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Tłumacze i ich biografie – pytania metodologiczne

Author(s): Markus Eberharter / Language(s): English Issue: 47/2023

This article considers the methodological issues of research in Translator Studies, that is, concerning translators themselves and their biographies. Above all in the perspective of the cultural turn of the 1990s, which led to a new understanding of both the translators themselves and their role in intercultural communication, undertaking and clarifying the principles of such research seems to be a consistent step in the theoretical development of the discipline of Translation Studies. The article lists and defines the most important aims and objectives of biographical research on translators. Also presented are specific research models and paradigms, which can be used to reconstruct and describe so-called translator biographies. Finally, the author considers to what extent it is advisable to combine facts about the life and activities of translators into larger and coherent biographical narratives. In this respect Translation Studies could benefit from the conclusions of Biographical Studies, particularly regarding the reliable and adequate use of data collected in biographical research.

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Taikomosios kalbotyros raida

Author(s): Meilutė Ramonienė / Language(s): Lithuanian Issue: Supplement/2023

The aim of the article is to review the development of applied linguistics in Lithuania, analyse the general tendencies of the development of this science, and present the more prominent groups of researchers in applied linguistics, the schools that have been formed or are being formed, and the contribution of some researchers to the research of different branches of applied linguistics. The article focuses on the work started after the restoration of independence of the Republic of Lithuania in 1990, because only from that time onwards did the work of Lithuanian applied linguistics enter the international mainstream of this science. It discusses some of the research and practical work related to the research that helps or has helped in certain periods to solve problems related to language in life. First of all, the article introduces the works on teaching Lithuanian as a foreign language, which are connected with the beginning of applied linguistics in Lithuania, and which have laid the appropriate methodological foundations for the formation of communicative competence, for the development of a new type of textbooks, pedagogical grammars of the Lithuanian language, and for the creation of a system of assessment of competences. After discussing the origins of applied linguistics in Lithuania, the paper discusses the further development of this science. Research in the field of language acquisition, sociolinguistics, language attrition, cognitive linguistics, pragmatics, politeness and impoliteness, corpus and forensic linguistics, and other branches of applied linguistics is presented, and the real-life linguistic issues, analysed by Lithuanian researchers, are highlighted. The final section of the article describes the most important works of dissemination of applied linguistics and presents the research journal Taikomoji kalbotyra (“Applied Linguistics”), the international conferences on applied linguistics that have taken place in Lithuania, and the networks of researchers.

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The Realization of the Glottal Stop in Utterances Read by Students of Czech as a Second Language

Author(s): Michaela Kopečková / Language(s): English Issue: 2/2023

The paper presents the results of the research. It investigates the realization of the glottal stop in the speech of non-native speakers learning Czech. The glottal stop, a consonant sound, is used in Czech to delimit words or morphemes starting with a vowel. The research aims to determine if non-native speakers reduce the glottal stop, identify types of deviations, and highlight the need to include glottal stop pronunciation in Czech language teaching from the A1 level. The study involved 61 students with varying levels of Czech proficiency, who read a prepared text. The analysis focused on the error rate in glottal stop realization, comparing speakers based on their mother tongue and language competence. Results showed that the most problematic sections were combinations with prepositions and complete sentences. The study emphasizes the importance of teaching the glottal stop to improve the overall quality of spoken Czech for non-native speakers.

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Realizace českých vokálů ve čteném projevu frankofonních mluvčích

Author(s): Pavla Poláchová / Language(s): Czech Issue: 2/2023

The present study focuses on the acoustic analysis of spoken Czech of Francophone speakers and focuses on the realization of vowels (which were measured and evaluated using the Praat program). The background material for the analysis were audio-recordings of loud Czech reading by 50 students studying Czech with French as a mother tongue. The analysis shows that the realization of Czech vowels is influenced by negative transfer from the native language, which decreases with higher language level.

