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Journal articles on the topic 'Linguistics and didactics'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Pieklarz-Thien, Magdalena. "O różnicach w opisie języka językoznawstwa i glottodydaktyki – przyczynek do dyskusji." Linguodidactica 25 (2021): 175–95. http://dx.doi.org/10.15290/lingdid.2021.25.13.

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The paper attempts to provide some reflections on language and its description in a foreign language lesson, and to examine potential sources of the discrepancies existing in linguistic and didactic approaches to language description. Firstly, the contemporary conception of the relationship between the two disciplines has been outlined, which is crucial for grasping and understanding the sources of these differences in perceiving and describing language as a common object of the research. Then, a discussion concerning the sources of differencesin the language description between linguistics an

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Frydrychová, Andrea. "Die pragmatische Wende und ihre Folgen für die Fremdsprachendidaktik." Brünner Beiträge zur Germanistik und Nordistik, no. 1 (2024): 91–101. http://dx.doi.org/10.5817/bbgn2024-1-6.

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This article explores the question of how the so-called pragmatic turn in linguistics has shaped foreign language didactics. In doing so, sub-areas of pragmatics as well as foreign language didactics are taken up terminologically. After presenting the theoretical foundations of the sub-disciplines of linguistics and foreign language didactics, it is shown how the aforementioned academic disciplines can be interlinked, which is of central interest for this text. The reflection focuses on the area of the pragmatic turn, which was an important point for the reorientation of linguistic research in

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DALIPI, Enkela. "TEACHING FOREIGN LANGUAGES FOR SPECIFIC PURPOSES: MOTIVATION AND COOPERATIVE LEARNING." International Journal of Social and Educational Innovation 12, no. 23 (2025): 139–47. https://doi.org/10.5281/zenodo.14990225.

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<strong>Abstract  </strong> One of the most notable features of recent years in the field of linguistics and didactics of foreign languages is the increase of interest in languages for specific purposes. This development is driven by incoming demand from work and academic domain, with the significant need to study a foreign language for specific purposes. The purpose of this paper is the detailed examination of the problems regarding their teaching in the university context, focusing mainly in cooperative didactics, which presents two sides: cooperation between teachers and students

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Zalesskaya, Daria. "Language as an “independent unit”: Ferdinand de Saussure vs. Paul Boyer." Sign Systems Studies 50, no. 1 (2022): 133–42. http://dx.doi.org/10.12697/sss.2022.50.1.07.

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Didactics and semiotics are two fields that have been interconnected for a long time. Russian language teaching in France in the 20th century, especially in its first half, had several interesting didactic features closely related to the understanding of Ferdinand de Saussure’s theoretical conceptions. Through the works of influential Slavist professor Paul Boyer (1864–1949), some of Ferdinand de Saussure’s ideas became reflected in French didactics in a particular way, providing the basis for a new method of teaching Russian as a foreign language. The article offers an analysis of the textboo

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Załęska, Maria. "Pratiche di stesura della tesi di laurea in italiano LS." Studia Romanica Posnaniensia 49, no. 2 (2022): 21–33. http://dx.doi.org/10.14746/strop.2022.492.002.

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In the Italian academic discourse research, Master’s degree theses used to be studied mainly from the perspective of linguistic competencies of their authors. However, strictly linguistic skills are not the only challenge for undergraduate, who must also convey intellectual content in appropriate discursive and rhetorical forms. The paper explores the patterns of a peculiar form of “collaborative writing”, i.e. the cooperation between the thesis supervisor and the student. Using the example of Master’s theses in lin- guistics, written in Italian as a foreign language, three basic didactic appr

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Lachachi, Djamel Eddine. "Grammaire et DaF - Grammaire et Enseignement de l'Allemand ou Rapports existant entre Linguistique et ELE." Traduction et Langues 12, no. 2 (2013): 50–63. http://dx.doi.org/10.52919/translang.v12i2.667.

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Grammar and DaF: grammar and Teaching German or links between linguistics and German Teaching In foreign language teaching as in other subjects, several disciplines can be used (sometimes unconsciously), especially those called "neighboring disciplines" of Linguistics: here we are talking about psycholinguistics, sociolinguistics, contrastive linguistics, linguistic geography or dialectology, narrative and textual linguistics, language learning strategies and techniques and language didactics. The aim in this paper is to show the relationships or existing relationships between these diff

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Katelhön, Peggy, Marina Brambilla, and Albana Muco. "Deutsch im Vergleich. Sprachliche Strukturen im Kontrast zum Italienischen." Linguistik Online 111, no. 6 (2021): 3–10. http://dx.doi.org/10.13092/lo.111.8249.

