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НАВЧАННЯ УКРАЇНСЬКОЇ МОВИ ЯК ІНОЗЕМНОЇ З УРАХУВАННЯМ ОСОБИСТІСНО ОРІЄНТОВАНОГО ПІДХОДУ ТА КЛЮЧОВИХ КОМПЕТЕНТНОСТЕЙ В БУКОВИНСЬКОМУ ДЕРЖАВНОМУ МЕДИЧНОМУ УНІВЕРСИТЕТІ

Author(s): Nadiia Babukh,Inna Heorhitse,Yulia Rusnak / Language(s): Ukrainian Issue: 3/2019

Objectives. In the article pedagogical tools and methods that promote a personality-oriented approach in teaching and developing the core competencies of a future doctor in the classes of Ukrainian as a foreign language at Bukovinian State Medical University are described. Research methods are determined by its goals and objectives. In the paper descriptive, observation, classification methods are used. The relevance of the article is determined by the need to cover the problems of teaching Ukrainian as a foreign language through a variety of pedagogical methods and forms. The scientific novelty of the work lies in the fact that for the first time the role in the development of core competencies and the importance of a personality-oriented approach for teaching Ukrainian as a foreign language to medical student are analyzed. Conclusions. The content of core competencies and their ways of application is determined by using various means and methods taking into account a personality-oriented approach to teaching Ukrainian as a foreign language. It can be concluded that a personality-oriented approach in the process of teaching Ukrainian as a foreign language is one of the most effective for the practical implementation of the core competences development of foreign students and needs further careful study.

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Obserwacja uczestnicząca na lekcjach językowych – korzyści i ograniczenia

Author(s): Anna Szuchalska / Language(s): Polish Issue: 24/2020

Observation is a research method involving noting, collecting and interpreting data. The aim of the article is to present the benefits and limitations of using these methods in language lessons. In the introduction the author characterizes observation as a research method and briefly describes its main types. Next, the conditions of effective observation, i.e. purposefulness, schedule, selectivity, precision and impartiality, are presented. The main body of the article is devoted to participant (both public and disguised) observation in foreign (English) language lessons. Two studies making use of this research method are also described. In the summary, the advantages and disadvantages of this research method are listed.

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Tematyka migracyjna na przykładzie filmu „Der Junge Siyar” / „Before snowfall” kurdyjskiego autora Hishama Zamana

Author(s): Artur Jacek Jędrzejewicz / Language(s): Polish Issue: 2/2020

The paper is an attempt to highlight the importance of cultural texts created by authors from contemporary migration circles. There are several reasons for their relevance: without resorting to stereotypes, clichés and intermediations, using the original author’s language, they show traumatic experiences (Grenzsituationen) and testimonies; in the narratological sense, they combine the message of traditional oral culture with a contemporary author’s text of culture, making it possible to understand contents which are elusive for journalistic forms and the restrictions imposed on new media. It also describes the emergence of the refugee story sub-genre at the beginning of the 21st century and the Polish culture in relation to this phenomenon.

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Metafory w plakatach teatralnych Jerzego Czerniawskiego

Author(s): Elwira Bolek / Language(s): Polish Issue: 2/2020

The paper analyses and interprets J. Czerniawski’s artistic theatre posters. The aim of the research was to verify the assumption that multimodal metaphors are conceptual in their nature, to check how the detailed assumptions of G. Lakoff’s and M. Johnson’s conceptual metaphor theory match the analyses of artistic multimodal messages, and to confront this theory with C. Forceville’s concept of multimodal metaphors. The specific goal was to attempt to define multimodal metaphors in an original way. The researcher puts forward a hypothesis, subsequently verified with analyses, that in the process of decoding the meanings of a poster, the images are read in conjunction with the words – titles of the performances, while the reception of the multi-code message constitutes mental negotiation (taking place in the recipient’s mind) of the meanings of multi-level metaphors, in which language and image analogies result not only from their defined meanings, but also from the connotative features of verbal and non-verbal signs. The text fits within the framework of interdisciplinary cognitive research on artistic discourse.

