Artículos de revistas:

1

Schopf, Juliane y Beate Weidner. "Pluricentriciteit in het DaF-onderwijs". Internationale Neerlandistiek 59, n.º 1 (1 de febrero de 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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2

Nurilah, Indah, Refa Lina Tiawati y Wahyudi Rahmat. "Cultural Riches: An Analysis of BIPA Materials at Andalas University". Journal of Humanity Studies 2, n.º 2 (14 de diciembre de 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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3

Moran, Jerome. "Standard And Non-Standard Latin". Journal of Classics Teaching 19, n.º 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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4

Matusevych, Yevgen, Ad Backus y Martin Reynaert. "Do we teach the real language?" Dutch Journal of Applied Linguistics 2, n.º 2 (7 de octubre de 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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5

Sebestyén, Krisztina. "Auf die Spuren der rätselhaften Lehrbuchlisten: was zeigen die Zahlen uns darin?" Acta Universitatis Sapientiae, Philologica 8, n.º 3 (1 de diciembre de 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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6

Grein, Marion. "Foreign language teaching – Integrationism vs. MGM". Language and Dialogue 8, n.º 1 (26 de abril de 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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7

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, n.º 2 (febrero de 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 y Jeanette Valencia Robles. "American Culture presence in EFL Textbooks used in Baccalaureate in Spain". Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, n.º 37 (17 de enero de 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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9

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, n.º 3 (28 de agosto de 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 y Sisilia Setiawati Halimi. "INTERCULTURAL ASPECTS IN TEACHING INDONESIAN AS A FOREIGN LANGUAGE (BIPA)". Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, n.º 2 (28 de diciembre de 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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11

Bahruddin, Uril, Fahrizal Winky Ghifari y Najib Ahmad Shofiyullah. "Improving Arabic Language Skills by Integrating the Durusul Lugah Al-'Arabia and Silsilah Al-Azhar As-Syarif Textbooks for PPDU Malang Students". Abjadia : International Journal of Education 7, n.º 2 (20 de enero de 2023): 160–73. http://dx.doi.org/10.18860/abj.v7i2.17854.

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Arabic learning for foreign speakers is not the same as for native speakers. Therefore, innovation is needed, including integrating teaching materials. This study aims to uncover the integration model of Arabic textbooks by describing the forms, influencing factors, and implications that have arisen from the development of Arabic. This research approach is qualitative with the type of case study. Data mining is carried out using observation, interviews, and documentation. The data analysis method is discriminatory-qualitative. The results of this study show that (1) the form of textbook integration is carried out by combining two textbooks, selecting the appropriate theme, and evaluating separately (2) Supporting factors are competent teachers, dormitories, language coaching, and the use of Arabic. Meanwhile, the inhibiting factors are the diversity of students' abilities, dense activities, and lack of examples. Finally, (3) the impact caused is the realization of the environment, increasing abilities, and being able to make students happy to learn Arabic. Therefore, this study concludes that language learning innovation can be carried out by integrating textbooks from various relevant sources per the objectives.

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12

Zhang, Yuqian, Anura De Zoysa y Kalinga Jagoda. "The influence of second language learning motivation on students' understandability of textbooks". Accounting Research Journal 34, n.º 4 (21 de mayo de 2021): 394–411. http://dx.doi.org/10.1108/arj-07-2020-0216.

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Purpose The purpose of this study is to examine the relationship between the understandability of an accounting textbooks written in English and the language learning motivation of international students. Previous research assumed that native speakers of a language and second-language speakers would understand a given accounting text similarly and little attempt has been made to ascertain any individual differences in users’ capacity to read and understand a foreign language. Design/methodology/approach The 107 participants in this study comprised of full-time English as a Second Language postgraduate commerce students studying at a major Australian university. The authors used two-part questionnaire to examine the motivation of participants and the understandability of an accounting textbook using the Cloze test. Findings The results suggest that most international students have difficulty in understanding the textbook narratives used in this study. Furthermore, the results show that students’ motivation to learn a foreign language impacts on the understandability of an accounting textbook. Practical implications This study will help the educators, textbook publishers and students to understand the needs of ESL students. It is expected to provide guidance for authors and instructors to enhance the effectiveness of the accounting courses. Originality/value The accounting literature shows that there have been efforts by accounting researchers to measure the understandability of accounting texts or narratives. This research provided valuable insights of the learning challenges of international students and valuable recommendations to educators and publishers to enhance the delivery.

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13

Rueda García, Zulma Xiomara y Encarna Atienza Cerezo. "Who are the non-native speakers of English? A critical discourse analysis of global ELT textbooks". Logos: Revista de Lingüística, Filosofía y Literatura 30, n.º 2 (diciembre de 2020): 281–96. http://dx.doi.org/10.15443/rl3022.

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As the demand for English language skills among non-native speakers globally has grown steadily so too has the number of ‘global textbooks’ for ELT aimed at a world market. Concurrently, critical perspectives of the expansion of English have begun to challenge the view that native speaker contexts ‘own’ English. Based on the aforementioned, and on reflective approaches to culture, our objective is to analyze critically the representations of speakers of English as a second or foreign language offered by two global ELT textbooks, to discuss the issues of essentialization and reproduction of stereotypes about the “non-native” speakers of English and their sociocultural characteristics in the constructed image. To achieve this purpose, we apply a methodology based on a sociocognitive approach to Critical Discourse Analysis (CDA) (Van Dijk, 2013), the concept of sociocultural knowledge as stated by the Common European Framework of Reference for Languages (CEFR), and critical perspectives of culture according to Holliday, Kullman, and Hyde (2004). Our findings indicate that, though the books include ‘non-native’ speakers in an attempt to address multiculturalism, their representation is generic, portraying a reified image of their sociocultural traits and presenting diversity mostly through national labels.

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14

Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA". PRASASTI: Journal of Linguistics 7, n.º 1 (18 de abril de 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.

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Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers.The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication.

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15

Surtikanti, Monika Widyastuti. "SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA". PRASASTI: Journal of Linguistics 7, n.º 1 (18 de abril de 2022): 73. http://dx.doi.org/10.20961/prasasti.v7i1.53235.

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Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers.The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication.

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16

Atar, Cihat y Cahit Erdem. "A sociolinguistic perspective in the analysis of English textbooks: Development of a checklist". Research in Pedagogy 10, n.º 2 (2020): 398–416. http://dx.doi.org/10.5937/istrped2002398a.

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This study aims to suggest a checklist for teachers and researchers to analyze English as a second or foreign language textbooks from a sociolinguistic perspective. In the literature there is not a checklist or framework by which English textbooks can be evaluated considering the sociolinguistics issues raised in this study. After obtaining expert opinion and a piloting on 8 textbooks used in state schools in Turkey, a checklist consisting 6 criteria was suggested. Then, the check list was applied on the 9th grade English book ReLearn (Karamil & Birincioglu Kaldar, 2019) used in state schools in Turkey to demonstrate how the checklist can be utilized. The findings suggest that from a sociolinguistic perspective, the book in focus occasionally conforms to the sociolinguistic concerns while it needs some qualitative improvements. Improvements in providing genuine speakers of non-native and non-standard accents of English rather than using standard accent vocalizations for the speakers that are depicted as non-natives can be a primary suggestion and at the same time, the textbook should focus on different ways of life and perspectives instead of mostly providing intercultural knowledge such as cities or historic places. Finally, the textbook should pay more attention to the linguistic ecology in Turkey and adjust its contents so as to compensate for the foreign language status of English in Turkey. Accordingly, this study contributes to the literature by providing a checklist to evaluate textbooks systematically with regard to essential sociolinguistic issues and it demonstrates the application of the checklist.

