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Academic literature on the topic 'Latin language – textbooks for foreign speakers'

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Published: 26 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "Latin language – textbooks for foreign speakers"

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Schopf, Juliane, and Beate Weidner. "Pluricentriciteit in het DaF-onderwijs." Internationale Neerlandistiek 59, no. 1 (February 1, 2021): 25–49. http://dx.doi.org/10.5117/in2021.1.002.scho.

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Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom. Samenvatting De vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.
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Nurilah, Indah, Refa Lina Tiawati, and Wahyudi Rahmat. "Cultural Riches: An Analysis of BIPA Materials at Andalas University." Journal of Humanity Studies 2, no. 2 (December 14, 2023): 100–106. http://dx.doi.org/10.22202/jhs.2023.v2i2.7559.

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This research is motivated by the cultural elements contained in the BIPA teaching materials at Andalas University. The method used in this research is content analysis. The data used is data obtained from cultural material contained in BIPA teaching materials at Andalas University. Data collection techniques use reading and note-taking techniques. The data sources in this research are six BIPA teaching materials including Indonesian language textbooks for foreign speakers (BIPA) at the basic level, Indonesian language textbooks for foreign speakers (BIPA) at the advanced basic level, Indonesian grammar for foreign speakers at the basic level, writing. Indonesian for basic level foreign speakers, listening Indonesian for basic level foreign speakers, speaking Indonesian for basic level foreign speakers from Andalas University. According to the results of the analysis, 2 vocal and language symbol systems were found, a knowledge system, a social organization system, a living equipment and technology system, a livelihood system, a religious and artistic system.
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Moran, Jerome. "Standard And Non-Standard Latin." Journal of Classics Teaching 19, no. 37 (2018): 58–63. http://dx.doi.org/10.1017/s2058631018000090.

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Readers would do well to keep in mind at all times the following distinctions when reading this article: standard/classical and non-standard; native and non-native speaker; literate and illiterate. I use ‘second’ and ‘foreign’ interchangeably of a language, as any distinction that may be made is not relevant in the context of a world in which there were no nation-states (or notions of political correctness). If I were to prefer one to the other it would be ‘foreign’: native speakers of Latin regarded everyone else but Greek-speakers as foreigners, or, as they called them, barbari. The foreigners came to have a higher regard for Latin than the native speakers of Latin had for their languages; but unlike the British in more recent times the latter never sought to impose their language on the former, nor even to encourage its adoption by them.
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Matusevych, Yevgen, Ad Backus, and Martin Reynaert. "Do we teach the real language?" Dutch Journal of Applied Linguistics 2, no. 2 (October 7, 2013): 224–41. http://dx.doi.org/10.1075/dujal.2.2.07mat.

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This article is about the type of language that is offered to learners in textbooks, using the example of Russian. Many modern textbooks of Russian as a foreign language aim at efficient development of oral communication skills. However, some expressions used in the textbooks are not typical for everyday language. We claim that textbooks’ content should be reassessed based on actual language use, following theoretical and methodological models of cognitive and corpus linguistics. We extracted language patterns from three textbooks, and compared them with alternative patterns that carry similar meaning by (1) calculating the frequency of occurrence of each pattern in a corpus of spoken language, and (2) using Russian native speakers’ intuitions about what is more common. The results demonstrated that for 39 to 53 percent of all the recurrent patterns in the textbooks better alternatives could be found. We further investigated the typical shortcomings of the extracted patterns.
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Sebestyén, Krisztina. "Auf die Spuren der rätselhaften Lehrbuchlisten: was zeigen die Zahlen uns darin?" Acta Universitatis Sapientiae, Philologica 8, no. 3 (December 1, 2016): 149–68. http://dx.doi.org/10.1515/ausp-2016-0038.

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Abstract Nowadays knowing foreign languages is a must. The children learn more languages at the school, so it does not matter what kind of books they use. The aim of our paper is to present the data of the Hungarian official list of textbooks from the last 17 years. The lists contain textbooks, exercise books and other things. This survey is about the publishers, the rate of the authors with presumed to be German and Hungarian native speakers. The results show that the change of the textbooks ‘German as foreign language’ and these results can lead to other international comparisons.
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Grein, Marion. "Foreign language teaching – Integrationism vs. MGM." Language and Dialogue 8, no. 1 (April 26, 2018): 5–20. http://dx.doi.org/10.1075/ld.00002.gre.

