scholarly journals Levels and criteria for understanding of the scientific text in the pre-university period

2021 ◽  
Vol 9 (SPE1) ◽  
Author(s):  
Olga Kharitonova ◽  
Olga Fisenko ◽  
Marina Masyuk
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Scientific Language ◽  
Scientific Texts ◽  
Scientific Text ◽  
Text Understanding ◽  
Proficiency Level ◽  
Multi Level ◽  
Discourse Functions

The article covers the issues concerning the levels and criteria of preparatory department students' understanding of the scientific text. Teaching scientific language presupposes work with scientific texts at a language proficiency level of A1. When teaching how to work with the scientific text, one should consider its pragmatic, contents and cognitive discourse functions. Understanding is a multi-level psychological category, which determines foreign students' way of reading the scientific text. Each of the levels forms certain skills of text understanding. The article proves that comprehension of the depths of meaning is one of the criteria of scientific text understanding.

scholarly journals Interdyscyplinarność w przekładzie tekstu naukowego. Francuski i włoski język akademicki w tłumaczeniu na język polski

2020 ◽  
Vol 2 (XXII) ◽  
pp. 173-186
Author(s):  
Ewelina Berek ◽  
Lucyna Maria Marcol Cacoń
Keyword(s):  
The Other ◽  
Scientific Language ◽  
Source Text ◽  
Specific Nature ◽  
Scientific Texts ◽  
Scientific Text ◽  
Translation Strategy ◽  
Interdisciplinary Nature ◽  
Interdisciplinary Knowledge ◽  
The One

The aim of this article is to demonstrate the differences appearing in French and Italian scientific texts and their translations into Polish. The specificity of the scientific text causes enormous difficulties faced by novice translators. On the one hand, one must faithfully reflect the merits of work, and, on the other hand, take care of the appropriate style of the target text. As Stanisław Gajda [1982] states, each discipline produces a completely separate language termed “scientific sublanguage”, and the basic difficulty in the case of translation by people not familiar with the scientific language seems to be the recreation of the specific nature of the scientific language of the source text in the target text. The multidimensionality and interdisciplinary nature of scientific translation should also be considered because only on the basis of interdisciplinary knowledge can the translator choose the appropriate translation strategy.

scholarly journals IMPROVEMENT OF ACADEMIC SPEECH OF APPLICANTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY

2021 ◽  
Vol 77 (4) ◽  
pp. 179-184
Author(s):  
Yuliia Korotkova ◽  
Keyword(s):  
Role Playing ◽  
Educational Process ◽  
Russian Language ◽  
Scientific Language ◽  
Scientific Texts ◽  
Scientific Text ◽  
Scientific Discussion ◽  
Project Method ◽  
Doctor Of Philosophy ◽  
Scientific Report

The article is devoted to the elucidation of ways to improve the academic speech of applicants for the degree of "Doctor of Philosophy". The concept of "academic speech" is understood as the activity of the researcher to create specialized professional scientific texts and present orally or in writing the results of research at scientific events of various levels. It is noted that the improvement of academic speech in the conditions of postgraduate / adjunct studies can be significantly contributed by the discipline "Fundamentals of Academic Speech", which aims to deepen knowledge of modern Ukrainian literary language, to develop a sense of scientific language, the language taste, to master the scientific style of speech and writing, language means of the scientific text, to develop the steady abilities and skills of the correct and communicatively justified use of language means in academic speech, to form the speech behavior in oral scientific discussion. The most common mistakes that occur in scientific texts are identified. They include: lexical (tracings from the Russian language, tautology, pleonasms, incorrect use of paronyms), grammatical (incorrect formation of singular forms of nouns, adjectives, numerals, pronouns, incorrect use of prepositions, incorrect formation of participles, incorrect use of pronouns), syntactic (oversaturation of the scientific text with the verb forms on "-ся", non-normative use of prepositions as a part of syntactic constructions); stylistic, punctuation, spelling mistakes. A number of exercises, methods and forms of organization of the educational process which can contribute to the improvement of academic speech of future scientists are proposed. They include exercises on editing and translating scientific texts, role-playing and business games, discussions, debates, brainstorming, project method, preparation of own scientific texts, speeches with an oral scientific report in compliance with the requirements for public speaking.

