scholarly journals TYPICAL ERRORS IN THE USE OF VERBAL FORMS AS A CONSEQUENCE OF GAPS IN SCHOOL EDUCATION

2021 ◽  
Vol 1 (193) ◽  
pp. 422-428
Author(s):  
Olesia Protsenko ◽  
Keyword(s):  
School Education ◽  
First Year ◽  
First Year Students ◽  
Form Errors ◽  
Part Of Speech ◽  
Verb Forms ◽  
National University ◽  
Lexical Errors ◽  
Passive Verbs

Verb is the most important part of speech because it is the syntactic and communicative center of the sentence. So the verb form errors is an important problem of culture of language. The mediaproducts (215 texts of different information genres) of first year students from the Institute of Journalism of the Taras Shevchenko National University of Kyiv was analyzed. A classification of tipical errors of verbs forms was suggested. Gaps in the school education (on the material of schools textbooks was analyzed) are the main cause of the following verb errors: verb-conjunction "to be" in the Present, verb nouns, passive verbs, passive participle, active participle, impersonal verbs, redundant constructs, lexical errors. The topics to supplement the school program of language was suggested. It is recommended to omit the verb-conjunction in the present tense; prefer verb forms, not nouns; use active constructions, not passive ones; not to use active present participles; the instrumental case of nouns should be used in the instrumental, not in the subjective sense; use adjectives as a predicate to describe the subject; not to use stationery and tautological constructions; distinguish the meaning of Ukrainian and Russian tokens.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals Academic and Psychosocial Adaptation and its Association with Identity Levels and Some Background Variables of An-Najah National University Students: التكيف النفسي الاجتماعي والأكاديمي وارتباطه برتب الهوية وبعض المتغيرات الخلفية لدى طلبة جامعة النجاح الوطنية في نابلس

2021 ◽  
Vol 5 (7) ◽  
Author(s):  
Ala' Ibraheem Yousef
Keyword(s):  
Psychological Adaptation ◽  
Psychosocial Adaptation ◽  
Social Adaptation ◽  
First Year ◽  
Place Of Residence ◽  
First Year Students ◽  
Economic Level ◽  
The Social ◽  
National University ◽  
Academic Adaptation

This study aims at recognizing the level of social and psychological adaptation and its connection with the students of An-Najah National University in Nablus governorate in light of the background variables. Also, it seeks to clarify the correlational relations between social, psychological and academic adaptation and identity ranks. In order to achieve the aims of the study, a sample of (280) students from An-Najah National University is chosen. The consistency and validity of the tools of the study are verified. Results have shown their validity as it follows the correlational and descriptive methods. The following are the results of the study: 1- There are positive statistical relations between psychological and social adaptation and identity ranks of stopping, closure and dispersion. However, there isn’t any statistical relation between identity achievement and social and psychological adaptation. 2- There are statistical differences in the ranks of identity of the variable of scholastic year or place of residence or economic level. Besides, there are statistical differences in the averages of identity stopping and closure due to the variable of scholastic year. 3- There are differences in the average of stopping identity in the first year and the second, third and fourth year students in favor of the first year students. The source of the differences in the average of identity closure is between the first year students and the second and third year students in favor of the first year students. 4- There are statistical differences in the averages of achieving closure identity due to place of residence that the differences in the averages of achieving identity among camp citizens in the cities and villages in favor of camps citizens due to closing their identity between the citizens of the cities and villages in favor of the dwellers of the village. 5- There are statistical differences in the averages in the ranks of identity due to the economic level. Also, there are statistical differences among the averages of the social and psychological adaptation due to the variable of the scholastic year that they are between the first year students and the second and third year students in favor of the first year students. 6- All the hypotheses of the study are refuted except for two, namely: there are statistical differences in the rank of identity due to the variables of scholastic year and place of residence. The second is that there are statistical differences in the social and psychological adaptation due to the variable of scholastic year. In light of these results, the researcher recommends offering guidance programs highlighting ranks of the identity of students for its positive and effective impact in achieving their goals and changing their course of life by achieving their psychological, social and academic adaptation.

scholarly journals Developing intonation skills in English: A systemic functional linguistics perspective

2018 ◽  
Vol 8 (1) ◽  
pp. 11-20
Author(s):  
Renata Fabiana Cardinali ◽  
Maria Celina Barbeito
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Systemic Functional Linguistics ◽  
First Year ◽  
First Year Students ◽  
Functional Linguistics ◽  
Oral Production ◽  
Foreign Language Learners ◽  
National University ◽  
Oral Skills

This paper explores whether the teaching of English intonation within the framework of systemic functional linguistics (SFL) contributes to the development of intonation skills of Argentine Spanish speakers to become teachers of English as a Foreign Language. The findings of the study that focused on the oral production of students in the first course of phonetics in the programme offered at the National University of Rio Cuarto are presented. This paper reports the analysis of recordings of first-year students reading an English text aloud and the results obtained in the pre- and post-tests reveal that there was improvement in students’ oral production such as in tone system considering the three systems of intonation in SFL after a series of training sessions. Hence, this approach seems promising for the development of intonation skills and oral skills in foreign language learners. These results favour for teacher trainers as well as for trainers   Keywords: EFL, intonation, systemic functional linguistics, teacher training.

scholarly journals Features of the Development of Auditory and Pronunciation Skills in Online German Classes

2021 ◽  
Vol 7 (3) ◽  
Author(s):  
Olena H. Vasylchenko
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Foreign Language ◽  
Educational Process ◽  
First Year ◽  
First Year Students ◽  
National University ◽  
Key Factor ◽  
Video And Audio ◽  
Two Stages