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Abstract Modern language teaching is no longer grammar based, but based on authentic real life dialogues (dialogic speech acts) which enable learners to communicate or rather to interact verbally and nonverbally competent with native speakers. The conception of language teaching curricula, especially with regard to the development of textbooks, is in need of an applicable model of communication, based on regularities or principles of language-usage. Both, Integrationism and the Mixed Game Model (MGM) opt against segregational static approaches of linguistic analysis and – at first glance – could be considered suitable approaches within the field of language teaching. Yet, I will argue that the Integrational approach is hardly applicable here, whereas the MGM perfectly suits the needs of foreign language textbook authors and editors.
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Kukharenko, Sergei Vladimirovich. "Peculiarities of Teaching Russian as a Foreign Language in North Korean Schools (Based on the Analysis of the Textbook Series "Russian Language")." Педагогика и просвещение, no. 2 (February 2023): 117–26. http://dx.doi.org/10.7256/2454-0676.2023.2.40564.

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The subject of the research is teaching Russian as a foreign language in the Democratic People's Republic of Korea. The object of the study is the methodology of teaching Russian as a foreign language. In the article, the author presents the results of the analysis of the textbook series "Russian language". The following research methods were used: a comprehensive analysis of the "Russian language" textbook series, analysis and generalization of methodological techniques used in the textbooks, and drawing of conclusions. The theoretical significance and scientific novelty of the study lies in the fact that the textbooks used for teaching the Russian language in the DPRK was considered and analyzed for the first time in a Russian scientific journal, the features of the methodology for teaching Russian as a foreign language in the DPRK and the presentation of educational material in the considered textbooks were identified, a number of recommendations were made regarding improvement the quality of the textbooks. The main conclusions of the scientific study are that when studying the Russian language in the schools of the DPRK, the main emphasis is made on memorizing phrases and developing the ability to reproduce them, but not on developing the ability to express one's thoughts. The ideological component can be traced quite strongly in the textbooks considered. The absence of native speakers in the team of authors led to a significant number of errors on the pages of the textbooks.
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Garcia Laborda, Jesus, and Jeanette Valencia Robles. "American Culture presence in EFL Textbooks used in Baccalaureate in Spain." Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, no. 37 (January 17, 2022): 47–62. http://dx.doi.org/10.30827/portalin.vi37.22339.

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Learning a foreign language implies a lot more than learning grammar and vocabulary. Language learners should also acquire the necessary social and cultural skills that would allow them to interact within the context where the target language is expected to be used. As a result, EFL teachers face the challenge of selecting and explaining the cultural contents that their students could employ when communicating with other English speakers. Especially the speakers from those countries where EFL learners would more likely travel to either for academic or working purposes. In the case of Spanish EFL learners, the United States of America is among the most popular destinations in this regard. Therefore, exploring to what extend the American Culture is being addressed in EFL textbooks might help educators to improve their own teaching approach. This paper addresses research into the presence of American culture in textbooks used in Spain. The results indicate the limited importance of American Culture in the ELT books used in Spain.. The paper concludes by including some suggestions to address American Culture in the teaching of English as a Foreign Language in Spanish EFL Classrooms.
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Florou, Katerina. "Informal Correspondence by Greek Learners of the Italian Language: A Study Based on Learner Corpora, Native Corpora and Textbooks." Frontiers in Education Technology 2, no. 3 (August 28, 2019): p159. http://dx.doi.org/10.22158/fet.v2n3p159.

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The aim of this study is to compare various lexical structures between a learner corpus of students with Italian as a foreign language and a reference monolingual Italian corpus. More specifically, the first is a learner corpus (part of a wider learner corpus) comprised of Greek students studying Italian as a foreign language while the second is the CWIC reference corpus of native Italian speakers. The research findings help us explain the role of didactic material in comprehending linguistic structures that are found in informal letters/emails and, moreover, they provide us valuable information regarding the use of the same lexical structures by native speakers.
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Diani, Winasti Rahma, and Sisilia Setiawati Halimi. "INTERCULTURAL ASPECTS IN TEACHING INDONESIAN AS A FOREIGN LANGUAGE (BIPA)." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (December 28, 2020): 244–54. http://dx.doi.org/10.30743/ll.v4i2.3100.

