Construction and Simulation of Online English Reading Model in Wireless Surface Acoustic Wave Sensor Environment Optimized by Particle Swarm Optimization

English reading is an important way to consolidate and expand English language knowledge, and it is also an important way to obtain information and understand British and American culture. Therefore, reading teaching has always been an important part of English education and teaching at all levels and types of schools, and college English teaching is no exception. College English teachers have been carrying out teaching reflections in their reading teaching practice and constantly exploring teaching modes and teaching directions that improve students’ reading engagement and reading comprehension ability. However, the current daily teaching of English reading still generally maintains the traditional teaching mode. The entire reading learning process is monotonous, boring, and stylized, and the ability to acquire and process information cannot be combined with language knowledge and language skills. This kind of teaching mode severely inhibited the college students’ involvement in English learning model. Based on the electromagnetic-polarization response expression in a uniformly polarized half-space, this paper transforms the problem of polarization parameter extraction into a minimum optimization problem and constructs a fitness function. A set of polarization parameters is selected to calculate the electromagnetic-polarization response under trapezoidal waves in a uniform half-space, and the basic particle swarm algorithm is used to extract single and multiple parameters, respectively. In this paper, by adding a window to the test data in the time domain, the multiplicative and additive interference in the test signal is suppressed, and the signal-to-noise ratio of the test result is improved. We use the platform built in this article to wirelessly test the temperature characteristics of the surface acoustic wave sensor. The research results identified eight cognitive attributes of English reading and successfully generated diagnostic information at the group and individual levels and finally formed graphics and textual diagnostic feedback. There is a certain correlation between students’ vocabulary mastery and English reading performance, which shows that the vocabulary teaching method can help students better understand the reading materials and improve their reading performance. Combining two student interviews and learning logs, it can be seen that students’ understanding and frequency of use of vocabulary knowledge have increased significantly after the action research. It is generally recognized that vocabulary has a positive effect on improving reading level and can be based on the recognition and understanding of vocabulary. The mastery of vocabulary can promote the improvement of college students’ English reading level to a certain extent. Learners should strengthen vocabulary learning and face up to the importance of vocabulary knowledge in English reading.

Lexical Quantors: From Term to Discursive Practice

The paper looks into the emergence of terms and neologisms related to COVID-19 outbreak, which are treated as lexical quantors (LQs). A LQ, as a linguistic nominative unit, reflects the amount of language knowledge (LK) represented in a certain segment of language worldview (LWV). It is represented by a word or a phrase, which constitutes some quantum of information to designate a certain segment of LWV. It has a systemic character and is reflected in the semantics of a linguistic unit. This research is aimed at exploring COVID-19 lexical quantors both in terminological and general vocabulary aspects and it defines the major language concepts for special purposes (LSP). It is characterized by the word formation means expressing all types of LK with the prevalence of a denotative special meaning. General COVID-19 lexical units employ all word formation means to render both denotative and connotative components of LQs meanings revealing also social, cultural, and axiological aspects of LK. The boundary between COVID-19 terminology and general lexical units is quite blurred when the transition from one layer of vocabulary to another is observed. Word formation is viewed as the process of constructing LQs in terms of aggregated, condensed and modified knowledge means. In conclusion, the informative potential realization of LQ is manifested in various discursive practices, namely: media, politics, and public service announcements (PSA) that embrace both linguistic and socio-cultural characteristics of communication.

Teaching Design of Integrated Course of Reading and Writing Based on In-depth Learning in Senior High School — Take Unit 3 Computers as an Example

In-depth learning is a learning method, which can transfer knowledge and solve problems in various complex and real situations through learners' critical understanding and thinking towards learning content. Guided by the subject core competence, the integrated course of English reading and writing should combine autonomous and cooperative learning to promote the perceptual understanding, and then design multi angle writing training such as text structure imitation, plot rewriting and ending continuation, so as to promote the application and transfer of language knowledge to promote students' in-depth learning.

