scholarly journals General linguistic aspects of borrowed Svan vocabulary

2021 ◽  
Vol X (3) ◽  
pp. 16-25
Author(s):  
Medea Sagliani ◽  
Keyword(s):  
Foreign Language ◽  
North Caucasus ◽  
General Picture ◽  
Decisive Importance ◽  
Western European ◽  
General Linguistic

This paper presents general conclusions on all aspects related to word borrowing, taking into account the borrowing-adaptation of foreign-language lexical units assimilated into Svan from Georgian- Zan, as well as North Caucasus, Western European, Russian and Eastern languages (directly or indirectly), to determine the ways and chronology of borrowings, which is very important and interesting to present a general picture of the development of Svan phonological and lexical systems. The study of borrowed material of Svan, as it has been said many times, will once again support the opinion recognized in Kartvelology for the great (sometimes decisive) importance of the grammatical phenomena of Svan in solving a number of linguistic problems.

scholarly journals Stages of Developing Future Civil Aviation Pilots’ Vocabulary as an Essential Part of Their Professional Competence

2020 ◽  
pp. 79-86
Author(s):  
Т.А. Стародубцева ◽  
Е.Л. Воронянская
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
General Structure ◽  
Civil Aviation ◽  
Language Performance ◽  
Vocabulary Size ◽  
Language Competence ◽  
Learning Modules ◽  
General Linguistic ◽  
Aviation Pilots

В статье рассматривается этапность развития одного из шести компонентов иноязычной компетентности — словарного запасa. Особое внимание уделяется понятийному содержанию этого термина, его структуре в методическом, общелингвистическом и авиационном контекстах, акцентируется внимание на специфике развития лексических навыков в авиационном вузе. Обосновывается важность словарного запаса в общей структуре иноязычной компетентности будущего пилота. Понятийный анализ термина «словарный запас» позволяет дать ему авторскую формулировку, в полном объеме раскрывающую его специфику применительно к обучающимся авиационного вуза с учетом регистра речи. Этапами в данном исследовании выступают учебные модули, предусмотренные учебным планом и основной образовательной программой вуза. В процессе наблюдения за речевой деятельностью курсантов выявляется частотность ошибок, допускаемых при употреблении слов. В ходе проведения анализа авторы руководствуются требованиями Международной организации гражданской авиации, предъявляемыми к языковой компетенции авиационных специалистов, и определяют объем словаря, необходимого для осуществления эффективной коммуникации. The article deals with the stage-by-stage approach to the development of one of the six components of foreign language competence — vocabulary. Special attention is given to the conceptual content of the term vocabulary, its structural components, related to teaching technique, general linguistic and aviation contexts. The authors emphasize the peculiarities of the development of lexical skills at Aviation Institutes. The paper emphasizes the importance of vocabulary in the general structure of foreign language competence. A conceptual analysis of the term “vocabulary” suggests usage of vocabulary with a focus on its specific features at Civil Aviation Institutes, with regard to the register of speech. In this study, the stages are considered to be the learning modules specified by the syllabus and the principal educational program of the Institute. The process of monitoring the cadets' foreign language performance has revealed the frequency of mistakes made in the use of words. In the course of the analysis, the authors follow the requirements of the ICAO (International Civil Aviation Organization) for the language competence of aviation specialists and estimate the vocabulary size for effective communication.

scholarly journals Sustained English lingua-cultural education: a solution for Ukraine

2020 ◽  
Vol 166 ◽  
pp. 10004
Author(s):  
Oleg Tarnopolsky ◽  
Nataliia Volkova ◽  
Svitlana Kozhushko
Keyword(s):  
Foreign Language ◽  
International Communication ◽  
International Community ◽  
Substantial Part ◽  
Mutual Understanding ◽  
Young Generation ◽  
Cultural Education ◽  
Political Factors ◽  
The People ◽  
Western European

Ukraine, as a state striving to join on the parity basis the international community of developed and democratic countries, lacks some important prerequisites for achieving this goal. Besides several economic and political factors making obstacles for the desired achievement, of no lesser importance are the humanitarian factors, such as the monolingualism and monoculturalism of a substantial part of Ukrainian population. They preclude unimpeded mutual understanding and mutual acceptance, as well as free unimpeded contacts, between many Ukrainian citizens and their European counterparts. In this aspect, the solution for Ukraine can be found in sustained foreign language lingua-cultural education of the broadest strata of Ukrainian population that could open for the people a way out in what concerns their ability to communicate freely and fluently all through the Western European space sharing with the people living there not only the language of international communication but also the cultural approaches and beliefs. The article discusses the ways of developing such sustained (life-long) English lingua-cultural education for the young generation of new Ukraine. It analyzes the section of that education to be implemented at Ukrainian nonlinguistic tertiary schools with the aim of designing its efficient model.

