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Calzadilla Vega, Grechel, Marlen Aurora Domìnguez Hernàndez, and Roberto Fernando Valledor Estevill. "CONSIDERACIONES EN TORNO AL TRATAMIENTO DIDÁCTICO DEL LÉXICO EN LA FORMACIÓN INICIAL DE PROFESORES DE ESPAÑOL-LITERATURA." Revista Cognosis. ISSN 2588-0578 3, no. 2 (July 27, 2018): 45. http://dx.doi.org/10.33936/cognosis.v3i2.1349.
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En el artículo se socializan resultados de la investigación doctoral La disponibilidad léxica del profesor de Español-Literatura en formación inicial, que se realiza en la Universidad de Las Tunas, Cuba. Como parte del diagnóstico, en la indagación empírica acerca del tratamiento didáctico del léxico se utilizaron como métodos el estudio de productos del proceso pedagógico, la observación, encuestas y entrevistas El análisis de los resultados permitió concluir que existe un tratamiento didáctico del léxico afectado por limitaciones en su planificación y la existencia de carencias teóricometodológicas para su orientación comunicativa, que repercuten de manera negativa en la formación de este profesional de la educación como comunicador competente y modelo lingüístico, como exigencias sociales. Se enfatiza, además, en la pertinencia de adaptar la metodología derivada de los estudios de disponibilidad léxica al contexto de la Didáctica de la lengua materna en la Educación Superior, por las posibilidades que ofrece de contribuir al diagnóstico y la posterior planificación didáctica de este componente de la lengua materna, que resulta eje transversal tanto de la competencia comunicativa, como de los componentes funcionales análisis, comprensión y construcción de textos.
PALABRAS CLAVE: Tratamiento didáctico del léxico; Disponibilidad léxica; Didáctica de la lengua materna; Formación inicial de profesores de EspañolLiteratura.
CONSIDERATIONS AROUND THE TEACHING TEACHING OF LEXICIAN IN THE INITIAL TRAINING OF TEACHERS OF SPANISH-LITERATURE
ABSTRACT
In the article the results of the doctoral research are socialized The lexical availability of the teacher of Spanish-Literature in initial formation, that is realized in the University of Las Tunas, Cuba. As part of the diagnosis, in the empirical inquiry about the didactic treatment of the lexicon, the study of products of the pedagogical process, observation, surveys and interviews was used as methods. Analysis of the results allowed to conclude that there is a didactic treatment of the lexicon affected by limitations In their planning and the existence of theoretical and methodological deficits for their communicative orientation, which have a negative impact on the education of this professional of education as a competent communicator and linguistic model, as social demands. It is also emphasized in the pertinence of adapting the methodology derived from the studies of lexical availability to the context of the teaching of the mother tongue in Higher Education, given the possibilities it offers to contribute to the diagnosis and subsequent didactic planning of this component of the mother tongue, which is the transversal axis of both the communicative competence and the functional components of analysis, comprehension and text construction.
KEYWORDS: Didactic treatment of lexicon; Lexical availability; Didactics of the mother tongue; Initial formation of Spanish-Literature teachers.
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DEL OLMO, Claire. "L’APPRENTISSAGE DU DIALOGUE D’UN EXTRAIT DE FILM PAR DES APPRENANTS DE FLE : L’EFFET DU LEXIQUE DES EMOTIONS SUR LES PROCESSUS COGNITIFS DE MEMORISATION." FRANCISOLA 2, no. 2 (December 31, 2017): 144. http://dx.doi.org/10.17509/francisola.v2i2.9406.
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RÉSUMÉ. Depuis 2010, les didacticiens spécialisés dans l’enseignement/apprentissage des Langues Etrangères (LE) s’intéressent aux émotions. Nous suivons leur lignée. Dans cet article, nous présentons une recherche qui s’inscrit en didactique cognitive des LE. Nous appréhendons la manière dont les apprenants de Français Langue Etrangère mémorisent les informations verbales d’un extrait de film, dont le dialogue contient des mots du champ lexical des émotions. Afin d’observer ce phénomène, nous réalisons une étude expérimentale auprès de 13 sujets chinois, de niveau B2 en français. Dans un premier temps, les sujets apprennent le dialogue d’un extrait filmique afin de le théâtraliser. Une semaine plus tard, nous leur demandons de rappeler le dialogue. Les résultats montrent que les sujets mémorisent mieux les parties du dialogue qui sont affectivement chargées, avec du lexique des émotions. Ces résultats ont des implications claires quant à la création de matériel pédagogique ou la sélection de supports pour ceux qui souhaitent optimiser les processus cognitifs de mémorisation des apprenants et favoriser l’acquisition du vocabulaire, de structures linguistiques.Mots-clés : cognition, dialogue, FLE, lexique des émotions, mémorisation ABSTRACT. Since 2010, the didacticians specialized on foreign language teaching are working on emotions. Our reflexion fits into this framework. This article presents a cognitive didactics research on foreign language. It deals with how learners memorize the dialogue of a film extract when this dialogue has emotional lexicon. In order to observe this phenomenon, an experimental study was conducted to 13 chinese subjects with a B2 level in french. First, the participants learn the dialogue of an extract in order to play the scene. A week later, they are asked to remember the dialogue. The results show that the participants memorize more the part of the dialogue with emotional lexicon. This results have clear implications for the creation of pedagogical tools and the selection of tools for people who want to improve the learner’s cognitive memorization process and the acquisition of vocabulary and linguistic structures. Keywords : cognition, french as a foreign language, emotional lexicon, memorization.
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AULITTO, Sabrina, and Yasmine Bidai. "Economics crisis lexicon: for a didactic and lexical approach in French foreign language." JOURNAL OF ADVANCES IN LINGUISTICS 5, no. 1 (November 21, 2014): 538–47. http://dx.doi.org/10.24297/jal.v5i1.2736.
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This study presents a brief description of the French linguistic lexicon of the economic and financial crisis. It offers two levels of analysis: the first character in teaching French as a foreign language (FFL) and the second proposes a lexical analysis.
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Subirats-Rüggeberg, Carlos. "Grammar and lexicon in traditional grammar." Historiographia Linguistica 21, no. 3 (January 1, 1994): 297–350. http://dx.doi.org/10.1075/hl.21.3.03sub.
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Summary In Methodvs didactica (1668) and other works Johann Joachim Becher (1635–1682) developed a theory of grammar which was based on the study of lexical, syntactic and semantic relations of words within the lexicon of a language. Matthias Kramer (1640–C.1730), in his many bilingual dictionaries, applied Becher’s grammatical theory to develop a general theory of linguistic analysis, studying the morphological relationships between roots, derivatives and/or compounds, synonymy between words, and the relationships of words in sentences and idioms in various languages. The paper demonstrates that Kramer’s approach effectively marks a breakaway from traditional grammar as still found in the works of Justus Georg Schottel (1612–1676), Kaspar Stieler (1632–1707), and others, because it applies an explicit grammatical model and because it does away with the traditional separation between lexicon and grammar. Kramer also breaks with the traditional association between form and meaning, which not only affects his concept of grammatical explanation, but also his way of establishing a comparison between languages. Kramer’s linguistic approach, it is suggested, presents certain similarities with modern studies of lexical grammar, since both try to study linguistic phenomena in the lexicon and both eliminate the arbitary separation between lexicon and grammar.
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Trigo Ibáñez, Ester, Manuel Francisco Romero Oiva, and Inmaculada Clotilde Santos Díaz. "Elaboración de un corpus cacográfico desde la disponibilidad léxica en estudiantes sevillanos. Un análisis para la enseñanza de la lengua." Revista de Lingüística y Lenguas Aplicadas 13, no. 1 (July 13, 2018): 119. http://dx.doi.org/10.4995/rlyla.2018.9176.