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This thematic issue of Linguistik online is dedicated to Contrastive linguistics for the language pair Italian-German. The contributions collected here deal with Italian-German language comparison from different points of view. The common feature of all of them is a corpus-oriented approach. Using authentic attestations from different linguistic sources, the linguistic structures of both languages are analysed and compared with each other. The granular and fine-grained comparison enabled the authors to work out interesting results not only in the fields of morphology and syntax, but also for p

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Szeluga, Adam. "Was kann moderne Linguistik für die Fremdsprachendidaktik leisten? Ausgewählte Aspekte." Forum Filologiczne Ateneum, no. 1(7)2019 (December 31, 2019): 213–26. http://dx.doi.org/10.36575/2353-2912/1(7)2019.213.

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The article deals with the most important relations between Foreign Language Didactics and the main theoretical models in modern linguistics, especially the Applied Linguistics of second- and foreign-language teaching. Theories and models of modern linguistics have often laid the theoretical foundations of foreign language teaching, as we can observe in the individual methods and learning techniques (from structuralism to generative grammar, communicativepragmatic turn of the 60s and 70s, cognitive linguistics and to F. Grucza's anthropocentric theory of languages). In this perspective, the pu

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SARIDAKIS, IOANNIS E. "Developing and exploiting linguistic resources in research and in the didactics of Specialised Translation." International Journal of Language, Translation and Intercultural Communication 4, no. 1 (2016): 127. http://dx.doi.org/10.12681/ijltic.10348.

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<p class="Abstract"><span lang="EN-GB">This paper outlines the main state-of-the-art linguistic resources that can be developed and used in the research and in the didactics of Specialised Translation. In addition, it points to the still largely unexplored potential from the combination of Corpus Linguistics, Descriptive Translation Studies and Systemic Functional Linguistics into a single scientific and research agenda, to the benefit of both translation practitioners and trainee translators.<strong></strong></span></p><p class="Abstract"> </p>

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Bendaoud, Mechri. "RESEARCH AXIS: The school textbook at the crossroads of linguistic-didactic purposes? – FLE IN QUESTION VIA THE DESIGN OF THE SCHOOL TEXTBOOK. (the contribution of linguistics to the teaching of French seen via the school textbook)." Journal of Science and Knowledge Horizons 4, no. 02 (2024): 361–70. https://doi.org/10.34118/jskp.v4i02.4060.

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At the time of reform, the school textbook is caught between two major situations, including FLE linguistics and didactics, which seem to seek the most suitable paths according to the linguistic policy adopted by Algeria with regard to the teaching advocated by the school institution. However, the didacticization of linguistic content is still confronted with other situations that need to be questioned via the school textbook and the linguistic content that needs to be inculcated at the time of educational reform.

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Bendaoud, Mechri Bendaoud. "Which linguistic resources for the teaching / learning of French as a foreign language?" Journal of Science and Knowledge Horizons 3, no. 02 (2023): 120–29. http://dx.doi.org/10.34118/jskp.v3i02.3394.

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This study is truly intended to be a contribution inscribed in a scrupulously didactic context, hence the idea of teaching – learning French as a foreign language in an Algerian context. Our attention is mainly vocalized on the attitude of the learner and his previous achievements in terms of FLE in the secondary cycle. However, it is therefore appropriate to specify from any language task, i.e. the written expression considered as the outcome of any learning from a didactic point of view, the exploitation of its achievements according to a theme whose concept of instruction is already present

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Kostopoulou, Georgia. "The Role of Coherence in Text Approaching and Comprehension: Applications in Translation Didactics." Meta 52, no. 1 (2007): 146–55. http://dx.doi.org/10.7202/014729ar.

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Abstract The communicative text-linguistic approach to the study of texts and their theoretical and methodological problems plays an important role in Translation Studies and in Translation Didactics. The need to use and utilise the textual factors in the translation process and teaching is apparent in various linguistic and translational theories given that Translation, an act of speech and communication, is not performed at the level of language, but at the level of the text and discourse, utilising both linguistic and extralinguistic devices. This paper examines one of the seven textual fac

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Cirocki, Andrzej, and Aleksandra Arceusz. "Research Methods in Foreign/Second Language Didactics." TEANGA, the Journal of the Irish Association for Applied Linguistics 24 (November 15, 2018): 1–19. http://dx.doi.org/10.35903/teanga.v24i0.39.

