Biographical narrative in diaries of Dymytrii Tuptalo and Taras Shevchenko

The paper deals with a specific genre of diary in the heritage of D. Tuptalo and T. Shevchenko. The comparative analysis allowed the researcher to clarify the nature of the genre and define its basic characteristics. Special attention has been paid to the general features in both diaries, such as language, orientation towards a future reader, the atmosphere of ‘expectation’. In both diaries, the authors present themselves as a part of the action and even heroes of the stories. Thus a description of all events is typically given from the author’s perspective; the author and the narrator merge in a first-person narrative. The communicative techniques in the structure of the text are described briefly; these are comparison, evaluative judgments, the image of the Other, speaking to the reader, etc. The researcher interprets some theses about writers’ views concerning religion, friendship, and the phenomenon of silence. The character of such silence in the text is multidimensional: the varieties of literary pause/silence may be found throughout the diaries; the figures expressing silence belong to several types. The meaning of silence shifts according to the context. Some specific discoveries are based on such common features in both diaries as critical thinking, engaging the reader in the text, deep existential thoughts, digression (a partial retreat from the main theme in the text). The comparison of Tuptalo’s and Shevchenko’s texts allows seeing how the genre of a writer’s diary was shaped in Ukrainian literature.

Problems of mastering the grammar of Russian as a foreign language when teaching Francophones (from the point of view of a military institute)

The aim of the study was to conduct a comparative analysis of the grammatical systems of the Russian and French languages to identify significant differences that must be taken into account when studying Russian as a foreign language (RFL), and to offer a series of exercises aimed at preventing important errors in students’ speech from a communicative point of view. Comparing the systems, we compiled a list of grammatical features of the French language that affect the productive mastery of the Russian language, and offered examples of exercises aimed at preventing mistakes. A study of the effectiveness of the use of exercises was held at the Omsk Tank-Automotive Engineering Institute from 2016 to 2019 (in total, 50 students took part in the experiment). The learning outcomes allow us to talk about the prospects of considering the characteristics of the native language of cadets in teaching Russian as a foreign language. Keywords: Francophones, French speakers, Russian as a foreign language, methods of RFL, technology of national language orientation, lingua franca

GENERAL CONTENTS AND PROBLEMS OF THE DIARY OF THE XIX CENTURY LITERATORS

The article is devoted to research of specific genre of diary in creative heritage of P. Kulish, O. Nikitenko and T. Shevchenko. Intraliterary comparative analysis allowed to comprehend nature of genre and to define his basic characteristics. The special attention is spared to the general moments in diaries language, orientation on a future reader, atmosphere of “expectation”. In the diaries the author acts as a part of the action, moreover, he is the hero of the story, it is therefore obvious that description of all adventures are typically narrated from the author’s perspective so the author and the narrator merge – and the narrative adopts a first person narrative. The communicative techniques in the structure of the text are described briefly – implicit comparative studies, evaluative judgments, creation of the image of a stranger, “other”, address to the reader, etc. Also are comprehended separate theses about correlation of looks of writers on religion, friendship, the phenomenon of silence in the text. The multidimensional character of silence opens up, the specific of silence (silence’s philosophical potential) in text: variants of literary pausing/silence can be found throughout diary, they are expressed by several types of figures of silence. The meaning of silence shifts according to its context in diary. The especially interesting discoveries are based on general moments in both diaries – critical thinking, engaging the reader in the text, deep existential thoughts, digression (partial retreat from a main theme in text). Comparison of texts of diaries gives an opportunity to trace an origin, forming, statement in Ukrainian literature of such variety of diary as a writer.

Social and Cultural Aspect in Foreign Language Motivation defined by Integrative and Instrumental Factors

This paper aims to investigate the social and cultural aspect in foreign language learning motivation, with main focus English language, as a compulsory course in the official education curricula in Albania, from primary level to Master`s Study Programs. The indicators in this study are the integrative and instrumental variables. Based on the literature review and empirical research data, two research questions are presented in this paper: 1. At what extent are students motivated to learn English language in terms of integrative and instrumental orientation? 2. Which factor is the best predictor to motivation in English language learning? A quantitative method was approached and data was analyzed through SPSS, 18. Attitude Motivation Test Battery was applied in a sample of 1800 subjects. The reliability Alfa Chronbach coefficient of the Test was (=.88). The findings showed that best predictor variable to motivation in language learning is the integrative factor, at values ß=0.476, t=21.110. Students motivation is also positively varied from the instrumental language orientation, (ß = .302, t=16.919. This result is statistically significant, p<0.001. The study also found that students are moderately motivated to learn the language because of integrative reasons, mean value (M=5) out of a Likert scale (1- 6), SD=0.86; the students are only slightly motivated in terms of language Instrumental orientation, mean value (M=4.2) out of (6), SD= 0.1. Keywords: integrative language orientation, instrumental language orientation, motivation to learn English

