Journal articles on the topic 'Expanding Knowledge in Languages'
To see the other types of publications on this topic, follow the link: Expanding Knowledge in Languages.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Expanding Knowledge in Languages.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Hilliker, Shannon M., Chesla Ann Lenkaitis, and Angie Ramirez. "Expanding teacher candidate linguistic knowledge: Analyzing recorded virtual exchange sessions." EuroCALL Review 29, no. 1 (April 20, 2021): 19. http://dx.doi.org/10.4995/eurocall.2021.13241.
Full textAbstract:
<p>Teaching English to Speakers of Other Languages (TESOL) teacher candidates must have a working knowledge of English linguistics in order to support their students’ language development. This article reports on TESOL teacher candidates’ reflective practice to highlight how interaction with non-native speakers can develop awareness of linguistic features of the English language through virtual exchange. Sixteen teacher candidates from a university in the United States were paired with 22 undergraduate English as a Foreign Language (EFL) learners from a university in Mexico. The teacher candidates completed journal entries in which they analyzed authentic language produced by their EFL partners during their virtual meetings. Teacher candidates were taking a course that covered topics related to pragmatics, semantics, morphology, phonology and syntax. Each teacher candidate submitted a final error analysis of recorded conversations to determine how many linguistic errors were made by their partners. This study describes the errors the teacher candidates were able to identify in order to explore the benefits of this reflective activity on their understanding of linguistics. This study confirms the need to utilize virtual exchange in teacher preparation programs and subsequent self-reflection in order to give teacher candidates a way to put linguistic content area into practice.</p>
2
Oliinyk, Lidiia, Nataliia Romaniuk, Halyna Kuznetsova, Inna Horbenko, and Nadiia Senchylo-Tatlilioglu. "The impact of digital and internet technologies on language development." Eduweb 16, no. 3 (September 28, 2022): 41–54. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.03.3.
Full textAbstract:
The article is devoted to studying the development of languages under the influence of computer technology. The article aims to determine the impact of digitalization and other factors on the development of Ukrainian and English languages. The study's central hypothesis is that digital technology has significant language development. To empirically confirm this hypothesis, a survey of Internet users was organized, who expressed their opinions about the use of new words (words of foreign origin and slang words) in the process of communication. The study results showed that digital technology impacts language development, but users' vocabulary is expanding following the scope of digital technology. In particular, young people, even having a good knowledge of English, do not know business slang, while the mature generation has almost no knowledge of youth slang originating from entertainment. This study has practical significance for philologists and digital technology professionals who are looking for accessible methods of communication by expanding the speech vocabulary with words of computer origin.
3
Khakimov, Nazar Kh, and Marguba A. Vakhobov. "INNOVATIVE APPROACH TO LEARNING FOREIGN LANGUAGES IN THE PROCESS OF TRAINING COMPETITIVE PERSONNEL." Journal of Social Research in Uzbekistan 02, no. 02 (June 1, 2022): 92–104. http://dx.doi.org/10.37547/supsci-jsru-02-02-10.
Full textAbstract:
In the article, the authors investigated the place and role of learning foreign languages in the preparation of highly qualified bachelors. Teaching and learning foreign languages in Uzbekistan has become one of the priorities in preparing young people for social life, and expanding their horizons as students. A foreign language is an important kind of key in the knowledge of the secrets of the social humanities and fundamental sciences, including the core disciplines. Taking into account the importance of the mission of a foreign language, and the formation of the moral and spiritual world of students, especially in the knowledge of the essence, the process of deepening market economic relations, cardinal measures are being taken in the higher education system to deepen the study of foreign languages. An innovative approach to learning a foreign language is closely related to increasing the quality requirements of teaching foreign languages in higher educational institutions. The article highlights the role of foreign languages in the professional training of competent personnel. The authors emphasize that under the conditions of a new stage of the country's development, students show an increased interest in learning foreign languages.
4
Fraisse, Amel, Zheng Zhang, Alex Zhai, Ronald Jenn, Shelley Fisher Fishkin, Pierre Zweigenbaum, Laurence Favier, and Widad Mustafa El Hadi. "A Sustainable and Open Access Knowledge Organization Model to Preserve Cultural Heritage and Language Diversity." Information 10, no. 10 (September 28, 2019): 303. http://dx.doi.org/10.3390/info10100303.
Full textAbstract:
This paper proposes a new collaborative and inclusive model for Knowledge Organization Systems (KOS) for sustaining cultural heritage and language diversity. It is based on contributions of end-users as well as scientific and scholarly communities from across borders, languages, nations, continents, and disciplines. It consists in collecting knowledge about all worldwide translations of one original work and sharing that data through a digital and interactive global knowledge map. Collected translations are processed in order to build multilingual parallel corpora for a large number of under-resourced languages as well as to highlight the transnational circulation of knowledge. Building such corpora is vital in preserving and expanding linguistic and traditional diversity. Our first experiment was conducted on the world-famous and well-traveled American novel Adventures of Huckleberry Finn by the American author Mark Twain. This paper reports on 10 parallel corpora that are now sentence-aligned pairs of English with Basque (an European under-resourced language), Bulgarian, Dutch, Finnish, German, Hungarian, Polish, Portuguese, Russian, and Ukrainian, processed out of 30 collected translations.
5
Benő, Attila. "Román intézménynevek magyarítása Erdélyben." Névtani Értesítő 43 (December 30, 2021): 101–11. http://dx.doi.org/10.29178/nevtert.2021.6.
Full textAbstract:
The study examines the translation methods used in the translation of institutional names and their common language use within the context of Hungarian-Romanian bilingualism in Transylvania, noting the language planning tasks that arise from minority status and the results of corpus design so far. The presented translation and language use phenomena emphasize that translating institutional names in minority status is a task for (professional) translation, terminology, and language planning. Within translation, it presupposes practical skills and a high level of bilingualism. In the technical and terminological context, the translation of the name of an institution presupposes an adequate knowledge of the individual fields and languages, in the absence of which unprofessional and ambiguous translations may be created. As a language planning problem, it primarily concerns corpus planning and presupposes the expansion of language rights related to status planning and expanding the scope of using vernacular languages.
6
BOCALE, Paola. "HOW ARE LANGUAGES LEARNED? THEORIES ON THE PROCESS OF FOREIGN LANGUAGE ACQUISITION." Ezikov Svyat volume 18 issue 2, ezs.swu.v18i2 (June 30, 2020): 7–13. http://dx.doi.org/10.37708/ezs.swu.bg.v18i2.1.
Full textAbstract:
is work discusses theories on teaching, learning and acquiring foreign languages. The input hypothesis has drawn attention to its role and importance in language acquisition. On the other hand, however, empirical research has emphasized the role that output and interaction play in acquiring and improving language skills. In most communicative acts, there are factors that jeopardise the process of communication, such as lack of lexical knowledge and speech too fast for the listener to understand, causing different comprehension problems. These occur between native speakers and non-native speakers, inside and outside the classroom. Negotiation of meaning can be only defined within an interactive process as the mutual collaboration between speakers and listeners in order to clarify a language misunderstanding using different linguistic strategies such as, for example, word repetition, simplified structures and clarification questions. From one point of view, negotiation of meaning is a communicative exchange and a step towards achieving communication goals. Learners and tutors are involved in communication to solve a problem whose clarification allows conversation to be carried on. From the other point of view, negotiation of meaning is an effective way of expanding the knowledge of learners, because some of the explanations can be internalised and added to their target language repertoire. Learning can be effective only if interaction is included in the overall language aquisition process.
7
Araeva, Lyudmila, and Stanislav Li. "The Method of the Propositional Frame Modeling in Teaching a Foreign Language." Vestnik Volgogradskogo gosudarstvennogo universiteta. Serija 2. Jazykoznanije, no. 1 (April 2019): 187–95. http://dx.doi.org/10.15688/jvolsu2.2019.1.16.
