FORMATION OF QUALITATIVE CHARACTERISTICS OF FOREIGN LANGUAGE VOCABULARY IN THE CONDITIONS OF CHECHEN-RUSSIAN BILINGUALISM

2020 ◽  
Author(s):  
T.T. ABDUKADYROVA ◽  
Keyword(s):  
Foreign Language ◽  
Effective Means ◽  
Foreign Languages ◽  
German Language ◽  
Bilingual Students ◽  
Lexical Competence ◽  
Qualitative Characteristics

This article examines the problem of teaching foreign language vocabulary in bilingual conditions. The importance of this article is due to the fact that the emphasis is placed on the study of qualitative characteristics of foreign language vocabulary in the conditions of chechen-russian bilingualism, which can affect communication in the study of native, russian and foreign languages. In the process of teaching foreign language vocabulary in the conditions of chechen-russian bilingualism, it is accompanied by additional difficulties, which are manifested due to the interaction of different lexical systems of the contacting languages. It should be noted that the difficulties of mastering the spelling features of lexical units are due to the peculiarities of german spelling, which is characterized by numerous rules for combining letters when writing and exceptions. The result of the research is the conclusion that the proposed classification of the development of lexical units of the german language, as practice shows, is an effective means for bilingual students to overcome difficulties in the process of forming a foreign language lexical competence.

scholarly journals SCIENTIFIC-METHODICAL ASPECTS OF FORMATION OF READINESS FOR GERMAN-LANGUAGE PROFESSIONALLY ORIENTED COMMUNICATION OF FUTURE AGRICULTURISTS

2021 ◽  
Author(s):  
Tetyana Pakhomova ◽  
◽  
Olga Piddubtseva ◽  
Keyword(s):  
Foreign Language ◽  
Agricultural Sector ◽  
Foreign Languages ◽  
German Language ◽  
Language Training ◽  
Linguistic Features ◽  
Professional Activities ◽  
Joint Activities ◽  
Language Communication ◽  
German Speaking

Active European integration processes in the state, education and business determine relevance of the study. They pay special attention to the discipline «Foreign language for specific purposes» in the training of agricultural specialists. The purpose of this study is to consider the scientific and methodical aspects of formation of readiness for German-language professionally oriented communication among future agriculturists. Theoretical (analysis, systematization, generalization, modeling) and empirical methods were used to achieve this goal. They allowed to analyze the latest scientific research in the field of foreign language training, problems of readiness for foreign language communication, features of foreign language professionally oriented communication of agro-industrial enterprises` specialists. The analysis of the professional requirements for future farmers, scientific approaches to interpretation of the concept «readiness», modern concepts of foreign language teaching methods gave grounds to specify the concept of readiness for German-speaking professionally oriented communication of agriculturists, which is seen as the competence to use acquired knowledge, ability and skills for successful German-speaking professionally oriented communication. Analysis of the national experience of foreign language training of agricultural sector specialists shows that the main purpose of foreign languages studying in higher educational establishments is the training a specialist who can use the German language as a tool of professional activity and professional knowledge. In order to achieve this goal it is necessary to develop the linguistic, social-cultural, educational and professional components of German-speaking professionally oriented communicative competence. Communication is an integral part of the professional activities of specialists. It is based on general social and psychological patterns and focuses on the successful and effective implementation of professional duties, and includes the exchange of proposals, requirements, views, motives to solve specific problems, sign agreements or establish other relations between the subjects of joint activities. German-language professionally oriented communication has its linguistic features, namely: lexical (terms, scientific and technical phraseology, professionalism, jargon, abbreviations and acronyms), grammatical (nominal style, modal verbs, passive voice, sentence length) and stylistic (metaphor, comparison and epithets). According to the fundamental bases of foreign language training the model of formation of readiness for German-language professionally oriented communication among future agriculturists is proposed, based on the peculiarities of teaching foreign languages in agricultural universities and the specificity of professionally oriented communication of specialists in the agricultural sector. It consists of the following blocks: motivational-target, theoretical-methodological, content-technological and productive-estimated. The effectiveness of the model depends on such factors as: the organization of the appropriate language environment, modeling of professional situations in the classroom and increase motivation for professionally oriented communication. The results of the study are to determine the place of formation of readiness for foreign language communication in the professional education of future farmers, to determine the linguistic features of German-language communication of agronomists, to substantiate the organizational and pedagogical conditions of German-language training and create an appropriate model. The formation of readiness for professionally oriented communication in a foreign language is a systematic, long-term process that involves the development of traditional professional ideas, professional thinking and professional behavior.