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ZHANG, Xiaojing. "Principles of designing second foreign language teaching material". Region - Educational Research and Reviews 5, n.º 5 (15 de diciembre de 2023): 39. http://dx.doi.org/10.32629/rerr.v5i5.1444.

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The improvement of second language learners' linguistic performance seems a tortuous process especially for the advanced English learners in China. Although native speakers give their witty sayings and sparkling comments, the majority of Chinese students could only rigidly apply English phrases they have learned from the textbooks very passively. Guided by foreign monographs in English language acquisition, a learner-centred second language teaching material is designed, underpinning the principles of providing authentic input for learners, drawing learners' attention to the linguistic features of input, providing opportunities for learners to communicate in target language, fostering learners' autonomy and offering guidance for autonomic learning. The activities designed in this teaching material have especially catered to the needs of advanced English learners, by providing them with more input resources, more feedback as well as more guidance in self-evaluation and self-learning after class for their further improvement. The material design would enlighten modern textbook compilers in guiding advanced second language learners' autonomic learning.

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Almutairi, Mohammad. "Kuwaiti Parents’ Perceptions towards Introducing a Foreign Culture into Their Children’s EFL Textbooks in Public Elementary Schools". Journal of Language Teaching and Research 11, n.º 1 (1 de enero de 2020): 45. http://dx.doi.org/10.17507/jltr.1101.06.

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This study aims to investigate Kuwaiti parents' views and opinions towards introducing native speakers' and international cultures into their children's' EFL textbooks in public schools in the light of recent debates that discuss the relationship between culture and English language teaching. It also intends to explore and discover their perceptions towards the current cultural content being taught in Kuwait public elementary schools. For this purpose, questionnaires were distributed among Kuwaiti parents whom their children study in the government public schools followed by semi-structured interviews to get more detailed and in-depth information about the topic discussed. The findings of this study show that the vast majority had negative opinions and views towards exposing their children to native speaker's cultures for social and religious reasons. One of which is their underlying concern about the negative impacts of native speakers' content on their children's cultural and national identity. However, most of them agreed their children learn EFL through the prism of the international multicultural cultural content to prepare them use the language in different cultural contexts when they grow up. The results also showed that most of them preferred to keep the current ELT syllabus which uses the host cultural content rather than replacing it with the native speakers' one for the same reasons and also in view of growing awareness of the role played by culture in the EFL classroom which propound the nature of the Kuwaiti society of being conservative and cautious.

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Fiedler, Sabine. "The English-as-a-lingua-franca approach". Language Problems and Language Planning 34, n.º 3 (17 de noviembre de 2010): 201–21. http://dx.doi.org/10.1075/lplp.34.3.01fie.

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English has spread so widely around the world that its native speakers are now outnumbered by its non-native speakers. Recent publications have shown that the dominance of English has led to severe disadvantages for non-Anglophones. Several options of language policy have been presented to find fair and democratic approaches to international communication. Their scope includes different variants of multilingualism, the limitation of the number of languages used in international communication, restriction to receptive skills, the introduction of a system of compensation, initiatives to revive an ancient language (e.g. Latin), and the use of an artificial language. The model English as a Lingua Franca, the idea that the English spoken by non-native speakers is a variety in its own right whose norms are established by its users instead of native speakers, is among these proposals. The paper discusses the extent to which this approach seems to be feasible. Despite its appeal among learners and speakers of English as a foreign language, a number of factors seem to hamper its chances of realization. These factors involve a complexity of issues, such as traditions in foreign language learning and teaching, the heterogeneity of lingua franca communication and psychological reservations.

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Shooshtari, Zohre G., Anahita Bordbar y Reza Banari. "Pragmatic Knowledge and Its Reflection in ESP Textbooks: The Case of Unauthentic Textbooks". Theory and Practice in Language Studies 7, n.º 8 (1 de agosto de 2017): 701. http://dx.doi.org/10.17507/tpls.0708.14.

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Textbooks play a crucial role in language teaching particularly in English as a foreign language (EFL) classrooms since they are considered as an important and primary source of linguistic input. EFL textbooks are expected to develop EFL students’ knowledge, no difference in linguistic or pragmatic competences (Gholami & Mahboobrezaei, 2011). As some scholars believed pragmatics is the fifth skill in language learning, then, it is essential to incorporate it like an integral component of EFL textbooks. However, there exists little knowledge on how well pragmatic perspectives of language are taken into consideration in expanding EFL textbooks generally and Iranian English for specific purposes (ESP) textbooks particularly. In fact, ESP textbooks are written by non-native authors and are considered as unauthentic textbooks. This study, therefore, attempted to explore pragmatic knowledge incorporation into ESP textbooks that have been published for computer engineers by SAMT publication as university textbooks. This study was also an attempt to investigate the frequency and rate of ‘politeness principle’ and ‘irony principle’ from the subcategories of inter-personal rhetoric as the umbrella term in two textbooks in the field of psychology. Book A was an authentic book written by natives for native speakers; however, book B was written by Iranians writers for Iranian university students (SAMT book). This paper then presented some results abstracted from the whole research project. EFL teachers and researchers whose professional and academic interests lie in syllabus design and ESP field may benefit from the findings of the study.

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Чавдарова-Костова, Сийка. "Pedagogical Dimensions of Intercultural Communicative Competence in a Practical Context". Rhetoric and Communications, n.º 52 (27 de julio de 2022): 7–18. http://dx.doi.org/10.55206/wzmz8435.

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Abstract: The development of intercultural competence as a personal quality presupposes the inclusion of the communicative component in its various dimensions. This integration naturally finds expression in the term intercultural communicative competence, which has gained considerable popularity over the last two decades. Mastering a language, incl. as a foreign, should focus not only on its linguistic aspects, but also on the dimensions of culture through which the language manifests itself, reflected on the personal identity of its speakers in its quality as mother language. This should be presented in one form or another in textbooks for learning a language, especially a foreign one, insofar as the acquired information creates the preconditions for a better understanding of the culture expressed through it and more successful communication with its speakers. It is also extremely important to achieve a pragmatic orientation of the learning content, which can further motivate the acquisition of the "other" language in the context of the need for efficiency in everyday relationships. Keywords: intercultural communicative competence, pedagogical, practical dimensions.

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Horda, Oksana y Oksana Trumko. "THE THEME OF THE RUSSIAN-UKRAINIAN WAR IN THE LINGUODIDACTIC DIMENSION". Theory and Practice of Teaching Ukrainian as a Foreign Language, n.º 18 (30 de mayo de 2024): 102–9. http://dx.doi.org/10.30970/ufl.2024.18.4397.

