scholarly journals LINGUISTIC ERRORS OF BRAZILIAN STUDENTS WHEN LEARNING RUSSIAN AS A FOREIGN LANGUAGE (BASIC LEVEL)

2020 ◽  
Vol 5 ◽  
pp. 505
Author(s):  
Joao Paulo Sabadin Santos T. Medina ◽  
Suellen Martins Medina ◽  
Ekaterina A. Budnik
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Brazilian Portuguese ◽  
Optimal Order ◽  
Place Of Articulation ◽  
Theoretical Comparison ◽  
Significant Difference ◽  
Brazilian Students ◽  
Basic Level

The article examines the errors in the basic level regarding the interference of the Portuguese language when Brazilian students learn Russian as a foreign language and offers the methodic to predict and avoid them. For this, authors compare the phonetic systems of Russian and Brazilian Portuguese as well as the main grammar units and structures that form the linguistic minimum on the basic level. Then, using the comparative analysis the errors in the students’ speech are predicted and interpreted. The results of theoretical comparison are compared to the actual and real errors. In the phonetic plan authors figure out significant difference in the signs of hardness, softness, place of articulation, mode of articulation and nasalization, and not big difference in acoustic signs and duration of sounds. In the grammatical field the results point out to a new and optimal order in teaching the cases. Also the necessity to adapt different grammar understanding of Russian verbal structure to the Brazilian one is described regarding the preposition and type of complement and the verb aspects. Authors developed exercises to help students overcome such errors more efficiently and in less time. 

scholarly journals Preliminary study about the rejection in the Brazilian and the Spanish cultures: external modifiers employed in email and private messages in Facebook

2018 ◽  
Vol 4 (2) ◽  
pp. 194-218
Author(s):  
Sara González Berrio ◽  
Susana Martín Leralta ◽  
Nildicéia Aparecida Rocha
Keyword(s):  
Foreign Language ◽  
Social Distance ◽  
Native Speakers ◽  
Brazilian Portuguese ◽  
Research Project ◽  
Relational Power ◽  
Preliminary Study ◽  
Brazilian Students ◽  
Peninsular Spanish

This study is part of a larger research project, aimed at analyzing and comparing rejections within a corpus of emails and private Facebook messages among three groups of informants: natives speakers of Peninsular Spanish, native speakers of Brazilian Portuguese and Brazilian students of Spanish as a foreign language. The partial results presented here correspond to the piloting data of the study, carried out with the informants of the first two groups. Specifically, we provide a taxonomy of external modifiers present in rejections with different degrees of imposition, relational power, and social distance. Likewise, we analyze the use of these modifiers by Brazilian and Spanish native informants.

scholarly journals COMPARATIVE ANALYSIS OF EDUCATIONAL PROGRAMS IN RUSSIAN AS A FOREIGN LANGUAGE IN RUSSIA AND IN CHINA

2020 ◽  
Vol 54 (4) ◽  
pp. 169-178
Author(s):  
Aiyisha YUSUFU ◽  
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
Chinese Students ◽  
Educational Programs ◽  
Russian Language ◽  
Educational Institutions ◽  
Elementary Level ◽  
Similarities And Differences ◽  
Basic Level ◽  
The Russian Language

