Relevant bibliographies by topics / Language teaching methods

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Language teaching methods'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 April 2022

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Journal articles on the topic "Language teaching methods"

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Malikovna, Karimova Yulduz, Uzokov Bahodir Hamidullayevich, Khojamova Naima Abdurashitovna, and Zoirova Tabarruk Abdugafforovna. "Foreign Language Teaching Methods." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 695–700. http://dx.doi.org/10.37547/tajssei/volume03issue04-112.

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K.Rajkumar, K. Rajkumar, and Dr P. Nagaraj Dr.P.Nagaraj. "Innovative Methods in English Language Teaching." Indian Journal of Applied Research 1, no. 11 (October 1, 2011): 67–69. http://dx.doi.org/10.15373/2249555x/aug2012/23.

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Railianova, Viktoriia. "METHODS OF FOREIGN LANGUAGE TEACHING: PSYCHOLOGICAL CONTEXT." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (June 25, 2020): 136–40. http://dx.doi.org/10.25264/2415-7384-2020-11-136-140.

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Khaydarova, Nigora. "Teaching Foreign Languages Using Reflexive Methods." American Journal of Social Science and Education Innovations 03, no. 05 (May 30, 2021): 322–25. http://dx.doi.org/10.37547/tajssei/volume03issue05-58.

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In this article, examples and suggestions for the use of reflux techniques in training in the study of foreign language science taught in medical universities are presented, along with ideas on how to not be afraid of learning a foreign language that will help medical students to become more mature and comprehensively educated in the future and what is important in the introduction This opens up a wide range of opportunities for discussion with the staff of the world's leading medical institutions about the symptoms of patients, their treatment methods, books published in foreign languages..
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Kamberi Spahiu, Edita. "Creative Teaching Methods in English Language Teaching." International Journal of Applied Language Studies and Culture 1, no. 1 (October 31, 2018): 149–71. http://dx.doi.org/10.34301/alsc.v1i1.11.

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Hao, Yurong. "EFL Teaching Methods." Journal of Language Teaching and Research 8, no. 4 (July 1, 2017): 742. http://dx.doi.org/10.17507/jltr.0804.13.

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Language is a system of communication and it plays a vital role in human society. How can we teach language effectively and serve the purpose for human communication? Many linguists and scholars have dwelt on the question, leading to different approaches and methods in language teaching. Those approaches and methods through history have not only reflected changes in theories of the nature of language and of language learning, but also reflected changes in learners’ needs.
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Isakovna, Usmonova Manzura. "Methods Of Teaching Russian As A Non-Native Language." American Journal of Applied Sciences 03, no. 03 (March 31, 2021): 104–9. http://dx.doi.org/10.37547/tajas/volume03issue03-16.

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The teaching method is one of the basic categories of teaching methods. In the general didactic sense, the concept of a method includes the methods of interrelated activities of the teacher and students, aimed at achieving the goals of education, upbringing and development of students. In this understanding, the methods can be universal, applicable to teaching different disciplines, although they have their specific embodiment in each discipline. For a language teacher, methods are important as sources of knowledge, skills and abilities formation. These methods include: working with a text, a book, a teacher's story, conversation, excursion, exercises, the use of visualization in teaching. Depending on the independence of educational actions performed by students, active and passive methods are distinguished; by the nature of the work of students - oral and written, individual and collective, classroom (classroom) and home.
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Mukhamedova, Odina Makhamadaliyevna, Nazira Abdusamatovna Akramova, Maftuna Asatullo Qizi Boboraimova, and Nargiza Salaxiddinovna Atabayeva. "Effectiveness Of Applying Modern Methods In Foreign Language Teaching." American Journal of Social Science and Education Innovations 03, no. 04 (April 30, 2021): 244–51. http://dx.doi.org/10.37547/tajssei/volume03issue04-37.

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In this article, the demand for learning a foreign language is also increasing day by day, the science of foreign languages is divided into four aspects (reading, reading, listening comprehension and speaking), each of which has its own concept and skills transfer, educational technologies, effective use of modern information technologies in this educational process and other similar topics will be discussed. It also aims to improve the quality and effectiveness of education through the introduction of modern innovative technologies in the educational process.
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Ihnatyeva, O. S., S. M. Koval, L. V. Uskova, and M. V. Chepurna. "Innovative methods of foreign language teaching for ESP students." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 170–78. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-170-178.

