scholarly journals SUFFIX VERBAL WORD FORMATION IN RUSSIAN AND ARMENIAN LANGUAGES. METHODOLOGICAL ASPECT

2021 ◽  
Vol 3 (2(83)) ◽  
pp. 27-30
Author(s):  
S. Budagyan
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Native Language ◽  
Word Formation ◽  
Foreign Languages ◽  
Methodological Aspect ◽  
Knowledge And Skills

A comparative study of the systemic laws of the native and foreign languages makes it possible to single out both universal and specific phenomena at various linguistic levels. When studying phenomena that have analogues in the native language, it becomes possible to transfer the knowledge and skills of the native language to a foreign language, and, on the contrary, when identifying specific characteristics that have no analogues in the native language, it is necessary to take into account the interfering effect of the native language when teaching this phenomenon in a foreign language. ...

scholarly journals WYMOGI WSPÓŁCZESNEGO RYNKU PRACY W ODNIESIENIU DO KOMPETENCJI ABSOLWENTÓW KIERUNKÓW HUMANISTYCZNYCH

Neofilolog ◽  
2019 ◽  
pp. 43-57
Author(s):  
Magdalena Dańko ◽  
Ewa Wieszczeczyńska
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
New Technologies ◽  
Foreign Languages ◽  
General Knowledge ◽  
Knowledge And Skills ◽  
Language Knowledge ◽  
Specialized Language ◽  
Personal Competencies ◽  
Lower Silesia

This paper presents the results of a pilot study conducted in 60 selected companies located in Wrocław and Lower Silesia. The main objective of the study was to get information about prospective employers’ expectations of graduates of humanities with foreign language knowledge and skills, should those companies decide to employ them. It was found that according to employers social and personal competencies are as important as skills in using specialized language and new technologies. Preferred are graduates who are fluent in two foreign languages (English and German) and who have extensive general knowledge.

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 O wybranych aspektach determinujących nauczanie i uczenie się języka rosyjskiego (drugiego obcego) - wnioski z badań

Neofilolog ◽  
2010 ◽  
pp. 185-194
Author(s):  
Marzanna Karolczuk
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Native Language ◽  
Russian Language ◽  
Educational Institutions ◽  
Cultural Environment ◽  
Knowledge And Skills ◽  
Multilingual Students ◽  
Previous Learning

The aim of the present paper is to attempt to analyze selected factors which influence the learning of a second or foreign language. The goal is also to present the results of preliminary studies based on the observations of Russian language lessons. The introduction of a second foreign language into schools makes teaching multilingual. Students’ native language together with the languages they learn in and outside educational institutions all contribute to establishing a unique linguistic and cultural environment. The process of teaching and learning of a second language should refer to students’ knowledge and skills, which they acquired during their previous learning experiences.

scholarly journals IMPROVING THE EFFECTIVENESS OF TEACHING STUDENTS A FOREIGN LANGUAGE BASED ON A COMMUNICATIVE METHODOLOGY

2021 ◽  
Vol 9 (12) ◽  
pp. 396-402
Author(s):  
Pulatova Ziyoda ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Foreign Languages ◽  
Knowledge And Skills ◽  
Professional Activities ◽  
Learning Rules ◽  
Level Of Knowledge ◽  
Grammar Knowledge

In the context of globalization and integration in the country into the international community, the modernization of foreign language teaching in domestic higher education is taking place. The development of international contacts in the country causes a need for specialists of various profiles who are well-versed in foreign languages, but their training does not always give the desired results. Practice has shown that the grammatical translation method used in the last few decades to teach a foreign language to specialists of various profiles, in which the emphasis is on learning rules and translating texts, rather than on communication, has not fully justified itself. Having generally good grammar knowledge, and skills in the field of translation, graduates of non-linguistic universities have difficulties in communication with foreigners in the course of professional activities, and the question about the level of knowledge of foreign language professionals are increasingly responsible read and translate with a dictionary, which actually means no possession and failure to carry out practical communication in a foreign language.