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<p>The lexical availability arose with a predominantly didactic character: the teaching of a language. However, most research studies do not include among their objectives the study of the orthographic situation of the population studied. In this article, we part from a review of the different investigations of lexical availability that have paid attention to the orthographic aspects –its patterns of analysis and cataloguing– to propose a common procedure that allows future diatopic comparisons. After that, a detailed analysis of the orthographical situation is carried out from a sample of 400 pre-university students that will constitute the cacographic corpus of the most frequent errors of these users. This corpus will be categorized around four categories –accentuation, letters, morphosyntax and lexicon– and forty subcategories. This detailed analysis of spelling errors will be very useful in the field of language teaching in order to plan and develop materials, which could help solving orthographical problems presented by the users and learners of Spanish, both as a mother tongue and as a foreign language.</p>
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Et al., Tashtemirova Mufassal Alidjanovna. "Lingu-Didactical Basis Of Teaching English Learning Vocabulary To The First-Year Uzbek Audience Students." Psychology and Education Journal 58, no. 1 (January 29, 2021): 43–53. http://dx.doi.org/10.17762/pae.v58i1.732.
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The relevance of the study is that the academic work is devoted to one of the least researched linguistic problems, the importance of teaching the English language teaching vocabulary to the students of the first year Uzbek audience and the solution of the problems. Effective teaching of English requires students to communicate as much as possible in English. Naturally, students learn a foreign language mainly in an educational institution, and therefore, the full understanding and application of the teaching lexicon in the educational process is one of the pressing problems. The research subject is the process of teaching the English Language Teaching lexicon to the students in the Uzbek audience. The scientific novelty of the study includes the following: 1) comparison of the composition of the Uzbek and English Language Teaching lexicon in the dissertation; 2) detailed identification of similarities and differences between the Uzbek and English Language Teaching lexicon; 3) description of the state of interpersonal interaction in the Uzbek and English language lexicon system on the basis of clear and concise materials; 4)the system of assignments is designed to eliminate the negative cases of interference in the teaching of the English Language Teaching lexicon to Uzbek students.
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Neubert, Gunter. "Fachlexicographie - Probleme, Aufgaben, Konzepte." HERMES - Journal of Language and Communication in Business 3, no. 4 (July 27, 2015): 67. http://dx.doi.org/10.7146/hjlcb.v3i4.21426.
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Most LSP dictionaries are used as translation tools. Neglecting other uses allows us to describe some fundamental principles of LSP lexicography including economic factors as well as the user's world and linguistic knowledge. Use of terms in LSP texts and the requirements to guide the user to the dictionary's entry provoke us to differentiate lexicon forms from text forms, and additionally to define dictionary forms of terms. Normally, dictionary use is in three steps: forming a potential entry address, verifying the identity of the text and entry words' meanings, and selecting/adapting a word for the TL text. Díctionary making is surveyed in brief. LSP lexicographical research should be done in the fields of the user's lexical demand, of corpus and data collection, and of data presentation, in each case considering theoretical, technological, economic, and didactic aspects of LSP lexicography.
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Labrador de la Cruz, Belén. "Making a little go a long way: A corpus-based analysis of a high-frequency word and some pedagogical implications for young Spanish learners." International Journal of English Studies 19, no. 1 (June 30, 2019): 1–20. http://dx.doi.org/10.6018/ijes.349311.
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This study explores the different uses of the word little, its equivalents in Spanish and its teaching to young Spanish learners. First, it aims at analyzing the lexico-grammatical behavior of little in a corpus of children’s short stories, where its prevailing use, preceding countable nouns, has been found to be much more frequent than in other domains and registers. A contrastive study follows, which examines how little has been translated in an English-Spanish parallel corpus; the results show that diminutives constitute an important equivalent. Finally, some didactic implications are proposed, with the application of corpus-based findings to the teaching of English to young Spanish learners from an approach that combines lexical syllabi and story-based methodologies.
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Patel, Vishal, Jeffrey Roberts, Bruce Cohen, Susan Frank, Rona Orentlicher Fine, Jessica Rosenblum, Mordecai Koenigsberg, and Marjorie Stein. "A Didactic Lecture Is Effective in Teaching Sonographers the TI-RADS System for Stratifying Thyroid Nodules." Journal of Diagnostic Medical Sonography 36, no. 4 (May 6, 2020): 322–26. http://dx.doi.org/10.1177/8756479320917638.
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Objective: The aim of this study is to determine whether a one-hour image-rich didactic lecture given to sonographers can successfully teach them the TI-RADS (Thyroid Imaging, Reporting and Data System) lexicon, to improve their recognition of malignant thyroid nodules. Methods: A one-hour image-rich didactic lecture on TI-RADS was designed that encompassed the diagnostic criteria for thyroid malignancy and technical tips to better demonstrate thyroid nodules. A lecture was presented to 34 sonographers across multiple sites. The study examined the effects of the lecture by comparing the results of a pretest, an immediate posttest, and a two-week delayed posttest. Results: All 34 sonographers participated in the lecture intervention and each assessment. The prelecture assessment scores ranged from 13% to 73% with an average of 46%. Immediately after the lecture, the assessment scores ranged from 27% to 100%, with an average of 77%. Two weeks after the lectures, scores ranged from 27% to 93%, with an average of 70%. Compared to the pretest, there was a statistically significant increase in average scores immediately after and two weeks after the lecture. Conclusion: It is critically importance to have a reliable, noninvasive method to identify thyroid nodules that have a greater chance of malignancy. A didactic lecture could successfully teach, result in knowledge retention, and increase sonographers’ confidence in the TI-RADS lexicon.
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Musiienko, Yulia. "EMOTIONAL-AND-PRAGMATIC POTENTIAL OF ACCENTUATION IN THE PARABLE DISCOURSE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 10(78) (February 27, 2020): 128–32. http://dx.doi.org/10.25264/2519-2558-2020-10(78)-128-132.
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The article is devoted to the study of prosodic means’ loading in creating emotional didactic utterance conveyed in modern English parables. The relevance of the problem is due to the general tendency of contemporary linguistic studies to analyze the functioning of prosodic means of coding, generating, perception and decoding of didactic loading of the utterance. A conducted experimental-and-phonetic research has shown that accentuation of lexical, grammatical and stylistic linguistic means within their prosodic loading facilitates a process of actualization and decoding of directive intentions aiming at evoking the recipient’s emotions. It has been established that directive intentions are precepted as neutral according to their emotional level due to a restricted number of lexical and grammatical means, and a regular tempo and rhythmic structure without various suprasegmental patterns. In contrast, the directive intentions and ethical ideas conveyed in the parables and read with more prominent emotional loading are characterized by increase and decrease on loudness, acceleration and slowing of tempo, high or extra high falling nuclear tones in comparison to less accentuated and highlighted intonational parts of a didactic utterance. Despite the variety of lexical, grammatical and stylistic means the most significant emotions and didactic utterances that are characterized by a number of specific invariant prosodic means, by accentuation and prominence of semantic centers conveyed in the didactic utterance of contemporary English parables have been singled out.
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Kurmanbayeva, T., and D. Shaibakova. "Lexico-stylistic features of scientific terminology in technical texts: lingovodidactic aspect." Pedagogy and Psychology 43, no. 2 (June 30, 2020): 20–29. http://dx.doi.org/10.51889/2020-2.2077-6861.03.
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In modern didactics, there is a whole theory of competency-based approach to teaching disciplines. The article discusses the problems of the formation of professional competence оf students when learning vocabulary of a foreign language on the basis of texts of a technical specialty. The main goal is the assimilation of the lexical and stylistic features of scientific terminology in technical texts for practical work in the specialty, in our case, the field of energy. Texts and assignments are proposed that take into account the indication of scientific and technical terms, drawing up logical circuits, the ability to draw conclusions, find arguments, etc.
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PREDA, Oana. "Explicit learning based on interactive pedagogical methods used for reading comprehension." Revista Română de Terapia Tulburărilor de Limbaj şi Comunicare VI, no. 2 (October 30, 2020): 62–68. http://dx.doi.org/10.26744/rrttlc.2020.6.2.06.
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Explicit learning based on interactive pedagogical methods used for reading comprehension. When choosing the pedagogical strategies meant to foster the formation and the development of reading comprehension skills it is essential to detect the roots and the specifics of dysfunctions in the cognitive processes and competences that might affect reading comprehension. The personalized and systematic use of interactive pedagogical methods has a positive impact on: enriching the pupils’ vocabulary with novel words and expressions; understanding the anaphoric reference items that feature in clauses and sentences; making lexical, causal and pragmatic inferences so as to understand clauses and sentences; acknowledging discourse markers; building a global representation of the text; employing meta-cognition while monitoring textual comprehension; accessing the significance of the text; understanding and using the text’s structure in order to critically interpret and assess the information read.