Statement of the problem. The article is devoted to a comparative analysis of educational programs in the Russian language at universities in China and Russia on the example of the Chinese “Curriculum for the Russian language for higher educational institutions” (2012) and the Russian “Linguodidactic program in Russian as a foreign language. Elementary level (A1). Basic level (A2). The first certification level (B1)” (2017). The main sections of the curriculum, related to the description of the goals and content of training, act as a guideline for both teachers and authors of textbooks. At the same time, Russian language curricula aimed at Chinese students at universities in Russia and China differ in their content. The purpose of the article is to compare the goals and content of teaching Russian to Chinese students in China and Russia. Methodology (material and methods). The material of the research was the Chinese “Curriculum for the Russian language for higher educational institutions” published by the Publishing House for Research and Teaching Foreign Languages ​​of China and the “Linguodidactic Program in Russian as a Foreign Language. Elementary level (A1). Basic level (A2). First certification level (B1)”. In the course of the study, the method of comparative analysis was used. Research results. The study revealed the similarities and differences in the goals and content of teaching aspects of the language and types of speech activity for Chinese students in two countries, an attempt was made to explain these similarities and differences. The research results can be used in teaching Russian to Chinese students. Conclusion. It has been established that the difficulties experienced by Chinese students in the study of the Russian language in Russian universities are not only subjective, but also objective. They are conditioned by the conditions of education (in the linguistic environment or outside it) and different linguodidactic traditions. This is revealed in the course of the analysis of the curriculum aimed at Chinese students studying Russian language: the authors of the Chinese program focus on teaching grammar and writing, while the authors of the Russian program emphasize on teaching oral speech.

scholarly journals Comparative Analysis of Different Local Anesthetic Solutions Available in Market: An In Vitro and Clinical Study

2021 ◽  
Author(s):  
Eisha Imran ◽  
Faisal Moeen ◽  
Beenish Abbas ◽  
Bakhtawar Yaqoob ◽  
Mehreen Wajahat ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Local Anesthetic ◽  
Compositional Analysis ◽  
Bacterial Activity ◽  
Similar Composition ◽  
Ph Values ◽  
Significant Difference ◽  
The Mean ◽  
The Difference

Abstract Objectives The study aimed to evaluate and compare various commercially available local anesthetic solutions. Materials and Methods A total of 150 commercially available local anesthetic cartridges of similar composition (2% lidocaine with epinephrine 1:100,000) were randomly collected and divided into 3 groups. The designations of groups were selected from their product names such that each group consisted of 60 cartridges. Group S (Septodont, France) Group M (Medicaine, Korea) and Group H (HD-Caine, Pakistan). The samples were divided into five sub-groups, each consisting of 10 cartridges from each group to investigate each parameter. Results The acquired data was statistically analyzed and compared (using SPSS version 12). Compositional analysis revealed a non-significant (P>0.05) difference when the three Groups were compared with standard lidocaine and epinephrine solutions. The mean pH values of samples from group S, M and H respectively fell within the range of pH values of commercially available solutions. Non-significant difference in EPT values of Group S and H was found when efficacy was compared (p = 0.3), however a significant difference (p < 0.01) was observed in contrast to Group M. Anti-bacterial activity was observed in all the group and a non-significant difference in cell viability values of Group S and M was found (p = 0.6), while the difference was significant in comparison to Group H. Conclusion Within the limitations of these investigations, it appears that the properties of different manufacturers fall within the recommended ranges as mentioned in literature and do not appear to be statistically different in the variables we have tested.

scholarly journals CAN WE SPEAK ENGLISH? REFLECTIONS ON THE UNSPOKEN EFL IN BRAZIL

2017 ◽  
Vol 56 (1) ◽  
pp. 213-233
Author(s):  
Simone Tiemi Hashiguti
Keyword(s):  
Foreign Language ◽  
Theoretical Framework ◽  
Methodological Framework ◽  
Discussion Forums ◽  
Language Policies ◽  
Oral Production ◽  
History Of ◽  
Conditions Of Possibility ◽  
Brazilian Students

ABSTRACT This essay explores the issue of oral production in English as a foreign language in Brazil. It reports the difficulty some students find to speak the language to matters of authority and legitimacy constituted in a particular history of language policies. Interest in the theme emerged because many Brazilian students who know English state they cannot speak the language and avoid pronouncing it and engaging in conversations. A discursive methodological framework forms the basis for the analysis of postings collected from discussion forums on different websites. First, I can´t speak English works as the reference statement that makes it possible to verify a discursive regularity in operation in Brazil. Second, a postcolonial theoretical framework supports the discussion on the conditions of possibility to speak English as a foreign language in a former Portuguese colony. The author argues that the ghost of the native, idealized speaker prevents students from recognizing the English they know as legitimate, and to speak it, and points out that dignity is a possible discourse to help deconstruct the colonial, silenced positioning that exists regarding the oral production in this foreign language.

