scholarly journals Mnemonic Aids in Linguodidactic Discourse

2021 ◽  
Vol 19 (4) ◽  
pp. 93-102
Author(s):  
A. V. Kalashnikov
Keyword(s):  
The Other ◽  
Teaching English ◽  
Pedagogical Discourse ◽  
English Teaching ◽  
Memory Aids ◽  
Common Structure ◽  
Mnemonic Devices ◽  
Frequent Use ◽  
Meaningful Text ◽  
Empirical Material

The article examines modern English memory aids as part of linguodidactic discourse in teaching English, and the patterns of mnemonic devices represented by sentence, acronym, abbreviation and verse. The empirical material of the research incorporates 54 units. The focus is made on an extensive number of mnemonics compiled as a meaningful text and the patterns of the devices in the form of a sentence, and the mnemonic acronyms homonymous to general vocabulary, i. e. homoacronyms. At that, the mnemonic aids which are not similar to other words, are not so often used as mnemonic devices. The mnemonic devices in the paper have been studied on the basis of the English and Russian sources published in the 21st century.Mnemonic devices have become part of research only in recent years. Previously mnemonics were studied within the framework of pedagogical discourse in teaching Geography, Biology, Astronomy, History, and Music. In the present research the mnemonics related to teaching English were distributed by structure. Afterwards, mnemonic sentences and the mnemonics homonymous to the existing lexemes were identified. The analysis of the structures showed the domination of the mnemonics structured as sentences and homoacronyms. 54 units of mnemonics under study were presented in the form of 22 sentences, 3 verses, 17 acronyms and 12 abbreviations. The most common structure proved to be a sentence, while the least common one was verse. The mnemonics considered contained only 13 units which were not sentences or homoacronyms: 12 abbreviations and 1 acronym of primary nomination. The examination of the structures showed the domination of the mnemonics organized as a sentence or a homoacronym. The research confirms the assumptions made earlier on the frequent use of sentence mnemonics, which, as it turned out, exceed the shares of the other mnemonic patterns. In their turn, homoacronyms made up a larger share compared to acronyms and abbreviations with no reference to general English words or verse. Thus, we can consider these structures (sentences and homoacronyms) within English teaching as part of pedagogical discourse. To sum it up, while compiling mnemonic aids, preference should be given to sentences or homoforms based on the vocabulary, while verses and abbreviations might be used economically. The article has also revealed additional features of mnemonics, in particular applying asyndeton in acronyms and abbreviations, the average number of 3 or 4 components in a mnemonic aid. Studying such structures will contribute to examining shortened forms and functioning of mnemonics in linguodidactic discourse.

Glottalization and linking in the L2 speech of Czech learners of Spanish, Italian and Portuguese

2021 ◽  
pp. 026765832110158
Author(s):  
Radek Skarnitzl ◽  
Petr Čermák ◽  
Pavel Šturm ◽  
Zora Obstová ◽  
Jan Hricsina
Keyword(s):  
Logistic Regression Model ◽  
Native Speakers ◽  
Mixed Effects ◽  
Lexical Stress ◽  
The Other ◽  
Target Language ◽  
Romance Languages ◽  
Short Text ◽  
Sound Pattern ◽  
Frequent Use

The use of linking or glottalization contributes to the characteristic sound pattern of a language, and the use of one in place of the other may affect a speaker’s comprehensibility and fluency in certain contexts. In this study, native speakers of Czech, a language that is associated with a frequent use of glottalization in vowel-initial word onsets, are examined in the second language (L2) context of three Romance languages that predominantly employ linking between words (Spanish, Italian and Portuguese). In total, 29 native speakers and 51 non-native learners were asked to read a short text in the respective language. The learners were divided into two groups based on their experience with the target language. A number of other factors were examined in a mixed-effects logistic regression model (segmental context, lexical stress, prosodic breaks, and the semantic status of the words). The main results show that, regardless of the target language, the more experienced (ME) learners displayed significantly lower rates of glottalization than the less experienced (LE) learners, but significantly higher rates than native speakers. The pedagogical implications of the results are discussed.

scholarly journals THE IMPLEMENTATION OF GAME TO INCREASE COURAGE CHILDREN TO SPEAKING ENGLISH IN DAHANREJO VILLAGE GRESIK