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Kamper-Warejko, Joanna. "Poradnik Piotra Krescencjusza jako tekst użytkowy." Studia z Filologii Polskiej i Słowiańskiej 46 (September 25, 2015): 43–56. http://dx.doi.org/10.11649/sfps.2011.003.
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Petrus Crescentius’s Guide-Book as a utilitarian text The article is based on the materials constituting the second edition of the Polish version of the Italian agronomist’s guide-book titled O pomnożeniu i rozkrzewieniu wszelakich Pożytkow Kśiag Dwoienaście: Ludźiom Stanu káżdego, ktorzyby śię uczciwym Gospodárstwem báwili, wielce potrzebne á pożyteczne (About Multiplication and Distribution of all Benefits of Twelve Books: For the People of Each Position Who Would Deal With Honest Economy, Very Necessary and Useful) dating back to the year 1571. The author made an attempt to present the selected properties of the work, which compose a specific style of the guide-book text. From the excerpted stylistic means – of more than 700 columns – subordinated to the didactical purpose of the guide-book, the lexical stylistic means, directive structures, modal verbs and specific structures contained in the recipes of mixtures, infusions, and preserves were derived. Certain formulas are well known from other natural science texts, for example, herbariums. On the basis of the presented material, the Polish translation of Petrus Crescentius’s Guide-Book was placed among the works that were written in the didactic-scientific style.
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Bak, Hadi. "DIDACTIC ASPECT OF USING LEXICAL SYNONYMY IN THE PROCESS OF LEARNING RUSSIAN AS A FOREIGN LANGUAGE." Current issues of linguistics and translation studies, no. 19 (October 30, 2020): 58–60. http://dx.doi.org/10.31891/2415-7929-2019-19-12.
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The article deals with the issues of learning Russian as a foreign language using a communicative approach. In the Turkish linguistic literature much attention is paid to the study of language, methods of development of oral and written speech of students. Russian as a foreign language teaching methodology is based on the methodology of teaching foreign languages in General and Russian linguistics in particular, and provides opportunities for solving didactic problems. At the moment, the most effective way to learn Russian as a foreign language is, first of all, to teach students communication activities. The author pays special attention to the concept of “lexical-semantic group”, since the introduction of foreign language vocabulary as part of integral semantic associations will help students to assimilate the lexical richness of the language being studied. When teaching foreign students, considering a word in the structure of semantic associations of words will contribute not only to a deep understanding of its lexical meaning, but also to mastering typical word usage. As an argument, the didactic aspects of using the synonymic series of the lexeme “laugh”are considered. The lexical meaning of a word is manifested not only in a specific unit, but also in specific phrases and in certain stylistic boundaries. Therefore, in practical work with vocabulary, special attention should be paid to the lexical and grammatical compatibility of words, their stylistic characteristics. This requires working on the semantic equivalence and stylistic shades of phraseological combinations, as well as their functions in literary texts and colloquial speech. In fragments of a literary text, it is also advisable to work on the stylistic shades of the lexeme, in our case, “laught”. Specific examples of practical work on fragments of the text of the play “the Cherry orchard” by A. p. Chekhov are given. Generalized that work with various shades of meaning of lexemes, phraseological units of the synonymous row of the word “laugh” in the passages of literary text and spoken language, firstly, enables students to correctly use them in various speech situations, and second, deepening knowledge about the lexical richness of the Russian language, and provides materials for work on the comparative typology of Russian and Turkish languages. Keywords: Russian as a foreign language, communicative approach, lexical-semantic group of words.
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Vlasova, Ekaterina A., Elizaveta L. Karpova, and M. Yu Olshevskaya. "Vocabulary: how many words are enough? Principles of minimizing learners’vocabulary." NSU Vestnik. Series: Linguistics and Intercultural Communication 17, no. 4 (2019): 63–77. http://dx.doi.org/10.25205/1818-7935-2019-17-4-63-77.
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This article analyses methodology of compiling Russian general wordlists and lexical minima for teaching Russian for specific purposes. The study systematizes three approaches: linguo-didactic, linguo-statistical, and corpus-based. The article also describes the process and results of applying all the three methods to the development of a lexical minimum based on political science corpus. Methodological analysis comprises general word lists for the Russian State Standard Exam (TRKI), the System of lexical minima by V. V. Morkovkin, and the Frequency dictionary of the Russian language for foreigners, created by S. A. Sharov as a part of the KELLY project, as well as special lexical minima for medicine, robotics, nuclear energy, and mathematics. It has been revealed that the core element in the development of a discipline-specific lexical minimum is minimization that involves a set of principles determining the optimal length of the list and lexeme selection. For the Russian general word lists, the most common principles of minimization are methodical expediency (“relevance” of the word at each level), quantitative metrics, including absolute and relative frequencies, the word rank, and a coverage index, showing the percentage of text that every lexeme covers. The article reports the results of combining the quantitative methods, corpus-based analysis, and didactic principles to apply to the development of the lexical minimum based on political science textbooks. The core index, defining the length of this list, was coverage which revealed that 8,237 most frequent lexemes cover 98 % of the whole corpus. The linguo-didactic analysis showed that 1, 000 most frequent lexemes, without stop-words, cover 50 % of this corpus, and therefore this wordlist allows foreign learners to understand about a half of the corpus. After reaching the point of 3,500 of the most frequent words, the coverage index grows insignificantly, and this number can be considered to be a target in teaching and learning discipline-specific vocabulary. It is notable that the recommended lexical minimum, comprising 1,000–3,500 of the most frequent words, is only a starting point for reading comprehension of texts for professionals also referred to as ‘special’ texts. Their deeper and effective understanding also involves competence in rhetoric strategies and text structure.
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Тимощук, Наталія, and Юлія Бойко. "LINGUISTIC AND DIDACTIC ASPECTS OF PROFESSIONAL LEXICAL COMPETENCE FORMATION IN AGRARIAN UNIVERSITIES STUDENTS." Collection of Scientific Papers of Uman State Pedagogical University, no. 1 (February 27, 2020): 176–84. http://dx.doi.org/10.31499/2307-4906.1.2020.208195.
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Sánchez, Verónica, María Dolores Plana, and María Elena Benítez. "Anaphoric resources in expository texts produced by children: The impact of a didactic sequence." Colombian Applied Linguistics Journal 15, no. 2 (January 21, 2014): 156. http://dx.doi.org/10.14483/udistrital.jour.calj.2013.2.a01.
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This paper aims to explore the incidence of didactic strategies on the usage of anaphoric resources, in written expository texts, produced by Spanish speaking children, from Córdoba, Argentina. In order to identify and analyze the anaphoric resources used by children, we designed and implemented a sequence of didactic activities, based on gender textual characteristics. The genre to teach was the “encyclopedia entry”. We analyzed the children production obstacles and difficulties and compared the productions before and after the didactic intervention, in order to assess the impact of teaching in the development of the cohesion devices. Eighty Spanish speaking children, of 3rd grade who attended two schools from Córdoba, Argentina, participated in this study. The results showed consistent changes after the didactic intervention that mainly consisted in an increase of the diversity of resources and the adequacy score in final productions; a higher presence of lexical resources, a higher precision and a decrease of ambiguous ellipsis.
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Vladimirska, Elena, Jelena Gridina, and Daina Turlā-Pastare. "Discourse Markers of French: Multifaceted Look at a Controversial Category." Kalbotyra 74 (September 15, 2021): 268–85. http://dx.doi.org/10.15388/kalbotyra.2021.74.14.
