Academic literature on the topic 'Language and languages – Outlines, syllabi, etc'
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Journal articles on the topic "Language and languages – Outlines, syllabi, etc"
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Bhattacharja, Shishir. "Outlines of Bengali Phonology in the light of Generative Phonotactic." Dhaka University Journal of Linguistics 2, no. 4 (January 18, 2011): 93–114. http://dx.doi.org/10.3329/dujl.v2i4.6901.
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According to the theory of G(enerative) P(honotactic) (elaborated in Singh 1984, 1990), a phonemic inventory and a list of the W(ell)-F(ormedness) C(onditions) in addition to three hierarchically arranged strategies (Assimilation/ Substitution > Epenthesis > Deletion) to repair the sequences that violate these WFCs represent the essentials of a phonological description. For instance, the phonology of Panjabi, Chittagonian and Walpiri has, each, a WFC which bans the cluster /sk/ in onset. If these languages must adapt the English loan word school, then, Panjabi and Chittagonian repair it with epenthesis. In Walpiri, the word becomes /kul/ through deletion because no syllable begins with a vowel in this language, and its phonemic inventory lacks fricatives (/f/, /s/, /z/, etc.). The present is an exhaustive account of the phonology of Bengali in the light of GP. Keywords: Well-formedness conditions; Epenthesis; Deletion; Substitution; Mechanism of repairDOI: 10.3329/dujl.v2i4.6901Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.93-114
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Meršnik, Marija, Danijela Đorđević, and Jelena Anđelković. "Razvijanje učnih gradiv v visokem šolstvu – študiji primerov pri predmetu angleščina kot strokovni jezik." Scripta Manent 18, no. 1 (December 15, 2023): 93–102. http://dx.doi.org/10.4312/sm.18.1.93-102.
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Commercially available teaching materials for Languages for Specific Purposes typically aim to cater to the needs of a wide range of students, even within a specific professional area. Therefore, when dealing with a more specialized purpose, as is the case with two Higher Education Institutions (HEIs) under review in this paper, additional time, resources, and effort are required to produce more tailored materials that suit the needs of specific target groups. This paper presents two case studies of ESP teaching materials design resulting in the creation of two tailor-made coursebooks used in two Serbian HEIs specializing in agriculture and food technology, and management, respectively. The paper outlines the materials writing process and compares the final products (i.e. the two ESP coursebooks) by encompassing various aspects, including course rationale and syllabi (such as learning outcomes, aims and objectives, students’ entry levels, syllabi framework types, etc.), approaches to needs analysis, content choice and sequencing, copyright and other issues, theoretical and methodological frameworks, the timeline and the steps in the process. Despite the differences in target groups, teaching content, learning outcome, established frameworks, etc., the two writing processes and their final products underwent similar steps and identified comparable limitations and areas of improvement. Both processes also share a key takeaway: tailor-made ESP coursebook writing process, though arduous and time-consuming, is an effort worth taking.
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Korolkova, Anzhelika V. "Language as a Concept of Russian Aphoristics." RUDN Journal of Language Studies, Semiotics and Semantics 11, no. 3 (December 15, 2020): 434–47. http://dx.doi.org/10.22363/2313-2299-2020-11-3-434-447.
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The article describes aphoristics as an integral part of the language and culture studies reflecting the value system of the people's mentality diachronically and synchronically. Russian aphoristics has been preserving national identity, morale and values throughout centuries, for generations transferring cultural and historic memory of the people. However, aphoristics reflects not only unique, specific features of Russian culture and mentality but also demonstrates unanimity of the culture codes and the universal character of human values. The study specially focuses on the Russian aphoristics sphere of concepts whereas, possible to outline and depict dozens of concepts specified on the level of culture as well. The concept LANGUAGE represents one of the key concepts of the human cognitive system, hence it is widely and diversely exposed in the corpus of the Russian aphoristics of the 18th-21st centuries. In aphoristics, LANGUAGE emerges in different ways. In Russian aphoristics, the specification of the concept LANGUAGE has got an ambivalent nature. Here LANGUAGE is realized in the homonymic phraseo-semantic field being verbalized by means of the most frequent components of the core and periphery of the phraseo-semantic field: LANGUAGE (Russian language, native tongue), foreign LANGUAGE, word, parole, syllable, etc.
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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Savickienė, Inga, Laura Raščiauskaitė, Aušra Jankauskaitė, and Loreta Alešiūnaitė. "Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century." Sustainable Multilingualism 13, no. 1 (November 1, 2018): 239–60. http://dx.doi.org/10.2478/sm-2018-0020.