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STUDENTS’ PERCEPTIONS OF ON-LINE ENGLISH CLASSES AT THE UNIVERSITY OF ZENICA DURING THE COVID-19 PANDEMIC

Author(s): Melisa Bureković,Edina Rizvić-Eminović,Adnan Bujak / Language(s): English Issue: XVIII/2020

The Covid-19 pandemic has radically affected all aspects of people’s lives around the globe, including higher education. Many countries enforced the shutdown of all non-essential economic activities, which led to the closure of universities and the abrupt transition to distance teaching and learning. The present paper investigates how this transition affected Zenica University EFL courses from the students’ perspectives.

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PHRASEOLOGISMEN IN LEHRBÜCHERN FÜR DEUTSCH ALS FREMDSPRACHE

Author(s): Belma Polić,Patricija Orlić / Language(s): German Issue: XVIII/2020

The subject of this research are phrases in German textbooks. We limited our work to 12 German language textbooks in high schools in the Herzegovina-Neretva Canton. The aim was to excerpt all the phrases that appear in the textbooks, to establish whether there are equivalents for these phrases in the Bosnian / Croatian / Serbian language, and to investigate how and whether they are treated separately in the textbooks. Out of 700 analyzed pages of text, we found 291 phrases, and we came to the conclusion that phrases are a very common category in German language textbooks. After the excerpted examples were translated into Bosnian / Croatian / Serbian, it was found that phrases that have complete equivalents in Bosnian / Croatian / Serbian dominated. Phrases appear in the texts, and their separate processing is present in the textbooks of the older classes.

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MÄNGUSTATUD ÕPPETEGEVUSTE MÕJU ÜHEKSANDA KLASSI ÕPILASTE SUHTUMISELE EESTI KEELE KUI TEISE KEELE TUNDIDESSE

Author(s): Mare Kitsnik,Pirgita-Maarja Hallas / Language(s): Estonian Issue: 16/2020

Learning motivation and attitudes towards studying are considered to be among the essential factors influencing academic results. Despite this, teachers often underrate the part that learning activities, methods and materials play in forming pupils’ motivations and attitudes (Metslang et al. 2013). Both Gardner (2007) and Dörnyei (1994, 2001) consider the specific learning situation, or events happening in the classroom, as an important factor of learning motivation. This article focuses on teachers’ options to affect pupils’ attitudes towards Estonian lessons via gamified learning activities. The term gamification is generally defined “the use of game design elements in a non-game context” (Deterding et al., 2011). This study involved an experiment with 9th graders in a Russian-language school in Tallinn, Estonia. During the three-month experiment, six learning groups had a weekly Estonian language lesson, where the language was exclusively studied with gamified learning activities. The teacher in their first year at the school prepared and taught these lessons using a variety of materials. The other Estonian lessons were taught by other teachers in a more traditional manner. The pupils were instructed to answer a questionnaire both at the beginning and the end of the experiment. Before the experiment, 67 pupils commented on and evaluated their experiences of Estonian lessons taken during a period of eight years. After the experiment, 77 pupils commented on and evaluated their experiences of gamified Estonian lessons. The pupils evaluated the lessons in a Likert scale (1–7) according to ten factors (usefulness, necessity, interest, activeness, variance, modernity, fun, energy, atmosphere, ease) and commented the learning activities. The pupils evaluated the traditional lessons of Estonian language as the second language rather highly. The usefulness (6 on average) and necessity (5.6) were evaluated the highest. Modernity (4.9.), interest (4.6), atmosphere (4.6), variance (4.4), activity (4.3) were also rated above average. Two factors had ratings beyond the average: energy (3.7) and fun (3.5). In the gamified lessons, compared to the traditional lessons of eight years, the factor of fun increased the most (from 3.5 to 5.5, an increase of two). The ratings of energy and ease (1.3) were also higher. However, the evaluations of usefulness and necessity of gamified lessons were lower. The average ratings of usefulness fell respectively by one (from 5.6 of the traditional lessons to 4.6) and 0.7 (from 6 to 5.3). The average evaluations of other factors did not show notable differences. Notably, evaluations varied both by groups and individually.