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In this paper, we discuss the question of discourse markers (DM) – a category conceived differently by theoretical and applied linguistic approaches. Unlike in applied approaches, in which DMs are considered desemantized/grammaticalized lexical units devoid of their own semantics and therefore of status in the language, we consider DMs to constitute a full-fledged category of language, having its own semantics and distribution, both of which play a crucial role in the construction of discourse (Paillard 2011, 2012; Franckel 2008, 2019). This hypothesis has been developed in theoretical linguistics and has seen little evidence from a perspective of the acquisition and didactics of foreign languages. Based on cross-analysis of linguistic theories (Benveniste 1974; Ducrot 1980; Hopper & Traugott 1993; Culioli 1990,1999; Franckel & Paillard 2008) and on distributional analysis of data of the spoken corpora, we show that the absence of specific linguistic status for DMs has repercussions at the didactic and acquisition levels: DMs are generally approached in an ad hoc manner, all functions combined, which leads on the one hand to gaps in the acquisition of French and, on the other hand, to the ambiguity of criteria for evaluation. Therefore, at the level of applied linguistics, we suggest the integration of DMs in the learning path as a full category, an integration that must be carried out on several axes – semantic, syntax and prosodic – and be based on an authentic oral corpora of the spoken language. At the theoretical level, we use transversal analysis in order to give yet another argument in favor of a semantical-enunciative approach to discursive markers.
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Ginkel, Lieneke van. "Woorden Leren In Een Vreemde Taal." Toegepaste Taalwetenschap in Artikelen 32 (January 1, 1988): 60–93. http://dx.doi.org/10.1075/ttwia.32.05gin.
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In this article an account is given of research concerning vocabulary acquisition in a foreign language and its provisional didactic implications. Until recently, word learning was a neglected aspect of foreign language acquisition. Now, the importance of vocabulary acquisition for high level competence of the foreign language has been recognized and in research growing attention is paid to this aspect. Such research aims at developing a systematically worked-out strategy for teaching and learning words, thereby taking into account insights based on linguistics and on cognitive psychology. More and more linguistic theories no longer consider the lexicon as a collection of individual items, but as a system in which the elements are interrelated and from which they derive their values. The learner will have to be informed about the structure of the lexicon at the syntactic level as well as at the semantic level and about how words function in the foreign language. Vocabulary acquisition research in cognitive psychology mainly focused on mnemonics which are required for paired associative learning. Of greater importance to vocabulary acquisition, however, is research on how the memory functions. In this connection the most important memory theories will be discussed. In discussing the didactic applications of these often speculative insights a distinction is made between techniques which base their approach of vocabulary acquisition on linguistics principles, techniques which make an expUcit difference between a receptive and a productive knowledge of vocabulary and techniques which include presenting words in context. Although it is a step in the right direction in that growing attention is paid to the teaching and learning of foreign vocabulary, there still remains much research to be done, especially at the empirical level.
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Cortés de los Ríos, María Enriqueta, and María del Mar Sánchez Pérez. "Developing Business English Students’ Metaphorical Competence in Foreign Language Learning Higher Education Contexts." ES Review. Spanish Journal of English Studies, no. 38 (December 19, 2017): 113. http://dx.doi.org/10.24197/ersjes.38.2017.113-138.
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This article is aimed at showing the ways in which Business English teachers may be able to facilitate the use of metaphor for their students since it is a part of the lexicon which causes them the most difficulties. The inclusion of the study of metaphors in a specific English language programme can provide students with a useful tool to interpret vocabulary, improve reading skills and understand different cultural backgrounds. Our aim is to put forward a didactic proposal to be used in English for Specific Purposes (ESP) programmes at a Master’s course currently taught at the University of Almería, Spain, in order to develop students’ metaphorical competence within the foreign language learning process.
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Verkerk, Dorothy. "“The Quiet Affection in Their Eyes”." Religion and the Arts 24, no. 4 (October 26, 2020): 353–78. http://dx.doi.org/10.1163/15685292-02404001.
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Abstract Since the nineteenth century, Bernhard Plockhorst’s Jesus as the Good Shepherd has enjoyed great popularity and is reproduced in a wide variety of media, appearing in American homes, schools, and churches and even Hollywood sets. Jesus as a Good Shepherd is traced to the early Christian period through the fourth century when he disappears from the iconographic lexicon. He regains popularity during the Protestant Reformation as a didactic tool. Resurging once again in the nineteenth and twentieth century, this Good Shepherd is markedly different from his historical iterations. Tracking visual comparanda and textual sources, the Plockhorst Good Shepherd emerges as a figure that engenders strong emotions of love, protection, and community only possible in a post-agricultural society.
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Klochikhin, Vitaliy. "Development of collocational competence of students on the basis of electronic linguistic corpus." Tambov University Review. Series: Humanities, no. 179 (2019): 69–80. http://dx.doi.org/10.20310/1810-0201-2019-24-179-69-80.
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We discuss the use of the linguistic corpus as a means for the development of collocational competence of students. We reveal the contents of the concepts of “lexis” and “lexical skill”. Lexical skills are divided into receptive (word perception) and productive (word use). We distin-guish the operations that underlie the lexical skill and the stages of the formation of the lexical skill. We define the skills for attaining mastery of language competence in high school students, according to the main general education program in the “English language” profile. In accordance with the modern trends of education computarization, the skill of working with corpus technology is worth to notice. In connection with the rapid development of a foreign language, there are doubts about the relevance of lexical data of educational literature, since its creation takes more than a year. Therefore, the electronic linguistic corpus is seen as the most effective means in solv-ing the problems of learning foreign language vocabulary. We review and analyze the definitions of the linguistic corpus and concordance given by previous researchers. Based on the analysis of previous works on this topic, the following didactic features of the electronic linguistic corpus are highlighted and described: a) multilingualism; b) the ability to search for specific information; c) contextual search results; d) the diversity of functional text types; e) sorting the search results; f) the relevance of the text data; g) accessibility on the Internet. In addition to the didactic features above, we add multi-level resources feature. The methodological functions of the linguistic corpus that determine its use in foreign language vocabulary teaching are identified. Collocation is singled out as a lexical unit, which plays the most significant role in the construction of the speaker's speech. Paper reveals the meaning of the terms “collocation” and “collocational competence”. After analyzing the scientific literature, we establish that knowledge of collocations increases the fluency and diversity of speech, which are necessary requirements in the modern communicative approach in teaching foreign language. The need to study collocations determines the development of collocational competence.
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Santos Díaz, Inmaculada Clotilde, Ester Trigo Ibáñez, and Manuel Francisco Romero Oliva. "Contribución de la prensa a la adquisición del vocabulario." Studia Romanica Posnaniensia 48, no. 2 (July 13, 2021): 97–108. http://dx.doi.org/10.14746/strop.2021.482.009.
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The press brings the reader closer not only to the news of a community but also to its language and culture. The objective of this study is to know the relationship between press consumption and lexical competence. Specifically, the weekly time spent by 171 graduate students from Malaga reading the press and its relationship with two lexical tests in Spanish – mother tongue – and French or English – foreign language – will be analysed. The results show that there is no significant relationship between available vocabulary and press consumption. Instead, the relationship is significant with the ability to identify technicalities when the data refer to the foreign language of the informants. These findings invite us to continue promoting didactic applications that integrate press reading both to improve lexical competence and to integrate the sociopragmatic component of the language.
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Florou, Katerina. "Informal Correspondence by Greek Learners of the Italian Language: A Study Based on Learner Corpora, Native Corpora and Textbooks." Frontiers in Education Technology 2, no. 3 (August 28, 2019): p159. http://dx.doi.org/10.22158/fet.v2n3p159.
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The aim of this study is to compare various lexical structures between a learner corpus of students with Italian as a foreign language and a reference monolingual Italian corpus. More specifically, the first is a learner corpus (part of a wider learner corpus) comprised of Greek students studying Italian as a foreign language while the second is the CWIC reference corpus of native Italian speakers. The research findings help us explain the role of didactic material in comprehending linguistic structures that are found in informal letters/emails and, moreover, they provide us valuable information regarding the use of the same lexical structures by native speakers.
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Gile, Daniel. "La transformation lexicale comme indicateur de l’analyse dans l'enseignement de la traduction du japonais." Meta 37, no. 3 (September 30, 2002): 397–407. http://dx.doi.org/10.7202/002908ar.
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Abstract Loose lexical usage in Japanese often makes the lack of analysis in a student's translation exercise evident through a word-for-word translation that sounds implausible, illogical, very clumsy or absurd. Lexical processing can therefore often be used as an analysis indicator. The paper illustrates the fact through the example of one Japanese text and its translation. Tabulation enables rapid scrutiny of the situation of each student and of the group as a whole, as well as the assessment of the efficiency of didactic interventions by the instructor. The method cannot be applied as such to all languages, but other indicators, such as the processing of ambiguous or obscure clauses, can be used in a similar way.
