THE STRATEGY OF TEACHING LITERATURE THROUGH THE CONTEXTUAL TEACHING AND LEARNING METHOD

Recent research in reading has begun to exert enormous influence in the way reading and literature are currently being taught at all academic level, specially it implicated in elementary and secondary classroom. The response-centered approach emphasize the reader as a key element in the creation of the literary work and suggest that we have placed too much stress on getting meaning from the literature alone and too little on seeing what skills our students bring to their reading. The literary work such as text about the local communities in English language which is written by foreigner can stimulate the student’s language and know more the local culture. The one important thing for the student English learners is easy to understand about the text, so they know about how to use the appropriate word in English to explain about their own culture. Literary work has a function as language structure in the certain form, such as the user of vocabulary and syntaxes. Literature has a high value. For this reason, the students who is learning English language learn more deeply about literary text.

Using Internet Resources for Remote Language Learning

Distance learning plays an important role in modern education, including the study of foreign languages. In this regard, the objectives of this study have been formed. Namely, to conduct a survey among university students on the topic of remote learning of the English language. Based on the obtained results, the con-clusions are drawn, possible problems are formulated and recommendations are given that can help eliminate shortcomings in the remote English language learn-ing. A total of 650 students from Chinese and Russian universities in their fourth year participated in the survey. The survey consisted of nine questions. As the re-sults of the study show, students have a positive attitude towards distance Eng-lish learning, but consider it insufficiently represented in their educational institu-tions. To solve this problem, several options are proposed: popularizing distance learning of foreign languages, explaining the importance of informal methods of distance language learning, and creating online language forums based on educa-tional institutions.

Frankenstein’s lectures

Frankenstein’s creature is twice-made; firstly, Frankenstein is an organic being without any real biological parentage, and literary being through his own reading, which makes him aware of his intellectual and emotional affinities with humans. The trap closes around Frankenstein’s creature, imprisoning him in the values he assimilates through reading, which inform him of the full scope of his monstrous identity. Nonetheless, it is important to underline that Mary Shelley never made the creature’s readings insignificant, insubstantial or incomprehensible. On the contrary, they could be said to be ideologically, mythologically and symbolically edifying. Frankenstein is thus first and foremost the story of a monster who reads, and since it takes him a while to acquire language, learn to read and express himself orally, he only gradually begins to understand human nature. Mirroring his patchwork of a body, put together piecemeal, the monster begins to understand the world, an awareness that leaves him prey to the gravest doubts.

CRISIS OF ETHNIC IDENTITY WITH LANGUAGE LOSS OF ORAON TRIBE

Why do you want to learn your language?”, “Learn English! the children speak in English fluently”, “What’s your mother tongue? - ‘Hindi”, “You belong to a tribe and you don’t you know your tribal language?” -- these are common remarks that the migrating people of a tribe settled in other areas, have to face. They usually avoid these questions or end up learning the language with the highest sociolinguistic capital in their surrounding context. Over a course of time, the language of their ethnic identity gets increasingly replaced in more and more domains. While these substitutions are taking place, when an individual contemplates about identity, the one thing that goes missing is the ethnic identity. Individuals not born and brought up around their tribe, lack the cultural and linguistic competence to appreciate one’s own ethnic identity. In course of time, this gives rise to an identity crisis. This crisis is not limited to one level, but on a wider arena there is language loss taking place. The reasons can be social, political, cultural, etc. Social reasons feature most prominently for all the stated problems and the strange questions that are asked. So, in the paper, attempts have been made to dissect the mentioned issues in vivid detail

THE ORGANIZATION OF LEXICOGRAPHIC WORK ON THE CLASSES OF RUSSIAN LANGUAGE AND SPEECH CULTURE WITH STUDENTS OF NON-HUMANITARIAN SPECIALTIES

The article examines the role of dictionaries in the process of formation of linguistic, communicative, cultural, and professional competence of students of non-humanitarian specialties. The formation of lexicographical competence of students is one of the important directions of the development of linguistic, speech and General culture of a modern student. Ability to work with information, organize it, search, analyze words, and apply them depending on the situation of communication can be formed in the course of work with reference books, particularly dictionaries of the modern Russian language. In the course of the discipline "Russian language and speech culture" students not only get acquainted with different dictionaries of the Russian language, learn to work with them, but you can try your hand in the process of compiling academic reference dictionaries for their future profession. The participation in linguistic projects related to lexicographical description of professional vocabulary facilitates not only application of knowledge in practice, but can help develop the skills of work with reference books, will contribute to the awakening of cognitive activity of students, teach them how to respect heritage dictionary, lexicography in General and to its object – word. Work in self-compilation of dictionaries, reference books also expands the students ' knowledge about the language for specific purposes, facilitates the process of entering in professional communication. As examples of successfully implemented lexicographical projects the author cites the dictionaries prepared by the students of the Moscow Polytechnic University.