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Learners should be intercultural speakers in foreign language teaching that promotes the intercultural dimension. In mastering the intercultural competencies, students are expected to be able to position themselves based on the background of their origin cultures and the culture that they learn in intercultural situations. This study aimed to find out how teaching the intercultural competencies was implemented in the course of Indonesian as a Foreign Language (BIPA), especially at the beginner level. This study investigated the intercultural teaching through textbooks, classroom observation, cultural program, and assessment used for the beginner course at the Institution X. The results of the analysis showed that the textbooks used contain themes of intercultural learning for the survival needs of novice students. The results of the classroom observation also showed that intercultural teaching was well executed. However, the results of the field trip observations that were part of the cultural program showed that the activities were not integrated with language learning. Besides, the results of the assessment analysis indicated that the exercise books and the tests used were not considered as the intercultural aspects. Therefore, this study is expected to provide input for intercultural teaching in BIPA courses, especially at the beginner level.
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Dissertations / Theses on the topic "Latin language – textbooks for foreign speakers"

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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.
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Pandit, Goolam Hoosain. "Global student migration patterns reflect and strengthen the hegemony of English as a global lingua franca: A case study of Chinese students at three tertiary institutions in Cape Town in the period 2002-2004." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The objective of this research paper was to examine how, through the prism of student migration patterns, the domination of the English language is extended and entrenched. Using the example of Chinese students in South Africa, the paper explored some of the reasons that underpin South Africa's growing appeal as an international study destination. The research specifically focused on the period between 2002 and 2004 which witnessed Chinese students arriving in unprecedented numbers to pursue higher education in a post-apartheid South Africa.
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Mohamed, Hashim Issa. "Academic writing as social practice: a critical discourse analysis of student writing in higher education in Tanzania." Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This thesis was a critical analysis of students academic second language writing at Sokoine University of Agriculture. Student writing in English as a second language in higher education has excited much interest in the English as a Second Language writing research and discussion in Tanzania. The interest was motivated by frequent criticisms from examiners regarding students literacy performance in the English as a Second Language writing in the post primary and higher education where the language of instruction is English as is configured in the Tanzanian language policy.
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Childress, Anita Gaye. "An Analysis of the Effect of Constituent Division of Reading Texts on Students of English as a Second Language." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc501132/.

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The effect of constituent division of reading texts on ESL students was examined to note possible benefits to reading comprehension. An experimental group in each of three ESL proficiency levels was tested on a reading passage divided at the ends of lines at major constituent boundaries. Within each level, the experimental group was compared to a control group in three areas: reading time, test time, and test results. Results of the study do not support the theory that constituent division of reading texts could be beneficial to ESL students. The differences in reading time, test time, and test results of the experimental group and the control group in each level were insignificant.
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Reineman, Juliana Theresa. "Examining English as a second language: Textbooks from a constructivist perspective." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2946.

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Tam, Fung Yi May. "Genre analysis of the reading passages in two series of textbooks used in Hong Kong and the People's Republic of China." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/384.

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Ghonsooly, Behzad. "Introspection as a method of identifying and describing competence in reading skills." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2138.

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Reading comprehension in English as a second language in the context of Iranian education system is not unproblematic. Hardly any studies have been attempted to investigate reading strategies and processes employed by novice and skilled readers through an on-line method of reading skills research in this context. The present study was thus undertaken to address the present need by employing think-aloud methodology to compare novice and skilled reading strategies. Therefore, a qualitative approach was taken to elicit as much information as possible for the purpose of identifying and describing competence in reading skills. The main research question addressed in this study deals with comparing strategy use of a group of novice second language EST readers studying academic English in Iran with another group of skilled second language EST readers from the same ethnic population but studying at the highest academic levels outside their mother land, viz. in Scotland. Several hypotheses were formed following a preliminary pilot study which included the following: a) there was a positive relationship between the number of strategies used by readers of each group and their performance on the TOEFL test; b) there are common areas in the readers' use of comprehension strategies which make the individual difference hypothesis in reading comprehension a debatable issue; c) the readers tend to follow an interactive approach to reading comprehension. Using an interactive model of reading seven categories of strategies were identified and classified. Non-significant correlation was obtained between number of strategies and language proficiency scores. Using a human information processing system, each reader's protocol was subjected to a detailed stage by stage analysis which supported the notion of the individual difference in reading comprehension. The readers also applied an interactive reading process to text comprehension.
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Wang, Kermey. "An investigation of communication strategies of adult ESL learners." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1480.

