Analyse the Issues and Challenges in Teaching Writing Among English Teachers

Teaching one of the productive skills of the English language, writing, involves developing students' linguistic competence, which many E.S.L. teachers find difficult. The study's main goal is to examine the challenges faced by E.S.L. teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts Colleges in Universities. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

Grammar and variation in the classroom

Grammar is the structural foundation of successful communication, language use, and literacy development. Grammar is therefore sometimes viewed as the heart of language with an important place in language teaching. In a classroom setting, regulation of grammar knowledge through teachers is strongly influenced by teachers’ linguistic competence and beliefs. In this paper, we will first show the diversity in this knowledge by means of teacher interviews and speeded grammatical-acceptability data from pupils and students. We will then sketch a socio- and psycholinguistic perspective on several selected morphosyntactic variables in German. These will be discussed with reference to social forces that determine what is standard in a language (language norm authorities, language experts, model texts, and codifiers). Finally, we will draw a roadmap for teachers, language practitioners and editors looking for a qualified solution to grammatical cases of doubt in contemporary German and provide practical examples by drawing upon the German reference corpus.

Remarks on Multimodality: Grammatical Interactions in the Parallel Architecture

Language is typically embedded in multimodal communication, yet models of linguistic competence do not often incorporate this complexity. Meanwhile, speech, gesture, and/or pictures are each considered as indivisible components of multimodal messages. Here, we argue that multimodality should not be characterized by whole interacting behaviors, but by interactions of similar substructures which permeate across expressive behaviors. These structures comprise a unified architecture and align within Jackendoff's Parallel Architecture: a modality, meaning, and grammar. Because this tripartite architecture persists across modalities, interactions can manifest within each of these substructures. Interactions between modalities alone create correspondences in time (ex. speech with gesture) or space (ex. writing with pictures) of the sensory signals, while multimodal meaning-making balances how modalities carry “semantic weight” for the gist of the whole expression. Here we focus primarily on interactions between grammars, which contrast across two variables: symmetry, related to the complexity of the grammars, and allocation, related to the relative independence of interacting grammars. While independent allocations keep grammars separate, substitutive allocation inserts expressions from one grammar into those of another. We show that substitution operates in interactions between all three natural modalities (vocal, bodily, graphic), and also in unimodal contexts within and between languages, as in codeswitching. Altogether, we argue that unimodal and multimodal expressions arise as emergent interactive states from a unified cognitive architecture, heralding a reconsideration of the “language faculty” itself.

Multilingualism in International Business

Language situations vary in different nations. In some countries, a variety of languages are spoken; in others, a single language is used. People who have the linguistic competence to speak several languages are multilingual. What role does multilingualism play in multinational corporations? Is multilingualism a problem or a solution for international business? Does English as a lingua franca play a role in international business? How business leaders react to multilingualism or Englishization? Opinions are divided. Multilingualism has been the focus of interest in recent decades due to globalization, tourism, technology advancement, international trade, and so forth. Language barriers and linguistic diversity surfaced which may impact corporate communications in international business. Specific language policies might be needed for corporate communications. The aims of this chapter are to explore the roles of multilingualism and Englishization in international business, and to seek approaches for better corporate communications. Associated issues and problems as well as solutions and recommendations will be explored and discussed.

Ethics in translation practice

The interest in and understanding of ethics among translation scholars has changed dramatically since the publication of Andrew Chesterman’s proposal for a Hieronymic Oath (Chesterman, 2001). Early definitions of ethics based on equivalence (Newmark, 1991), faithfulness, loyalty (Nord, 1997) and trust have been put aside in favour of more recent notions of translator ethics grounded in accountability (Baker & Maier, 2011) and social responsibility (Drugan & Tipton, 2017). Practising translators who abide by codes of ethics/conduct are bound by principles of honesty, integrity, linguistic competence, confidentiality, and trust. This paper begins by presenting a brief literature review of the main developments in translation ethics from the early linguists to contemporary interpretations. There then follows an analysis and comparison of several professional codes of conduct from the main international associations of translators and interpreters with the benchmark, the Association of Translation and Interpreting Professionals (APTRAD). It is one of the more recent translator associations and has a code of conduct adopted in the last six years. The objective of this paper is to determine which theoretical definitions of ethics are reflected in the codes of conduct and to discuss their usefulness for translators in their daily practice. The paper ends with recommendations for changes to codes of conduct to make them more relevant to practising translators.

