Unlocking Linguistic Horizons: The Mobile Revolution in Language Acquisition

Author(s): Roy Kaplow / Language(s): English Issue: 4/2023

In an age defined by technological leaps, our smartphones have transcended their roles as mere communication devices, evolving into gateways to a vast realm of knowledge and learning. At the forefront of this digital transformation is mobile language learning, a dynamic force that dismantles barriers and democratizes education. In this exploration, we delve into the merits of mobile language learning, underscoring its pivotal role in our pursuit of linguistic mastery. Foremost, the unmatched accessibility of mobile language learning reshapes the learning landscape. The days of burdensome textbooks and rigid language courses that tie learners to specific locations are fading into the past. With language learning apps seamlessly integrated into our smartphones, linguistic enthusiasts can embark on their educational journey at their convenience whether during a commute, a moment of repose, or a quiet evening at home. This flexibility not only accommodates hectic schedules but also transforms idle moments into opportunities for continual growth.

STORYTELLING IN TEACHING ROMANIAN AS A FOREIGN LANGUAGE TO MEDICAL STUDENTS

Author(s): Diana Boc-Sînmărghiţan,Daniela Șilindean / Language(s): Romanian Issue: 37/2024

Our article aims to analyse storytelling as an interactive method in teaching Romanian as a foreign language to medical students. As future successful professionals, medical students need to master the art of storytelling. The difficulties our international students face with Romanian as a foreign language can significantly hinder the learning process. Storytelling, or the art of narration, is among the methods that have proven increased effectiveness in communication because it develops oral (and written) expression skills and enhances interaction between students and teachers. In the following pages, we will describe the methods and strategies we use in the classroom that encompass storytelling techniques, how we select stories and how we include them into teaching and learning activities, having in mind reaching the aimed objectives. The best practice examples we will present will complete the practical picture and can serve as adjustable models in the classroom.

PROJECT PRESENTATIONS, PROOFREADING, PEER-ASSESSMENT, SELF-ASSESSMENT, AND ORAL REPORTS IN ENGLISH CLASSES

Author(s): Mihai Rotaru / Language(s): English Issue: 37/2024

In middle and high schools, the process of creating and giving presentations is hardly taken seriously, as pupils read (mostly) everything from slides and just copy and paste the information from certain websites. When they get enrolled into a BA/BS programme, they may face challenges related to how a slide should look and how to present a topic in front of an audience. Hence, besides developing students` English language skills another aim was to train learners to get rid of how they used to present their projects while they were pupils and move to the way an academic presentation should look like and be delivered—this way they will also get trained for the moment when they will have to prepare for the BA/BS thesis defence—, and also to ask students to assess their own and other peers` performances, either verbally or by filling in assessment grids.

Неологизмите в поезията на Болеслав Лешмян в превод на български език

Author(s): Steliana Aleksandrova / Language(s): Bulgarian Issue: 31/2023

The article is dedicated to the neologisms in the poetry of Polish poet Bolesław Leśmian and the way they have been translated into the Bulgarian language. At the beginning, some of the distinguishing features of the poetic text are noted, then the concept of neologism is discussed. The work of Leśmian is presented and the characteristic features of his poetry are cited, among which is the use of many newly created words. The translated reception of the poet in Bulgaria is traced, difficulties in translation associated with the use of neologisms are mentioned, and the way they have been translated into Bulgarian is analyzed.

UPOTREBA MEDIJA U NASTAVI ŠPANSKOG JEZIKA

Author(s): Nela Stojiljković / Language(s): Serbian Issue: 1/2021

In this paper, a new role of communication technologies (media), which provided the basis for radical changes in the educational process today, was examined. The importance of the media and the associated advantages was considered, and the possibilities of their application in Spanish language teaching were analyzed. The new teaching methods strive to adapt to the communication system of new generations of students and, thus, help students achieve their goals. Accordingly, there is a variety of forms of using the media in todays teaching, as well as of teaching activities that can be realized by the application of the media. The main purpose of using communication technologies in teaching is to create an educational model that will provide comprehensive language training, including a student-oriented model of education. The potential of multimedia today includes increased teaching capacities of teachers so as to organize and realize a new teaching concept that is different from the traditional one.

