scholarly journals The cognitive structure of the word-formation system and methodological issues of teaching of the Kazakh language

2021 ◽  
Vol 16 (6) ◽  
pp. 3387-3395
Author(s):  
Zhanar Abitova ◽  
Zharkynbike Suleimenova ◽  
Yerkinbek Turgunov
Keyword(s):  
Teaching Method ◽  
Mother Tongue ◽  
Language Teaching ◽  
Cognitive Structure ◽  
Word Formation ◽  
Classroom Teachers ◽  
Human Beings ◽  
Communication Tool ◽  
Word Structure ◽  
Basic Language

Human beings understand and interpret what is happening around them in their mother tongue. It is a fact that in recent years, language teaching has been given importance as a communication tool. Each language carries out the processes of understanding and explaining, consisting of its own specific structures and rules. In terms of the basic language skills involved in these two processes, the behaviours and methods of language learners and teachers who will ensure that they can use their mother tongue correctly are very important. The historical development of multilingualism in Kazakhstan consists of several stages. Multilingualism has brought with it problems in Kazakh teaching in Kazakhstan. For this purpose, it is important to determine the opinions of classroom teachers about teaching the Kazakh language in terms of word structure, the suitability of the contents of the textbooks, and the qualifications of teachers in language teaching. For this purpose, interviews were conducted with 19 classroom teachers working in Kazakhstan. In this study, the findings obtained using the qualitative research method were analysed in detail. It has been concluded that there are points where the contents of the textbooks are not suitable for the classroom teachers, the methods and techniques they use in language teaching are insufficient and these inadequacies cause problems. Keywords: Kazakh, language teaching, method and technique, language, speaking    

scholarly journals Przyswajanie języka pierwszego - imitacja czy wrodzony dar? Analiza na podstawie wybranych teorii akwizycji języka ojczystego oraz podstawowych systemów językowych

Adeptus ◽  
2013 ◽  
pp. 6-25
Author(s):  
Katarzyna Włodarska
Keyword(s):  
Language Acquisition ◽  
Physical Mechanism ◽  
Nursery School ◽  
Mother Tongue ◽  
First Language ◽  
English Teacher ◽  
First Language Acquisition ◽  
Human Beings ◽  
Basic Language

First language acquisition – imitation or innate gift? Analysis based on selected theories of first language acquisition and basic language systemsThis article deals with a surprising phenomenon typical only for human beings – first language acquisition. Its aim is to answer the question as stated in the title. The author, an English teacher working in a nursery school, looks for the answer using references to theories connected with this topic, and in addition, takes into consideration the speech of children she is in charge of. In order to demonstrate the sophisticated nature of human language, the author refers to several definitions of this term. She presents the term ‘mother tongue’ and analyses the ways of acquiring its phonetic, phonological, morphological and syntactic systems by children. She also gives numerous examples of the most common mistakes found in their speech, taken from Polish and English languages. Furthermore, three major theories regarding first language acquisition, presenting the approach of Piaget, Chomsky and Skinner to this phenomenon, are described in the article. The author reaches the conclusion that first language acquisition is a mixture of imitation and innate gift. The role of the physical mechanism enabling a human being to produce speech and that of contact with the language of a child’s parents merits emphasizing also. The result of these factors is the possibility of language acquisition.

scholarly journals Ensino de língua inglesa: síntese ou invasão cultural?

2017 ◽  
Vol 9 (17) ◽  
pp. 91
Author(s):  
Sandra Regina Cibin Stocovichi ◽  
Fabiana Rodrigues de Sousa
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Language Teaching ◽  
Popular Education ◽  
English Language Teaching ◽  
Human Beings ◽  
Cultural Hierarchy ◽  
Research In Education

O ensino de língua inglesa como uma atividade neutra é reflexo de um discurso marcado pelo colonialismo, que traz em seu bojo uma hierarquização cultural que divide os seres humanos entre os falantes da língua inglesa (tidos como superiores) e aqueles que se expressam em sua língua (percebidos como inferiores). Com intenção de questionar essa abordagem que legitima o ensino de língua inglesa como forma de invasão cultural, este artigo apresenta reflexões tecidas ao longo de pesquisa de mestrado em Educação, cujo objetivo foi analisar a possibilidade de o ensino de língua inglesa se configurar como síntese cultural, isto é, como espaço para produção de contra discursos. Palavras-chave: Língua inglesa. Síntese cultural. Educação popular.Teaching english: synthesis or cultural AbstractTeaching English language as something neutral reflects a speech marked by colonialism that brings with it a cultural hierarchy that divides human beings among native speakers (taken as superior) and those that are expressed in their mother tongue (perceived as inferior). Intended to question this approach legitimizes the teaching of English as a form of cultural invasion, this article presents reflections done throughout master's research in education that aimed to analyze the possibility of English language teaching to set yourself up as a cultural synthesis that is, as a space for production counterdiscourses.Keywords: English language. Cultural synthesis. Popular education.

