scholarly journals Peculiarities of Creating Foreign Students’ Lexical Competence

2016 ◽  
Vol 6 (1) ◽  
pp. 73
Author(s):  
Aigul Eskermesovna Sadenova ◽  
Raushan Makanovna Yesbulatova ◽  
Farida Orazakynkyzy ◽  
Saule Anuar
Keyword(s):  
Foreign Students ◽  
Vocabulary Retention ◽  
New Words ◽  
Written Information ◽  
Translation Techniques ◽  
Written Form ◽  
Lexical Competence ◽  
Translation Methods ◽  
Basic Vocabulary ◽  
The One

Teaching of vocabulary includes several aspects of teaching content: linguistic, methodological and psychological. Teaching of vocabulary is a process which is inextricably entwined with understanding relations between new words and phonetic and grammar aspects of the language. On the one hand, simultaneous learning of two languages complicates the tasks set to the students, but, on the other hand, it simplifies the process. The complexity is in the scope of vocabulary to be remembered, as well as in the differences between grammar structures used in Russian and Kazakh. The simplification is in the fact that students are fully aware that lexical competence is formed gradually, and that every language has its lexical base required at the initial stage, and that such base is to be developed for mastering a specific language. Before identifying the methods of vocabulary semantization in the course of teaching a language to foreign students, students shall be offered active vocabulary, used to express their ideas orally and in written form, and passive vocabulary, used to perceive oral and written information. It is not possible to teach semantics only. It is necessary to create paradigmatic, syntactic and associative relations. The formation of lexical skills is connected with the solidity of vocabulary retention. In order to ensure reinforcement of the vocabulary learnt, the students shall be offered exercises contributing to the development of their skills of using vocabulary in listening, speaking, reading and writing. All above mentioned types of vocabulary semantization constitute a unified whole. Different ways of semantization are set forth for methodological purposes, to facilitate the achievement of the desired result. Translation and non-translation techniques for vocabulary presentation, as well as some tips and exercises, are given. The use of basic vocabulary at elementary and advanced levels is suggested. Certain methods for the semantization of vocabulary units are recommended.      Keywords: vocabulary, semantization, word building, translation and non-translation methods, vocabulary unit, translation and non-translation techniques

scholarly journals How to choose the proper words? The process of vocabulary standardization in Putonghua

2020 ◽  
Vol 62 (1) ◽  
pp. 41-53
Author(s):  
Maria Kurpaska
Keyword(s):  
Mainland China ◽  
Han Chinese ◽  
National Language ◽  
New Words ◽  
History Of ◽  
Ancient Times ◽  
Basic Vocabulary ◽  
Standard Chinese ◽  
The One ◽  
Vast Area

Abstract As with most fields of life, China can trace its history of word standardization back to ancient times, when the first dictionaries (such as Erya, ca. 3rd century B.C.) appeared. Modern Standard Chinese used in Mainland China – Putonghua – has been subject to standardization since its proclamation as the official national language of China in 1956. The definition states quite clearly that its base is formed by the Northern dialects. This statement concerns also vocabulary. However, it is not a simple matter to make a choice of words which are to be used throughout the country. On the one hand, the so-called “Northern dialects” are spoken by almost 70% of the Han Chinese population, i.e. by about 800 million people. Although the Northern dialects are said to be quite uniform, the vast area that they cover must bring diversity in vocabulary. On the other hand, the remaining 30% of the Han Chinese speak a range of mutually unintelligible tongues, which are bound to penetrate the Northern dialects. The aim of this paper is to show how the lexicon of Putonghua is being codified. An attempt will be made to reveal how the basic vocabulary was selected during the forming of Putonghua in the 1950s. Some of the tools used by the State Language Commission in order to control the process of vocabulary standardization will be described. Moreover, the paper intends to describe the ongoing changes in the Chinese lexicon. It will show the sources of new words that are gradually accepted into the authoritative dictionaries of modern Chinese.

