scholarly journals THE DEVELOPMENT OF GERMAN ISLAND DIALECT IN RUSSIA (ON THE EXAMPLE OF THE RUSSIAN GERMANS’ DIALECT OF THE KIROV REGION)

2021 ◽  
pp. 16-22
Author(s):  
Ольга Владимировна Байкова ◽  
Александра Васильевна Байкова
Keyword(s):  
Foreign Language ◽  
Language Environment ◽  
Russian Germans

Cпецифика формирования и развития немецких островных диалектов в России, в частности, в Кировской области, связана с проблемой исследования языковой стабильности в условиях сложной несбалансированной языковой ситуации и интерференции. Целью статьи является выявление особенностей развития немецких островных диалектов в условиях иноязычного окружения. Необходимо отметить, немецкие островные диалекты Кировской области имеют своеобразные языковые черты и включают как новые словарные единицы, так и языка окружающего большинства. The specificity of the formation and development of German island dialects in Russia, in particular in the Kirov region, is associated with the problem of linguistic stability in a complex imbalanced linguistic situation and interference. The aim is to identify the development features of German island dialects in a foreign language environment.

Idioms with a time component in the speech of Russian Germans

2021 ◽  
pp. 207-221
Author(s):  
L. I. Moskalyuk ◽  
Keyword(s):  
Foreign Language ◽  
Russian Language ◽  
Semantic Features ◽  
Distinctive Features ◽  
Original Language ◽  
Time Component ◽  
German Dialects ◽  
Long Time ◽  
Language Environment ◽  
Russian Germans

The phraseological fund of German island dialects of the Altai Territory in Russia is signifi-cantly distinctive, containing many phraseological units differing from standard and original dialect variants. These features are revealed when analyzing the Russian-German dialect phraseological system fragment, i. e., phraseological units with time components. The devel-opment of the phraseological fund of the island dialects concerned is defined by the presence of common German phraseological units represented in standard German and modern German dialects, the preservation of old elements of the phraseological system, out of use in the territory of the original language group, and a certain permeability caused by the influence of a foreign language environment. Taken together, these facts explain the phraseological varia-bility and emergence of some distinctive features in the researched fragment of the phraseo-logical system of the dialects under consideration, resulting from originally related dialects being mixed and influenced by the Russian language. Most of the phraseological units of is-land Russian-German dialects under consideration are represented by dialect idioms with time components that differ in their structure and/or semantics from phraseological units of the German literary language. The differences in structure are associated with the presence of dia-lectic phonetic and grammatical features of dialects, which are superimposed by the lexical-semantic features that appeared in the process of the dialect existence in a foreign language environment for a long time. Idioms with time components belong to the active phraseological fund of the language, with their active usage indicating a particular significance in the Russian-German cultural space.

LEXICAL AND SEMANTIC FEATURES OF IDIOMS WITH COMPONENTS GOTT AND TEUFEL IN THE DIALECT TEXT CORPUS OF RUSSIAN GERMANS

2020 ◽  
pp. 251-262
Author(s):  
L. I. Moskalyuk ◽  
◽  
O. S. Moskalyuk ◽  
Keyword(s):  
Foreign Language ◽  
Semantic Features ◽  
Language Group ◽  
Text Corpus ◽  
Original Language ◽  
German Dialects ◽  
Language Environment ◽  
Russian Germans

This article presents the results of the study of the structure and semantics of phraseological units with component Gott and Teufel in the text corpus of Russian Germans. The phraseological Fund of Russian Germans includes numerous studied phraseological combinations. Such phraseological units are represented in Russian-German dialects as General German idioms, as well as phraseological expressions, which are characterized by features of dialect structure and semantics. They reflect the results of the preservation of native traditions, development according to the laws that were obtained from the mother dialects, as well as the results of long-term development in isolation from the original language group under the influence of foreign language environment.

TBL METHOD IN INTENSIVE FOREIGN LANGUAGE EDUCATION SYSTEM AT THE UNIVERSITY

2020 ◽  
Vol 76 (4) ◽  
pp. 159-165
Author(s):  
JULIA M. FOKINA ◽  
◽  
NADEZHDA V. PORSHNEVA ◽  
Keyword(s):  
Foreign Language ◽  
Education System ◽  
Group Work ◽  
Language Education ◽  
Foreign Language Education ◽  
Teaching English ◽  
University System ◽  
Training Methodology ◽  
Language Environment ◽  
The University

This article discusses the features of the personal-oriented training methodology TBL (Task-Based Learning), which is based on communicative tasks with the aim of immersion in the language environment. The authors of the article emphasize the advantages of the TBL method compared to traditional methods of teaching English in the university system. In the article the features of group work at the lessons of English are revealed and the factors which influence on its efficiency are formulated. The TBL method is actively used by the authors in their work with students of economic specialties, the experience of implementing the method is also reflected in the analysis of one of the communicative situations.

scholarly journals CZY JESTEŚMY GOTOWI NA EKOGLOTTODYDAKTYKĘ W POLSKIM KONTEKŚCIE EDUKACYJNYM?