scholarly journals Corpus analysis of phraseology in an A1 level textbook of German as a foreign language

2018 ◽  
Vol 22 (22) ◽  
pp. 13
Author(s):  
Maria Rosario Bautista Zambrana
Keyword(s):  
Quantitative Analysis ◽  
Foreign Language ◽  
Corpus Analysis ◽  
German Language ◽  
Council Of Europe ◽  
Productive Activities ◽  
Written Texts ◽  
The Common ◽  
Lexical Competence ◽  
Level Student

This paper aims to analyse the extent to which the textbook for German as a foreign language DaF kompakt A1 (Sander et al., 2011) complies with the recommendations of the Common European Framework of Reference for Languages (Council of Europe, 2001) (hereafter CEFR) in respect to lexical competence and sociolinguistic competence in receptive and productive activities, specifically with regard to phraseological units. In this respect, we have focused on sentential formulae and fixed frames present in a corpus containing the textbook materials, and we have checked whether those fixed expressions correspond to the phraseological and sociolinguistic compe-tences that are expected in the Framework for an A1 level student of German language. To this end, we have compiled a corpus of the textbook receptive and productive materials, made up by three subcorpora: one for the written texts, one for the oral texts, and a third subcorpus containing exercises. We have performed a quantitative analysis (by means of AntConc 3.4.4 [Anthony, 2016] and kfNgram [Fletcher, 2007]), and a qualitative one. Our results suggest that the textbook complies with the recommendations of the CEFR.

scholarly journals НАБУТТЯ НАВИЧОК АУДІЮВАННЯ ЗА ДОПОМОГОЮ ВЕБ-ОРІЄНТОВАНОЇ МЕТОДИКИ ВИВЧЕННЯ ІНОЗЕМНИХ МОВ

2016 ◽  
Vol 50 (6) ◽  
pp. 120
Author(s):  
Roman B. Kotsiuba
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Web Based ◽  
Listening Strategies ◽  
Medical University

The article presents Web-based CALL methods used in the study of foreign language. It is defined the role played by different strategies of listening. Classification of the strategies is described in details. The factors that affect the strategy of listening are defined through analysis of many researches. Using listening strategies helps students in foreign languages learning significantly. On the example of I. Ya. Horbachevskyy Ternopil State Medical University. it has been explored the strategies for professional foreign languages learning by future doctors.

scholarly journals Teaching Foreign Languages to Students of the Philological Direction Using the Academic Language

2021 ◽  
Vol 11 (4) ◽  
pp. 2423-2442
Author(s):  
Oksana V. Asadchykh ◽  
Liudmyla H. Smovzhenko ◽  
Iryna V. Kindras ◽  
Ihor I. Romanov ◽  
Tetiana S. Pereloma
Keyword(s):  
Foreign Language ◽  
Academic Language ◽  
Effective Means ◽  
Spoken Language ◽  
Linguistic Competence ◽  
Foreign Languages ◽  
Linguistic Knowledge ◽  
Visual Images ◽  
Social Situations ◽  
Knowledge And Skills

Modern socio-educational student environment, which stands on communication is based on the exchange of visual images and philological units. Philology students see in communicating with foreign language communicants an opportunity to develop the spoken language of a non-native language, as well as to supplement this knowledge with cultural characteristics and new images. The perception of academically correct lexical group is relevant in combination with spoken language. The novelty of the study lies in the fact that the authors go beyond the stereotype, according to which the academic language is conventionally considered an anachronism and, in general, not an effective means to expand linguistic competence. The article proves that students are ready to learn the academic language not only ion the cultural plane, but also with the help of pedagogical methods. The study also confirms the authors' assertion that it is advisable to introduce an extended learning format into the curriculum in line with the techniques of linguistic learning. The practical value of this article lies in the fact that the study of the academic language by philology students will help them apply the acquired knowledge and skills in different social situations, which are often based on in-depth historical linguistic knowledge.