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Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.
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Solovova, E. N. "NEW TENDENCIES IN TEACHING FOREIGN LANGUAGES AT TERTIARY LEVEL." MGIMO Review of International Relations, no. 6(33) (December 28, 2013): 67–71. http://dx.doi.org/10.24833/2071-8160-2013-6-33-67-71.
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The article focuses on the perspectives of FL methodology at tertiary level and the nearest objectives for the system of upgrading professional qualification for the staff members of language chairs. There are some objective problems that universities face in respect to FL teaching that secondary schools don’t. The main problem lies in the lack of transparent and clear-cut system of expectations for the level of language proficiency for graduate students. The number of credits for the FL course at some universities is reducing, while the expectations are growing. It is crucial to develop national curriculum in FL teaching for different universities and departments majoring in Humanities, Arts, Science, Engineering, etc., otherwise it will be difficult to develop realistic syllabi and the system of FL assessment and evaluation In the process of curriculum and syllabus design it seems important to rethink the correlation between possible patterns of language use that are relevant for different target groups: EGP, EAP, ESP. In terms of achieving international academic mobility it is important to design new curriculum according to ECTS, to raise the degree of learners’ autonomy. It means new forms and formats of teacher- student and student-student interaction should be implied for contact hours and the system of independent work on the course. The role of IT and the transparent system of assessment in this respect needs to be predetermined. It is equally important to develop a feasible system of re-training staff members so that they could meet new challenges well equipped.
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Amichba, Dimona, Tetiana Klymenko, and Olena Shkurko. "CLASSIFICING CATEGORY OF GENDER IN UKRAINIAN AND OTHER LANGUAGES OF DIFFERENT SYSTEMS: TO THE PROBLEM OF LANGUAGE TEACHING FOR FOREIGN STUDENTS." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 12(80) (December 23, 2021): 74–79. http://dx.doi.org/10.25264/2519-2558-2021-12(80)-74-79.
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The article under review outlines the problems that a language teacher who works with a foreign language to foreign students may be faced. The grammar of each language is a system, but this system is, of course, specific. Different grammatical categories of language, non-identical are the general meanings by which grammatical forms are opposed to each other. It is known that with the same number of forms in different languages, their meanings can be correlated differently. In addition, homogeneous grammatical categories can be distributed unequally between different parts of speech. In some languages, affixes as morphemes, which express semantic and syntactic elements of meanings are not relationally connected to the word form and the whole system of its forms in inflectional languages – such as Russian, Ukrainian, Belarusian, etc., as well as derivational ones. Therefore, while analyzing certain languages, researchers do not describe the word change (in the broadest sense of the term), but they work with word formation, because it is the word-formation system that involve a nominal (noun, adjective, verb, numeral, pronoun) and verb paradigm, in which a "deep" morphological and syntactic system of the gender is formed and it outlines the structure, lexical and semantic components of animate and inanimate nature. Grammatical systems are different in not only grammatical meanings, but also in how these meanings are expressed. Taking into account all these features, it turns out that the grammatical system of each language is deeply unique. Despite all these features and characteristics of certain grammatical categories in the languages of different systems, we can outline that you can compare and contrast any of the existing languages, because the grammatical system of languages reveals common features that allow to develop principles for studying of universal categories. Such universals include the category of gender, which is qualified as a morphological-syntactic category of language, which realizes its potential in syntactic structures. The problem of classifying the category of gender in the languages of different grammatical systems is directly related to the research in terms of comparative and contrastive linguistics, and to the problems of studying interfering factors in language.
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Andreyeva, Tetyana. "Onyms as a Resource of Neologization in FB-Comments." Actual issues of Ukrainian linguistics: theory and practice, no. 39 (2019): 122–45. http://dx.doi.org/10.17721/apultp.2019.39.122-145.