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This article provides an analytical overview of relevant research methods in applied linguistics significant to teaching practitioners. In the canon of language teaching literature, there are numerous volumes presenting insightful analyses of research into English as a foreign or second language (EFL/ESL) context. This article seeks to familiarize English language practitioners with comprehensive, practical, and straightforward coverage of applied linguistics research within the three research paradigms of qualitative, quantitative, and mixed methods. The twenty-first centurychallenges societi

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Montoya Abad, Brauli. "Coneixement i conreu de la Lingüística General als Països Catalans (1857-1937)." Zeitschrift für Katalanistik 3 (July 1, 1990): 103–15. http://dx.doi.org/10.46586/zfk.1990.103-115.

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This article tries to describe the achievements of general linguistics within Catalan culture from the mid-19th to the middle of the 20th century. The main linguistic directions that manifested themselves in the Catalan countries during this period and their main authors are the following: comparative linguistics with Lluís Nicolau d'Olwer, idealism with Manuel de Montoliu and structuralism with Ricard Aragó. The German influence is particularly present in the first two directions mentioned. During this time, the work of Pere Barnils on experimental phonetics as well as that of Antoni M. Alcov

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Rivera Segovia, Jaime. "Revisión sistemática de la producción científica de conocimientos en didáctica de la literatura / Systematic review of the scientific production of knowledge in literature didactics." TEJUELO. Didáctica de la Lengua y la Literatura. Educación 39 (January 28, 2024): 63–104. http://dx.doi.org/10.17398/1988-8430.39.63.

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Literature didactics developed some research production lines that show its importance as a study field. This article's objectives are to analyze the scientific production on this topic and to know its research trends using two Scopus and Web of Science (WOS) databases. A descriptive bibliometric study of longitudinal cut and scientific mapping was carried out on 449 articles and a content analysis on 101 open access publications to analyze the knowledge base's evolution literature didactics. The results show a consolidated over thirty years disciplinary area, highlighting exponential growth o

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Bezkorovaynaya, G. T., E. G. Dolgova, and K. B. Prigozhina. "Ecology of the Russian language and axiological dominants of student’s consciousness in developing communicative competences of future translators." Professional education in the modern world 15, no. 1 (2025): 110–19. https://doi.org/10.20913/2618-7515-2025-1-13.

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Introduction. The article considers the problem of enhancing future translators training in linguistics at tertiary level within the modern paradigm of language ecology and translation axiology. The importance of streamlining the principles of ecolinguistics, conceptual didactics, and linguistic hermeneutics in the educational process, as well as the cognitive-axiological model of translation is emphasized. Factors of various spectrum, ecolinguistic ecological-personal, and ecopsychological, are taken into consideration. Purpose setting. The aim of the study is to analyze the linguistic and ex

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Yadrennikova, Svetlana V. "Trends in the Formation of the Terminology of Soviet Didactics in the 20–30s of the XX Century." Общество: социология, психология, педагогика, no. 10 (October 25, 2023): 141–46. http://dx.doi.org/10.24158/spp.2023.10.20.

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The aim of this article is to describe the results of a study devoted to terminological problems in the theory of teaching the Russian language. The presented work is based on an approach that combines scientific practices of history, pedagogy and linguistics, based on the use of an information model and promoting a comprehen-sive study of didactic terminology. The considered period of the 20–30s of the XX century in the USSR is char-acterized by intensive enrichment of pedagogical vocabulary: rethinking of the content of pre-revolutionary concepts and terms, mass appearance of terminological

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Sielanko-Byford, Elżbieta, and Janina Zielińska. "Promowanie różnorodności językowej i kulturowej w kształceniu nauczycieli języków obcych – dobre praktyki i skuteczne rozwiązania." Neofilolog, no. 62/1 (April 12, 2024): 139–54. http://dx.doi.org/10.14746/n.2024.62.1.9.

