Metafore i paronimi u srpskom žargonu u kontekstu glotodidaktike

2021 ◽  
Author(s):  
Robert Bońkowski ◽  
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Linguistic Problem

The paper addresses the linguistic problem of learning jargon neosemantisms in relation to the similarity in Serbian as a foreign language among students of Serbian studies in Poland. Metaphors and paronyms will serve to illustrate neosemantization in the Serbian language as a possibility of expanding the meaning of lexicalunits and, aboveall, the transfer of meaning. A largenumber of neosemantisms of this type, thatis, those created through metaphorization and paronomization, test if ies to the creativity of the native speakers of Serbian in this regard. However, the issue of neosemantization is not typically Serbian, but rather global as it can be found in any language (especially in sociolects).

scholarly journals THE PROSODIC EMPHASIS OF BRITISH AND AMERICAN LECTURES

2020 ◽  
Vol 1 (10(78)) ◽  
pp. 111-114
Author(s):  
Nataliia Koval
Keyword(s):  
Foreign Language ◽  
Information Structure ◽  
Native Speakers ◽  
Spoken Language ◽  
International Communication ◽  
Rhythmic Pattern ◽  
Cultural Traditions ◽  
Logical Organization ◽  
Sociocultural Characteristics

The focus of the study is prosodic emphasis and its correlation with the sociocultural characteristics of native speakers who have shown them during lectures. Thus, the accentuation of the informational structure of lectures is regarded as an indicator of the speaker’s language culture. This research was conducted within the framework of academic style. The relevance of this article is because currently the issues of the culture of the studied foreign language, including the culture of the spoken language, are of particular importance in the context of globalization, when English became the language of international communication, which operates on the territories of countries with different cultural traditions. The identification of the British norm of linguistic culture is presented in this article on the example of the prosody of the information structure of lectures. So, the conducted audit analysis of quasi-spoken speech of texts of academic style in British and American lecturers’ implementation allowed the author to draw the following conclusions: 1) the sociocultural characteristics of the speaker largely determine the culture of his/her speech behavior; 2) accentuation, being a particular manifestation of the category of emphasis and performing the function of the logical organization of the utterance, can serve as an indicator of the complexity of thinking; 3) the rhythmic pattern of the experimental sounding material corresponds to generally accepted data – 1:2 for the British version and 1:1.3 for the American one; 4) the most frequent are emphatic patterns having the ratio of stressed syllables to unstressed equal to 1: 1; 1: 1.3; 1: 2.

scholarly journals English as a Lingua Franca Approach: Implications and Limitations in Saudi English as a Foreign Language Classrooms

2021 ◽  
Vol 8 (12) ◽  
pp. 96-104
Author(s):  
Samar Alharbi
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Lingua Franca ◽  
English As Foreign Language ◽  
The World ◽  
Language Classrooms ◽  
Native Speakers Of English ◽  
Foreign Language Classrooms ◽  
Global Language

English language considers a global language spoken by a majority of people around the world. It is a language used mainly for communication, trades and study purposes. This widespread of English language being wildly spoken lead to different varieties of English as a lingua franca (ELF) means that non native speakers of English still be able to communicate with each other. Using ELF as a legitimate variety of English in language classrooms is questioned by some researchers. This paper will provide an overview of the concept of ELF. It will also present implications and limitations of using ELF in Saudi English as foreign language classrooms.

scholarly journals Linguodidactic potential of concepts in teaching foreign languages to students-interpreters

2020 ◽  
Vol 9 (3) ◽  
pp. 258-262
Author(s):  
Svetlana S. Vasilenko
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Point Of View ◽  
Foreign Languages ◽  
Authentic Materials ◽  
The World ◽  
Interdisciplinary Nature

