Бр. Иванов. Уводен курс в японския език
Review of: Бр. Иванов. Уводен курс в японския език. (първа част). „Паралел 42-ВБ“. София, 2000. 120 стр.
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Review of: Бр. Иванов. Уводен курс в японския език. (първа част). „Паралел 42-ВБ“. София, 2000. 120 стр.
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The article examines perception of Japanese word-accent in Bulgarian learners of Japanese. The main experiment of the study was carried using synthesized sound of nonsense words, in addition to which a questionnaire was used in order to find out, among other things, what exactly sound parameters the subjects used as cues during the experiment. The subjects are Bulgarians, studying Japanese in Bulgaria. The main findings may be summarized as follows: 1) Pitch remains the only reliable cue for correct recognition of Japanese word-accent 2) The pattern with a pitch-fall after the first mora is the most easily recognized, no matter what the accept-perception abilities of the subject are. 3) The pattern with no pitch-fall is the most easily recognized in subjects with high overall perception abilities. 4) The so-called ‘‘special mora” seems to distort the subjects’ judgements, being generally perceived as accented. This may be due to a certain acoustic resemblance between syllables containing a “special mora” and stressed syllables in Bulgarian.
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Date: November 15-17, 2001; Place: Sofia
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Review of: M. Hrdlička. Předložky ve výuce češtiny jako cizího jazyka. [Acta Universitatis Carolinae. Philologica. Monographia CXXXV]. Nakladatelstvi Karolinum, 2000, 142 str.
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Review of: А. Манчева и др: Френско-български речник/Dictionnaire français-bulgare e (под редакцията на Асен Чаушев). София, Наука и изкуство, 2002. 1492 стр.
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The aim of this study is to transform the dictionary entry from Активен комбинаторно-тълковен речников модел на френския глагол [Active Combinatory Explanatorial Dictionary Model of the French Verb] into a script. This is based on the actant structure of the verbal lexeme represented in the experimental model. The dictionary entry has been developed as a focussed lexicographic portrait of the headword consisting of a centre and a periphery. The results are applicable in foreign language teaching and in the development of mono- and bilingual lexicographic databases.
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Clarified and detailed in the CEFR – Companion volume (2020), mediation gains a new dimension. The proposed scales of mediation activities clearly focus on action-oriented, situational use of language. However, the theoretical description of these activities, and the scaling of specific skills are not enough to be able to effectively develop mediation competence in pedagogical practice. In order to understand the specifics of mediation activities, concrete guidelines are needed for the construction of mediation tasks and application in the process of language teaching and learning. The purpose of this article is to present selected issues related to the creation and implementation of mediation tasks, which give new meaning to the learning process and can be seen as a practical form of applying an action-oriented approach.
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The purpose of the study is to analyse the achievements in the field of teaching Ukrainian as a foreign language at the Institute of Philology of the Taras Shevchenko National University of Kyiv, and to determine prospects for the development of this area, taking into account modern challenges. To diagnose the state of teaching Ukrainian as a foreign language, the following methods were used: 1) theoretical methods — analysis of the language didactics problems from the perspective of the lectors of the Department of Ukrainian and Russian as Foreign Languages; description of the stages of development of the department and the system of teaching Ukrainian to different categories of foreign communicants, as well as the system of professional training of future lectors of Ukrainian as a foreign language; 2) empirical methods — generalisation of pedagogical experience; expert assessment of educational and methodical materials, educational programmes, curricula.
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Contemporary education presents a lot of new challenges for teachers, students and their parents. Undoubtedly, teaching a foreign languages to children diagnosed with the autism spectrum constitutes one of the challenges within the framework of inclusive education. In the case of students with disabilities, it should be remembered that appropriate conditions for students’ educational development and their individual needs are essential. In addition, the teacher must take into account the individual abilities of the student and his willingness to work, and this can only be released if the teaching process is well planned and organized. The article presents current educational regulations related to students with Autistic spectrum disorder, the characteristics of these students, the relationships in inclusive education, the tasks and competences of the English teacher, with particular emphasis on his cooperation with the supporting teacher.
