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WEB 2.0 IN ENGLISH LANGUAGE TEACHING: USING WORD CLOUDS

Author(s): Sebastian Chirimbu,Anca Dejica-Carțiș ,Dara Tafazoli / Language(s): English Issue: 7/2014

Wordle is a free word art tool that mixes any chunk of text in production of a visual representation of the content and creates word clouds from text. Word clouds visually highlight the most often used words in the passage. The more frequently a word appears in the text, the larger its size in the visual design. The user can alter the colors, style and layout of the word collage. Wordle has many advantages and benefits in various fields of study. This study aims to introduce Wordle.net as one of the most useful tools for English teachers. It presents different usages of wordling in teaching language skills – reading, writing, speaking and listening. The study also provides further recommendations for English teachers in using Wordle as a teaching tool.

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РОЗВИТОК КРИТИЧНОГО МИСЛЕННЯ ТА КРЕАТИВНОСТІ МЕТОДОМ ПОБУДОВИ АСОЦІАТИВНИХ МАП (МАЙНДМЕППІНГ)

Author(s): T. Worobjowa / Language(s): English,Ukrainian Issue: 2/2013

Above all the memory of children should be trained and exercised: for this is, as it were, a storehouse of learning… Plutarch, Education of children. This study is aimed at exploring the use of mind mapping technology to cultivate in young learners critical thinking and creative abilities. The article considers the theoretical background of the problem described in the studies of both foreign and Ukrainian scholars. In the focus of attention are the main aspects of the technique, worked out by T. Buzаn and the technological advice of the author as to making up a mind maps and the possible ways of using them in the learning process. The article answers the question “Why do mind maps work so well in teaching foreign languages and reading?” It has been proved that the pupils who used mind mapping in learning new material showed better results, because their memories keep the new information longer due to the associative links they created in their mind maps.

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Yabancı Dil Öğretimi ve Dünden Bugüne Türkiye’de Arapça Öğretimi

Author(s): Murat Arif Güney / Language(s): Turkish Issue: 1/2014

With the improvement of technology, language teaching has become increasingly important in the World as a global village. In recent years, visa requirements have been removed for many Arab countries. Commercial activities and tourism have been quickened with them. TRT have opened a full-time Arabic TV station. Therefore, it has grown demand for people with knowledge of Arabic in Turkey. In this article, foreign language teaching, foreign language teaching methods, and phases of the Arabic language teaching as a foreign language in Turkey from past to present will be discussed. At the end of this article, foreign language learning will be assessed.

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Граматика у уџбеницима њемачког језика крајем 19. и почетком 21. вијека

Author(s): Sanja R. Radanović / Language(s): Serbian Issue: 5/2012

The paper deals with the analysis of the way the German grammar is presented in two textbooks belonging to two different time periods and two different methodologies. On the one hand, there is a textbook composed folowing the tradition of grammar-translation method, dominating elementary schools of the 19th-century Bosnia and Herzegovina, while, on the other hand, there is a textbook, currently in use throughout elementary schools in the Republic of Srpska, favouring communicative skills. The material is analyzed from several perspectives, such as selection, range, order and the way it is processed in order to get a clear insight into the role of grammar in the German language teaching at the end of the 19th and the begining of the 20th centuries respectively.

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Some Aspects and Case Studies about Teaching Italian Complex-Clause Syntax to Slovenian Learners

Author(s): Darja Mertelj / Language(s): English Issue: 3/2011

The paper presents some results about the mastery of complex-clause syntax among Slovenian high-school students who learn Italian as a foreign language. The author starts from the premise that the mastery of syntax is an objective to be achieved at the receptive and, to a degree, also at the productive level. Hence, what knowledge mostly secondary school leavers have developed is shown according to various groups of learners. Different types of knowledge were tested: intuitive comprehension, metalinguistic knowledge and the productive knowledge of complex syntactic structures. The results seem to imply that a considerable lack of appropriate knowledge has been identified, in particular at the productive level. It is here where problems arise, since for Slovenian learners the syntax of Italian complex clauses is objectively difficult. It presupposes the speaker’s ability to master the system and use of tenses, which are perceived as particularly hard to learn.