Neofilolog ◽  
2020 ◽  
pp. 11-26
Author(s):  
Jolanta Sujecka-Zając
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Sense Making ◽  
Main Function ◽  
Important Place ◽  
Nature And Culture ◽  
Language Environment ◽  
Language Context ◽  
The Relationship

The trend for eco-linguistics, which has been dynamically developing in the English-language literature since the 1970s, proposes a change in the perception of the relationship between language, nature, and culture, in a sense making language a link which brings together nature and culture, rather than separating them as is traditional. This approach poses important questions: How do languages ​​work in the ecosystem created by the language environment of all users of a given language context? What relationships can they enter into? How should one perceive the development of multilingualism in such an ecological approach, in which not only does "strong" affect the "weak" but “weak” reciprocates? "Weak" has an important place in the language ecosystem, which risks serious changes due to excessive weakening of one of its components. This paper aims to examine the possible inspirations that eco-linguistics offers Foreign Language Teaching (FLT), highlighting the role of each language and sensitizing the reader to the relationships that arise between languages ​​and their users in a given environment. From this perspective Claire Kramsch (2008) postulates a change in the perception of the main function of the teacher from the "teacher of a code" to the "teacher of meaning", which has specific didactic consequences in how language activities are approached. Is the school classroom a place for activities which have their origin in the trend for eco-FLT?

scholarly journals ORGANIZATION OF STUDENTS’ RESEARCH WORK IN A FOREIGN LANGUAGE

2019 ◽  
Vol 1 (16) ◽  
pp. 105-111
Author(s):  
H.M Shalatska
Keyword(s):  
Foreign Language ◽  
Research Work ◽  
Gradual Transition ◽  
Student Writing ◽  
Student Research ◽  
Language Class ◽  
Study Results ◽  
Language Classes ◽  
Language Environment ◽  
Made In

The article considers the peculiarities of the organization of students’ research work in a technical university in foreign language classes with a gradual transition from simple forms of research to more complex ones, which is aimed at the harmonious development and improvement future specialists’ skills and abilities. The purpose of this article is to identify the main problems of the organization of students’ research work in a foreign language and consider ways of improving this process. Special attention is paid to the tasks, functions, components and various forms of students' research work. The researcher describes the possibility of using assignments for research work and organizing their performing by students in a foreign language class, in particular, such tasks as writing a summary of the text proposed by the teacher, corresponding to the student’s specialization, drawing up a plan for it, drawing up terminological dictionaries, preparing reports on a given topic, writing creative works, essays, drawing up tables and diagrams, solving problematic issues related to the future profession of a student, writing abstracts,  preparing the presentation of study' results. The involvement students in the work of scientific conferences, seminars, competitions, contests, and meetings with leading foreign experts are encouraged. The defense of master's and diploma projects in a foreign language prepares the student for the exercise of profession and integration into a foreign language environment. The examples of the most common mistakes made in the preparation of research works, which indicate the lack of students’ research skills formation are given, and ways to overcome them are recommended. The conclusions are related and future works are suggested. Thus, it also possible to create an education plans of student’ research work in foreign language and recommendations for the specific academic curriculum.

Native Speakers Pronunciation of Foreign Names

Babel ◽  
2000 ◽  
Vol 46 (3) ◽  
pp. 245-259
Author(s):  
Judith Rosenhouse
Keyword(s):  
Foreign Language ◽  
Field Study ◽  
Native Speakers ◽  
American English ◽  
Wide Spread ◽  
Personal Names ◽  
The Usa ◽  
Native Speakers Of English ◽  
Phonetic Features ◽  
Language Environment

Due to various reasons, proper names (personal names) are often considered a separate group within the noun category of a language. Nowadays, foreign names are much more wide-spread, perhaps, than ever before. This fact causes pronunciation difficulties to speakers in the native-language environment. Moreover, the foreign origin of a name remains long after an individual’s immigration, and many foreign names are integrated into the absorbing language. Two problem areas arise for speakers of a certain language who have to pronounce foreign names: on the written modality level, letter-to-sound correspondence, and on the aural modality, the pronunciation of the foreign name (according to the speaker’s L1). These issues require decisions about phonological and phonetic features of the foreign language which are to be adopted or discarded in pronouncing a name. Based on our field study, various solutions of these problems are here described and discussed. It appears that native speakers of English (not only American English, as our study reveals) do not base their decisions only on the graphic form of the names (letter sequences); their experience with other languages affects their productions. In addition, not all letter sequences yield identical pronunciation decisions. Thus, solutions are not uniform. Examples are given from French surnames and personal names that occur in English in the USA.

scholarly journals The conceptual model of the artificial linguistic educational environment for achieving oral communication skills in a second foreign language

2018 ◽  
Vol 16 (1) ◽  
pp. 63-76
Author(s):  
Helena V Bourina ◽  
Larisa A Dunaeva
Keyword(s):  
Foreign Language ◽  
Conceptual Model ◽  
Cognitive Activity ◽  
Oral Communication ◽  
International Standards ◽  
Information And Communications Technology ◽  
Cultural Communication ◽  
Learning Methods ◽  
Learning Abilities ◽  
Language Environment

The process of studying a foreign language in Russian higher education institutions is carried out in a specially organized linguo-didactic language environment which is understood as a methodological framework designed in accordance with the peculiarities of a linguo-cultural community. It is aimed at combining learning methods and techniques to implement them into pedagogical practice, ensuring the level-by-level development of students’ language skills and complying with the international standards of language proficiency. The necessary modern basis for a linguo-didactic language environment is the use of Information and Communications Technology, which makes it possible to access the world of native speakers. The linguo-didacticlanguage environment creates socio-cultural communication patterns, provides an opportunity to become familiar with a different communication behavior, ensures students’ participation in real communication expanding the boundaries of language learning situations and enriching their communication experience. The attributes of the language environment include audiovisual materials, speaking practice, spoken and written language as well as cultural background knowledge and different learning components. The subjective attributes of the language environment include students’ cognitive activity, motivation and individual learning abilities. The conceptual model is aimed at teaching oral communication in a second foreign language in an artificial language environment which is based on the analysis and description of a current situation in the field of teaching a second foreign language at Russian universities, on perceiving a language situation as a basic education unit; on choosing the model of cross-cultural communication; on selecting the components of a natural language environment which have teaching potential and comply with the learning aims; on defining the learning methods; on creating the model of the designed environment.

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