A systematic approach to the media language study based on the media linguistics

This research aims to establish the effectiveness of introducing a set of media linguistics’ educational components as a systematic approach to the media language study; to determine the top topics, parameters that determine the content and structure of curricula of journalism education; and to establish how education applicants evaluate the introduction of media linguistics in journalism education. As a result of the research, the establishment of permanent educational components given the variable nature of media linguistics, to present the understanding of media language in media education, to determine the attitude of applicants for education to media linguistics as teaching material.

Svešvalodu mācības: vienotas pieejas meklējumos

Based on the analyses of scientific literature (Krashen, Terrel 1983; Krashen 1989; Widdowson 1996; Larsen-Freeman, Long 1999; Kramiņa 2000; Larsen-Freeman 2000; Nunan 2015; Ellis 2003; Forrester 1996, 2006; Cummins 2001), it is concluded that different theories about language studies have their strengths and weaknesses. These theories generally analyse language acquisition processes, their factors of influence, language teaching and learning. Language acquisition takes place simultaneously with the cognition of the surrounding world. By trying to find answers to questions on what language is, in what circumstances it is acquired on a certain level, ideas emerge, which transform into methodological guidelines. Each of the explored theories offers a solution to more effective language acquisition. However, the theory of whole language acquisition has been taken as the basis for integrated language skills development; the four skills are viewed separately. Publishers usually produce a series of “skills books”, textbooks and exams also follow these categories. The question of the criteria of competence assessment remains unanswered. Exams continue to test foreign language acquisition skills. Language teachers need help in order to understand the general principles and become independent in their work. It is important to link these ideas and use a common framework in organising a successful foreign language study process. The research suggests that a common foreign language study approach should be developed and implemented in practice. The planning and organisation of the study process should take into account unified competence acquisition criteria and levels.

An Analysis of Pronunciation Errors In Speaking of 2nd Semester Students of English Educate Department Universitas Bhinneka PGRI

In this study, researchers will examine students' problems in pronunciation errors in English and the causes of students' errors in English pronunciation. This study aims to determine the pronunciation errors and the causes of errors in pronunciation made by students in speaking English. This research is descriptive qualitative research that aims to describe students' pronunciation errors and the causes of students' pronunciation errors. The subjects of this study were second-semester students of the English language study program at the University of Bhinneka PGRI. The reason the researcher chooses this subject is the first subject that the researcher wants to examine and understand because there are some students who experience pronunciation errors and the researcher wants to know where the pronunciation errors are and what causes make their pronunciation errors. Based on the results of observations, the researchers found that students' problems in speaking English were in the vowel they were stamped. The results of the questionnaire that the researchers distributed from the entire 2nd-semester class, both class 2A and class 2B, totaling 44 students, received answers from 39 students. The results obtained from 10 interviews researchers can conclude that there are several causes of difficulty or pronunciation errors in semester 2 students at the Universitas Bhinneka PGRI including Mother Language and Personality.

Comparative syntactic devices as an object of language study

Analyzed the composite syntactic constructions in the structions. Also, a phrase, a sentence and complex syntactic wholes are considered as a text, i.e. the above syntactic constructions, depending on the circumstances, which are considered as the text. In addition, some judgments were noted that complex syntactic wholes can also be called the terms period and over-phrasal unity.