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Introduction. The article raises the problem of creative self-realization of students in mastering Russian as a foreign language. The aim is to elicit the conditions for creative self-realization, including speech creation, as well as to prove the statement that the formation of communicative competence of the individual should go hand in hand with the development of his/her creative and cognitive potential, in order to provide the axiological component of the Russian language as a culture-forming educational discipline. Materials and Methods. In order to solve this problem the authors use the methodology of the activity approach, according to which personal development takes place in activities, which are of developing character and are developing themselves. In this regard, the authors stress the methodological importance of creative speech exercises in writing and speaking, contributing to the development of pupils' coherent speech and creative attitude to language. Special attention is paid to the conditions for creative self-realization of young learners taking into account the peculiarities of mastering Russian in the primary school. Results. At the early school age self-realization correlates with speech creativity, which is determined by the cognitive sphere. The latter develops when children master the language not on the basis on imitation, but via development of language and speech abilities. These abilities allow pupils to "create" their speech nearly the same as they do in their native language without repeating phrases after the teacher or reproducing memorized texts. In order to develop these abilities in children, a teacher must first take into account psy-cholinguistic laws, which are interpreted in the article as a set of methodical regularities of learning a new language in primary school age. A special role in providing conditions for crea-tive self-realization of young learners is given to the introductory oral communication period, which aims at fostering equal opportunities for all children. The article identifies the distinguished features of this period. The organization of the Russian language oral communication period focuses on the interconnected development of speaking and listening skills through the development of phonological ability; the process of acquiring language devices and techniques has problem-based and creative character; reflexive-evaluative language acquisition and as well as reflexive observation of manifestations of Russian culture in comparison with the facts of the native culture. In order to develop pupils’ creative skills of learning language as a means of communication, it is important to use experimentally proved technology which ensures acquisition of language devices in the context of game activities along with game motivation of oral communication and non-verbal and educational actions of young learners. The technology also ensures the mastery of foreign language reading and writing based on communicative core and phonological abilities which contribute to spelling competence of pupils and the development of good handwriting; acquisition of communicative competence through communication; the acquisition of personal qualities and values; the formation of reflexive self-evaluation skills. The article also discusses the new status of the Russian language as a heritage language for the bilingual children of our compatriots abroad. The authors reinforce their view by historical insight into the culture of bilingualism. The result of the undertaken research is a complex of identified conditions, contributing to the realization of students’ creative independence. Conclusions. The conclusion of the article stresses the significance of the conceptual approach established by the authors for developing students' abilities favorable for their creative independence in the process of learning Russian as a foreign language.
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The article discusses some issues related to correctness (in the area of orthography,punctuation, inflections, vocabulary, phraseology, syntax and stylistics)of teaching guides including lesson for Polish. The presented characterizationsare a diagnostic assessment of the levels of publications, which can be of practicalutility for teachers. The analysis ends with solution proposals, which couldaddress the need for an improved correctness of such guidance materials.
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The article presents the grammatical features of a group of Polish lexemesthat is represented by cielę (calf), kurczę (chick) and discusses their status inteaching Polish as a foreign language.
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The article discusses the content of the curriculum and textbooks as well asthe effectiveness of teaching Polish culture in Ukraine.
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The article discusses the knowledge of selected biblical phraseology amongnative speakers and Ukrainian students of Polish Philology at the Universityof Lviv.
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E-learning is one of the most fashionable trends in contemporary teaching. It can be defined as an integrated system of education with the central focus placed on the students. Students use given forms of learning - electronic methods for the processing, transmission and storage of information on the creation and delivery of content, activities, problem solving, evaluation, communication, administration and management of education. The aim of creating e-courses in compulsory and optional subjects within the English language for students at Bachelor and Engineer’s level at the Faculty of Manufacturing Technologies - in new accredited study programs is not to create a system that does not use traditional education during the semester within language seminars, but such a system, which would meet the requirements of the best foreign language learners and ensure the highest quality of education.
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The article offers an attempt to present practical activities based on the structure of a poem for use in a foreign language classroom, coherent with the methodology of teaching through practical productive exercises, as well as on The Common European Framework of Reference for Languages. Paul Celan’s poem Ich hörte sagen presents a perfect research material because of its poetical structure, which may constitute a basis for the development of linguistic competences, as well as competences in literary text reading. The typology of activities built on Celan’s poem is preceded by an analysis of the role of literature in foreign language teaching and the status of poetry in the whole teaching process.