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Slovesná valence v češtině nerodilých mluvčích

Author(s): Andrea Hudousková / Language(s): Czech Issue: 2/2023

The paper presents the results of the analysis of verb valency in non-native Czech on the basis of the learner corpus MERLIN. In order to confirm the hypothesis based on previous studies on valency in non-native Czech, i.e. that non-native speakers overuse prototypical patterns and central meanings of verbs, the use of verbs and their valency frames were examined in 148 texts at CEFR levels A2, B1, and B2. The research based on 3350 occurrences of verbs leads to the conclusion that the number of valency patterns and expressed meanings indeed does not significantly increase with higher level of proficiency.

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Koncepce cvičebnic výslovnosti češtiny pro cizince z projektu ProCzeFor (Pronunciation of Czech for Foreigners)

Author(s): Jitka Veroňková,Zdena Palková / Language(s): Czech Issue: 2/2023

Two printed exercise books for practicing Czech pronunciation for foreigners containspeech material reflecting the sound characteristics of Czech and the most difficultsound phenomena for non-native speakers. All the exercises are connected to the onlineapp with audio tracks and other functions.

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Škola hrou aneb Objevné putování po stopách významných osobností Moravskoslezského kraje

Author(s): Jiří BYČKOV / Language(s): Czech Issue: 2/2023

The article describes in theoretical terms the aims, forms and Principles of the CLIL (abbreviation of Content and Language Integrated Learning) teaching method, which consists in integrated teaching of a foreign language together with the content of a non-language subject in language education. It explains how the method contributes to the development of communicative and intercultural competences in foreign students and helps to increase the rate of immersion in education. In the practical part, it presents an example of the application of an interactive educational lesson in teaching Czech language to foreign language students of Bohemia. The contribution includes an interactive blind map of the Moravian-Silesian Region and worksheets that can be modified by the interested students for their own pedagogical practice.

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Исследование возможностей глобальной цифровой среды для институционального и самостоятельного ознакомления с культурно-концептной информацией

Author(s): Alexander Nikolaevich Shamov,Nataliia Evgenjevna Merkish,Olga Vjatcheslavovna Printsipalova / Language(s): Russian Issue: 1/2024

Introduction. The article examines the problem of using the global digital environment as a resource of information about the concepts of German linguistic culture. The purpose of the article is to study the functions of the digital environment, identify its capacities for institutional and individual familiarization with cultural-conceptual information, justify the criteria for selecting media texts, and summarize recommendations for using the environment as a source of information about linguistic concepts. Materials and Methods. The study of the digital environment was conducted during two semesters in 12 groups of undergraduates studying German at MGIMO University of the Russian Foreign Ministry. During the research, the following methods were used: survey and study of written and oral statements of students in the process of their immersion into the digital environment, analysis and systematization of the accumulated experience in teaching the concepts of German culture. Results. The article summarizes the experience of researching the global digital environment as a resource of cultural and conceptual information. The functions of the environment used in teaching a foreign language are determined: informational, educational, motivational, and diagnostic. The prospects for institutional and independent familiarization with information about key concepts of culture are identified. The criteria for selecting media texts used as a resource of cultural-conceptual information are substantiated: the availability of data on the concepts being studied, compliance with the value guidelines of Russian society, relevance and novelty of materials, matching with the level of foreign language proficiency of international relations students. Conclusions. The authors have revealed the capacities of the digital environment for obtaining cultural and conceptual information at institutional and individual levels. Implementing the research provisions in teaching practice will contribute to the effective use of the virtual cultural and linguistic space and improve the quality of language and professional preparation of international relations professionals.

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Модель тандемного предметно-языкового интегрированного обучения: обоснование и оценка эффективности субъектами образовательного процесса

Author(s): Evgenia Alexandrovna Yurinova,Olga Gennadyevna Byrdina,Svetlana Gennadyevna Dolzhenko / Language(s): Russian Issue: 2/2024