scholarly journals Recasts versus clarification requests: The relevance of linguistic target, proficiency, and communicative ability

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Nadia Mifka-Profozic
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Corrective Feedback ◽  
Communicative Ability ◽  
Proficiency Level ◽  
Language Classroom ◽  
Linguistic Structures ◽  
Grammatical Structures ◽  
Communicative Skill ◽  
Passe Compose

AbstractThis paper compares the effects of recasts and clarification requests as two implicit types of corrective feedback (CF) on learning two linguistic structures denoting past aspectual distinction in French, the passé composé and the imparfait. The participants in this classroom-based study are 52 high-school learners of French FL at a pre-intermediate level of proficiency (level B1 of CEFR). A distinctive feature of this study is the use of focused, context constrained communicative tasks in both treatment and tests. The paper specifically highlights the advantages of feedback using recasts for the acquisition of morpho-syntactically complex grammatical structures such as is the French passé composé. The study points to the participants’ communicative ability as an essential aspect of language proficiency, which seems to be crucial to bringing about the benefits of recasts. Oral communicative skill in a foreign language classroom is seen as a prerequisite for an appropriate interpretation and recognition of the corrective nature of recasts.

Pedagogical conditions of the development of language teachers’ professional communicative skills of written feedback

2020 ◽  
pp. 48-57
Author(s):  
Tatiana A. Ershova
Keyword(s):  
Language Proficiency ◽  
Language Teachers ◽  
Written Feedback ◽  
Structural Elements ◽  
Communicative Skills ◽  
Course Content ◽  
Proficiency Level ◽  
Structural Content ◽  
Development Of Language ◽  
Task Types

The concept of ‘‘written pedagogical feedback’’ is analyzed, its types are singled out. Four pedagogical conditions for the development of future language teachers’ professional com-municative skills of written feedback are singled out. The first pedagogical condition is the clear structure of the course content. This condition is formulated based on the didactic principle of modularity of the structural content of education. The structure of the course content aimed at the development of language teachers’ professional communicative skills of written feedback is outlined. The course content consists of three structural elements, each of them being broken down into component parts. The second pedagogical condition is the implementation of the principle of reliance on intersubject connections. The necessity of taking into account knowledge, skills, abilities and experience acquired by students in the course of study within the discipline ‘‘Foreign language’’ and disciplines of their professional cycle is explained. The third pedagogical condition is students’ language proficiency level being developed at B2 level according to Common European Framework of Reference for Languages (CEFR) or higher. To formulate this condition, the analysis of ten CEFR scales with the skills which underlie the process of giving students written feedback after assessing their written works was carried out. The fourth pedagogical condition is the use of mono- and polyfunctional communicative tasks. The terms ‘‘exercise’’ and ‘‘task’’ in language teaching are analyzed, the task types that can be used to develop future teachers’ professional communicative skills of written feedback are identified.

scholarly journals DEVELOPING COLLOCATIONAL AND PHONOLOGICAL COMPETENCES OF EMERGING TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE THROUGH COGNITIVE APPROACH TO PROCESSING MULTI-WORD UNITS

2015 ◽  
Vol 1 ◽  
pp. 42
Author(s):  
Irisa Berga
Keyword(s):  
Foreign Language ◽  
Natural Language ◽  
Language Proficiency ◽  
Native Language ◽  
Instructional Approach ◽  
Cognitive Approach ◽  
Proficiency Level ◽  
Formal Instruction ◽  
Analytic Processing ◽  
Informal Settings

<p>This paper addresses unresolved issues in the acquisition, processing and use of multi-word units which account for the learner’s idiomatic, natural language. The aim of the study is to argue for an analytic instructional approach to developing the trainee teacher’s collocational and phonological competences through the medium of the native language employing a set of didactic and linguistic techniques like etymological, phonological, structural, lexical and semantic dissection of multi-word units. Research results imply that analytic processing of multi-word units relate moderately to the enhancement of the learner’s collocational and phonological competences though relations between formal instruction and the language proficiency level may be partly obscured by the probable exposure of the learner to multi-word units in informal settings.<strong></strong></p>

scholarly journals THE ETERNAL QUESTION IN TEACHING METHODOLOGY: WHAT IS THE SITUATION WITH READING INTEREST OF FOREIGN STUDENTS AND RUSSIAN SCHOOL STUDENTS?