Full textAbstract:
The article describes the method of the propositional frame modeling and its application in teaching a foreign language, including the languages of the indigenous minorities of Russia. The material of the frame "berry" offers guidelines for its use in the classroom for studying foreign languages. The use of this method in teaching foreign languages helps pupils to more accurately and more deeply understand the structural, substantive and functional patterns that dominate them, helps students develop language guessing based on word formation, which is a universal way of expanding their potential vocabulary. Derived and non-derivative words are built according to the same deep structural-logical schemes – propositional structures, on the basis of which propositions are created. Propositional structures have a universal nature for all natural languages, but they are implemented quite specifically in sentences in a given language under the influence of territory, climate, life experience, and established cultural traditions of a people. Recognition of propositional structures and propositions within the frames in the semantics of derivatives of the native language and a foreign language makes it possible to see what is common in the knowledge of the world of all nations and to reveal the unique "world" of the language.
8
Zak, Kseniia L. "Characteristic of the culture of foreign language business communication of future lawyers." Focus on Language Education and Research 3, no. 2 (September 16, 2022): 31–37. http://dx.doi.org/10.35213/2686-7516-2022-3-2-31-37.
Full textAbstract:
In the last few years, international cooperation is expanding. For this reason, the society began to need specialists who is able to carry out business communication in a foreign language. One of the main roles in this situation is played by the knowledge of foreign languages among lawyers. This paper aims to study the characteristic of the culture of foreign language business communication of future lawyers. The application of theoretical research methods contributed to the solution of the problem. The article proposes the author's definition of the concept characteristic of the culture of foreign language business communication of future lawyers, describes its structure. The significance of the results will allow us to further consider in more detail the process of teaching lawyers professional English in a non-linguistic university.
9
Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.
Full textAbstract:
At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.
10
Lazar, Althier Margaret. "From Blame to Awareness: Expanding Teacher Candidates’ Understandings of Emergent Bilinguals’ Literacy and Language Capacities." Journal of Family Diversity in Education 2, no. 1 (March 29, 2016): 70–89. http://dx.doi.org/10.53956/jfde.2016.75.
Full textAbstract:
Teacher candidates today are likely to blame students and their families in underserved communities for their inability to succeed in school rather than recognize the system of failure embedded in institutional practices that disfavors and disenfranchises minority groups (Castro 2010, p. 207). In particular, many tend to view students’ literacy and language abilities as delayed, often because they assume that students’ caregivers do not have the requisite skills, knowledge, time, or desire to provide their children with school-valued print and language experiences. These deficit orientations of students and families need to be replaced with more informed understandings about the socio-political factors that shape schooling and access to school-valued literacies and languages, and more critical awareness of the types of cultural wealth that exist in these communities (Yosso, 2005). Such inquiry is needed to help candidates to see students’ inherent assets and their own roles in addressing students’ literacy/language needs. This article examines one university’s efforts to complicate teacher candidates’ understandings of children and caregivers through a course called “Literacy, Language & Culture.” Data collected over a two-year period with 191 candidates shows that many teacher candidates can evolve to see children’s literacy and language capacities to varying degrees and their own responsibility in fortifying instruction for students and connecting with caregivers, but that more focused and coordinated work is required to make this a uniform goal across teacher preparation programs.
11
Dogancay-Aktuna, Seran. "Expanding the Socio-Cultural Knowledge Base of TESOL Teacher Education." Language, Culture and Curriculum 19, no. 3 (December 2006): 278–95. http://dx.doi.org/10.1080/07908310608668768.
Full text
12
Pellicer-Sánchez, Ana. "Expanding English Vocabulary Knowledge through Reading: Insights from Eye-tracking Studies." RELC Journal 51, no. 1 (April 2020): 134–46. http://dx.doi.org/10.1177/0033688220906904.
Full textAbstract:
Students in academic contexts are expected to engage with large amounts of reading and they frequently meet unknown words and phrases in those reading materials. Previous research has shown that second and foreign language learners can acquire some of the unknown vocabulary that they encounter during reading. However, these previous findings were mainly based on scores in off-line, post-reading tests and thus, our understanding of the cognitive processes involved during learning from reading has been rather limited. Technological advancements have made it easier for researchers to explore learners’ online processing behaviour. One of such advancements is eye-tracking, which provides a rich record of online reading behaviour. The last decade has witnessed an unprecedented increase in the number of eye-tracking studies conducted in second/foreign language learning research, with a particular focus on vocabulary learning from reading. This article illustrates how the use of eye-tracking has helped researchers gain a better understanding of the process of vocabulary learning from reading and of the relationship between eye-movements and performance measures. This article discusses recent research findings and identifies directions for future research.
13
Washburn, Erin K., and Candace A. Mulcahy. "Expanding Preservice Teachers' Knowledge of the English Language: Recommendations for Teacher Educators." Reading & Writing Quarterly 30, no. 4 (June 18, 2014): 328–47. http://dx.doi.org/10.1080/10573569.2013.819180.
Full text
14
Sadovets, Olesia. "The Relevance of Applied Linguistics in Relation to Language and Communication Studies: A Worldwide Overview." Comparative Professional Pedagogy 9, no. 3 (September 1, 2019): 29–36. http://dx.doi.org/10.2478/rpp-2019-0026.
Full textAbstract:
Abstract The paper outlines the peculiarities of Applied Linguistics as a branch of science and specialty provided by universities worldwide. Its scope, relevance in modern labour market and immediate relation to communication and language studies have been analyzed. Its advantages as a flourishing educational program for tertiary education and as an occupation in modern digital world with diverse realms of communication and language application have been substantiated. A wide range of activities pressuposed by Applied Linguistics study have been outlined: researching language in classrooms (classroom-based research); work with different kinds of written and spoken texts (corpus linguistics); approaching language learning (learner autonomy); testing and assessment of language learning; expanding vocabulary (including multiword expressions); dictionary making; interpretation and translation; studies of bilingualism and multilingualism. It has been determined that five most important concepts are basic for understanding the relation of Applied Linguistics to language and communication studies: Functional Linguistics, Language and its Application, Communicative Competence; Cognitive Discourse Analysis, Conceptual Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and their overcoming (by means of technology); Linguistics and Culture; Language hierarchy, authority, policy, and planning. Applied Linguistics program in tertiary education provides students with necessary studies in relation to language and communication in terms of language communication, its components, conditions of successful communication and cooperation; language etiquette; speech codes, their switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling and working with corpora; researching collocations and units of meaning. Undergoing the program of Applied Linguistics in tertiary education students can broaden knowledge of linguistics and language; deal with contemporary issues concerning the diversity of languages and cultures in societies; learn and teach foreign languages; eliminate language and communication gaps between people of different cultures; enhance the development of languages and communication skills.
15
Koroleva, Inna A. "LANGUAGE POLICY IN THE EDUCATIONAL ENVIRONMENT OF THE RUSSIAN-BELARUSIAN BORDERLANDS." ISSUES OF ETHNOPOLITICS, no. 2 (2020): 39–53. http://dx.doi.org/10.28995/2658-7041-2020-2-39-53.
Full textAbstract:
In the light of modern processes of globalization, the importance and significance of cross-border cooperation between the border regions of Russia and the Republic of Belarus in various fields: economic, political, administrative and, of course, socio-cultural, is quite obvious. Particular attention should be paid to the language policy in the border zone, in particular – to the language processes in the educational environment that form and socialize the personality of a young person, schoolchildren and student. Using the example of the implementation of language policy in a separate region, the Smolensk-Vitebsk borderland (the Smolensk region borders the Vitebsk region of the Republic of Belarus for more than 200 km), it is shown how the study of sociocultural realities in the territories of contacting languages, Russian and Belarusian, can be practically implemented in educational practice, which contributes to the formation of knowledge of the interaction of different national languages, Russian and Belarusian, among students of schools and universities of the borderlands. It has been proved that there are both processes of cultural globalization and self-identification of ethnic communities in the borderlands. It is considered how the correct language policy in the educational environment helps to solve the problem of the growing generation’s awareness of cultural dialogue in the bilingual space, makes it possible to develop national self-identification while simultaneously perceiving the value attitude towards the Russian language. The attention is focused on the role of the process of cooperation in the field of education. It has been proven that the correct implementation of the language policy strengthens the relationship between Russia and the Republic of Belarus, allows expanding contacts in the professional educational and scientific environment. It is assumed that the further introduction of the socio-cultural component into the educational practice of the borderlands will expand the possibilities of dialogue between the native languages – Russian and Belarusian.
