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Soviet fantastic children's literature 1960-1970 was thematically very dependent on ideological criticism and censorship. Thanks to translations from German into Russian, children's literature has new protagonists and themes, such as equal rights, despotism in the family, etc. In the course of the experimental computer analogues statistical and semantic relationships are observed in the translated texts and also correlation between main characters and problems is established.
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The aim of this research is to determine the need for English language teaching (ELT) in our country by going to the source of the problems. The case study form was used for the determination of the need. In this design, interview and document review techniques were used for collecting data. The interviews were held with eight English teachers working in different state secondary schools in Aydın province. In addition, a total of 117 thesis made between the years of 1996-2016 in the field "ELT" in Turkey were examined in YÖKTEZ database, and research trends in this field were identified. It was concluded that teaching methods and techniques of the four main language skills failed to attract learners’ attention, learners experienced some word types, grammatical structures and units, the importance given to lessons declined during adolescence, the motivation towards English declined as the English score is lower than the scores of the other courses at the entrance exam for high schools, there was a lack of doctoral studies in English language teaching, experimental models were not applied in the studies and qualitative data collection methods were preferred.
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In majority of the literature on language anxiety students report that speaking in the foreign language generates the most anxiety. Little by little, however, listening comprehension anxiety has begun to surface as a problematic area for students. The language teaching profession needs to develop listening comprehension activities that also reduce anxiety associated with this competency because of the fact that listening comprehension is the most frequently used language skill in the classroom. What is more, this kind of anxiety can short-circuit the entire language-learning process from processing input to producing output. The purpose of this paper is to present suggestions and sample activities to address listening comprehension anxiety and to describe some difficulties related to changing classroom patterns.
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This article involves an empirical linguistic study aimed at elucidating the use of metonymy and metaphor in descriptive essays written by a group of intermediate EFL students (further referred to as ‘participants’). 20 participants were recruited at Stockholm University, Sweden and matched with a control group comprised of 20 advanced EFL students at the same university. The participants and their respective controls were given five pictorial stimuli containing famous architectural landmarks in Sweden. The participants and the control group were instructed to write a one paragraph descriptive essay about each pictorial stimulus using either i) an imaginary and creative approach or ii) a non-imaginary and purely descriptive approach. The corpus of the participants’ and controls’ essays was subsequently analysed in the computer program WordSmith (Scott, 1996). Quantitative analysis in WordSmith yielded descriptive statistics involving word frequencies. Then, the corpus was analysed manually for the presence of metonymy and metaphor. Qualitative findings seem to support previous research (MacArthur, 2010; Haghshenas & Hashemian, 2016), which suggests that the use of metonymy tends to be associated with the intermediate level of EFL writing, whilst both metonymy and metaphor are predominantly found in the writing by advanced EFL learners.
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An increasing number of immigrants arrive in our country, not all of whom treat Poland only as a transit stop on their way to wealthier countries of the Western Europe. What this means for the Polish society, with its cultural and linguistic homogeneity, is a direct confrontation with cultural and religious otherness, represented by the settling newcomers. Unfortunately, the educational establishments are not sufficiently prepared to take in new students with migration backgrounds. The entire situation also poses an enormous challenge for polonistic glottodidactics, actively present in the process of acculturation of the foreigners. The undertaken actions are primarily focused on organising and conducting classes in Polish as a second language. An important element to ensure the proper execution of the discussed process is the education of teachers, the presentation of which is a principal goal of this text.
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The objective of the paper is to compare the functions and semantics of nominal groups marked by an indefinite article in Bulgarian and in Italian. The status of the indefinite article in the languages under comparison is not identical: while in the Italian language the definite article, like in many other Western languages, is primarily opposed to the indefinite one, in the Bulgarian language the role of the zero article is much more pronounced in the expression of indefiniteness. Through applying the referential approach, a set of uses of the indefinite article in both languages is established and an attempt is made to reveal its invariant meaning, which causes its similar semantic variations in both languages.
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The paper considers definiteness / indefiniteness as a basic linguistic category. The first part of the text focuses on the category as a way to express the connection between language and reality, and on the process of actualization as an important condition for linguistic reference. The second part of this article considers the specific applications of the category in the Czech language. Furthermore, different means of expression of both subcategories, considering their practical realization and use, are in focus. Finally, an analysis of particular language examples is proposed.
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The article analyzes the use of the definite article ta in the Slovenian colloquial language, which is considered as a morphological means of expressing the grammatical category of determination. The scope of the category is limited to the determination of adjectives, and the meaning that the article marks is called a definiteness of the attribute. The parts of speech that can be used with the definite article are presented, as well as some clarifications about the article’s semantics.
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This paper aims to present some models of temporality emergent at the unconscious level of cultures, which are relevant in explaining the source of various cultural differences. This approach will have the starting point in the analysis of the horizons of time in the system of the stylistic matrix theorized by Lucian Blaga, which can be correlated with the cultural unconscious described by the American anthropologist Edward T. Hall. The time mandala imagined by Hall integrates several levels of time in a multifaceted system of temporality. The last section of the paper will focus on the way in which the orientation towards one of the three dimensions of time – the past, the present and the future – guides at an unconscious level the way of thinking and behaving of people with different cultural backgrounds. The three temporal horizons proposed by Blaga – the waterfall time, the river time and the fountain time – are analyzed in correspondence with the six time perspectives presented by Philip G. Zimbardo and John N. Boyd – past-negative, past-positive, present-fatalistic, present-hedonistic, future and transcendental future – and with the two temporal orientations from the 6-D model constructed by Geert Hofstede – long term and short term – in order to reveal their relevance in intercultural dialogue.