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The paper presents the results of a preliminary research study of inter- and intralingual transfer in young learners’ written production in their L3. The research was conducted with Polish-speaking primary school pupils with two foreign languages, L2 English and L3 German. The analysis of the participants’ errors indicates that all languages of a third language learner may participate in transfer processes. The language areas most affected by transfer are orthography, morphology and lexis. The observed errors point to the gradually developing meta- and cross-linguistic awareness of young learners, as well as their perception of the typological distance between their languages.
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Multilingualism at the European or worldwide level is related to the need for changing the perception of foreign language teaching and learning. As a result, the concept of language awareness has been given a high priority. It implies the reflection on the language elements and their functions – language comparisons on the one hand, and the interdisciplinary sensitivisation for languages with the inclusion of language curiosity, etc. on the other. At the same time, the concept of language awareness plays a significant role in the field of tertiary language didactics, such as teaching German after English. With that in mind, this article presents in-depth reflections about the consciousness of pronunciation aspects and their multidimensional character.
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The intention of this paper is to present first observations and findings from a study on attributes in academic texts written by students. The present paper analyses the use of genitive attributes in master’s theses written by students of German philology, who are Polish native speakers. The purpose of this study is to identify tendencies in the use of the genitive attribute and its prepositional counterpart in students’ works as well as to indicate some of the potential problems the Polish authors writing in German can have with using these constructions. The analysed collection of data encompasses 250 examples of noun phrases with at least one genitive attribute and 48 examples of phrases with the preposition von gathered from five students’ texts. Because of the limited number of examined texts the results of the analysis should be interpreted with caution and it would be advisable to extend the analysis to more texts in the future. The paper begins by describing the primary syntactic properties of academic texts. Section 3 focuses on the genitive attribute and its counterparts and discusses potential problems these constructions can present to Polish native speakers. The next section presents the results of qualitative analysis of the data. The concluding section 5 sums up the presented study and offers some recommendations for further research.
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Aim. The paper aims to investigate the students interactions engaged in mindful tasks in an English reading classroom. It attempts to explore whether there is any connection between being mindful and having a good interaction. Methods. For the research a case study approach was utilised, in which eight BA students majoring in English language and literature at the University of Mazandaran participated. They were divided into two groups of non-mindful and less mindful, each having four members based on their scores from Mindful Attention Awareness Scale (MAAS). The data was collected in three sessions of critical reading practice, in which both groups were engaged in different forms of critical reading tasks. The less mindful group was encouraged to engage in some mindful activities prior to the critical reading tasks. All the sessions were video recorded and then transcribed for analysis. The transcribed data were analysed by the researcher and a second rater. Results. The results of the data analysis demonstrated that there were some minor differences in interactions of non-mindful and less-mindful group in critical reading tasks. The less-mindful group seemed to have more interactions than the non-mindful one. Conclusions. Due to the study limitations the results cannot be generalised. Originality. Mindfulness is a fairly new concept in English language teaching which is attracting attention as an alternative to promote learning. However, within the context of education, there have also been a select few studies that have focused on the benefits of mindfulness in English reading classrooms.
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Aim. The main aim of the research was to verify the reading comprehension intervention program for the German language that builds on complex models of foreign language text comprehension while stimulating the cognitive, affective and social levels of reading. Methods. The respondents of the research were studying English language in their 3rd year in secondary schools in Slovakia. The data were collected with the didactic reading comprehension test for the German language (Hockicková et al., 2020). The research was conducted through a pre-test before the intervention program and a post-test after the intervention. The basic characteristics of the examined variables were described using descriptive statistics. A paired t-test was used to detect differences in reading comprehension before and after the intervention. Results. The results of the research confirmed an increase in German texts comprehension in each experimental group. A statistically significant difference in reading comprehension performance was not confirmed in the control groups without completing the intervention program. Conclusion. The reading comprehension intervention program for the German language at A2 level appears to be effective in the direction of increasing performance in reading comprehension of German texts. The intervention in German text comprehension is manifested in two simultaneous work practices, namely in the development of predictors and in working with different types of texts as well as different reading strategies.