Ярослав Хашек. Разкази

Author(s): Jaroslav Hašek / Language(s): Bulgarian Issue: 31/2023

Translation from Czech by Nina Todorova

УЏБЕНИК ЧЕШКОГ ЈЕЗИКА ЗА ДРУГИ РАЗРЕД

Author(s): Suzana Munćan / Language(s): Serbian Issue: 1/2020

Review of: Valentina Simidžija-Hoc, Tereza Stamenković: Česky jazyk s prvky národní kultury na druhem ročniku zakladni školy - Češki jezik sa elementima nacionalne kulture (za drugi razred osnovne škole), Beograd, Zavod za udžbenike, 2017

THE USE OF THE CONCEPT MAP IN LANGUAGE CLASSES

Author(s): Elena-Teodora Catană / Language(s): French Issue: 37/2024

The concept map is considered a stimulating tool for teaching, learning and assessment. Several research studies have shown the benefit of its integration in different teaching/learning domains and contexts. This article attempts to describe some of the potential variations of these uses. We examine the use of the concept map as a teaching and assessment tool in the language class. Assessing knowledge is a rather complicated task as the latter is a set of cognitive processes which are carried out at the level of the human brain, itself responsible for memorization which is the primary factor in the construction of the concept map.

Преводачески трансформации при формирането на езикови единици в сферата на ИКТ (по материал от руски и български език)

Author(s): Diyana Nikolova / Language(s): Bulgarian Issue: 1/2022

In this article, an attempt is made to describe the translation transformations (techniques / approaches / methods) that are used in the process of borrowing units from the English language, as the primary source of the special vocabulary in the field of ICT in two typologically close languages – Russian and Bulgarian. In connection with the high dynamics of development and nomination of novelties in this field, direct borrowing of linguistic material from the donor language is often used. In addition to it, the following translation transformations are used for the transfer of units into the target language from the original: descriptive translation, transliteration, transcription, loan translation. The partial and mixed use of these methods leads to the creation of units of a hybrid type, and this in turn creates new word-forming patterns. Regardless of the genetic proximity of the languages, during the research a preponderance was established for using some of the transformations, as a very characteristic approach in the Russian language is transliteration, while transcription is observed in the Bulgarian language.

Las TIC y la adquisición de la competencia paremiológica en aprendientes de traducción e interpretación

Author(s): Manuel Sevilla Muñoz,Myriam Huéscar Villa / Language(s): Spanish Issue: 1/2024

The presence of phraseological units (PUs) in a text means a higher level of difficulty during the translation process. For this reason, it is desirable that learners of Translation and Interpreting acquire a certain phraseological and paremiological competence. The combined use of several ICTs could have a motivating effect on the teaching and learning process, enhance collaborative learning, and improve learning outcomes. On this point, a training action has been designed within the framework of the flipped classroom and collaborative learning so that Translation and Interpreting students can identify paremias, learn about their types, and characterise them. In this training activity, tutorial videos, Google Drive documents, and the Instagram social network, specifically the account of the Paremia journal, are used for didactic purposes. Once the educational action is over, students are given a questionnaire to assess the results of the final task, find out their opinion on how useful these ICTs are, and ascertain whether they favour collaborative learning and are motivated by it. The answers to the questionnaire are processed quantitatively. In general, the students obtained good results in the task and assessed the tutorial videos and the posts of the Instagram account positively as contents for self-learning prior to classroom practice. They perceived the Instagram account of the Paremia journal as a very motivating resource and the Google Drive documents as a tool that intensifies collaborative learning. It can be concluded that the combined use of the three ICTs implemented in this study (tutorial videos, Google Drive documents, and Paremia's Instagram account) boosts collaborative learning, improves student motivation, and facilitates the acquisition of paremiological competence.

Род имен существительных с мягким знаком на конце: формирование научно-методической концепции vs современные тенденции

Author(s): Liudmila Vladimirovna Valova / Language(s): Russian Issue: 2/2022

This article is devoted to the problem of determining the grammatical gender of nouns with a soft sign at the end. The article analyzes the approach of the authors of the first Russian grammars to this problem. Based on the data of the modern grammatical dictionary, the author identifies several models of nouns with a soft sign at the end. The study claims that there are certain patterns between the formal side of a nown and its grammatical gender. Theoretical comments and practical materials may be of interest to teachers of Russian as a foreign language.

ICH KANN DEUTSCH SHREIBEN – ПРОБЛЕМИ СА ОРТОГРАФИЈОМ НЕМАЧКОГ ЈЕЗИКА КАО ДРУГОГ СТРАНОГ ЈЕЗИКА КОД СТУДЕНАТА И УЧЕНИКА ОСНОВНЕ ШКОЛЕ

Author(s): Marija M. Veselinović Stanojević / Language(s): Serbian Issue: 1/2017

In this paper we will deal with the presentation of both quantitative and qualitative research by Ivana Zorica, written in German, whose results are very important for the theory of learning and the adoption of languages in general. The author studies the German writing skills and tries to solve how any mistakes can be overcome. Material subjected to analysis makes mistakes from the composition of students who learn the language for years. In addition, we also carried out research at the corpus that presents errors based on the analysis of dictates of elementary school students, where errors at the orthographic level are similarly qualified and analyzed. The hypothesis from which we begin to work is that in the foreign language the presence of unassigned elements from the lower stages of development can be evindicated.