16
Taylor, Kara Michelle, Evan M. Taylor, Paul Hartman, Rebecca Woodard, Andrea Vaughan, Rick Coppola, Daniel J. Rocha, and Emily Machado. "Expanding repertoires of resistance." English Teaching: Practice & Critique 18, no. 2 (June 3, 2019): 188–203. http://dx.doi.org/10.1108/etpc-11-2018-0114.
Full textAbstract:
Purpose This paper aims to examine how a collaborative narrative inquiry focused on cultivating critical English Language Arts (ELA) pedagogies supported teacher agency, or “the capacity of actors to critically shape their own responsiveness to problematic situations” (Emirbayer and Mische, 1998, p. 971). Design/methodology/approach Situated in a semester-long inquiry group, eight k-16 educators used narrative inquiry processes (Clandinin, 1992) to write and collectively analyze (Ezzy, 2002) stories describing personal experiences that brought them to critical ELA pedagogies. They engaged in three levels of analysis across the eight narratives, including open coding, thematic identification, and identification of how the narrative inquiry impacted their classroom practices. Findings Across the narratives, the authors identify what aspects of the ELA reading, writing and languaging curriculum emerged as problematic; situate themselves in systems of oppression and privilege; and examine how processes of critical narrative inquiry contributed to their capacities to respond to these issues. Research limitations/implications Collaborative narrative inquiry between teachers and teacher educators (Sjostrom and McCoyne, 2017) can be a powerful method to cultivate critical pedagogies. Practical implications Teachers across grade levels, schools, disciplines and backgrounds can collectively organize to cultivate critical ELA pedagogies. Originality/value Although coordinated opportunities to engage in critical inquiry work across k-16 contexts are rare, the authors believe that the knowledge, skills and confidence they gained through this professional inquiry sensitized them to oppressive curricular norms and expanded their repertoires of resistance.
17
Haines, Karen. "Expanding the knowledge base of teachers' use of communication tools for language learning." System 62 (November 2016): 102–12. http://dx.doi.org/10.1016/j.system.2016.07.008.
Full text
18
HALASHOVA, O. "MOTIVATING STUDENTS OF ECONOMIC FACULTIES FOR SCIENTIFIC RESEARCH IN THE PROCESS OF TEACHING FOREIGN LANGUAGES." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 21 (March 9, 2018): 35–39. http://dx.doi.org/10.33989/2075-146x.2018.21.205975.
Full textAbstract:
The article analyzes the necessity of forming the motivation of students of economic faculties to carry out scientific research. The significance of the students’ scientific work for the growth of their creativity, self-realization, the formation of creative critical thinking and the development of individual abilities in solving practical problems, identifying the initiative, expanding the theoretical world outlook and scientific erudition, and the conscious use of theoretical knowledge in future practical activities is proved by numerous studies of modern scholars.However, the motivation of students to perform research remains very low. This, according to the author, is conditioned by the lack of students' needs for such activities, their lack of awareness of the importance of this activity for their professional training and professional self-determination. In particular, conducting research using foreign-language original scientific sources with further presenting the results in a foreign language is a rather complex activity for many students who do not major in foreign languages. In order to form the internal motivation of students for scientific research, the author recommends a number of approaches to organizing a learning process in a foreign language aimed at forming a culture of foreign language broadcasting the formation of students' reflective culture; forming student research culture to interactively interact in the process of performing problem-oriented professional tasks of creating public speaking skills.
19
Walshok, Mary Lindenstein. "Expanding Roles for US Research Universities in Economic Development." Industry and Higher Education 10, no. 3 (June 1996): 142–50. http://dx.doi.org/10.1177/095042229601000302.
Full textAbstract:
In the USA, the responsibility for the development of new knowledge and the provision of advanced education and knowledge has remained very predominantly with the research universities. The author argues that it is important to recognize the value of basic science research and of social science studies which do not have an identifiable short-term application — studies in Serbo—Croat language and culture, for example, were of little tangible value in the 1970s but their existence and continuation have been more than justified in recent years. In this context, recognizing the central importance of knowledge in social and economic development and the universities as the main centres for this essential resource, the author examines how the research universities can best supply ‘knowledge linkages' and contribute to regional economic development, in terms of specific approaches and actions. While technology transfer programmes, science parks and applied degrees are all needed, universities have also to reaffirm the significance of their basic research and liberal arts programmes and at the same time to establish and develop linkages between a variety of academic programmes and a variety of constituencies within their regional communities.
20
Lenzi, Sara, and Paolo Ciuccarelli. "Intentionality and design in the data sonification of social issues." Big Data & Society 7, no. 2 (July 2020): 205395172094460. http://dx.doi.org/10.1177/2053951720944603.
Full textAbstract:
Data sonification is a practice for conducting scientific analysis through the use of sound to represent data. It is now transitioning to a practice for communicating and reaching wider publics by expanding the range of languages and senses for understanding complexity in data-intensive societies. Communicating to wider publics, though, requires that authors intentionally shape sonification in ways that consider the goals and contexts in which publics relate. It requires a specific set of knowledge and skills that design as a discipline could provide. In this article, we interpret five recent sonification projects and locate them on a scale of intentionality in how authors communicate socially relevant issues to publics.
21
Somensi, Karine, Sandra Ensslin, Ademar Dutra, Leonardo Ensslin, and Vinicius Dezem. "Knowledge construction about port performance evaluation: An international literature analysis." Intangible Capital 13, no. 4 (October 30, 2017): 720. http://dx.doi.org/10.3926/ic.956.
Full textAbstract:
Purpose: This study aims at identifying and analyzing the characteristics of international scientific research that address the literature fragment referring to the Port Performance Evaluation to identify the existence of theoretical alignment of Performance Evaluation notion, as an area of knowledge, with practical area stage, the Port Performance Evaluation.Design/Methodology/Approach: The approach the problem, this paper makes use of qualitative research, since it analyzes the Bibliographical Portfolio characteristics related to the Performance Evaluation Port. The strategy adopted was action research where the authors through their analysis and interpretation made the selection of the Bibliographical Portfolio.Findings: From the analyzed literature fragment it was possible to identify some misalignment between what has been pointed out in the literature regarding the management practices in the port sector. This discrepancy refers to the management practices that are ignored by port managers, which implies the loss of opportunities and may even come to jeopardize the organization's performance.Research limitations/implications: The literature search was restricted to articles written in the English language, published in indexed scientific journals in the selected databases (ii) the restriction by the time limit of articles published after the year 2000; (iii) the generation of knowledge based on the characteristics selected by the researchers and (iv) the analysis of BP articles regarding the by the judgment and interpretation of this research authors. It is suggested for future work the expanding this research to other databases, other languages, other features, and continuity of this investigation with the development of "systemic analysis' and 'identifying research opportunities' stages through ProKnow-C.Originality/value: Although two similar works have been developed in the same area of research in 2015, the results achieved have contributed to the advancement of research Port Performance Evaluation, once extended the time horizon, the databases used for research and variables.
22
Iskakova, Aliya. "Translanguaging: the concept origin and meaning." Pedagogy and Psychology 42, no. 1 (March 30, 2020): 147–55. http://dx.doi.org/10.51889/2020-1.2077-6861.19.
Full textAbstract:
The status of English language as a lingua franca and the steady expansion of its influence in many areas of human activity cause an ambiguous reaction in the modern world and is accompanied by the emergence of relevant trends in linguistic science and real practice of foreign languages training. In the world linguodidactics, there is a constant search for effective ways of teaching foreign languages, which is inevitably accompanied by a search for solutions to acute problems associated with the English language diversification from the one hand and the preservation of linguistic diversity and cultural identity from the other hand. Analysing the scholars and educators works the author traces the emergence and meaning of the concepts of “translingualism” as a linguistic approach and “translanguaging” as a didactic method. The paper is of great interest from the point of view of acquiring new knowledge and expanding the existing linguodidactic experience. In foreign linguistics, there is a lively discussion about the essence of this phenomenon, which arose as a pedagogical tool in the UK and later took shape in the pedagogical system by the efforts of many scientists and received full theoretical justification in the works written by American scientist Ophelia Garcia and British linguist Lee Wei. Translingualism is considered not only as a powerful pedagogical tool of foreign language training, one the ways to diversify and develop English language, but also as a way to solve accumulated problems in the social sphere, including those the speakers from different linguistic cultures have while communicating.