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Over the past decade, the topic of war has been a key one in various scientific discourses. Linguistic studies are also increasingly focusing on it. But today, this topic is still poorly studied in linguodidactics, particularly in teaching Ukrainian as a foreign language (UFL). This confirms the significance of this paper. The article analyzes the training materials (texts and exercises) for teaching Ukrainian as a foreign language (UFL), which reveal the events of the Russian-Ukrainian war, starting from 2014 to the present day. Linguistic and cultural content of the new textbooks in UFL is considered. The focus is on the educational materials of the textbook “The Key to Ukraine: Cities and People” in two parts (B2–C1 levels) and the textbook “Catch Skovoroda” (B1–B2 levels). Both books were prepared by the authors of the International Institute for Education, Culture and Diaspora Relations of Lviv Polytechnic National University. These textbooks take into account the historical and political events taking place in Ukrainian society and influencing the development of the Ukrainian language, in particular its lexical system. The article analyzes texts for reading and listening, new military vocabulary given in them, pre- and post-text exercises and tasks aimed at developing communication skills. Studying these materials will help foreign speakers to master military neologisms faster, ensure understanding of the news content in Ukrainian media, promote pro-Ukrainian narratives, and allow them to communicate on this topic in various fields. In addition, the realization of the topic of the Russian-Ukrainian war in UFL textbooks will help foreigners to develop socio-cultural competence about Ukrainians in the most difficult period of their lives and will evoke a sense of empathy for the heroic Ukrainian people. Key words: Ukrainian as a foreign language, linguodidactics, foreign language audience, Russian-Ukrainian war, textbook “The Key to Ukraine: Cities and People”, textbook “Catch Skovoroda”.

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SHRAMKO, RUSLANA, MYKOLA STEPANENKO, SVITLANA PEDCHENKO, LADA PRYIMA y NATALIIA KOMLYK. "TEACHING UKRAINIAN AS FOREIGN LANGUAGE (TUKFL) AT PEDAGOGICAL UNIVERSITY: INNOVATIONS AND PERSPECTIVES". AD ALTA: Journal of Interdisciplinary Research 13, n.º 2 (31 de diciembre de 2023): 222–27. http://dx.doi.org/10.33543/j.1302.222227.

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In this article, the authors have characterized the main directions of methodological search in teaching Ukrainian as a foreign language at the present stage: the experience of teaching this course at some Ukrainian institutions of higher education has been analyzed. The potential of teaching Ukrainian on the basis of the methodological approach / language skills / lexical topics has been specified in this paper. The authors have elucidated the criteria offered as indicative for designing textbooks and guidelines for teaching non-native speakers or foreigners. Particular attention is paid to factors that cause significant public response to learning and teaching Ukrainian considering the current geopolitical situation in Europe and in the world. The paper describes current trends in teaching Ukrainian and offers prospects for creating further methodological support.

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Bosnar-Valković, Brigita. "TEACHING METHODS OF FOREIGN LANGUAGE ADULT LEARNERS DISLIKE". Tourism and hospitality management 7, n.º 1-2 (diciembre de 2001): 47–52. http://dx.doi.org/10.20867/thm.7.1-2.4.

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Adults are demanding foreign language learners. My sample in the questionnaire consisted of 20 adult learners of German language in the hotel and tourism industry - false beginners and intermediate level learners. The questionnaire they were asked to fill in consisted of twelve questions asking the learners to admit to the teaching methods they dislike in learning German or would like to eliminate from the process in general. First of all they expect their learning to be an almost stress-free activity. In order to achieve that, as much as possible should be learnt in the classroom because they have difficulties reconciling home study with other duties. In the textbooks they need some instruction and equivalents in their native language to feel secure. Roleplays and listening to native speakers talking rapidly stresses them most. On the contrary, videotapes make them relaxed. Certainly there are some other things adult learners might dislike and it is very useful for the teacher to ask them about these things. The more you know about learners’ likes and dislikes, the more fulfilling and successful the process of acquiring foreign language skills will be.

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Iori, Isao. "An interdisciplinary study for the development of integral Japanese textbooks for foreign-rooted children using Yasashii-Nihongo (Easy Japanese)". Impact 2021, n.º 4 (11 de mayo de 2021): 24–26. http://dx.doi.org/10.21820/23987073.2021.4.24.

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The different aspects to learning the Japanese language vary in difficulty, with the syllabaries that form part of the Japanese writing system and pronunciation being seen as relatively straightforward elements. Learning Japanese grammar is also considered to be relatively straightforward, but learning the logographic Chinese characters is considered very difficult. Foreign people living in Japan may struggle with these different aspects of learning the Japanese language and, without at least a basic understanding of the Japanese language, will likely find life challenging. Professor Isao Iori, Center for Global Education and Exchange, Hitotsubashi University, Japan, is heading up a project to help long-term foreign residents (LFR) learn Japanese and adequately function in Japanese society. The project covers Japanese language education for children of LFRs and deaf children. A key concept for Iori and the team is Yasashii Nihongo, which refers to easy or plain Japanese and is designed to help LFRs express themselves. The concept involves LFRs learning an easier version of the Japanese language while native speakers of Japanese adjust their Japanese to a level that can easily be understood by LFRs. The researchers have created a realistic, ideal model for Yasashii Nihongo becoming a common language, that involves gradual implementation as well as making clear the necessity of a common language for native Japanese speakers and LFRs alike.

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UYSAL, Sinem. "Yabancı Dil Olarak Türkçenin Öğretiminde Zamanların Kullanımında Yapılan Yazım Yanlışları ve Çözüm Önerileri : Kazakistan Örneği". Journal of Social Research and Behavioral Sciences 9, n.º 19 (25 de julio de 2023): 296–309. http://dx.doi.org/10.52096/jsrbs.9.19.22.

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Teaching Turkish as a foreign language is a rapidly developing field in recent years. The expansion of this field has also created some nuances. Fields such as teaching Turkish for foreign nationals and teaching Turkish for related languages, although not far from each other, contain differences. Having a cognate language makes learning Turkish faster and easier. Because the learning speed of Russian and Kazakh students who learn Turkish as a foreign language and the proximity of the grammatical structure of the language they learn to their mother tongue are important factors affecting the learning process. In this case, the methods and tools used, the intensity of the subject should be different. In the teaching of Turkish as a foreign language, various materials and textbooks have been prepared for Turkic speakers to learn Turkish, but it cannot be said that this perception is given sufficient importance in the preparation of special textbooks and materials for the aforementioned Turkish nobles. Although teaching Turkish to foreigners is developing as a new field, it is known that the works and studies to be done in this field are still not at a sufficient level. Things to consider in teaching Turkish as a foreign language; Each grammatical element of the language should be emphasized separately, the frequency of errors should be determined, and frequent and repetitive errors should be eliminated with comprehensive exercises. In the study, the written works of Kazakh students who learn Turkish as a foreign language were examined with document analysis, which is one of the qualitative research methods, and the most common spelling mistakes they made with the times and the reasons for these mistakes were investigated, and then some solutions were presented. Key words: Teaching Turkish as a foreign language, Soydas Turks, Turkey Turkish, Kazakh students learning Turkish, spelling mistakes

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Dziuba, Elena Vyacheslavovna. "COGNITIVE STRATEGIES OF RUSSIA’S IMAGE PRESENTATION IN FOREIGN TEXTBOOKS IN RUSSIAN AS A FOREIGN LANGUAGE FOR SLAVIC LANGUAGES SPEAKERS". Philological Class, n.º 1 (2019): 75–82. http://dx.doi.org/10.26170/fk19-01-10.

