scholarly journals Stage Monologue and its Linguistic Features (Textual and Prosodic Analysis)

2022 ◽  
Vol 3 (2) ◽  
Author(s):  
Elena Vasilievna Velikaya
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Analytical Methods ◽  
Language Production ◽  
English Teachers ◽  
Spoken Language ◽  
Informational Content ◽  
Linguistic Features ◽  
Pitch Level ◽  
Textual Features

Spoken language production is considered to be one of the most difficult aspects of teaching a foreign language. It usually involves mastering pronunciation of sounds and intonation. If nowadays many teachers do not worry about the phonetic details of sounds, there is still focus on intonation as it has a great impact on the comprehensibility of the learner’s English. This is a very important issue for future teachers because correctness of pronunciation is one of the goals of any spoken language programme, with students asked to produce quite extended spoken monologues and to follow the requirements of various intonational styles. The aim of this study is to analyse textual and prosodic characteristics of stage monologue – a text produced on a theatre stage or in a film. Analytical methods were applied in order to obtain information about textual features and prosodic stylistic markers such as pitch level, range, tone modifications, loudness, and tempo, and also to develop style-forming factors in stage monologue. Results show that the stage monologues analysed possess all necessary characteristics of a text: informational content, delimitation, continuum, coherence, cohesion and completeness. Further analysis of stage monologue showed that it can be characterised by such specific features as expressiveness, normativeness, effectiveness, and conversational character. Stage monologues also possess all necessary prosodic markers. Certain style-forming factors of stage monologue were also developed in this study, including delimitation, accentuation of key words, thematic centres and expressively prominent centres, type of composition scheme, and theme. These results will be of significant pedagogical value to students who intend to become English teachers, and to teachers involved in linguistics research.

scholarly journals Entwicklung der Verbstellung beim fortgeschrittenen Erwerb des Deutschen als Fremdsprache

2021 ◽  
Vol 47 (2) ◽  
pp. 83-101
Author(s):  
Kamil Długosz
Keyword(s):  
Foreign Language ◽  
Language Production ◽  
Spoken Language ◽  
Subordinate Clauses ◽  
Stage Of Development ◽  
Correct Usage ◽  
Lower Accuracy ◽  
Verb Placement ◽  
The Moment ◽  
German Syntax

This article investigates the acquisition of verb placement in German as a foreign language at an advanced stage of development. The main objective of the investigation is to analyse written and spoken language production in terms of the use of subject-verb-inversion, verbal bracket, and verb-final placement in subordinate clauses. The results reveal a discrepancy between written and spoken language production with respect to correct usage of the verb placement rules. While correctness in the written production task exceeded 97% for all phenomena, the oral translation task generated less correct sentences, but only for inversion and verb-final placement. The non-target usage of inversion and verb-final pattern in spoken production points to processing problems when translating from Polish into German, which are further confirmed by lower accuracy for these two phenomena. At the moment of testing, the verbal bracket has already been acquired, which is in line with the universal developmental sequence in the acquisition of German syntax.

Means Of Reproduction Of Communicative Semantics In Synchronous Translation Of English-Language And Chinese-Language Economic And Political Texts In Ukrainian

2019 ◽  
Vol 26 (27) ◽  
pp. 30-41
Author(s):  
Maryna Baklanova ◽  
Oleksandra Popova
Keyword(s):  
Key Words ◽  
English Language ◽  
Chinese Language ◽  
Time Frame ◽  
Contrastive Analysis ◽  
Linguistic Features ◽  
Simultaneous Translation

This article is devoted to the problem dealing with the reproduction of communicative semantics while translating English, Chinese economic and political texts into Ukrainian. The content and structure of simultaneous translation were analysed. A contrastive analysis of the linguistic features of the English, Chinese and Ukrainian communicative semantics was made. Some tactics enabling the reproduction of the texts under research into the Ukrainian language within simultaneous translation were specified. Key words: simultaneous translation, transformations, the Chinese language, the English language, the Ukrainian language, speech tempo, time frame.