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The article discusses word-formation processes taking place in Internet communication (particularly, in Facebook comments), where onym denoting a public person is used in diverse modifications. It is alleged that Internet usage transformed people into participants of communication processes that have neither time nor spatial restrictions. The ability to use information technologies became not only the key of physical existence but also the assuarance of spiritual life for most people, as the World Wide Web is the main interactive environment where active mass communication takes place. The fact of conversion of social networks to sources of information is substantiated. It is determined that the language of Internet communication has a specific ability to adapt means of conversational speech to writing style specific to network communication. Communication in social networks, where there is an opportunity to speak practically uncensored, is characterized by looseness. Hence, limitless possibilities open up before its participants for the embodiment of their informative and expressional intensions. It is stated that Internet commenting allows its participants to demonstrate creative component of their personalities, represent their civil position, life views, evaluate any event etc. It is established that modern Ukrainian information space is characterized with a large number of onyms denoting public persons that are used as derivational materials in the processes of creating neologisms. To a large extent, this was facilitated by pre-election political technological moves, which consisted of creating a logo from the first syllable of the candidate's surname together with an exclamation mark – "Ze!" (Zelenskiy). The types of modifications of last name are found (reduction into one syllable, up to two syllables, cutting to the non-suffixed part), derivational methods and word making models are identified (morphological, semantic, analytical derivation). The processes associated with derivational acts have been clarified. The use of a language game involving multiple variations of the surname is stated. The range of perspectives of language of Internet communication research is outlined, which is constantly gaining momentum.
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Osadcha, Nataliya. "ON THE PROBLEM OF ADJUSTMENT OF FOREIGN LANGUAGE LEARNING PROCESS AT UNIVERSITIES TO THE NEEDS OF ETHNIC MINORITIES OF UKRAINE UNDER THE CONDITIONS OF THE COVID-19 PANDEMIC." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 311–14. http://dx.doi.org/10.24144/2524-0609.2021.48.311-314.
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The research focuses on substantiating the necessity of adjusting the process of teaching and learning a foreign language at universities to the needs of ethnic minorities under the conditions of online training, introduced due to the Covid-19 pandemic. We have studied a new role of a foreign language university teacher working with ethnic minority students, which is relevant for Transcarpathia, in particular, as a multiethnic region of Ukraine. In our research, we have used the method of analogical reasoning, communicative, social and psychological one, methods of observation, content analysis, personality study, sociometry, role behaviour study etc. The materials studied in the course of our research allow us to draw the following conclusions. We believe that, under the present conditions of providing educational services online, only the search for new forms and methods of teaching as well as new lesson content will contribute to the implementation of an effective personality-oriented approach in a foreign language learning process. On the one hand, a modern teacher must not only have excellent pedagogical skills, but also be familiar with the latest online teaching technologies, it is impossible to imagine a full-fledged educational process without. Accordingly, the syllabi need to be updated, taking into account the requirements of the time and the experience gained. On the other hand, students can form their own electronic databases for learning and improving their foreign language skills, in particular, use literature in their native languages, which might become an impetus and a motivation for ethnic minority students to learn foreign languages with greater enthusiasm.
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Stupak, K. Ye. "Content and Language Integrated Learning (CLIL): present and future (as a Finnish innovation)." Science and Education a New Dimension IX(256), no. 100 (September 25, 2021): 34–38. http://dx.doi.org/10.31174/send-pp2021-256ix100-07.
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The paper considers Content and Language Integrated Learning (CLIL) as one of the approaches to achieve the purpose of learning foreign languages, represented in the Common European Framework of Reference for Languages adopted by the Council of Europe in 2001. To acquire a language means not merely to obtain communication skills in one, two or even three languages, studied separately, but “to develop a linguistic repertoire in which all language skills are present,” as mentioned in the European Recommendations on Language Education. People who possess even little knowledge can achieve a certain level of communication proficiency using all their linguistic “tools”, experimenting with alternative forms of expression in different languages and dialects, using paralinguistic means (mimics, gestures, facial expressions, etc.) and radically simplifying their use of language [1; P. 19]. Researchers in Finland, whose success in the education system is recognized worldwide, are searching for methods and approaches to achieve this purpose of foreign language education. One of their attempts is Content and Language Integrated Learning (CLIL). The paper reveals: the history and the origins of CLIL. According to C. Nieminen it includes the method of immersion, created and widely used in Canada. This research also outlines the advantages and factors limiting the usage of CLIL, as well as the prospects for further implementation of this approach to the study of foreign languages in different countries. In Ukraine this training method has not yet become widely applied, only some cases of CLIL implementation take place in specialized schools and in higher education institutions at foreign language departments. Therefore, according to national scholars Ukraine focuses on improving the level of foreign language proficiency, profound research and implementation of the CLIL methodology in schools and higher education institutions all over the country.
Dissertations / Theses on the topic "Language and languages – Outlines, syllabi, etc"
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Piet, Fezeka Caroline. "A framework for teaching : reading in Xhosa at secondary school level." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51570.