Introduction. The need to master a foreign language in the professional field of education is determined by contemporary challenges: the rapid growth of intercultural interaction, as well as the processes of globalization and informatization of education. The article examines the problem of using tandem content and language integrated learning focused on developing future teachers’ readiness and ability to communicate effectively in a foreign language in the professional environment. The purpose of the article is to propose the model of tandem content and language integrated learning and evaluate the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. Materials and Methods. The study was conducted during 2020–2023 period. The sample included 86 students of 3–5 years majoring in Primary education and English as a Foreign language. The authors used the following research methods: theoretical and methodological analysis, comparison, interpretation, modeling, questionnaires, analysis and systematization of accumulated experience of tandem content and language integrated learning. Results. The main results consist in substantiating the model of tandem content and language integrated learning and in assessing the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers. The authors identified a mechanism of interaction between all education stakeholders in dynamic groups based on task level-differentiation within the framework of content and language integrated learning (CLIL). Conclusions. The study concludes that the model of tandem content and language integrated learning was substantiated and the effectiveness of its implementation in the process of developing foreign language professional communicative competence of future teachers was assessed.

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Урбанистическая инфографика как вид визуализации на уроках русского языка как иностранного в условиях профессиональной гимназии

Author(s): Olga Vatkova / Language(s): Russian Issue: 1/2023

Infographics has recently begun to be used in the methodology of teaching Russian as a foreign language, but it is obvious that it has a number of undeniable advantages in teaching foreign speakers productive types of speech activity. The article discusses the possibilities of teaching Russian as a foreign language to Bulgarian students using the method of urban infographics. Particular attention is paid to the use of this type of visual technology in the study of urbanonyms. The scientific novelty lies in the definition of such a type of graphic visualization as “urban infographics”, in the context of the methodology for teaching Russian as a foreign language on the example of the regional component. Examples of tasks using urban infographics are given.

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Training on Using Corpora in EFL Classrooms: Perceptions of Pre-Service Teachers

Author(s): Berkcan Köse,Safiye İpek Kuru Gönen / Language(s): English Issue: 04/2023

This study investigated the perceptions of 108 Turkish pre-service EFL teachers (PSTs) at a state university in Turkey regarding integrating corpora into language classrooms after the two-week training conducted. Despite the growing interest in using corpora in EFL contexts, very little research has addressed pre-service EFL teachers' perceptions of corpus use. Following a qualitative research design, multiple data collection tools, such as a background survey, pre- and post-training semi-structured interviews, and reflective logs, were utilized. The findings revealed that the PSTs found corpus use beneficial for teaching vocabulary and grammar and preparing authentic teaching materials despite a few drawbacks, such as providing limited daily access and having too much data to analyze. Their remarks revealed that the PSTs would consult corpora in their future teaching experiences. These findings would be useful for teacher educators and teachers who favor using corpora to enrich language learning experiences.

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Structural and Qualitative Aspects of Identities among English Instructors in Chinese Universities

Author(s): Noah Jansson / Language(s): English Issue: 2/2023

This research delves into the exhibited identities of Chinese university English instructors within the domain of teaching English as a foreign language (EFL). The objective is to scrutinize the fundamental structure and attributes of these instructors' identities and assess their alignment with the principles of sustainable learning in education (SLE). This concept transcends mere knowledge acquisition in a specific discipline, striving instead to nurture enduring and adaptable learners capable of introspection, rejuvenation, continual learning, and the evaluation of imparted knowledge, while also orienting themselves towards future learning endeavors. A survey was employed to collect perceptions regarding manifested identities in teaching practice from a participant pool of 326 Chinese university English teachers. Through Exploratory Factor Analysis (EFA), four distinct dimensions of identity emerged: Champion and Motivator for English Learning, Facilitator of English Learning, Thoughtful Practitioner and Researcher, and Scholarly Teacher. Subsequently, interviews were conducted with a subset of 12 educators to delve deeper into the contextual nuances of these identity facets. The findings reveal that these identity dimensions harmonize with the four pillars of sustainable learning in education, thus mirroring the instructors' inclinations toward sustainable language teaching practices. This study enriches our comprehension of language instructors' shared identities and proffers significant implications for the professional development of language educators.

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Advancements in Language Assessment: Bridging the Gap Between Theory and Practice

Author(s): Zhang Shi / Language(s): English Issue: 3/2023

Language assessment plays a pivotal role in understanding and evaluating individuals' linguistic abilities, ensuring effective communication across diverse contexts. As the landscape of language education and communication evolves, so too must the methods and tools used for language assessment. This short communication article explores recent advancements in language assessment, shedding light on their implications for educators, learners, and researchers.