scholarly journals Using Language Games for Vocabulary Retention in a Rural Primary School in Sarawak

2020 ◽  
Vol 4 (2) ◽  
pp. 101
Author(s):  
Lydia Zeta Donald Stavy ◽  
Frankie Subon ◽  
Norseha Unin
Keyword(s):  
English Language ◽  
Teaching Method ◽  
Language Games ◽  
Text Book ◽  
Vocabulary Retention ◽  
New Words ◽  
Conventional Teaching ◽  
Significant Difference ◽  
Post Test ◽  
The Impact

This study seeks to examine the impact of using language games on students’ vocabulary retention. Six language games were chosen for this study; (1) describe it, (2) matching pairs, (3) jigsaw puzzle, (4) board rush,(5) ball games and (6) true or false. The rationale for choosing six different games is based on the understanding that students require at least five to sixteen exposures to learn a new word (Nation’s, 2001) foreffective vocabulary retention. For this study, vocabulary retention is the ability to keep or retain the new words that are taught for the duration of two weeks. The Pre-test and post-test were used to measure the vocabularyretention of the students. Prior to the pre-test, all 64 participants were taught for two weeks using the conventional teaching method by getting students to look words up in the dictionary, write definitions, and use the words in sentences (Basurto, 2004).For this traditional teaching, the eight new words were chosen from unit 10 of the text book for grade three of Malaysian elementary schools. For the next stage, the students weretaught eight new words from unit 11 of the same text book. After two weeks of teaching using the above six games, the students were given the posttest. The findings revealed that there was a significant difference invocabulary retention between the pre-test and post-test. The participants were able to retain significantly more words in the post-test than in the pre-test. In fact, they achieved better results in the post-test (M=63.45) than in the pre-test (M=58.71). This study reveals that language games can help to boost the students’ vocabulary retention if they are given a chance to learn and practice English language in a fun learning environment.

scholarly journals The Management Mode and Personnel Quality of International Students Management in Colleges and Universities

2019 ◽  
Vol 3 (3) ◽  
pp. 26
Author(s):  
Yuhong Chen ◽  
Xiaozhuo Huo ◽  
Nannan Chen
Keyword(s):  
International Students ◽  
Foreign Students ◽  
Colleges And Universities ◽  
The Other ◽  
Management Mode ◽  
Internationalization Of Education ◽  
Major Trend ◽  
The Times ◽  
The One

<p>The education system of colleges and universities is in the process of reform, and the internationalization of education has become a major trend of development. The number of foreign students is increasing, so the management of foreign students must be reformed. According to the current situation, in the management of foreign students, on the one hand, we should carry out a new management mode for foreign students in accordance with the requirements of the times; on the other hand, we should pay attention to improving the comprehensive quality of foreign students and those who stay in China.</p>

scholarly journals HAMBATAN SEMANTIK DAN BUDAYA DALAM PROSES TRANSFER IDE OLEH MAHASISWA JURUSAN NON BAHASA INGGRIS DALAM PENULISAN PARAGRAF

Edulib ◽  
2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Doddy Rusmono ◽  
Susanti Agustina
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Information Science ◽  
Native Speaker ◽  
Written Form ◽  
Good Writing ◽  
The One ◽  
Target Culture ◽  
Bahasa Indonesia

