scholarly journals Przełamywanie barier komunikacyjnych (na przykładzie wieloetnicznej i wielojęzycznej sytuacji społecznej Zaolzia)

2021 ◽  
Vol 21 ◽  
Author(s):  
Irena Bogoczová ◽  
Jiří Muryc
Keyword(s):  
Foreign Students ◽  
Educational Institution ◽  
Spoken Language ◽  
Language Awareness ◽  
The Czech Republic ◽  
Authentic Language ◽  
Art Schools ◽  
Official Status ◽  
Basic Level ◽  
Minority Ethnic

Breaking Communication Barriers (on the Example of the Multiethnic and Multilingual Situation of the Society in the Zaolzie Region)The present paper describes the language situation in several parts of Cieszyn Silesia (the Zaolzie region) in the Czech Republic. The research is based on authentic language material from two music (art) schools in Český Těšín and Třinec. The Třinec school has the official status of a bilingual Czech-Polish educational institution. These two establishments share several common features: both students and teachers come from either majority Czech or minority ethnic Polish communities; Polish children study in both institutions, although a larger group of these "foreign" students attends the school in Český Těšín. The authors analyze not only the spoken language itself but also the competence and language awareness of the respondents. They have come to the conclusion that interactions between the users of two (different) languages can be successful regardless of the fact whether each participant uses their own native tongue or that of their interlocutor, although they speak this language only at a basic level. Przełamywanie barier komunikacyjnych (na przykładzie wieloetnicznej i wielojęzycznej sytuacji społecznej Zaolzia)W artykule została opisana sytuacja językowa w czeskiej części Śląska Cieszyńskiego w Republice Czeskiej na podstawie autentycznego materiału językowego pochodzącego z dwóch szkół muzycznych (artystycznych) – jednej z Czeskiego Cieszyna, drugiej – z Trzyńca. Szkoła trzyniecka ma oficjalny status czesko-polskiej szkoły dwujęzycznej. Obie placówki łączy kilka cech wspólnych: zarówno uczniowie, jak i nauczyciele wywodzą się bądź z większościowego środowiska czeskiego, bądź należą do polskiej etnicznej wspólnoty mniejszościowej. W obu placówkach uczą się także dzieci z Polski, choć o wiele więcej takich „zagranicznych” uczniów uczęszcza do szkoły w Czeskim Cieszynie. Autorzy zajmują się nie tylko analizą samego języka mówionego, ale również kompetencją i świadomością językową badanych osób, dochodząc do wniosku, że interakcja między użytkownikami dwu (różnych) języków może przebiegać pomyślnie nawet wtedy, gdy każdy z nich używa własnego języka ojczystego (względnie gwary ojczystej) lub języka partnera komunikacji, chociaż język ten opanował tylko na poziomie podstawowym.

scholarly journals Learning Never Ends... Spaces of Adult Education: Central and Eastern European Perspectives

2021 ◽  
Keyword(s):  
Adult Education ◽  
Informal Learning ◽  
Central And Eastern Europe ◽  
Educational Institution ◽  
Knowledge Work ◽  
Open Education ◽  
Eastern European ◽  
Learning Space ◽  
The Czech Republic ◽  
Social Commitment

This monograph is a collection of texts written by researchers, practitioners and theoreticians of adult education from Central and Eastern Europe (Poland, the Czech Republic, Slovakia, Ukraine, Russia). Its focus is on areas of contemporary adult education. The key issue is informal-learning space, where we can see the shift towards positive valuation of the ideas of localism and social commitment and to learning through (auto)reflection shaped by currents of information and individual experience. Another significant matter is the non-formal area of education, where intensive changes are taking place. The activities of associations and foundations, the dissemination of knowledge, work within open-education institutions, the non-governmental educational institution sector, citizenship – all are important areas of research, comparison and analysis that can be used to increase andragogical knowledge.

Moribund Language Documentation and Preservation: A Preliminary Study on the Punan Language

2019 ◽  
Author(s):  
Zeckqualine Melai ◽  
◽  
Alvy Rigar ◽  
Keyword(s):  
Native Speakers ◽  
Spoken Language ◽  
Language Documentation ◽  
Early Step ◽  
Minority Ethnic Groups ◽  
Preliminary Study ◽  
Language And Ethnicity ◽  
Minority Ethnic ◽  
Oriented Research ◽  
Area Data

This study focuses on the Punan language in Punan Bah, Belaga, Sarawak. The Punan language is a language spoken by the Punan people, one of the minority ethnic groups in Sarawak. This study is a preliminary study of the language and acts as an early step in the effort to document and preserve the language. This preliminary study is pivotal in preventing teh language from falling into an endangered phase or becoming moribund. This study also aims to resolve confusion over some terms used to refer to the Punan ethnicity and Punan language. This study was conducted as field-oriented research. The respondents were selected based on several criteria and were native speakers of the Punan language, aged forty and above, and living in the Punan Bah area. Data were collected through interviews and voice recordings. The data include the history and the background of the Punan ethnicity. The outcome of the study shows that the Punan language and ethnicity are different from the Penan language and ethnicity, and these ethnicities belong to two different categories with their own respective identities. From historical and background aspects, the Punan language is spoken in eight long houses, namely Punan Pandan, Punan Jelalong, Punan Mina, Punan Meluyou, Punan Bah, Punan Biau, Punan Sama and Punan Kakus. From a linguistics aspect, it is found that the Punan language has four main variations; daily spoken language, ukiet (folklore), u'a and setuo. Hence, this study will explore the diversity of indigenous languages in Sarawak.

