ТЕОРЕТИЧНІ ПІДХОДИ ДО ВИВЧЕННЯ СТАВЛЕННЯ ДО МОВИ

This article focuses on the analysis of the scientific literature on investigating language attitude, theoretical approaches to the language attitude analyzed, the core paradigms of investigation connected to studying and distinguishing of language attitude presented, as well as the importance of data gathered regarding language attitudes and the specific nature of the language attitude studies in Ukraine that are analyzed. Studying language attitudes is popular, as the language which is investigated has numerous sociocultural functions, and knowledge of language attitudes helps to achieve success in language policy planning. Moreover, influences on linguistic personality and language attitudes allow evaluation not only of the loyalty to a particular language, but also the functional value of each of these. Language attitude is an instrument which allows successful language policy to be constructed, and also informs about the language identification of speaker, as well as about language status and prestige.

Reformation of Culture through Language and Translation

This research paper sheds light on the reformation of culture through language and translation. It introduces the definitions of language, culture, and translation. It further explains the relationship between culture, language, and translation concerning the scholarly papers. The phenomenon by which the culture is built by different languages linking to the way we emote feelings and thoughts, which is achieved through the process of translation. This paper shows the study of how the culture gets reformed through language and translation getting even more transformed structurally in the upcoming generations. The reformation is seen not only in non-fictional works but also traces the fictional plays and novels that are cited with authentic references. Limitations such as not translating the words with accurate meaning may give the pessimistic approach but how it promotes people in learning varied concepts of language getting introduced to vast culture is dealt detail. This paper also deals with cultural refinement through linguistic anthropology and postcolonialism. This study shows the level of consciousness of people towards language and translation giving allowance to get introduced to particular cultures that promotes unity with examples. The language reflects culture, providing the study of refinement in language mirroring the culture, hence proving literacy is directly connected with the culture in education. The translation is the best influencer taking its turn of shifting people from one culture to taste another. To build up a valid society, the need for inculcating in-depth knowledge of language and culture through translation helps in building the culture for posterity.

Book Review: Manolescu, D. (2019). Tips. A Guidebook for Teaching Excellence in ESL

The Guide for Teaching Excellence in ESL provides several demonstrations of the connection between language and culture. The book outlined the history behind words, the development of languages and alphabets, and the relationship between language and culture. Dan Manolescu recognized the student needs and core competencies that teachers must demonstrate to improve learning outcomes for students learning English. The book provided references to establish sources of information to support the author's work and approach to ESL instruction. He used his knowledge and experiences to create a comprehensive work that may benefit those new and veteran teachers who support ESL students. The author's knowledge of language and teaching is very evident throughout the book. The author signals the importance of performing an environmental scan when providing instructional tips to students because excellence can be achieved and is vital to building knowledge.

The alternation between exterior locative cases and postpositions in Estonian web texts

A probabilistic grammar approach to language assumes that grammatical knowledge has a probabilistic component and that this probabilistic knowledge of language is derived from language experience. It is assumed that the extent and nature of grammatical knowledge is reflected in language variation. In the present paper, the probabilistic variation patterns of the Estonian exterior locative cases and the corresponding postpositions are determined by exploring a large, manually annotated dataset of Estonian web texts. It is proposed that there are both similarities and differences in the morphosyntactic knowledge on the part of Estonian speakers as pertains to the three alternations: allative ~ peale ‘onto’, adessive ~ peal ‘on’, ablative ~ pealt ‘off’. The study points towards the stability and direction of the factors that have been found significant in the previous studies. Multivariate analysis of corpus data shows that the grammatical knowledge of Estonian exterior cases and the corresponding postpositions is probabilistic and regulated by both morphosyntactic and semantic factors. Kokkuvõte. Jane Klavan: Eesti keele väliskohakäänete ja kaassõnade peal, peale, pealt kasutus eestikeelses veebis. Tõenäosusliku grammatika raamistikus eeldatakse, et grammatiline teadmine hõlmab endas tõenäosuslikku komponenti ja et see tõenäosuslik komponent pärineb suures osas keele kasutuse kogemusest. Sellistelt põhimõtetelt lähtuvate uurimuste eesmärgiks on mõõta grammatilise teadmise ulatust ja olemust nagu see peegeldub keelelises varieeruvuses. Esitan suuremahulise korpusuurimuse eesti keele väliskohakäänete ja nendega rööpselt tarvitatavate kaassõnade (peale, peal, pealt) paralleelsest kasutusest eestikeelsetel veebilehtedel. Korpusandmete multifaktoriaalne analüüs näitab, et grammatiline teadmine sellest rööpsest kasutusest on tõenäosuslik ja et seda reguleerivad nii morfosüntaktilised kui semantilised tegurid.

Test review of Iranian university entrance exam: English Konkur examination

The present paper appraises a standardized test, the entrance exam of Iranian universities, known as “Konkur” that is administered annually as a means of gaining admission to higher education in Iran. This norm-referenced test is administered for students majoring in mathematics, experimental sciences, and humanities whose scores along their weighted GPAs in the last 3 years of high school are used as indicators of students’ rank. Based on the rank achieved, they would find the opportunity to select the highly regarded university for their education. Due to the importance of such a high-stake test which may bring about social and long-time consequences for the participants, the present paper tries to evaluate the test and its psychometrics aspects. It is ostensible that the exam provides a limited situation for measuring the participants “knowledge of language” rather than their “knowledge about language.” Therefore, the dimensionality and validity of the test are debatable. Thus, the present review tries to characterize Konkur examination and discusses the rooms for untouched aspects for the betterment of its quality.