Abstrak. Proses transfer ide dalam bentuk tulisan yang dilakukan oleh mahasiswa jurusan ilmu perpustakaan dan informasi sebagai mahasiswa jurusan non Bahasa Inggris (SNED) yang mempelajari Bahasa Inggris sebagai bahasa asing (EFL) perlu diinvestigasi. Ketidakmampuan untuk menjembatani kesenjangan antara ide dalam bahasa ibu (Bahasa Inggris) dengan ide dalam bahasa pembaca (Bahasa Inggris) menghambat pemahaman pembaca, khususnya pembaca yang merupakan penutur asli Bahasa Inggris. Paragraf yang ditulis oleh mahasiswa SNED sebagai pembelajar Bahasa Inggris tidak dapat dipahami karena hambatan linguistik dan budaya. Sejumlah kecil mahasiswa yang membuat tulisan Bahasa Inggris dalam ujian tengah semester memperlihatkan gambaran ketidaktepatan dalam hal menyusun kalimat sehingga Bahasa Inggris mereka pada tingkatan tertentu terdengar seperti Bahasa Indonesia. Dalam hal ini kemampuan mereka untuk menggunakan Bahasa Inggris seperti layaknya bahasa Indonesia terbukti sangat rendah sehingga seorang penutur asli Bahasa Inggris yang mencoba untuk memahami ide mereka bisa salah memahaminya. Seorang pembelajar Bahasa Inggris harus memiliki kosakata yang cukup banyak dan setidaknya mengetahui aturan gramatikal seperti formulasi 9BP+3CC (Cd,Cx,Cdx) dan PoS misalnya, untuk melengkapi pemahaman sebelum benar-benar dapat mengekspresikan ide dalam tulisan Bahasa Inggris yang dapat dipahami. Selain itu, pengetahuan mahasiswa tentang budaya penutur Bahasa Inggris memainkan peranan yang sangat penting untuk menghasilkan tulisan yang bagus, sebagaimana yang diungkapkan oleh seorang ahli bahasa bahwa seringkali seorang pembelajar bahasa mengetahui aturan tata bahasa tetapi tidak memiliki pengetahuan yang cukup tentang budaya penutur asli. Mahasiswa mengalami kesulitan dalam mengkomunikasikan idenya dikarenakan ekspresi suatu ide terikat oleh budaya yang merupakan entitas independen. Budaya penutur asli mempengaruhi dan membentuk perasaan, sikap, dan respons terhadap pengalaman dan interaksi seorang pembelajar bahasa dengan yang lain. Oleh karena itu, upaya fasilitator untuk memperbaiki kemampuan menulis mahasiswa mungkin untuk dilakukan.Kata kunci: Penulisan paragraf, Bahasa, Kultur , Constraint, Betterment,  SNED. Abstract. Ideas transferred in the written form by Library and Information Science students as SNED (Students of Non-English Department)learning English in the environments of EFL (English as a Foreign Language) need investigating. Inability of bridging the gap between the ideas in their native language (Indonesian language) and the audience language (English language)hampers understanding on the readers' part, as especially a native speaker of English language. Paragraphs written by the SNED as English Language Learners (ELLs) are incomprehensible due to linguistic and cultural constraints. Quite a small number of students  willing to write in English in their Mid-term Examination give some picture of inappropriateness in terms of sentence structuring resulting in their English being “Indonesian” to some extent. Their “at-homeness”, in this case, proves to be so low that a native speaker of English trying to understand their ideas put into a paragraph will be more than likely misled. ELLs should have vocabularies in a sufficient number and know grammatical rules such as the one formulated as 9BP+3CC (Cd,Cx,Cdx) and the PoS at least, for instance, to equip themselves with before actually expressing their ideas in comprehensible English writing mode. Other than that, ELLs' knowledge of target culture (English, that is) plays a great role in producing a good writing as coined by a linguist: Most frequently confronted that students to a great extent know the rules of language, but are not knowledgeable enough about the target culture. In communicating their ideas, students found it difficult to do due to a culture-bound independent entity of idea expressions. The target culture influences and shape the ELLs' feelings, attitudes, and responses to the ELLs' experiences and interactions with others. It is indicated that any facilitator's efforts towards betterments in terms of writing better paragraphs by the ELLs should be a possibility.Key words: paragraph writing, linguistic, cultural, constraint, betterment, SNED.

scholarly journals Representation of Hidden Curriculum in EFL Textbook (Gender Markers)

