LANGUAGE GAMES IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE

2020 ◽  
Author(s):  
Olga Iermachkova ◽  
Katarína Chválová
Keyword(s):  
Foreign Language ◽  
Language Game ◽  
Word Formation ◽  
Language Games ◽  
Effective Implementation

The paper is devoted to the language game in teaching Russian as a foreign language. The research aims to examine the phenomenon of the language game in journalistic text and show its effective implementation in the study processes. Language games are considered at different language levels (word-formation, graphics, paremiology and etc.). The article analyzes the definitions of the examined phenomenon and its main functions in journalistic text.

scholarly journals Language games vs. the game of translation

2021 ◽  
Vol 105 ◽  
pp. 03004
Author(s):  
Oleksandr Rebrii ◽  
Olha Pieshkova
Keyword(s):  
Language Game ◽  
Source Model ◽  
Word Formation ◽  
Language Games ◽  
Main Function ◽  
Control Units ◽  
Clear Sign ◽  
The Game Theory ◽  
Johan Huizinga ◽  
The One

The article focuses on experimental researching the strategies, methods and means of reproducing nominative language game in popular scientific discourse. We proceed from the understanding of language games by Ludwig Wittgenstein and Johan Huizinga according to which its varieties include both acts of nomination and translation. The research is based on the neological quasi-terms whose main function is not to give names to objects but to induce expressive coloring (terminological connotation) in the context. With the help of algorithmic modeling, we formulated potential strategies for ascribing meanings to English quasi-terms and reproducing them in Ukrainian, and afterwards we designed and conducted the retrospective experiment aimed at verifying the above strategies. The experiment involved 34 semi-professional subjects who translated text fragments and submitted their reports concerning the reproduction of the control units (quasi-terms). The analysis of the experiment not only confirmed the validity of the modeled strategies but also allowed to describe the translators’ decisions in terms of the game theory. In particular, by attempting to coin the equivalent for a non-equivalent quasi-term following the source model and word-formation elements, the translator accepts the author’s rules; while by employing his/her own model and/or word-formation elements the translator offers his/her own set of rules. In either case, the reproduction of a quasi-term in its lexicalized form can be seen as the translator’s victory, while omitting it in the target text is a clear sign of defeat. Descriptive translation takes a somewhat intermediate position: on the one hand, it allows to convey the meaning of the source unit, but on the other hand, it leads to the loss of the source unit’s lexicalized form and concomitant terminological connotation.

Conquer and Score: A Word Formation Game for Language Learners

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Anealka Aziz Hussin ◽  
Tuan Sarifah Aini Syed Ahmad
Keyword(s):  
Language Learners ◽  
Cognitive Skills ◽  
English Language ◽  
Word Formation ◽  
Language Games ◽  
Safe Environment ◽  
Learning Path ◽  
Derivational Morphemes ◽  
And Linguistics ◽  
Formation Game

Engaging students in language activities can sometimes be challenging for language educators. One of the ways to engage students in language activities is through language games. Language games can motivate students to communicate, strengthens their ability to comprehend the language and enhance their problem-solving and cognitive skills. Language games also have a vast potential to increase engagement of the students, thus lead to the creation of the Conquer & Score: The Derivational Island. It is a word formation enrichment game catering to students learning lexicology and linguistics. The topic was chosen based on the result of an online quiz on the types of morphemes. The game focuses on the derivational morphemes used to form the English language words. The game requires knowledge of morphology as well as basic lexical analysis skills. The game provides educators a fun and engaging reinforcement activity for the students. Gamification elements used in the game such as rewards, flexible learning path and progress indicator offer a safe environment for competition, which can motivate students to outdo each other to win the game. This paper also highlights some important aspects of games in learning.

Worchitect: An English Grammar (Parts of Speech) Card Game

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Adi Idham Jailani ◽  
Nazarul Azali Razali ◽  
Ahmad Harith Syah Md Yusuf ◽  
Ariff Imran Anuar Yatim ◽  
Nor Atifah Mohamad
Keyword(s):  
Teaching And Learning ◽  
Language Game ◽  
Language Teachers ◽  
Learning Activity ◽  
Language Games ◽  
Card Game ◽  
Parts Of Speech ◽  
English Grammar ◽  
L2 Learners ◽  
Grammar Rules

