scholarly journals INTERGRATION OF LANGUAGE TESTING AND ASSESSMENT TERMS FROM ENGLISH INTO RUSSIAN

2019 ◽  
Vol 1 (1) ◽  
pp. 9-15
Author(s):  
Yu. Polshina ◽  
E. Bondareva
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Testing ◽  
Russian Language ◽  
Language Studies ◽  
Language Testing And Assessment ◽  
The Subject ◽  
Specialized Texts ◽  
Testing Instruments ◽  
Terminology System

Today language studies are one of the most popular international practices, both for everyday purposes and academic reasons. That is why development and implementation of reliable tools and methods for testing and assessment of language proficiency have become an important goal for instructors and linguists across the globe. To promote a universal understanding of the concepts in this area of knowledge there should exist a comprehensive terminology system of testing and assessment. Borrowing of terms from a more developed terminology system has become a common practice, but whether it always brings satisfactory results remains to be seen. This research paper aims at describing the techniques of integrating English language testing and assessment terms into Russian. In order to establish those techniques we conducted the comparative analysis of the most frequently used English terms on language testing and assessment based on their appearance in specialized texts on the subject and their Russian equivalents. The analysis procedure involved examining the phonetic and orthographic form, definitions and contextual usage of both the original terms and their equivalent borrowed into Russian language. Based on that, we can point out the most productive ways of transferring these terms into Russian, in particular, using calques, half-calques and transformational translation. Those methods prove to be effective in terms of securing the transparency of the meaning and providing a universal understanding of the concepts behind the terms which is necessary for successful communication of the experts in the field on international level and development of valid testing instruments. Nevertheless, integration of some terms is less successful due to the significant discrepancies in meaning between the original and borrowed terms leading to misunderstanding and potentially faulty testing and assessment practices. Therefore, the subject matter of borrowing terms in the abovementioned area shall be addressed in a more thorough fashion, and there should be more studies conducted on this issue. 

THE MAIN DIRECTIONS IN STUDYING OF THE MODERN RUSSIAN-LANGUAGE PR-DISCOURSE

Yazykoznaniye ◽  
2021 ◽  
pp. 82-91
Author(s):  
A.Yu. KHAKHALEVA
Keyword(s):  
English Language ◽  
Russian Language ◽  
Approaches To Studying ◽  
Linguistic Pragmatics ◽  
Positive Image ◽  
The Subject ◽  
Lexical Composition ◽  
The Russian Language ◽  
Linguistic Means ◽  
Modern Russian

The article discusses the main approaches to studying the modern Russian-language PR-discourse that represents a relatively new and actively developing sphere of communication. First of all, the researchers of the Russian-language PR-discourse analyze its lexical composition. In particular, they consider the ways of adapting the English-language PR-terms that play an important role in reflecting new objects of extralinguistic reality. Moreover, the linguistic means of this type of discourse are studied from the perspective of linguistic pragmatics. The works in this area emphasize the importance of such way of speech impact as suggestion and the corresponding pragmatic methods that is determined by the manipulative character of the Russian-language PR-discourse. In the light of this peculiarity, the linguists are also interested in the process of mythologization that consists in distorting the connections between the objects of reality and is aimed at creating the positive image of the subject of PR-communication.

Language testing and technology: problems of transition to a new era

ReCALL ◽  
2008 ◽  
Vol 20 (1) ◽  
pp. 21-34 ◽  
Author(s):  
Patricia Dooey
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Test Validity ◽  
Language Testing ◽  
English Language Proficiency ◽  
Validity And Reliability ◽  
Technological Advances ◽  
Wide Range ◽  
Computer Based