2019 ◽  
Vol 11 (1) ◽  
pp. 56-62
Author(s):  
Daniya Abuzarovna Salimova ◽  
Leysan Atlasovna Akhmetova
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Cultural Knowledge ◽  
Russian Language ◽  
Teaching Methodology ◽  
Mathematical Methods ◽  
School Students ◽  
Field Methods ◽  
Reading Interests ◽  
Interview Survey

The article deals with one of the problems of contemporary didactics and methodology - lack of reading interests of both foreign students and the majority of Russian pupils. The article presents an attempt to explain a number of reasons that led to the decrease of interest in reading in general. Special attention is given to the fact that implementation of EU competences related to the life in a multicultural society is often associated with the process of reading literature in other languages. It is emphasized that the attitude towards reading among foreign students and Russian schoolchildren is significantly different, which is associated with the level of language proficiency. The leading methods in the study were the following: analysis of scientific and bibliographic literature on the topic; direct practical, so-called “field” methods: questioning; monitoring students and teenage pupils who come to the library; data analysis of the library in the institute and at school; mathematical methods of processing the results. The article presents the conclusions made on the acute problem discussed, which are based on the results of the respondents’ interview survey (15 questions in the questionnaire in total) and direct teaching of the Russian language and literature. The article concludes that foreign students often do not distinguish Russian authors from other foreign writers and poets. A number of specific measures are suggested to draw students’ interest to language, literature and reading. It is pointed out that children’s short moralizing stories should be recommended to foreign students for reading, they can arouse interest in the art of using words, provide linguistic and cultural knowledge and skills

scholarly journals Organizational and methodical model of approaches teaching to foreing students of scientific speaking competences at the pre-university stage

2021 ◽  
pp. 170-177
Author(s):  
L. V. Bogynia ◽  
◽  
L. V. Trusova ◽  
T. V. Savitska ◽  
◽  
...  
Keyword(s):  
Foreign Students ◽  
Professional Training ◽  
Communicative Competence ◽  
Language Teachers ◽  
Scientific Texts ◽  
Professional Programs ◽  
Leading Role ◽  
Foreign Speakers ◽  
Basic Course ◽  
University Training

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.

scholarly journals Language Learning Strategy Use and English Proficiency of Iraqi Upper Secondary School Students

2018 ◽  
Vol 9 (4) ◽  
pp. 59
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
English Language ◽  
Learning Strategy ◽  
Sixth Grade ◽  
Language Learning Strategies ◽  
School Students ◽  
Proficiency Level ◽  
Learning Strategy Use

To learn English language, there are some language-learning strategies, which learners need to be familiar with. Thus, the purpose of this study is to investigate the language learning strategies used among Iraqi sixth-grade preparatory students, and how could gender and proficiency level effect on using language-learning strategies. To analyze the collected data, SPSS software version 20 included Independent sample T-Test Besides, one-way ANOVA and Tukey HSD have been used. A total of 210 sixth-grade preparatory students were chosen randomly from four-different secondary schools for the academic year 2016-2017 at al-Karkh side of Baghdad city. The study sample consisted of (105 females and 105 males). The findings revealed that EFL learners have shown medium use of language learning strategies, besides, no statistically significant differences between male and female students in the frequency of using LLSs. the findings also showed Cognitive and memory strategies were the most frequent used categories comparing to the compensation strategies that scored the least frequent category. As for language proficiency, the result showed that students with high proficiency used all six categories of learning strategies more than medium and low-proficiency students.

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