Cultural threads in oral presentations

Author(s): Elena Savu / Language(s): English / Issue: 2/2014

Foreign language education in the 21st century does no longer focus on the merely linguistic competence, but rather on instructing our learners how to use the language communicatively. Given the globalization we are experiencing, communicative competence equally involves cultural awareness as a means to effectively communicate with other people who do not share the some cultural background. Oral presentations are complex classroom activities that can train learners to become competent oral communicators who are culturally sensitive. This paper will discuss the impact that culture has on oral competence and signal some important cultural cues learners should be made aware of when delivering live presentations.

"Blended Learning": Concept and Implementation in Language Learning

Author(s): Stefan COLIBABA / Language(s): English / Issue: 2/2007

The aim of this article is to offer the reader an overview of the concept of "blended learning" and of the advantages of using this approach in language learning/ teaching. After online learning exposure has fallen short of creating real group bonding, the rise of the blended learning approach has given a fresh impetus to the role new technologies have in education in general and in language education in particular. Its key features are illustrated with examples of how blended learning methodology functions in the context of a number of language learning courses elaborated in two European Lingua projects called TOOL 2 and ALL, respectively.

"FIRE" AS THE "LOGO" OF THE ARTISTIC WORLDS

Author(s): Natalja Dyorina,Yuliya Yuzhakova,Liliya Polyakova,Tatyana Zalavina / Language(s): English / Issue: 3/2019

Fire as the ‘Logo’ of Artistic Worlds. The aim of the present paper is to analyse the image of fire created by two representatives, one of the Acmeist and the other of the Romantic school of poetry, N. Gumilev and S.T. Coleridge, revealing similarities and differences between their approaches. The obvious parallelism of the poets’ works is demonstrated, with particular attention paid to the fact that specific fire-related images were emphasised by Gumilev in his translation of Coleridge’s works. The attributes of the artistic universes of the Russian and of the English poet are shown: the continuity and constant interaction of their elements, the identity of the properties of the whole and of its various parts in each case.

"Fit für Europa". Spracherwerb und (Inter)Kulturelles im studienbegleitenden Deutschunterricht

Author(s): Lora Constantinescu / Language(s): German / Issue: 1/2009

Fit for Europe – it is the core idea of a unit in a new book for teaching German for Special Purposes ("Mit Deutsch in Europa"/A2-B1). FL-acquisition means linguistic communication patterns and sometimes different cultural perceptions as well as the attribution of (possibly) different meanings. Therefore, the learners should be offered means and opportunities to get insights into what the foreign cultural background holds. It is the aim of this paper to highlight some basic theoretical positions and practical aspects when teaching German to students of Economics on L2-level. The focus lies on the chances/challenges of integrating a "blended choice" of L2-competences, business and intercultural communication skills.

"I am years seven old." Acquisition of English word order by Bosnian and Turkish children

Author(s): Azamat Akbarov,Larisa Đapo / Language(s): English / Issue: 1/2016

This paper aims to investigate differences in the acquisition of English word order between Bosnian and Turkish students resulting from word order in these two languages (Bosnian and Turkish). In second language acquisition, the knowledge of the native language (L1) in acquisition of a foreign language (L2) can indeed have a facilitating or inhibiting effect on the learner’s progress in mastering a new language. Thirty children from the first grade at the International School of Sarajevo were tested. Some of them attended the kindergarten where English was a language of communication and the rest of them had six months of exposure of English in school settings. We wanted to find possible differences in acquiring word order in English in these groups of children as well. This study offers new results for acquiring correct word order in English.

"Kłótnia" i "kłótliwość" na tle stereotypów zawodowych i zwierzęcych w języku polskim i rosyjskim

Author(s): Michał Sarnowski / Language(s): Polish / Issue: V/2000

"Евгений Онегин" Пушкина по-польски и по-украински

Author(s): Leontij Mironiuk / Language(s): Russian / Issue: III/1998

"Земя" и "пустиня" в българската фразеология

Author(s): Ekaterina Struganova / Language(s): Bulgarian / Issue: 1 (5)/2017

This article is dedicated to analyses of Bulgarian idioms stemming from semantic fields centred round "earth” and "desert” from the point of view of cultural linguistics. An attempt has been made to classify cultural markers which were found in our material published in the phraseological dictionaries.

A Brief Outline of the History of English

Author(s): Jerzy Wełna / Language(s): English / Publication Year: 2003

The book contains a brief account of the history of the English language as well as its variants in the British Isles and overseas. In order to illustrate the problems under discussion the author adduces text samples from documents relating to English history and literature and also translations of some difficult words and phrases.