scholarly journals Reflections on the Practicability of Translation Proper in Foreign Language Classes

2017 ◽  
Author(s):  
AWEJ for Translation & Literary Studies ◽  
Youcef BENAMOR
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Ad Hoc ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Translation Techniques ◽  
General Linguistic ◽  
Teaching Learning

Foregrounding the paramount role of translation to boost foreign language learning at all educational strata, this reflective paper investigates whether translation is deemed a means to teach foreign languages or an end to prepare foreign language learners as prospective professional translators. Precisely, this reflective analysis aims to discuss these two research questions: do foreign language teachers simply use some amateur translation activities to upgrade their learners’ linguistic proficiency? Or do they find it necessary to teach translation models and techniques proper, targeting translational proficiency along with linguistic ability? Drawing on the researcher’s experience and specialist authorship, translation approaches and techniques as related to foreign language teaching/learning and 2) translation pedagogy types that govern the appropriate selection of translation techniques are the foundational units of this analytic endeavour. This analysis revealed that the basics of most well-known translation approaches and techniques are genuinely present in diverse foreign language classes. Additionally, teaching these translation approaches and techniques for general linguistic aims and for specific professional purposes are two different contexts where the former is shaped by presenting some mere language-based translation techniques and the latter by teaching much more specialist and profession-related ones. This categorisation inescapably determines the quality and quantity of translation practice and the nature of the teacher-learner pedagogical contract, aiming at foreign language learning per se, translation proficiency or both. According to either context, teachers should be aware of translation basics or translation proper to avoid ad hoc instruction and ‘translationese.’

scholarly journals Features of the Russian Professional Language in the Field of Linguistics

2021 ◽  
pp. 82-91
Author(s):  
El’vira A. Sorokinа ◽  
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Language Teaching ◽  
Theory And Practice ◽  
Professional Communication ◽  
Foreign Languages ◽  
Language For Specific Purposes ◽  
Theory Of Language ◽  
General Linguistic ◽  
Linguistic Methods

In the modern rapidly developing theory of intercultural communication, special attention is paid to the study of professional communication and the analysis of language means used therein. Every branch of professional knowledge has its own language for specific purposes. In the sphere of linguodidactics, there is a language whose metalinguistic function presents certain difficulties for communicants. Linguistic terminology is a set of language means that describe, group and classify lexical units of both native and foreign languages. At the same time, linguistic terminology is an important component of a special professional language for specific purposes. At present, much attention is given to the study of professional languages, but the language for specific purposes in the field of philology has not been sufficiently investigated. The purpose of this research was to describe the main features of linguistic terminology and identify problematic issues of its functioning. The paper is relevant due to the general need for studying linguistic terminology as one of the important tools in the work of various specialists (philologists, translators, lexicographers, terminologists, terminographers, and teachers). This research is an interdisciplinary one, since it covers a range of topical problems addressed by lexicology and lexicography, terminology science and terminography, linguodidactics, theory and practice of translation, as well as general and specific theory of language. In this paper, general linguistic methods – definitive, comparative, contrastive, and descriptive – were applied. The language material and the results of its analysis can be used by specialists in such fields as lexicography, theory and practice of translation, native and foreign language teaching, as well as terminology science.

scholarly journals ASTP: MODEL PEMBELAJARAN BAHASA ASING BAGI MILITER

2009 ◽  
Vol 4 (2) ◽  
Author(s):  
A. Sayuti Anshari Nasution
Keyword(s):  
Foreign Language ◽  
United States Army ◽  
Teaching Experience ◽  
The United States ◽  
Language Program ◽  
General Picture ◽  
Us Army ◽  
The Us ◽  
Specialized Training Program ◽  
Second World

The United States Army during the Second World War stunned the education world with their foreign language teaching experience. Their program that is called “The Army Specialized Training Program” (ASTP) was able to successfully train many participants with a very high success rate. Dr. Hamada Ibrahim, a professor in foreign languages at Cairo University, Egypt, described the “ASTP” as the most immense and successful program of learning foreign language in the history. The US Army foreign language program encompasses the background for the emergence of this program, a general picture of the program, the teaching subjects as well as the teaching techniques.