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SIHTKEELE KULTUURIRUUMIST LÄHTUVA IDENTITEEDI KASUTAMINE ALGTASEME VÕÕRKEELEÕPPES

Author(s): Katrin Koorits,Merje Miliste / Language(s): Estonian Issue: 16/2020

Estonia has been known in many areas of life due to its innovative approaches; nevertheless, traditional methods are mainly used for teaching foreign languages at our schools and universities. As a result of this traditional approach, language learners know grammar and vocabulary quite well, but they lack in communicative skills. University students are used to studying foreign languages in a classical and so-to-say safe way, which means mainly reading and translating coursebook texts, completing blank-filling exercises etc. As a result, the learners assume quite a passive role and they are made to solve pre-set exercises. This situation does not support creativity, learner autonomy and discovery learning. A two-semester action research study was conducted at the University of Tartu in the academic year 2017/2018. The research project was based on the intensive course of German for beginners, within which each student was asked to create for themselves a new target-culture-inspired identity. This approach was used in order to increase the students’ communicative competence in the foreign language, raise their motivation and introduce a slightly different, playful way of studying a foreign language. Elements of discovery learning and drama in education as well as various technological solutions (e-support, e-portfolio) were used in the course to increase the level of student involvement. The thematic analysis of students’ e-portfolios has shown that the change of identity was motivating, helping to create a stress-free study environment, encouraging the development of participants’ creativity and communicative competence. The change of student identity in a foreign language classroom is likely to lead to efficient and varied foreign language learning and helps the language learner to understand the target language culture better.

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Miks mõnikord kaob tuju eesti keelt õppida? Demotivatsioon üheksanda klassi eesti keele kui teise keele tundides

Author(s): Mare Kitsnik,Monika Sooalu / Language(s): Estonian Issue: 30/2020

Motivation is considered the main factor of productivity in language study. The motivation of learning the second language is influenced on cultural context (the value of language learning, the faith in success etc) and on educational context (curriculum, teacher, learning activities, teaching materials, learning group). The both motivation factors affect the second language learner at the same time (these encourage the learners to study) but the demotivation factors (that push the learners away from learning) as well. The teachers who teach Estonian as the second language regard the low learning motivation the main problem connected with the language study. At the same time they cannot see their own role in rising learners motivation and prevent demotivation.The main aim of this research is to identify the main factors of demotivation in learning Estonian as the second language and study how the same factors have been perceived by the teachers of Estonian as the second language. To get answers to the questions of this research 20 semi-structured interviews were held among the 9-class students learning Estonian as the second language and four teachers of Estonian as the second language. The results were encoded and classified by demotivation factors. Analysing the students’ answers there appeared 16 demotivation factors, that were grouped into three larger groups: the factors connected with learning activities, factors connected with a teacher, and factors connected with a learning group. The demotivation factors connected with teachers in the students’ opinion are: teachers’ unfriendliness, teachers’ unfair attitude, not understanding of teacher’s explanations, fear, forcing, lack of teacher’s attention and teachers’ unsuitable teaching style. Then follows the demotivation connected with learning activities, where five main factors appeared: uninteresting topics, dullness of learning activities, difficulty of the learning, unnecessity of the learning subject and too capacious learning materials. There appeared four main factors that were connected with the group of learners: bad relationship between students, learners’ inactivity, disturbance in classes and the uneven level of students.

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Nollasubjektilauseiden luontevuus suomenoppijoiden näkökulmasta

Author(s): Mikael Varjo,Hanna Jokela / Language(s): Finnish Issue: 30/2020

Employing a questionnaire, we investigate how well the advanced learners of Finnish recognize different zero-person constructions and what kind of zero-person constructions the L2 speakers of Finnish find the most plausible. While doing so, we also experiment with different exercise types and explore how they could benefit the L2 research. The zero person often receives less attention than the passive voice in the L2 textbooks of Finnish, which may be due to the difficulty of approaching it because of the lack of specific structural features. In the L2 teaching of Finnish, this has led to the emphasizing of certain types of zero-person constructions, such as those containing a modal verb. However, since the zero person (and the zero subject) is a very frequent phenomenon in both everyday speech and in more formal language use, recognizing it and its contexts of use is essential also for the learner language. Our questionnaire makes use of a corpus study of spoken language data. Our results suggest that the interpretation of zero-person constructions is often difficult for the L2 learners of Finnish and that the interpretation is primarily affected by verb semantics and not by the other constituents nor their order in the clause.