AbstractTechnological advances have revolutionised methods of both teaching and testing in languages, and practitioners have eagerly embraced the opportunity to provide more innovative ways of doing this. The unique features offered by technology make it increasingly possible to test for a wide range of language skills required for a specific purpose. With the increasing need to test for English language proficiency and the importance placed on this facility, technology is being utilised to address issues of practicality, speed and efficiency. However, such advantages should not be embraced without due consideration for the essential qualities of any test; validity and reliability. With the inevitable shift towards computer-based testing, certain areas need special consideration. While computer-based tests can provide constructive diagnostic information to complement the language learning process, they should be used more selectively in other contexts, for example in high-stakes tests, examples of which are International English Language Testing System (IELTS) and Test of English as a Foreign Language (TOEFL). These tests provide an assessment of English language proficiency, a key component of university admissions criteria. This paper examines a number of issues related to the design and application of computer-based tests, with particular reference to construct validity, computer familiarity and practicality. It is recommended that in the short term at least, test-takers be offered the choice of test medium in the interests of fairness and equity.

scholarly journals Critically Examining Perceptions of Different Englishes in the IELTS Speaking Section: Who Decides What is Acceptable?

2021 ◽  
Vol 3 (4) ◽  
pp. 08-15
Author(s):  
Colin Michell
Keyword(s):  
Focus Group ◽  
Language Proficiency ◽  
English Language ◽  
Native Speakers ◽  
Language Testing ◽  
English Language Proficiency ◽  
Testing System ◽  
Native Speakers Of English ◽  
Fit For Purpose ◽  
International English

The International English Language Testing System (IELTS) has become the worldwide benchmark for evaluating English language proficiency. However, the IELTS exam is not without its critics. It has been accused of being elitist and unaccommodating of test-takers who are not users of the prestige varieties of English, even though these people may need to take the exam for employment or immigration purposes. This study involved a focus group of experienced IELTS examiners who were given a number of listenings from non-standard yet still ‘native speakers’ of English to evaluate using the IELTS speaking bands. The focus group found that the IELTS speaking descriptors are not fit for purpose when dealing with non-standard or regional varieties of English. This study makes a case for the creators of the IELTS exam to adjust their grading criteria and examiner training to be more inclusive of all English varieties.

scholarly journals PEDAGOGICAL CONDITIONS FOR FORMING BILINGUAL MATHEMATICAL COMPETENCE IN BASIC SCHOOL STUDENTS

2021 ◽  
pp. 75-86
Author(s):  
N.I. Spiridonova
Keyword(s):  
Bilingual Education ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Russian Language ◽  
Specific Information ◽  
Bilingual Students ◽  
School Students ◽  
Mathematical Competence ◽  
The Subject ◽  
Basic School

Introduction. In the process of bilingual education, schoolchildren must not only qualitatively master the content of the subject but also overcome language difficulties. There is a connection between speech and mathematical activities. The essence and structure of bilingual mathematical competence are based on this relationship, allowing bilingual students to effectively acquire knowledge in the conditions of national-Russian bilingualism. We have also proposed ways of forming bilingual mathematical competence focused on developing mathematical speech culture and teaching schoolchildren to use multicultural knowledge. Aim. The article aims to characterize the pedagogical conditions directed at the emergence of bilingual mathematical competence among basic school students (grades 5 to 9) within national-Russian bilingualism. Material and methods. The study relies on theoretical methods of comparative analysis, synthesis, and generalization provided by the scientific and methodological literature on the researched topic. Results and discussion. Works indicating a clear relationship between the language of instruction and the subject of Mathematics were analyzed. The need to take into account the mother tongue of schoolchildren in bilingual education was established. In addition, it was found that the degree of native and Russian language proficiency affects the mathematics achievement of bilingual students. According to the analysis, bilingual education should lead to the emergence of competencies distinguished by a high level of language proficiency and high-quality mastering of the subject. Conclusion. The concept of “bilingual mathematical competence” got a detailed description in the course of the research. This concept combines components of a school subject, languages ( native and Russian), and a component of intercultural communication. The following pedagogical components were described: 1) tasks aimed at mastering terminology, symbols, and graphic images; verbal and logical constructions of the mathematical language; written educational texts; 2) illustrated Yakut-Russian, Russian-Yakut terminological dictionary in mathematics for the 5th and 6th grades, which includes 349 terms and set phrases; 3) bilingual strategies aimed at reducing the linguistic complexity of mathematical problems (by replacing unfamiliar or rare words; changing the passive voice to active verb forms; reducing long names and indications; highlighting individual conditional sentences, or changing the order of the conditional and main sentences; replacing complex questions to simple ones; clarification of abstractions using more specific information); 4) methods and techniques of bilingual teaching of mathematics (consecutive translation, visual aids, immersion teaching, semantization); 5) tasks that contain historical, ethnocultural, and local history materials.