Norwegian teacher students’ conceptions of grammar

This paper explores the conceptions of grammar of first-year teacher students (N = 235) in Norway. A conventional content analysis is used to analyse the answers from the first part of a survey exploring the teacher students’ views of grammar through the following questions: Q1. How would you define the term grammar? Q2. Do you think grammar is an important part of Norwegian as a school subject? Q3. Do you feel confident in grammar? The second part of the survey is a grammar knowledge test. The results show that most students define grammar as writing correctly. Many answers also refer to language structure. Among the less frequent definitions are: theoretical knowledge of language structure, precise communication, text, and constituent analysis. Nearly all students report that they consider grammar important. Moreover, most consider their own grammar competence to be relatively good. However, there is a discrepancy between this self-evaluation and the results from the knowledge test, which are quite poor. Our study contributes to the body of research on teacher students’ conception of grammar, which, in a Norwegian context, has been unexplored. We discuss our findings in the light of national and international literature, and we propose plausible contributing factors. We also reflect upon possible consequences for teacher education.

Relationship of Knowledge of Mother with the Level of Language Development in Children Aged 2-3 Years in Puskesmas Padang Panyang, Nagan Raya

Stimulation of growth and development, especially language development in children, needs to be done to improve children's ability to speak in accordance with the level of development. The lack of information obtained by mothers about the importance of language stimulation for children causes mothers to consider it normal when a child is able to speak too late. The purpose of this study was to determine the relationship between maternal knowledge and the level of language development in children aged 2-3 years in Puskesmas Pandang Panyang, Nagan Raya. This research is analytical with a cross-sectional study design. The number of samples is 100 people taken randomly. The results showed that there was a significant relationship between maternal knowledge about language stimulation and language development in children aged 2-3 years with a value of p = 0.000. With Prevalence ratio (PR), namely 31.89. It is recommended that parents increase their knowledge of language stimulation in order to realize language development according to age and child

On the historical development of the phonetic system of english: a linguosynergetic approach

The article advances a novel methodological approach to the study of language development, namely a diachronic synergetics. The purpose of the present research is, through disclosing synergetic features of the phonetic system, to reveal heuristic potency and applicability of principles of the synergetic paradigm to language studies. The authors claim that the phonetic system of language possesses synergetic features and it changes according to common principles of development of complex systems. The authors prove that changes in the phonetic system are neither chaotic nor random, since they are preconditioned by the features of the system itself. The theoretical significance of the present research lies in the widening of our knowledge of language as a synergetic system, and of synergetic features of the phonetic system of English, in particular. The obtained data can be fully employed practically into lectures and seminars on the history of English, theoretical phonetics, and historical linguistics.

The story of two connectives: Korean tunci ‘or’ and kena ‘or’

Using 129 natural conversations and 185 episodes of television drama conversations as well as the theoretical frameworks of usage-based theory and grammaticalization, I investigate two forms of ‘or’ in Korean, tunci and kena. Generally believed to be largely interchangeable, these two forms’ actual usages have never been compared. I demonstrate that the two are selectively used in conversation, and propose that three types of factor influence the selection. The first factors are genre and setting. In formal settings and formal descriptive writing, kena is preferred. The second factor is the presence of negative markers: while 43% of kena tokens were used in negative sentences, only one token of tunci was. The third factor is the distinction between ‘propositive’ tunci and ‘descriptive’ kena. In conversation, tunci occurs mainly in making suggestions and presenting plans, and hence is oriented toward the future tense and the irrealis domain. Kena occurs mainly in describing present and past situations, facts, or premises, and hence is oriented toward the present and past tense and the realis domain. This study confirms the usage-based theory’s argument that speakers possess extensive procedural knowledge of language: Korean speakers may not be conscious of it, but they differentiate tunci and kena with high regularity. Lastly, I explain their differences based on their history. The older form, kena, dates back to the 8th century, whereas tunci became widespread only in the 19th century. Because tunci retains its original semantics of probability, tunci tends to occur in presenting suggestions and plans (irrealis) and not in factual descriptions.

ENGLISH-MAJORED STUDENTS’ ATTITUDES TOWARDS PRAGMATIC AWARENESS

Good command of language, e.g. vocabulary, grammar, does not always guarantee success in communication. Learners of language need to be equipped with both language and the knowledge of how to use it, i.e. pragmatics. This paper investigates the attitudes of English-majored students at a university in Vietnam towards the knowledge of pragmatics of language learners. Data was collected via a questionnaire and the software SPSS version 20 was used for the analysis. The results showed that the majority of investigated students were aware of the role of pragmatics in their language classes. First year students and fourth year students differed in 3 issues: 1) whether good knowledge of language being enough for communication; 2) willingness to take a course on pragmatics; 3) teachers presenting the knowledge of how to use language officially in classes of language. This indicates that instruction about pragmatic knowledge should be taken into consideration in material design and in language classes.