scholarly journals BILINGUALISME DALAM PEMBELAJARAN BAHASA ARAB

2021 ◽  
Vol 10 (2) ◽  
pp. 359
Author(s):  
Ririn Windasari
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Language ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Sentence Structure ◽  
Original Language ◽  
Foreign Language Learners ◽  
Language Interventions

Bilingualism or language dualism in learning Arabic is something that is often found in Indonesia, even in all countries in the process of learning foreign languages for native speakers. The use of two languages (bilingualism) in foreign language learning aims to provide understanding to foreign language learners, because they are accustomed to using the original language along with the types of words and sentence structure, so the need for native language interventions of speakers in learning foreign languages. The level of ability of students varies according to their level, therefore clear explanations are needed through the learner's native language as an intermediary language.

Leessnelheid in Vreemde Talen

2000 ◽  
Vol 63 ◽  
pp. 33-40
Author(s):  
Lydius Nienhuis ◽  
Wim Danhof ◽  
Marijke Peet
Keyword(s):  
Foreign Language ◽  
Native Language ◽  
Reading Rate ◽  
Foreign Languages ◽  
Reading Process ◽  
L2 Reading ◽  
Reading Processes ◽  
Normal Reading ◽  
French And English ◽  
French Texts

This paper presents the results of two studies on the reading rate of students after 5 years of secondary education, including French and English as foreign languages. The reading processes investigated were, in the terminology of Carver, rauding (i.e. 'normal' reading), scanning and learning. As is known from research by Segalowitz, even skilled bilinguals attain an L2 reading rate of only 60-70% of that in their native language. Our students cannot be considered really 'skilled' bilinguals. So it is not surprising that, during the 'normal' reading process (i.e. the process of rauding) of French texts, our students arrive at a reading rate that is considerably slower; they attain a reading rate of 42-48% of the rate of comparable Tl readers; they read about 104 words a minute in French. The reading rate of our students in English as a foreign language is somewhat better: they arrive at a rate of 137 words a minute; this corresponds to 58.6% of the reading rate of comparable Tl readers in English. Strikingly, reading rates in three reading processes: scanning, rauding and learning, as described by Carver, differed proportionally for our readers of French in nearly the same way as for native-language readers of English. In the three cases, students arrived at a reading rate of about 40-45% of that in native-language reading.

scholarly journals Assessing English Writing Skills of Students from Bilingual and Non-bilingual Schools in Castilla-La Mancha, Spain. A Comparative Study

2019 ◽  
Vol 5 (2) ◽  
pp. 95-113
Author(s):  
María Begoña Ruiz Cordero
Keyword(s):  
Foreign Language ◽  
Comparative Study ◽  
Writing Skills ◽  
Foreign Languages ◽  
Academic Training ◽  
European Regions ◽  
Bilingual Programs ◽  
English Writing ◽  
La Mancha ◽  
Bilingual Schools

The teaching of foreign languages and the use of CLIL (Content and Language Integrated Learning) methodology is hugely popular in Spain nowadays. Many families are interested in this type of academic training because they are convinced the academic results are positive, but the question is whether it is in fact the case that foreign language level increases. The aim of this study was to analyse the different level of English writing skills of 4th grade students from both compulsory bilingual and non-bilingual secondary schools in Castilla-La Mancha (Spain). From the results of the study, we were able to examine whether bilingual programs help students improve their English writing skills as well as to compare the results obtained by bilingual schools in Castilla-La Mancha with those developed in other Spanish, or even European, regions.

scholarly journals Mastering a second language as a theoretical and linguodidactic problem in the aspect of neuro-linguistics

2021 ◽  
Vol 8 (1) ◽  
pp. 1-5
Author(s):  
Kenjayeva Adolat Asrorovna
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Native Language ◽  
Foreign Languages ◽  
Training Professionals ◽  
Methodological Problems ◽  
Language Students ◽  
Language Description ◽  
Foreign Language Students