2021 ◽  
Vol 3 (1) ◽  
pp. 667
Author(s):  
Risca Hidayanti Qurani ◽  
Safira Dewi Kurnia ◽  
Henny Dwi Bhakti ◽  
Andi Rahmad Rahim ◽  
Sukaris Sukaris ◽  
...  
Keyword(s):  
Action Research ◽  
English Language ◽  
Language Skills ◽  
The Other ◽  
Teaching English ◽  
The Media ◽  
English Language Skills

This study aims to increase courage children to speaking English using implementation of game in Dahanrejo village, Kebomas, Gresik. The author as tutors and teachers for children in Dahanrejo village in this research. The problems refer to in Dahanrejo village, many children are afraid to speak English because there are no motivation to increase knowledge related studying English, therefore they have lack vocabulary and also teachers can’t explore the other media to teaching English in the classroom. The results of the action research given by the authors are the application of the media can improve the English language skills especially speaking of students and be able to provide variations in indoor learning that are not only fixed on the Package Books and Students Worksheets (LKS). Not only that, but the authors also found that the media was able to change the mood of students who did teaching through the media and were more interested in English.

scholarly journals Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mardyane Mandang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Language Teaching ◽  
Code Switching ◽  
Point Of View ◽  
Teaching English ◽  
English Teaching ◽  
Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning   process                      

scholarly journals The Information Communication Technology Implementation in English Teaching During The Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 109-127
Author(s):  
Yuliana Yuliana
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Review Literature ◽  
Computer Assisted ◽  
Ministry Of Education ◽  
Teaching English ◽  
English Teaching ◽  
Performance Based Assessment ◽  
Teachers And Students ◽  
And Performance

Online learning has become a requirement during the COVID-19 pandemic. The Ministry of Education asks the teachers and students to use online classes during the pandemic. Teaching English using ICT is a challenging condition for teachers. Not all teachers are familiar with ICT. This paper aims to describe the ICT Role and implementation in Teaching English during the COVID-19 pandemic. Method: this is a literature review. Literature was searched in Science Direct and Google Scholar databases. Keywords were COVID-19, English Teaching, ICT, implementation, role. Results revealed that ICT in English Teaching is started from CALL (Computer Assisted Language Learning), TELL (Technology-Enhanced Language Learners), LMS (Learning Management System), and blended learning. YouTube and WhatsApp are preferred to be done because it is practical. Performance-based assessment is important during teaching English subject because students can learn how to perform, speaking, and debating during the performance. In conclusion, there are many systems available for teaching English using ICT. The systems are CALL, TELL, LMS, blended, WhatsApp, YouTube, and Performance-Based Assessment. The main goal is students’ understanding of the English subjects. The choice depends on study goal, teachers’ and students’ preference also feasibilities.  

scholarly journals THE CHARACTER SYSTEM OF HISTORICAL WORKS BY I. EFIMOV AS A RECEPTION OF THE WRITER’s PHILOSOPHICAL CONCEPT

2019 ◽  
Vol 29 (3) ◽  
pp. 492-498
Author(s):  
E.A. Samarova
Keyword(s):  
Historical Development ◽  
The Other ◽  
Historical Novels ◽  
Philosophical Concept ◽  
Character System ◽  
The Individual ◽  
Empirical Material

I.M. Efimov is a Soviet and Russian abroad writer. His historical works have profound philosophical content. This philosophical content is revealed when we compare his historiosophical treatises about the character and patterns of historical development and historical novels. Philosophical ideas of the writer appear on different poetic levels of the work, and above all - in the plot and character system. Historical novels and historical-philosophical treatises constitute a single historiosophical system and relate to each other as theoretical and empirical material, therefore they cannot be considered one without the other. However, many critics analyze the writer's historical works in isolation from his philosophical concept, which makes such an analysis incomplete and sometimes erroneous. In our study, an attempt was made to trace the connection between the individual characters of the artistic historical works of I. Efimov with his philosophical concept.

Teaching English to the World

English Today ◽  
1985 ◽  
Vol 1 (2) ◽  
pp. 13-18
Author(s):  
Hugh Howse
Keyword(s):  
Second Language ◽  
British Broadcasting Corporation ◽  
Teaching English ◽  
Big Business ◽  
English Teaching ◽  
The World

Teaching English as a foreign or second language is big business these days. The British Broadcasting Corporation is in the forefront, teaching English to millions throughout the world. Its English by Radio and Television Department is almost literally ‘the world's largest English-teaching classroom’. How has this come about, and what do its courses look and sound like?