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Nowadays teachers have rarely an opportunity to work within amonocultural context, and rather than teach English, they have to sensitizestudents to the cultural component of a multitude of Englishes as well asstudents’ own cultures. Much of this information is derived from coursebooks.The article tries to fill the gap in the literature in the field of coursebookevaluation in Estonia by analysing intercultural awareness raising inthe two local and global EFL coursebooks currently employed in Estonianupper secondary schools. We use a qualitative study with methods of textualanalysis to examine how authors introduce interculturality in textbooks.Our findings show that what the coursebooks claim to be providing maynot necessarily be what is delivered.
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To say that vocabulary acquisition is important in ESP is redundant and axiomatic. This article will bring evidence to support this sentiment and will review some of the essential aspects related to ESP vocabulary. It will attempt to offer some perspectives on what is understood by ESP vocabulary and how much vocabulary the learners need, why it is important to teach vocabulary and how. Some of the elements required for the efficient and successful building of ESP vocabulary are: motivation on the part of the learners, continuous exposure to authentic materials, emphasis on consolidation, and the implementation of good techniques that make this activity pleasant and encourage continuous learning. In this endeavor, old techniques can be adapted to new needs, while new technologies and devices, as well as the online environment, offer fresh perspectives for the teaching and learning of ESP vocabulary.
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The article author presents the method of evaluating monolingual and bilingual children’s narrative competence in Polish without the use of pictures. A test created for the purpose of the research evaluates a child’s ability to recreate a story previously heard without using any visual materials. The author presents the advantages of such test and its usefulness in different disciplines, including pedagogy, psychology and speech therapy. In bilingual children’s education it can help one assess the level of Polish language knowledge.
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The article author presents the methods of developing text-creating competence of students in a Polish diaspora. The article begins with a short presentation of discourse specificity in Polish diaspora teaching. The author also defines such notions as text competence and text-creating competence and explains their specific position in teaching bilingual students for whom Polish is an inherited language. The author refers to Cumming’s theory of two levels of language competence. Next, she discusses creativity and games as important elements supporting education and developing text-creating skills. The article concludes with several examples of exercises for students.
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The number of students with migrant experiences at Polish schools is increasing. This group includes both foreign students and Polish students coming back from emigration together with their parents. They receive educational support in order to facilitate their adaptation and integration. Those students are taught how to communicate at school and study in Polish, which means that they are taught the language of school education. Teaching the language of school education can be located in between foreign language didactics and native language didactics. The article describes the relation between teaching Polish as a language of school education and teaching Polish as a foreign language. The most important aspect of teaching a foreign language is to prepare a learner to communicate in everyday life and professional life situations. Efficiency is essential here; language correctness is of secondary importance. The most important element in the process of teaching the language of education is to develop the language skills that will enable a student to communicate at school, gain new knowledge and use it effectively. It requires different educational content, teaching methodology and requirements. The article presents the reflection on teaching the language of education with reference to the Polish educational system.
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The article is based on the research conducted at Silesian schools concerning the position and functioning of foreign students as well as the ones coming back from emigration in the Polish educational system. The article author analyses the adaptation mechanisms of the students and parents with migrant experiences as well as the needs of the receiving communities. The analysis is based on the material gathered through the conducted survey.
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The article presents methodical program devoted to the study of romantic story of Maxim Gorky, one of the most popular Russian writers in China, «Makar Chudra» in class on Russian literature with Chinese students. A methodological approach includes questions and tasks for pre-, during- and post-textual work. The tasks and questions aimed to activation of cognitive activity, the use of language guess. This material can be used in the any other foreign language groups who speak Russian at an advanced level.
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In the first part of the paper, the author introduces the history of teaching Bulgarian Studies at Comenius University in Bratislava. She devotes special attention to the people thanks to whom the lecturing of the Bulgarian language has a history of more than ninety years and Bulgarian Studies as a specific field has a history of more than fifty years. The second part of the paper presents the characteristics and the content of the programmes with a focus on Bulgarian Studies that are presently offered by the Department of Slavic Studies at the Faculty of Arts at Comenius University in Bratislava. The author also recapitulates the phases and analyses the development perspectives of the Bulgarian Studies in Bratislava within the wider context of philological studies.
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This article examines the key essence of the contemporary dimensions of identities expressed in Bulgarian literature. Ideas like Balkanism, Panslavism, and nationalism are internally close to our cultural mentality. They are still used today and, in fact, they contradict to the individual identities imposed by the postmodern trend. This is an opportunity for combining ideas about the development of joint projects. The reception of Bulgarian literature in Serbia is a little niche, but there are common problems and a similar mentality. The intensive export of Bulgarian authors as means of popularizing modern Bulgaria should be based on the similarities, not on the differences. We need to work for uniqueness rather than universality.
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In the recent years, the fact that the humanities are in crisis has become the subject of numerous and lengthy publications. The Eastern and the Western criticism analyze and explain this fact in different ways. Various reasons have been pointed out – connected with the nature of the humanities (it has been maintained that the outflow of students from the Faculties of Humanities is related to their turning into generators of theories that become obsolete even before one manages to study them, which inevitably demotivates and deters young people), the futility of the value of the humanities in the contemporary hedonistic and materialistic society (Nussbaum 2010), the ultraliberal pragmatic spirit of the time, or even theories like the one of the historian Nikolay Koposov, who relates the crisis in the humanities to the disappearance of the middle-class dominated society in the end of the 20th century and its replacement with the mass society, which can be manipulated by means of the electronic media.
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