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Estonia has been part of the European Union since 2004. Concerning that, it is very important for Estonia as a Member State of the EU to find out what languages are used by Estonian residents in informal and formal situations and environments (DfEE). In the context of globalisation, the topic of immigrants in Estonia and their educational needs, linguistic and cultural specificities have also gained more and more importance. Apart from that, attention must be paid to the skill of coping with the changed situation at the level of the society and the individual, while maintaining the immigrants’ cultural identity and at the same time integrating them effectively into the Estonian cultural space. An important role in this is played by the education system. The Estonian public education curriculum (National curriculum for basic schools ..., 2010; National curriculum for upper secondary schools ..., 2010) promotes Estonian culture, common European values, multiculturalism and the cultural and scientific achievements of the world. The research at hand reflects Estonia’s first experiences in that field. The research method used was unstructured in-depth interviews. The research results show that the state provides financial support for the education of new immigrant students, the school attempts to ensure a smooth adjustment of the students, although academic performance and the language level of the new immigrants are very different, the new immigrants generally cope linguistically and have mostly adjusted well, i.e. they have learned the Estonian language and have received peer and teacher support in the educational process. However, the instruction of the home language of the ethnic minority is left to the family.
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The paper focuses on the differences and similarities in the performance of two groups of test takers taking the ECL (European Consortium for the Certificate of Attainment in Modern Languages) language exam – a proficiency-type of language exam – in Hungary and in neighbouring countries. The two groups under investigation include Hungarian test takers living in Romania, Slovakia and Serbia and native Hungarians between the ages of 14 and 19 living in Hungary. The research aims to identify whether bilingual test takers have an advantage when taking a language examination in a third language as compared to those who are monolingual. The study compares, contrasts and analyses the performance of these two distinct groups, one of which comes from a multilingual environment. It has been found out that the overall performance (achieved in each of the four components: listening, speaking, writing and reading) of bilingual test takers was significantly better than that of the monolinguals (p < 0.001). Three tendencies have been identified with respect to the differences between the performance of the bilingual and monolingual test takers: first, there is a greater gap in relation to receptive skills - listening and reading – than in the case of the productive skills – speaking and writing; second, in the case of the receptive skills the gap decreases as the proficiency level increases; third, in the case of the speaking skill the gap increases as the proficiency level increases. Possible explanations are offered to explain these phenomena.
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The aim of this paper is to investigate the role of the particles up and down in the strategic meaning construal of particle verbs (PVs) in blind and sighted users of English as L2. The paper is situated within the cognitive linguistic framework. Based on the results of a speaker–judgment study with 20 blind and 20 sighted users of English, we show that PVs with down are more informative to all the participants, and that blind users rely on the particles (particularly the particle up) more than sighted users. We claim that the difference in informativeness is related to the experiential status of up and down. Down is more informative because it is at human scale, which limits its metaphorization potential. Up is more open–ended, making it more schematic and allowing greater departure from its original topology. Blind users rely on the particles more because they are more inclined to analyzing linguistic cues, since they often serve as additional experiential input. Moreover, the blind rely more on egocentric topology, which produces similar results for down, and different for up.
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Author: Zhisheng (Edward) WenPublisher:Multilingual Matters, 2016ISBN:9781783095711Pages:208
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Editors: Peter D. MacIntyre, Tammy Gregersen, Sarah Mercer Publisher: Multilingual Matters, 2016ISBN:9781783095346Pages:388
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”English is learnt in many different environments, ranging from the traditional classroom to the street. [...]. Our teaching has also been changed dramatically by the introduction of various technical aids, which can help to bring the outside world into the classroom”. (CHARGE, N. J. and GIBLIN, N., 1987, 282-287). I have tried to prove in this paper that the audio-visual aids continue to play a part of foremost importance in teaching foreign languages, they are also used in translation and interpretation; they are indispensable means to create a unique, unforgettable atmosphere which motivate the students to become successful learners and competent speakers of English. We live in a world where the technology is changing at a very high speed. This also affects the translation and interpretation. The computer can provide new and exciting ways of increasing the learners exposure to meaningful language.