scholarly journals Eskalasi Bahasa Indoglish Dalam Ruang Publik Media Sosial

2019 ◽  
Vol 2 (2) ◽  
pp. 83-92
Author(s):  
Wahyu Oktavia
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Public Space ◽  
Research Data ◽  
Foreign Languages ◽  
Unique Form ◽  
Data Presentation ◽  
The Public ◽  
Analysis Techniques

Indoglish is a unique and unique form of language and is a blend of English and Indonesian. The purpose of this study is to describe the phenomenon of indoglish language escalation in the public space of social media. The form of this study is descriptive qualitative which as a whole utilizes the methods of interpretation by presenting it in the form of descriptions of words. Research data comes from various written languages ​​obtained from facebook, whatsapp and instagram.. Data collection is used the method of note and note. Data analysis techniques are carried out through data reduction, data presentation and verification. The results of the study show that there are a) form of indoglish language, b) classification of indoglish languages ​​based on Indonesian elements in foreign languages ​​and foreign elements in Indonesian, c) factors that cause indoglish language namely age, linguistic, historical, foreign language influences, word needs new, equivalent Foreign or non-standard words, and social and cultural.

scholarly journals ERRORES GRAMATICALES EN LA EXPRESIÓN ESCRITA DE LOS GRIEGOS APRENDICES DE ELE: ANÁLISIS EN EL NIVEL B1

2019 ◽  
pp. 239
Author(s):  
Eirini Rammou
Keyword(s):  
Foreign Language ◽  
Quantitative Research ◽  
Spanish Language ◽  
Foreign Languages ◽  
Written Expression ◽  
Grammatical Errors ◽  
The Common ◽  
Teaching Learning ◽  
Source Of Information

En este estudio hemos seguido el modelo de Análisis de Errores que constituye una fuente de información importante en el ámbito de la enseñanza-aprendizaje de lenguas extranjeras. El objetivo de este estudio ha sido investigar los errores gramaticales que cometen con más frecuencia los aprendices griegos de español como lengua extranjera en la expresión escrita del nivel B1. Durante el proceso de aprendizaje los alumnos formulan hipótesis mediante la utilización de estrategias y mecanismos psicolingüísticos y por ello nuestro estudio ha profundizado además en la descripción de estas estrategias con el fin de detectar las causas que originan los errores. La clasificación de los errores se ha basado en el criterio lingüístico, descriptivo y etiológico. Los datos obtenidos provienen de producciones escritas reales de los aprendices griegos. Para el análisis hemos aplicado una investigación cuantitativa. En los resultados se proporcionan porcentajes de los errores frecuentes que hemos localizado. Tanto los resultados obtenidos de nuestro análisis e investigación como las conclusiones a las que hemos llegado resultan relevantes para la prevención de errores gramaticales y la optimización de la enseñanza del español a griegos.ABSTRACTIn this study we have followed the model of Error Analysis that constitutes an important source of information in the field of teaching-learning foreign languages. The aim of this study has been to investigate the grammatical errors most frequently made by Greek learners of Spanish as a foreign language (SFL) in the written expression of the B1 level of the Common European Framework of Reference for Languages (CEFR). During the learning process, students formulate hypotheses through the use of strategies and psycholinguistic mechanisms, which is why our study also goes deeper into the description of these strategies in order to detect the causes that originate the errors. The classification of errors is based on linguistic, descriptive and etiological criteria. The data obtained come from real written productions of the Greek students. For the analysis we have applied a quantitative research. Percentages of the frequent errors we have located are given in the results. The results obtained from our analysis and research and also the conclusions we have reached are relevant for the prevention of grammatical errors and the optimization of teaching Spanish language to Greek learners.

scholarly journals LANGUAGE CLICHÉS IN THE METHODOLOGY OF TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2021 ◽  
Vol 10 (34) ◽  
Author(s):  
S.V PETROV ◽  
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Foreign Languages ◽  
Linguistic Terms ◽  
Correct Expression ◽  
Practice Of Teaching