Mastery of the English grammar is an intricate subject. Conventional teaching and learning of the English grammar have found to be an arduous task for teachers and a lacklustre one for students. The traditional pen and paper method often cause second language (L2) learners to become unmotivated in understanding this important element of the language. Thus, it is critical to provide L2 learners with the motivation to engage learning grammar in a more meaningful and purposive process. An ideal way to provide such learning experiences is through the use of language games that accommodate L2 learners’ desire to grasp grammar rules in an enjoyable way. To fill the gap for a purposive and meaningful grammar-based language game, Worchitect, a card-based game that focuses on (English) parts of speech is developed. The card game poses players/learners with questions that will foster their understanding of the rules of grammar for them to play the game and accumulate the highest scores possible. This game provides a constructive reinforcement to L2 users as it allows for the English parts of speech (and grammar) rules to be deductively attained. Furthermore, Worchitect is highly marketable as it is suitable for learners of various language proficiencies; for language teachers to be used as reinforcement or the actual learning activity; for parents who are looking to spend quality time with their children; and for any language enthusiast.

THE ROLE OF PRODUCTIVE WORD-FORMATION MODELS IN COMMUNICATIVE COMPETENCE

2020 ◽  
Author(s):  
Диана Григорьевна Акубекова
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Word Formation ◽  
Language Classes

В статье освещается проблема использования продуктивных словообразовательных моделей на занятиях иностранного языка. The article presents the problem of using productive word-formation models in foreign language classes.

scholarly journals Implementation of word-formative potential of the lexemes in social and economic activities

2020 ◽  
pp. 60-65
Author(s):  
Maryna Navalna ◽  
Olha Spys
Keyword(s):  
Foreign Language ◽  
Comparative Method ◽  
Word Formation ◽  
Economic Sector ◽  
Economic Activities ◽  
Descriptive Research ◽  
The Subject ◽  
Lexical Items ◽  
Observation Method ◽  
Political Vocabulary

The subject of the research is word-formative and semantic processes in the vocabulary of socio-economic sector. The aim of the study. To analyze the socio-political vocabulary and to determine the word-formative and semantic potential of these linguistic items. Research methods. The material of the research is a body of lexical items, selected from the language of all-Ukrainian and regional mass media. The descriptive research method and observation method were used as main in this scientific research. At different stages of the research the method of functional analysis was used to determine the stylistic load of lexical items. The comparative analysis of individual lexical positions, which are in different styles of Ukrainian literary language, was done by using a comparative method. Results of work. The article analyzes the word-formative potential of socio-political vocabulary, it distinguishes derivative and non-derivative verbs and presents formations. Application of the results. The results of the research can be used in teaching activities in the course “Scientific and Technical Terminology”, “Business Ukrainian” and others. Conclusions. Ukrainian and foreign-language verbs of the socio-economic sector have formed a great word-formative potential in the internal verbal word-formation, above all, the prefixal and postfixal. Ukrainian verbs are combined with most of the prefixes of the Ukrainian language, foreign-languages verbs – primarily with genetically homogeneous word-formative formats and some Ukrainian ones, in particular.

scholarly journals MODERN POETIC DISCOURSE: THE LINGUISTIC NATURE OF HERMETICISM

2021 ◽  
Vol 13 (1) ◽  
pp. 99-108
Author(s):  
Galina V. Kuchumova ◽  
Keyword(s):  
Word Formation ◽  
Russian Language ◽  
Language Games ◽  
Modern Poetry ◽  
Theoretical Understanding ◽  
Language Play ◽  
Poetic Discourse ◽  
Russian Poetry ◽  
Poetic Text ◽  
Hermetic Poetry