A Semantic Description of the Combinability between Verbs and Nouns (on Material from Bulgarian and English)

Author(s): Svetlozara Leseva,Ivelina Stoyanova,Maria Todorova,Hristina Kukova / Language(s): English / Issue: 2/2020

This paper represents a methodology for defining restrictions on the semantic combinability between different semantic classes of verbs and the sets of nouns corresponding to the elements of their conceptual frame (i.e. the major participants in the situation described). Our observations focus on verb synsets from WordNet and their assigned FrameNet frames which mutually inform each other. We analyse the semantic information typical for each of the studied verb classes and define semantic restrictions on the nouns they combine with. The theoretical and empirical value of the provided semantic representations and restrictions lies in the enhanced modelling of verb-noun combinability which is universal enough to be applicable not only to the languages exemplified (English and Bulgarian), but (with possible modifications) to various other languages for which wordnets are available.

A STUDY INTO THE IMPACT OF THE CHOICE OF COGNITIVE AND META-COGNITIVE STRATEGIES AND PODCASTS ON VOCABULARY GAIN AND RETENTION LEVELS IN THE TELEGRAM-BASED E-LEARNING CONTEXT

Author(s): Atefeh Elekaei,Hossein Heidari Tabrizi,Azizeh Chalak / Language(s): English / Issue: 2/2020

Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners’ choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio podcasts plus still and animated pictures were presented to the participants in the Telegram channel. 23 strategy items on a 5-point Likert scale were presented to the participants by means of a voting robot system on the main page of the channel after the treatment. Additionally, an immediate as well as a delayed vocabulary posttest in the form of multiple-choice were administered, separately. Four one-way ANOVAs were run in order to answer the questions. The results revealed that the choice of cognitive strategy significantly affected the level of vocabulary gain and retention. In other words, learners who applied more cognitive strategies had higher levels in vocabulary gain and retention. However, the choice of meta-cognitive strategy had no considerable influence on vocabulary gain and retention.

AN INSIGHT INTO THE LANGUAGE LEARNING STYLES OF CROATIAN ELEMENTARY SCHOOL EFL LEARNERS

Author(s): Dragana Rajić,Danijela Šegedin,Sanja Čurković Kalebić / Language(s): English / Issue: 4/2011

This paper deals with the language learning styles of Croatian learners of English. The aim of the study was to gain an insight into the preferred learning styles of a group of elementary school learners and to find out whether the gender and success of the learners influence their preferred learning styles. Cohen and Oxford’s (2001) Learning Style Survey for Young Learners was used to test 5 dimensions and 11 subscales of learning styles. It was found that the learners’ preferred styles are field-independent, closure-oriented, global and auditory, and that there are significant differences in some dimensions of learning styles with regard to success and gender.

An Intercultural Approach to Translation Literature, Soft Power and Global Diplomacy

Author(s): Eva-Nicoleta Burduşel / Language(s): English / Issue: Suppl. 1/2019

The paper undertakes a thorough analysis of recent paradigm shifts in the areas of cultural, literary and translation studies, in view of highlighting their interdependence as well as their power to facilitate the construction of and shape the concept of world literature. Literature and translation are inescapably related to globalization, whereas comparative literature provides an all-encompassing view of the world spanning time, space and culture. The paper argues that language and culture are intrinsically connected in the translation process. We also point out similarities and differences between the concepts of world literature and comparative literature.

An investigation into the impact of emotional quotient (EQ) on Iranian EFL learners’ language achievement

Author(s): Mojtaba Zokaee,Samad Mirza Suzani / Language(s): English / Issue: 16/2020

The contribution of emotional quotient and its dimensions to the students’ language achievement have been widely acknowledged; however, the association between the two variables has been varied in different contexts. In this vein, this study aimed to investigate the relationship between emotional quotient (EQ) and language achievement (LA) of Iranian EFL students, and the extent to which EQ components can predict their language achievement. To this end, 138 undergraduate Iranian EFL learners from three different Iranian universities in Shiraz, Iran were selected through the census sampling technique to participate in the study. General English questions (adapted from university entrance exam) and the Persian validated version of the Schutte Self-report Emotional Intelligence Test (SSEIT) were employed to collect data on language achievement and emotional quotient, respectively and SPSS software was used to analyze the data. A total of 103 students, aged 18 to 27, returned the questionnaires. Findings revealed a significant correlation between EFL learners’ EQ and their LA, while EQ explained 6.7% of the variability of students’ LA, and none of the subscales of the EQ had a linear relationship with LA. Given the positive correlation between EQ and LA, educational policy-makers and education providers are recommended to focus on these factors that can leverage students’ and teachers’ emotions in the learning environment.