23
Nurutdinova, A. R. "A new educational paradigm: the formation of a didactically competent multicultural and multilingual personality (linguamultimedia competence of a foreign language teacher)." ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 72, no. 5 (April 2021): 34–38. http://dx.doi.org/10.18411/lj-04-2021-181.
Full textAbstract:
The global political, economic and social changes in the country and the strengthening of inter-ethnic and international contacts then integration processes in the multi-ethnic society have led to the emergence of a new educational paradigm. The basic requirement of which is the transition from the intuitive and technocratic disciplines’ connection, knowledge and skills accumulation to the increase of individual and social intelligence, from the classical and often «open» triad «knowledge - skills - abilities» to the closed cycle «knowledge - skills – abilities – foregrounding (application, technology) » - knowledge production, competence development though the priority is given to communication. This interpretation of the new educational paradigm has led to a need for a more thorough study of communication processes, including the intercultural communication in general and in the foreign languages teaching in particular. The society informatisation is seen not only as a technological phenomenon, but also as a modern culture phenomenon. Therefore, multimedia appears as the newest and rapidly expanding information environment of modern multicultural linguistic reality as the new technological reality.
24
SHUMS’KYI, O. "ON THE ISSUE OF APPLICANTS FOR HIGHER EDUCATION’S TRAINING FOR LINGUISTIC SELF-EDUCATION IN MODERN PEDAGOGICAL THEORY AND PRACTICE." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 27 (December 13, 2021): 244–48. http://dx.doi.org/10.33989/2075-146x.2021.27.247126.
Full textAbstract:
The article substantiates that in modern conditions the core didactic principle of higher education should be the transition from teaching to self-education, which is regarded by contemporary native researchers as the highest stage of education. Social trends in the world have, in their turn, actualized the need to revise the conceptual system of views on the theory and practice of language self-instruction. The result of expanding the range of research issues of training students for independent acquisition of foreign language knowledge, as a kind of alternative to institutional education, was the introduction into scientific circulation of new categories, concepts and terms.
Along with theoretical developments, the practice of linguistic self-education is being actively improved. New and already known methods of independent mastering foreign languages are emerging. It is typical of foreign higher education that productive self-educational activities increasingly permeate all the basic elements of the educational process and become its defining feature. In particular, special courses on linguistic autodidactics are introduced in higher educational establishments, the so-called “independent study” becomes widespread, students develop their own individual curriculum, which is carried out through the student’s free organization of his/her educational process and so on. Thus, a new dimension in teaching foreign languages has been introduced into existing educational technologies, namely: “learning to learn”, which meets the recommendations of the Council of Europe.
Up to date the fundamental scientific and theoretical base, which covers important aspects of theory and practice of foreign language self-education, has been formed in native pedagogical science. Contemporary researchers recognize the training of future professionals for lifelong learning as one of the main factors of implementing the latest paradigm of higher education. With that self-education in the field of foreign languages is considered as the basic factor of forming the secondary language personality. It is particularly important to work out methodological support and appropriate technologies of “learning to learn”, aimed at equipping students with necessary skills of foreign language self-education. Researchers also comprehensively study the peculiarities of the organization and modern methods of autonomous mastering foreign languages.
25
Mohamed, Entesar Alsir Abu-ALgasim. "Poetry' Images as an Effective Tool for Understanding and Memorizing Vocabulary: A Case Study of EFL Students at King Khalid University." International Journal of Linguistics, Literature and Translation 5, no. 11 (November 27, 2022): 205–12. http://dx.doi.org/10.32996/ijllt.2022.5.11.24.
Full textAbstract:
Understanding and memorizing new vocabulary generally represent a great challenge for L2 learners who learn EFL; lacking the mentioned cognitive skills can impede the acquisition process of English as a foreign language (EFL). This research aims to illustrate and prove that visual images and mental pictures painted by means of words in poems help and assist L2 learners in understanding and memorizing the new vocabulary; consequently, those words will be unforgettable as the learners connect new words to images they already have stored away. Quantitative and qualitative methods will be adopted in this study, as the qualitative framework allows subjective explanations of the poems' samples. Data was collected via a questionnaire circulated online to 55 undergraduate EFL students of semester-7 at King Khalid University, Almajardha Campus. In addition to that, some purposive examples of imagery were selected from the poems (The Eagle& Solitary Reaper). The mentioned two poems have been taken as samples of the poetry syllabus at the Faculty of Languages and Translation (KKU) Almajardha Campus. The findings show that the majority of the students believed that Poetry imagery could be utilized as an efficient method and a fascinating tool that helps them to understand and memorize English vocabulary and lexis. Moreover, they also agreed with the significant role of poetry in enhancing and enriching their vocabulary and language skills. Whereas a minority of the respondents were unaware of the usefulness of poetry in developing and expanding their linguistic knowledge. Thus, the usage of poetry's imagery can be recommended as an effective method for teaching and expanding English vocabulary.
26
Andreenko, T. N., and E. G. Trunova. "WORKING WITH NEOLOGISMS IN THE COURSE OF PROFESSIONAL TRAINING OF A FUTURE TEACHER OF FOREIGN LANGUAGES." Educational Psychology in Polycultural Space 57, no. 1 (2022): 51–59. http://dx.doi.org/10.24888/2073-8439-2022-57-1-51-59.
Full textAbstract:
The article deals with the issues of replenishment of the lexical system of the English language and the ways of working with neologisms during the lessons with bachelor students, future teachers of foreign languages. The authors note that the language is a dynamic constantly developing system. From year to year the number of neologisms in the spheres of technology, the Internet, medicine, socio-political phenomena, pop culture, sport and business is increasing. The existing definitions of neologisms and a number of their classification are considered. The importance of studying English neologisms by pedagogical university students is outlined, as the knowledge expands and deepens language and pedagogical competence, increases the motivation to study theoretical language subjects, makes the speech more authentic. The criteria for the selection of neologisms for expanding the students’ vocabulary are considered in detail. Methodological principles of selecting neologisms for students are described. Training and speech exercises used during the warm-up during the lessons of English are offered. Training exercises help to firstly memorize and provide the automatic use of new words. They include substitution, filling in the gaps, association chains. Speech exercises are aimed at developing speaking skills in the forms of monologue and dialogue, as well as group discussion. Neologisms are a speech material for creative, professionally-oriented and communicative tasks. Such ways of working with neologisms allow the teacher to increase the students’ linguistic motivation and replenish their vocabulary with relevant new lexical units.
27
Ariskina, T. P. "Word-formation of compound nouns with a subordinate connection in the Erzya and Hungarian languages." Bulletin of Ugric studies 11, no. 1 (2021): 7–15. http://dx.doi.org/10.30624/2220-4156-2021-11-1-7-15.
Full textAbstract:
Introduction: at present the oldest and most productive way of word formation – stem-composition in agglutinative languages – lies in the basis of the processes of formation of the grammatical system. Therefore, the study of new words, created in this way, is a relevant topic. It is especially important to pay attention to historical and comparative stemcomposition, which can serve as a good basis for expanding theoretical knowledge and activation of typological research in word formation. Objective: based on the methods of statistical analysis, to identify common and different features in the ways of formation of compound nouns based on the subordinate connection in the Erzya and Hungarian languages. Research materials: bilingual dictionaries: Erzya-Russian (edited by B. A. Serebrennikov, R. N. Buzakova M. V. Mosin) and Hungarian-Russian by L. Gáldi and P. Uzonyi.,Results and novelty of the research: in the Erzya and Hungarian languages, the formation of compound nouns on the basis of a subordinate connection is a productive way of word formation. Determinatives (or composites) are formed by attaching the main form of a defining noun to a defined noun. They are classified according to belonging of the first component to a part of speech. The largest group is compound words with the first noun component. It is productive to use an adjective as the first component of the name. A group of words, where the first component is a participle, an adverb, or a numeral name is small. In the Erzya language, there are few compound nouns consisting of three components, whereas in the Hungarian language it is a large group. In the process of word formation, morphological changes can be observed. The scientific novelty of the research is the detailed analysis of compound nouns based on the base of a subordinate connection in the Erzya and Hungarian languages on the material of dictionaries: Erzyan-ruzon valks = Erzya-Russian dictionary, Magyar-orosz szótár = Hungarian-Russian dictionary.