2014 ◽  
pp. 332-339
Author(s):  
E. E. Shishlova ◽  
I. Kuritsyn
Keyword(s):  
Discourse Analysis ◽  
Foreign Students ◽  
Hidden Curriculum ◽  
National Language ◽  
Smart Power ◽  
Norms And Values ◽  
English Speaking ◽  
The One ◽  
Global Vector ◽  
Gender Concept

The article considers the mechanism ofrepresenting the hidden curriculum in the discourse of EFL textbooks, i.e. the transmission ofsociocultural norms and values of native speakers to foreign students. To do this the authors make a brieftheoretical review of this problem and demonstrate the results of the comparative discourse analysis of two popular textbooks, the one of the pre-globalization age and the present-day one. The authors provide evidence for their idea of the dual role, which English plays today being simultaneously a national language of different English-speaking societies and the global lingua franca. The conducted discourse analysis is based on the analysis of semiotic means, which are used to nominate concepts basic to any society and culture. In the article, the authors demonstrate their own plan of analysis by the example of the "gender" concept. The gender concept shows social and cultural conditionality of distinctions in behavior and the identity of men and women. The comparative analysis of gender markers in the discourse of EFL textbooks reveals a global vector of transformation and distribution ofsociocultural values. Authors state that cultural expansion through English teaching is an instrument of smart power. It is suggested using the mechanism of transmission ofsociocultural norms and values, which is analyzed in the research, to create Russian textbooks for foreign students.

scholarly journals Teaching russian as a foreign language in the modern educational paradigm: training dictionaries

2021 ◽  
Vol 97 ◽  
pp. 01012
Author(s):  
Liudmila Alexandrovna Iniutina ◽  
Tatiana Sergeevna Shilnikova
Keyword(s):  
Foreign Language ◽  
Multicultural Education ◽  
Foreign Students ◽  
Professional Competence ◽  
European Languages ◽  
Lexical Competence ◽  
Educational Paradigm ◽  
Russian Military ◽  
Independent Work

The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.

3. The law of treaties

2021 ◽  
pp. 33-48
Author(s):  
Ilias Bantekas ◽  
Efthymios Papastavridis
Keyword(s):  
International Law ◽  
International Organizations ◽  
The Other ◽  
Vienna Convention ◽  
Written Form ◽  
The Law ◽  
The One ◽  
Definition Of

This chapter examines the rules of international law governing the birth, the life, and the death of treaties. Treaties, a formal source of international law, are agreements in written form between States or international organizations that are subject to international law. A treaty falls under the definition of the Vienna Convention on the Law of Treaties (VCLT), no matter what form or title it may have. The most important factor is that it sets out obligations or entitlements under international law. The VCLT enumerates the rules governing the ‘birth’, ie the steps from the negotiation until the entry into force of the treaty; the ‘life’, ie the interpretation and application of the treaty; and its ‘demise’, ie its termination. The two fundamental tenets are, on the one hand, the principle ‘pacta sunt servanda’ and, on the other, the principle of contractual freedom of the parties.

scholarly journals Metode dan Prosedur Penerjemahan Quote Anime Bahasa Jepang ke dalam Bahasa Indonesia pada Official Akun LINE Bahasa Jepang Bersama

HUMANIS ◽  
2019 ◽  
Vol 23 (2) ◽  
pp. 141
Author(s):  
Ida Ayu Made Dwi Ratna Komala ◽  
Made Ratna Dian Aryani ◽  
Renny Anggraeny
Keyword(s):  
Research Data ◽  
Target Language ◽  
Source Text ◽  
Literal Translation ◽  
Translation Techniques ◽  
Free Translation ◽  
Translational Equivalence ◽  
Translation Methods ◽  
Text Content ◽  
Bahasa Indonesia