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Deng, Fei y Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment". ACM Transactions on Asian and Low-Resource Language Information Processing 20, n.º 5 (23 de junio de 2021): 1–16. http://dx.doi.org/10.1145/3457987.

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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.

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Li, Xiaoshi. "Stylistic variation in L1 and L2 Chinese". Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 52, n.º 1 (18 de agosto de 2017): 55–76. http://dx.doi.org/10.1075/csl.52.1.03li.

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Abstract This study examines stylistic variation patterns in L1 and L2 Chinese, focusing on two linguistic structures: morphosyntactic particle DE and subject pronoun. The data were from thirteen native speakers, four Chinese instructors, twenty-three L2 Chinese learners, and four Chinese textbooks. Results from variation analysis with frequency description show four general patterns. First, instructors used overt forms of stylistic variants in class significantly more frequently than native speakers did in conversations. Second, learners tended to overuse the overt forms compared with their native speaker peers. Third, learner patterns of stylistic variation aligned closely with those of their teachers. Finally, unlike teacher input, textbook input demonstrated mixed results compared with learner patterns. For DE use, learners’ patterns aligned significantly with those in textbooks, but did not for subject pronoun use. The implications for stylistic variation in conversational and written Chinese are discussed and suggestions are offered for Chinese and foreign language instruction.

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Budiana, Nia Budiana, Sri Aju Indrowaty y Retno Dewi Ambarastuti. "Pengembangan Buku Teks BIPA Berbasis Multikulturalisme bagi Penutur Asing Tingkat Pemula". Diglossia: Jurnal Kajian Ilmiah Kebahasaan dan Kesusastraan 9, n.º 2 (18 de abril de 2018): 108. http://dx.doi.org/10.26594/diglossia.v9i2.1141.

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1Nia Budiana, 2Sri Aju Indrowaty, 3Retno Dewi Ambarastuti1Universitas BrawijayaNiabudiana@yahoo.com 2Universitas Brawijayaayumirza9220@gmail.com 2Universitas Brawijaya- AbstrakPemberlakuan Era MEA (Masyarakat Ekonomi Asean) berdampak pada perkembangan bahasa Indonesia untuk penutur asing (BIPA). Jumlah penutur asing untuk mempelajari bahasa Indonesia meningkat. Besarnya minat penutur asing untuk mempelajari bahasa Indonesia tidak didampingi dengan buku teks yang selaras dengan keinginan penutur asing dalam mempelajari bahasa Indonesia. Buku teks yang tersedia silabus dan kurikulum BIPA tidak mencantumkan komponen budaya Indonesia. Mengenalkan multikulturalisme Indonesia kepada penutur asing juga dapat menumbuhkembangkan sikap positif dan apresiatif penutur asing terhadap kekayaan budaya Indonesia.Tujuan penelitian ini adalah untuk nendeskripsikan kualitas Buku Teks BIPA Berbasis Multikulturalisme Bagi Penutur Asing Tingkat Pemula yang meliputi kevalidan, kepraktisan (aktivitas pembelajar, tanggapan pembelajar), serta hasil belajar pembelajar. Penelitian ini adalah penelitian pengembangan yang menggunakan model pengembangan 4D. Model ini terdiri atas empat tahap pengembangan yaitu define, design, develop, dan disseminate. Hasil penelitian menunjukkan dampak yang baik terhadap nilai mahasiswa setelah pengembangan buku dilakukan.Kata kunci: buku teks, BIPA, multikulturalisme AbstractThe era of MEA (ASEAN Economic Community) Enactment has an impact on the development of Indonesian language for foreign speakers (BIPA). The number of foreign speakers learning Bahasa Indonesia is increasing. The high interest of foreign speakers for the Indonesian is not supported by necessary textbooks as speaker's expectation in learning Bahasa Indonesia. The BIPA syllabus and curriculum textbooks do not include the Indonesian cultural component. Introducing Indonesian multiculturalism to learn the enrichness of Indonesian culture. The purpose of this study is to describe the quality of BIPA Textbook Multiculturalism Based for Beginner Level Speakers. This book includes validity, practices (learner activities and feedbacks), and leraner’s learning result. This research applies 4D development model. It consists of four stages of development that is define, design, develop, and disseminate. The result shows that the development of BIPA text book has a good impact.Keywords: textbook, BIPA, multiculturalism

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Putra, Rizky Anugrah, Muhammad Fahruddin Aziz y Syamsuddin Syamsuddin. "Examining lexical density of Bahasa Indonesia for foreign language learners (BIPA) textbook". LingTera 11, n.º 1 (29 de abril de 2024): 1–12. http://dx.doi.org/10.21831/lt.v11i1.67363.

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Lexical density is often overlooked by authors of textbooks for foreign learners of the Indonesian language. However, the level of lexical density significantly influences the accessibility of reading materials for their intended audience. As developers of language teaching materials, particularly for the Indonesian language, lexical density must be considered to ensure the appropriateness of instructional materials at the appropriate level. Taking this issue into account, this study aims to evaluate the extent of lexical density in the instructional materials designed for teaching Indonesian to foreign learners, developed by the APPBIPA Central Sulawesi, at the BIPA 1 level or equivalent to CEFR level A1. To address this question, descriptive research with content analysis was conducted by analyzing the reading texts found in the textbook using the lexical density formula developed by Ure, and identifying the content word classes and their functions. Among the ten units analyzed, there were 36 reading texts that indicated that the ongoing development of this book still maintains a high level of lexical density, reaching 64.13%. This high lexical density is attributed to the differences in linguistic systems and the content of the instructional materials, which generally have a density in the range of 50-60%. This research shows that Indonesian language textbooks for non-native speakers still have high lexical density for beginner levels. Therefore, adjustments are needed based on the level and learning goals of the current BIPA curriculum.

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Fetsko, Ivanna. "Questions to Borrowing in Ukrainian Museology Term System". Terminological Bulletin, n.º 4 (2017): 185–91. http://dx.doi.org/10.37919/2221-8807-2017-4-185-191.