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The aim of the article is to present good practices and effective solutions adopted in the plurilingual and multicultural education, integrated language didactics and virtual exchange courses at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. During classes students become familiar with pluralistic approaches to languages and cultures, language didactics for tertiary education, and different aspects of intercultural communication. The classes help the students to develop plurilingual and intercultural competence, including the skill of lingu

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Nforbi, Phd, Emmanuel. "DIDACTICS OF INDIGENOUS KNOWLEDGE IN AFRICA." EPH - International Journal of Humanities and Social Science 4, no. 1 (2019): 26–39. http://dx.doi.org/10.53555/eijhss.v4i1.72.

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The existing knowledge from the African tradition needs to be put together for the development of the continent. The over 2000 languages in the continent carry with them indigenous knowledge that has kept its speakers going over the centuries. The focus on the continent has been on the negative history, slave trade, colonisation, and neo-colonisation. It is time we lay emphasis on the vestiges of its glorious civilization. We need to salvage and revitalize it through mother tongue literacy.  As far as indigenous knowledge is concerned, each language community has useful indigenous knowle

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Кузь, Галина Тарасівна. "МЕТОДИКИ ВІДБОРУ ФРАЗЕОЛОГІЧНОГО МІНІМУМУ". Збірник наукових праць ХНПУ імені Г.С. Сковороди "Лінгвістичні дослідження", № 41 (30 березня 2016): 123–27. https://doi.org/10.5281/zenodo.48594.

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<em>Phraseological dictionary is a subtype of educational lexicographic works for foreigners who study Ukrainian, the need in which is not satisfied yet. Thus it is of great importance to work out methods to select phraseological minimum as a basis for future monolingual and bilingual learner’s phraseological dictionaries for foreigners. The purpose of this article is to describe and analyse criteria and approaches used for selection of phraseological units for their usage in linguistics and didactics of Ukrainian as a foreign language. The article deals with analysis of approaches appro

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Ballard, Michel. "Wordplay and the Didactics of Translation." Translator 2, no. 2 (1996): 333–46. http://dx.doi.org/10.1080/13556509.1996.10798982.

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Benmahammed, Younes. "Human language disciplines exchange." South Florida Journal of Development 6, no. 5 (2025): e5233. https://doi.org/10.46932/sfjdv6n5-010.

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We focus in our present article on the value of multidisciplinarity between different specialities in linguistics. For the common point relating the diverse branches of language is well observed, we think that the openness on all kinds of linguistics including translation and didactics is at the heart of every serious study. As a consequence, we chose to explain in points the major disciplines of human language, such as philology, translation (studies), didactics, pragmatics, rhetoric, aesthetics, poetry & poetics, terminology, stylistics, aiming at their reciprocal relation for a better u

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AMANI-ALLABA, Angèle Sébastienne. "Sociolinguistique et intersection linguistique : le cas de quelques langues kwa de la côte d’ivoire pour une didactique des langues apparentées." Cahiers Africains de rhétorique 2, no. 3 (2023): 23–37. http://dx.doi.org/10.55595/aaa2023.

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This article addresses the issue of lexical similarities between some Kwa languages of Côte d'Ivoire. These languages often use the same item or an item whose pronunciation differs only by one phoneme or one syllable to designate the same reality. We analyze this phenomenon using the notion of linguistic intersection. The aim is to facilitate the choice and teaching of these languages. . To achieve our objectives, this study falls within the general framework of sociolinguistics and language teaching, using comparative linguistics. Through a few items from the six Kwa languages of our work, we

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Yessimbekova, Dinara, Arailym Amanzholova, and Raushan Assylova. "PEDAGOGICAL SIGNIFICANCE OF THE FORMATION OF LINGUISTIC PERSONALITY." 3i intellect idea innovation - интеллект идея инновация 4 (2024): 166–73. https://doi.org/10.52269/22266070_2024_4_166.

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The relevance of this study is characterized by the deepening of semantic research, which is marked by an anthropocentric direction in the linguistics. The authors emphasize the importance of studying language in connection with human thinking, culture, and activity. The article reviews the history of the term “linguistic personality” and the papers of scholars, such as Y.L. Weisgerber, V.V. Vinogradov, G.I. Bogin, Y.N. Karaulov, V.P. Konetskaya, and others on the linguistic identity are analyzed. The aim of the study is to determine the levels of the linguistic personality, to prove its conne

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Banach, Małgorzata. "Od podejścia komunikacyjnego do podejścia ukierunkowanego na działanie. Uwagi na marginesie Dydaktyki i metodyki nauczania języka polskiego jako obcego i drugiego." Poradnik Językowy, no. 4/2022(793) (April 20, 2022): 21–38. http://dx.doi.org/10.33896/porj.2022.4.2.