The paper discusses possibilities and ways of studying concepts in teaching foreign languages to students-interpreters. The author notes that modern didactic research has interdisciplinary nature, analyzes the theory of the concept from the point of view of linguistics, cultural studies and psycholinguistics. The author also notes the fact of creation of linguo-conceptodidactics as a new scientific direction. The paper presents a linguodidactic understanding of the concept, analyzes its structure and semantic content. The author describes in detail the process of foreign language concepts acquisition and presents it as a sequence of several stages. The acquisition of foreign language concepts is associated with the development of concept competence. The paper notes that the acquisition of foreign language concepts should go in parallel with the acquisition of foreign language lexis. In addition, it is necessary to use authentic materials in teaching foreign languages that allows forming a conceptual picture of the world of native speakers. Acquisition of foreign language concepts is especially important for students-interpreters who study several foreign languages and are faced with the problem of translating foreign concepts and phenomena of foreign language reality. The paper presents how conceptuality can be realized in teaching foreign languages. The author gives a practical example of studying the English concept Travel, offers examples of exercises and tasks for mastering it, as well as mnemonic techniques for memorizing lexemes that represent the concept. In the paper is stressed, that the concepts should be included in the content of foreign language teaching to students-interpreters. This contributes to the development of correct ideas about foreign language reality, understanding the facts of the native and foreign language culture, i.e. cultural reflection development.

scholarly journals THE MANDARIN ORAL MASTERY PROGRAMME AS PERCEIVED BY NON-NATIVE LEARNERS

2022 ◽  
Vol 7 (1) ◽  
pp. 1-23
Author(s):  
Nurul Ain Chua ◽  
Goh Ying Soon ◽  
Mohd Yusri Ibrahim ◽  
Che Hasniza Che Noh ◽  
Noor Rohana Mansor ◽  
...  
Keyword(s):  
Foreign Language ◽  
Native Speakers ◽  
Training Session ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Oral Fluency ◽  
Part C ◽  
Strong Indicator ◽  
Level 1 ◽  
Mandarin Conversation

Background and Purpose: Pinyin is required in learning Mandarin. The challenge of Romanised Pinyin is that learners must decipher the meaning of words based on the change of tone. Communication research is often conducted without accounting for the effects of the change of tone in learning a language. With the aim of avoiding miscommunication while strengthening awareness, Campus Buddies Programme was employed to provide tone practice for learners and consequently explores the effectiveness of the intervention.   Methodology: This quantitative classroom-based research gathered information through the administration of a questionnaire. The questionnaire was distributed to 32 Mandarin Level 1 learners identified through purposive sampling. The students studied five topics from the syllabus. A total of 10 native speakers who scored A in Sijil Pelajaran Malaysia (SPM) mentored the learners during the programme. The participants were instructed to answer both pre- and post-tests. Part A consists of demographic details, whereas Part B focuses on the effectiveness of questions and Part C consists of 30 questions of content learned by the respondents. The data were then analysed using SPSS 26 software.   Findings: The respondents demonstrated a positive response towards the programme and suggested further improvement ideas such as prolonging the training session and adding more topics and oral activities. The results implicated the programme as a motivator for oral fluency. Many non-native speakers can benefit from conversation with Mandarin native speakers because it is a strong indicator and sound oral mastery strategy.   Contributions: This research provides insights into the effectiveness of the current programme in motivating students’ oral learning. The outcome is essential in determining the Mandarin conversation strategy. More studies adopting different variables are proposed to explore correlations from different perspectives in order to improve students’ oral learning.   Keywords: Tonal pronunciation, native speakers, non-native speakers, foreign language instruction, Mandarin conversation.   Cite as: Chua, N. A., Soon, G. Y., Ibrahim, M. Y., Che Noh, C. H., Mansor, N. R., Embong Eusoff, A. M., Abdul Rashid, R., & Shen, M. (2022). The Mandarin oral mastery programme as perceived by non-native learners.  Journal of Nusantara Studies, 7(1), 1-23. http://dx.doi.org/10.24200/jonus.vol7iss1pp1-23

scholarly journals Foreign Language Beliefs and Behaviors of English Speaking Communities’

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Sukma Nur Ardini
Keyword(s):  
Cultural Identity ◽  
Foreign Language ◽  
Native Speakers ◽  
The Other ◽  
Classroom Talk ◽  
Qualitative Design ◽  
English Speaking ◽  
And Behaviors ◽  
Descriptive Qualitative