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The Role of Personality Traits in the Choice and Use of Language Learning Strategies

Author(s): Jelisaveta Šafranj,Aleksandra Gojkov-Rajić / Language(s): English Issue: 4/2019

The paper aims to investigate the relationships between foreign language learning strategies (FLLS) and personality traits among students of education and engineering sciences. Quantitative survey of self-report questionnaire was used to evaluate learning strategies and individual personality traits. Pearson's correlation coefficients were calculated and six linear regressions were conducted to test the predictive role of personality dimensions when language learning strategies were used as a criterion. The findings propose that students with different personality traits have different preferences when it comes to learning strategies. Two out of five personality traits from this study seem to have an important role in the prediction of the FLLS type used. While low Conscientiousness was predictive of more frequent usage of Cognitive and Compensation strategies, high Intellect was predictive of more frequent usage of Cognitive and Metacognitive strategies. The study points out the significance of managing students by meeting their personal differences in choosing learning strategies, and not by relying on the personality stereotypes that are predominant. The obtained results can help teachers to select appropriate learning strategies that match students' different personality types.

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Efekt stranog jezika i odlučivanje o moralu

Author(s): Mirjana Tonković,Francesca Dumančić,Maja Anđel / Language(s): Croatian Issue: 88/2019

Foreign language effect (FLE) refers to different outcomes of the decision–making process depending on whether it is carried out in a native or a foreign language. The aim of this study was to examine whether the FLE is present in the assessment of moral wrongness of behaviour in different scenarios. Put differently, the aim was to examine whether the language in which the moral dilemma was presented influenced ratings of acceptability of violating moral norms. Dilemmas used in the research described a wide range of situations ranging from the ones that could be faced in everyday life to the situations in which decisions about people’s lives had to be made and differed in degree of violation of moral norms they described. The study participants, students of German Language and Literature from the Faculty of Humanities and Social Sciences in Zagreb, were divided into two groups: one group completed the questionnaire in Croatian, while the other group completed it in German. The questionnaire consisted of three parts: a Questionnaire of Everyday Morality and Social Norms, three moral dilemmas describing moral misdeeds of varying degrees, and scenarios describing situations in which it was necessary to decide on the lives of people. The task of the participant was to rate the moral wrongness of the described behaviour. The results show that FLE was present in mild moral offences as well as when it was necessary to decide on the lives of people – participants who assessed violating moral norms in the Croatian language rated them as less acceptable than those who assessed the same violations in German. The effect was not present for great moral offense nor in the Questionnaire of Everyday Morality and Social Norms.foreign language effect; ethics of decision making; foreign language;foreign language effect; ethics of decision making; foreign language;

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Wpływ rozwoju pamięci dzieci w młodszym wieku szkolnym na organizację nauki języka obcego

Author(s): Ewa Dźwierzyńska / Language(s): Polish Issue: 23/2019

Understanding the regularity of cognitive processes among students at a younger school age, especially their memory possibilities, is necessary in order to optimize the learning process and develop memorization skills regarding language material. Taking into account the specificity of the psychophysical development of children and the correctness ofmemorization allows for proper organization of the didactic process aiming at effective shaping and development of the memorizing skills. When working with students it is important to remember the possibilities to overcome memory limitations by using emotions and multi-sensory perception, which have a big impact on the speed and durability of memorizing. The purpose of this article is to draw attention to the specificity of the functioning and developing of thememory of students at a younger school age, developing knowledge and memory, and the possibility of using memory techniques and strategies in the acquisition of a foreign language.

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Развитие основ допрофильной подготовки и профильного обучения на примере языкового образования

Author(s): Marina Gennadʹevna Gec / Language(s): Russian Issue: 23/2019

The author looks at the stages of subject oriented instruction development in the context of language and linguistic education. The debatable issues of subject oriented classes curricula and university specialty programmes are raised. The examples are set to confirm the necessity of making these innovative processes irreversible and sustainable.

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O znajomości polskich i rosyjskich frazeologizmów przez uczniów polskich szkół

Author(s): Marzanna Karolczuk / Language(s): Polish Issue: 23/2019

The aim of the article is to discuss the place of phraseology at school and outside of it, and to present the results of the analysis of lexical-grammatical tests, in which Polish equivalents to Russian phraseology were to be selected, and then sentences with Russian expressions were to be composed. The knowledge of lexis and the ability to use it in practice is an important element of effective communication in a foreign language. Phraseologisms are an integral part of each language, characteristic of a given linguistic community. Understanding and applying them correctly improves communication among representatives of different cultures. With their help, the interlocutors transmit not only the content, but also feelings and emotions. The research material consists of written answers of the participants of the regional elimination of the Russian Olympiad in the Podlasie region. The analysis showed that secondary school students know and understand Russian phrases, but most young people cannot choose Polish equivalents for Russian language constructions themselves.

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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.

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Il polacco in Europa. Standard europei nell’insegnamento del polacco come lingua straniera

Author(s): Władysław Miodunka / Language(s): Italian Issue: 1/2007

La Language Policy Division del Consiglio d’Europa ha conseguito un notevole risultato con la proposta di introdurre standard europei, contenuti nella pubblicazione Common European Framework of Reference for Languages , nell’insegnamento delle lingue straniere.

