LEXICAL MEANS OF EXPRESSING EVALUATION IN MODERN GERMAN JOURNALISTIC TEXTS

2020 ◽  
Author(s):  
Ирина Владимировна Матвеева ◽  
Сергей Николаевич Саможенов ◽  
Юлия Николаевна Зинцова
Keyword(s):  
Background Knowledge ◽  
Evaluation Tools ◽  
Language Competence

Авторы публицистических текстов все чаще отходят от стандартизации речи и клишированности в пользу поиска новых экспрессивных средств выражения оценочности, которые требуют от читателя определенного количества фоновых знаний и разработанной языковой компетенции. В данной статье установлены лексические особенности использования оценочных средств в немецких публицистических текстах, выявлены их разновидности и сферы употребления. Authors of journalistic texts are increasingly moving away from the standardization of speech and cliché in favor of searching for new expressive means of expressing evaluation, which require the reader to have a certain amount of background knowledge and developed language competence. In this article, the lexical features of the use of evaluation tools in German journalistic texts are established, their varieties and areas of use are identified.

CONDITIONS OF DEVELOPMENT OF FOREIGN LANGUAGE COMPETENCE OF STUDENTS

2021 ◽  
pp. 220-225
Author(s):  
MUKHANALIEVA A.A. ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Communicative Competence ◽  
Theory And Practice ◽  
Evaluation Tools ◽  
Language Competence ◽  
The Real ◽  
Foreign Language Proficiency

This article deals with the theory and practice of the development of the foreign language communicative competence of students of non-linguistic areas. The importance and structure of the funds of evaluation tools for the discipline aimed at identifying the real level of foreign language proficiency of students is explained.

Foreign Language Education and Dynamics of Foreign Language Competence

2016 ◽  
Vol 17 (3) ◽  
pp. 2141-2153
Author(s):  
Eva Stranovská ◽  
Silvia Hvozdíková ◽  
Dáša Munková ◽  
Gadušová Zdenka
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Competence

EFFECTS OF LANGUAGE AND PRIOR KNOWLEDGE LEVELS ON HYPERTEXT READING COMPREHENSION

2020 ◽  
Author(s):  
Kshema Jose
Keyword(s):  
Reading Comprehension ◽  
Prior Knowledge ◽  
Language Proficiency ◽  
Language Competence ◽  
Additional Information ◽  
Reading Order ◽  
Low Levels ◽  
Online Texts ◽  
Characteristic Features ◽  
Better Than

<p>This study observed how two hypertext features – absence of a linear or author-specified order and availability of multiple reading aids – influence reading comprehension processes of ESL readers. Studies with native or highly proficient users of English, have suggested that readers reading hypertexts comprehend better than readers reading print texts. This was attributed to (i) presence of hyperlinks that provide access to additional information that can potentially help overcome comprehension obstacles and (ii) the absence of an author-imposed reading order that helps readers exercise cognitive flexibility. An aspect that remains largely un-researched is how well readers with low language competence comprehend hypertexts. This research sought to initiate research in the area by exploring the question: Do all ESL readers comprehend a hypertext better than a print text?</p> <p>Keeping in mind the fact that a majority of readers reading online texts in English can be hindered by three types of comprehension deficits – low levels of language proficiency, non-availability of prior knowledge, or both – this study investigated how two characteristic features of hypertext, viz., linking to additional information and non-linearity in presentation of information, affect reading comprehension of ESL readers. </p> <p>Two types of texts that occur in the electronic medium – linear or pre-structured texts and non-linear or self-navigating texts, were used in this study. Based on a comparison of subjects’ comprehension outcomes and free recalls, text factors and reader factors that can influence hypertext reading comprehension of ESL readers are identified. </p> Contradictory to what many researchers believe, results indicate that self-navigating hypertexts might not promote deep comprehension in all ESL readers.

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