This article arose from the need to comprehend, firstly, methodological and linguodidactic problems (by linguodidactics we understand the principles of language description for learning purposes) to mastering any non-native language, not only widespread foreign languages, and, secondly, from the need to comprehend not only the teaching of a second foreign language itself but also the content of training professionals of a second foreign language (students of universities and faculties of foreign languages). Theoretical and methodological problems associated with mastering any non-native language are especially acute when we are dealing not with the first, but with the second, third, etc. non-native language. This may be a second foreign language (for example, at school), a second foreign language as the language of a pedagogical specialty (for example, at a pedagogical university), the language of ethnic (self) identification (among members of national diasporas), etc. Therefore, in this paper, along with discussing general issues of mastering a non-native language, we focus on various situations of teaching a language as a second non-native.

scholarly journals Speech Interference as the Result of a Two-Pronged Negative Influence

2021 ◽  
Vol 12 (1) ◽  
pp. 23-40
Author(s):  
Mahanbet Dzhusupov
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Comparative Study ◽  
Native Language ◽  
Mother Tongue ◽  
Negative Influence ◽  
Speech Errors ◽  
Russian Word ◽  
Speech Interference

The article considers the problem of the interaction of languages in the process of forming a bilingual personality and society. A comparative study of the material, the mother tongue and the studied language, reveals the causes of interference in bilingual speech in a foreign language. Traditionally, the causes of speech interference are determined by the characteristics of a native language, which are not found in the language studied, therefore they negatively affect the process of mastering the second language, which generates speech errors. This is a one-sided approach to understand interference in general and its origins (causes) in particular. The article considers the problem of a two-way approach to understanding the phenomenon of speech interference. Speech interference is a result of the negative influence of both the characteristics of the native language and the characteristics of the language being studied, i.e. it is a simultaneous two-way process in dual unity. Both processes of negative influence on an individuals mastery of a second language are defined as one action in bilinguality, giving the same result - interference in bilingual speech, which is expressed in phonetic-phonological, semantic and other types and types of speech errors. The simultaneous and inconsistent negative influence of the features of the native language and the non-native language considered on the material of consonant combinations in the initial words of the Russian and Kazakh languages, when the absence of combinations of consonants in this position of the Kazakh word and their presence in this position of the Russian word to the same extent and at the same time negatively influence on the correct - the literary pronunciation of Kazakh words and Russian words. Thus, in contrast to the traditional explanation of the phenomenon of speech interference as a result of a one-sided negative process, it is proposed and proved that this phenomenon is the result of (simultaneous) two-way influence of features, native and studied languages. Errors of an individual in speech in a foreign language are considered according to the provisions of the syntagmatic typology of interference (plus segmentation, or minus segmentation).

scholarly journals Students study adjectives: russian as a foreign language

2020 ◽  
Vol 6 (Extra-B) ◽  
pp. 64-70
Author(s):  
Zhang Bin ◽  
Yusupova Zulfiya Firdinatovna ◽  
Yu Lui
Keyword(s):  
Foreign Language ◽  
Intercultural Communication ◽  
Foreign Students ◽  
Chinese Students ◽  
Word Formation ◽  
Foreign Languages ◽  
Exchange Program ◽  
Oral Speech ◽  
Experimental Base ◽  
Search Experiment

This article is devoted to the study of the problems faced by foreign students studying Russian at a professional level. Our task was to give students the assignments that we developed with these adjectives. This allowed us to identify the most common mistakes. The experimental base was the Institute of Philology and Intercultural Communication of the Kazan Federal University. The search experiment was conducted with 3-year Chinese students, trainees who came to study Russian as part of an exchange program. We also observed the oral speech of students during practical classes in Russian grammar. The experiment involved 100 students. Some could not correctly determine the word formation of the proposed adjectives. We developed an exercise system that helped students learn adjectives, considering their functioning in scientific and artistic speech. The results of our research are of interest to teachers of Russian as a foreign language and can be used in the practice of teaching foreign languages.  

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