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Jäkel, Olaf. "Denotational Incongruencies in TEFL: Cognitive linguistic solutions for a didactic problem." Yearbook of the German Cognitive Linguistics Association 7, no. 1 (November 26, 2019): 67–78. http://dx.doi.org/10.1515/gcla-2019-0005.
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Abstract Denotational incongruencies as a contrastive phenomenon of lexical-semantic analyses have been described in various respects in Cognitive Linguistics (Jäkel 2001, 2003, 2010a, 2014). This contribution based on authentic evidence from the Flensburg English Classroom Corpus (FLECC) (Jäkel 2010b) is going to demonstrate that and how denotational incongruencies also affect foreign language teaching by creating problems of intercultural misunderstanding. The proposed approach to their comparative analysis can hopefully provide solutions. Thus, German “Bitte” is not always English “Please”, just as “Seid ihr fertig?” does not always translate as “Are you ready?” It will be argued that and why the common label of false friends is insufficient in this context. Especially the types of granularity differential and even crosspiece incongruencies pose a didactic problem for teachers whose origin needs to be recognized. First of all, the cognitive field-semantic analysis contributes to a differentiated recognition by the teacher. In a next step, cognitive linguistics can contribute motivated solutions for TEFL and its teaching methodology. In sum, this makes for a two-stage consciousness raising enterprise: Teachers realize in how far denotational incongruencies interfere in their pupils’ foreign language learning. And they find appropriate methods to make their pupils aware of concrete cases of denotational incongruencies – an important ingredient for promoting intercultural communicative competence in foreign language teaching.
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Weber, Erica, Dana L. Hirst, Nancy Yi, Yanqi Ryan Li, Shayne Loft, Steven P. Woods, and Nancy D. Chiaravalloti. "A-17 Self-Generation Improves Prospective Memory Performance in Individuals with Moderate–Severe Traumatic Brain Injury." Archives of Clinical Neuropsychology 36, no. 6 (August 30, 2021): 1039. http://dx.doi.org/10.1093/arclin/acab062.18.
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Abstract Objective Self-generation has long been studied in healthy adults as a method to improve encoding of new information. The present study applied this strategy to prospective memory (PM; the ability to remember future intentions) in individuals with traumatic brain injury (TBI). Method Participants included 17 healthy adults and 34 individuals with moderate–severe TBI, who were at least one year post-injury and impaired encoding on a test of verbal learning. Participants completed a 15-minute computer-based lexical decision task in which PM trials were embedded. Following a baseline block of 100 lexical decision trials, participants completed 2 blocks with 5 p.m. targets each. PM targets were learned in a didactic or self-generated fashion using semantically-related word pairs, counterbalanced for order effects. Results MANOVAs were conducted for PM accuracy and recognition, with performance in the didactic and self-generation conditions as within-subjects variables and diagnostic group as the between-subjects variable. Only the within-subjects variables were significant [PM accuracy: F(1,49) = 5.228, p = 0.027; PM recognition: F(1,49) = 7.226, p = 0.010]. Within the TBI sample, paired t-tests demonstrated significantly improved PM accuracy [t(33) = −2.069, p = 0.046, Hedge’s g = 0.38] and PM target recognition [t(33) = −2.458, p = 0.019, Hedge’s g = 0.52] under self-generated compared to didactic conditions. Conclusion Results indicate that self-generation is an efficacious strategy to improve PM in individuals with moderate–severe TBI and encoding deficits. The lack of interaction suggests that the generation effect is robust enough to provide comparable benefit to both individuals with significant neurocognitive deficits as well as healthy adults. Future efforts should explore the incorporation of self-generation in cognitive rehabilitation protocols for PM in neurologic populations.
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German, Elena I. "MEANS OF IMPLEMENTING DIDACTIC TONE IN RELIGIOUS TEXT (on the Material of Orthodox Sermons)." Вестник Пермского университета. Российская и зарубежная филология 13, no. 1 (2021): 24–36. http://dx.doi.org/10.17072/2073-6681-2021-1-24-36.
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The paper studies how didactic tonality is linguistically expressed in texts of sermons. Didactic tonality is viewed as a category of intentionality – a more general textual category inherent in any type of communication if the latter is viewed as an activity. The material for the study included 68 texts of sermons of the famous in Russia archpriest of the Russian Orthodox Church, theologian, author of books on theology, history of Christianity and other religions, Alexander Men. The activity approach, as well as the functional-stylistic, structural-semantic, cognitive, contextual, comparative-quantitative and pragmatic methods of analysis allowed us to establish that in the sermon as a genre, intentionality is realized through a specific tonality, or such a textual modality that reflects the main intention of the author of speech in religious preaching – to bring a person closer to faith and God, to teach them faith in God. The intention of ‘teaching’ is defined in the study as didactic tonality and is considered as an auxiliary category of intentionality functioning in texts of religious sermons. The paper reveals linguistic and speech means representing didactic tonality in texts, describes the structural-semantic, pragmatic and stylistic features of these means. Didactic tonality was found to be the key textual category in terms of implementation of the main author’s intention (conceptual idea and meaning) in a sermon. The research findings demonstrate that in the sermons of Alexander Men, various means belonging to different linguistic levels are harmoniously combined: lexical units and syntaxemes that express the semantics of reflection, obligation, call for joint action, as well as textual means that include examples from pastoral life and dialogical constructions in the form of direct speech.
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Mdallel, Sabeur. "Translating Children’s Literature in the Arab World." Meta 48, no. 1-2 (September 24, 2003): 298–306. http://dx.doi.org/10.7202/006976ar.
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Abstract Children’s literature in the Arab World is impregnated with morality, didactics and a heavy ideological bias, in spite of some attempts for change. Translating for children is, in its turn, governed by the same rules that govern writing for them.Translation is not only a lexical but also a cultural transfer. Adopting some protective cultural measures, while translating for children, becomes inevitable especially if the source and target cultures have little in common. The Arabian Nights is the first book for children in the Arab world, though not initially meant for them, to be translated into many languages and has become part of international Children’s Classics.
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Filimonova, Yelena Yu, Dzhamilya Kh Godina, and Yekaterina V. Kaliberdina. "Educational potential of the topic "Media" for developing students’ lexical competence: the case of British course books." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 2 (2019): 183–88. http://dx.doi.org/10.34216/2073-1426-2019-25-2-183-188.
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This paper examines lexical and thematic characteristics of the topic "Media" as presented in integrated English language courses by leading British publishing houses. The authors give reasons for the necessity to determine the scope of contents pertaining to this topic, its structure, intrinsic problems and its didactic specifics for lexical competence development of students of non-language related fields. The empiric material of the paper is comprised of intermediate to advanced level course books. Based on their analysis, the authors have prepared the general thematic classification of the discovered aspects of this conceptual domain and have described the distribution of thematic elements within each major aspect indicating the language proficiency level. The thematic elements are exemplified by lexical units and tasks aimed at speaking practice. The authors conclude that the content component of the "Media" topic in the analysed courses is not just topical, but also possesses remarkable potential for developing students’ communicative competence, creative and cognitive abilities.
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PETRYSHYNA, OLGA. "LINGUISTIC AND DIDACTIC FUNDAMENTALS OF DEVELOPING PUBLIC COMMUNICATION SKILLS OF STUDENTS MAJORING IN NON-LINGUISTIC SPECIALITIES." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 150–57. http://dx.doi.org/10.25128/2415-3605.20.2.20.
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Developing communicative competence of future teachers majoring in non-linguistic specialities is a priority of the progressive educational paradigm. Nowadays in linguodidactics the perfect mastery of professional communicative skills, the skill of text creation in different discourse conditions is especially relevant. Taking into account the linguistic and didactic characteristics of higher education seekers is the basis for the development of public communication skills that correlate with the requirements of the time, the needs of society, the tasks of modern education.