Comparative Analysis of the Exposure and Surgical Freedom of the Endoscopic Extended Minipterional Craniotomy and the Transorbital Endoscopic Approach to the Anterior and Middle Cranial Fossae

2018 ◽  
Vol 17 (2) ◽  
pp. 174-181 ◽  
Author(s):  
Raywat Noiphithak ◽  
Juan C Yanez-Siller ◽  
Juan M Revuelta Barbero ◽  
Raymond I Cho ◽  
Bradley A Otto ◽  
...  
Keyword(s):  
Comparative Analysis ◽  
Standard Deviation ◽  
Minimally Invasive ◽  
Vertical Axis ◽  
Endoscopic Approach ◽  
Extended Version ◽  
Specific Approach ◽  
Significant Difference ◽  
Surgical Application ◽  
The Mean

AbstractBACKGROUNDNumerous minimally invasive approaches to the skull base have been successively developed. Knowledge of the surgical nuances of a specific approach may facilitate approach selection. This study sought to compare the nuances of an extended version of the minipterional craniotomy (EMPT) with those of the transorbital endoscopic approach (TOEA) to the anterior and middle cranial fossae (ACF and MCF, respectively).OBJECTIVETo quantitatively analyze and compare the area of exposure and surgical freedom between EMPT and TOEA to the ACF and MCF.METHODSEMPT and TOEA were carried out in 5 latex-injected cadaveric heads, bilaterally (10 sides). For each approach, the area of exposure, surgical freedom, and angle of attack were obtained with neuronavigation and statistically compared.RESULTSNo significant difference was found between the mean area of exposure of EMPT and TOEA at the ACF and MCF (P = .709 and .317, respectively). The mean exposure area at the ACF was of 13.4 ± 2.6 cm2 (mean ± standard deviation) and 13.0 ± 1.9 cm2 for EMPT and TOEA, respectively. Except for the crista galli, EMPT afforded a larger area of surgical freedom at all targets. EMPT also achieved significantly greater attack angles in vertical axis except to the crista galli. The horizontal attack angles to all targets were similar between approaches.CONCLUSIONEMPT and TOEA offer a comparable area of exposure at the ACF and MCF in the cadaver; however, the instrument maneuverability afforded by EMPT is superior. Further studies are necessary to better define their precise surgical application.

Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language

2018 ◽  
Vol 46 (3) ◽  
pp. 447-458 ◽  
Author(s):  
Hung-Chang Liao ◽  
Ya-Huei Wang
Keyword(s):  
Foreign Language ◽  
Self Efficacy ◽  
Comprehension Strategies ◽  
Control Group ◽  
Verbal Persuasion ◽  
Reading Comprehension Strategies ◽  
English Reading ◽  
Significant Difference ◽  
And Performance ◽  
Experimental Group

We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.

scholarly journals The Effect of Using Group Work Technique on Developing Attitudes of non-English Major Students towards Learning English as a Foreign Language

2019 ◽  
Vol 25 (103) ◽  
pp. 1-22
Author(s):  
Asst. Instr. Hayder Abdulzahra Shalash
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Basic Education ◽  
Control Group ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Experimental Group ◽  
Work Technique ◽  
Learning English

       The present study aims at investigating the effect of applying group work technique on developing non-English major students' attitude towards learning English as a foreign language .Two null hypotheses have been formulated; the first hypothesis states that there is no statistically significant difference between the experimental and control group in their attitude towards learning EFL after the experiment. The second one states that there is no statistically significant difference in (pre-post questionnaire) of the experimental group students' attitude towards learning EFL. To achieve the aim of the study, and verify its hypothesis, the researcher has applied eight week experiment. A sample of 62 students has been chosen and divided into experimental and control groups. It has been chosen randomly from the second year students in the Basic Education College/ Department of History/Academic year (2017-2018).        The attitude questionnaire for both groups was applied before and after the experiment. After processing the results statistically, it was found that there is a statistically significant difference in favor of the experimental group. Having used the t-test formula, it was found that there is statistically significant development in the experimental group students' attitude towards learning EFL, which in turn indicates that the use of GWT is more effective than the traditional method.  Conclusion and recommendations were drawn.  