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Part one of this paper is a brief description of the contemporary changes in the teaching of foreign languages related to the CEFR and CEFR/CV publication and the birth of the action-oriented approach and infl uence of the European language policy on teaching Polish to foreigners in the 21st c. Part two discusses the genesis and concept of a textbook promoting the action-oriented approach, i.e. Dydaktyka i metodyka nauczania języka polskiego jako obcego i drugiego (Didactics and methodology of teaching Polish as a foreign and second language) (Warszawa 2020) by P. Gębal and W. Miodunka. This p

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Scheel, Annika. "Novel Didactics? Defoe’s Legacy in the Contemporary Children’s Robinsonade." Zeitschrift für Anglistik und Amerikanistik 71, no. 2 (2023): 201–12. http://dx.doi.org/10.1515/zaa-2023-2019.

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Abstract The contemporary children’s robinsonade exemplifies an amalgamation of several centuries worth of intertexts, visible not only in the texts themselves but also in their audiences. In addition to adapting narrative elements, such as the shipwreck or the encounter with Friday, the narrative intent of didacticism spans over centuries, emulating ideologies of eighteenth-, nineteenth-, or twenty-first-century cultures. By utilising adaptation theory, it is possible to consider the Crusoe story as an interpretively doubled narrative of didacticism and to examine the emergence of the childre

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SŁAPEK, Daniel. "THE SUBJUNCTIVE IN ITALIAN GRAMMAR BOOKS FOR FOREIGN LANGUAGE LEARNERS: A CRITICAL ANALYSIS OF THE INTRODUCTION OF VERBAL FORMS." Lingua Montenegrina 25, no. 1 (2020): 163–76. https://doi.org/10.46584/lm.v25i1.768.

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The Italian subjunctive (congiuntivo) is a widely studied morphological category, both in the field of Italian linguistics (L1) and in didactics of Italian as a foreign language (L2). However, researchers so far have focused mainly on the (in)correct use of this verbal mode or on its alleged “death” or “vitality” in some communicative contexts. From a didactic point of view, it is interesting to analyze also how the inflexion of the congiuntivo is presented in Italian gram-mar books for foreign language learners, as this verbal mode can present different problems to learners, especially as reg

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Kwapisz-Osadnik, Katarzyna, and Françoise Collinet. "La théorie du Językowy Obraz Świata (Image Linguistique du Monde) : du monde universitaire polonais au contexte académique français." Studia Romanica Posnaniensia 49, no. 2 (2022): 73–85. http://dx.doi.org/10.14746/strop.2022.492.006.

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The paper proposes to link French (or Francophone) and Polish university didactics, in a context where their linguistic and cultural roots differ. The reflexion is based on the articulation of two theories: an object-theory (the Językowy Obraz Świata), which is borrowed from the field of polonistics, and an instrument-theory, (Perelman’s New Rhetoric). The didactic challenge is to propose a neo-rhetorical platform where prior agreements on concepts and theories are negotiated in order to finally raise students’ awareness of the problem of transfers of concepts and theories in the context of ph

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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 linguis

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Jędryka, Beata Katarzyna. "Wykorzystywanie wybranych materiałów do terapii afazji w dydaktyce języka polskiego jako obcego na niższych poziomach zaawansowania językowego (A1 i A2) ." Poradnik Językowy, no. 10/2022(799) (September 5, 2022): 183–200. http://dx.doi.org/10.33896/porj.2022.10.11.

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The author takes up issues concerned with teaching Polish as a foreign language with the use of speech therapy tools present in the treatment of patients suffering from aphasia. On the example of selected rehabilitation materials, she shows the extent to which they can be used in classes of Polish as a foreign language at levels A1 and A2. The enumerated tools can be used in PFL didactics to develop lexical, grammatical, and cultural competences. Keywords: Polish as a foreign language – aphasia – didactics – language competence – speech therapy

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Dergach, Dmytro. "MEDIA GENRE THEORY IN LINGUODIDACTICS OF UNIVERSITY EDUCATION." Scientific Journal of Polonia University 52, no. 3 (2022): 41–48. http://dx.doi.org/10.23856/5205.