The purpose of this study is to determine the role of language clichés in the practice of teaching foreign languages and, in particular, Russian as a foreign language. In the course of the study, the relevant features of language clichés were identified, including those that distinguish them from phraseological units; the classification of language clichés by the functions of language expressions is made; and the methodology for them in relation to a foreign audience is described. In addition, it was found that the use of clichés as the most stable reproducible linguistic terms in a foreign language, helps to avoid errors associated with the wrong lexical collocation, and also contributes to a more correct expression of thoughts for a given language which in turn makes the communication more effective and responsive to the communicative tasks of its participants. In this regard, language clichés should be paid a special attention, both by researchers and teachers, in this case working with foreigners. It should be kept in mind that there might be no such fixed phrases in the language of foreign students, or they can have a different structure, which means that in many times students cannot independently recognize and purposefully memorize such units; that is why all the necessary semantic work with such language clichés should be carried out in class.

scholarly journals Development of the Phonetic Skills in German as the Second Foreign Language on the Basis of the English Language

2016 ◽  
Vol 70 ◽  
pp. 62-69
Author(s):  
Liliya Ponomaryova ◽  
Elena Osadcha
Keyword(s):  
Comparative Analysis ◽  
Foreign Language ◽  
English Language ◽  
Foreign Languages ◽  
German Language ◽  
Introductory Course ◽  
The Given

The problems of forming phonetic skills of the German language which is studied on the basis of the English language have been considered. The aim of this research is to make the comparative analysis of the phonetic aspects of the foreign languages that are taught one after another. There has been the attempt to analyze, generalize and systematize the material on the given topic which is presented in works in German, English, Ukrainian and Russian on the main theoretical questions connected with the process of teaching the second foreign language. It was shown that while forming phonetic skills in German, it is necessary to give the characteristics to the phonetic, rhythmic and intonation peculiarities of both German and English; to point out the difficulties of mastering the pronunciation system of German, to develop the introductory course and the material for phonetic warming-up and to work out the algorithm of introducing a new sound.

DIDACTICS OF WORK WITH VIDEO MATERIALS IN THE PROCESS OF THE GERMAN LANGUAGE TEACHING

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
N.V. Rybalka ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Effective Means ◽  
Cognitive Activity ◽  
Educational Process ◽  
German Language ◽  
Educational Goals ◽  
Word Use ◽  
Language Environment ◽  
Subject Material

The article considers the linguadidactical possibilities of using video materials in the educational process and substantiates the expediency of their use in German language classes. It is established that working with video materials mainly promotes the development of skills and abilities of listening and speaking, as well as actively contributes to the formation and further development of socio-cultural competence. The use of video in the classroom allows to individualize learning and intensify the selfdirected work of students. The introduction of video materials in the classroom also provides opportunities to create an artificial foreign language environment at any time and stage of study, adds a sense of realism, and promotes the development of audile and memory. Recently, there has been a notable increase of interest in educational videos as an effective means of teaching a foreign language, and the effectiveness of using video in German classes depends on the level of language training of students, thorough thematic selection of films and educational goals. The potential of videos is fully exploited if you integrate different activities. The most active and truly creative form of modern video work is the independent creation and viewing of video episodes. Working with video removes even a small risk of passive-receptive consumption of information, as well as increases the role of independent creative work. Preparatory explanatory conversations about the video are more useful than watching and working on the video itself, which can often only be an occasion for real communication and facilitate further understanding of the film. In addition, the effectiveness of foreign language teaching by this tool is also facilitated by the technical capabilities of video. Methodological processes based on the perception of image and sound can be used to achieve various goals of educational activities, development of creative abilities and skills through exercises for commenting and making dialogues. The use of video contributes to a more effective coverage of new language and subject material, strengthening and practical application of knowledge, the formation of receptive capabilities, executive skills and productive word use. Also, the use of video materials introduces elements of novelty, significantly expands and diversifies classes, increases cognitive activity and motivation of students, interests them in learning a particular topic and a foreign language in general

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