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Использование интерактивного электронного перевернутого обучения для улучшения критического чтения студентов

Author(s): Fatemeh Khonamri,Mahmoud Azizi,Roman Kralik / Language(s): English,Russian Issue: 1/2020

The purpose of the study is to examine the effect of interactive e-based flipped approach on fostering students’ critical reading and problem-solving skills. Materials and Methods. An analysis was carried out on the effect of a flipped learning approach to examine the changes in students’ critical reading ability and their perception towards it. A quasi-experimental pre-test-post-test design was used with 34 students attending a four-credit course of reading comprehension meeting for 4 hours per week for 14 weeks. Their responses when they were required to criticize a text beyond the setting of the classroom instruction, in a form of independent e-based reading activity was explored. Students’ responses were based on meaning negotiation and interaction through social networks. A critical reading test was selected from the SAT website based on students’ proficiency level which was identified through an OPT test at the beginning of the study. This test was used to investigate the changes, if any, occurring in students’ critical reading ability as a result of engaging in interactive e-based flipped learning model of learning. Additionally, negotiated interview was used to explore students’ perceptions toward this model of flipped learning. Results. Flipped learning has emerged as a unique approach which reverses the traditional in-class lecturing and the role of homework and classroom activities. Using Wen’s Output-driven/Input-enabled instructional model which is well embodied in flipped learning, the present study attempted to assist learners to develop their critical thinking skills through their engagement in interactive e-based activities. To this end, a pretest-posttest quasi-experimental design was used to investigate EFL literature students’ critical reading skills. From 34 students attending a reading course at the University of Mazandaran, 17 students were randomly assigned to the flipped learning approach and were engaged in extensive online written and verbal communication for developing their higher-level reading skills. The rest were involved in traditional extensive reading assignments. Results indicated that students in the e-based flipped learning outperformed their traditional approach counterparts in the critical reading test. A qualitative analysis of students’ perceptions revealed that these students participated actively outside the classroom in meaningful and collaborative written and oral activities via online networks which contributed to the development of their critical reading. Conclusions. The results showed some distinct benefits for EFL language instruction especially in the development of problem-solving skills and autonomy, which are important traits for surviving in this fast-pacing world.

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L’apposition dans la production ecrite des apprenants Lituaniens en FLE

Author(s): Vitalija Kazlauskienė / Language(s): French Issue: 15/2019

The acquisition of lexical competence is a complex process, because for learners, it is not enough to distinguish the form and meaning of a lexical element in order to know how to integrate it correctly into the language context. The skill also involves the understanding of the properties of lexical and grammatical combinatorics. The present analysis of the written production of Lithuanian learners of French as a Second Language (FSL) is based on an annotated corpus and focuses on apposition. The term refers to a noun to which it provides additional information on its quality or nature. Choosing apposition for the study is prompted its particular use for elucidation in French then makes it possible to compare its use by FSL learners of and native speakers. The use of apposition in L1 of the analysed level is not very frequent, which poses another question, namely, how Lithuanian learners convey information without apposition. We task ourselves with noting, the different uses of apposition in FSL learners’ writing and analysing their particularities and correspondences in native speakers’ use. Apposition, as NP (noun phrase) constituent, will be analysed syntactically, taking into account correct, erroneous or uncertain constructs. The learners’ writings serve to orient the didactic reflections towards the general use of apposition in the learners’ corpora and a better represent typical interlanguage constructions.

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La enseñanza de contenido sociocultural en las clases de ELE en Lituania y el desarrollo de la competencia intercultural

Author(s): María José De Urraza,Vigilija Žiūraitė / Language(s): Spanish Issue: 15/2019

This article aims to study the field of sociocultural aspects teaching in the Spanish as foreign language classes in Lithuania and development of intercultural competencies of the students. In the curriculum of the language teaching, is very important the topic of sociocultural behaviours in the different Hispanic communities. The conducted research aimed to analyse how this topic can be studied during the Spanish classes in Lithuania and what is the receptivity of sociocultural elements among the local students. This paper also talks about the intercultural competences of the students, and the process of assimilation of cultural behaviours, which are different from the native culture. In order to achieve the aim, the data collection was carried on among students through observations and interviews in depth, using a qualitative method. The opinions and interpretations of Spanish and Hispanic traditions, celebrations and customs given by the students, were used for the qualitative analysis. The results of the research showed that students’ perception of the Spanish-speaking world contains prejudiced ideas and this is why it is important to include the sociocultural content in the classes of Spanish as a foreign language.

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Gramatika Ambroza Matića (1832.)