The Theme of Repatriation of Jews from the USSR in the Soviet Media as a Manifestation of Media Propaganda in the 1970s (the Сase of the Izvestiya)

2020 ◽  
Vol 15 (5) ◽  
pp. 135-148
Author(s):  
Strovsky Dmitry L. ◽  
◽  
Antoshin Alexey V. ◽  
Keyword(s):  
Soviet Union ◽  
Editorial Policy ◽  
The Other ◽  
Political Activity ◽  
Soviet Period ◽  
Mass Consciousness ◽  
The Soviet Union ◽  
Russian Media ◽  
Soviet Ideology ◽  
Empirical Material

This article analyzes the substantive approaches used by the Soviet press when reflecting the topic of the repatriation of Jews from the USSR to Israel in the 1970s. This period is of particular importance in the course of studying information propaganda as an independent socio-political activity aimed at the formation of a certain type of mass consciousness. During this period, information propaganda of the Soviet mass media was perceived as an essential basis for strengthening ideological and political positions of the Soviet Union by leveling the complexities of its daily life. The study of how exactly these media promoted the topic of repatriation seems to be new in the study of the information space. The disclosure of this topic through the use of extensive empirical material enables to see the patterns of development of this space at the final stage of the Soviet period, which in turn, determines the relevance of the study in modern conditions, when manipulative priorities anew have become noticeable in the practice of the Russian media. The authors envisage the editorial policy of such an influential central newspaper as Izvestia. This publication, like all the other Soviet media, was attached to propaganda priorities, which predetermined manipulative approaches when covering the topic of repatriation. In order to determine the main trends of manipulative influence, we used structural-functional and systemic methods, as well as a method of content analysis, which together afford to see the patterns of development of the Soviet print media in the disclosure of the topic presented in the title of this article. The results of the research are not only theoretically but practically oriented, since they provide understanding of effective methods of influencing the audience and using them in everyday media practice. Keywords: media, Soviet ideology, propaganda, manipulation, class approach, Zionism, Jews

Institutional Change, Industrial Transitions, and Regime Resistance Politics

2016 ◽  
Author(s):  
David J. Hess
Keyword(s):  
Policy Reform ◽  
Energy Transition ◽  
The Other ◽  
The Political ◽  
Industrial Change ◽  
Political Opportunity ◽  
Opportunity Structure ◽  
Similarities And Differences ◽  
Empirical Material ◽  
The U.S

The chapter focuses on the processes of industrial change in relationship to social movements. It builds on two literatures, one on institutional logics and the other on industrial transitions, and shows similarities and differences between the two literatures. It then examines the problem of resistance from industrial regime organizations or incumbent. Empirical material is based on the case of regime resistance to energy transition policies in the U.S., where the incumbent organizations have closed down the political opportunity structure for policy reform. It then draws on research that discusses three strategies that industrial transition coalitions can use to overcome regime resistance: countervailing industrial power (finding allies in neighboring industries), ideological judo (using regime ideology and frames to advance transition policies), and dual-use design (building coalitions by redefining energy transition policies in terms of a different institutional logic).

Teaching English Grammar in a Hybrid Academic ESL Course

2021 ◽  
pp. 229-251
Author(s):  
Tülay Dixon ◽  
MaryAnn Christison
Keyword(s):  
The Other ◽  
Hybrid Design ◽  
Teaching English ◽  
Hybrid Instruction ◽  
Hybrid Course ◽  
Face To Face ◽  
Course Effectiveness ◽  
English Grammar ◽  
Quasi Experimental ◽  
Learner Perceptions

This study investigates whether hybrid instruction can positively affect the development of learners' knowledge of English grammar and editing skills, as well as whether learners have positive perceptions of the hybrid design. The study was conducted in two sections of an English grammar and editing skills class. One section was designed as a hybrid course while the other was a traditional face-to-face (f2f) class. To determine the effectiveness of hybrid instruction, a quasi-experimental design with a pre- and posttest was used. To investigate learner perceptions of the hybrid design, learners were asked to complete a questionnaire and participate in a focus group. The results indicate that after the treatment there were negligible differences between the two groups in terms of their knowledge of English grammar and editing skills. The learners had positive perceptions of the hybrid design and offered some suggestions for improving course effectiveness.

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