Translation of Business Discourse: Typology of Translation Operations (English, Ukrainian, Chinese)

2019 ◽  
Vol 26 (27) ◽  
pp. 116-127
Author(s):  
Valentina Kisil ◽  
Svitlana Yukhymets
Keyword(s):  
Key Words ◽  
Structural Component ◽  
Chinese Language ◽  
Linguistic Features ◽  
Main Approach ◽  
Lexical Semantic ◽  
Business Discourse ◽  
Translational Studies

The article is devoted to the study of the peculiarities of the translation of terminology on the material of the English business discourse into Ukrainian and Chinese. The study represents the main approach to the definitions of such concepts as “business discourse” and “translation operation” in current language- and translational studies; the linguistic features of business discourse are analyzed; the translation operations applied at the lexical-semantic and structural component levels when translating English terms of business discourse into Ukrainian and Chinese are analyzed; the choice of translation operations when translating the terms of English discourse as a method of achieving an adequate translation. Key words: business discourse, translation operation, terminology, a term, the Chinese language.

Grammatical Competence within L2 Communication: Language Production, Monitor Hypothesis, and Focus on Forms Instruction

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Production ◽  
Communicative Competence ◽  
Focus On Form ◽  
Grammatical Competence ◽  
Foreign Language Learners ◽  
Speaking Skill ◽  
Focus On Forms ◽  
Learning Language

Bearing in mind that the learners’ speaking skill had become the main goal in learning language, grammatical competence is believed to have a big role within foreign language learners’ language production, especially in spoken form. Moreover, the learners’ grammatical competence is also closely related to the Monitor Hypothesis proposed by Krashen (1982) in which it says that the acquired system will function as monitor or editor to the language production. The students’ monitor performance will vary based on how they make use of their acquired system. They may use it optimally (monitor optimal user), overly (monitor over-user), or they may not use it at all (monitor under-user). Therefore, learners’ grammatical competence has its own role, which is very crucial, within learners’ language production, which is not only to produce the language, but also to monitor the language production itself. Because of this reason, focus on form instruction will give a great impact for students’ grammatical competence within their communicative competence. This paper aims to present ideas about the how crucial the role grammatical competence within learners’ L2 communication.

Some lexical translation problems

2019 ◽  
pp. 14-16
Author(s):  
Zyinathan Sydykova
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Vocabulary Problems ◽  
Problems Of Translation ◽  
Written Speech

Abstract: The article considers some vocabulary problems of translation, to understand the meaning of vocabulary correctly. To master foreign language, to speak and to comprehend oral and written speech in foreign language, it is necessary to compile stock of words, using in all style of speech widely. It is necessary to understand the main peculiarity of English vocabulary from Russian vocabulary. Key words: translation, text, verb, vocabulary, language, science, sentence, literature, form, number, foreign. Аннотация: В данной статье рассматриваются некоторые лексические проблемы перевода, значение лексики для правильного понимания текста. Для того чтобы овладеть иностранным языком, говорить и понимать устную и письменную речь на иностранном языке необходимо систематически накапливать запас слов, широко употребляющихся во всех стилях речи, необходимо понимать основные особенности английской лексики, отличающей от лексики русского языка. Ключевые слова: перевод, текст, глагол, лексика, язык, наука, литература, форма, число, иностранный. Аннотация: Бул макалада кээ бир лексикалык котормо маселелерин, тексти туура түшүнүү үчүн сөздөрдүн маанилүүлүгү талкууланат. Чет тилинде түшүнүү, сүйлөшүү жана жазуу үчүн, тынымсыз сөз байлыгын жогорулатуу зарыл. Англис тилинин лексикасынын негизги өзгөчөлүктөрүн, орус тилинин лексикалык айырмаларын анализге алдык. Түйүндүү сөздөр: котормо, текст, этиш, сөз, тил, илим, сүйлөм, адабият, форма, тур.