Techniques for Teaching Speaking Skill in Widya Gama Mahakam University

<p class="abstrak">Speaking as one of the four skills in English is seen as the most crucial skill to be mastered by English learners. For most people the successes in learning a language can be seen from how far the student can speak and communicate in the language learn. But in fact, speaking is often neglected in the classroom. The objective of this research is to investigate techniques in teaching speaking skill in second semester of primary school department of Widya Gama Mahakam University. This study employs the qualitative design by which the researcher intends to discover and understand techniques of teaching speaking used by the lecture in its natural setting. The subject of this research was second semester students of primary school department. This study reveals four techniques employed by the lecturer in teaching speaking skill, i.e. show-and-tell, presentation, drama making, and question and answer. Show-and-tell and presentation technique are two types of performance talk which were used more often by the lecturer than the two other techniques (i.e. drama making and question and answer).</p>

Formation of a regional-oriented communicative competence for bachelors in tourism at the university in the process of learning foreign languages on the basis of interdisciplinary integration

The authors discuss the role of interdisciplinary integration (interdisciplinary connections) when filling the content of the English language in order to create a regionally-oriented communicative competence for bachelors of tourism. Interdisciplinary integration allows content to fill the features of professional work and professional activity peculiarities of the region, all of which prepares young specialists to perform professional tasks in the region. Practice shows that currently travel agencies reoriented to the Russian regions and CIS countries, which in turn causes the need for professional training of the tourism industry in regions for tourism development in the field. Accordingly, the objective of training is to train specialists on demand for regions&#180; tourism industries — solving this problem contributes to the formation of a regionally-oriented communicative competence of bachelors of tourism. This article describes how interdisciplinary integration of the content of disciplines from the professional cycle in foreign language teaching of undergraduates in tourism on the example of the English language. In particular, identified are the following characteristics of the study: 1) the formation of a regional and linguistic competence occurs in the process of learning material, reflecting everyday life, especially in the region and specifics of professional activities. Working with similar material, bachelors of the tourism industry master professional vocabulary, learn grammar of the English language, learn the correct pronunciation with the realities of the region&#180;s language, learn to build theirr own grammatically correct phrases aimed at communication in professional activities and that contributes to the formation of regionally-speech competence; 2) the formation of regional-speech competence occurs in the preparation of dialogue and monologue sentences using vocabulary that reflects the professional activities and cultural characteristics of the region, in discussing problems, discussions, when writing an essays; 3) the formation of a regional and socio-cultural competence is carried out during the development of the content of the English language that reflects the characteristics of the region for professional activities: for the development of inbound tourism — knowledge of the customs and traditions of the peoples of the Far East, tourist objects of Far East, attractions, history and geography of the region; for the development of outbound tourism — knowledge of cultural traditions of China, China&#180;s attractions, geography, China&#180;s history

Analisis Penggunaan Partikel Akhiran Shuujoshi ‘Ne’ dan ‘Yo’ Pada Novel “Sabiru Kokoro”

Shuujoshi is a particle in the end of a sentence which shows speaker’s feeling and influence listener’s. Shuujoshi ne and yo have meaning differences as functional distinction that make the two articles divided into each functionalization. Using shuujoshi ne and yo is related with speaker’s consideration towards information of listener. It is noted that Shuujoshi ne, used by speaker when he has the same perception with listener. Meanwhile, using shuujoshi yo happens when there is different statements from speaker and listener’s perception. Besides, there is also meaning differences among shuujoshi ne and the like, and also among shuujoshi yo and the like. Therefore, when learners of Japanese language learn about shuujushi ne and yo, they will not rely on text books only.

Learning pitch patterns in lexical identification by native English-speaking adults

The current study investigates the learning of nonnative suprasegmental patterns for word identification. Native English-speaking adults learned to use suprasegmentals (pitch patterns) to identify a vocabulary of six English pseudosyllables superimposed with three pitch patterns (18 words). Successful learning of the vocabulary necessarily entailed learning to use pitch patterns in words. Two major facets of sound-to-word learning were investigated: could native speakers of a nontone language learn the use of pitch patterns for lexical identification, and what effect did more basic auditory ability have on learning success. We found that all subjects improved to a certain degree, although large individual differences were observed. Learning success was found to be associated with the learners' ability to perceive pitch patterns in a nonlexical context and their previous musical experience. These results suggest the importance of a phonetic–phonological–lexical continuity in adult nonnative word learning, including phonological awareness and general auditory ability.