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Taylor-Henry, Amy. "Learning work in the ESL classroom : an evaluation of textbooks designed to teach ESL in the workplace." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/3604.

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A growing number of American businesses are offering ESL courses at the work site; likewise, more and more textbooks designed specifically for teaching ESL in the Workplace (EWP), are being written and published. The need for an evaluation of these new texts with regard to current teaching methodology, the particularities of EWP, and the social implications of EWP is a vital one. A good EWP text, besides serving as a guide and resource for learners, can also facilitate intercultural understanding, increase awareness of workers' rights and unions, and promote participation in training programs for job flexibility and promotion. Most importantly, a good EWP textbook can develop the skills necessary for learners, not simply to fit into the American world of work, but to become active participants in their workplaces. This study was intended to determine what EWP texts are currently available, and to evaluate them in light of three primary concerns: the social implications of their contents, their portrayal of workplace culture and relationships, and their effectiveness in exploring issues of conflict and unfairness at work.
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Emsley, Maletsema Ruth. "The effect of cultural background on comprehension of English texts by second language learners of English." Thesis, University of Limpopo, 2011. http://hdl.handle.net/10386/577.

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Thesis (M.Ed. (Language Education)) --University of Limpopo, 2011.
This study investigated the effect of cultural background on comprehension of English texts by second language learners. The study specifically aimed at determining whether cultural background had any effect on comprehension of English texts by second language learners and whether the second language learners’ cultural background could help them comprehend unfamiliar texts. The background of the study in this mini dissertation was followed by the discussion on the literature available on this topic. This study followed a case study design which utilized 89 respondents from the Further Education and Training band of a rural secondary school in the north of Limpopo province. Data was obtained through the completion of questionnaires and answering of questions from a comprehension test based on English culture. The findings showed that there was no total comprehension of the text by learners who use English as a second language. Learners of English as a second language need to possess specific cultural schemata to comprehend texts that are unfamiliar to them. This study was informed by the schema theory. There is a significant effect of cultural background on the comprehension of English text by second language learners. KEY WORDS: Schema theory. Culture Comprehension. Cultural background
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Books on the topic "Latin language – textbooks for foreign speakers"

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Betts, Gavin. Latin. Sevenoaks: Hodder and Stoughton Educational, 1986.

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Betts, Gavin. Latin. Chicago: McGraw-Hill, 2003.

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Barlow, Genevieve. Stories from Latin America =: Historias de Latinoamérica. 2nd ed. Chicago: McGraw-Hill, 2009.

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Wheelock, Frederic M. Wheelock's Latin. 6th ed. New York: HarperResource, 2005.

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Martín, Rosa María. Take off in Latin American Spanish. 2nd ed. Oxford: Oxford University Press, 2004.

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Cisneros, Isabel. Latin American Spanish in three months. London: Hugo's Language Books, 1998.

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Betts, Gavin. Latin: A complete course. Lincolnwood, IL: NTC Pub. Group, 1992.

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Radecki, Francisco. Latin alive. Wayne, Michigan: St. Josephs Media, 2012.

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Morwood, James. A Latin grammar. Oxford: Oxford University Press, 1999.

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No, Pyŏng-jo. "Sŏlla yŏkpon". Sŏul Tʻŭkpyŏlsi: Tʻap Chʻulpʻansa, 1985.

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Book chapters on the topic "Latin language – textbooks for foreign speakers"

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Gilardoni, Silvia. "La terminologia per il CLIL in lingua straniera e in italiano L2." In Proceedings e report, 83–98. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-364-2.09.

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In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.
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Gilardoni, Silvia. "La terminologia per il CLIL in lingua straniera e in italiano L2." In Proceedings e report, 83–98. Florence: Firenze University Press, 2021. http://dx.doi.org/10.36253/978-88-5518-364-2.09.

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In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.
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Fox, Anthony. "Introduction." In The Structure of German, 1–21. Oxford University PressOxford, 2005. http://dx.doi.org/10.1093/oso/9780199254132.003.0001.

