ADVANCING PUPILS ORAL SPEECH AND READING ACTIVITIES IN ENGLISH PRIMARY CLASS

2021 ◽  
Vol 1 (4) ◽  
pp. 316-324
Author(s):  
Begaiym Raimjanovna Sadykova
Keyword(s):  
Oral Speech ◽  
Reading Activities

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

FALSE REPUBLICATION IN PASHTU LANGUAGE

2020 ◽  
Vol 2 (3) ◽  
pp. 205-209
Author(s):  
O‘g‘iljon Abduvaliyeva ◽  
Keyword(s):  
Dramatic Works ◽  
Oral Speech ◽  
General Meaning ◽  
Colloquial Speech

Incomplete reduplication is a type of repetition in which one of the components is not used independently, but only gives a general meaning to the meaning. Inaccurate reductions are widely used, especially in oral speech. The use of this type of vocabulary in prose and dramatic works, which is often used in colloquial speech, serves to increase their naturalness and attractiveness.

Overcoming Disorthography of Primary Schoolchildren with General Speech Underdevelopment

2020 ◽  
Vol 81 (3) ◽  
pp. 46-51
Author(s):  
I. V. Prishchepova
Keyword(s):  
Speech Therapy ◽  
Personality Development ◽  
Practical Importance ◽  
Visual Observation ◽  
Russian Language ◽  
Learning Activity ◽  
Image Study ◽  
Primary Schoolchildren ◽  
Oral Speech ◽  
Analysis And Synthesis

The article discusses mechanisms of various kinds of disorthography (conditioned by the underdevelopment of morphological, phonemic and graphical bases of orthographic activity) in schoolchildren with general speech underdevelopment. It offers basic methodology and techniques to correct disorthography conditioned by inadequate child acquisition of phonemic, traditional principles of orthography and principles of graphics. A systematic work on the development of psychological and language components of this type of learning activity coupled with oral speech disorder overcoming facilitates successful acquisition of program requirements by such children. The following methods were used: practical (exercises, modelling, construction, schematization, games), visual (observation, image study, image and practical activity results demonstration, stimulus material demonstration), verbal methods (conversation, narration, method of language analysis and synthesis, grammar and orthographic tasks solution). The article covers the results of many years of positive experience in the correction of various types of disorthography of primary schoolchildren with general speech underdevelopment. Formation of grammatical and orthographic activity, the basics of speech and language competences, Russian language academic performance increase are prerequisites of linguistic personality development and child self-development. The practical importance of the research lies in the development and testing of methods of disorthography correction of children with general speech underdevelopment. The given methodology helps to improve their spelling skills and allows to carry out a purposeful and controlled formation of spelling activity. The results can be used in the work of speech therapy centers and educational establishments which carry out inclusive students’ education.

INOVASI FONOLOGIS DENASALISASI DALAM ISOLEK BONAI ULAKPATIAN

2017 ◽  
Vol 6 (2) ◽  
pp. 235
Author(s):  
Yanti Riswara
Keyword(s):  
Historical Linguistic ◽  
Language Variation ◽  
Final Position ◽  
Process Data ◽  
Top Down ◽  
Linguistic Study ◽  
Oral Speech ◽  
Research Findings

The paper is aimed at describing a language variation, that is Ulakpatian Bonai isolect  in Riau Province. This is a kind of historical linguistic study which  is objected to describe a phonological inovation process of denasalisation among nasal phonemes at final positions or at close ultimate sillables in an isolect used by Bonai tribe in Ulakpatian, Rokan Hulu District,  Riau  Province.  Analysis  of  inavation is based on protomalayic (PM)  which  is reconstructed by Adelaar.The research applicates  top-down method of anaysis which are gaining  the  results by deductive process. Data of  this  research are oral  speech of Bonai people  based  on  200  Swadesh  words.  The  data  are  gathered  by  conversational  and listening  methods  which  applied  several  techniques.  The  results  of  the  analysis  are presented by formal and informal methods. The research findings reveal that the language of the tribe shows three kinds of denasalisation of phonological innovation at final position which  have  changed  the  nasal  phonemes  of  *PM  to  unnasal  ones  in  isolek  Bonai Ulakpatian: (*PM > BU) , i.e. 1) PM *n/-# > []/-#, 2) PM *m/-# > [p]/-#, dan 3) PM * /-# > [g]/-#.Abstrak  Makalah ini bertujuan untuk mendeskripsikan sebuah variasi bahasa, yaitu isolek Bonai Ulakpatian yang terdapat di Provinsi Riau. Kajian ini merupakan kajian linguistik historis yang memaparkan proses inovasi fonologis denasalisasi yang terjadi pada fonem-fonem nasal yang berada pada posisi akhir atau silabe ultima tertutup dalam sebuah isolek yang digunakan oleh suku Bonai di Desa Ulakpatian, Kabupaten Rokan Hulu. Analisis inovasi fonologis tersebut didasarkan pada protomalayik (PM) yang direkonstruksi oleh Adelaar. Kajian ini menerapkan mentode analisis top-down yang bersifat deduktif. Data penelitian merupakan data tuturan masyarakat suku Bonai yang mengacu pada 200 kosakata dasar yang dijadikan rujukan dalam penjaringan data kebahasaan. Data dikumpulkan dengan penerapan metode cakap dan metode simak dengan menggunakan teknik pancing dan teknik rekam. Data dideskripsikan secara fonetis dengan simbol IPA. Hasil penelitian disajikan dengan metode formal dan informal. Hasil penelitian menunjukkan bahwa isolek Bonai Ulakpatian memiliki tiga bentuk inovasi fonologis denasalisasi pada posisi akhir beberapa fonem nasal *PM menjadi taknasal pada isolek BU (*PM > BU) , yaitu 1) PM *n/-# > []/-#, 2) PM *m/-# > [p]/-#, dan 3) PM * /-# > [g]/-#.

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

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