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The article presents the observation of modern directions in research devoted to the problem of changes of the goals in language education, oriented on preparation for effective intercultural and multicultural communication. The purpose of this article is to analyze the influence of the process of globalization on the goals of teaching foreign languages, to describe the ideas of a new approach to the system of foreign language teaching aimed at developing a new type of competence – multicultural and to present its practical results. The authors point out that multicultural competence is characterized here as a new perspective in the theory of linguistic education which is based on cognitive linguistics and focused on the fact that teaching foreign languages is not only a language code acquisition. An important component of teaching is a conceptual world picture of native speakers belonging to different cultures. Two aspects are underlined in the article: 1) the growth of the role of foreign language teaching as education for citizenship [4], 2) confirmation of the new position of foreign language teaching as education for global citizenship. The most important part of the authors’ methodology is an interdisciplinary and integrating approach which includes the theoretical course “Intercultural and multicultural communication” + the theoretical course “Cultural aspects of interpretation” + the practical course “Foreign language (English)”. The results proved the idea that the development of multicultural competence provides the formation of necessary knowledge and skills helping students to become global citizens.
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The paper aims to provide analysis of language lacunae and some methods of their elimination in communication and translation. The article observes the main ideas of modern schol-ars on the problem of language and cultural lacunarity. The article describes the concept and features of lacunae as specific markers of national cultural consciousness determining the over-all process of cognition and perception of reality, its categorization and nomination. Further on the author provides modern typologies of lacunae. Thus, as the authors states, the analysis of the existing language gaps allows not only to reveal the problematic zones emerging in commu-nication and translation, but also to reconstruct culturally conditioned worldview at its basic level in the structure of a linguistic personality. Hence, the intersection of cultural studies and translation studies is obvious. The article provides the analysis of the existing methods of lacu-nae elimination. The article reveals that, depending on the lacunae type, the nature of the text, the reader, the goals set by the authors or an interpreter, different elimination methods can be used, namely: filling or compensation. In conclusion the authors states that the elaborated means of lacunae elimination provide for greater or lesser reduction of lacunar tension. However, penetration into the national specif-ic of lacunar spheres of a linguoculture when applying either filling or compensation methods should be sufficiently deep due to extralinguistic and multidirectional nature of the phenomenon of lacunarity, which goes beyond mere linguistic or notional nonequivalence.
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The paper analyses the possibilities of developing new and spreading the existing methodological concepts of connecting and correlating the instruction of English and geography. The concept of developing new approaches relying on a multitude of new methods rests on the growing need of correlation. The correlation process itself, which of late also includes more and more other components, especially those of educational subjects, brings to the fore the teaching process of a higher quality, as well as a better understanding of this process by students. The paper suggests the correlation between the English Language and geography. Such interdisciplinary approach is supposed to render tuition better and more interesting using group work and team leaning. A systematic use of several forms of work, of different teaching methods and sources of knowledge leads to a better understanding by students as well as to a significantly deeper grasping of the meaningfulness of the teaching matter. Generally viewed, correlation speeds up and has a considerably positive effect on the achievements of students. The interdisciplinary approach to the educational work departs from the principle of integrating the meaningfully connected contents of two or more scientific disciplines (in this case subjects of instruction). We can consider this procedure useful and justified only if it leads to a more efficient instruction. The very realization of the goals of such instruction is substantiated by a quality methodic preparation as well as by a comprehensive realization of the envisaged educational tasks relative to the matter in question. The basic purpose of this paper is to shed light on the possibilities of including different components of integration during the educational process related to the subjects in primary schools.
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The learner’s own language (commonly referred to as ‘L1’ or ‘first language’) has been neglected as a resource in the learning of another language and, in some contexts, it has been banned altogether. The arguments in favour of own-language exclusion are not supported by research and the policy is not followed by a majority of teachers. A reconsideration of these arguments and an awareness of practical suggestions for drawing on the learners’ own language as a resource for learning may help language teachers to enrich their repertoire of teaching techniques and activities.
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The aim of the paper is to test collocational competence of primary and secondary school students to establish the most frequent problems they encounter. Based on these collocational errors teachers could devise their teaching material and help students in improving their collocational competence.
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Despite the significance of the ability to write in the ET classes writing as a means of exploring and communicating ideas to achieve professional goals is the most ignored of the language skills. The article discusses how the application of genre-based pedagogy can transform the way ESP and EAP teachers teach written communication skills in Russia. It also suggests to structure writing curriculum around the genres of professional and academic communication. It describes a teaching strategy that systematically takes learners through the stages involved in training writing skills and enables them improve critical thinking through writing activities.