The Use of Scaffolding Theory in the Teaching of Writing

"English Curriculum Standards for Senior High School (2017)" puts forward higher requirements for the writing ability of students: students can use the language knowledge and cultural knowledge they have learned to create new texts according to different purposes and audiences. Writing is a difficult point. However, the current domestic English writing teaching effect is not satisfactory. English writing teaching has not been paid enough attention, and students lack the initiative to learn English writing. Scaffolding theory encourages teachers to follow the "student-centered" classroom teaching model and build scaffolds based on the students' recent development areas, so as to promote students' knowledge construction and meaningful learning, stimulate students' interest in English learning, and improve their English writing level. This article analyzes the teaching of English writing from the perspective of scaffolding theory. First, it introduces the research background, expounds "Zone of Proximal Development" and scaffolding theory, and discusses in detail the five steps of scaffolding theory applied in high school English writing classrooms. Finally, three teaching inspirations and suggestions are provided in order to improve the teaching effect of high school English writing.

IMPLEMENTATION OF CLIL AT TECHNICAL UNIVERSITY FOCUSING ON CLIL TEACHER PROFILE

The submitted paper deals with the issue of CLIL implementation at the Technical University in Zvolen, Slovakia, specifically with the CLIL teacher profile and the preparedness of the university teachers to apply CLIL into their teaching practice. The topic was selected due to the ever-increasing importance of English in everyday communication and for professional, academic, and scientific purposes. The nature of the research is qualitative; therefore, the SWOT analysis was used for analyzing the current state of teacher preparedness for CLIL implementation. The study was conducted using a sample of 15 university teachers teaching disciplinary subjects via a structured interview. The interviews were subsequently analyzed, considering three aspects of CLIL teacher profile: professional background and expertise, methodological preparedness, and language preparedness. Individual strengths, weaknesses, opportunities, and threats of implementing CLIL were established in the analysis. The results indicated a general lack of language and methodological preparedness of teachers. On the other hand, all interviewed teachers were eager to improve in the specific areas to teach using the CLIL methodology since they all acknowledged the importance of language knowledge. Nevertheless, students' insufficient level of language preparedness could be a threat to implementing the CLIL methodology, which could eventually discourage them from attending lectures and seminars where CLIL elements are applied.

Research on the Connotation and Teaching Strategies of Chinese Reading Teaching

Chinese reading teaching is one of the important parts of reading and plays an important role in teaching. The purpose of reading teaching is not only to let students learn and master language knowledge, but also to obtain information, learn culture, develop reading skills and strategies through reading, so as to lay a solid foundation for further learning and lifelong development in the future.

The Effect of Technology Use on Employability Perception

The study aims to examine whether the use of technology has a predictive effect on the employability perceptions of university students studying in the field of sports sciences in terms of variables of gender, department and foreign language knowledge levels. The sample of this study, that aims to examine the predictive effect of the level of technology use of students studying in the field of sports sciences on their perceptions of employability, and to examine these concepts in terms of gender, department, working in the fields of sports sciences and level of foreign language knowledge, consisted of a total of 232 participants, 101 females and 131 males. In the study the “Employability Perception Scale” (EPS) developed by Rothwell et al. (2008) and adapted into Turkish by Karlı (2016), and the Technology Use Scale (TUS) developed by Zincirkıran and Tiftik (2014) were used. According to the results of the analysis, a significant difference was found in the use of technology in terms of foreign language knowledge (p < 0.05). No significant difference was determined in terms of FAI and TSK and other variables. Finally, it was determined that the use of technology had a 22% effect on the perception of employability. As a result, it is possible to state that the employability perceptions and technology use levels of the students studying in the field of sports sciences are high, and the use of technology is a significant predictor of the employability perception.

Investigation of Employability Perceptions of Sports Science Students

This study, which was conducted to examine the employability perceptions of students studying in the field of sports sciences in terms of gender, department, type of university, work in the field of diploma and level of foreign language knowledge, was designed according to correlational survey and causal comparison methods. In determining the sample of the study, accessible sampling method, which is one of the non-random sampling methods, was used. The sample in question consists of a total of 206 participants, 99 females (48.1%) and 107 males (51.9%). As a measurement tool the “Employability Perception Scale” (IEAS) developed by Rothwell et al. (2008) and adapted into Turkish by Karlı (2016), was used in the study. According to the results of the analysis, a significant difference was determined in terms of gender variable in the University Prestige sub-dimension (p < 0.05). No significant difference was determined in terms of other sub-dimensions and variables. As a result, it is possible to state that the employability perception of the students studying in the field of sports sciences is high, that the female participants perceive their university as more prestigious than the male participants, and this contributes positively to their belief that they can be employed in this situation.