scholarly journals USE OF ELECTRONIC RESOURCES TO CREATE EDUCATIONAL QUIZZES FORMING FOREIGN LANGUAGE COMPETENCE

2019 ◽  
Vol 5 ◽  
pp. 177-182
Author(s):  
Elena Dubrovskaya
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
University Students ◽  
Foreign Languages ◽  
Comparative Experiment ◽  
Electronic Resources ◽  
Language Competence ◽  
Advantages And Disadvantages

The article considers the phenomenon of gamification in education, studies various electronic resources creating educational quizzes, presents a comparative analysis of their advantages and disadvantages in order to teach foreign languages to University students. To prove the efficiency, the results of a comparative experiment of the use of electronic resources for creating quizzes are given.

scholarly journals Exploring content selection strategies for Multilingual Multi-Document Summarization based on the Universal Network Language (UNL)

2017 ◽  
Vol 26 (1) ◽  
pp. 45 ◽  
Author(s):  
Matheus Rigobelo Chaud ◽  
Ariani Di Felippo
Keyword(s):  
Foreign Language ◽  
Brazilian Portuguese ◽  
Statistical Measure ◽  
Document Summarization ◽  
Content Selection ◽  
Selection Strategies ◽  
Multilingual Corpus ◽  
Universal Network ◽  
Network Language

Multilingual Multi-Document Summarization aims at ranking the sentences of a cluster with (at least) 2 news texts (1 in the user’s language and 1 in a foreign language), and select the top-ranked sentences for a summary in the user’s language. We explored three concept-based statistics and one superficial strategy for sentence ranking. We used a bilingual corpus (Brazilian Portuguese-English) encoded in UNL (Universal Network Language) with source and summary sentences aligned based on content overlap. Our experiment shows that “concept frequency normalized by the number of concepts in the sentence” is the measure that best ranks the sentences selected by humans. However, it does not outperform the superficial strategy based on the position of the sentences in the texts. This indicates that the most frequent concepts are not always contained in first sentences, usually selected by humans to build the summaries because they convey the main information of the collection.Keywords: content selection; concept; statistical measure; multilingual corpus; multi-document summarization.

scholarly journals The Effect of L2 Exposure Environment on Nnests’ Teaching Skills and Beliefs about EFL Learning Beyond the Class

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Susilo Susilo ◽  
Bibit Suhatmady ◽  
Dyah Sunggingwati ◽  
Hany Farisa ◽  
...  
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
T Test ◽  
Urban Region ◽  
Teaching Skills ◽  
Rural Region ◽  
Significant Difference ◽  
English Speaking ◽  
Native English Speaking Teachers ◽  
Efl Learning

The study aims at investigating the effect of second language (L2) exposure environment on NNESTs’ teaching skills and beliefs about EFL learning beyond the classroom. This is a survey for non-native English speaking teachers (NNESTs) of Indonesian Senior High Schools ( or in Indonesian terms ‘SMA’) from different L2 environments, namely: 1) urban-region exposure environment schools (n=40), and 2) rural-region exposure environment schools (n=40). There were two instruments used in the present study, i.e. 1) observation scaling checklist, and 2) questionnaire. The observation scaling checklist was used for assessing the respondents’ performance when they were teaching in class. Meanwhile, the questionnaire using a four-point Likert scale was used to elicit data. The researchers used a series of independent t-test to analyze the data. The result reveals that: 1) there is a significant difference between teaching skills of NNESTs from the urban region schools and those of NNESTs from rural region schools, t (78)= 19.499, p=0.000; and 2) there is a significant difference between beliefs about English as a foreign language (EFL learning beyond the classroom of the NNESTs from urban region schools and those of NNESTs from rural region schools, t (78)= - 4.925, p=0.000

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