Substantiation of the phenomenon of “public communication” in terms of linguistic didactics is important for the development of guidelines, concepts and models for teaching the theory and practice of public communication, for the selection of effective methods and techniques. Speech is a necessary basis for thinking. Public communication especially foregrounds significant mental-speech operations: analysis, synthesis, abstraction, concretization, reproduction of material, text creation. The method of developing public communication skills focuses on solving problems related to the perception of educational material, awareness of the essence of rhetorical concepts, text creation. Effectiveness is ensured by synergy with psychological research on the patterns of mental operations that underlie the perception, memorization and reproduction of prepared material. Approaches to the development of public communication skills are largely based on well-known ancient theories, including those based on folk speech culture. The analysis of the basic concepts of classical rhetoric and practice of public communication (logos, ethos, pathos and topos) require innovative methodological and methodical elaboration and directing at the communicative competence of the contemporary teacher majoring in non-linguistic specialities.
The character of the linguistic personality is determined by typical communicative national features, existing in the form of thought forms / formulas, concepts, value lexical and semantic dominants. The university should ideally mould a speaker ready for different types of public communication, to create a discourse in any time and space, who knows language norms and communicative qualities of oral and written speech as indicators of speech culture, text technology, speech etiquette. Age features, openness to the perception of information, self-expression in competitive speech situations, ambition, search for authority, the desire to overcome negative stereotypes in the perception of the teaching profession are the very linguistic and didactic aspects that should be relied on while working on communicative competence. We see the prospect of further research in the development of a system of work on the development of the idiosyncrasy of public communication which underlies the formation of a personal brand of the teacher.
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Talaván, Noa. "Using subtitles for the deaf and hard of hearing as an innovative pedagogical tool in the language class:." International Journal of English Studies 19, no. 1 (June 30, 2019): 21–40. http://dx.doi.org/10.6018/ijes.338671.
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The present article describes a didactic proposal based on the use of an audiovisual translation and accessibility mode as a pedagogical tool: subtitles for the deaf and hard of hearing (SDH). When students create SDH for a pre-selected clip within a well-structured task, they are enhancing integrated skills, especially in the form of written production (of the subtitles), listening comprehension (of the original), and lexical creativity (through the condensation of the original message in the form of subtitles and the description of paralinguistic elements). A project undertaken with online students to assess the potential benefits of SDH has acted as a preliminary study to back up the didactic proposal presented herein. The main data gathered from this experience offers a reference for future practice and research in this field, since it confirms previous assumptions on the validity of subtitling as a pedagogical tool to improve foreign language learning skills.
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Kosovych, Оlga, and Maryana Sokol. "Linguo-didactic aspect of formation of the professionally-oriented lexical competence of students of the specialty “Jurisprudence”." ScienceRise: Pedagogical Education, no. 2(35) (March 31, 2020): 4–7. http://dx.doi.org/10.15587/2519-4984.2020.195947.
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Wilczek, Wioletta. "Socjolekty w edukacji szkolnej (propozycja dydaktyczna na przykładzie języka miłośników motoryzacji)." Z Teorii i Praktyki Dydaktycznej Języka Polskiego 28 (December 29, 2019): 91–104. http://dx.doi.org/10.31261/tpdjp.2019.28.06.
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The article concerns the issue of community languages, i.e. sociolects. The text is a didactic proposal for Polish language lessons, especially for the seventh and eighth grades of the second educational stage. In addition to the characteristics of the issue, the author presents sets of tasks (of varying degrees of difficulty), in which she uses analytical material concerning the automotive sociolect. In the language of automotive enthusiasts, the lexical field which reflects technical changes and the development of society is growing.
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Kwawu, Alexander. "Anaphore Nominale Dans Des Récits Écrits Par Des Étudiants Ghanéens : Les Effets D’une Séquence Didactique." European Scientific Journal, ESJ 14, no. 14 (May 31, 2018): 175. http://dx.doi.org/10.19044/esj.2018.v14n14p175.
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This paper assesses the impact of a sequence of didactic interventions on the use of nominal anaphors in a narrative text produced by Ghanaian university students of French as a foreign language. This study is necessitated by the lack of research investigating the effects of instruction on the use of cohesive devices in learner writing. 25 second-year students of the University of Cape Coast participated in a didactic sequence based on the types of nominal anaphors used in folktales. The impact of the teaching sequence was assessed by comparing the results obtained during the pretest with those of the post-test. The results showed improvements in students’use of nominal anaphoric resources. This was manifested in the increased diversification of lexical resources and the increased use of marked anaphoric expressions. These improvements show that the skilful usage of nominal anaphoric resources can be quickly developed in the frame of an adequate pedagogical intervention.
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Bednárová-Gibová, K. "Synonymic Traps in Selected English Lexical Semantics Terms." RUDN Journal of Language Studies, Semiotics and Semantics 10, no. 4 (December 15, 2019): 754–60. http://dx.doi.org/10.22363/2313-2299-2019-10-4-754-760.
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The paper zooms in on terminological and conceptual scrutiny of selected eight English lexical semantics terms with the aim of pointing out their terminological synonymy, which is often misrecognized by English linguistics undergraduates. Does a ‘loose synonym’ denote in lexical semantics the same thing as a ‘partial synonym’ or ‘cognitive synonym’? Is the cognitive content of the term ‘false friend’ identical with that of a ‘pseudosynonym’ or ‘paronym’? What aspects of the semantic continuum are shared and non-shared by the selected terms? These questions are at the core of this contribution which can serve didactic purposes of English linguistics teaching. The desk research findings are part of semantic and lexicographic studies and aspire to forewarn English linguistics undergraduates of conceptual misinterpretations in common lexical semantics terms. The paper operates from the perspective of cultural linguistics across the Anglophone semantic continuum. It is based on a tailored Sharifian’s premise [2015] that the metalanguage of English lexical semantics is a repository of cultural conceptualizations that leave traces in its current terminological practice. The study suggests that some English lexical semantics terms offer a considerable space for their synonymic treatment, however, to the detriment of their correct conceptual decoding. The credit of the paper lies in raising undergraduates’ awareness of metalinguistic terminology but also in increasing their conceptual fluency in the selected terms.
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Papoušek, Mechthild, and Shu-Fen C. Hwang. "Tone and intonation in Mandarin babytalk to presyllabic infants: Comparison with registers of adult conversation and foreign language instruction." Applied Psycholinguistics 12, no. 4 (December 1991): 481–504. http://dx.doi.org/10.1017/s0142716400005889.
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ABSTRACTSix native speakers of Mandarin Chinese recorded 140 preselected utterances in three role-play contexts that differentially elicited registers of babytalk to presyllabic infants (BTP), foreign language instruction (FLI), and adult conversation (AC). Sound spectrograms were used to obtain 10 measures of fundamental frequency (Fo) patterns for comparisons among the three registers. In FLI, the speakers expanded Fo patterns in time and Fo range in comparison with AC. They clarified lexical tonal information and seemed to reduce suprasegmental information. In BTP, the speakers raised peak and minimum Fo, reduced the rate of Fo fluctuations, and increased the proportion of terminal rising contours. The speakers reduced, neglected, or modified lexical tonal information in favor of simplified and clarified intonation contours. The significance of the results is discussed in relation to tone acquisition in children and to a universal intuitive didactic competence in caretakers.
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Samoilova, Galina S., Anna D. Komyshkova, Olga A. Patsyukova, and Elena I. Budaragina. "Old Slavonic language as a didactic resource for developing a strong language student personality." Revista Amazonia Investiga 9, no. 29 (May 18, 2020): 327–35. http://dx.doi.org/10.34069/ai/2020.29.05.37.
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The article considers the axiological potential of the Old Slavic language in connection with the problem of formation of the linguistic personality of the philologist. Special attention is paid to the axiological guidelines of modern pedagogical education: the development of a value attitude towards language as part of national history, culture, spirituality. Some aspects of the formation of a strong language personality are presented on the example of the language personality of the future verbal teacher. The aim of the study is to describe didactic possibilities of the language-preservative in the process of training the teacher-verbal are described: formation of attitude to the native language and historical path of its development as wealth and value, which contribute to unification and consolidation of the people speaking this language. The Old Slavonic (Church Slavonic) language appears to be a preservative language for the Russian language at all periods of its existence and, in this regard, becomes a methodological basis, an integrative base for the study of the history of the Russian language. This provision concerns the historical grammar of the Russian language, the history of the Russian literary language as the main educational disciplines of historical and linguistic training of a specialist-philologist. The methodological basis is a conception of linguistic rhetorical education of strong linguistic personality. For ancient languages we propose to implement the conception by linguistic methods of lexico-stylistic analysis, axiological approach to language study, method of modeling of integrative text didactic material. The results of the study show the mastering of the vocabulary of the Old Slavic language contributes to the expansion and deepening of linguistic competences and linguistic ethics of the philologist. As a result of successful practice of using case texts there is presented a version of integrative didactic material based on hagiography literature of Ancient Russia.