What should we teach about the spoken language?

1994 ◽  
Vol 17 (2) ◽  
pp. 104-120 ◽  
Author(s):  
Michael McCarthy
Keyword(s):  
Discourse Analysis ◽  
Foreign Language ◽  
Conversation Analysis ◽  
Final Section ◽  
Spoken Language ◽  
Language Awareness ◽  
Spoken English ◽  
Core Set ◽  
Form Part ◽  
Oral Component

Abstract This paper sets out to address the problem of just what, from the vast amount of research now available into the spoken language, can and ought to form part of the oral component of a second or foreign language course. Exemplification is principally based on spoken English from the British Isles, but reference is made, where appropriate, to other modern languages. Structural, interactive, generic and contextual constraints are discussed in terms of their implications for teaching, and a core set of features are highlighted. Some results of discourse analysis and conversation analysis are argued as better treated within the domain of cross-cultural studies, and other features of spoken language usually considered within the domain of discourse analysis are proposed for inclusion within the lexico-grammatical areas of the syllabus. Methodological implications are discussed in the final section, where it is argued that traditional ‘presentational’ approaches to language teaching need to be rethought and supplemented by more inductive- and language awareness based activities.

scholarly journals Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School

2020 ◽  
Vol 9 (7) ◽  
pp. 130
Author(s):  
Maria V. Tsurkan ◽  
Anna Ilkiv ◽  
Oksana V. Maksymiuk ◽  
Ivanna M. Struk ◽  
Nataliya O. Shatilova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Negative Emotions ◽  
Educational Institution ◽  
Educational Process ◽  
Educational Activity ◽  
Experimental Investigations ◽  
Teaching Methodology ◽  
Emotional Factor ◽  
Emotional Component

The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.

scholarly journals Multiculturalism at Czech universities as a predictor of diversity work place. The case of students from former Soviet Union

2011 ◽  
Vol 59 (7) ◽  
pp. 325-336
Author(s):  
Martina Rašticová ◽  
Valery Senichev
Keyword(s):  
Soviet Union ◽  
Former Soviet Union ◽  
Foreign Students ◽  
Minority Groups ◽  
Work Place ◽  
The Czech Republic ◽  
Practical Applications ◽  
Stereotype Content ◽  
Majority Groups ◽  
Different Cultures

The study is focused on the problematic of spreading multiculturalism at universities in the Czech Republic. The number of immigrants mostly from regions of Eastern Europe coming to work and live in the country keeps growing. From previous research, it is apparent that success in dealing with immigrants at Universities and in the work places is conditioned by the perception of minorities and vice versa. Whereas most of the research is focused on the perception of minority groups, there is a lack of research data regarding the perception of majority groups. The current study is concerned with the perception of a majority group by foreign students from former Soviet Union studying at Czech universities. The methods were chosen to achieve the research objectives. We used free associations, which are best to explore the perception dimensions. A group of foreign students from the former Soviet Union (N = 55) studying at Czech universities were interviewed via the Internet. The research results proved the validity of Susan Fiske’s Model of Stereotype Content of inter-group perception based on agency – communion dimensions. Moreover, the findings showed how different cultures and social backgrounds change the patterns of judgment. These data are considered to be highly important for work in diversified groups. Practical applications of the research outcomes and future directions are discussed.

scholarly journals Features of teaching Russian as a foreign language to bilingual students (using the example of the Russian verb aspect study)

2020 ◽  
Vol 9 (4) ◽  
pp. 321-324
Author(s):  
Elena Leonidovna Perkova ◽  
Lubov Pavlovna Shirobokova
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Bilingual Students ◽  
Grammatical Category ◽  
Verb Aspect ◽  
Russian Verb ◽  
Special Cases ◽  
Basic Level ◽  
The Russian Language

The paper discusses the features of learning Russian by foreign students who speak English at a basic level. A difficult aspect for foreign students is grammar, which is accompanied by an innumerable set of rules and the same number of exceptions. One of the most difficult grammatical topics is Imperfect and Perfect Verbs, since in other languages the grammatical category of the verb aspect does not exist. In this regard, there are difficulties for foreign bilingual students in determining the meaning, methods of education, use and application of imperfect and perfect verbs in speech situations. The explanation of the material is based on the principles of consistency and systematicity, i.e. from the disclosure of the semantics of verbs, their functions in specific communicative situations, further to the methods of forming of aspect pairs of the verb using common prefixes, suffixes, as well as exceptions to the rules, alternating adjacent consonants and vowels in the root, and special cases of formation of aspect pairs of the verb that need to be remembered. The paper presents methods of teaching the grammatical category of the verb aspect in the Russian language to foreign students, successive stages of work on the formation and correct using of perfect and imperfect verbs in order to remove the language barrier in intercultural communication.