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All cultures of the world is being developed in a close relationship, because any cultural isolation factors adversely affect their existence and undermines gains each individual link. The result of this interaction is the appearance of borrowed concepts, symbols and foreign language vocabulary in languages of different nations. Borrowing is quite logical and natural and predictable as no language can do own stocks lexical stock and must borrow lexical items and be a source of new vocabulary for other languages. The article determined museology terms in terms of their origin, the main source languages and ways of borrowing in foreign term unit in Ukrainan museology term system are identified. It was revealed that museology term system is historically conditioned set of terms; the basic structure consist of foreign-language loans. Much of tokens foreign origin, used for the purpose of nomination in museology term system, borrowed in the Ukrainian language from Greek (hliptoteka, catalog, thesaurus, etc.), Latin (artifact, exhibit, restoration, etc.), French (doublet, tourniquets and so on.), German (outline, of curiosities, etc.), Italian (props, graffiti, etc.), English (note, stand, etc.). so long before the formation of the modern UTM. Genetic peculiarity of terminology has a large number of hybrid terms, indicating that the assimilation of foreign units simultaneously with the aspirations of native speakers to use national elements: ekspozytsiynyk, collectibles, relikviynist (from the Latin root.). It also noted the presence of mixed structures of two languages, which actively operate in museology term system created by combining bases or term elements: Greek + Latin (demography, phillumeny, etc.); + Greek French (avtohid, portrait etc.); French + Latin (Disinfection et al.); Latin Greek + (codicology et al.); Latin + French (valorization etc.). National terms are less than other languages and hybrid terms. Depending on the nature of the process term lexicon borrowing in a foreign language can be divided into direct and indirect. Direct loans are term units that they learned terminological studied directly with language-producer, eg., From Latin: antique dealer, exhibitor, memorial and others. By indirect loans are tokens that entered the museology term system through the intermediary language. For example, through French from Latin included the following terms: amulet, crossbow, replica, etc .; French Italian Gallery, dog, etc .; German with French: poster template so on. Attracting loans allows Ukrainian term system organically fit into the global scientific context. Coming in term system, foreign units undergo appropriate phonetic, morphological and semantic adaptation, and promotes the enrichment of modern Ukrainian museology term system. The use of foreign term units in Ukrainian museology are motivated and helps avoid repetitions, replacing multi-toslivnoho one-word name or for its consolidation and foreign term unit different semantic nuances.

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Zaitun Qamariah. "Eksposur materi autentik di kelas Bahasa Inggris sebagai Bahasa Asing". Jurnal Pendidikan dan Sastra Inggris 3, n.º 1 (14 de febrero de 2023): 51–62. http://dx.doi.org/10.55606/jupensi.v3i1.1229.

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Grammar rule-based learning is frequently emphasized in traditional English classes in Indonesian primary, middle, and high schools. The test-based education system creates classes that produce a type of English that does not appear to be spoken outside of the classroom. As a result, the students struggle to adjust to English by native speakers in the real world. Those who connect with native speakers must constantly alter their linguistic behavior in areas of language where suitable instruction was not provided. To address this phenomenon, it is important to build a self-created "English Environment" by exposing students to authentic material that is set at their natural level and interest, which will raise their sensitivity and proficiency in the target language. Authentic materials such as writing, essays, short stories, and song lyrics in realistic language can be used in class and English teachers should ideally use a variety of authentic materials in addition to English textbooks to stimulate the natural language learning process, allowing for effective English as a foreign language class. Thus, the article discusses how teachers can use authentic materials effectively in English as a foreign language classes and how authentic materials can help students learn the real context of English.

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Willems, Gerard M. M. "Wat Heeft Taalinput in het Schoolse Leerproces van Doen met de Output in Interculturele Interactie?" Toegepaste Taalwetenschap in Artikelen 57 (1 de enero de 1997): 119–33. http://dx.doi.org/10.1075/ttwia.57.10wil.

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By definition, foreign languages are learned with intercultural communication in mind. Therefore, it is curious, to say the least, that textbooks in use in foreign language teaching almost exclusively offer idealised native-speaker - native-speaker (NS) interaction. In the rare cases where alleged non-native speakers are involved, they appear to be indistinguishable, linguistically as well as pragmatically, from the NS. On the basis of an anthropological definition of culture and a recent model relating the components of communicative competence (Willems, 1993), a task group of a Europe-wide LINGUA project devised an analytical tool to test how realistic and intercultural input materials in recent textbooks used in the Netherlands are. An example is given of how disastrous a naive, mainly linguistically based, competence works out in intercultural contacts. Subsequently, an analysis is attempted of a contrived dialogue in German written as an illustration of how negotiatory skills and a willingness to create a safe intercultural common ground may lead to more satisfactory results. It is suggested that the introduction of this type of input not only brings a much needed integrated cultural component to foreign language teaching, but also enhances the social competence of the learner which is useful in any type of communication, including the mono-cultural interaction, if such a thing exists. Willems, G.M., (ed.) Attainment targets for foreign language teacher education in Europe, a European view. Brussels: ATEE Cahiers No. 5, 1993.

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Song, Yerim. "The Linguistic and Cultural Varieties of Latin America in the Spanish as a Foreign Language Textbooks". Estudios Hispánicos 90 (31 de marzo de 2019): 47–73. http://dx.doi.org/10.21811/eh.90.47.

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Shin, Joongmin y Yeon-jin Kwon. "A Study on Teaching Method of Korean Relative Honorifics through news interview: Focused on Style Shifting between ‘hasipsio’ style and ‘haeyo’ style at Formal Situation". Korean Association For Learner-Centered Curriculum And Instruction 22, n.º 24 (31 de diciembre de 2022): 885–902. http://dx.doi.org/10.22251/jlcci.2022.22.24.885.

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Objectives This study was designed as a way for Korean language learners to use natural relative honorifics in formal situations. Therefore, this study aims to present teaching method of Korean relative honorifics through news interview in the perspective of style-shifting between ‘hasipsio’ style and ‘haeyo’ style at formal situation. Methods To conduct this research, analysis of relevant literature review was firstly held. Many previous studies argued that style-shifting between ‘hasipsio’ style and ‘haeyo’ style at formal situation is not reflected enough in Korean textbooks even if they agree that style-shifting is important. Therefore, researchers of this study analyzed Korean textbooks published by five different organizations and seven episodes of news interview which foreign interviewees appeared. Results As a result of analyzing Korean textbooks, it was revealed that Korean language learners could not acquire natural relative honorifics as textbooks did not deal with the style-shifting between ‘hasipsio’ style and ‘haeyo’ style, and a dichotomous explanation of ‘formal’ style and ‘informal’ style was presented. In news interviews, style-shifting between ‘hasipsio’ style and ‘haeyo’ style took place many times, but there were cases in which discourse was made up with only ‘hasipsio’ style or excessively ‘haeyo’ style was attempted. Also, foreign interviewees used a limited number of final endings in ‘haeyo’ style compared to Korean native speakers. Through the analysis of Korean textbooks and news interview discourse, it was confirmed that explicit education was necessary, and the teaching method of Korean relative honorifics education was presented in the end. Conclusions The significance of this study is that (1) it analyzed the current problems of Korean relative honorifics education and (2) the teaching method was suggested by analyzing textbooks and the discourse in news interview both quantitatively and qualitatively.

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Dyakiv, Khrystyna, Maryana Yaremko y Nataliia Bober. "Communicative failures of ukrainian speakers in learning german". Revista Amazonia Investiga 11, n.º 50 (10 de marzo de 2022): 204–14. http://dx.doi.org/10.34069/ai/2022.50.02.20.