The title of this research is “Method and Procedure of Translation used in Anime Quotes from Japanese to Indonesia at Official Account LINE Bahasa Jepang Bersama”. The purpose of the research is to identify the types of technique, procedure, and method of translation applied in translating anime quotes. Theories used in this research are the theory of translation techniques proposed by Molina and Albir (2002), the procedure of translation by Vinay and Darbelnet (1995), and the translation methods by Newmark (1988). The research data was analyzed by translational equivalence method and glossing. The result of the data analysis indicates that there are several translation techniques applied, they are literal translation, amplification, modulation, linguistic amplification,established equivalence, reduction, and transposition. The most found translation technique is literal translation because its aim is to produce a translation that stick to the originality of the language source text content and form. Then, there are procedures of translation applied, they are literal translation, transposition, and modulation. Thereafter for the method of translation applied they are literal translation, free translation, communicative translation, and idiomatic translation. The most found translation method is free translation because its aim is to produce a translation that fit to the need of target language readers. The translation methods applied tend to be oriented towards the target language.

ANA: AUTOMATIC NATURAL ACQUISITION

1993 ◽  
Vol 07 (02) ◽  
pp. 353-375
Author(s):  
CHANTAL ENGUEHARD ◽  
PHILIPPE TRIGANO ◽  
PIERRE MALVACHE
Keyword(s):  
Language Processing ◽  
Semantic Information ◽  
Research Work ◽  
Object Oriented ◽  
Discovery Process ◽  
New Words ◽  
New Knowledge ◽  
Form Part ◽  
The One ◽  
Object Oriented Database

Any system for natural language processing must be based on a lexicon. Once a model has been defined, there is the problem of acquiring and inserting words. This task is tedious for a human operator; on the one hand he must not forget any of the words, and on the other the acquisition of a new concept requires the input of a number of parameters. In view of these difficulties, research work has been undertaken in order to integrate pre-existing “paper” dictionaries. Nevertheless, these are not faultless, and are often incomplete when processing a very specialized technical field. We have therefore searched to mitigate these problems by automating the enrichment of an already partially integrated lexicon. We work in a technical field on which we have gathered different sorts of texts: written texts, specialist interviews, technical reports, etc. These documents are stored in an object oriented database, and form part of a wider project, called REX (“Retour d’EXpérience” in French, or “Feedback of Experience” in English). Our system, called ANA, reads the documents, analyses them, and deduces new knowledge, allowing the enrichment of the lexicon. The group of words already integrated into the lexicon form the “Bootstrap” of the discovery process of new words: it collects the instances of the different concepts thought to be interesting, in order to gather the semantic information. A special module makes it possible to avoid an explosion of the size of the database. It is responsible for forgetting certain instances and maintaining the database in such a way that the order in which the texts are introduced bears no influence.

Analyzing Arabic Translation Methods of English Similes: A Case Study of The Old Man and The Sea by Ernest Hemingway

2016 ◽  
Vol 6 (3) ◽  
pp. 485
Author(s):  
Jaber Nashi M Alshammari
Keyword(s):  
Ernest Hemingway ◽  
Study Data ◽  
Literary Translation ◽  
Translation Strategies ◽  
Translation Model ◽  
Translation Techniques ◽  
Figure Of Speech ◽  
Translation Methods ◽  
Literary Devices

Simile is one of the most important literary devices. It is widely used as a figure of speech in literary works. However, simile can pose significant challenges in literary translation since different languages might use and interpret similes differently. The present research aims at investigating the translation strategies employed in Arabic to render English similes in a literary text. The translation model proposed by Pierini (2007) is utilized as a framework of this study. The researcher selected "The Old Man and The Sea" novel by Ernest Hemingway and its two Arabic translations as a case study. The novel's two Arabic translations are by The United Publishers referred to later as target text 1 (TT1) and Zyad Zakaria referred to later as target text 2 (TT2).  First, the researcher randomly collected 40 similes as the study data. Then, their Arabic translations are identified. Next, the data is compared and analyzed to determine their translation techniques. After analysis, the research found that literal translation is a prominent strategy in rendering English similes to Arabic.

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