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The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.
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a, h., and u. u. "METHODS OF TEACHING ENGLISH LANGUAGE." Theoretical & Applied Science 74, no. 06 (June 30, 2019): 646–49. http://dx.doi.org/10.15863/tas.2019.06.74.81.

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Dissertations / Theses on the topic "Language teaching methods"

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Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

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Second languages which are also called foreign languages are learnt beside native spoken languages and they are learnt in a systematic way (Hinkel, 2005). Spanish and English are widely spoken around the globe and they have improved a lot in Afghanistan, especially SPanish after Spanish military existence in teh country as part of ISAF after 2001 to Afghanistan and after the establishment of some private schools where Spanish is a part of curriculum. This school was built due to the interest of Spanish embassy. As the embassy got informed that there is the Spanish department, they immidiately got interested and wanted to establish a school in Afghanistan too where Spanish will be taught as one subject in this only one school in Kabul city. Since, there are mostly non-native speaking teachers with different teaching approaches in Kabul University; the researcher therefore, conducted this study to compares English and Spanish language teachers in the university and a private school. Moreover, students’ perceptions as regards learning a second language are explored as well as their experience and motives. Data for this research is collected with the help of ready-made questionnaire which was distributed to 20 English teachers, seven Spanish teachers at the university, five teachers of Kabul international school, 50 students of Spanish department and 50 students of Kabul international school. In addition to this, five classes were observed in university and five in private school, which helped the comparison of teachers’ perceptions and factual teaching performance in the class. It was found that there are both similarities and differences among teachers of English and Spanish teachers when teaching these foreign languages. In schools these languages are taught superficially and teachers lack professional knowledge while in the university vice versa. This research also found that nearly all the staff and students in Spanish department are grown up in urban areas and none of the students while only three out of 12 Spanish teachers have visited Spain. Half of the students in school were concerned about the impact of Spanish on Afghan society while students in the university and Spanish teachers had the counter idea. Moreover, it was found that in university students were given articles, assignments and topics from magazines and newspapers apart from daily lessons for the intention that students strengthen their Spanish language while this practice was hardly visible in school classrooms. In school Spanish language was taught on lecture based where students rarely found any chance for practice of the language and most of the time was allocated for the translation of Spanish.
TEMP Afganistan
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Hellström, Rasmus. "Task Based Language Teaching versus Presentation Practice Production : A Comparison of Two Language Teaching Methods." Thesis, Linköpings universitet, Avdelningen för språk och kultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125395.

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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.

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Short, Kathy. "Effects of Teaching Methods on Achievement of English Language Learners." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4945.

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An American school overseas is concerned with offering equal academic opportunities for the non-native English language learners (ELLs) on campus. It has not been determined if the in-class teaching method or the out-of-class teaching method is more effective. The purpose of this study is to determine if there is a difference in end-of-year achievement between these 2 different methods. Guided by Vygotsky`s theory of cognitive social development and Krashen`s theory of exposure to language, the research question addressed the difference in 3rd through 5th grade students' achievement test scores between the in-class teaching method and the out-of-class teaching method. The causal comparative study compared the standardized Stanford and Northwest Evaluation Association Measures of Academic Proficiency achievement test data from 244 students for 1 year of out-of-class teaching with 3 subsequent years of in-class teaching. The Kruskal-Wallis test indicated a significant difference between the 2 methods (H = 7.88, df = 3, p = .049) only in the 1st year of in-class teaching. As the results are inconclusive, the results of this study were shared with teachers and administrators and a discussion was facilitated about alternatives to the in-class teaching method in order to develop a research-based curriculum that will help ELLs to succeed in the local school.
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Li, Rong. "When West Meets East: Communicative Language Teaching in China." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2237.pdf.

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Mustafa, Ghassoub Sharif Hassan. "English language teaching and learning at government schools in the United Arab Emirates." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269828.

