessment of phonological development of typically developing children, as well as of children with Grammatical Specific Language Impairment (G-SLI) (van der Lely and Harris, 1999; Gallon, Harris & van der Lely, 2007). Having in mind phonological properties of Serbian language (Zec, 2000, 2007), we hypothesized that several parameters can be used in assessment of phonological development in Serbian: a. onset (consonants cluster at the beginning of syllable; b. rime (consonant at the end of syllable). c. word of three syllables, and d. placement of stressed syllable in a word. Combination of these parameters gave us a list of 96 pseudo words of different levels of complexity. Participants were 14 adults and 30 children from kindergarten divided into three age groups (3, 4 and 5 years). Task for the participants was to loudly repeat every pseudo-word, and their reproduction was recorded. Transcription of their answers and coding of errors allowed us to analyze impact of different parameters on accuracy of phonological reproduction in children of different ages. The results indicate that the ability for reproduction of Serbian phonological properties develops in early preschool period. The most difficult is cluster of consonants at the beginning of syllable, and consonant at the end of syllable. These two parameters are even more difficult for reproduction in three-syllable words or in words that have more than one parameter marked. Placement of stress in a word is acquired even before 3 years. In other words, the results have shown that investigated features could be good indicators in assessment of early phonological development of typically developing children. Delay in their acquisition could reveal possible developmental difficulties.

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