Language and Linguistic Orthography

Orthography is an undeniably unique human achievement; this work aims to provide a comprehensive overview of this achievement, by clarifying the concept of orthography and acknowledging its significance. Besides that, it demonstrates the broader types of orthographies that will face any foreign language learner—language orthography and linguistic orthography—and highlights the distinction between the two. In addition to discussing relevant work on orthography, it concludes with an evaluation of the two types, highlighting the differences in many aspects that are related to function, development and usage. Such work will enhance our understanding of orthography and surely contribute, not only to linguistic, but also to language research in general.

Stance-taking, accommodation, code switching and language crossing

This study involves an in-depth analysis of a sociolinguistic interview between the researcher and a college student in his junior year, herein named “Alex”. Within the entirety of the transcription, I conducted a detailed investigation of the interviewee’s linguistic features and strategies. He attempted to achieve several communicative goals, such as streamlining the conversation by utilizing stance taking, communication accommodation, language crossing and code switching. In this paper, I elaborate on the specific linguistic strategies he used to take a stance and construct his identity through narrative. Specifically, he created the identity of a motivated, intelligent yet humble foreign language learner.

Lacunas in Chinese and Uzbek Languages and Methods of their Detection

There are conducted theoretical and practical researching works, analysis on notions such as “lacuna”, “lacunar phenomenon” in this article. There are several types of the lacunas: language lacunas: lexic, grammatic, stylistyc lacunas; cultural lacunas: ethnografic, psychologistic, behavioral, kinesthetic lacunas etc. And language lacunas, specifially lexic lacunas were analyzed in this article. The step of choosing appropriate, equialente units for every lacunar unit, depends on linguistic knowledge and translation skills of foreign language learner. In case of equivalency is equal to zero, there will be revealed lacunar phenomenon. Most language teachers can face to such problematic cases, which are associated with lacunar phenomenon during classes. In such case it is difficult to explain to students lexical and grammatical aspects of some words. The word “soat” in Uzbek has 3 forms in Chinese: 1) 点钟diǎnzhōng; 2) 小时xiǎoshí、钟头zhōngtóu; 3) 钟zhōng，表biǎo（闹钟 alarm-clock, 手表 shǒubiǎo watch）. If teachers do not explain such words exactly inside the certain sentences, the students cannot make their difference out and as a result they will begin use them incorrect. Even in English, lacuna often occurs while learning it. For instance, “soat” can be translated into Uzbek language as the following words: (1) o’clock, 2) hour, 3) watch). So learning lacunas is always important and crucial. Supporting with such examples on lacunar phenomenon, we formulated questionnaires, devised for the purposes of a statistical study of the correct usage by Chinese language learner students. There are given analysis and results of these researching activities

An Error Analysis on Student’s Translation Text

The ability to translate is a language skill that have to be mastered. A foreign language learner must have the ability to translate both verbally and written. This study aims to describe the level of students’ error in translating text. The qualitative research approach is used to describe the level of students’ error in translating text. The technique of data collection is done in two ways, namely observation and written documents. Data processing includes the activities of identifying and categorizing data, exposuring and interpretating of problems and drawing conclusions. The stage of writing report includes writing report activities and presenting the results. The results show that students make errors in terms of vocabulary, use of prepositions, and incomplete sentences. Error analysis can also be implemented in teaching translation through five stages, namely test, correction, discussion, revision, and evaluation.

Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick

The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence

The Effects of Music in the Foreign Language Learning Classroom

In this paper the author poses and seeks an answer to the question, “Is music an effective tool in secondary and post-secondary foreign language learning classrooms?” By observing articles and research ranging from the historic intertwinement of language and music to its use as a medium for learner choice, the author details music’s benefits on foreign language learner cognition, affect, motivation, and identity as well as the challenges involved. Additionally, the author presents some possible ways the introduction of music into the classroom can be a catalyst for learner and teacher autonomy.