More...An apparent-time study
This study focusses on external factors of second language learning (L2) and their effect on L2 sound production. The aim was to find out whether young adults whose first language (L1) is Estonian speak L2 English with less accent than older speakers of L1 Estonian. Prior studies have claimed that more exposure to the target language lessens the effect of L1 interference (internal factors) (e.g. Piske et al. 2001, Muñoz, Llanes 2014). An apparent-time study was implemented in order to test whether a change in learner setting (i.e. limited exposure to the target language vs. abundant exposure) shows any evidence which can be explained by such external factors. Data was elicited from the speech samples of 97 speakers of L1 Estonian and L1 interference effects were analysed sound by sound. The results show that the younger generation displays less L1 Estonian interference than the older generation. Both greater exposure to the target language and earlier age of L2 learning onset correlate with the ability to produce more sounds target-like.*
More...Tracing the development of a learner
The present paper reports on a case study that explored the applicability of dynamic assessment (DA) for promoting learners’ word derivational knowledge in English as a second or a foreign language (L2). One learner’s performance on tasks assessing his word derivational knowledge was measured four times. The first two measurements were conducted before and after three weekly humanmediated DA sessions and the last two, which took place a year and a half later, before and after three weekly computerised DA sessions. Think aloud protocols and interviews were used to trace changes in the learner’s use of strategies and knowledge sources. The results revealed that following the dynamic assessment, the learner improved his performance and used strategies and knowledge sources more successfully. The findings have implications for designing dynamic tests of L2 English word derivational knowledge and for word derivational knowledge instruction.*
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This study focuses on the acquisition of Motion in Estonian by native English speakers. The aim was to determine how English learners of Estonian are influenced by their first language (L1) when describing Motion events in Estonian as their second language (L2). Prior studies have claimed that people develop certain ways of thinking for speaking when learning their first language which affect the acquisition of other languages (e.g. Slobin 1996, Pool, Pajusalu 2012 i.a.). In order to find out how native English speakers are influenced by their L1 when acquiring Motion in Estonian, an experiment was implemented on 22 participants (11 native English speakers and 11 native Estonian speakers) in which they were asked to write a short narrative in Estonian based on a picture book by Mayer (1969). The Motion events found in the narratives were analysed one by one. The findings suggest that L1 thinking patterns influence the intermediate learners more than the advanced or beginner learners, thus partly supporting the findings of Cadierno and Ruiz (2006) who reached a similar conclusion
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The article reports on a study into the extent to which authentic cultural materials are introduced in secondary foreign language teaching in Estonia, and the effect these materials may have on learner motivation. The hypothesis is that the inclusion of such materials in EFL teaching will have a positive effect on learner motivation at upper secondary school level. Three research approaches have been applied: two surveys into teachers’ and learners’ perceptions of the value of authentic cultural materials in language learning and a case study into the impact of those materials on learner motivation. The results show that the levels of learners’ on-task behaviour, overall class motivation and self-reported learner motivation increase with the employment of these materials, and therefore they should be incorporated in the classroom on a regular basis to promote intercultural learning.
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The article investigates the properties of a c-test and its ability to measure test-takers’ overall English language proficiency in the Estonian context. For this purpose, prior research concerning c-test validity and reliability is consulted, and the c-test’s advantages as compared to a skills-based proficiency evaluation instrument are sought. The article then discusses the process of developing a c-test following the procedure recommended by Grotjahn (1987) and Raatz and Klein-Braley (2002), and piloting it among Estonian secondary school students who simultaneously took the skills-based national examination in the English language. Statistical analysis displays very strong correlations between the c-test results and those of the national examination, as well as with teacher evaluation of the test subjects’ proficiency, substantiating the c-test’s viability as an economical language ability measure in contexts where quick appraisal of the respective ability is required. The study reveals implications for language proficiency assessment practices as well as for the process of c-test development.
More...A novel approach
Publishing scientific articles in English is often a prerequisite for academic success. Thus, developing effective pedagogies to support Estonian university students develop writing skills in L2 (English) is becoming increasingly more important. One such method is by forming small writing groups where each member periodically gives written feedback on their colleague’s writing. Here, the affective language used in the written communication between the reviewer and writer may strongly influence their relationship. This in turn may have a significant impact on the writing process. This study describes the development of a novel taxonomy to measure the cumulative effect of affective factors by accounting for the uniqueness of each individual, and how they project their distinct personalities or ‘social presence’ to build rapport within the group. The hypothesis is that individuals exhibiting a high social presence are more likely to produce higher-quality feedback and more improved subsequent texts than those with a lower social presence. The paper concludes by illustrating how this taxonomy can be used to both test this hypothesis and gain further insight into the peer feedback process in future studies.*
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