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Miier, Т. "DIDACTIC ESSENCE OF THE CONCEPT OF «APPROACH»: GENESIS, INTERPRETATION, FUNCTIONALITY, HIERARCHY, CLASSIFICATION." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (12) (2020): 35–39. http://dx.doi.org/10.17721/2415-3699.2020.12.08.
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Content creation of such components of didactic tools as paradigm, approach, principle, method, means, form, etc. is a long process, accompanied by the mutual influences of one concept to another. These mutual influences led to the identification of concepts or the differentiation of their content. In the course of the research it was found out that mutual influences were also characteristic for forming the content of the concept of "approach". On the basis of the analysis of philosophical, pedagogical, psychological and vocabulary sources, it was found that the process of isolation of the scientific approach as opposed to the extra-curricular approaches and approaches of theism and deism was revealed on the content of the concept "approach". The process of forming the content of the concept "approach" included: identification of the concepts "method" and "approach"; interpreting the latter using the words "method", "means" or based on one of them. It is proved that the interpretation of the content of the concept "approach" with the use of the concept "method" or "means" impedes the understanding of its content and hierarchical arrangement among the components of didactic tools. As a result of the research, the concepts "method" and "approach" are delineated, morphological, lexical, structural, functional and axiomatic factors that influence the hierarchy of the components of didactic instruments are defined. A hierarchical ordering of the components of the didactic instruments concerning the organizing the educational process of students is also carried out. The definition of the concept "approach" is formulated by distinguishing the general and the partial in its content. The general is constructed on the basis of the phrase "a way of setting a strategic direction", and partly based on the characteristics of a particular approach, in particular axiological, valeological, humanistic, gender, activity, diagnostic, research, differentiated, hermetic, eco-differentiative, information, individual, communicative, complex, cultural and historical, cultural, personally oriented, synergistic, environmental, technological, holistic, value and approaches "optimization of learning", "inter-activity integration", "humanitarian education", "dyadic basis". The approaches are classified according to the orientation of their use.
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Леміш, Наталія Євгенівна, Ольга Миколаївна Алексєєва, Світлана Павлівна Денисова, Світлана Анатоліївна Матвєєва, and Алла Анатоліївна Зернецька. "LINGUISTIC CORPORA TECHNOLOGY AS A DIDACTIC TOOL IN TRAINING FUTURE TRANSLATORS." Information Technologies and Learning Tools 79, no. 5 (October 28, 2020): 242–59. http://dx.doi.org/10.33407/itlt.v79i5.3626.
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The anthropocosmic vector of modern Pedagogy and Linguistics requires development of such tools for future translators that enable as quick as possible processing of huge amounts of information with production of automatically determined frequencies, on the one hand. On the other hand, it demands minimization of the subjective influence of an individual researcher on the received results, giving a chance for detecting and analysing linguistic phenomena unnoticed earlier. Linguistic corpora are a state-of-the-art technology that can solve the outlined problem perfectly, for it opens a broad variety of practical and theoretical research options, and at the same time it is a didactic tool fulfilling purely didactic, cognitive, informative, formative, and testing / checking functions. Therefore, the use of linguistic corpora technology can be considered from two perspectives – learning to use corpora to translate and learning to translate using corpora. Corpora technology employment can enhance both objectivity and reliability of the results researchers obtain when processing language data, too. The application of corpus approach by translators-to-be gives an opportunity to study any language units in different speech genres in different types of discourse, as well as in various contexts in the corpus, without being hindered by the specificity of the studied linguistic unit. Translation students can search for discrete lexical / grammatical units, based on concordances, showing their functioning in different styles and areas of use. Moreover, parallel corpora provide ready solutions for the choice of translation models in certain conditions. The purpose of this article, stipulated by the relevance of the set problem, as well as the lack of ready parallel corpora in Ukraine, covers development of special methodological procedures and exercises for future translators aimed at their mastering of corpus technology as a didactic tool. The paper also describes several technological solutions (Multiconcord, BNC, parallel corpus), which provide the possibilities of such a corpus approach in practice for teaching-learning translators-to-be. In conclusions it is stressed that mastering such linguistic corpora technology at the university is very important for future translators, with a corpus being a useful and convenient didactic tool in their professional area. The prospects for further research can be seen in the development of a set of exercises consolidating future translators’ abilities to successfully process different corpora data.
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Zueva, Ekaterina Anatol'evna. "Thesaurus as a Means to Form Economics Students’ Foreign-Language Lexical Skills within the Space of Related Linguo-Didactic Categories." Filologičeskie nauki. Voprosy teorii i praktiki, no. 4 (April 2020): 193–202. http://dx.doi.org/10.30853/filnauki.2020.4.39.
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Krivko, Roman N. "Linguistic Features of the Earliest Copy of the Didactic Gospel by Constantine the Presbyteros: From the East Slavic Manuscript to the South Slavic Archetype." Slovene 5, no. 2 (2016): 340–63. http://dx.doi.org/10.31168/2305-6754.2016.5.2.8.
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The article is dedicated to the linguistic features of the Didactic Gospel by Constantine the Presbyteros, who is also known as Constantine of Preslav or Constantine of Bregalnica. The earliest witness of the original text, which Constantine wrote down at the end of the 9th century in the First Bulgarian Kingdom, is the Old East Slavonic manuscript dating to the end of the 11th–beginning of the 12th centuries (this manuscript is sometimes dated to a later period). The manuscript is remarkable for its graphic and orthographic features characteristic only for the earliest Church Slavonic sources of East Slavonic provenance; these sources are dated to the 11th century or to the beginning of the 12th century. At the same time, the manuscript attests phonetic innovations caused by the initial stage of the loss of the jer-vowels, such as “new jat’” and the change of e into o. On the basis of the earliest manifestations of the change of e into o in the written sources, the author argues that this phonetic change took place in the southern part of the East Slavonic area and first of all in the prefinal syllable before the final jer in the absolute weak position. Phonetic and orthographic peculiarities of the East Slavonic witness of the Didactic Gospel testify to the southwest Balkan provenance of its South Slavonic protograph, which must have been a Cyrillic one. (On the basis of lexical data, the southwest Balkan origin of Constantine’s archetype was argued by the author elsewhere.) From the point of view of verbal morphology, the earliest witness of the Didactic Gospel seems to be one of the most archaic East Slavonic manuscripts, which is particularly testified by a number of forms of the root aorist. Special attention is devoted to the construction called “relativer Attributivkonnex” (Ch. Koch). It was discovered by scholars in a number of South Slavonic sources or in East Slavonic manuscripts which go back to the South Slavonic tradition, and is to be observed in the Didactic Gospel, too.
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Boldyreva, Elena M. "RECEPTIONS AND METHODS IN TEACHING CHINESE STUDENTS OF RUSSIAN SPOKEN SPEECH." Yaroslavl Pedagogical Bulletin 116, no. 5 (2020): 61–74. http://dx.doi.org/10.20323/1813-145x-2020-5-116-61-74.
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The article examines the problems and methods of teaching russian spoken speech at a chinese university, taking into account the ethnocultural characteristics of the chinese audience and the specifics of the chinese student education system. A system of methods and approaches is justified, which contributes to the effective mastery of russian spoken speech. The article describes the features of the chinese audience, complicating the mastery of russian spoken speech in the RCT lesson. The principles and exercises proposed in the article contribute to the organization of such an educational process that will ensure the achievement of a high level of communicative competence of chinese students, the author considers certain didactic techniques that allow achieving a high level of formation of foreign-language communicative competence, neutralization of passion and psychological barrier («psychological counseling», debates, «brainstorming», «fun pictures», comic dialogues, thematic autostoritelling, «black box», «director himself», roleplaying games, «lexical physical education», etc.). The article notes that the main way to overcome this is to use means, methods and techniques in the process of training based on the pedagogical impact of humor, the use of which should become an integral component of the process of teaching chinese students of oral speech and be consistently implemented in all aspects of this process: in the speech behavior of the teacher, in the selection of didactic material, in the typology of the proposed tasks. The author justifies the concept of lessons in colloquial speech as an «encyclopedia of life» and the need to expand the outlook of students by providing them with new information from the field of «background knowledge», not only aimed at expanding the lexical base, but also containing interesting information about psychological and cultural phenomena.