Language as an Object of Empirical Study in the Dutch Republic

This article takes a dictionary by Joos Lambrecht, dating from 1546, as its point of departure. It argues that this dictionary, as well as other dictionaries and treatises produced in the wake of Lambrecht’s, did more than teach their young audience in the Dutch Republic the meaning of existing words and thus transfer cultural and linguistic knowledge as was already understood. They also taught youngsters how to obtain (new) knowledge from their own empirical observations. The Dutch books on morphology, orthography, phonology, and grammar – produced in large numbers – offered their readers the opportunity to use their own language as an object for empirical study. By charting the dynamics of language, knowledge, and empirical training, it is argued that the Dutch language was, for a short time, treated by writers not merely as a means to express and share knowledge, but also as an object of study in itself. What might have formed an accessible training ground for the development of skills in empirical observation and especially self-reflexive practice, was, however, soon snuffed out by a second wave of tutorial books which emphasised the prescriptive over the explorative.

Lutsi speakers and rememberers in the late 20th and early 21st centuries

This article describes the language of the last speakers of Lutsi as well as their family background and the sources of their language knowledge, in order to show the paths by which Lutsi language knowledge – even if only of a fragmentary sort – has survived up to the present day. The language knowledge of these last speakers is described using observations taken from the field notes and memories of other researchers as well as from my own encounters with them. This information is placed in a historical and regional context by providing a detailed overview of the historical extent of the Lutsi community, theories about Lutsi origins and how this connects with the memory of Lutsi families and observed language variation within the Lutsi speech area, changes in Lutsi speaker numbers and language use, and the history of Lutsi documentation and the observations of the researchers who documented them. Kokkuvõte. Uldis Balodis: Lutsi keele kõnelejad ja mäletajad 20. ja 21. sajandi vahetusel. Lutsi keelt räägiti mitu sajandit Kagu-Lätis Ludza linna ümbritsevates valdades ja külades. Lutsi keel ja kultuur said tähtsaks osaks nii Latgali kui ka kogu Läti kultuuriajaloost. Lutsi keel on ühendanud Eestit ja Lätit ning saanud nende ühise pärandi sümboliks. Selle artikli esimeses osas kirjeldatakse lutsi keele uurijate (Oskar Kallas, Heikki Ojansuu, Paulopriit Voolaine, August Sang) mälestusi ja tähelepanekuid ajast, kui seda keelt veel räägiti igapäevaselt. Artikli teises osas antakse ülevaate Põlda valla Jaani küla Nikonovide perekonnast, kes olid viimaseid lutsi keele oskajaid. Samuti vaadeldakse viimaseid lutsi keelepärandi kandjaid tänapäeval – nn mäletajaid –, käsitledes nii nende elulugusid kui ka teadmisi lutsi keelest. Kokkovyteq Lutsi kielehn. Uldis Balodis: Lutsi kiele kynelejaq ni mälehäjäq 20. ni 21. sā-āstaga vaihtusel. Mitu sā-āstakka kyneldi lutsi kīlt Ludzi ümbre valdohn ni küllihn. Lutsi kīļ um nī Lätkalihn ku kaq kȳ Lätihn kultūri aolū tähtsä oza. Lutsi kīļ um kaq tähtsä köüdüs Läti ni Ēstimā vaihel ni noide ütidze perändüze tunnismärķ. Sjōl kirotuzel um katș ossa. Edimädzehn ozahn ma selledä lutsi kiele ūŗjide (Oskar Kallas, Heikki Ojansuu, Paulopriit Voolaine, August Sang) mälehüizi ni tähelepandmizi aost, ku tūd kīlt vīl egä päiv kyneldi. Tȳz̦ ehn ozahn tī ülekaehuze Pylda valla Jāni külä Nikonovi perrest, kohn elliq perämädze lutsi kiele myistjaq. Ma ka kynele perämädzist Lutsi inemizist tǟmbädzel pǟväl – nm mälehäjidest –, kiä viļ tīdväq veidüq lutsi kīlt, ni kaq noide elolūst ni kiele tīdmizest.