The relevance of the research is determined by the need to find new methods of teaching a foreign language in the context of the transition to an online learning environment, which will contribute to ensuring an appropriate level of development of future specialists' communicative foreign competence. The purpose of the study is to determine the features of the development of students' phonetic competence in online German classes on the example of the pedagogical activity of teachers of the I.I. Mechnikov Odessa National University. The study of the selected problems was carried out in two stages based on logical and system approaches using general scientific methods, including the method of analysis, synthesis, comparison, concretisation, systematisation, and the method of analogies. It was identified that the modern educational space is characterised by the digitalisation of the educational process, as a result of which approaches to teaching a foreign language are changing. The paper considers foreign practices of using multimedia technologies in foreign language classes to form students' auditory and pronunciation skills in online learning. The necessity of changing the conventional methods of teaching an introductory phonetic course in a foreign language according to the requirements of distance learning was substantiated. It was established that the key factor in the development of auditory and pronunciation skills in online German classes is the use of video and audio materials (video conferences and messengers), animated images of articulation of sounds, as well as a system of exercises for the practical application of the theoretical knowledge obtained. On the example of teaching an introductory phonetic course in German for first-year students of the Department of International Relations of the I.I. Mechnikov Odessa National University, the basic principles of using mobile applications in the process of distance learning, including Padlet, LearningApps, Voki, PicVoice, and ChatterPix are described. The prospects for further research lie in the practice of using the online environment of an introductory German phonetic course among students of related specialisations

scholarly journals Impact of rural schools on further adaptation of rural youth to the university life in a city: experience of Bohdan Khmelnytsky National University

2020 ◽  
pp. 1-22
Author(s):  
Yulia Shalivska ◽  
Kateryna Tkachenko ◽  
Serhiy Danylyuk
Keyword(s):  
Rural Schools ◽  
Student Development ◽  
Rural Areas ◽  
Training Programs ◽  
Psychological Adaptation ◽  
Living Conditions ◽  
Living Environment ◽  
First Year ◽  
First Year Students ◽  
National University

The current research aims to summarize the features of school education in rural areas in Ukraine and to establish their potential influence on students' academic and socio-psychological adaptation to a new learning and living environment. Small number of students in class, poor material and technical condition, limited opportunities for self-realization, low motivation to study etc. are distinguished as the basic peculiarities of Ukrainian rural schools. The authors’ mini-questionnaire revealed that 62% of the first-year students of rural origin from a local Bohdan Khmelnytsky National University at Cherkasy experience hardships during adaptation. Challenges faced by 270 first-year students are described: personal, educational, living conditions, psychological, communicative, relationships in the group. The outcomes of the study convince that students of rural origin encounter additional challenges adjusting to changed living conditions while studying in universities in contrast to students from urban and suburban areas. Recommendations are provided to assist rural school counselors in preparing students for their further adaptation at large colleges and universities. Directions of work of psychological service, counsellors and educators in higher education institutions are displayed: individual counseling for the student, development and implementation of special training programs, integration of individual classes into training programs.

scholarly journals Value Orientations of the First Year Students (According to the Results of the Interuniversity Survey)

2018 ◽  
Keyword(s):  
Regional Differences ◽  
Factor Model ◽  
Value Orientations ◽  
First Year ◽  
Eastern European ◽  
Way Of Life ◽  
The West ◽  
First Year Students ◽  
National University ◽  
Questionnaire Method

In this paper, we analyze the differences in value orientations of the first year students of the speciality «Sociology» of three Ukrainian universities in 2016: Taras Shevchenko National University of Kyiv (Kyiv), V.N. Karazin Kharkiv National University (Kharkiv) and Lesya Ukrainka Eastern European National University (Lutsk); universities represent respectively the central, eastern and western parts of the country. A full survey was conducted using the questionnaire method, the questionnaire contained a block of evaluation of value orientations according to the Schwarz method PVQ21. The authors analyzed 10-factor and 7-factor models and statistically significant differences for each of them. For the 10-factor model such differences were found for factors: Tradition, Hedonism, Achievement, Power and Stimulation; for the 7-factor – for Hedonism, Stimulation, Conformity-Tradition and Self-affirmation. It turned out that regional differences are more significant between the West (ENU) and the Center (KNU) and the East (KhNU) than between the Center (KNU) and the East (KhNU). The fixed difference between the value orientations of students of different universities is interpreted by the authors as the embodiment of inter-regional differences in value-normative systems, way of life and worldview.

scholarly journals INFLUENCES OF PERSONALITY ON STUDENTS’ SPEAKING PERFORMANCE

2021 ◽  
Vol 37 (1) ◽  
pp. 66
Author(s):  
Truong Thi Phuong
Keyword(s):  
Group Work ◽  
English Language ◽  
Research Paper ◽  
First Year ◽  
International Studies ◽  
Negative Effects ◽  
First Year Students ◽  
Data Collection Process ◽  
National University ◽  
Pair Work

The great demand for pair work and group work in speaking lessons at University of Languages and International Studies, Vietnam National University, Hanoi (ULIS, VNU) and the weaknesses of first-year students in those activities have been a source of inspiration to this research paper. The research paper focuses on both influences of personality on students’ performance and possible recommendations to overcome the problems. To achieve these purposes, 52 first-year students and 2 experienced speaking teachers at Division 1, Faculty of English Language Teacher Education, ULIS, VNU have taken part in the data collection process including questionnaires, interviews and classroom observations. Afterwards, the data analysis detected that unstable-extroverted was the common trend of students’ personality. Besides, some positive and negative influences of personality types on students’ performance in pair work and group work speaking activities were found out. Based on those influences, recommendations of dividing groups and pairs as well as dividing roles and tasks for students in pair work and group work were raised to reduce the negative effects and increase positive ones.

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