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The article analyzes communicative deviations that occur during the communication between German native speakers and non-native speakers, particularly Ukrainians. Despite existing intercultural and sociolinguistic studies, the analysis of language specificity that causes communicative deviations, failures and misunderstandings remains relevant and understudied. The purpose of this article is to identify and explore the German language peculiarities that cause misunderstandings in communication for non-native speakers, in particular Ukrainian speakers, and offer the algorithm for the representatives of different ethnic communities to help them avoid and resolve possible conflicts given the study of German as a foreign language. The status of the concept of communicative deviation in intercultural communication under conditions of insufficient communicative competence is determined in this article. The study uses the term communicative deviation in favor of a generalized term, a broad concept of linguistic, speech and communicative deviations in dialogic speech, in particular between native German speakers and non-native speakers. The empirical research was based on the speech activity of Ukrainian students during classes at the Department of German Studies and Translation (levels B2–C1) of Ivan Franko National University of Lviv in 2019–2021 academic years and definitions from the Universal Dictionary of German Duden, in addition to the materials reflected in textbooks and teaching manuals as well as from authentic German-language sources. Communicative deviations are identified and analyzed in phonological, lexical, syntactic and pragmatic aspects.

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Bogynia, L. V., L. V. Trusova y T. V. Savitska. "Organizational and methodical model of approaches teaching to foreing students of scientific speaking competences at the pre-university stage". Bulletin of Luhansk Taras Shevchenko National University, n.º 7 (345) (2021): 170–77. http://dx.doi.org/10.12958/2227-2844-2021-7(345)-170-177.

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Problem of introducing modern organizational and methodological teaching approaches to foreign citizens of scientific speaking competences at the propaedeutic stage is explored in the article. The primary task of preparatory departments and similar structures of pre-university training of higher education institutions of Ukraine is to achieve communicative competence by foreign students at a level that ensures the assimilation of scientific disciplines in the process of professional training in educational and professional programs. The leading role of the organizational and methodological model of teaching scientific speech to foreign speakers to meet their communicative needs during the study of SSS and profile disciplines is determined. A number of problems that affect the effectiveness of the formation of scientific speech skills is outlined. The issue of the absence of lexical and verb minimums in natural sciences for the initial stage of learning a foreign language is studied. The productivity of interaction of Ukrainian language teachers and profile subject’s teachers in the issues of observance of the unified language regime at the propaedeutic stage, coordination of the structure of textbooks and modeling of educational scientific texts is proved. The text-centric approach is defined as the basic methodical principle. The structure of textbooks on the introductory and basic course of SSS, methodical and didactic materials are described. The expediency of coordinating the teaching of the scientific style of speech with the practical course of the general literary language (in terms of lexical and grammatical content) and the logic of presentation of scientific topics of specialized disciplines is noted. It is proved that the introduction of the studied model has a positive effect on the formation of starting skills of scientific speech and Ukrainian-language communicative competence of foreign students in the professional sphere.

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Syahdan, Syahdan, Lalu Muhaimi, M. Fadjri y Untung Waluyo. "Sociolinguistic Variation in Learners’ Classroom Discourse". Jurnal Ilmiah Profesi Pendidikan 4, n.º 1 (2 de diciembre de 2019): 57–60. http://dx.doi.org/10.29303/jipp.v4i1.80.

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Abstract : This study investigates the use of the sociolinguistic variation in classroom discourse by learners of English as a foreign language. By using qualitative descriptive method, this study finds out that (a) sociolinguistic variation tends to be used more in informal speech than in formal settings; (b) higher English proficiency and frequent interaction with peers in the classroom and with native speakers of English promote the appropriate contextual usage of sociolinguistic variation; and (c) females tend to adopt more formal language style than males. This study also finds that learners’ patterns of sociolinguistic variation closely follow those of their teachers and textbooks, suggesting the necessity of explicit instruction in sociolinguistic variants in classrooms.Keywords : sociolinguistics; sociolinguistic variation; inter-language; language acquisition.

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Mami, Komatsu. "Objective and subjective diffi culties in using the Russian verb aspects for Japanese students." Science and School, n.º 6 (30 de diciembre de 2023): 238–46. http://dx.doi.org/10.31862/1819-463x-2023-6-238-246.

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The article discusses the difficulties that Japanese students may have when mastering the use of specific forms of the Russian verb. Description of the principles adopted in the so-called «traditional» textbooks on Russian as a foreign language is provided, according to which the explanation of the category of verb aspect to foreign students takes place without relying on their native language. The possible insufficiency of such materials is noted, since they help prevent not all mistakes caused by language interference. We carry out a comparative analysis of the ways of expressing different aspectual meanings in Japanese and Russian and explain the mistakes caused by language interference. Special attention is paid to the differences in the correlation of time forms and aspect forms. At the end of the article, based on the analysis, methodological recommendations for the introduction of this grammatical material to the Japanese speakers are presented, as well as visual material.

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Shishlova, E. E. y I. Kuritsyn. "Representation of Hidden Curriculum in EFL Textbook (Gender Markers)". MGIMO Review of International Relations, n.º 4(37) (28 de agosto de 2014): 332–39. http://dx.doi.org/10.24833/2071-8160-2014-4-37-332-339.

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The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results of the comparative discourse analysis of two popular textbooks, the one of the pre-globalization age and the present-day one. The authors provide evidence for their idea of the dual role, which English plays today being simultaneously a national language of different English-speaking societies and the global lingua franca. The conducted discourse analysis is based on the analysis of semiotic means, which are used to nominate concepts basic to any society and culture. In the article, the authors demonstrate their own plan of analysis by the example of the "gender" concept. The gender concept shows social and cultural conditionality of distinctions in behavior and the identity of men and women. The comparative analysis of gender markers in the discourse of EFL textbooks reveals a global vector of transformation and distribution ofsociocultural values. Authors state that cultural expansion through English teaching is an instrument of smart power. It is suggested using the mechanism of transmission ofsociocultural norms and values, which is analyzed in the research, to create Russian textbooks for foreign students.

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Dolmaci, Mustafa y Hatice Sezgin. "Culture and the Common European Framework for Languages: A Comparative Corpus Analysis of 2001, 2018 and 2020 Texts". European Journal of Educational Sciences 8, n.º 4 (31 de diciembre de 2021): 15–27. http://dx.doi.org/10.19044/ejes.v8no4a15.

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In order to provide “a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe”, The Common European Framework for Languages (CEFR) was published in 2001 by the Council of Europe. It has affected the way languages are taught, learnt and assessed and also how foreign language proficiency levels are defined all around the world. The CEFR adopts an intercultural approach to foreign language, and the main purpose is to protect cultural diversity and to give importance to cultural activities rather than being a part of foreign language education. For this reason, culture is at the very core of the CEFR. In 2018 and 2020, two Companion Volumes were published to complement the CEFR. The present paper offers a comparative corpus analysis of these three texts focusing on the occurrences of culture-related items using n-gram tool of Sketch Engine (Lexical Computing, n. d.), which creates frequency lists of sequences of tokens. Based on the findings, it is suggested according to the CEFR that rather than focusing on the national culture of the native speakers of the target language, foreign language education should focus more on the “new culture” formed by the encounters of people coming from different cultures.

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Помникова, А. Ю. y К. А. Астахова. "FAMILY STORIES OF EVERYDAY DISCOURSE IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE: THEMATIC ASPECT". Russkii iazyk za rubezhom, n.º 2(285) (29 de abril de 2021): 82–89. http://dx.doi.org/10.37632/pi.2021.285.2.012.