28
Beykont, Zeynep F. "‘Why didn’t they teach us any of this before?’." Australian Review of Applied Linguistics 35, no. 2 (January 1, 2012): 156–69. http://dx.doi.org/10.1075/aral.35.2.02bey.
Full textAbstract:
This article examines youth assessment of the quality and success of languages provision. The discussion draws on data collected from students and graduates of Victoria’s 16 secondary Turkish programs in large-scale surveys (n=858) and follow-up interviews (n=177). Surveys revealed that upper secondary Turkish classrooms serve predominantly Australian-born Turkish students. Nine out of ten respondents rated their English language and literacy skills considerably higher than Turkish despite regular Turkish exposure beyond school, an average of four years of Turkish study, and a positive orientation toward Turkish maintenance in Australia. Thematic interview analyses indicated that informants found classes beneficial in expanding contexts and purposes of Turkish use, improving Turkish fluency and understanding, broadening cultural knowledge, deepening communication with family, creating a sense of belonging to the larger Turkish community, and helping students prepare for the comprehensive language exam. Across all sites, student motivation and learning were adversely affected by increasingly heterogeneous class composition and a lack of a cohesive Turkish-as-a-second-language curriculum. Youth recommendations included redesigning the curriculum to teach Turkish language and literacy skills systematically, emphasizing literacy development throughout the program, parallel teaching of Turkish and English writing styles, enhancing professional development, improving school outreach, and establishing prerequisites to prolong student participation.
29
Szakács, Béla Benedek, and Tamás Mészáros. "Hybrid Distance-based, CNN and Bi-LSTM System for Dictionary Expansion." Infocommunications journal, no. 4 (2020): 6–13. http://dx.doi.org/10.36244/icj.2020.4.2.
Full textAbstract:
Dictionaries like Wordnet can help in a variety of Natural Language Processing applications by providing additional morphological data. They can be used in Digital Humanities research, building knowledge graphs and other applications. Creating dictionaries from large corpora of texts written in a natural language is a task that has not been a primary focus of research, as other tasks have dominated the field (such as chat-bots), but it can be a very useful tool in analysing texts. Even in the case of contemporary texts, categorizing the words according to their dictionary entry is a complex task, and for less conventional texts (in old or less researched languages) it is even harder to solve this problem automatically. Our task was to create a software that helps in expanding a dictionary containing word forms and tagging unprocessed text. We used a manually created corpus for training and testing the model. We created a combination of Bidirectional Long-Short Term Memory networks, convolutional networks and a distancebased solution that outperformed other existing solutions. While manual post-processing for the tagged text is still needed, it significantly reduces the amount of it.
30
Leggo, Carl. "Alphabet Blocks: Expanding Conceptions of Language With/in Poetry." TESL Canada Journal 23, no. 1 (October 1, 2005): 91. http://dx.doi.org/10.18806/tesl.v23i1.81.
Full textAbstract:
As a poet and language educator, I invite and encourage writers to take risks in their writing, to engage innovatively with a wide range of genres, to push boundaries in order to explore creatively how language and discourse are never ossified, but always organic; how language use is integrally and inextricably connected to knowledge, identity, subjectivity, and being in the world. I invite writers, whether English is a first language or an additional language, to know themselves in poetry, to know themselves as poets. We live in a contemporary culture that mostly ignores poetry. This is unfortunate because poetry invites alternative ways of knowing and being and becoming. I encourage all writers to write poetry, because poetry is a capacious genre that opens up endless possibilities for expression and communication. In this essay I offer a series of poems about language, discourse, epistemology, and pedagogy. I hope these poems will invite language educators and scholars from diverse perspectives and experiences to consider how writing poetry stimulates the imagination and inspires the heart to ask questions about our lives and the world we live in.
31
Veisbergs, Andrejs. "TRANSLATORS’ TOOLS: LATVIAN AND LITHUANIAN BILINGUAL LEXICOGRAPHICAL TRADITION COMPARED." Vertimo studijos 3, no. 3 (April 6, 2017): 131. http://dx.doi.org/10.15388/vertstud.2010.3.10595.
Full textAbstract:
Translation needs tools, the oldest and most widespread of which are (bilingual) dictionaries. In the absence of the necessary language pair dictionary, translators seek advice in foreign language dictionaries. Translators have frequently been the authors of dictionaries themselves. Latvian and Lithuanian nations and languages, though kindred, have had a rather different history. Both historically and politically, developments in Latvian have been more parallel to Estonian than Lithuanian as both fell under German and Lutheran influence while Lithuanian had a Polish-bound Catholic history. Yet the development of their writing, translation and lexicography has followed a remarkably similar process and testifies to the common space of knowledge (Wissensraum). As with their lexicography, their bilingual dictionaries grew out of a connection between translation and religion. Both countries underwent a national awakening/awareness in the 19th century that led to a greater variety of translations and dictionaries. Notably, monolingual Latvian and Lithuanian dictionaries appeared only in the 20th century, testifying to the importance of bilingual lexicography in ensuring language contact. Bilingual dictionaries have dominated the lexicography scene of Latvia and Lithuania from the start until the present day. The twentieth century, with its expanding translation needs, produced an even greater variety of translations and bilingual dictionaries in both countries.
32
Хаваза, Фатима. "Влияние поликультурной среды на язык дунган Центральной Азии." Vestnik Bishkek Humanities University, no. 48 (July 1, 2019): 3–8. http://dx.doi.org/10.35254/bhu.2019.48.18.
Full textAbstract:
Аннотация. В статье рассматриваются лингвистические и экстралингвистические причины и пути проникновения языковых единиц в условиях интерференции контактирующих языков, так как язык отражает особенности культуры, истории развития определенного этноса и его языка. В настоящее время знание языков открывает широчайшие возможности для знакомства и общения с представителями различных культур, расширения кругозора, а также получения информации по разным областям знаний. Стремительно расширяются границы общения и люди осознают, что без знаний двух и более языков в эпоху глобализации не обойтись. На современном этапе в результате бурного развития современных информационных технологий и компьютеризации различных сфер человеческой деятельности в мире сформировалось единое культурное пространство. И оно ставит перед человечеством новые задачи – обеспечение устойчивого развития и достижение социальной гармонии, взаимопонимания между представителями различных этнических и социальных групп, что, в свою очередь, немыслимо без преодоления языковых барьеров между народами. Ключевые слова: этноязыковая среда, словарный состав, межэтнические и межъязыковые контакты, полиэтническая среда, заимствование. Аннотация: Бул макалада лингвистиканын жана экстралинвистикадагы кийлигишүү бирдиктеринин себептерин жана ошондой эле белгилүү бир этникалык топтордун тарыхы, маданий өзгөчөлүктөрү чагылдырылган. Учурда, тил билүү билимдин ар кандай багыттары боюнча мейкиндиктерди, ошондой эле маалыматты өнүктүрүү, жолугушуп, ар түрдүү маданияттардын өкүлдөрү менен пикир алышуу үчүн зор мүмкүнчүлүктөрдү берет. Учурда, глобалдашуу доорунда ар түрдүү маданияттагы элдер менен байланышуу үчүн эки жана андан көп тилди билүү зарыл экендигин адамдар түшүнүүдө, анткени тилдердин горизонтторду өсүүдө жана билимдин түрдүү тармактары боюнча маалымат алуу үчүн тил билүү кенен жол ачат. Азыркы этапта, заманбап маалыматтык технологиялардын тез өнүгүүсүнүн жана компьютерлештирүүнүн натыйжасында, ар кандай тармактардагы дүйнөдөгү адамдардын иштеринде бирдей маданий мейкиндик түзүлдү. Ал эми туруктуу өнүгүү жана коомдук шайкештикти камсыз кылуу үчүн, ар кандай этностук коомдук топтордун ортосунда өз ара бири-бирин түшүнүү максатында адамзат жаңы милдеттерди алдына коёт, бул, өз кезегинде, улут- тар аралык тилдин тоскоолдуктарын жоюу керектигин аныктайт. Түйүндүү сөздөр: этно-тилдик чөйрөнүн байлыгы, улут аралык жана эл аралык тил контакты, көп улуттуу чөйрө, өздөштүрүү. The summary. In this article is considered linguistic and extra linguistic causes and ways of penetration of linguistic units in the conditions of interference of contacting lan- guages, as the language reflects the cultural characteristics, the history of the develop- ment of a particular ethnic group and its language. Currently, knowledge of languages opens up the broadest for meeting and communicating with people of different cultures, expanding horizons, as well as obtaining information on various fields of knowledge. The boundaries of communication are rapidly expanding, and people realize that knowledge of two or more languages in the era of globalization cannot be avoided. At the present stage, as a result of the rapid development of modern information technologies and the computerization of various spheres of human activity in the world, a single cultural space has been formed. And it sets mankind with new tasks: ensuring sustainable development and achieving social harmony, mutual understanding between representatives of various ethnic and social groups, which, in turn, are unthinkable without overcoming language barriers between nations. Key words: ethno-linguistic environment, vocabulary, inter-ethnic and Interlingua contacts, multi-ethnic environment, borrowing.
