Developing English Materials for the Students of Information System Department at Technology and Information Faculty, Mathla’ul Anwar University Banten

The aim to be reached in conducting this study is to develop suitable English materials for the students of the Information System Department at Technology and Information Faculty of Mathla’ul Anwar University so that they can study what they need to learn. The development will produce an English textbook (module) that is relevant to the objective of curriculum and the needs of the students. It is expected that lecturers and the students can take advantage of the product of the development. The design of this study is categorized under Research and Development (R&D) with analysis, design, development, implementation and evaluation. From the research that has been done, it can be concluded that the module is developed which is more valid, practical and effective. The analysis of the validity of the module can be seen from the aspect of content and presentation. The future suggestion for other researchers is to develop an English language module specifically for education. Students need a special book that is more relevant to be a reference for using English in the context of teaching. Because English is an international language, English course in the Information System Department is expected to contribute to all aspects of life, especially when the students graduate from university

FORMING OF LINGUISTIC COMPETENCIES IN THE COURSE OF «INTRODUCTION TO SLA VIC PHILOLOGY»

The article deals with the ways offorming of linguistic competencies in the course of «Introduction to Slavic philology». The author formulates the goal of the course: to enhance the special training of future Ukrainian language and literature teachers; prepare them for the linguistic disciplines of historical cycle «Historical grammar» and «History of Ukrainian literary language». Determines the main questions, answers to which promote forming of linguistic competencies, which are important for comprehensive education of a future philologist. What is the origin of Slavs and what territory can be considered their ancestral home? What does Proto- Slavic language represent, when did it exist, did modern Slavic languages retain their most ancient features? When and how did Old Slavic language emerge, what effect did it cause on other Slavic languages and why did it stop its development? Did Slavs have script in pre-Cyrillic age and when and how did Ukrainian script form? What is the relation between two Slavic alphabets - Cyrillic and Glagolitic, and how did Cyrillic script influence the formation of Ukrainian language’s graphic system? What traits must be at the basis of modern classification of Slavic languages? The main goals of the course are: to gain knowledge about ancient history of Slavs and Proto-Slavic language, its general laws and partial processes that left a mark in modern Slavic languages, Ukrainian among them; to determine the origin of Slavic script; gain knowledge about the first written literary language of Slavs - Old Slavic; master Cyrillic graphic, learn to read and interpret ancient Slavic texts; gain knowledge about the modern Slavic nations, as well as traits and classification of modern Slavic languages. The goals of the course determine the structure of its content modules: Module 1. Slavs in ancient times. Module 2. Proto-Slavic language. Module 3. Old Slavic language. Module 4. Origin of Slavic script.Graphic of the ancient Slavic monuments. Module 5. Slavic nations and languages. The course develops the students’ linguistic thinking, teaches them to understand and illustrate the use of language laws, analyze, synthesize and see the cause and effect connections that exist in language.

CHUNKING LANGUAGE FOR EFL CLASSROОM LEARNERS

In this article it is examined how Chunking Language is perceived by online EFL students, and analyzed how this strategy enriches students’ vocabulary based on their ideas and experiences in online classes. The study used a qualitative research methodology through thematic analysis, where descriptive analysis was performed on the responses. Interview guide questions were used to explore participants’ insights and ideas on how to use the strategy. The findings showed that most EFL students fully understand the importance of vocabulary, but it was very difficult to use them in sentences. In addition, participants adopted Chunking Language as a life strategy in the module, which is important in language learning and an important approach in vocabulary literacy. As a strategy, it helps students learn new vocabulary and use it in appropriate contexts. Research shows that the spoken language module should be enriched taking into account grammar and usage in teaching vocabulary and used for more EFL learners.

The Adaptable Mind

What conception of mental architecture can survive the evidence of neuroplasticity and neural reuse in the human brain? In particular, what sorts of modules are compatible with this evidence? This book shows how developmental and adult neuroplasticity, as well as evidence of pervasive neural reuse, force a revision to the standard conceptions of modularity and spell the end of a hardwired and dedicated language module. It argues from principles of both neural reuse and neural redundancy that language is facilitated by a composite of modules (or module-like entities), few if any of which are likely to be linguistically special, and that neuroplasticity provides evidence that (in key respects and to an appreciable extent) few if any of them ought to be considered developmentally robust, though their development does seem to be constrained by features intrinsic to particular regions of cortex (manifesting as domain-specific predispositions or acquisition biases). In the course of doing so, the book articulates a schematically and neurobiologically precise framework for understanding modules and their supramodular interactions.

The Language Module Reconsidered

There seems to be no language module, no elementary linguistic unit, no hardwired language organ. Language was probably assembled from older sensory-motor and nonlinguistic materials. Neuroimaging, biobehavioral, computational, and evolutionary considerations all point to the same conclusion. Such linguistic adaptations as there have been have been coopted in many other domains of cognition. The sort of cultural environment in which language exists is too unstable to provide the conditions for typical selection scenarios in which robust phenotypes can emerge, and the brain anyway negotiates energetic constraints by repurposing existing resources to meet new challenges. Language acquisition frequently does seem effortless on the child’s part, and exhibits a degree of developmental robustness. But the ease of acquisition has probably been exaggerated, and the child’s environment is not so impoverished as was once assumed. In any case, such ease of acquisition can be explained other than by postulating exotic and impossible-to-evolve circuitry. Language has been shaped by the brain far more than the brain has been shaped by language. Cultural evolution is a powerful factor in human history, and is more than sufficient to explain why languages seem to run so well with the grain of the human mind. It is true that language dissociates from other cognitive skills, at least in some respects, but the Redundancy Model puts this sort of modularization in its proper context.

LINGUOCULTUROLOGICAL ISSUES IN TRAINING RUSSIAN LANGUAGE IN THE CONDITIONS OF THE FORMATION OF UZBEK-RUSSIAN BILINGUISM

The present article describes the methods that enhance students`vocabulary range who learn Russian language in « Russian language»module/Additionally, methods assist learners to employ vocabulary in learningprocess and create environment for communication in Russian language, and gain the skills such as analyzing the communicative situations, understanding the plot ofvarious texts efficiently, also formulating the discursive situations in order to useRussian language.

Developing soft skills with micro-fiction: a close-reading experience

Micro-contos, or micro-fiction, are very short and concise literary texts that require close-reading and inference from the reader. In this case study, I will describe how I have used these widely available texts in a Portuguese A2/B1 language module to develop analytical and other soft skills. I will demonstrate how this activity meets Tomlinson’s (2011) universal principles for materials development in language teaching, namely, exposing learners to meaningful input highlighting linguistic features as well as enabling learners to engage affectively and cognitively in the learning experience. Finally, I will give details of how it has been received by students.