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В работе представлены результаты исследования тематического наполнения семейных историй в бытовом дискурсе как в имеющихся учебных пособиях по РКИ, так и в собранных нами материалах интервью. Анализ учебников разных уровней позволил выделить 15 общих, «глобальных» тем, связанных с семьей и ее историей и реализующихся в 44 микротемах. Материалы, собранные нами в результате проведенного нарративного интервью, показали, что в реальном общении встречается большее разнообразие как на уровне общих тем, так и на уровне микротем. В результате анализа собранных семейных историй мы обнаружили 7 принципиально новых тем и 19 новых микротем, дополняющих уже имеющиеся в пособиях темы. Включение данного тематического наполнения в процесс обучения РКИ не только подготовит иностранных учащихся к реальной коммуникации с носителями языка, но и научит их понимать русскую социально-бытовую культуру и факторы, повлиявшие на нее в прошлом и влияющие сейчас. Family history is an essential part of human life, and family stories are organically implicated into everyday communication, being an inherent part of it. The article presents the results of the study of the thematic content of family stories in everyday discourse both in textbooks of Russian as a foreign language and in the materials, we’ve collected for the purpose of the present research. The analysis of textbooks of different levels made it possible to identify 15 general, global topics related to the family and its history, actualized in 44 micro-topics. The materials we collected as a result of narrative interviews showed that in real communication there is a greater variety both at the level of general topics and at the level of micro topics. As a result of the analysis of the collected family stories, we found 7 fundamentally new topics and 19 new micro topics that complement the topics already revealed in the textbooks. The implication of this thematic content in the process of teaching of Russian as a foreign language will not only prepare foreign students for real communication with native speakers, but also help them to understand Russian social and everyday culture and the factors that influenced it in the past and are affecting now.

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Bozhenkova, N. А. y T. I. Semke. "The Concept of Educative Teaching of Russian as a Foreign Language in Modern Social Conditions: Tradition or Transformation?" Proceedings of the Southwest State University. Series: Linguistics and Pedagogy 13, n.º 3 (23 de diciembre de 2023): 10–21. http://dx.doi.org/10.21869/2223-151x-2023-13-3-10-21.

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The authors of the article focus on the actualization of the issue of the current status, concept, content and ways of implementing educative teaching of Russian as a foreign language in the context of new social challenges.Through the method of historical retrospect, the process of development (from an ideological and methodological point of view) and the formation of "education" as an integral element of a complex technology of teaching first native and then foreign languages is traced. Based on a comparative analysis of the place and role of socio-cultural competence in mastering speech activity in a non-native language (in our case – Russian), as well as as a result of studying the degree of realization of the educational aspect in modern textbooks on Russian as a foreign language, it is concluded that there is a tendency to replace the educational function of the pedagogical process with a communicative or general educational one (up to leveling the first one), which directly determines the need to develop a new methodological strategy for creating textbooks of Russian as a foreign language.As a potentially adequate to the formulated request, a new author's method is proposed – Casual illustrated narrative (CIN), – successfully tested in teaching Russian to foreign speakers representing various ethno–cultural communities, both inside and outside Russia – in the linguo-pedagogical work of teachers of language schools / universities of China, Italy, USA, and providing, from the point of view of the authors, the principle of using the ternary system necessary for the implementation of the concept of educative teaching – communicative, general education, educational – system-forming logic.The results of the study may be of interest in the linguo-didactic understanding of the problems of educative teaching of foreign languages in a broad perspective, as well as used in the theoretical and practical development of new technologies for creating educational tools in Russian as a foreign language.

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Amin, Mujid F., Suyanto Suyanto y Fajrul Falah. "Syntactic Errors of Foreign Speakers in Learning Indonesian: A Case Study of Darmasiswa Learning Process in Semarang City". E3S Web of Conferences 317 (2021): 02028. http://dx.doi.org/10.1051/e3sconf/202131702028.

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This research was conducted in the city of Semarang with a case study of Diponegoro University. The study shows that a syntax error in the form of a sentence is not complete, the use of the word di mana (which) it is not appropriate, the construction preposition owner, the use of the word yang (that), the error sequence of words, sentences without a subject and object, misuse of conjunctions and prepositions, improper use of the passive or active voice, foreign language interference, and misuse of pronouns. The factors causing the error are the influence of the mother tongue, the limited repertoire of the students, and the lack of practice in speaking and writing in Indonesian. To overcome these obstacles, a curriculum design that emphasizes language skills is required; accompanied by Semester Learning Plans for all learning subjects along with textbooks and the learning methods used are emphasized on communication skills. An Indonesian language learning process for foreign speakers will be more successful if it involves environmental, cultural, and local wisdom factors that are carried out in an integrated manner.

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Pinner, Richard. "The authenticity continuum: Towards a definition incorporating international voices". English Today 30, n.º 4 (11 de noviembre de 2014): 22–27. http://dx.doi.org/10.1017/s0266078414000364.

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The choice of what materials to use in the language classroom is perhaps one of the most fundamentally important and difficult decisions teachers and those responsible for choosing textbooks are faced with. Authenticity is often seen as a desirable component in the content we select and adapt for our language learners, and it has been shown that authentic materials are more motivating, even for low-level learners (Peacock, 1997). The term authentic is often used to describe materials which were not originally designed for the purpose of language learning, but that were designed to have some purpose within the target language culture, such as a newspaper or novel. An unfortunate consequence of this is that authenticity is still often defined in reference to the target language's ‘native speakers’ or L1 community, particularly in EFL contexts, or what Kachru (1985) would label the Outer Circle communities. In other words, where English is taught as a foreign language, both teachers and students often regard ‘native-speakers’ as being the ideal model and therefore an example of authenticity. For example, Tan (2005) criticises corpora investigations of learner English for holding the view that authentic language use is equivalent to ‘native-speaker’ usages. She goes on to criticise not only corpus research but also textbook publishers for still not taking into account ‘the inextricable link between language and culture’ (2005: 127). In the academic world, culturally embedded notions of authenticity relating to ‘native-speakers’ have been challenged for decades (Smith, 1976). And yet I would argue that in mainstream textbooks and in most EFL language classrooms the native speaker still retains a ‘privileged position’ (Clark & Paran, 2007: 407). As Widdowson (1996: 68) puts it:Authenticity concerns the reality of native-speaker language use: in our case, the communication in English which is realized by an English-speaking community. But the language which is real for native speakers is not likely to be real for learners […] They belong to another community and do not have the necessary knowledge of the contextual conditions which would enable them to authenticate English in native-speaker terms. Their reality is quite different.

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Denecker, Tim. "Language Attitudes and Social Connotations in Jerome and Sidonius Apollinaris". Vigiliae Christianae 69, n.º 4 (16 de septiembre de 2015): 393–421. http://dx.doi.org/10.1163/15700720-12341228.

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Jerome of Stridon and Sidonius Apollinaris, two authors particularly sensitive to languages and linguistic differences, frequently evaluate the correctness, adequacy, and aesthetic qualities of ‘classical’ Latin on the one hand, and of ‘foreign’ or ‘barbarian’ languages (Hebrew, Aramaic, or ‘Germanic’) on the other. They also evaluate variation within the Latin language, mostly in a negative way. In this paper, I look at Jerome’s and Sidonius’ evaluative statements about languages and language varieties from the sociolinguistic perspective of language attitude research. I start by defining the concepts of ‘language attitude’ and ‘social connotations hypothesis’, and then proceed to the analysis of linguistic evaluations in Jerome’s and Sidonius’ works. In accordance with the social connotations hypothesis, I argue that these evaluations about languages or language varieties are strongly biased by the socio-cultural stereotypes the authors hold about the speakers of these languages or language varieties.