Foreign Language Writing Anxiety: The Perceptions and Experiences of Freshmen Lebanese University Students

2021 ◽  
Vol 8 (3) ◽  
pp. 483-492
Author(s):  
ROLA LABABIDI
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Production ◽  
Numerical Data ◽  
Psychological Needs ◽  
Writing Anxiety ◽  
English As Foreign Language ◽  
Foreign Language Writing ◽  
Language Writing ◽  
Shed Light

Writing is an essential skill for language production. However, many English as Foreign language learners (EFL) face many difficulties in writing. This study aims to shed light on the psychological aspect of writing; more specifically writing anxiety. Consequently, the main purpose of this exploratory mixed-method study is to explore and investigate the sources and manifestations of foreign language writing anxiety among Lebanese university students. The participants were Lebanese EFL university students (N=87). Data for this study was gathered from the use of the Second Language Writing anxiety scale(SLWAI), Sources of Writing Anxiety Inventory(SWAI), and semi-structured Focus group interviews (FG). Focus interviews with students were used to triangulate the derived data from the inventories. This study provides numerical data regarding the level of writing anxiety among students. The data from the FG interviews were transcribed and uploaded for thematic coding and further analysis. The results from this study shed light on the sources and manifestation of the writing anxiety among students. It also helps to disseminate several practical recommendations for the alleviation of writing anxiety among students. It is assumed that the findings will address the perceived psychological needs of Lebanese EFL learners and provide grounds for further research.

Teaching the form-function mapping of German ‘prefield’ elements using Concept-Based Instruction

2016 ◽  
Vol 4 (1) ◽  
pp. 153-170
Author(s):  
Ingo Fehrmann
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Information Structure ◽  
Language Production ◽  
Basic Structure ◽  
Form Function ◽  
Basic Functions ◽  
Beginning Learners ◽  
Based Instruction ◽  
Function Mapping

Abstract Empirical findings in Second Language Acquisition suggest that the basic structure of German declarative sentences, described in terms of topological fields, poses certain challenges to learners of German as a foreign language. The problem of multiple prefield elements, resulting in ungrammatical verb-third sentences, figures most prominently in the literature. While the so-called V2 constraint is usually treated as a purely formal feature of German syntax both in the empirical as well as in the pedagogical literature, the present paper adopts a usage-based perspective, viewing language as an inventory of form-function mappings. Basic functions of prefield elements have already been identified in research on textual grammar and information structure. This paper presents results from a pilot study with Japanese elementary learners of German as a foreign language, where the form-function mapping of German prefield elements was explicitly taught following the guidelines of an approach called Concept-Based Instruction. The findings indicate that, with a focus on the function-function mapping, it is in fact possible to explicitly teach these rather abstract regularities of German to beginning learners. The participants’ language production exhibits a prefield variation pattern similar to that of L1 German speakers; at the same time the learners produce very few ungrammatical verb-third sentences.

scholarly journals Orthographic effects in Mandarin spoken language production

2018 ◽  
Vol 47 (2) ◽  
pp. 326-334 ◽  
Author(s):  
Qingqing Qu ◽  
Markus F. Damian
Keyword(s):  
Language Production ◽  
Spoken Language

scholarly journals THE PROSODIC EMPHASIS OF BRITISH AND AMERICAN LECTURES

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 111-114
Author(s):  
Nataliia Koval
Keyword(s):  
Foreign Language ◽  
Information Structure ◽  
Native Speakers ◽  
Spoken Language ◽  
International Communication ◽  
Rhythmic Pattern ◽  
Cultural Traditions ◽  
Logical Organization ◽  
Sociocultural Characteristics

The focus of the study is prosodic emphasis and its correlation with the sociocultural characteristics of native speakers who have shown them during lectures. Thus, the accentuation of the informational structure of lectures is regarded as an indicator of the speaker’s language culture. This research was conducted within the framework of academic style. The relevance of this article is because currently the issues of the culture of the studied foreign language, including the culture of the spoken language, are of particular importance in the context of globalization, when English became the language of international communication, which operates on the territories of countries with different cultural traditions. The identification of the British norm of linguistic culture is presented in this article on the example of the prosody of the information structure of lectures. So, the conducted audit analysis of quasi-spoken speech of texts of academic style in British and American lecturers’ implementation allowed the author to draw the following conclusions: 1) the sociocultural characteristics of the speaker largely determine the culture of his/her speech behavior; 2) accentuation, being a particular manifestation of the category of emphasis and performing the function of the logical organization of the utterance, can serve as an indicator of the complexity of thinking; 3) the rhythmic pattern of the experimental sounding material corresponds to generally accepted data – 1:2 for the British version and 1:1.3 for the American one; 4) the most frequent are emphatic patterns having the ratio of stressed syllables to unstressed equal to 1: 1; 1: 1.3; 1: 2.

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