Nowe zachowania językowe u najstarszego pokolenia mieszkańców wsi

New Linguistic Behaviors in the Eldest Generation of Village InhabitantsThe objective of the paper is analysis of the eldest village inhabitants’ linguistic behaviors which result from the universalizing influence of general culture on folk language. The contemporary globalizing tendencies which are strongly reflected in rural environments result in the fact that the eldest generation is forced to include new words in their own dialectal vocabulary that refer to modern realities that often do not fall within the scope of the cultural, social and customary sphere of rural communities. The materials, which include verbal behaviors collected in 2015–2020 in the rural commune of Babice in Chrzanów district, indicate the villagers’ lack of linguistic competence in terms of knowledge of the newest layer of general Polish. This is because, in the verbal behaviors of the members of the eldest age group, we can find numerous forms of deviation, and new words are often pronounced using traditional dialectal phonetics. Morphological transformations also occur. The reasons for these transformations include articulation difficulties combined with etymological unclearness. New words are sometimes unclear to elder people, which is why semantic shifts often occur when transferring general Polish units into the dialectal code. Nowe zachowania językowe u najstarszego pokolenia mieszkańców wsiCelem artykułu jest analiza tych zachowań językowych najstarszych mieszkańców wsi, które wynikają z uniwersalizującego oddziaływania na język ludowy kultury ogólnej. Współczesne tendencje globalizacyjne, w sposób szczególny zaznaczające się w środowiskach wiejskich, powodują, że najstarsze pokolenie zmuszone jest włączać do własnego, gwarowego repertuaru językowego nowe słownictwo odnoszące się do współczesnych realiów, częstokroć niemieszczących się w sferze kulturowej, społecznej i obyczajowej wiejskich wspólnot. Egzemplifikacja materiałowa, którą stanowią zachowania werbalne zebrane w latach 2015–2020 na terenie wiejskiej gminy Babice w powiecie chrzanowskim, wskazuje jednakże na brak kompetencji językowej mieszkańców wsi w zakresie znajomości najnowszej warstwy polszczyzny ogólnej. W zachowaniach werbalnych najstarszej grupy wiekowej pojawiają się bowiem liczne formy dewiacyjne, słownictwo nowe często jest wymawiane z zachowaniem tradycyjnej fonetyki gwarowej. Dochodzi także do przekształceń na płaszczyźnie morfologicznej. Przyczyną tych modyfikacji bywają trudności artykulacyjne połączone z brakiem wiedzy o ich etymologii. Nowe wyrazy nie zawsze są w pełni zrozumiałe dla starszego pokolenia, dlatego też przenoszeniu jednostek ogólnopolskich do kodu gwarowego często towarzyszą przesunięcia semantyczne.

Analyse and challenges of teaching writing among the English teachers

Teaching is a one of the productive skills in the English language writing, involves developing students' linguistic competence, which many ESL teachers find difficulties. The study's main goal is to examine the challenges faced by ESL teachers in teaching writing skills to students in university classrooms. This study aims to identify problems faced by teachers of Arts faculty in the Universities level. The researcher used questionnaires to survey teachers' concerns about teaching writing skills. The researcher used a descriptive method to report the problems encountered by the sampled teachers in teaching writing skills. The survey had 12 questions. This study's findings not only revealed the problematic factors but also suggested some practical solutions. This study's findings and recommendations may help teachers reflect on their teaching practices and assist authorities in supporting teachers' efforts to improve student writing skills.

Znajomość języka edukacji szkolnej jako warunek szkolnego sukcesu

The aim of the article is to draw attention to the necessity of creating conditions for linguistic development for students in all school subjects. The basis here is to define the language of schooling as a functional variety of language that is used in school contexts in communication between teachers and students, school textbooks and other educational materials. The article explains and illustrates with examples the basic features of the language of schooling that distinguish it from the language of communication. Support for targeted activities aimed at developing the linguistic competence of students in spoken and written form are also provided by the core curriculum for all subjects, as shown on the example of biology and physics as a school subject.

DEVELOPMENT FEATURES OF STUDENTS' FUNCTIONAL LITERACY THROUGH TEXTS IN FOREIGN LANGUAGE LESSONS

The growing role of foreign language linguistic competence and especially foreign language functional literacy of a specialist requires a revision of the theoretical foundations and approaches to teaching writing in English in a modern university. This article defends the thesis that the development of linguistic competence through the prism of translation competence plays an important role in the development of foreign language functional literacy. The presented work clarifies the concept of foreign language functional literacy of students through the prism of translation competence and foreign language linguistic competence; recommendations are offered for the further development of a model for the formation of functional literacy in the process of teaching a foreign language in a non-linguistic university.