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The article examines the nature of media genreology as a modern scientific direction and educational discipline in institutions of higher education. The principles of linguistic didactics regarding language teaching and communicative dominant genres of modern mass media in the student audience are being updated. The curriculum of the course “Media Genreology” for students of higher education specializing in “Media Linguistics” at Kyiv National Taras Shevchenko University is detailed. Forms of individual and group work of students in acquiring and practicing the skills of analysis, creation and

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Lucas-Oliva, Inés, Gloria Toledo-Vega, and Francisco Núñez-Román. "From Neurodidactics to Language Teaching and Learning: The Emotional Approach." Theory and Practice in Language Studies 12, no. 8 (2022): 1457–67. http://dx.doi.org/10.17507/tpls.1208.01.

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The latest findings in Neurodidactics in understanding learning processes are forcing a review of the methodological approaches underlying teaching practices, including those used in second language teaching. Therefore, drawing on the principles of Neuroscience, Didactics and Linguistics, a review of the central factors of language learning and acquisition is carried out. A new methodological approach to foreign language teaching based on emotions is proposed: the Emotional Approach. Next, the principles of the Emotional Approach are presented, and its most relevant theoretical and practical c

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Lauren, Christer. "A two‐phase‐didactics for school." Journal of Multilingual and Multicultural Development 12, no. 1-2 (1991): 67–72. http://dx.doi.org/10.1080/01434632.1991.9994446.

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Błaszkowska, Hanna, and Marcel Knorn. "Gender-sensitive language in the academic teaching of German as a for- eign language (DaF) – potentials, attitudes, controversies." Applied Linguistics Papers 2/2024, no. 28 (2024): 32–44. https://doi.org/10.32612/uw.25449354.2024.2.pp.32-44.

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The gender-sensitive language (GSL) is the subject of lively debate in the German-speaking coun- tries, both academically and publicly, and a manifestation of the ongoing changes in the German language. It seems impossible to ignore this phenomenon in the teaching of German as a foreign language (DaF), espe- cially at the academic level. This article will discuss GSL in university classes at AMU in Poznań, Poland, offering first a theoretical introduction and a review of research in feminist linguistics, gender linguistics and especially in the DaF area. Consecutively, the program and conclusi

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Le Poder, Marie Evelyne. "Textual selection and progression in teaching the basics of legal translation." Íkala, Revista de Lenguaje y Cultura 12, no. 1 (2007): 11–23. http://dx.doi.org/10.17533/udea.ikala.2711.

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This work is about text selection and progression in teaching introductory legal translation, that is to say, about the initiation phase of this specialization. Textual selection and progression constitute the Achilles heel of translation didactics since establishing real applicable valid criteria for textual selection from a didactic point of view is a diffi cult task. The methodological proposal I offer is based on the subjects of Economics, Commerce and Legal Translation, part of the four-year undergraduate Translation Studies at the University of Granada, as well as the rest of Translation

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Tareva, Elena, Elena Porshneva, and Indira Abdulmianova. "The Didactics Of Ffl At The Crossroads Of Cognitive Linguistics And Discursive Language." Chuzhdoezikovo Obuchenie-Foreign Language Teaching 48, no. 3 (2021): 241–54. http://dx.doi.org/10.53656/for21.32dida.

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The interdisciplinary aspect of Language teaching allows it to always remain in the active phase of its development. This communication aims to analyze the variants of coexistence of the acquired knowledge of several sciences in the organization of the teaching of modern languages. The authors study the epistemological origins of the current processes guiding the functioning of the teaching of French as a foreign language, analyze key concepts, which emergence is due to the combination of ideas from different fields, and share experiences of teaching French based on the interaction of avant-ga

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Slaoui, Lamiae. "The question in the comics discourse: linguistic and enunciative values." Speech and Context. International Journal of Linguistics, Semiotics and Literary Science XVI, no. 1 (2024): 27–38. http://dx.doi.org/10.62413/lc.2024(1).02.