33
MIGHT, MATTHEW, and OLIN SHIVERS. "Exploiting reachability and cardinality in higher-order flow analysis." Journal of Functional Programming 18, no. 5-6 (August 12, 2008): 821–64. http://dx.doi.org/10.1017/s0956796808006941.
Full textAbstract:
AbstractWe present two complementary improvements for abstract-interpretation-based flow analysis of higher-order languages: (1) abstract garbage collection and (2) abstract counting. Abstract garbage collection is an analog to its concrete counterpart: the analysis determines when an abstract resource has become unreachable, and then, re-allocates it as fresh. This prevents flow sets from joining during abstract interpretation, which has two immediate effects: (1) the precision of the interpretation increases and (2) its running time often falls. In abstract counting, the analysis tracks how many times an abstract resource has been allocated. A count of one implies that the abstract resource momentarily represents only one concrete resource. This knowledge, in turn, drives environment analysis, expanding the kind (rather than just the degree) of optimization available to the compiler.
34
Rooy, A. S. Coetzee-Van. "From the Expanding to the Outer Circle: South Koreans learning English in South Africa." English Today 24, no. 4 (November 7, 2008): 3–10. http://dx.doi.org/10.1017/s0266078408000333.
Full textAbstract:
ABSTRACTLearners of English from ‘Expanding Circle’ countries like South Korea find new opportunities of advancing their English. There is a considerable body of knowledge about the experiences of students who go abroad to continue to learn their language of choice in a natural setting where it is the dominant language. The current position of English as the most dominant international language results in a new phenomenon related to language learning abroad. It is reported that children, and sometimes families, travel abroad to countries where they believe they could improve their English proficiency. This phenomenon seems to be particularly true for learners of English in traditional Expanding Circle contexts, for example, South Korea, where the increase in the status of English is widely reported in academic.
35
Chevalier, Joan F. "Heritage Language Literacy: Theory and Practice." Heritage Language Journal 2, no. 1 (August 30, 2004): 26–44. http://dx.doi.org/10.46538/hlj.2.1.2.
Full textAbstract:
This paper analyzes the process of intergenerational language shift from a sociolinguistic perspective and proposes a pedagogical model for expanding the stylistic range of heritage learners, targeting the development of writing proficiency. The model proposes that the curriculum should be organized so that students initially draw on their knowledge of the spoken language. The norms of various written genres are introduced gradually, progressing from less to more formal and more complex discourse types, with an emphasis on text cohesion.
36
Yallew, Addisalem Tebikew. "Expanding use of the English language for research and its Implications for Higher Education Institutions and Researchers." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 209–12. http://dx.doi.org/10.32674/jcihe.v11iwinter.1556.
Full textAbstract:
The knowledge era or the knowledge society has made universities one of the central institutions for the production of new knowledge and scholarship. In line with this development, many African universities, that were often regarded as teaching-learning laden, are reorienting their mission and vision embracing research intensiveness as one of their aspirations with the goal of becoming globally or regionally competitive and locally relevant. This qualitiative research focusing on the use of the English language for research in selected African flagship universities in Ethiopia, Mozambique and South Africa is conducted against a backdrop where questions related to research productivity are becoming more central not only to higher education institutions but to higher educational research pertaining to the continent. Pierre Bourdieu's concepts of capital, field, and habitus in general and specifically that of linguistic capital as an aspect of cultural capital are used to inform the conceptualization and the analysis of the research. To explore issues pertaining to the interlinked concepts of language and (de)colonization in research, postcolonial perspectives on language and education are used to guide the study. The study is expected to contribute to our understanding of (English) language and research in African higher education.
37
Suima, Iryna. "DEVELOPMENT OF SPEAKING SKILLS WHILE LEARNING UKRAINIAN AS A FOREIGN LANGUAGE." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 16 (October 6, 2022): 128–38. http://dx.doi.org/10.30970/ufl.2022.16.3728.
Full textAbstract:
The study of foreign languages in modern society becomes an integral part of the professional training of specialists of various fields of activity, and their further career growth may largely depend on the degree of their language training. Studying the Ukrainian language as a foreign one contributes to the development of communicative competence, forms the student’s ability to use it as means of communication. At the center of the educational process for foreign students should be activities aimed at developing knowledge and communication skills in the Ukrainian language in a professional context. Its purpose is the formation and improvement of communication skills and abilities of students studying the Ukrainian language, that is, the ability to communicate using a foreign language in various situations in the process of professional interaction with other communication participants. In the learning process, it is possible to take some tasks that ensure the formation and improvement of professional communication in a foreign language: actualization of knowledge of lexical units and grammatical rules; formation of the ability to choose and use adequate language norms depending on the purpose and situation of communication; improving the ability to understand different types of communicative situations, as well as to build coherent and logical utterances; development of abilities to choose verbal and non–verbal means in case of communication failure; expanding knowledge about the socio–cultural features of the representatives of the countries of the language being studied, their traditions and norms of language behavior, as well as the formation of the ability to understand and adequately use them in the process of communication, while keeping student’s own culture. It is necessary to emphasize the special relevance of business communication in the orientation of preparation for personal and professional development of the student. At the same time, language information is the most reliable and perfect social means of communication and information acquisition, which serves as an exchange of thoughts and feelings and at the same time expresses the meaning of social relations. Therefore, the motivation of communicative orientation is one of the most important means of increasing the effectiveness of students’ foreign language learning. Key words: speech activity, dialogue, monologue, communicative approach, communicative task, initiating replica, replica–reaction.
38
Bibikova, Elvira. "THE ROLE OF FOREIGN LANGUAGE PROFESSIONAL COMMUNICATION IN A MODERN SPECIALIST'S TRAINING IN A NON-LINGUISTIC UNIVERSITY." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta 13, no. 2 (2021): 41–47. http://dx.doi.org/10.47370/2078-1024-2021-13-2-41-47.
Full textAbstract:
The relevance of the research stems from the fact that the role of professional foreign language communication is significantly increasing in the context of expanding international contacts, establishment of relations with foreign partners. The purpose of the research is to substantiate the importance of a foreign language in the process of a modern specialist's training in the non-linguistic university. FSES demands professional specifics when learning a language. A foreign language is considered not as a separate, independent discipline, but as the one allowing to acquire special knowledge of terminology in a selected area. The problem of modern specialists is that the low level of foreign language literacy can significantly reduce their competitiveness in the labor market. In this regard, professional-oriented training in foreign languages is a priority direction in modern education. Relying on their own teaching experience, the author emphasizes that professional-oriented texts are easier to cope with the issue of improving motivation to the study of a foreign language. Using a tutorial for bachelors "Horticultural and Landscape Design in English", the author introduces thematic sections and methods used in working with "Landscape architecture" students. When selecting a material for a textbook in a foreign language, a teacher may face certain difficulties. The article provides ways to solve this problem. The author has analyzed scientific literature on the stated topics. Methods of observation, comparison, analysis have been used. It has been concluded that foreign language is a necessary component in the process of training a specialist of any profile.