PARTYKUŁY EPISTEMICZNE W PODRĘCZNIKACH DO NAUCZANIA JĘZYKA POLSKIEGO JAKO OBCEGO DLA POZIOMÓW A1 I A2

Author(s): Marta Piasecka / Language(s): Polish Issue: 1/2023

This article presents the usages of Polish epistemic particles in the material of textbooks for learners of Polish as a foreign language at levels A1 and A2. The goal of the research was to identify the units and analyse meanings, as well as typical context and functions of the particles. The usages of the particles pewnie, chyba, może, na pewno, oczywiście, and naprawdę were confronted with their meanings specified in dictionaries. The analysis demonstrates lack of exercises teaching their usages and explanations of the meaning of the particles in the textbooks.

Рецензия на монография: Петрова Ирена. Лингвистические и методические аспекты русского языка как иностранного для специальных целей (на материале терминологической системы косметологии и косметики. Шумен: Университетско издателство „Епископ Константи

Author(s): Elena Stoyanova / Language(s): Bulgarian Issue: 1/2021

Специфика применения практико-ориентированных технологий в обучении РКИ (на базе платформы COREAPP.AI)

Author(s): Aleksandra Starikova / Language(s): Russian Issue: 3/2021

This article discusses practice-oriented technologies of RCT training, in particular, the project method, the specifics of its application in RCT training using electronic technologies, as well as the features of the organization of training using project technologies.

Developing Intercultural Communicative Competence (ICC) of English majors in courses dealing with the culture of English-speaking countries

Author(s): Martyna Laskowska / Language(s): English Issue: 2/2024

UNESCO (2013: 16) describes “intercultural competences” as: (1) the necessary linguistic knowledge and awareness when interacting with people from different cultures; (2) relevant knowledge about specific cultures; (3) broad comprehension about the issues that arise when members of different cultures interact; (4) adaptable attitudes that encourage creating and sustaining contact with diverse members of society. The development of intercultural competence has increasingly been recognized as a vital aim of foreign language (L2) education. The aim of the study was to investigate the relationship between courses related to the culture of English-speaking countries and the development of intercultural communicative competence of English philology students. Specifically, it explores participants’ opinions on whether the culture courses support students’ ability to acquire academic-level communicative competence, fluency in formal and informal language, and a holistic understanding of the spectrum of Anglophone communities. The participants of the study were English philology students and lecturers teaching culture courses. A mixed methodology was used with two types of research methods: a student survey and semi-structured interviews with lecturers. The results of the study allow for a formulation of didactic implications for the development of intercultural competence of English philology students

Метафора как средство номинации в ИТ-сфере

Author(s): Diyana Nikolova / Language(s): Russian Issue: 1/2020

The article considers a characteristic feature of the lexicon of the computer sphere in Russian and Bulgarian - metaphorization as a means of nomination in the IT sphere. The terms and slang units formed in this way are not only an expressive linguistic means, but also a means of transmitting information to a special field of knowledge, are a means of cognition and an expression of national and cultural specificity. Metaphorical transference is carried out on the basis of associative external features, functions or actions. The change in the semantics of common tokens is associated with an object, phenomenon, process, etc., belonging to the field of IT and is carried out by linking the new and common, sometimes metaphorization occurs in English, the language from which computer terminology is borrowed.

Продуктивные словообразовательные модели подъязыка сферы косметологии и косметики

Author(s): Irena Petrova / Language(s): Russian Issue: 2/2020

Analysis of the language of science and technology is an actual scientific direction in modern linguistics. Word formation processes in the field of terminology are the object of a large number of linguistic studies on various term systems based on different languages. The article analyzes the sources and methods of formation of terminological vocabulary of the Russian language in the field of cosmetology and cosmetics, considers the productive word-formation models of terms in this area, which are not sufficiently covered in the linguistic literature today.

Актуальные жанры медиадискурса в обучении чтению на занятиях русского языка как иностранного

Author(s): Irina Leshutina,Natalia Alksnit / Language(s): Russian Issue: 3/2020

This article considers the most relevant genres of media discourse in the teaching RFL – the multimodal genres of text presented in the media, as the materials for teaching foreign students reading and conducting pedagogical diagnostic, also it presents the possible uses of these genres of text in the productive work of students.

Small talk в качестве коммуникативного тренинга на уроках РКИ

Author(s): Nadezhda Stoykova / Language(s): Russian Issue: 3/2020

The article discusses the practical implementation of small talk dialogic forms of communication in the educational process. The application of communication training allows implementation of many variants of situational models, the development of which in the classroom is a precondition for improving the level of language training of students, their social orientation and communicative flexibility. The imitation of a natural dialogical situation according to the small talk model in the teaching of Russian as a foreign language, especially in the initial stage, contributes to the formation of basic communication skills and linguistic competence of students.