Reappraising verbal language in audiovisual translation: From description to application

Focussing on the verbal code alone in audiovisual translation research is often criticised as it supposedly disregards the semiotic and cultural complexity of the audiovisual text. This article by contrast argues for the relevance of an in-depth analysis of the linguistic component of the multimodal complex. First, the article presents a model of key dimensions necessary to account for the space occupied by the language of dubbing, while placing it within a wider sociolinguistic context. Three pairs of dimensions are proposed: naturalness and register specificity, target language orientation and source language interference, and routinisation and creativity. Second, the article argues that translation for dubbing can be applied as a heuristic device to explore the translation of casual conversation. By analysing the rendering of a typical structure of conversational English in dubbed Italian, an illustration is provided of systematic cross-linguistic correspondences that potentially extend to spontaneous speech. Further sociolinguistic, diachronic and cross-cultural investigations are suggested as a way to push research into the language of dubbing forward.

Al-Qira'ah al-Shadzah and Its Influence on Language Orientation

This study aims to describe Qira'ah Shadzah and its role in continuity the dialect of Arabic, especially the verses related to Qira'ah Shadzah contained in chapter Al-Imran. This study used descriptive-normative and comparative methods. The results show that Qira'ah Shadzah made an important contribution in maintaining the continuity of Arab dialect. This is derived from the observation of some Qira'ah Shadzah because there is a change of vowel, such as the transfer from fathah to dhamma, from kasrah to dhamma, from fathah to kasrah, or from dhamma to kasrah. These changes show that Arab customs differ between desert people and civilized people. Where civilized people more often use fathah and kasrah because both are symbols of meekness, while on the other hand desert people prefer to use the dhammah which is a hard and rough symbol.

MY English: a social constructivist perspective on ELF

In this article, I address issues, concepts and empirical insights that have profoundly shaped my view of English as a lingua franca (ELF) and of the pedagogical lessons to be learned for English Language Teaching (ELT). Starting from discrepancies in my ELF identity as a speaker of English with ELT roots in a German secondary school, I argue for the social constructivist concept of MY English as a basis for understanding ELF competence development and the tensions surrounding the relationship between ELT and ELF. Continually shaped by speakers’ participation in ELF communication, relevant dimensions of their MY English profiles include linguistic-communicative-communal repertoires and requirements of performance, individual and social identity orientations, and confidence in their ELF creativity. Against this backdrop, I discuss topics I consider relevant for a much-needed pedagogical reconciliation of ELT with ELF. Special attention is given to teachers’ ELF apprehension and the distinction between a “strict” (quasi-behaviouristic) and an “open” (social constructivist) target language orientation, speaker satisfaction as a criterion of success in ELF communication, and teaching towards ELF competence from awareness raising to comprehension, production and interaction to non-native speaker emancipation. Successful ELF implementation in both ELT practice and ELT teacher education requires extensive and authentic involvement of students and teachers in ELF communication. Intercultural telecollaboration provides innovative means for creating a space for ELF communication in the ELT classroom. Pedagogical case studies about video and text chat conversations strongly support the assumption that using their common target language as a lingua franca significantly enables learners of English to develop an emancipated non-native speaker identity and thus to become speakers of English in their own right. And what is more, the pedagogical lingua franca approach can be successfully transferred to other foreign target languages as well. I conclude my article with a brief contextualization of the MY English concept in relation to translingual practice and ELF languaging.

Using French Language Facebook Posts to Increase Beginning Students’ Instrumentality and Cultural Interest

This quasi-experimental study examined the impact of interactions with native French language Facebook posts on beginning French language learners’ attitudes towards the target language and culture. Participants in this study were recruited from two sections of FRE 1120, Elementary French Language and Civilization I at the University of Central Florida. Native French language Facebook posts were ‘pushed’ to participants’ personal Facebook News Feeds over the course of four weeks, with posts pushed on weekdays only. Dörnyei and Clément’s (2001) Language Orientation Questionnaire was used to measure participants’ attitudes towards the target language and culture. Data were analysed using a split-plot ANOVA. A total of twenty-six participants completed the study, with fourteen participants in the control group and twelve participants in the treatment group. Both sections of FRE 1120 were conducted in a face-to-face modality and were taught by the same instructor. Results indicated that participants’ attitudes towards the target language and culture were not significantly impacted by interaction with native French language Facebook posts. Opportunities for future research include increasing the size of the sample, increasing the length of the study, and selecting participants who are more advanced in their mastery of the target language.