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This thesis presents the findings of a study that investigated the teaching and learning of English in female government schools in the United Arab Emirates. The research was conducted by means of qualitative methods and 61 participants participated in the interviews. The research sample represents the three main parties that are directly concerned with teaching and learning English and they are: schoolteachers, school graduates, and higher education teachers. The investigation reveals three main aspects of English language teaching and learning at school. First, schoolteachers use ineffective grammar-translation methods with some principles from the direct and communicative methods. Second, school graduates have negative perceptions of English language teaching at schools and blame it on their failure to learn the language. Finally, tertiary institutions receive school graduates with poor English. There are a number of factors that affect teachers' performance in the English class. First, the syllabus is prescriptive and there is a heavy emphasis on textbooks and exams. Second, teachers operate according to a given scheme, which prioritizes high success rates in English as a school subject, and de-emphasizes English as a medium of communication. This has led to restricting teachers' autonomy and causing stagnation in the process of learning English. Also due to teachers' beliefs and other overwhelming circumstances, they resorted to the transmission model to deliver information to exam takers rather than language learners. The abovementioned conditions reflect negatively on students' attitudes, motivation, and learning style. However, they cling to a small amount of instrumental motivation that energizes them to study for the exam. Although many students are aware of the importance of English, they are not given an opportunity to learn it appropriately, which lowers their motivation substantially. Additionally, the English classroom lacks a humane classroom environment.
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Wilson, Nancy C. "THE BENEFITS OF INTERSECTING FOREIGN AND PROGRAMMING LANGUAGE ACQUISITION PEDAGOGICAL METHODS." Thesis, School of Information and Library Science, 2006. http://hdl.handle.net/1901/321.

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This study describes an interview survey of college instructors of foreign and programming languages as well as a content analysis of textbooks from these fields. Seven interviews were conducted with instructors in Romance Languages and Computer Science at five colleges in central North Carolina. The purpose of the interviews was to determine how instructors of foreign and programming languages view their teaching methodology and how this relates to the textbooks they choose. Based on the information gathered at the interviews and a subsequent content analysis of six textbooks, this study explored the possibilities that exchanging teaching ideas between foreign and programming language texts might afford if these were applied creatively across these two curricula.
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Polianidis, Theodoros. "Lärarmetoder i klassrummet : Astudy of teaching methods in the classroom." Thesis, Stockholm University, Department of Education in Languages and Language Development, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-8647.

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Arbetet syftar till att ge en bild av lärarnas metoder i klassrumsundervisningen av tvåspråkiga barn.

Min forskningsfråga lyder: Vilka metoder använder sig läraren av för att undervisa engelsk grammatik till tvåspråkiga barn?

I teori delen börjar jag med att upplysa om tvåspråkighet. Vilken uppfattning hade man om tvåspråkighet och undervisning av tvåspråkiga barn för ungefär 40 år sedan? Vilken uppfattning har forskare om tvåspråkighet och undervisningen av tvåspråkiga elever idag? Jag fortsätter med att belysa om de olika metoderna lärarna använder sig av i klassrumsundervisningen för att undervisa tvåspråkiga elever i engelsk grammatik?

I resultat delen och efter att ha använt intervjun som forsknings redskap kom jag fram till följande resultat: Lärarna använde sig av liknande metoder för att motivera de tvåspråkiga eleverna till språkinlärning. De använde sig främst av leken som metod för att lära ut engelsk grammatik till deras elever. På så sätt blev grammatik undervisningen, enligt lärarna, mycket roligare och intressantare. Alla tre lärare varierade sina lektioner genom att använda sig av olika metoder. Eleverna fick ibland ansvara för sin egen språkinlärning och valde de metoder som passade bäst för deras kognitiva lärande. Lärarna använde sig också mycket av metoden 'Learner Autonomy' som gick ut på att eleverna fick arbeta självständigt och i sin egen takt med olika skrivuppgifter och övningar. Lärarna fick agera som rådgivare på dessa lektioner.

I analysdelen belyste jag om Skillnader samt Likheter i lärarnas åsikter. Jag jämförde vad alla tre lärarna sa i varje fråga och om det fanns några likheter samt skillnader i deras utsagor. Jag kom som sagt fram till att lärarna använde sig av liknande metoder för att lära ut engelsk grammatik i klassrummet, men självklart så fanns det även vissa skillnader på deras sätt att jobba.

Jag avslutade arbetet med en slutdiskussion där jag belyste om de olika problematiska momenten i lärarna utsagor. Samt om den bild jag fått ute på fältet i form av intervjuer, överensstämde med tidigare forskning (litteratur) som gjorts i detta område?

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Faulk, Songhui. "Exploring alternative methods for teaching English as a second language in Korea." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1639.