The aim of this paper is to report the observation findings of foreign language beliefs and behaviors among three communities of English speaking communities’ specific of their cultural identity. The study used descriptive qualitative design since the author wants to describe the phenomenon happened in this study. Three English speaking communities were taken as the data; first, Krismit whatsApp group conversation; second, a private whatsApp conversation between two non-native speakers; third, a classroom talk. Those data were taken from the author’s cellphone, then the chats were exported, transcribed and analyzed well through their beliefs and behaviors specific of their cultural identity. The findings of the present study indicate that the awareness of using English pattern in two communities needs to be more highlighted, while the other community revealed the cultural matter in the form of expressions. Therefore, teachers’ and educators’ big effort in decreasing this issue is crucially needed.

scholarly journals Teaching English in India —The Use of Technologically Enhanced Realia in the Classroom

2014 ◽  
Vol 2 (2) ◽  
pp. 149
Author(s):  
Priya K. Nair
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Native Speakers ◽  
Mother Tongue ◽  
Teaching English ◽  
Job Market ◽  
Native Speakers Of English ◽  
Listening And Speaking ◽  
Speaking Skills

In India acquisition of English language is imperative if one wants to sell oneself in the increasingly competitive job market. With a booming population the nation is filled with educated, technologically literate youth. English is not merely a foreign language in India. As India is separated by a plethora of languages knowledge of English is imperative. As the teachers in India are not native speakers of English the language they teach is not free from errors. The articulation is quite problematic as the mother tongue influence is quite pronounced. Technology helps to reduce these errors. Movies as a tool can enhance the listening and speaking skills of our students. It is quite boring to work with disembodied voices and the recorded conversations available in language labs do not sustain the learner’s interest. However learners are often forced to listen to recorded conversations of people they never see, the conversation is often stilted and contemporary idiom is hardly used. However, a completely new dimension to aural practice can be added in the classroom by using movies. <br /><p><strong> </strong></p>

scholarly journals Listening Difficulties among Non-Native Speakers of Arabic

2012 ◽  
Vol 6 (3) ◽  
pp. 31
Author(s):  
Fatma Yousuf Al-Busaidi
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Native Speakers ◽  
Real Life ◽  
Strong Relationship ◽  
Classroom Setting ◽  
Sultanate Of Oman ◽  
Constructivist Perspective ◽  
Radio Programs ◽  
Perspective Analysis

This qualitative study analyzed the listening difficulties of 19 students learning Arabic as a foreign language in the Sultanate of Oman from a social-constructivist perspective. Analysis of the data obtained from interviews and students’ diaries has indicated that learners experienced five listening difficulties that occurred either in the classroom setting, in their real-life conversation with Omanis or while listening to TV and radio programs. It was found that their listening difficulties were related to speed of speech, quickly forgetting what was heard, missing the next part when thinking about meaning, the inability to understand what they had heard and inability to match the sound of the word with what they already know.This paper also investigates and analyzes the causes of listening problems. The most frequent difficulties seemed to result from the lack of opportunities to practice Arabic. It has been also found that cultural differences have a strong relationship to listening comprehension problems. 

scholarly journals Pluricentriciteit in het DaF-onderwijs : Duitse, Oostenrijkse en Zwitserse varianten van het Duits in lesmateriaal

2021 ◽  
Vol 59 (1) ◽  
pp. 25-49
Author(s):  
Juliane Schopf ◽  
Beate Weidner
Keyword(s):  
Foreign Language ◽  
Everyday Life ◽  
Native Speakers ◽  
Geographical Region ◽  
Teaching Material ◽  
Everyday Talk ◽  
Language Classroom ◽  
Foreign Language Classroom ◽  
German Speaking ◽  
German Speaking Country