scholarly journals Challenging the power invested in the International English Language Testing System (IELTS): Why determining ‘English’ preparedness needs to be undertaken within the subject context

2017 ◽  
Vol 9 (1) ◽  
pp. 3-17 ◽  
Author(s):  
Nick Pilcher ◽  
Kendall Richards
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
International Student ◽  
English Language ◽  
Language Testing ◽  
Testing System ◽  
International Student Recruitment ◽  
Subject Areas ◽  
The Subject ◽  
International English

Higher education institutions worldwide base international student recruitment on the assumption that their preparedness in ‘English’ is assured if they reach a certain level in tests such as the International English Language Testing System (IELTS). This assumes an abstract, objectivist view of language that sees the ‘English’ as removable for testing in any context. However, in an individual, subjectivist view of language, ‘English’ is inextricably linked with context – that is, subject content which symbiotically connects thought and meaning. In this article, the authors outline these views of language and consider the ‘English’ of IELTS. They then detail interviews and focus groups which they conducted with lecturers in the subject areas of Design, Nursing, Engineering, Business, Computing and Psychology. These researched the ‘English’ required in subjects and the thinking underpinning it. The authors go on to present and discuss results around three themes of ‘How “English” is specific to the content of subjects’, ‘How the “English” of subjects is underpinned by unique ideological and psychological elements’ and ‘How the non-textual elements of different subjects are intertwined with their “English”’. The results illustrate why it is necessary to challenge the power invested in IELTS, and why determining English preparedness needs to be undertaken within the subject context.

scholarly journals Code Switching and Code Mixing in English Language Studies’ Speech Community: A Sociolinguistics Approach

2018 ◽  
Vol 1 (1) ◽  
pp. 8-14
Author(s):  
Ni Nyoman Wartinah ◽  
Chrisda N Wattimury
Keyword(s):  
Random Sampling ◽  
English Language ◽  
Sampling Method ◽  
Code Switching ◽  
Speech Community ◽  
School Students ◽  
Code Mixing ◽  
Language Studies ◽  
The Subject ◽  
State Of Affairs

Enormously complex and not well understood are some state of affairs for a bilingual to ‘change’ theuse of language from one to another when having conversation with other bilinguals in dailyconversation. This linguistics behavior of changing the language, or widely known as ‘languageswitching’ and ‘language mixing’, leads the researchers to find out the trigger behind this phenomenon.After done a research on Malaysian pre-school students, Karen Kow (2003) proposed some reasons ofdoing code switching and code mixing namely lack of one word in either language, to avoidmisunderstanding, to make a point, etc. However, students of graduated students of English LanguageStudies of Sanata Dharma University can be categorized as bilingual or multilingual since they employtwo even many languages in the daily conversation in their speech community. Therefore, by taking 12students of A class as the subject of the research through random sampling method, the discussion ofthis research will focus on investigating the reasons of both code switching and code mixing.

scholarly journals Technology for Filling Subject Ontologies of the Scientific Knowledge Space

2021 ◽  
Vol 24 (1) ◽  
pp. 101-115
Author(s):  
Николай Евгеньевич Каленов
Keyword(s):  
Scientific Knowledge ◽  
English Language ◽  
Scientific Field ◽  
Russian Language ◽  
Classification Systems ◽  
Automated System ◽  
Knowledge Space ◽  
The Subject ◽  
Key Terms ◽  
Citation Databases

