scholarly journals Teaching electronic literature in Russia: the NSTU initiative project

2020 ◽  
Vol 8 (1) ◽  
pp. 253-265
Author(s):  
Svetlana Anatolevna Kuchina
Keyword(s):  
Second Language ◽  
Text Analysis ◽  
Listening Comprehension ◽  
Language Skills ◽  
Literary Text ◽  
Educational Process ◽  
Electronic Literature ◽  
Reading Experience ◽  
Traditional Language ◽  
Research Goal

This paper seeks to summarize the experience of carrying out the NSTU initiative project in Russia aimed at integrating electronic literature into the educational process in higher education. The project involved multipurpose research which included different curriculum subjects (English as a second language, literature and pedagogy). Its educational goal was to present a digital narrative to different categories of Russian students. Firstly, to Russian students who study literature in order to train their skills in literary text analysis. Secondly, the Inanimate Alice episodes were presented to those who study English as a second language in order to train their traditional language skills (reading and listening comprehension, speaking and writing) in English through a digitally created reading experience. The research goal was to analyze both types of experiences and present a strategy for digital literary text integration in the educational process in Russia.

scholarly journals ‘When most I wink, then’ – what? Assessing the comprehension of literary texts in university students of English as a second language

2022 ◽  
pp. 096394702110627
Author(s):  
Matthias Bauer ◽  
Judith Glaesser ◽  
Augustin Kelava ◽  
Leonie Kirchhoff ◽  
Angelika Zirker
Keyword(s):  
Second Language ◽  
University Students ◽  
Text Comprehension ◽  
Literary Text ◽  
Literary Texts ◽  
Educational Context ◽  
Direct Link ◽  
Language Poetry ◽  
Reading Experience ◽  
Comprehension Skills

This article introduces a test for literary text comprehension in university students of English as a second language. Poetry is especially suited for our purpose since it frequently shows features that offer challenges to comprehension in a limited space. An example is Shakespeare’s Sonnet 43, on which our test is based: it is suited for assessing not only if a text has been understood but also the ability of respondents to reflect on their own comprehension skills. We show that the test’s psychometric properties are satisfactory, and we demonstrate its validity by analysing relevant external indicators. Thus, we can show a direct link between general reading experience and text comprehension as tested: the more students read, the better do they perform. The collaboration of literary studies with psychometrics moreover allows for a statistically valid identification of specific challenges to comprehension and thus advance our knowledge of what readers find difficult. This will be of interest not only in a hermeneutic and linguistic perspective but also with a view to addressing those difficulties in an educational context. For example, asking someone whether they have understood an utterance (in this case: a line of poetry) does not elicit reliable answers. Being able to say how one has established the meaning of a line seems to be a more reliable indicator of actually having understood it.

scholarly journals Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

2017 ◽  
Vol 12 (1) ◽  
pp. 55 ◽  
Author(s):  
María Ángeles Martín del Pozo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Skills ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Second Language Listening ◽  
English Medium Instruction ◽  
Key Issues ◽  
Second Language Listening Comprehension

CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self) training of those teachers who need to update their language skills for CLIL.<p> </p>

COO NT2

1994 ◽  
Vol 49 ◽  
pp. 89-94
Author(s):  
Martine Jetten ◽  
Annemiek de Vries
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Skills ◽  
Computer Programs ◽  
The Other ◽  
Positive Aspect ◽  
Other Hand ◽  
General Opinion

In this review five computer programs will be discussed: Vocabulary and Grammar (E. Franken), Dutch for Foreigners (G. Ruijl), Grammar of Dutch as a Second Language (S. de Vos), Edittraining ( . de Graauw and M. Stortelder), and a Dictionary of Dutch as a Second Language (M. Jagtman and M. Klijn). They were developed especially for Dutch as a second language. The programs are meant to be aids for different areas of language learning such as vocabulary, grammar and listening comprehension. Our general opinion about these programs is that they have not reached a mature level yet. The programs have problems concerning the functionality of the exercises and the amount and type of feedback given. Another problem is the fact that the programs do not integrate the different language skills. A positive aspect, on the other hand, is that the programs give the student and the teachers the possibilities for differentiation and self-education. The conclusion is, therefore, that these programs for Dutch as a second language need to be seriously improved, if we want the programs to be a true aid in language learning.

scholarly journals English as a second language: helping international students get ready for college in the U.S.

2019 ◽  
Vol 4 ◽  
pp. e6877
Author(s):  
Petr Kandidatov
Keyword(s):  
Second Language ◽  
International Students ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Language Skills ◽  
Smooth Transition ◽  
Degree Programs ◽  
Palabras Clave ◽  
The U.S