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Thesis (MA)--University of Stellenbosch, 2000.ENGLISH ABSTRACT: This study explores and potrays various ways in which reading in Xhosa can be analyzed. Learners are encouraged to see the importance of reading so that they can produce an effective communication. A range of approaches will be employed to describe and analyze what the author or writer wants to deliver through his/her message. Various types of descriptions and analyses of texts are explored in order to demonstrate the importance of reading. Important proposals advanced by Davies (1995) in her framework of hierarchical levels of text analysis are employed in showing that Xhosa reading can be analyzed in terms of this framework. This study aims at demonstrating the success of adopting the Davies framework for the learning and teaching of reading in Xhosa. Different examples of articles are examined from the Xhosa Bona Magazines. Six articles about Tourism promotion are demonstrated in an analysis using Davies' (1995) hierarchical levels of describing and analyzing texts. The seven specific outcomes for the language, literacy and communication learning area as specified in the Outcomes-based education (OBE) curriculum are discussed in relation to the teaching and learning of reading. The tourism promotion articles used in demonstrating the learner - centered approach underlying outcomes-based teaching. One of the aims of the Outcomes-based curriculum is to enhance learner participation in learning language including reading. The teaching of this kind of reading skills necessitate an understanding of how learners respond and understand texts when reading. The analyses undertaken for the Xhosa texts are important, because they demonstrate the foundation for successful teaching and learning of reading in Xhosa.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek en gee In voorstelling van verskillende wyses waarop leestekste in Xhosa ontleed kan word. In Verskeidenheid benaderings saloorweeg word in die beskrywing en analise van die inhoud wat die skrywer wil oordra in sy/haar skryfwerk. Verskillende tipes beskrywings en analises van tekste word ondersoek ten einde die belangrikheid van leesvaardigheid te demonstreer. Belangrike voorstelle soos aangetoon deur Davies (1995) in haar raamwerk van hiërargiese vlakke vir teksanalise word aangewend ten einde aan te toon dat Xhosa leestekste ontleed kan word in terme van dieselfde raamwerk. Hierdie studie het dus as doelstelling om die sukses te demonstreer van die aanvaarding van Davies se raamwerk in die onderrig en leer van leesvaardigheid in Xhosa. Verskillende voorbeelde van artikels word ontleed van die BONA tydskrif. Ses artikels oor toerisme promosie word gedemonstreer en ontleed in terme van davies se hiërargiese vlakke vir die beskrywing en analise van tekste. Die sewe spesifieke uitkomste van die taal, geletterdheid en kommunikasie leerarea soos gespesifiseer in die Uitkoms-gebaseerde onderwys kurrikulum word bespreek met betrekking tot onderrig en leer van leesvaardigheid. Een van die doelstellings van die uitkoms-gebaseerde kurrikulum is om leerders se deelname in die leerproses te vergroot, insluitende die leesproses. Die onderrig van hierdie tipe leesvaardighede noodsaak In begrip van hoe leerders tekste verstaan wanneer hulle lees. Die analises wat gedoen is en die studie is belangrik aangesien dit die basis demonstreer van suksesvolle onderrig en leer van leesvaardighede en Xhosa.
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Mbena, Siphokazi Grissel. "An analysis of the sports promotion text in Xhosa." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51589.
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Thesis (M.A.)--Stellenbosch University, 2000.ENGLISH ABSTRACT: This study explores how the theoretical framework pertaining to reading as advanced by Davies (1995) can be employed to develop reading skills in Xhosa and to assist learners to see reading as a process. Teaching reading to language learners has many problems. The critical thinking relevant to reading and analysis of the text in teaching reading are examined. The study explores the current genre approach in the analysis of Xhosa Bona Magazine with its articles. The research of certain scholars like Davies, Wallace, Swales, and Cope and Kalantzis will be explored, in particular, the hierarchy of five levels of text, as advanced by Davies. Reading is an integral part of the school curriculum, and to use reading texts depends on the purpose for which the educator wants to use it, i.e. to develop reading comprehension skills, to present new vocabulary and structures, or as a basis for language practice. This study examines reading in Outcomes-base Education (O.B.E.) as a current issue in South African education, to determine how the specified outcomes relate to the framework for the development of reading skills.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe die teoretiese raamwerk vir die analise van tekste vir leesbegrip soos voorgestel deur Davies (1995) aangewend kan word in die ontwikkeling van leesvaardigheid in Xhosa en in die hulp aan leerders om lees as 'n proses te verstaan. Die onderrig van leesvaardigheid word gekenmerk deur talle probleme. Hierdie studie ondersoek die kritiese denke wat relevant is vir leesbegrip en die analise van tekste in Xhosa ter sprake in die onderrig van leesvaardigheid. Die studie aanvaar die huidige perspektiewe van die genre-benadering vir die analise van die Xhosa BONA tydskrifartikels. Die werk van bepaalde navorsers soos Davies, Cope en Kalantzis, Swales en Wallace salondersoek word en, in die besonder, Davies se raamwerk van hierargiese vlakke vir die beskrywing en analise van tekste. Lees is 'n integrale deel van die skoolkurrikulum, en die gebruik van tekste vir die doeleindes van leesonderrig hou verband met die meer spesifieke doelstelling waarvoor die onderwyser die tekste wil gebruik, bv. om leesbegripvaardighede te ontwikkel, om nuwe woordeskat en strukture te ontwikkel, of as basis vir taalgebruikoefening. Hierdie studie salook leesonderrig in uitkomsgebaseerde onderrig onder die loep neem, as 'n huidige vraagstuk in taalonderrig, ten einde te bepaal hoe die spesifieke uitkomste verband hou met die raamwerk vir die ontwikkeling van leesvaardighede.