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Seen that most of our studies on Interlanguage treats it as a system in itself, this article aims to present the theories on which the studies are based, along with an original comparison between interlanguage and diasystem, in order to support the autonomy of the learner’s language.
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Classroom environment is frequently perceived as an inhibitor to genuine language interaction. Many authors agree that its characteristics does not allow to create opportunities for authentic communication. Some IT tools, such as virtual worlds or video games, are claimed to have the potential to enrich the communication between learners. The dynamic nature of virtual reality predisposes it to become a perfect tool enabling a creation of a multidimensional environments enriching FL lessons. In the present paper, we will analyse fragments of three different language lessons. The first two were conducted in a virtual world, Second Life. We will try to define characteristic features of this particular environment. During the last analysed lesson, a platform video game was implemented. By comparing these two distinct ways of incorporating virtual reality into classroom practice, we will attempt to reflect on its potential to transform the foreign language learning experience.
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Teaching gifted children is an everyday challenge which needs to be won in order to avoid demotivation and school abandoning. In language teaching different strategies and techniques can be used to engage these particular kinds of students. This essay examines the main characteristics of gifted students as long as teacher’s attitudes towards them. In the following text, some procedures are explained to motivate and stimulate language learning in gifted students.
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This work intends to analyze the linguistic production of Wojciech Meisels, author of Italian language grammars and a bilingual dictionary Italian-Polish, Polish-Italian. This work reconstructs the author’s life and tries to understand his first contacts with the Italian culture and language. Survivor the Second World’s War, Wojciech Meisels was the professor at the Jagiellonian University of Cracow. He prepared a highly popular bilingual Italian-Polish, Polish Italian dictionary, in two volumes, entitled Podręczny Słownik włosko-polski (1964) and Podręczny słownik polsko-włoski (1970). The second part of the article presents a lexicographic analyze of this dictionary trying to explain its success.
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This article presents the results of a questionnaire aiming at exploring the students’ linguistic profile, as well as their representations of French and other foreign languages that they have learnt. The representation is treated as a possible triggering factor of motivation and, therefore, a useful element in planning possible strategies of stimulating or enhancing students’ motivation. The study shows that the students are multilingual and interested in foreign languages and cultures. The French language, inducing the most positive representations, is described as a beautiful and lovable language, attractive due to its sonority and culture, whereas the English language, also learnt by almost all the students, is associated in particular with pleasant learning process and its utility. Other Romance languages, studied mostly at the university, are perceived as languages of second choice, which sometimes manage nonetheless to fascinate the learners by their beauty or culture. The language eliciting the most hostile representations is the German language, generally not appreciated and learned only as a compulsory school subject. In order to promote efficiently the French studies, it seems important to emphasise the utility of this language, propagate it along with its culture and foster quality teaching.
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In order to fulfil their basic professional functions on a ship, sailors must possess not only qualitative knowledge but also be able to solve complex professional-productive and scientific tasks independently, as well as to orient themselves freely in a foreign-speaking society. Taking into account the interdisciplinary approach to the theoretical preparation of future specialists for performing their functional duties at sea, where multinational crews mostly communicate in a foreign language, it is natural to turn to the actualization of knowledge in the discipline «Professional English», since all legal documents in the basis of marine professional activity are in a foreign language. Paying particular attention to the graduators from Ukrainian maritime higher educational establishments, the author investigates the role of their professional communication in a foreign language and peculiarities in forming competitive national specialists in a world maritime fleet. The integration of the acquired knowledge in different situations, their realization in concrete skills of future professional activity, and creative approach of cadets contributed to the emergence and growth of the desire to improve their knowledge, participation in dialogues, role plays, discussions, emergence and development of interest in the implementation of future professional activities in a foreign language. The updating of professional communication in a foreign language contributes to the formation of national specialists, competitive in the world maritime fleet, which is one of the stages in the realization of the geopolitical interests of the Ukrainian state.
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There are many reasons to start learning French. With the involvement of our professionals in missions in Mali, it has also become desirable to improve their language skills before their departure. We interviewed those who attended the language courses at the Language Centre of the University of Defence. They confirm that the knowledge of English is not always sufficient. This interview can be inspiring for those who are going to fulfil their duties in the missions in the African continent. We also present statistical data related to the number of French-speaking Czech soldiers and some tips how to maintain the level of French after completing a course.