Subject ontology in the context of this article is understood as a set of key concepts related to a certain field of science, with their semantic connections, supplemented by indexes of various classification systems describing this scientific field. Subject ontologies are a necessary component of each subspace that is part of the Unified digital space of scientific knowledge (DSSK). This article presents the results of research related to the construction of subject ontologies based on the created automated system for supporting terminological dictionaries and suggests a methodology for identifying new key terms in a particular field of science. The proposed methodology is based on the use of existing classification systems in conjunction with citation databases, such as Web of Science and Scopus for English–language publications and the Russian citation index for Russian-language publications. The methodology involves dividing the scientific field into a number of sections in accordance with the selected classification system, extracting from the CSB the core of articles related to each section, and from the articles - new author's keywords, which should constitute, in combination with the corresponding sections of classification systems, the basis of the subject ontologies of this scientific field.

scholarly journals Review of English-Language Research on Iconography of Late Antique Judaism (20th – 21st centuries)

2021 ◽  
Vol 5 (3) ◽  
pp. 41-59
Author(s):  
A. K. Grigoreva
Keyword(s):  
Roman Empire ◽  
20Th Century ◽  
Late Antiquity ◽  
English Language ◽  
Russian Language ◽  
Present Moment ◽  
Late Antique ◽  
Jewish Art ◽  
Cultural Paradigm ◽  
The Subject

The iconography of late antique Judaism became a research area in the second quarter of the 20th century. Before this time there was no such a large number of murals, mosaic pavements and other artworks available for examination. When scholars started considering monuments from late antique synagogues, they seek to find a relevant approach to studying the phenomenon of Jewish art in this period, its emergence and development. In the course of different periods in historiography of the subject various topics came to the forefront of research and became more important than the others. In the West this scientific area went through several stages in its development, while issues of iconography of late antique Judaism have not been on the agenda of the Russian-speaking scientific community till the present moment. This review of English-language major research seeks to compensate for the lack of a systematic view of the problem in Russian-language science, which is also touched upon in the present work. The subject of the present survey is historiography of Judaism iconography in the late antique period. The most cited English-language works on this subject are systematized in accordance with the periods of historiography and of the dominant direction of research. The review demonstrates three periods of historiography: early period with the stress on description; the second period with the question about existence and affiliation of Jewish art in late antiquity; and the latest period, observed in the present moment, that concentrates on systematic examination of art in general and some objects in particular. There are two main vectors of the study of the subject, which were formed by the end of the 20th century. The first is aimed at exploring symbols within the Jewish cultural paradigm without affecting the surrounding cultures. The second considers the symbols of Jewish iconography as included in the general cultural context of the regions of the Roman Empire, where worldviews were in constant interaction, and sometimes in opposition. Scientists have been developing both of these areas of research until present days. In the 21st century Jewish late antique iconography is an important area of research for Western science, which not only continues the development of problems indicated in the 20th century, but also formulates new ones, corresponding to modern trends in religious studies. The work shall attract the attention of readers to a significant number of little-known and highly specialized texts on the problem of the iconography of late antique Judaism.

scholarly journals English language proficiency level of Higher Secondary level students in Nepal

2017 ◽  
Vol 3 (1) ◽  
pp. 59-75
Author(s):  
Keshab Kumar Sijali
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Secondary Level ◽  
English Language Proficiency ◽  
Proficiency Level ◽  
Significant Difference ◽  
The Subject ◽  
Language Proficiency Test ◽  
Academic Year

The objective of this study is to investigate the proficiency level of English language of higher secondary level students in Nepal regarding their gender, nature of institution, medium of instruction and stream. The subject of this study comprises 529 learners from 22 higher secondary school of academic year 2015/6 among whom an English language proficiency test was conducted. The data obtained were analyzed using mean, Mann-Whitney U-test and Kruskal Wallis H-test of non-parametric test. The result showed that the English language proficiency level of higher secondary level students in Nepal was poor (M = 10.4490). Regarding the gender, the result showed that there was no statistically significant difference between female and male ELT students in their English language proficiency level. However, ELT students of government higher secondary level were found statistically significantly less proficient in English language than that of private higher secondary level .Similarly, the Nepali medium ELT students were found statistically significantly highly less proficient in English language than that of English medium. The result further showed that there was statistically significant difference in the English language proficiency level of higher secondary level students in Nepal from different streams

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