39
Kaivanpanah, Shiva, Sayyed Mohammad Alavi, Ian Bruce, and S. Yahya Hejazi. "EAP in the expanding circle: Exploring the knowledge base, practices, and challenges of Iranian EAP practitioners." Journal of English for Academic Purposes 50 (March 2021): 100971. http://dx.doi.org/10.1016/j.jeap.2021.100971.
Full text
40
Chinelato, Flávia Braga, Fabrício Ziviani, and Diogo Batista de Freitas Cruz. "Internacionalização do ensino: relação entre formação no exterior e publicações internacionais dos programas em stricto sensu em administração." Revista de Administração da UFSM 12, no. 2 (July 8, 2019): 255. http://dx.doi.org/10.5902/1983465918202.
Full textAbstract:
Like many sectors of the economy, universities need to worry about increasing competitiveness. Internationalization has been an alternative that permits companies to be part of the global scenario, expanding their interaction network, but can also be explored in the field of education, mainly linked to network theory. This research examined the training of teachers of graduate programs in Administration in stricto sensu evaluated with grades 6 and 7 by CAPES in 2013. The purpose was to investigate whether the fact that the teachers have their training or part of it abroad contributes significantly to the increase of international publications. This is a qualitative research and secondary data has been worked with. The results indicate that the two countries that received most publications from Brazil in relation to the programs studied were the United States and then England, the same countries where most of the institutions have trained teachers or part of them abroad. The fact of having part or complete formation abroad can be interpreted as a greater possibility of interactions with other institutions and raise the actions in the indicators of internationalization proposed by CAPES, both for the possibility of the teacher to increase his network, and for the possibility of expanding knowledge in new languages, which would promote communication between teachers and consequently the programs evaluated.
41
Bortnikova, Tatyana, and Marina Dolzhenkova. "Effective intercultural communication skills development of university students." Tambov University Review. Series: Humanities, no. 179 (2019): 105–12. http://dx.doi.org/10.20310/1810-0201-2019-24-179-105-112.
Full textAbstract:
We analyze the problem of effective intercultural communication skills development of university students. We emphasize that the development of these skills can be optimized through the use of the method of game modeling of communication situations, taking into account the intercultural differences of the dialogue participants. The analysis of reflection of cultural aspects of behavior on the example of the attitude to time representatives of different cultures using both different and common languages. We emphasize that members of different linguistic and cultural communities react differently to the same situations depending on their cultural background. The degree of success of the formation of skills of effective intercultural communication largely de-pends on a well-built system of role-playing games in the educational process. We conclude that it is necessary to create conditions under which the process of formation of effective intercultural communication skills can be formed by solving the problems of expanding the background cultu- ral knowledge, learning communication skills, the study of social and psychological standards of different cultures and familiarity with the ethno-cultural traditions and customs of native speakers of the studied language. Also we define the scope of leisure activities for the skills formation as promising.
42
Rao, Yongsheng, Lanxing Xie, Hao Guan, Jing Li, and Qixin Zhou. "A Method for Expanding Predicates and Rules in Automated Geometry Reasoning System." Mathematics 10, no. 7 (April 4, 2022): 1177. http://dx.doi.org/10.3390/math10071177.
Full textAbstract:
Predicates and rules are usually enclosed as built-in functions in automated geometry reasoning systems, meaning users cannot add any predicate or rule, thus resulting in a limited reasoning capability of the systems. A method for expanding predicates and rules in automated geometry reasoning systems is, thus, proposed. Specifically, predicate and rule descriptions are transformed to knowledge trees and forests based on formal representations of geometric knowledge, and executable codes are dynamically and automatically generated by using “code templates”. Thus, a transformation from controlled natural language descriptions to mechanization algorithms is completed, and finally, the dynamic expansion of predicates and rules in the reasoning system is achieved. Moreover, the method has been implemented in an automated geometry reasoning system for Chinese college entrance examination questions, and the practicality and effectiveness of the method were tested. In conclusion, the enclosed setting, which is a shortcoming of traditional reasoning systems, is avoided, the user-defined dynamic expansion of predicates and rules is realized, the application scope of the reasoning system is extended, and the reasoning capability is improved.
43
Bondar, Halyna. "THE FUNCTION OF PROJECT ACTIVITIES IN THE DEVELOPMENT OF STUDENTS FOREIGN PROFESSIONAL COMPETENCE OF NON-LANGUAGE UNIVERSITIES." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 118–25. http://dx.doi.org/10.31499/2706-6258.1(5).2021.235213.
Full textAbstract:
The purpose of research is the consideration of theoretical and practical aspects of project activities in non-language establishment of higher education.The article shows the main features of project activities while studying foreign language, aimed at shifting the focus to active mental activity of students, which required proficiency in certain linguistic means for their implementation.Project activities are regarded as a method of training and means of practical application of learned knowledge and skills in the field of future professional activities, which allows students to be independent in planning, organizing and monitoring their work.Using projects in teaching allows students to apply a foreign language as a method of cognition, a way of expressing their own thoughts, perception and understanding of the opinions of other people. This is the most effective way to shift the attention of students from the form of expression to content and be involved in studying the world around them, by means of foreign language, thereby expanding the scope of foreign-language professional competence.Thus, we see that project activities provide an opportunity for students to reveal identity, regardless of their level of language proficiency, teach techniques of cooperation and interaction in their work, and to help them develop their creative skills and research skills. It should be noted that work on the project increases the activities of various students from the point of view of development and skills. Participation in the project, even in second roles, increases their self-esteem.
Keywords: foreign languages, students, project activities, non-linguistic establishment of higher education, foreign-language professional competence, professional competence, professional activity, vocational-oriented language education, teacher.
44
Salaberry, M. Rafael. "Expanding the Definition of Aspect in L2 Acquisition: Assessing Advanced Levels of Competence to Understand Aspectual Knowledge." Círculo de Lingüística Aplicada a la Comunicación 87 (June 23, 2021): 7–16. http://dx.doi.org/10.5209/clac.76709.
Full textAbstract:
In part due to the significant influence of Andersen's Lexical Aspect Hypothesis, research on the L2 acquisition of tense and aspect has focused primarily on the construct of aspect representative of the beginning and intermediate stages of acquisition. In the present article, I review the significance of two recent developments in the study of aspectual knowledge: the expansive view of recent research proposals (e.g., shifted effect of lexical aspect toward intermediate and advanced stages), and the focus on specific sub-constructs that provide a more precise target to assess ultimate attainment (e.g., iterativity versus habituality). I argue that the relevance of advanced stages of development of aspect is central to the analysis of L2 aspectual knowledge. To that effect, the objective of future studies needs to incorporate the explicit description of the connection between lexical aspect and viewpoint aspect
45
Panev, Violeta, and Aneta Barakoska. "THE NEED OF STRENGTHENING THE PEDAGOGICAL COMPETENCES IN TEACHING FROM THE ENGLISH TEACHERS’ PERSPECTIVE." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 43–50. http://dx.doi.org/10.23947/2334-8496-2015-3-1-43-50.