scholarly journals Problems of teaching foreign students in mixed groups

2021 ◽  
Vol 127 ◽  
pp. 02012
Author(s):  
Elena Romualdovna Laskareva ◽  
Alina Aleksandrovna Pozdnyakova ◽  
Tatyana Nikolayevna Bazvanova ◽  
Daria Aleksandrovna Dmitrieva ◽  
Tatiana Pavlovna Chepkova
Keyword(s):  
General Education ◽  
Foreign Students ◽  
Negative Impact ◽  
Educational Institution ◽  
Educational Process ◽  
Mixed Group ◽  
Current Period ◽  
Group A ◽  
Foreign Speakers ◽  
Mixed Groups

The article analyzes the problems associated with teaching foreign students in mixed groups. A mixed group is a formally isolated part of the educational institution cohort that possesses such characteristics as: 1) a fixed heterogeneous ethno-cultural composition, 2) a different level of preparation of students for mastering the disciplines of the general educational program, 3) common cognitive interests and a single educational content in the current period of time; 4) joint educational activities under the guidance of the same teachers, 5) a single period of study. This article aims to highlight the range of language problems that hinder the development of general education programs by foreign students when studying as part of a mixed group. Since the structure of language difficulties varies for different categories of foreign citizens (foreigners with an initial level of proficiency in Russian, foreign speakers, bilinguals), it is important to have a differentiated approach to regulating the educational process and specially organized training taking into account the ethnic and linguistic needs of all members of the group. A differentiated approach to learning, building an individual way of each group member development allows mobilizing cognitive interests and motivating participants in the educational process. The development of specific recommendations to overcome the possible negative impact of a mixed group on the process of obtaining subject knowledge by foreign students is an important methodological task that requires further study.

Pengaruh Teacher Feedback terhadap Kemampaun Murid dalam Pembelajaran Writing

2019 ◽  
Vol 6 (1) ◽  
pp. 25-31
Author(s):  
Muh Arief Muhsin ◽  
Ika Sastrawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Spoken Language ◽  
Written Language ◽  
Instructional Materials ◽  
Teacher Feedback ◽  
Metalinguistic Feedback ◽  
The Subject

Abstract The research aimed to describe the phenomena of feedback given by the teacher in learning writing. In addition, this study was also described how the response given by the student when receiving feedback from the teacher. The long term goal to be achieved was the improvement of the teaching system so that every educational institution had aimed at teaching concepts to form an intelligent generation. This study was a descriptive qualitative research to be carried out in SMA Muhammadiyah 1 Unismuh Makassar which one of top schools Muhammadiyah. The ability of students in the school had been considered good in communication, but their ability to write was still lacking , especially in terms of grammatical . Therefore, the researcher was described the feedback given by the subject teachers of English subjects at the time of writing , especially when students learned making mistakes in the process of teaching and learning in the classroom . The extent, the teacher can give feedback to the students.  The research was described the positive feedback and negative feedback given by the teacher so that it can be information and feedback in the learning process.Giving feedback subject teachers more English language based situation in the classroom. In writing instructional materials for example, most teachers use an explicit correction and metalinguistic feedback. This is because students are using written language than spoken language. Almost kinds of feedback used in teaching but not as often as with the two types of feedback. The students have different conditions, but most were more likely to agree given feedback after speaking or after making a mistake. The most powerful reason is the lack of experience of students in learning English so want to get direct feedback.Key words: Teacher Feedback, murid, Writing

Selection of a Higher Educational Institution by Foreign Students: Motives, Factors and Problems (Based on the Results of Sociological Studies)

Vestnik NSUEM ◽  
2022 ◽  
pp. 242-251
Author(s):  
N. M. Volovskaya ◽  
L. K. Plyusnina
Keyword(s):  
Higher Education ◽  
Foreign Students ◽  
Educational Institution ◽  
Educational Institute ◽  
Higher Educational ◽  
Sociological Studies ◽  
Everyday Problems ◽  
The City ◽  
Russian Education ◽  
Selection Of

The article presents the results of two sociological studies carried out for the purpose of research of motivation of obtaining a higher education and factors of selection of a higher educational institution by foreign students, revelation of problems and elaboration of recommendations for their solution. It was revealed that foreign students in general praise obtaining a higher education, and that motivational postulates of obtaining education include not only commercial goals but cultural as well. It was established that Russian education is praised by foreign students in terms of quality, and that foreign students seek Russian education purposefully. It was found that Russia is a financially attractive country for foreign students, including employment. The study demonstrated a great significance of the website and social media of a higher educational institute for making decision on obtaining education in this higher educational institute. The results of the study showed that the level of competence in higher educational institutes of the city conforms to the requirements of foreign students and satisfies their demands maximally. At the same time several problems were revealed relating to training of foreign students: language problems; problems in training; communicational problems; social and cultural problems and social and everyday problems. Several recommendations were made to solve those problems.

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