Author(s): Katica Krešić / Language(s): Croatian Issue: 22/2019

In 1832, a Latin grammar book Knjixica Rucsna was published in Osijek by the Bosnian Franciscan Ambroz Matic. Ambroz Matic taught Latin and mathematics in Kraljeva Sutjeska and, for teaching purposes, he compiled an arithmetic and a Latin grammar textbook written in Croatian. The paper studies the content concept of Knjixica as pragmatic amendments to Marijanovic's Latin grammar. The Croatian text analyzes the spelling and grammatical terminology while it singles out some translational lexical solutions that did not take remain in the Croatian language.

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Odstupanja pri tvorbi rečenične negacije u engleskome kao inome jeziku srednjoškolskih učenika

Author(s): Iva Grubišić Ćurić / Language(s): Croatian Issue: 22/2019

The acquisition of negation in the second language has been investigated in numerous studies (Cancino et al., 1975; Meisel, 1997;Fuentes, 2008), however, there are no systematic studies of the acquisition of the English negation by speakers of the Croatian language. The aim of this paper is to gain a better insight into the types and frequency of errors in a relatively free production of negation in English as a second language. The analysis is based on the hypotheses that errors in sentences where the so called dummy do has to be inserted in the negative sentence, omissions of auxiliary verbs, and double marking errors are expected. The analysis is based on a questionnaire consisting of one task of positive to negative sentence transformations. The answers were grouped according to the error type. Errors classified as “other” were the most frequent (37 %), followed by double marking and congruency errors (14 %), omissions (12 %), and additions (9 %). The results corroborate the frequency hypothesis of errors in sentences where the so called dummy do had to be inserted in the negative sentence, which may be attributed to negative interference from Croatian as the first language.

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Die Häufigkeit und Vielfalt der Diskursmarker in Deutsch als Fremdsprache

Author(s): Mirjana Matea Kovač / Language(s): German Issue: 11/2020

The aim of this study is to examine the frequency and diversity of discourse markers used by German speakers (L2). The existing studies point to an underrepresentation of these expressions, which represent an essential part of the speakers’ communicative competence and can therefore be directly connected to the development of speech fluency. Fourteen students of German studies at the Faculty of Philosophy in Split took part in the research. The group performed two slightly different speaking tasks in German (L2). The speech samples were transcribed and analyzed. The results point to a significantly dominant discourse marker und, which was used extremely often for the beginning of an utterance to signal a transition or a sequencing of speech acts. The results obtained also confirm the conclusions of previous studies, indicating a significant underrepresentation of a variety of discourse markers. Based on the obtained data, it seems obvious that formal language teaching should focus on a more explicit teaching of a wider variety of other native like discourse markers in order to promote overall speech fluency. Thus, the fundamental educational motive is to increase the level of automation by using discourse markers in L2.

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LEARNING A LANGUAGE AS PART OF LIFE – HOW TO LEARN A FOREIGN LANGUAGE IN THE DIGITAL AGE

Author(s): Anna Hurajová / Language(s): English Issue: 1/2019

Teaching languages in the 21st century is changing rapidly. Nowadays, new possibilities and tools to support students in their process of learning a foreign language are offered by the Internet and new technologies. It is vital for language teachers to follow the latest trends, to learn and get trained about new apps, web sites and digital resources to assist them in their job and to make it more effective and appealing for students. Based on the fact that the teaching environment is changing due to the onset of digital technologies, mobile devices and online resources, new methods and approaches to foreign language teaching and learning have emerged, taking into account the need of the digital era we are living in. The article provides an overview of new approaches which use digital devices and applications in teaching practice in the digital age.

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THE RELATIONSHIP BETWEEN AFGHANISTAN EFL STUDENTS’ ACADEMIC SELF-EFFICACY AND ENGLISH LANGUAGE SPEAKING ANXIETY

Author(s): Nasim Danesh Tahsildar,Adela Kabiri / Language(s): English Issue: 2/2019

This study aimed at investigating the relationship between EFL students’ academic self-efficacy beliefs and their English language speaking anxiety at a public university in Afghanistan. A number of 202 students from two different English Language and Literature Departments participated in this study. Two sets of questionnaires were used to collect data in this study. The obtained results revealed that the participants’ both levels of self-efficacy beliefs and their speaking anxiety were rather high. A significant positive correlation was also found between the participants’ self-efficacy beliefs and their English language speaking anxiety. In addition, the two Departments’ students were compared in terms of self-efficacy beliefs and speaking anxiety. The study is concluded with two recommendations for future research and English language teachers to focus more on English language speaking anxiety and be more empathic to students while teaching English language speaking skill.

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