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This paper deals with the role of listening skills in the process of learning English as a foreign language, developing language competences and improving the level of English knowledge for the needs of successful young people in a modern business environment. The broader thematic framework of this research is the development of integrated language skills in teaching English for specific purposes to business students of higher vocational schools in Serbia. In order to determine the role of listening skills in teaching, the following is examined: listening comprehension of professional, complex and long texts; the presence of the teacher as a source of auditory text; student motivation; the role of implicit extracurricular listening skills; the importance of using audio-visual content and exposure to authentic language material in the acquisition of the English language. The theoretical postulates were verified by the research results based on the questionnaire answered by the respondents – business students at the Belgrade Business and Arts Academy for Applied Studies. The results were quantitatively processed using the statistical method, and interpreted and analysed in relation to the theoretical concept presented in the work. Insights gained were used to draw conclusions and to further design and improve the research and teaching contents.
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Bearing in mind the enormous importance teaching materials have in the language classroom, the paper deals with the analysis of modern approaches to creating foreign language textbooks at the university level. Considering the influence of the English language as a world language in which almost all the latest research and achievements in the field of technical sciences and geology are published, this textbook example is thus based on English as the common language of the largest number of speakers. We believe, however, that it can be further translated into other languages, thus providing students with the opportunity to study the same material in two or more languages, with more success and less cognitive load. Also, it is of great importance that language textbooks go through such academic and practical adjustments that will replace the essential shortcomings of traditional teaching with useful and applicable educational models. Following such goals, the paper tries to: 1) present the importance of developing teaching materials through the principles of visual values, authenticity and scaffolding; 2) clarify and shed light on the essential shortcomings of traditional teaching materials by comparing ESP and CLIL methods, and 3) present practical suggestions for practicing and acquiring the language through three activities adapted to the stated principles.
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The subject of this research is the beginnings of language teaching at the Military Academy (Artillery School) in Belgrade, in the period from its establishment in 1850 to a few years after the end of World War I, i.e. until 1924, when reliable data and archival material date back, based mainly on the Memorial of the seventy‐fifth anniversary of the Military Academy. The importance of foreign language knowledge was manifold. In addition to a significant role in teaching professional subjects, given that the teaching process was, to a great extent, carried out according to translation of foreign textbooks, foreign languages also played a significant role in the development of the Serbian military doctrine, as well as the fact that there was a great influence of neighboring countries in the educational field of the military training. Also, cadets who were sent for education abroad were obliged to know the language of the country they were sent to. For enrollment, first in the Artillery School, and then in the Lower and Higher School of the Military Academy, the knowledge of French or German was mandatory. French was the first to be introduced into the curriculum, followed by German, while Russian, Italian and Turkish were introduced later. Throughout certain periods, Serbian was also taught as a subject. Due to insufficient data, as well as a lack of archival materials, the period after World War I has not been sufficiently studied in the military education historiography, which is why this paper is limited to the period from the establishment of the Military Academy to a few years after the end of World War I and the formation of a new state, the Kingdom of Serbs, Croats and Slovenes.
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Aim. In efforts to handle the negative impact of the COVID-19 pandemic, language schools in Kenya were forced to organise a smooth transition from physical to virtual classroom by incorporating educational technologies in virtual learning and teaching processes. Such a shift was new to teachers and required additional efforts to master the peculiarities of organising virtual English classes. Thus, this study aims to explore Kenyan ESL teachers’ perspectives towards the acceptance of educational technology integration in non-formal education. Methods. A qualitative approach was adopted in this study. Eleven teachers from two private foreign language schools participated in semi-structured in-depth interviews, where they answered questions based on the elements of the Technology Acceptance Model (TAM). Results. The findings showed that most teachers’ approaches towards the acceptance of educational technologies were mainly positive and they intend to integrate them in their ESL classroom. The results of the qualitative data analysis also demonstrated that age is one of those personal characteristics that might hinder teachers’ willingness to adopt educational technologies while teaching ESL. Conclusions. This study also found that the variety of adopted educational technologies was not extensive. Therefore, teachers’ awareness, interest, and digital competences should be further developed.
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In this article, we try to shed some light on certain concepts and activities related to docimology and evaluation whose lack of understanding could lead to errors or confusion. Also, we will try to elucidate certain internal and external factors which can block or influence favorably or unfavorably the evaluation and to bring remedies to these pitfalls which, removed, could guarantee an objective evaluation of the educational achievements, pledge of a system qualitative education. We will end with illustrations of measurement to participate in bringing teachers to better master and success.
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