Inglês como segunda língua: ajuda a estudantes estrangeiros a se prepararem para a universidade nos Estados Unidos RESUMO. Descreve o programa de inglês como segunda língua (ESL) na Southern Arkansas University e seu sucesso em ajudar estudantes estrangeiros a aprimorar suas habilidades na língua inglesa e facilitar uma transição suave para os programas de graduação e pós-graduação da universidade. O artigo analisa todos os componentes do programa, concentrando-se principalmente em seu currículo e métodos instrucionais que abordam todas as principais habilidades linguísticas (ouvir, falar, ler e escrever) e outras habilidades relacionadas à gramática, vocabulário e pronúncia. Palavras-chave: Inglês, Linguagem, Aprendizagem.   English as a second language: helping international students get ready for college in the U.S. ABSTRACT. Describes the English as a Second Language (ESL) program at Southern Arkansas University and its success in aiding international students in improving their English language skills and facilitating a smooth transition to the university’s degree programs. The paper looks at all the components of the program mainly focusing on its curriculum and methods of instruction that address all of the major language skills (listening comprehension, speaking, reading, and writing) and competences (grammar, vocabulary, and pronunciation). Keywords: English, Language, Learning.   Inglés como segunda lengua: ayuda a estudiantes extranjeros a prepararse para la universidad en los Estados Unidos de América                                                  RESUMEN. Describe el programa de Inglés Como Segunda Lengua (ESL) en Southern Arkansas University y su éxito al ayudar a los estudiantes extranjeros a mejorar sus habilidades en el idioma inglés y facilitar una transición suave a los programas de pregrado y posgrado de la universidad. Analiza todos los componentes del programa, centrándose principalmente en su plan de estudios y métodos de instrucción que abordan todas las principales habilidades lingüísticas (comprensión auditiva, conversación, lectura y escritura) y competencias (gramática, vocabulario y pronunciación). Palabras clave: Inglés, Lenguaje, Aprendizaje.

Elementy poetyki ludowej w powieści Rzeczy uprzyjemniające. Utopia T. Bołdak-Janowskiej

2020 ◽  
pp. 182-197
Author(s):  
Agnieszka Goral
Keyword(s):  
Fairy Tales ◽  
Text Analysis ◽  
Literary Text ◽  
Source Material ◽  
Human Existence ◽  
The Other ◽  
The Novel ◽  
Literary Works ◽  
The One ◽  
Cultural Features

The aim of the article is to analyse the elements of folk poetics in the novel Pleasant things. Utopia by T. Bołdak-Janowska. The category of folklore is understood in a rather narrow way, and at the same time it is most often used in critical and literary works as meaning a set of cultural features (customs and rituals, beliefs and rituals, symbols, beliefs and stereotypes) whose carrier is the rural folk. The analysis covers such elements of the work as place, plot, heroes, folk system of values, folk rituals, customs, and symbols. The description is conducted based on the analysis of source material as well as selected works in the field of literary text analysis and ethnolinguistics. The analysis shows that folk poetics was creatively associated with the elements of fairy tales and fantasy in the studied work, and its role consists of – on the one hand – presenting the folk world represented and – on the other – presenting a message about the meaning of human existence.

Educational text in the aspect of intellectualization of the university teaching of the russian language

2019 ◽  
Author(s):  
Karina Amaiakovna Oganesian
Keyword(s):  
Literary Text ◽  
Educational Process ◽  
Russian Language ◽  
University Teaching ◽  
Motivational Level ◽  
Linguistic Aspect ◽  
The University ◽  
The Russian Language

The article discusses the issue of intellectualizing the process of learning a language through the prism of studying literary text, describes the multiplicity of approaches and directions in studying an artistic text in order to reveal its nature in the linguistic aspect, increase the motivational level and update the educational process.

Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions

2018 ◽  
Vol 51 ◽  
pp. 47-57
Author(s):  
Тетяна Грунтова ◽  
Юлія Єчкало ◽  
Андрій Стрюк ◽  
Андрій Пікільняк
Keyword(s):  
Augmented Reality ◽  
Educational Process ◽  
Educational Institutions ◽  
Training Process ◽  
Scientific Publications ◽  
Theoretical Substantiation ◽  
Research Goal ◽  
Augmented Reality Technology ◽  
Cognitive Activities

Hruntova T. V., Yechkalo YU. V., Stryuk A. M. and Pikilʹnyak A. V. Augmented Reality Tools in Physics Training at Higher Technical Educational Institutions. Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in thetraining process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotesdevelopment of research skills and a future specialist’s competent personality.

Developing Second Language Skills: Theory to Practice

1977 ◽  
Vol 61 (4) ◽  
pp. 204
Author(s):  
Jean-Pierre Berwald ◽  
Kenneth Chastain
Keyword(s):  
Second Language ◽  
Language Skills ◽  
Theory To Practice

Googleology for second language learning

2021 ◽  
Vol 11 (2) ◽  
pp. 453-469
Author(s):  
Patrizia Giampieri
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
Language Skills ◽  
Linguistic Research ◽  
Advanced Search ◽  
The World ◽  
Google Search

Abstract The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered to 78 apprentices, divided into groups of 10–15, over a period of six months. During the lesson, the participants were taught how to work with Google Advanced Search syntax. At the end of the lesson, they applied the newly-acquired skills by completing a few tasks concerning term and/or collocational search. The paper findings will highlight that, despite initial hesitation or inaccuracies in completing the exercises, the tasks were performed well. The participants considered the lesson interesting, useful and enjoyable. They felt engaged irrespective of the level of their second language (L2) knowledge, and were more confident in approaching Google Search for linguistic purposes.

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