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Books on the topic "Language teaching methods"

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Avineri, Netta. Research Methods for Language Teaching. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-56343-9.

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Richards, Jack C. Approaches and methods in language teaching. 2nd ed. New York: Cambridge University Press, 2001.

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Nagaraj, Geetha. English language teaching: Approaches, methods, techniques. London: Sangam, 1996.

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Patel, M. F. English language teaching: (methods, tools & techniques). Jaipur [India]: Sunrise Publishers & Distributors, 2008.

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1934-, Rodgers Theodore S., ed. Approaches and methods in language teaching. 2nd ed. Cambridge: Cambridge University Press, 2001.

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Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press, 2003.

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Curtis, Andy. Methods and Methodologies for Language Teaching. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5.

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Stevick, Earl W. Working with teaching methods: What's at stake? Pacific Grove [Calif.]: Heinle & Heinle Publishers, 1998.

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Marton, W. Methods in English language teaching: Framework and options. Hemel Hempstead: Prentice-Hall, 1988.

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Marton, Waldemar. Methods in English language teaching: Frameworks and options. New York: Prentice-Hall, 1988.

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Book chapters on the topic "Language teaching methods"

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Lennon, Paul. "Language Teaching Methods." In The Foundations of Teaching English as a Foreign Language, 31–58. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429285998-2.

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Hall, Graham. "Language teaching methods." In Exploring English Language Teaching, 85–116. Second edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge Introductions to Applied Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315193380-5.

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Hall, Graham. "Method, methods and methodology." In The Routledge Handbook of English Language Teaching, 209–23. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2016] | Series: Routledge Handbooks in Applied Linguistics: Routledge, 2016. http://dx.doi.org/10.4324/9781315676203-19.

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Eisenbeiss, Sonja. "Chapter 1. Production methods in language acquisition research." In Language Learning & Language Teaching, 11–34. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lllt.27.03eis.

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Schmitt, Cristina, and Karen Miller. "Chapter 2. Using comprehension methods in language acquisition research." In Language Learning & Language Teaching, 35–56. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lllt.27.04sch.

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Marinis, Theodoros. "Chapter 7. Using on-line processing methods in language acquisition research." In Language Learning & Language Teaching, 139–62. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lllt.27.09mar.

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Curtis, Andy. "Communicative Language Teaching in Context." In Methods and Methodologies for Language Teaching, 73–102. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-40737-5_4.

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Johnson, Elizabeth K., and Tania S. Zamuner. "Chapter 4. Using infant and toddler testing methods in language acquisition research." In Language Learning & Language Teaching, 73–94. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/lllt.27.06joh.

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MacIntyre, Peter D., Emily MacKay, Jessica Ross, and Esther Abel. "Chapter 5. The emerging need for methods appropriate to study dynamic systems." In Language Learning & Language Teaching, 97–122. Amsterdam: John Benjamins Publishing Company, 2017. http://dx.doi.org/10.1075/lllt.48.06mac.

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Hodgetts, John. "Methodology: The Mixed Methods Approach." In Second Language Learning and Teaching, 87–121. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56116-1_4.

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Conference papers on the topic "Language teaching methods"

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Togtoomurat, Zhangul, and Zhanar Eskazinova. "PEDAGOGICAL TECHNOLOGIES OF TEACHING FOREIGN LANGUAGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(33).

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In this article, we will talk about methods and technologies of teaching foreign languages. Based on life experience, the disadvantages, and one – sided nature of some methods lead to the fact that they do not give a positive result in mastering foreign languages, although the students are fluent in grammar, as a result, they are unable to speak and think in the language they are learning. In order to eliminate these gaps, it is proposed to use effective methods of teaching students to the extent that they can use foreign languages in their lives, to practice non-thinking speech skills, and to achieve a level of thinking in the language they are learning.
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Hubackova, Sarka. "New methods in German language teaching." In 2016 Management and Innovation Technology International Conference (MITicon). IEEE, 2016. http://dx.doi.org/10.1109/miticon.2016.8025248.

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Hubackova, Sarka. "New methods in German language teaching." In 2016 Management and Innovation Technology International Conference (MITicon). IEEE, 2016. http://dx.doi.org/10.1109/miticon.2016.8025249.