APPROCHES DE LA REDUCTION DE L’ANXIETE LANGAGIERE

Author(s): Sylwia Łuszczyńska / Language(s): French / Issue: 14/2018

There are many studies that have confirmed the negative impact of language anxiety on language learning. Teachers and researchers then attempted to reduce the level of anxiety present in the classroom. Several approaches and techniques are the result of this change of attitude: the natural approach of Terrell and Krashen, Curran’s community learning, Asher’s total physical response technique, accelerated learning based on the work of Lozanov. However, it is important to note that these approaches do not always succeed in reducing tension in the foreign language classroom.In the following paragraphs, we first present original approaches proposed by Clark Atlanta University and Japan researchers designed for students who have particular difficulties in public speaking and in interpersonal relationships.Next, we will describe in more detail three well-known approaches to reducing language anxiety, namely cognitive, affective and behavioral approaches.

Canada: A view from without / Canada: Un regard d'ailleures

Author(s): / Language(s): English,French / Publication Year: 2007

The contributions in this collection pertain to a variety of multiethnic, multilingual and multicultural aspects of Canada, epitomizing the diverse academic interests of the members of the Bulgarian Chapter of the Central European Association for Canadian Studies. The Bulgarian Chapter is one of the recent additions to the Association —formed in 2004 — but since its very inception it has proved to be a vibrant and enthusiastic society for academics, to which the present volume undeniably testifies. The papers in this volume address a broad range of topics which have been grouped according to their subject matter: history/culture, literature, linguistics, and teaching. The study of Canadian culture is seen to involve both a general introduction to various aspects of Canadiana and the close scrutiny of phenomena that belong to specific subject areas.

Challenges of Foreign Language Instruction in the University Context

Author(s): / Language(s): English / Publication Year: 2019

CHALLENGING EFL STUDENTS TO READ: DIGITAL READER RESPONSE TASKS TO FOSTER LEARNER AUTONOMY

Author(s): Truly Almendo Pasaribu / Language(s): English / Issue: 2/2020

Reading and technology are believed to have a strong link with learner autonomy. This research aims at investigating how digital reader response tasks in a reading class promote learner autonomy. The students were given reader response tasks which challenged them to respond to texts using digital infographic and presentation tools in Moodle forum. The data of this case study, collected from questionnaires, online records, and reflections involving 25 participants, were analyzed based on the domains of autonomy. The findings indicated that digital reader response tasks in a Moodle-based reading class enabled learners to plan, execute, and evaluate their own learning. The findings also showed that these online tasks did not only motivate learners to engage in meaningful language learning experience, but also encouraged them to nurture social dimensions of autonomy.

Chinese learners’ use of formulaic sequences in spoken interaction

Author(s): Jiajia Xu,Mark Morgan,John McKenny / Language(s): English / Publication Year: 0

As a basis for course and materials design for Chinese tertiary learners’ spoken English, it is necessary to describe these learners’ spoken discourse. This study analyzes the multiword units excessively used by Chinese learners in their spoken English. The College Learners’ Spoken English Corpus ( COLSEC) is analyzed and other first-language ( L1) corpora are used as reference corpora. The idiosyncratic uses of four formulaic sequences, namely in my opinion, as far as I am concerned, I should say, and as we all know, are discussed. Three causes of the learners’ idiosyncratic uses of the formulaic or quasi-formulaic sequences are identified: L1 transfer, communication strategies, and the decontextualized teaching and learning of formulaic sequences.

Corpora and teaching academic writing: Exploring the pedagogical potential of MICUSP

Author(s): Ute Römer / Language(s): English / Publication Year: 0

This paper introduces a new corpus resource for teaching English for Academic Purposes (EAP) and for carrying out research into advanced student writing across a range of academic disciplines: MICUSP, the Michigan Corpus of Upper-level Student Papers. It exemplifies how MICUSP can be used as a source of materials in the context of data-driven learning in the EAP classroom. The paper also presents selected results from two MICUSP based studies: an analysis of attended and unattended this and a study of the distribution of common phraseological items across student papers. It is argued that these results are of pedagogical relevance and can contribute to an improvement in EAP teaching.