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Die Text-Bild-Kombination Filmplakat

Author(s): Camilla Badstübner-Kizik / Language(s): German Issue: 1/2013

The paper discusses film posters as specific combinations of linguistic and pictorial signs. Bearing in mind that film posters are advertising media for special purposes, attention is paid to their function, structure and the processes involved in their perception. In the final part, the paper brings the didactic potential of film posters into focus. As a means of teaching and learning, which in terms of size and accessibility is relatively well manageable and provides authentic language and culture input, film posters can prove very motivating. In context of reading and communication skills as well as culture learning and media awareness, they should claim a firm place in foreign language and culture education.

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Zum sprachlichen und kulturellen Potenzial von Comics im Unterricht Deutsch als Fremdsprache in Polen

Author(s): Magdalena Dudzińska / Language(s): German Issue: 1/2013

Although the comic is not a new didactic medium, there is still a lack of concepts dealing with its linguistic and cultural potential. This article aims to compensate this shortage. In order to characterize the comic as a didactic medium, the concept of comic and the process of comic reception will be considered first. On this background, the didactic potential of comics in German language teaching as a foreign language in Poland will be analyzed.

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Die Germanistik in Litauen – eine Germanistik im Umbruch. Eine Bestandsaufnahme unter besonderer Berücksichtigung der Auswirkungen der litauischen Studienreform 2009

Author(s): Antje Johanning-Radžienėame / Language(s): German Issue: 1/2012

The following survey is aimed at providing an overview of the current situation of German studies in Lithuania. Since the situation is mainly characterized by the academic reform in 2009, a cursory overview of the reform and the currently emerging impacts on the Lithuanian academic landscape is provided first. On this basis, the desperate situation of German studies in Lithuania is described as well as it is revealed why currently not even 300 students are enrolled in German studies all over Lithuania. The main attention is focused on the degree programs in German studies rather than on the current research. Finally, possible solutions are presented, which are intended as suggestions for reflection and not as a miracle cure.

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Zur Förderung der pragmatisch-diskursiven Kompetenz im philologischen Fremdsprachenunterricht. Beispiel ‚sprachliche Höflichkeit‘

Author(s): Magdalena Pieklarz-Thien / Language(s): German Issue: 1/2011

The article attempts to provide accounts of academic discourse in teaching communicative skills. Applying a discoursive approach to the category of politeness, the authors try to show how this discourse is constructed from the point of view of pragmatics. It is argued that in teaching communicative competences it is more essential to take into consideration speech (parole) problems than language ones. Meanwhile, such approach, concludes the article, seems to be the challenge for both methodologists and linguists.

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Syntaktische, semantische und pragmatische Funktionen von Nominalgruppen im Deutschen

Author(s): Hardarik Blühdorn / Language(s): German Issue: 1/2008

This paper gives an overview of the diverse functions of nominal expressions in present day German. From the point of view of pragmatics, the referential use of nominals can be distinguished from their non-referential uses. The latter are subdivided into descriptive and denominative uses. Syntactically, nominals can function as arguments, predicatives and adverbials. These functions differ mainly in the distribution of morphological case and thematic roles. With respect to their internal constituency, nominals which contain a determiner are distinguished from determinerless ones. In present day German, nominals with a determiner are prototypical, while determinerless ones are restricted to particular conditions of use. Closely related to determiners is the distinction of definiteness. Definite nominals contain a definite marker, indefinite ones fail to do so. From a semantic point of view, count and mass readings and particular and generic readings must be distinguished. – The paper is meant as an introductory survey for students and teachers both of German Linguistics and of German as a Foreign Language.