The paper provides review of the monograph by Ekaterina Evgrashkina The Semiotic Nature of Semantic Uncertainty in Modern Poetic Discourse (based on German and Russian poetry), published in the Russian language as part of the series NEUERE LYRIK. Interkulturelle und interdisziplinäre Studien. Herausgegeben von Henrieke Stahl, Dmitrij Bak, Hermann Korte, Hiroko Masumoto und Stephanie Sandler. BAND 5. Berlin: Peter Lang, Internationaler Verlag der Wissenschaften, 2019. 173 s. ISBN 978- 3-631-78193-7. The monograph deals with the main trends of German and Russian poetry of the last decades. The focus is on the phenomenon of hermetic poetry. Modern authors consciously choose writing strategies such as literary improvisation, language play, and various intermedial inclusions. The first chapter ‘The problem of poetic meaning’ provides a theoretical framework for the field of research. It introduces the definitions of discourse, the concepts ‘language games’ (developed by L. Wittgenstein), ‘text / discourse’, ‘text / work’, dialogical dimensions of poetic text. The second chapter ‘Semiotics of modern poetry’ covers the concept ‘mobile semiosis’ (J. Baudrillard) and some others. In hermetic poetic discourse, generation of meaning is based on mobile semiosis, in which the relationship of stability between the signifier and the signified is called into question. In The Role of the Reader, Umberto Eco describes two models of the reader, different strategies for interpreting text. Susan Sontag denies the possibility of final interpretation of a text, she suggests eroticism of art instead of hermeneutics. The third chapter ‘Linguistic installations’ considers various manifestations of poetic Hermeticism in modern poetry, the experience of concrete and visual poetry in German: Timm Ulrichs (1940), Klaus Peter Dencker (1941), Barbara Köhler (1959), Werner Herbst (1943–2008), Anatol Knotek (1977), Herta Müller (1953). The final chapter ‘The self-reflexive discourse’ deals with the trend of modern poetry towards free verse and construction of new complex poetic forms. The process of occasional word formation is shown in the lyrical texts by German poets Thomas Kling (1957–2005), Lutz Seiler (1963), Konstantin Ames (1979), Lioba Happel (1957), Thomas Böhme (1955), and by Russian authors Polina Andrukovich (1969), Alexander Ulanov (1963), Dmitry Vorobyov (1979). In poetic discourse, the constitution of the poetic subject correlates with the introduction of new elements of culture into the poetic text. Such innovations do not lead to a mechanical increment of the elementary meaning, but to a structural transformation of the whole picture. The reviewed monograph is significant in that it provides theoretical understanding of individual poetic practices and the analysis of specific empirical material – the latest German and Russian poetry.

scholarly journals Einige Überlegungen zur Wortbildungslehre im fremdsprachlichen Deutschunterricht

2018 ◽  
Vol 35 ◽  
pp. 103-115
Author(s):  
Agnieszka Mac
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Language Teaching ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
The Third

The goal of this article is to expatiate on the important function of the morphological structures in foreign language teaching. Firstly, I will try to answer the question about morphology’s position in foreign language teaching. Furthermore, I will focus on the difficulties arising with implementing teaching methods of word formation rules. The third part deals with the effects of morphology in the didactical field with regard to teaching German as a foreign language.

scholarly journals Deminutywność, symilatywność i tautologia słowotwórcza w języku doby średniopolskiej (na materiale ze słownika M.A. Troca)

2021 ◽  
Vol LXXVII (77) ◽  
pp. 193-209
Author(s):  
MAREK KASZEWSKI
Keyword(s):  
Foreign Language ◽  
18Th Century ◽  
Word Formation ◽  
Input Language ◽  
The Real ◽  
Linguistic Awareness ◽  
Real Functions ◽  
Polish Language ◽  
High Level

W tekście podejmowana jest problematyka ograniczeń procesu kategoryzacji klas derywatów deminutywnych oraz symilatywnych w dobie średniopolskiej. Celem opracowania było wskazanie potencjalnych przyczyn blokowania procesów kategoryzacyjnych klas historycznych deminutywów oraz symilatywów. W zakresie metodologii i ustaleń terminologicznych wykorzystano osiągnięcia tzw. „katowickiej szkoły słowotwórstwa historycznego”. Głównym źródłem materiału leksykalnego stał się trójjęzyczny dykcjonarz M.A. Troca z 1764 roku (jego III tom, z polszczyzną jako językiem wyjściowym). Świadomość lingwistyczna autora tego słownika, przejawiająca się w sposobie organizacji wyrażeń hasłowych oraz doboru ekwiwalentów wraz z definicjami, rzuciła nowe światło na sposób identyfikowania kategorii deminutywów, symilatywów, a także formacji tautologicznych przez dawnych użytkowników języka. Okazało się, że w drugiej połowie XVIII wieku żadna z tych klas nie wykrystalizowała swoich dominant, zaś czynnikiem, który mógł podtrzymywać ten stan, była obecność w języku znacznej liczby derywatów tautologicznych względem podstawy, budowanych z udziałem wielofunkcyjnych formantów z podstawowymi sufiksalnymi spółgłoskami -k- i -c-. Diminutivity, similativity and word-formation tautology in Middle Polish (illustrated with data from M.A. Troc’s Dictionary) Summary: The text deals with the limitations of the categorization process of the classes of diminutive and similative derivatives in Middle Polish. The aim of the study was to identify the potential reasons for the blocking of the categorization processes of the historical classes of diminutives and similatives. The methodology and terminology used in the paper follows the achievements of the so-called “Katowice school of historical word-formation”. The 1764 trilingual dictionary by M.A. Troc (Volume 3, with Polish as the input language) was the main source of lexical material. Based on the analysis of the presented material, one can conclude that the linguistic awareness of the lexicographer, manifested through the organization of dictionary entries and the choice of foreign equivalents and their definitions, may shed a new light on the categorical system of historical derivatives. In lack of sufficient Polish-language contexts, the translational character of lexicographic sources lets us gain information about the semantic and stylistic value of Polish lexical units on the basis of their foreign equivalents or their foreign-language definitions provided by dictionaries. The category of diminutive names in the second half of the 18th century did not yet crystallize its dominants, and the class of similative names had a similar formal and semantic status. Both classes constituted products of sets that contained derivative units, assuming a diminishing or similative function. The factor that inhibited the process of the crystallization of the dominants in the mentioned classes was the extremely high level of word-formation tautology, which did not allow language users to identify the real functions of multifunctional formants with the basic consonants -k- and -c-.

