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The author justifies a thesis that all the known conceptions (theories) of glottodidactics and the teaching methods which spring from them and teaching technologies are of a relative usefulness in practice. At the same time the analysis of statements and postulates of these theories makes it possible to speak of a cumulative character of development of glottodidactic knowledge.
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The author emphasizes first of all the experience and linguistic knowledge of students, individualization of teaching grammar as well as team study of grammatical material. Just these elements stimulate, among other things, the interest in language teaching.
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The author of this article reconstructs the components of glottodidactic theory, characterizes its statements and objects creating the glottodidactic system.
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In his article the author speaks about linguistic etiquette of the teacher of Russian and its role in controlling the didactic process. The author analyses the functions of linguistic etiquette at the Russian lesson (phatic, imperative and regulative) and also ways of their linguistic realization.
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In this article the author took up the problems of perception and understanding of the foreign language graphic text both from the psychological and didactic aspect. The main aim of this article is the presentation of regularities connected with understanding the text and against this background showing some didactic implications which are the basis for improvement of the glottodidactic process.
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A major insufficiency in the teacher training of Russian language students is the lack of a suitable connection between theory and practice. This results in students later concentrating either on the theoretical aspect or the practical aspect of teaching.
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The use of the play simulation method is conditioned by its characteristics and advantages over the traditional methods.
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In the lecture there have been presented the basic assumptions of methodical teaching of Russian special text reading in technical secondary schools.
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The article suggests several teaching techniques, such as: simulated games, microteaching and multimedia-teaching including video cassette recorders (VCRs) and computers.
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The purpose of the article is to state the main principle “novum” in the teaching of foreign languages in a communicative-active approach and to point out several possibilities of how to optimize the teaching of Russian as a foreign language.
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A qualitative case study approach is taken in order to reflect on some of the frequently addressedissues surrounding the relevance of culture in teaching foreign languages. This timethe focus is on a one-semester British Culture course taken by a group of second-year studentsat the University of Banja Luka, Bosnia and Herzegovina, in the academic year 2017/18. Thecourse is described and analyzed against the following set of parameters: status of the course;size of the class; syllabus, coursework structure, teaching methods; student input and progressassessed formally but also by means of anecdotal evidence; and transferable skills. The paperinitially takes a decontextualized look at some of the key points continually raised by EFLpractitioners, i.e. which culture to teach, how to teach it, and to what end. It then proceeds toanalyze and describe a specific context in which British culture is taught to students of Englishat the University of Banja Luka in order to assess whether the conclusions justify dwelling onthe ‘big’ questions or, alternatively, suggest a preference towards more moderate expectations.While the former upholds general theoretical principles, the latter seems to be more attuned to aclassroom in which the teacher faces the additional challenge of compensating for the students’lack of worldly experience (e.g. travelling, encounters with otherness, and diverse lifestyles)as well as that of filling gaps in the students’ general knowledge, a would-be prerequisite for asuccessful culture class.
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In the article the author made an analysis of some difficulties taking place during the adoption of constant verbal-substantival word groups in connection with their use in various functional styles of Russian language. The most important principle in the selection of exercises activizing the definite lingustic material in speech and writing of students should be taking into account of the list of phraseological system of Russian and the mother tongue of the students. Comparison of this kind helps to differentiate linguistic, structural-semantic parallels of both languages. It is advisable that the special, more thorough learning of the constant verbal-substantival word groups were begun from the scientific and socio-publicistic style. At the same time one should pay special attention not only to the oral forms of work but to the written ones as well as these groups occur most often then. In the course of mastering these word groups used in the language of belle lettres particular significance achieved such forms of work which aim at developing receptive habits and skills.
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In the article the authors discussed about 300 examples of errors in spelling, reading and speaking during teaching of Polish in German Democratic Republic. Their cause is constituted by associations with these Russian graphemes which in Polish have different phonetic equivalents. This does not, however, preclude the possibility (especially in the case of inflexional errors) of other explanation of the origin of these errors. In most cases the “graphic” influence is, however, the only reason of errors. Hence arise the definite practical conclusions for the teachers of Polish as a foreign language.
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In the article the author made an attempt to differentiate the basic kinds of forms of speech, which may be developed in the teaching of foreign languages by means of audiovisual aids. The author included characterization of oral and written speech, monologue and dialogue speech, prepared and unprepared speech. Some possibilities of teaching the mentioned linguistic activities were indicated. It seems proper to assume the following sequence of didactic proceedings: reception of a prepared dialogue — creation of the prepared dialogue — the prepared listening of a monologue — unprepared reception of a monologue — production of a prepared monologue — generation of an unprepared monologue. There are premisses to state the audiovisual aids assist quite effectively in mastering the mentioned skills.