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Abstract German is spoken as a first language by approximately 100 million people in Germany, Austria, Switzerland, and elsewhere, and as a second language by many others in Central and Eastern Europe. It is also learnt as a foreign language by people all over the world. There are many books which purport to describe the language, ranging from compendious grammars intended for native speakers to elementary textbooks for foreign learners, and from dictionaries of current usage to philological studies of earlier stages of the language.
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Fox, Anthony. "Introduction." In The Structure of German, 1–19. Oxford University PressOxford, 1990. http://dx.doi.org/10.1093/oso/9780198158158.003.0001.

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Abstract German is spoken as a first language by approximately 100 million people in the Federal Republic of Germany, the German Democratic Republic, Austria, Switzerland, and elsewhere, and as a second language by many others in Central and Eastern Europe. It is also learnt as a foreign language by people all over the world. There are many books which purport to describe the language, ranging from compendious grammars intended for native speakers to elementary textbooks for foreign learners, and from dictionaries of current usage to philological studies of earlier stages of the language. The present book is none of these, however. Though written primarily for foreign learners of German, it is not a language textbook, and makes no attempt to improve the reader’s practical mastery of the language in any direct way. And, though it presents a description of German, it is not a grammar of the language in the usual sense, and does not contain comprehensive lists of forms. Nor does it have anything to say about the historical development of German.
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Lozano, Rosina. "Epilogue." In An American Language. University of California Press, 2018. http://dx.doi.org/10.1525/california/9780520297067.003.0012.

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This epilogue briefly identifies some of the major changes in Spanish language politics since World War II. These include community shifts in activism. For example, the Chicano Movementreclaimed the language and advocated for culturally affirming bilingual education programs. The epilogue also turns to federal support for Spanish instruction with the 1968 Bilingual Education Act and with the 1975 extension to the Voting Rights Act that provides federal protection for ballots in languages other than English. Spanish is no longer a language of just the Southwest and there are major populations of Spanish speakers in cities like Chicago, New York, and Miami today. In 2013, tens of millions of U.S. residents spoke Spanish in their homes. Spanish language perseverance in the United States is due to a long history of Latin American migration to the country. It began as a language of settlement and power in the nineteenth century and has transformed into a language often deemed as foreign or un-American. Spanish is an American language historically and this book has recovered that history.
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Conference papers on the topic "Latin language – textbooks for foreign speakers"

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Buzalskaia, Elena. "THE SPECIFICS OF THE IMAGE COMPONENT OF THE NEW CULTURAL-HUMANITARIAN HOLIDAYS IN RUSSIA." In 50th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2023. http://dx.doi.org/10.21638/11701/9785288063183.02.

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The author aims to determine the denotation-reference map of new cultural and humanitarian holidays reflected in modern calendars. As a result of the survey of native speakers (234 people aged 17 to 70 years), only 20 holidays out of 50 passed the five percent threshold for knowledge of the existence of a holiday. Some of them are not related to religious or mythological systems, others refer to religious and mythological systems. The second part of the study was conducted in order to identify those holidays that have repetitive patterns of behavior. It was revealed that only 12 new calendar dates have such properties (International Day of Friendship; Intenational Yoga Day; World Kissing Day / International Kiss Day; International Cat Day, International Coffee Day; International Dance Holiday; International Hug Day; Earth Hour; Halloween; Day of the Dead; St Patrick’s Day; Valentine’s Day). The third stage was the identification of typical actions and holiday-related objects using a distributive analysis of the contexts describing them in the media. The results of the study indicate the predominance of the aesthetic function of a modern holiday over a world-modeling one and prove the hypothesis that when a holiday is transferred to another culture, it moves from a religious or mythological picture of the world to a naive one and loses its ritualism and sacred meaning. The results of the data analysis show that the cultural — humanitarian holiday, as a variant of the secular holiday concept, is distinguished by the predominance of the individual aspect over the social, the absence of a ritual component and connection with the narrative at the base of the event; the absence of a system of statuses, the presence of a system of roles; the absence of the process of creating a different space; these holidays are not a means of ethno-cultural identification. The obtained lists of dominant lexemes of cultural-humanitarian holidays are useful in selecting cultural material for creating textbooks on the Russian language for foreign students. The material of the analysis was the articles of the newspaper subcorpus of the Russian National Corpus. Refs 19.
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