Abstract Foreign language didactics is committed to teach the variety of language that is actually used in everyday life. In this article, we study possibilities of working with authentic German dialogues in teaching contexts of German as a Foreign Language. By focusing on regional and national varieties of German in Germany, Austria and Switzerland, we examine current textbooks that claim to follow a pluricentric approach and show how they deal with the fact that spoken German is not a homogenous variety. The analysis of the teaching material reveals the problems, that working with artificial dialogues entail under a pluricentric perspective, including phonetics, prosody, lexis, grammatical and interactional structures. Thus, we plead for the use of authentic dialogues in order to create awareness for a pluricentric view on language among students of German as a Foreign Language. Especially for learners, who plan to spend time in a German-speaking country, the work with authentic dialogues from a certain geographical region can have a highly motivating effect as they learn to understand native speakers in their everyday talk. To this end, we present a database that provides audio material in the different national varieties of spoken German, which can be used for didactic purposes in the foreign language classroom.SamenvattingDe vreemdetalendidactiek streeft ernaar om die taalvariëteit aan te leren die in het alledaagse leven wordt gebruikt. In dit artikel gaan we na welke mogelijkheden er zijn om met authentieke Duitse dialogen te werken in een onderwijscontext van het Duits als Vreemde Taal. Met een focus op de regionale en nationale variëteiten van het Duits in Duitsland, Oostenrijk en Zwitserland onderzoeken we recente tekstboeken die een pluricentrische benadering beweren te volgen en we laten zien hoe ze omgaan met het feit dat gesproken Duits geen homogene variëteit is. De analyse van het onderwijsmateriaal brengt enkele problemen aan het licht die het werken met artificiële dialogen vanuit een polycentrisch perspectief met zich meebrengt, waaronder fonetiek, prosodie, woordenschat, grammaticale en interactieve structuren. We pleiten dus voor het gebruik van authentieke dialogen om studenten Duits als Vreemde Taal bewust te maken van een pluricentrische kijk op taal. In het bijzonder voor leerders die van plan zijn om enige tijd in een Duitstalig land door te brengen, kan het werken met authentieke dialogen uit een welbepaalde geografische regio bijzonder motiverend zijn omdat ze zo de alledaagse taal van native speakers leren begrijpen. We stellen ook een database voor waar audiomateriaal in verschillende nationale varieteiten van gesproken Duits te vinden is, dat voor didactische doeleinden kan worden gebruikt in de vreemde talenklas.

scholarly journals La terminologia per il CLIL in lingua straniera e in italiano L2

2021 ◽  
pp. 83-98
Author(s):  
Silvia Gilardoni
Keyword(s):  
Second Language ◽  
Secondary School ◽  
Foreign Language ◽  
Teaching Practice ◽  
Native Speakers ◽  
Language Teaching ◽  
Integrated Learning ◽  
Second Language Teaching ◽  
Italian Context

In this paper we examine the treatment of terminology in CLIL context (Content and language integrated learning), through the analysis of a corpus of subject textbooks in a foreign language and in Italian as a second language. After introducing the CLIL methodology and its application in the field of foreign language and Italian as a second language teaching as regards the Italian context, we consider the role of terminology in CLIL environment. Then we present the results of the analysis of the corpus, which consists of CLIL textbooks in English for the secondary school and of subject textbooks in Italian as a second language for non-native speakers of secondary school and adult migrants who need the qualification of Italian secondary school. The analysis of the treatment of terminology in the corpus allows to outline methodological suggestions to integrate the terminological approach into teaching practice in different CLIL contexts.

scholarly journals Speech in the foreign accent syndrome: differential diagnosis between organic and functional cases

2020 ◽  
Vol 14 (3) ◽  
pp. 329-332
Author(s):  
Simone dos Santos Barreto ◽  
Karin Zazo Ortiz
Keyword(s):  
Foreign Language ◽  
Speech Intelligibility ◽  
Native Speakers ◽  
Foreign Accent ◽  
Prior History ◽  
Speech Impairments ◽  
Foreign Accent Syndrome ◽  
History Of ◽  
Transient Events ◽  
Classic Form

ABSTRACT. Foreign accent syndrome (FAS) is an extremely rare disorder, with 112 cases described until 2019. We compare two cases of the foreign accent syndrome in native speakers of Brazilian Portuguese in its classic form (FAS) and psychiatric variant (FALS). Two cases were analyzed: (1) a right-handed, 69-year-old man, with a prior history of stroke, and (2) a right-handed, 43-year-old woman, diagnosed with schizophrenia. They were evaluate for language and speech, including the speech intelligibility. Both patients had speech impairments complaints, similar to a new accent, without previous exposure to a foreign language. However, the onset of the speech disorder was sudden in case 1 and insidious and with transient events in case 2, with speech intelligibility scores of 95.5 and 55.3% respectively. Besides neurologic impairment, the clinical presentation of FALS was extremely severe and differed to that expected in FAS cases, in which speech intelligibility is preserved.

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