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Khromchenko, Olena, and Ilona Shutilo. "APPROACHES AND METHODS IN LANGUAGE TEACHING." In THEORETICAL AND EMPIRICAL SCIENTIFIC RESEARCH: CONCEPT AND TRENDS. European Scientific Platform, 2021. http://dx.doi.org/10.36074/logos-28.05.2021.v2.05.

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Kocheva, Olga, and Maria Guzikova. "QUESTIONING THE CONVENTIONAL LANGUAGE TEACHING METHODS: TRANSFORMATIONAL TEACHING APPROACH." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0074.

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Omelyanenko, Tatiana. "Professionally Oriented Foreign Language: Interdisciplinary Teaching." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.65.

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Ufimtseva, O. V. "Digital methods of foreign business language teaching." In Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth" (MTDE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/mtde-19.2019.139.

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Chowdhury, Raqib. "Reconstructing Foreign Language Teaching: Moving Beyond Methods." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.003.

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Rastyagaev, Andrey. "Our Language And Foreign Languages (On The Content Of The Magazine “Hardworking Bee”." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.71.

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Vorobyov, Vladimir. "Efficient Technologies Of Business English Language Teaching." In Topical Issues of Linguistics and Teaching Methods in Business and Professional Communication. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.02.47.

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Reports on the topic "Language teaching methods"

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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. LEXICO-STYLISTIC MEANS OF CREATING CHARACTERS (BASED ON THE STORY “THE POOL” BY W.S. MAUGHAM). Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-3-62-70.

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Abstract:
Purpose. The article deals with various lexico-stylistic means of portraying a literary character. The analysis is based on the empirical study of the story “The Pool” by a famous English writer William Somerset Maugham. The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the story “The Pool” as well as of many other Maugham’s stories is the author’s strong presence. The portrayal characteristics of the protagonists, their manner of speech, the surrounding nature greatly contribute to creating the unforgettable characters of Lawson and his wife Ethel. Somerset Maugham employs various lexico-stylistic means to create the images of Lawson and Ethel, allowing the reader to vividly portray their personalities. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation, in writing course and graduation papers.
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BIZIKOEVA, L. S., and M. I. BALIKOEVA. SOMERSET MAUGHAM - MASTER OF CREATING CHARACTERS. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-111-121.

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Purpose. The goal of the present article is to study various means of creating a literary character. Analyzing the creative work of a famous English writer William Somerset Maugham and basing on the story «The Kite» an attempt is made to scrutinize Maugham’s peculiar style and lexico-stylistic devices he employs to create the main female characters of the story «The Kite». The main methods used in the research are: the method of contextual analysis and the descriptive-analytical method. Results. The results of the research revealed that the peculiar characteristic of the protagonists of the story “The Kite” is the author’s strong presence. Portraying the characters of Missis Sunbury and Miss Bevan, Somerset Maugham pays special attention to precise description of their appearances and manner of speech. Employing various lexico-stylistic devices, S. Maugham creates extraordinarily vivid characters. Practical implications. The received results can be used in teaching Stylistics of the English language, stylistic analysis of the text as well as theory and practice of translation.
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BIZIKOEVA, L. S., and G. S. KOKOEV. МЕТАФОРЫ ШЕКСПИРА КАК ПЕРЕВОДЧЕСКАЯ ПРОБЛЕМА (НА МАТЕРИАЛЕ ПЕРЕВОДА ТРАГЕДИИ "РОМЕО И ДЖУЛЬЕТТА" НА РУССКИЙ И ОСЕТИНСКИЙ ЯЗЫКИ). Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-3-3-95-106.

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Purpose. The goal of the present article is to analyze the original text of the tragedy “Romeo and Juliette” and its translations into the Russian and Ossetian languages to reveal Shakespeare’s metaphors for further analysis of the ways they are translated and possible problems translators might come across while translating. The main methods employed in the research are: the method of contextual analysis, the descriptive-analytical and the contrastive method. Results. The research was based on the theory of Shakespeare’s metaphor introduced by S.M. Mezenin. According to S.M. Mezenin the revealed metaphors were divided into several semantic groups the most numerous of which comprises metaphors with the semantic model “man - nature” that once again proved the idea of Caroline Spurgeon. The analysis of the translations into the Russian and Ossetian languages showed that translators do not always manage to preserve in the translated text unique Shakespeare’s metaphors. Practical implications. The received results can be used in teaching theory and practice of translation, cultural science, comparative lexicology of the Ossetian and Russian languages and the Ossetian and English languages.
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