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Motivation of Foreigners to Learn the Lithuanian Language

Author(s): Jakub Kubś,Aleksandra Michałowska-Kubś / Language(s): English Issue: 1/2020

The article discusses the motivation of adults coming to Lithuania to learn Lithuanian as a foreign language. The motivational background for learning “small” languages will be discussed. Lithuanian, spoken by approximately 3.5 million people worldwide, is an example of a less popular choice for foreign language learners. However, reindependence in 1991 and joining the European Union in 2004 created new opportunities for teaching Lithuanian as a foreign language. In this paper we wanted to examine the motivational factors driving foreign adults to come to Lithuania to learn its language. The theoretical framework was based on the motivation theories of Gardner and Lambert (1972) and Deci and Ryan (1985). The main tool used for the purpose of research was the Foreign Language Learning Motivation Questionnaire (Gonzales, Lopez 2016). We conducted quantitative research on a representative sample of 114 respondents who participated in different language courses in Lithuania. The results show that learning Lithuanian is strongly connected with internal and integrative motivation, rather than external and instrumental, while the autotelic value of Lithuanian language was also highly rated by the students. This confirms that learning “small” languages needs special motivation and instrumental factor plays a lesser role. The article ends with a discussion of the results within a wider context.

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Немски шивашки и текстилни термини в българския език

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Немски шивашки и текстилни термини в българския език

Author(s): Boris Parashkevov / Language(s): Bulgarian Issue: 2/2020

The article deals with a number of terms of German origin in the area of the dressmaking and textile industries. The aim is, in addition to presenting their semantics, to analyze their characteristics from the point of view of word-formation and to offer a detailed account of their etymology including the way they came into the Bulgarian language. The lexemes analyzed refer items of clothing and their parts, various fabrics and tailoring appliances.

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‘LEARNING MOMENTS’ AS INSPECTABLE PHENOMENA OF INQUIRY IN A SECOND LANGUAGE CLASSROOM

Author(s): Ricardo Moutinho,Andrew P. Carlin / Language(s): English Issue: 1/2021

Learning is an omnipresent feature of social life. However, in educational fields, learning is often studied through indirect instruments, such as surveys, interviews and coding schemes. In this paper, a praxiological approach to observe learning moments is proposed. This means that learning moments are not explored here through schematic reporting or statistical evaluations, but as accountable and inspectable phenomena as they became available in the corpus explored. Using a video-recorded fragment of interaction that occurred during a second language (L2) class in a primary school in Macau (China), the practical, collaborative instructed experiences of participants (teacher and students) in a lesson are analysed. It was observed that classroom participants attend to the categorial and sequential features of learning environments, which provide the contextual details that afford members’ realization of phenomena as learning moments. Stated differently, learning moments should not be confused with the successful accomplishment of a lesson plan just to satisfy programmatic (and disciplinary) requirements, but as something produced and accountable by participants as learning in and through their very practices of concerted interaction. As learning moments are ubiquitous characteristics of educational environments, the discussion of the results has pedagogical implications for teacher training, and for the assessment of teaching.

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Language training for unemployed non-natives: who benefits the most?

Author(s): Laura Helena Kivi,Marko Sõmer,Epp Kallaste / Language(s): English Issue: 1/2020

This study evaluates the local language training aimed at the unemployed in Estonia during 2015–2016. The impact of training on employment probability and labour income is estimated by combining propensity score matching with coarsened exact matching. The impact on the probability of being employed is found to be positive after the end of the lock-in effect. Two years after the start of the language training the effect is around 8 pp. The initial lock-in effect is smaller for more flexible and shorter courses, for those with lower initial level of language skills and for those living outside of the capital region. The long-term effect is higher for those with lower level of initial language skills and does not differ by the course type or region. The results indicate that the local language training helps the unemployed non-natives to find employment, but does not give them access to higher-paying positions.

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LA DESMOTIVACIÓN DE LOS ESTUDIANTES ADULTOS DE ELE: UN ACERCAMIENTO DESDE LOS SISTEMAS DINÁMICOS COMPLEJOS

Author(s): María del Carmen Méndez Santos / Language(s): Spanish Issue: 1/2020

Demotivation while learning a foreign language is a widely analysed phenomenon for English, but the same cannot be said for Spanish. For this reason, in this paper, first, we perform a brief theoretical review of the existing research about demotivation and also, we introduce the terminology in Spanish. Then, a preliminary and exploratory qualitative study is presented, whose sample is based on open questionnaires. The analysis of the responses was carried out through the classification of clusters and under the theoretical conception of Complex Dynamic Systems. Finally, these first results are evaluated to improve the questionnaire to carry out massive data collection work in the future, and recommendations based on these first indications are offered both at the structural level of the educational system and at the classroom level for improvement of the teaching of Spanish as a foreign language.

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