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Turkevych, Oksana V. "UKRAINIAN AS A FOREIGN LANGUAGE FOR GERMAN-SPEAKING STUDENTS: ACHIEVEMENTS AND PROSPECTS IN THE 21ST CENTURY". Alfred Nobel University Journal of Philology 2, n.º 22 (2021): 219–27. http://dx.doi.org/10.32342/2523-4463-2021-2-22-21.

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Ukrainian as the state language of an independent European country is the subject of study in various parts of the world, including universities within individual research of Ukrainian studies (for example, Harvard University or the University of Alberta) or Slavic studies (different countries). The latest trends in teaching / learning foreign languages are aimed at: attracting the latest information technologies, quick access to knowledge, taking into account student needs (task-based approach), interpreting language as a tool for career growth or international communication, changing or supplementing the paradigm of language education. Accordingly, the Ukrainian language, which is the object of study outside Ukraine, needs new relevant ways of teaching it as a foreign one, based on the latest quality results of linguistic research of the Ukrainian language, in particular in the functional aspect. The purpose of the article is to analyze the current situation and outline the prospects for teaching Ukrainian as a foreign language outside Ukraine (in particular, based on the study of the experience of teaching it in Austria and Germany). The tasks are to carry out a comparative analysis of textbooks of the Ukrainian language for German speakers, to outline the scope of current problems related to the teaching of the Ukrainian language outside Ukraine. This was made possible by the descriptive method, and the functional approach made it possible to trace the conformity of teaching materials with modern requirements and needs of students. Textbooks for German-speaking students are designed for the Beginners level and implicitly take into account the information that for students it is the second Slavic language (usually after Russian). The studied textbooks have a diverse quality of language content (usually intended for beginners, but cover topics, grammatical material, communicative situations from higher levels) and are based on the grammartranslation method (except Klymenko Lina, Kurzidim Jan. Razom (2008); Schubert Ludmila, Ukrainian for beginners and fortresses (2012). It was found that there are no student`s book, teacher`s book, workbook, audio materials, which together according to the stages of training (levels A1-C2) would consistently provide a clearly divided language materials and propose communication skills, taking into account on the Common European Framework of Reference for Languages: Learning, teaching, assessment (2020) and Standardized requirements. Levels of proficiency in Ukrainian as a foreign language (A1-C2). High-quality linguistic resources of the Ukrainian language (for example, functional grammar of the Ukrainian language, dictionaries of collocations, lexical minimums), taking into account the latest approaches to learning foreign languages, would not only raise students' motivation, but also contribute to greater competitiveness of the Ukrainian language in a modern globalized society.

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Matsiuk, Zoriana. "LINGUODIDACTIC FEATURES OF TEACHING ADJECTIVES IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE". Theory and Practice of Teaching Ukrainian as a Foreign Language, n.º 18 (30 de mayo de 2024): 44–56. http://dx.doi.org/10.30970/ufl.2024.18.4392.

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The article delineates the nuances surrounding the meaning, morphological features, syntactic functions, and stylistic attributes of Ukrainian adjectives as a focal point for foreign learners, accompanied by a proposed set of exercises tailored to foster practical proficiency and fluency in their application within speech. It underscores the close association between adjectives and nouns, wherein their interdependency epitomizes the essence of their lexical meaning and grammatical categories. The semantics of adjectives is linked with word-formation structures, encompassing both derivative and non-derivative forms, as well as processes of substantiation. In teaching Ukrainian to non-native speakers, particular emphasis is placed on elucidating the autonomous nature of morphological categories – gender, number, and case – when adjectives assume the role of a noun or predicate. A comprehensive array of morphological variations within adjectives is delineated: 1) forms of word change by gender, number, case; 2) forms of adjectival comparison; 3) short and full (conjugated and unconjugated) forms of adjectives; 4) forms of adjectives by the final consonant of the stem (hard, soft, mixed group). Consideration is given to the formation and utilization of grammatical forms in tandem with the lexical and stylistic nuances inherent to adjectives. Moreover, the article underscores the distinctive approach employed in textbooks targeting Ukrainian as a foreign language when addressing the topic of adjectives. Authors extensively employ tables, instructional rules, generalizations, and grammatical exercises with a communicative emphasis, supplemented by explanatory commentary. It is essential to exercise creativity in leveraging the grammatical content within textbooks, critically evaluating presentation modalities and sequential learning patterns, and devising a comprehensive range of exercises and tasks aimed at cultivating practical aptitude and proficiency in adjective usage within speech. The efficacy of addressing these objectives hinges upon the methodological proficiency of Ukrainian language educators catering to foreign learners. Key words: Ukrainian as a foreign language, adjective, practical grammar, morphological features, syntactic functions, methodological competence.

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Bokareva, Yuliya Mikhailovna y Ol'ga Arkad'evna Novoselova. "Cultural knowledge of Russian by Chinese philology students studying Russian (based on the results of a diagnostic questionnaire)". Педагогика и просвещение, n.º 4 (abril de 2023): 79–97. http://dx.doi.org/10.7256/2454-0676.2023.4.69039.

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The subject of the study is the cultural knowledge of foreign students of philological profile about Russia. The paper contains the results of a study that was conducted for several years (starting in 2014) among students of the Xinjiang State and Xinjiang Pedagogical Universities (PRC, Urumqi), who studied Russian for 2 years using textbooks "Russian language for universities" series "East" (created in China) and came to Russian as a foreign language for a one-year internship (3rd year of studying Russian as a foreign language) at Novosibirsk State Pedagogical University (NGPU), with a B1 level in Russian. The purpose of the work is to present a system of diagnostic tasks that allow students to identify the initial knowledge of philologists about the culture of the country of the language being studied. The purpose of the work is to present a system of diagnostic tasks that allow to identify the initial knowledge of philology students about the culture of the country of the language being studied and changes in their ideas about the realities of Russian culture at the end of the year of study, to determine the basic cultural and country-specific information acquired during training by carriers of systemically different cultural values. Analysis of pedagogical, methodological and educational literature on the problems of teaching foreign languages, including Russian as a foreign language, questioning of foreign speakers in order to determine cultural and regional knowledge about Russia, a method of describing, generalizing and systematizing the data obtained, a method of thematic classification of cultural studies material presented in textbooks and in assignments performed by students. The novelty of the research is determined by the material introduced into scientific and methodological circulation, obtained as a result of a survey and questionnaire of foreign students of philology and allowing to study the image of Russia that has developed among foreign students. The main conclusions of the study are related to the developed and tested system of diagnostic materials aimed at determining the level of cultural and regional competence of foreign students. The materials obtained allow foreign philology students to identify the basic culturally-oriented knowledge about Russia that they have after studying outside the language environment, as well as to track the changes that have occurred in their ideas about Russian culture during their studies in Russia, and draw conclusions about the dominant cultural values of Russia in the language consciousness of foreign students.

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