scholarly journals Cultural investment of Javanese Krama language in Islamic elementary schools

2019 ◽  
Vol 10 (2) ◽  
pp. 148
Author(s):  
Khulukul Khuzaefi
Keyword(s):  
Elementary Schools ◽  
Mother Tongue ◽  
Language Instruction ◽  
Human Beings ◽  
Communication Tool ◽  
Fields Of Study ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
Cultural Investment ◽  
Over Time

Language is the most essential communication tool for human beings. Languages possessed by humans are so dynamic that it continues to evolve over time. The language instruction was termed Linguistic Etiquette. In Linguistic Etiquette there is a term of speech levels.  The use of language in Islamic Elementary School (Madrasa Ibtidaiyah/MI) was implemented in an integrated manner with the relationshipbetween fields of study. Javanese is the mother tongue of the Javanese. The society levels of speech in Javanese language are Ngoko, Krama Madya, and Krama Inggil. The Javanese practices Krama level language to communicate between students with teachers, among teachers and teachers with headmaster of MI at school. This research was conducted qualitatively to informants from MI Tegalwaton and MI Al Islam Bonomerto. The researcher used qualitative descriptive approach to describe the state or phenomenon status of the data obtained from the research object, which then analyzed. This study are investigating MI programs in instilling Javanese `Krama` language, the results of Javanese `Krama` language cultural cultivation in MI Tegalwaton and MI Al Islam Bonomerto as well as obstacles experienced by the students in using Javanese `Krama` language.

The importance of Dede Korkut Stories in ferms of Turkish language education and volue transfer

2011 ◽  
Vol 1 (1) ◽  
pp. 21-31 ◽  
Author(s):  
Murat Özbay ◽  
Esra Karakuş
Keyword(s):  
Mother Tongue ◽  
Language Teaching ◽  
Descriptive Analysis ◽  
Language Education ◽  
Human Beings ◽  
Teaching Program ◽  
Effective Learning ◽  
The Social ◽  
Universal Values ◽  
Turkish Language

Language is the most important instrument that allows communication between human beings and which integrates individuals with society thereby enabling a person to express oneself. As a means to agreeing and transferring, learning a language can only take place with an effective learning of the mother tongue. The responsibility of gaining the basic skills of Turkish language that is under the responsibility of Turkish language teaching and the need to provide national and universal values in gaining these skills have been indicated in the programs that have been prepared. This gaining of value will be by means of text books. The objective of this research is to bear in mind and examine the twenty values that take place in the sixth and seventh grades of the Social Sciences Lesson Teaching Program of Muharrem Ergin's book titled "Twelve Stories of Dede Korkut" that is in line with the 2005 Turkish Language Teaching Program for grades sixth through eighth and to classify the value elements that these stories contain. The research utilizes the descriptive analysis method. Among these stories a total of 190 values were determined with the most examples from those that reflected the value of respect with 38, followed by love (29), responsibility (17), solidarity (16) and patriotism (15).

Similarities in the Syntactic Structure of the German and Croatian Language

2018 ◽  
Vol 5 (3) ◽  
pp. 107-118
Author(s):  
Manuela Svoboda
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Language Teaching ◽  
Syntactic Structure ◽  
Foreign Language Teaching ◽  
Subordinate Clause ◽  
German Language ◽  
Syntactic Structures ◽  
Subordinate Clauses

Abstract The purpose of this paper is to analyse any potential similarities between the Croatian and German language and present them adopting a contrastive approach with the intent of simplifying the learning process in regards to the German syntactic structure for Croatian German as foreign language students. While consulting articles and books on the theories and methods of foreign language teaching, attention is usually drawn to differences between the mother tongue and the foreign language, especially concerning false friends etc. The same applies to textbooks, workbooks and how teachers behave in class. Thus, it is common practice to deal with the differences between the foreign language and the mother tongue but less with similarities. This is unfortunate considering that this would likely aid in acquiring certain grammatical and syntactic structures of the foreign language. In the author's opinion, similarities are as, if not more, important than differences. Therefore, in this article the existence of similarities between the Croatian and German language will be examined closer with a main focus on the segment of sentence types. Special attention is drawn to subordinate clauses as they play an important role when speaking and/or translating sentences from Croatian to German and vice versa. In order to present and further clarify this matter, subordinate clauses in both the German and Croatian language are defined, clarified and listed to gain an oversight and to present possible similarities between the two. In addition, the method to identify subordinate clauses in a sentence is explained as well as what they express, which conjunctions are being used for each type of subordinate clause in both languages and where the similarities and/or differences between the two languages lie.