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Golsby-Smith, Sarah. "Conversation in the classroom : investigating the 1999 Stage 6 English syllabus." Phd thesis, Faculty of Arts, 2007. http://hdl.handle.net/2123/16433.
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Sharpe, Antoinette E. "The optimum sequence for the introduction of language skills in English second language at Afrikaans medium primary schools." Thesis, 2014. http://hdl.handle.net/10210/9305.
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Matjila, Elizabeth Manchadi. "An evaluation of the Bophuthatswana syllabus for English standard 7." Thesis, 2014. http://hdl.handle.net/10210/10804.
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M.Ed. (Curriculum Studies)Knowledge in any field is not static. The world is faced with a knowledge explosion. New information, new ideas and new perspectives are continuously being uncovered, with the result that old information is. forever being challenged and proved wrong (Nicholls & Nicholls, 1978; Zais, 19761130). There is a need therefore to monitor the situation and to assess whether what is going on in the school is congruent with developments in the disciplines. In the context of this dissertation, English is a second language and it is also the medium of learning. Research has to assess whether the curriculum for English second language reflects the requirements of situation analysis, which includes developments in Linguistics and Applied Linguistics, and to assess the extent to which the syllabus as a curriculum document reflects the inherent characteristics of a curriculum. The syllabus that is being evaluated in this dissertation is a document designed in Bophuthatswana and has been in use since 1985. No formal evaluation of the particular syllabus has been carried out...
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"'n Nosioneel-funksionele grondslag vir die ontwerp van 'n Afrikaanskursus vir volwasse beginners." Thesis, 2015. http://hdl.handle.net/10210/14563.
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M.Ed.It is the task of curricular planning and syllabus design in non-formal fields of education to make available to adults the possibilities for learning the language they need for the purposes for which they need it. A decisive answer should be found to the question about what type of syllabus or course would be able to provide for the real operation needs of adult learners, to translate these needs into learning objectives and at the same time justify the semantic and structural components of the target language...
Books on the topic "Language and languages – Outlines, syllabi, etc"
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University of the State of New York. American sign language for communication: New York State teacher's guide. Albany, N.Y: University of the State of New York, State Education Dept., 1994.
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Schmitt, Conrad J. Spanish. New York: McGraw-Hill, 2000.
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M, Feuerle Lois, ed. Schaum's outlines: German grammar. 4th ed. New York: McGraw-Hill, 2010.
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Fishbone, Alan. Schaum's outline of Latin grammar. New York: McGraw-Hill, 2002.
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Correale, Daniela Meneghini. Outline of a Persian-English dictionary. Venezia: Cafoscarina, 1997.
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Bancroft, T. Whiting. A method of English composition (1884): And Historical outlines of the English language : illustrated by early English literature (1887). Ann Arbor: Scholar's Facsimiles & Reprints, 2004.
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R, Jones Joseph, Jones, Margaret E. W., 1938-, and Schmitt Conrad J, eds. Schaum's easy outlines. New York: McGraw-Hill, 2000.
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Biscontini, Stefania. Latinando: Sistema di giochi per l'apprendimento del lessico latino. Arrone (Terni): Thyrus, 1997.
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Kingwell, Gail. English as a second language: Senior high guide to implementation. Edmonton, AB: Alberta Learning,Learning and Teaching Resources Branch, 2002.
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Gschossmann-Hendershot, Elke. Schaum's easy outline of German. 2nd ed. New York: McGraw-Hill, 2010.
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