scholarly journals Onyms as a Resource of Neologization in FB-Comments

2019 ◽  
pp. 122-145
Author(s):  
Tetyana Andreyeva
Keyword(s):  
Social Networks ◽  
Mass Communication ◽  
Information Technologies ◽  
Language Game ◽  
Word Formation ◽  
Conversational Speech ◽  
Internet Communication ◽  
Sources Of Information ◽  
Communication Processes ◽  
Exclamation Mark

The article discusses word-formation processes taking place in Internet communication (particularly, in Facebook comments), where onym denoting a public person is used in diverse modifications. It is alleged that Internet usage transformed people into participants of communication processes that have neither time nor spatial restrictions. The ability to use information technologies became not only the key of physical existence but also the assuarance of spiritual life for most people, as the World Wide Web is the main interactive environment where active mass communication takes place. The fact of conversion of social networks to sources of information is substantiated. It is determined that the language of Internet communication has a specific ability to adapt means of conversational speech to writing style specific to network communication. Communication in social networks, where there is an opportunity to speak practically uncensored, is characterized by looseness. Hence, limitless possibilities open up before its participants for the embodiment of their informative and expressional intensions. It is stated that Internet commenting allows its participants to demonstrate creative component of their personalities, represent their civil position, life views, evaluate any event etc. It is established that modern Ukrainian information space is characterized with a large number of onyms denoting public persons that are used as derivational materials in the processes of creating neologisms. To a large extent, this was facilitated by pre-election political technological moves, which consisted of creating a logo from the first syllable of the candidate's surname together with an exclamation mark – "Ze!" (Zelenskiy). The types of modifications of last name are found (reduction into one syllable, up to two syllables, cutting to the non-suffixed part), derivational methods and word making models are identified (morphological, semantic, analytical derivation). The processes associated with derivational acts have been clarified. The use of a language game involving multiple variations of the surname is stated. The range of perspectives of language of Internet communication research is outlined, which is constantly gaining momentum.

Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French

2009 ◽  
Vol 30 (3) ◽  
pp. 405-440 ◽  
Author(s):  
LYNNE G. DUNCAN ◽  
SÉVERINE CASALIS ◽  
PASCALE COLÉ
Keyword(s):  
Oral Language ◽  
Word Formation ◽  
Receptive Vocabulary ◽  
Metalinguistic Awareness ◽  
Language Games ◽  
Morphological Knowledge ◽  
School Year ◽  
The United Kingdom ◽  
French And English ◽  
Formation Systems

ABSTRACTThis cross-linguistic comparison of metalinguistic development in French and English examines early ability to manipulate derivational suffixes in oral language games as a function of chronological age, receptive vocabulary, and year of schooling. Data from judgment and production tasks are presented for children aged between 5 and 8 years in their first, second, or third school year in the United Kingdom and France. The results suggest that metamorphological development is accelerated in French relative to English. The French advantage encompasses knowledge of a broader range of suffixes and a markedly greater facility for generalizing morphological knowledge to novel contexts. These findings are interpreted in relation to the word formation systems of English and French, and the educational context in each country.

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