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Voronina, Lyudmila A., and Sergey A. Letun. "Significance of the ‘National and Cultural Component’ When Teaching Foreign Languages (Using Korean as an Example)." Vestnik NSU. Series: History and Philology 20, no. 2 (2021): 49–56. http://dx.doi.org/10.25205/1818-7919-2021-20-2-49-56.
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Key approaches to clarify the notion of the national and cultural component were explored in application to the task of teaching lexical means of communication to Russian speaking students. The authors highlight its significant features that are important in terms of the teaching methods. A number of conclusions, which are significant for this task, were made based on the results of analyzing Korean sememes. The meanings, which are correlated with the national-cultural information conveying ethnocultural realities of the native speakers of the studied language, were determined. Groups of actual issues related to the determination of the scope of national-cultural information to be mastered by the students, mechanisms of its transmission in teaching and methods for the formation of relevant associations and images were highlighted. It is shown that the scope of accumulation of national-cultural information can vary at a certain level of education, therefore, it seems reasonable to talk about the list of associations as additional information to a certain lexical meaning, which has yet to become knowledge and be subsequently used at the stages of training and application of forming the lexical skills. It is stated that in respect of the linguo-didactic aspect it seems more rational to talk about a certain number of associations necessary for complete disclosure of the lexical meaning of the words, since neither translation nor non-translation methods of semantization by themselves allow students to differentiate the corresponding concepts without additional national-cultural information. Thus, methods of the most effective delivery of such information are to be specified for better results of teaching lexical means of communication to students.
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Jones, Jason Christopher, and Nadine Normand-Marconnet. "From West to East to West: A case study on Japanese wine manga translated in French." TranscUlturAl: A Journal of Translation and Cultural Studies 8, no. 2 (November 22, 2016): 154. http://dx.doi.org/10.21992/t92900.
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Author of a dozen reputable works on wine, M. Dovaz composed the foreword for the French translation of the Japanese graphic novel, Kami no Shizuku (2005), released in France as Les Gouttes de Dieu (2008). This manga has become a best-seller in its genre in France while the Japanese television adaptation has also reached a French audience through fansubs, allowing a new generation to gain access to that which had hitherto been seen as its own cultural patrimony.
Integral to this wine culture is the ability to “talk about” its central object, in spite of linguistic or geographical separation. The central challenge being to efficiently associate words to a fleeting sensation provoked by visual, olfactory and gustative experience, a specific linguistic knowledge is necessary for those who wish to claim proficiency in wine. The critical narrative arc and didacticism of wine manga rests in the mastery of lexical sophistication as well as cultural knowledge, a posture also shared by most French experts.
The language of wine, the power center of which once resided in France, has been brought into Japan through the act of translation. This very act has allowed for a shift in power—and thus the potential to represent the wine world—from France to Japan. We will show in this paper that there is an interplay occurring between French and Japanese media, producing a cultural space bridged through wine lexicon used in two series of manga recently translated into French (Sommelier in 2004 and Les Gouttes de Dieu in 2008).
For this purpose, we will proceed to a comparative analysis of the Japanese source text with the French target text, highlighting metaphors used in wine culture. Through the analysis of the texts, we will demonstrate that the Japanese-French translations of these metaphors allow a new way for the French to see their culture through a lense provided by the Japanese sommelier.
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Glushkova, T. S. "LINGUODIDACTIC POTENTIAL OF THE CONCEPT OF “CITY” IN TEACHING RUSSIAN AS A FOREIGN LANGUAGE." Review of Omsk State Pedagogical University. Humanitarian research, no. 29 (2020): 104–8. http://dx.doi.org/10.36809/2309-9380-2020-29-104-108.
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The article is devoted to the study of a fragment of the Russian linguistic picture of the world associated with the phenomenon of “city”, as well as the problem of the formation of ideas about modern Russian cities in the minds of foreigners studying Russian. The aim of the work is to reconstruct the frame model of the concept “city”, as well as to identify the linguocultural, lexical and grammatical resources of this concept. The use of cognitive structures in creating the image of a city demonstrates the possibility of applying the methods of cognitive linguistics in didactics. The author focuses on knowledge and ideas related to the concept of “city”, which are reflected in the texts of textbooks on Russian as a foreign language. The study of fragments of the Russian linguistic picture of the world contributes to the formation of linguistic-cultural and socio-cultural competencies of students.
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Ершов, Денис, and Denis Ershov. "The use of movie in forming English-speaking lexical competence of Vietnamese students." Universities for Tourism and Service Association Bulletin 11, no. 3 (September 15, 2017): 39–47. http://dx.doi.org/10.22412/1999-5644-11-3-4.
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The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master's thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.
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Kazlauskienė, Vitalija. "The Apposition in the Written Production of Lithuanian Learners in French." Sustainable Multilingualism 15, no. 1 (November 1, 2019): 89–104. http://dx.doi.org/10.2478/sm-2019-0015.
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Summary The acquisition of lexical competence is a complex process, because for learners, it is not enough to distinguish the form and meaning of a lexical element in order to know how to integrate it correctly into the language context. The skill also involves the understanding of the properties of lexical and grammatical combinatorics. The present analysis of the written production of Lithuanian learners of French as a Second Language (FSL) is based on an annotated corpus and focuses on apposition. The term refers to a noun to which it provides additional information on its quality or nature. Choosing apposition for the study is prompted its particular use for elucidation in French then makes it possible to compare its use by FSL learners of and native speakers. The use of apposition in L1 of the analysed level is not very frequent, which poses another question, namely, how Lithuanian learners convey information without apposition. We task ourselves with noting, the different uses of apposition in FSL learners’ writing and analysing their particularities and correspondences in native speakers’ use. Apposition, as NP (noun phrase) constituent, will be analysed syntactically, taking into account correct, erroneous or uncertain constructs. The learners’ writings serve to orient the didactic reflections towards the general use of apposition in the learners’ corpora and a better represent typical interlanguage constructions.
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Nowowiejski, Bogusław. "Wychowawczy wymiar słowników niemiecko-polskich z XIX w." Białostockie Archiwum Językowe, no. 10 (2010): 203–14. http://dx.doi.org/10.15290/baj.2010.10.13.
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Analysing the content of Complete German-Polish Dictionary by K. C. Mrongovius from the middle of the 19th century, the author draws a conclusion that apart from a didactic nature typical of bilingual dictionaries, this lexicographic work contains features of a pedagogical text, whose purpose is not just limited to providing a reader with an adequately rich set of lexical equivalents but to instruct and educate him or her at the same time. Numerous persuasive devices as well as normative instructions and encyclopaedic-like information all serve this purpose. The edifying dimension of Mrongovius’s dictionary is, most of all, a result of the intersection of its features that are characteristic of both a translation-based and a general dictionary, which Mrongovius’s work aspires to be.
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Avdonina, Anna Yuryevna. "Organization of lexical-semantic studies at the elementary school based on agnomic risk zones vocabulary definition." Samara Journal of Science 8, no. 3 (August 5, 2019): 248–50. http://dx.doi.org/10.17816/snv201983301.
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This paper reviews an up-to-date problem of organization of lexical-semantic studies at the elementary school. Existing traditional approaches are unfortunately within the framework of the Russian language teaching methodology, and thus do not create a language and cultural area that provides successful acquirement of knowledge and communication goals. The school practice shows that one of the main reasons, which negatively influence the quality of production, perception and understanding of texts by students, is the agnonymy which has a direct correlation with periphery layers of the vocabulary. Agnonyms mainly include archaisms, historisms, obsolete words, scientific terms as well as words and phrases which are rarely or never used by a child in everyday life. Such words being met in various school-books make it difficult for the students to perceive and produce the texts. This paper provides types of tasks which let a teacher choose certain didactic materials (in accordance with school-books of educational-methodical complex) based on students agnomic risk zones vocabulary that will be defined. This will facilitate to broaden school students outlook, their language and cultural communication.