Dutch Respelling Rules for English and German Medical Word Lists

1987 ◽  
Vol 26 (03) ◽  
pp. 99-103 ◽  
Author(s):  
G. J. A. Offerhaus ◽  
A. C. Tersmette ◽  
Johanna Hershey ◽  
R. A. Polacsek ◽  
G. W. Moore
Keyword(s):  
Foreign Language ◽  
Public Domain ◽  
The Public ◽  
European Languages ◽  
Medical Terms ◽  
Word Lists ◽  
Dutch Language ◽  
Western European

SummaryComputer translation programs for foreign language texts have recently become available commercially and in the public domain, but large medical lexicons for these programs are not readily available. It has been shown that many English words can be “respelled” to form their corresponding translations in other Western European languages. We have used lists of 139,451 English and 185,137 German medical terms to generate respeliings in the Dutch language. The English list yielded 39,035 Dutch respeliings, and the German list yielded 56,683 respeliings. Medical respelling rules can substantially lower the effort of installing and maintaining a medically oriented computer translation program.

The Non-Native Speakers of International Law: The Case of Russia

2016 ◽  
Vol 15 (1) ◽  
pp. 77-103
Author(s):  
Anna Dolidze
Keyword(s):  
Foreign Language ◽  
International Law ◽  
Native Speakers ◽  
Native Speaker ◽  
Speech Community ◽  
Speech Communities ◽  
Linguistic Rules ◽  
The Future ◽  
Linguistic Repertoire ◽  
Western European

This article presents a metaphor that might explain Russia’s approach to international law. Drawing on linguistics, the article proposes that Russia has been a non-native speaker of international law. A non-native speaker’s experiences range from estrangement and disengagement from the foreign language and its speech community to that of empowerment and inspiration nurtured by the acquisition of a new language and a new multilingual identity. Thus, as a non-native speaker, Russia has approached international law with two rhetorical moves: as a disaffected foreigner and as an empowered multilingual subject who aspires to uphold and interpret the rules of the language recently acquired. As a multilingual speaker fluent in the language of international law, Russia has asserted control over judgments of grammaticality and has disagreed with previously determined linguistic rules established by the native-speaking community. The notion of a non-native speaker of international law can apply to states other than Russia. Policymakers and intellectual leaders of other countries, including China, might perceive themselves as non-native speakers in their encounters with the western European foundations of the language of international law. Finally, the article explores the future of international law by asking whether non-native speakers who have been gaining fluency in the parlance of international law will continue to develop their own linguistic repertoire, build their own vocabularies, and advance their own assertions regarding rules of grammar. The future of international law might be diglossic, as two varieties of its language, shared by different speech communities and practiced in different contexts, may be established.

BASICS OF USING THE VERBOTONAL METHOD IN TEACHING ENGLISH TO STUDENTS WITH HEARING DISABILITIES

2020 ◽  
Vol 65 (1) ◽  
pp. 325-330
Author(s):  
A. Autayeva ◽  
◽  
S. Seitimbetovа ◽  
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Speech Disorders ◽  
Language Training ◽  
Hearing Impairments ◽  
Teaching English ◽  
Speech Activity ◽  
Oral Speech ◽  
General Linguistic

This article deals with the use of the verbotonal method of teaching English to students with hearing disabilities. We are talking about the French academic Petar Guberina, who proved that the first verbotonal method of teaching a native language and a foreign language is one of the most effective ways. In addition, children with hearing impairments simultaneously learn to speak and perceive speech, through this method, oral speech is developed. P. Guberina also studied General linguistic problems - sound and movement in the language, rhythm, onomatopiaand a way to rehabilitate children with hearing and speech disorders. In teaching English, speech activity techniques are effectively used – speaking, reading, writing, listening, and tasks must correspond to the characteristics of each child and the level of language training, specific instructions for them individually differentiated tasks and instructions, and strict motivated time. Meeting these conditions contributes not only to the modification of the lesson material, but also to a good understanding of the topic, which allows to include students with hearing disabilities in the society.

scholarly journals Różnice indywidualne w nabywaniu kompetencji pragmatycznej przez nauczycieli języka angielskiego

Neofilolog ◽  
2017 ◽  
pp. 213-231
Author(s):  
Anna Szczepaniak-Kozak ◽  
Emilia Wąsikiewicz-Firlej
Keyword(s):  
Foreign Language ◽  
Educational Background ◽  
Language Teachers ◽  
Pragmatic Competence ◽  
Classroom Observations ◽  
Foreign Language Teachers ◽  
Advanced Learners ◽  
Gradual Process ◽  
Linguistic Ability ◽  
General Linguistic

Acquisition of pragmatic competence (PC) in a foreign language is a gradual process, which is not trouble-free and effortless even for advanced learners. Since most of the existing research on PC has focused on learners of English, this paper constitutes an attempt to investigate this matter from the perspective of foreign language teachers, with particular attention paid to teachers of English in Poland. Its aim is to investigate whether individual differences influence the acquisition of PC on the basis of data collected during classroom observations and in interviews with teachers. This way the authors endeavor to answer the question whether PC of the teachers depends on their general linguistic ability in English, their educational background and teacher preparation, or the stage of their career development.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

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