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The author investigated in the present article the phonetic causes of deviations from the course of melody in the speech of Polish students of Russian during the elementary stage of teaching intonation of Russian language. The direct reason which causes the transgressions and mistakes in leading the melody are the divergences in distinctive features of melodic relevant segments of syntagm as well as differentiations in the stress-rhythmic structure of this segment in Polish and in Russian. This causes a strong interference influence of melodic structures of utterances in Polish on the Russian language. A suggestion was made that taking into consideration the differentiation in the courses of melody within the relevant segments of syntagm as well as differences arising from a different rhythmic structure of this segment in both languages one may predict the possible errors and work out a correct system of intonation exercises.
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In the article the author made an attempt at an analysis of structural fondation of sample sentences (consisting of the predicate) and sentences which are composed of subject and predicate on the advanced (immediate) level of teaching Russian at the philological faculty. The author of the article when analysing the most difficult constructions subjective-predicative adopted by foreigners, assumes that the students of Russian should know in what conditions such or such construction is used, what factors influence its choice, which of its restrictions are caused by the grammatical context, meaning, possibilities of construction of lexemes and the semantics of utterances. As a result the necessity of paying more attention in the research on the ways of expressing subjective-predicative relations not only to the inter-language comparisons but also to intra-language com parisons and the the differences of the similar language phenomena was emphasized.
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In determining the place of contrastive grammar (having a purely practical nature) in the process of teaching a foreign language the author contrasts the analytical code with the synthetic, the linguistic material with habits of perception and presentations of texts, the technical with the technological production of texts, the text of communication with the text of language, linguistic equivalents with textual ones, syntactic syntagmations with the lexical.The special role of contrastive grammar, which in description of contrasts supercedes aparticular native language, begins with a switch from analysis to synthesis i.e. when theforeign language ceases to be material for study and becomes a means of conveying in ¬formation. Contrastive grammar, in the author’s opinion, can have great practical significance. However, under certain conditions it w ill be simultaniously a functional grammar, analysing the language in the form of a text as its functional contrasts above all are essential in the process of language communication.
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One of the main functions of a language is as a means of communication. It is especially important nowadays with regard to the development of international relations and scientific revolution and an increased-demand for specialists with a knowledge of a language. That’s why the main task in language teaching is to improve the methods of teaching by using different means. Among the visual aids special importance should be given to technical aids which can be divided into informational, controlling and teaching. They intensify the ‘students’ work in class and at home, increase the time of contact with a foreign language, help to individualize the process of learning. Whilst learning the language the students, as a rule, do not get new information about the surrounding world. That is why the aim of technical aids is to help the students to transfer into the foreign language and do away whith an interference of the native language. It is necessary to remember that the programmed teaching and technical aids should be interdependent. Such technical aids as a tape-recorder record player and language laboratory do not help in the acquisition o f language skills in certain communicative situations because oral speech cannot function without speakers and a sutable situations. Only technical audio-visual aids can play this role. The most effective didactical means, which present the communicative model of a foreign language and induce the students to speak is language teaching-films. But it goes without saying that teaching-films cannot be the only means in the process of language learning. It should be used together with other visual aids.
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This paper focuses on students' perspectives on the quality of online teaching and learning environment, created, and organized as a response to the COVID-19 outbreak, which unexpectedly interrupted the traditional face-to-face education context and changed the delivery and mode of classes overnight. The aim of this research is to gather information pertaining to students' learning experience in an online education environment, and to gain a deeper insight into the nature of online delivery of classes as perceived by students who had not had any similar learning experience prior to this newly created educational context. The theoretical framework of the paper states the latest EU education policies passed as an immediate and urgent response to the pandemic and its aftermath. This pilot study relies on a qualitative research which includes the analysis of a corpus of questionnaires taken by a group of 52 undergraduate students majoring in English. The main part of the questionnaire is composed of open-ended questions, and the respondents were asked to write their own answers, thus providing a valuable resource for the analysis; the other part relies on one Likert-scale question measuring the overall attitude of the respondents to the online learning. The students' answers are analyzed and classified into several categories according to their common denominator. Not only do the results show the students' opinions related to the benefits and drawbacks of online delivery of classes, the comparison of online and traditional form of teaching and learning, types of courses which are more suitable to be delivered in one of these modes, and the students' suggestions how to improve the quality of online classes, but they also shed light on different aspects of online teaching and its complexities enhanced by social and psychological factors involved.
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The purpose of this study is to investigate if there is a structure agreement between syntactic structures consisting of two nouns [N + N] in English for Occupational Health and Safety and their Serbian equivalents. After narrowing down the results of the research to approximately five thousand examples and ordering them by frequency of appearance in the corpus, a sample of about one hundred and seventy items was extracted and translated into Serbian. The analysis shows that there are three main types of Serbian translation equivalents but none of them are structurally identical to English noun + noun structures.
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