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Exploring the Power of Diverse Approaches in Language Education

Author(s): Rui-Ting Huang / Language(s): English Issue: 3/2023

In the ever-evolving landscape of language education, the journey toward proficiency is not a one-size-fits-all experience. It's a dynamic exploration that involves not just embracing, but actively seeking out varied approaches to language learning. The term "embracing" implies a single, all-encompassing gesture, but the reality is that the language learning experience is enriched by a tapestry of methodologies. In our fast-paced world, the advent of technology has significantly transformed the way we acquire and refine linguistic proficiency. Mobile language learning, for instance, has become a ubiquitous companion in the hands of learners. While some may argue that technology has streamlined the learning process, it's essential to recognize the limitations and diversify our methods beyond the digital realm.

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Literature: An Essential Tool in Language Teaching

Author(s): May Ann D. Dio,Michael L. Estremera / Language(s): English Issue: 4/2023

Literary texts are a rich source of linguistic input that can assist learners practice speaking, listening, reading, and writing in addition to illuminating grammar rules and introducing new vocabulary. Additionally, it has been discovered that literary texts can engage students with various learning styles and offer chances for multisensory classroom experiences. Furthermore, this paper intends to highlight the use of literature as a popular method for teaching both basic language skills and language areas in our times. Reasons for using literary texts in foreign language classroom as well as the main criteria for choosing appropriate literary texts in foreign language classes are stressed to familiarize the reader with the underlying motivations and standards for language teachers when using and selecting literary texts. Also, the relationship between literature and the teaching of language skills, the advantages of various literary genres for language learning, and the difficulties faced by language teachers while teaching English through literature are also taken into consideration.

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Game On: The Transformative Power of Gamification in Language Education

Author(s): Olga Viberg / Language(s): English Issue: 4/2023

In the dynamic landscape of education, traditional methods are increasingly giving way to innovative approaches that captivate and motivate learners. One such groundbreaking trend is the integration of gamification into language education. This marriage of gaming elements with language learning not only makes the process more enjoyable but also proves to be a powerful tool for enhancing retention and proficiency. In this opinion piece, we will explore the impact of gamification in language education and why it holds the key to unlocking a new era of effective language acquisition. At its core, gamification leverages the principles that make games inherently engaging competition, rewards, and a sense of achievement. When applied to language education, these elements transform mundane learning tasks into exciting challenges, turning the journey of mastering a new language into a quest rather than a chore.

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Psycholinguistic Approaches to Instructed Second Language Acquisition: Linking Theory, Findings and Practice

Author(s): Muhammet Yaşar YÜZLÜ / Language(s): English Issue: 1/2024

Review of: Daniel R. Walter, Psycholinguistic Approaches to Instructed Second Language Acquisition: Linking Theory, Findings and Practice, Multilingual Matters, 2023, 224.

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Using Technology to Design ESL/EFL Microlearning Activities

Author(s): Gizem Yavuz / Language(s): English Issue: 1/2024

Review of: Lucas Kohnke, Using Technology to Design ESL/EFL Microlearning Activities, Springer, 2023, 90.

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Revolutionizing Language Learning: The Role of Technology

Author(s): Mischael Chen / Language(s): English Issue: 1/2024

In an era characterized by rapid technological advancement, the integration of technology into education has become increasingly prevalent, revolutionizing traditional teaching methodologies. In this perspective article, we explore the transformative potential of technology-enhanced language learning, examining its benefits, challenges, and implications for language education in the digital age.

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Revolutionizing Second Language Learning: The Role of Technology

Author(s): Jasper Horwitz / Language(s): English Issue: 1/2024

In today's digital age, technology has become an integral part of our daily lives, profoundly influencing various aspects of society, including education. The integration of technology into language learning has opened up new avenues for exploration and innovation, transforming traditional teaching methodologies and offering unprecedented opportunities for learners worldwide. In this perspective article, we examine the transformative potential of technology-enhanced language learning, exploring its benefits, challenges, and implications for language education in the digital era.

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