Full textAbstract:
The traditional concept of the teaching staff continually is expanding and changing not only in the content but in the methodology and in the forms of learning as well because of the permanent change of the social conditions and the advancement of the science and technology. The teacher is a mediator of the knowledge and a key person who realizes the reforms and the teaching processes into practice and that is why the present and the future requires from the teacher qualified, expert and fundamental pedagogical knowledge .The competences and the skills as a changeable category mainly recognized and focused on the enrichment and the personal development of someone who learns, besides the initial education implies flexibility as well. Even more it implies improvement of the skills and the knowledge according to the given time frame periods and life conditions by the science and the technology development. During the teachers’ initial education there is a need of expanding their pedagogical skills and competences in order the pedagogical function to be fulfilled in a modern world using the foreign language in the teaching process as a tool for an entry to new resources and innovative techniques of studying.In the paper there is a presentation of a short comparison of the teachers’ competences in the English linguistic speaking areas and in Macedonia through comparing the educational programs of the higher faculty institutions and colleges.We will present their attitudes and opinions in terms of the level of the acquired competences in the initial education. The results are to be used in the professional improvement of the teaching competences of the English language and other subject teachers during their initial education. The research implemented with the teachers in the schools led to the conclusion that there is an immense need of expanding the teachers’ competences during their initial education.
46
Badalova, Nina Georgievna. "METHODS AND SPECIFICS OF INTEGRATIVE APPROACH TO TEACHING FOREIGN LANGUAGES AND DEVELOPMENT OF FOUR TYPES OF SPEECH ACTIVITY USING PERIODICALS." Vestnik of Astrakhan State Technical University 2021, no. 1 (May 31, 2021): 61–65. http://dx.doi.org/10.24143/1812-9498-2021-1-61-65.
Full textAbstract:
The article considers implementing the integrative approach in teaching English to students as the most important task that contributes to the development of professional competencies.
A special place of the English language in the integration of disciplines is explained by the fact that it is in close relationship with the humanities and natural sciences. Such integration can be carried out at all stages of teaching a foreign language, both at the level of the entire training system and at the level of individual disciplines. Learning a foreign language in an integrated system allows to form a more holistic picture of the world in students, in which the foreign language is a means of cognition and communication. As a result of expanding the scope of knowledge, an opportunity is created for the formation and development of broader and more diverse interests of students, their inclinations and abilities. Teaching a foreign language should be carried out through integration, through “longread”, which is a format for presenting the material in a large volume, divided into parts, usually in a video or audio format. Learning English by means of “longread” improves the learning process and develops four types of speech activity: listening, speaking, reading, writing. This training format is good because it can be applied both at universities and at distant learning.
47
Nguyen, Long H. B., Viet H. Pham, and Dien Dinh. "Improving Neural Machine Translation with AMR Semantic Graphs." Mathematical Problems in Engineering 2021 (July 8, 2021): 1–12. http://dx.doi.org/10.1155/2021/9939389.
Full textAbstract:
The Seq2Seq model and its variants (ConvSeq2Seq and Transformer) emerge as a promising novel solution to the machine translation problem. However, these models only focus on exploiting knowledge from bilingual sentences without paying much attention to utilizing external linguistic knowledge sources such as semantic representations. Not only do semantic representations can help preserve meaning but they also minimize the data sparsity problem. However, to date, semantic information remains rarely integrated into machine translation models. In this study, we examine the effect of abstract meaning representation (AMR) semantic graphs in different machine translation models. Experimental results on the IWSLT15 English-Vietnamese dataset have proven the efficiency of the proposed model, expanding the use of external language knowledge sources to significantly improve the performance of machine translation models, especially in the application of low-resource language pairs.
48
Angelovska, Tanja. "Beyond instructed L2 grammar acquisition: Theoretical insights and pedagogical considerations about the role of prior language knowledge." Studies in Second Language Learning and Teaching 7, no. 3 (September 15, 2017): 397–417. http://dx.doi.org/10.14746/ssllt.2017.7.3.3.
Full textAbstract:
The prior language knowledge of learners for whom the target language is not the first foreign language poses a different starting learning situation that should merit pedagogical attention. The present paper seeks to contribute to the question of which pedagogical considerations can be made in regard to the role of prior language knowledge beyond instructed L2 grammar acquisition. Moreover, it fills a significant gap expanding the limited existing pedagogical options that instructors have at their disposal when it comes to teaching in classrooms where one foreign language is simultaneously chronologically first to some and second to others. Starting with (combinations of) existing theoretical accounts and associated pedagogical aspects (such as explicit information, negative evidence, metalinguistic explanations, grammar consciousness raising, and input enhancement), a recently developed method (Hahn & Angelovska, 2017) is discussed. The method acknowledges equally the three phases of input, practice and output and is applicable in instructed L2 grammar acquisition and beyond.
49
Andriuškevičiūtė, Karolina, and Loreta Vilkienė. "Vocabulary size of an adult Lithuanian native speaker." Taikomoji kalbotyra, no. 12 (November 15, 2019): 154–81. http://dx.doi.org/10.15388/tk.2019.17236.
Full textAbstract:
This paper aims to answer the question about the vocabulary size of an adult native speaker of the Lithuanian language and to check which sociolinguistic factors have a significant impact on the size of the vocabulary. The material for this study consists of 132 responses given to a sociolinguistic survey and a vocabulary size test. The data was analysed using the statistical R-Studio program. T-test and regression analysis were also applied in the research. Participants of the study were divided into two age groups (the younger and the older) as the adult age range is very broad. In total, the younger group consisted of 68 participants: 31 females and 37 males. The average age of this group is about 22. The older group consisted of 64 participants: 30 females and 34 males. The average age of this group is about 49.
The study has revealed that the vocabulary of a younger native speaker (about 22 years old) is about 57,490 words and that the vocabulary size varies between 42,021 and 72,703 words. It has been found that the vocabulary of an older native speaker (about 49 years old) is about 60,770 and that the vocabulary size varies between 46,690 and 76,705 words. Regression analysis data shows that such factors as education, knowledge of foreign languages and reading fiction have a significant impact on the size of vocabulary. The study has also revealed that the size of the vocabulary is significantly larger for participants with a Master’s degree. Furthermore, the vocabulary size is larger for those individuals who know several languages which may not necessarily share any vocabulary with the Lithuanian language. Regression analysis data also indicates that reading fiction can significantly influence the size of vocabulary and that the vocabulary is larger for those participants who read sometimes, often or daily. It must be noted that the sample of participants in this study is relatively small, so all the findings and insights need to be verified by expanding the study groups.
50
О. М. АКМАЛДІНОВА and Ю. Г. СТЕЖКО. "LANGUAGE AND CONCEPTUAL PICTURES OF THE WORLD IN THE INTERCULTURAL REPRESENTATION OF LITERARY TRANSLATION." MESSENGER of Kyiv National Linguistic University. Series Philology 22, no. 2 (December 26, 2019): 160–69. http://dx.doi.org/10.32589/2311-0821.2.2019.192490.
Full textAbstract:
Introduction. The paper focuses on the problem of interconnection of the conceptual and language pictures of the world in the intercultural representation of artistic translation. With the expanding of international links and mental rapprochement between different cultures’ representatives, the problem of the artistic translation, which is understood as the reproduction of the referentiality of concepts in target text with saving the empts of cultural values in a source text, becomes more and more topical.Purpose. The aim of the paper is to reveal the invariant factors for the mutual influence of the thinking way of the conceptualized reality and its language explication; to disclose the role of a logical thinking as a key for recognizing of the semantic universals in the language pictureof the world.Methods. The main methods applied in the given investigation are the general scientific methods (analysis and synthesis, induction and deduction), the linguistic methods (the method of description, the method of comparison and contrasting) and the methods, which are appliedin the translation studies (methods of making analogies in source and target texts, methods of transformations and characterizations).Results. The paper outlined that the verbalization of the conceptual picture of the world is determined by social and cultural factors, as well as the language picture of the world reflects the way of thinking in the process of getting an agreement between representatives of different cultures. The generality of logical thinking organizes the knowledge into one conceptual picture as the basis for the formation of the semantic universals for the creation of the world pictures of different languages. The cases of the concepts transcendence and the pragmatic strategy of artistic translation are examined separately.Conclusion. Based on our analysis, we have got the following outcomes: the author (translator as well) is a channel of the expression of the national mentality and thinking method in conceptualizing the world due to his choice of stylistic means of artistic representation the reality; linguistic concepts-elements for the logical comprehension of reality form the invariant and thinking filling of the conceptual picture of the world and a basis for coincidence of associative recipients’ reactions in different languages.