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The current article analyses thirty blog texts (of 26 girls and 4 boys) written from January 2012 to May 2014. In the first part of the article, high schoolers’ blogs are briefly reviewed; in the second part, English words used in these blogs are studied, causes of their use are analysed, and concrete examples are given.During the research it was found out that the overall average number of words in blog texts totalled 304 words. More than half of the young bloggers were not anonymous and an even greater part of them shared their email addresses or links to social networks or personal internet web pages. All the blog texts analysed were written in Lithuanian letters (there were no texts written without diacritics). This shows that the authors adjust their writing, do not withdraw themselves from the standard language, and feel responsible for the publicly available text.In texts written in Lithuanian, bloggers tend to use many English words. The causes why authors insert English words can be varied. First, it is fashionable to use English words. Quite often, the use of such words is determined by authors’ interests and common activities. Not only individual English words but also phrases and famous sayings from movies, TV, games, etc. were observed. Most of English words found in blogs are those naming concepts of computer technologies. The blogs read revealed that the youth tends to write entire topic titles in English. Even though one can only speculate on the causes of such a choice, it is evident that this is done consciously and probably mostly in order to attract as many readers as possible and to look more modern and fashionable.
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Batumi, under the rule of Ottoman Empire, passed in to Tsarist Russia’s administration as a result of 1877-78 war between the Ottoman Empire and Tsarist Russia. Requirements of Turkish-speaking population in Batumi to a formal Turkish language learning opportunity was one of the issues discussed in formal negotiations between the two countries following the war. However, they could not agree on a tangible result in this regard. 40 years later, the local government of Batumi requested Turkish teachers from the Ottoman Empire. This was gladly approved by the Ottoman Empire and Hikmet Jevdetzade (1893-1945) was sent to Batumi from Istanbul in 1918. In 1924, Jevdetzade opened Batumi Secondary Turkish School in Batumi and began teaching Turkish language. At the end of 1920’s Jevdetzade moved to St. Petersburg due to family reasons and continued working on the Turkish education there. Jevdetzade’s life and Turkish teaching activities in Batumi first, then in St. Petersburg were not included sufficiently in Russian, Georgian and even in Turkish sources. Lack of knowledge in this field has made Jevdetzade’s place speculative in Turcology field. In this study, the information and documents about Jevdetzade’s life and Turkish teaching activities were obtained from his relatives, son Temuri and grandchild Nino, who are still living in Batumi. In the light of acquired information, alternative “readings” on Jevdetzade’s place in the Georgian and Russian Turcologies are suggested in this article.
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Correlation studies (Li, 2010; Chang & Shen, 2010) between the clusters of survey items as originally suggested for The Beliefs About Language Learning Inventory ‒ BALLI (EFL version; Horwitz, 1988) and Strategy Inventory for Language Learning ‒ SILL 7.0 (Oxford, 1990) report generally weak and moderate positive correlation coefficients. The above survey instruments were administered to fifty freshman students of Bosnian linguistic and cultural background at International University of Sarajevo. Correlation tests partly confirmed results reported by Li (2010) and Chang and Shen (2010) but with more similar correlation coefficients with respect to the later authors. The results partly reflect universal features of the foreign language learner and indicate that the theory of reciprocity between the two research constructs should be focused on findings about other forms of human intelligence.
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Methodology of teaching foreign languages is a frequent topic of scientific papers. A large number of books describe different approaches to teaching foreign languages, among others, and Serbian as a foreign or a second language. This work puts emphasis on the methodological approach to introduction of characteristics of a national identity through language learning. Furthermore, the work gives solutions and recommendations for quality teaching Serbian as a second language in a multicultural environment. Finally, the work deals with the issues how to select sources and resources for teaching properly.
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One of the most striking changes in the critical scene in recent years is the decline in the importance of lyric poetry. Poetry was once central to literary experience and the consideration of the nature of lyric or of poetic language was once central to critical theory: for the Russian formalists and theorists such as Roman Jakobson who linked Russian formalism and French structuralism. This is no longer the case today; when literature is important for theory, it comes in the guise of narrative. Why should this be? The obvious answer might be that not enough people read poetry, but such empirical matters never stopped theory before. Who reads Lacan except theorists? The simple answer might be that in an age of critical demystification, poetry seems embarrassing
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