Teaching Turkic-speaking school students the morphemic structure of the word in the Russian language classes: ethno-cognitive approach

2020 ◽  
pp. 87-95
Author(s):  
Elena A. Zheleznyakova
Keyword(s):  
Cognitive Abilities ◽  
Word Formation ◽  
Russian Language ◽  
School Students ◽  
Cognitive Approach ◽  
Word Structure ◽  
Language Classes ◽  
Turkic Languages ◽  
Group Words ◽  
Linguistic Material

In a modern Russian school, together with Russian-speaking school students, children of migrants study, for most of whom are native Turkic languages. For foreigners, traditional lessons should be supplemented with corrective lessons in Russian as a non-native language, the effectiveness of which will be high provided that an ethno-cognitive approach to teaching is followed. Learning the morphemic structure of a word based on an ethno-cognitive approach is the subject of this study. The aim is to develop methodic recommendations based on the analysis of the features of the morphemic structure of Turkic words, to identify possible difficulties in mastering the morphemic structure of the Russian word by Turkic-speaking students, and to highlight methods and techniques based on the principles of consciousness and the development of students’ cognitive abilities. Two main difficulties in the field of the morphemic word structure for foreign children are highlighted: Russian inflection and morphological ways of word formation: prefix and prefix-suffix. When working with these topics, the teacher should develop students’ ability to think analytically, comparing and identifying the essential features of a linguistic phenomenon, make assumptions and find confirmation for them. Mastering inflection will be more effective if you group words thematically, work according to ready-made patterns and models of inflection, increase the number of tasks “for substitution” and “for replacement”. The following stages of work on concepts are substantiated: analysis of linguistic material and highlighting the main fea-tures of a concept; generalization of signs, establishing a connection between them and introducing the desired term; concretization of concepts based on new linguistic material.

scholarly journals Comments and Analysis of the Main Schools of Modern Foreign Language Teaching Methods

2020 ◽  
Vol 16 (1) ◽  
pp. 1
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Level System ◽  
Teaching System ◽  
Chinese Characteristics ◽  
Multi Level ◽  
Language Teaching Methods

<p>Modern foreign language teaching method is a diversified, multi-dimensional and multi-level system. It is helpful in improving the level of foreign language teaching in China and establishing a foreign language teaching system with Chinese characteristics to comment on and analyze some of the most influential foreign language teaching schools.</p>

scholarly journals Laulun sanoja lausumalla taitavaksi ääntäjäksi?

2018 ◽  
pp. 18-44
Author(s):  
Leena Maria Heikkola ◽  
Jenni Alisaari
Keyword(s):  
Second Language ◽  
Language Learners ◽  
Teaching Method ◽  
Language Teachers ◽  
Foreign Accent ◽  
Classroom Teachers ◽  
The Future ◽  
Second Language Teachers ◽  
Song Lyrics ◽  
Teaching Pronunciation

The aim of the study was to investigate how different teaching methods, singing, listening to songs and reciting song lyrics, affect the development of pronunciation of Finnish as a foreign language pronunciation. The second objective of the study was to investigate whether future classroom teachers and future Finnish as a second language teachers evaluate the strength of foreign accent differently. The results indicate that reciting song lyrics is the most beneficial for the development of pronunciation. This teaching method is especially useful for beginners’ level language learners. The future class teachers gave stricter evaluations of foreign accent than the future Finnish as a second language teachers. Based on the results of the study, it could be argued that reciting song lyrics could be used for teaching pronunciation. Further, the results support previous findings that more experienced listeners give milder evaluations than more unexperienced. Thus, it would be valuable for future teachers to gain experience in listening diverse accents.

scholarly journals Jurnal Al-Maraji' Volume 1. Nomor 1. Juni 2017

2018 ◽  
Author(s):  
PUJIA UNISMUH MAKASSAR
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Direct Method ◽  
Point Method ◽  
Learning Science ◽  
Teaching Language ◽  
First Time ◽  
Science Subject ◽  
The Way

Direct means straight to the point. Direct method or straight to the point method is the way in presenting Arabic where the teacher directly uses the language ( Arabic) as the language in giving instruction , without using students’ mother tongue . If there is a word is difficult to understand by the students, teachers can interpret that word by using props, demonstrating, describing and etc. This method is based on the understanding that teaching foreign language subject is not the same as teaching the science subject. If in the Learning science, the students are required to memorize certain formulas, think and remember, in language teaching, students or pupil are trained to practice directly spelling certain words or sentences. It is same when we consider a mother in teaching language to her childrens, she practices the language by herself directly , lead her child to pronounce the word by -word, sentence by-sentence, and her children will repeat what she spell in funny way. In principle, Direct method is really important in teaching Arabic, because through this method students can practice their speaking skills directly without using their mother tongue (the language of their scope). Although in the first time it seems difficult for students to duplicate it, but this method finally so interesting for them .

Sign in / Sign up

Export Citation Format

Share Document