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This article deals with the values of questioning in comics discourse. The term “value”, which has a linguistic character, manifests itself in the form of particular, linguistic and enunciative aspects, which gives to the said discourse a meaning and guides its interpreta-tion. In many cases relating to this type of discourse, linguistic processes support its content. In this respect, we evoke linguistic functioning where questioning is both a linguistic process and a marker of a dynamic situation which governs the understanding of the reactions and emotions of the characters. Just as the noti

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Wąsińska, Kinga. "Cyfrowe narzędzia w dydaktyce akademickiej. Badania diachroniczne polskiej fleksji z użyciem systemu Chronofleks." Forum Lingwistyczne, no. 7 (November 21, 2020): 151–67. http://dx.doi.org/10.31261/fl.2020.07.12.

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This paper describes the possibilities of the diachronic description of Polish inflection by the Chronofleks system and using it in academic didactics of historical linguistics classes. In new didactic seems necessary to use solutions based on new technologies that use students’ digital skills. Therefore, the observations carried out were to check the extent to which Chronofleks is helpful both in verifying the information available in academic textbooks and in the independent acquisition of knowledge by students. Three grammar issues were selected for research: Kopczyński’s rules, distributio

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Wrede, Olga. "Legal Text in Terms of Didactics in Specialized Translation." XLinguae 9, no. 1 (2016): 59–82. http://dx.doi.org/10.18355/xl.2016.09.01.59-82.

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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 f

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Lundquist, Lita. "From Contrastive Text Linguistics to Didactic Applications – and back again." New Approaches in Text Linguistics 23 (September 25, 2009): 73–90. http://dx.doi.org/10.1075/bjl.23.07lun.

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Abstract: Results from contrastive text linguistics are used to show how systematic differences between an L1 and an L2 can be applied to foreign language didactics for teaching textual skills in a methodical and efficient way. The language pair studied consists of Danish and French, which, belonging to two different language families, Germanic and Romance languages respectively, show many systematic differences in their fundamental structure – within lexicalisation, morphology, and syntax – that turn out to have a predictable impact on text structure. Thus, differences are found between Danis

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Stoikovich, Galina Vladimirovna, and Liliya Yuryevna Stoikovich. "Urgent problems of teaching methods of scientific research to postgraduate students-linguists." Samara Journal of Science 9, no. 1 (2020): 278–83. http://dx.doi.org/10.17816/snv202091311.

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The paper is devoted to the description of the organization and content of the teaching process at the Foreign Language Department, SSUSSE, concerning postgraduate students of Linguistics, namely, the experience of teaching them research activities and methods of fulfilling them. In addition, the authors rely on the experience of prominent scientists and specialists in this sphere. Scientific research activity is one the most important components in masters training, as its goal is the development of certain competences, reflected in their graduation qualification paper (masters thesis). The a

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Estrada-Chichon, Jose Luis, and Francisco Zayas-Martinez. "Dual Training in Language Didactics of Foreign Language/CLIL Pre-Service Primary Education Teachers in Spain." Journal of Language and Education 8, no. 1 (2022): 69–83. http://dx.doi.org/10.17323/jle.2022.11520.

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Background: Classroom-based research in second language acquisition (SLA) has focused in the last decade on the pedagogical implications concerning the mental representation of language but has not considered the didactic training of pre-service teachers. Empirical analyses have been concerned almost exclusively with the linguistic development of foreign language learners, who do not receive specific training to become language teachers. Purpose: Due to the lack of literature regarding simultaneous linguistic and didactic training with pre-service foreign language teachers, this exploratory cl

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Asylbekovich, Merkibayev Tulegen, Rakymbayev Ayat, Matay Sabira, Abikenova Zhanar, Tankibayeva Mereke, and Toktar Kerimbekov. "Development of Grammatical Competence Based on the Binary Oppositions of Verbs." Academic Journal of Interdisciplinary Studies 12, no. 5 (2023): 348. http://dx.doi.org/10.36941/ajis-2023-0149.

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The presented article is devoted to the development of grammatical competence of Linguistic University students, which ensures, in accordance with the modern communicative-cognitive paradigm of anthropocentric education, the adequacy of understanding and generation of utterances during intercultural communication. In the article, from the point of view of an intercultural approach, the content of intercultural communicative competence is concretized as the goal of teaching a modern linguist; from the standpoint of lingua-didactics and cognitive linguistics, the features and conceptual content

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Eliaskova, Klara. "Changes of teaching goals in native language teaching for pupils with visual impairments in the Czech lands." Bellaterra Journal of Teaching & Learning Language & Literature 15, no. 4 (2022): e1159. http://dx.doi.org/10.5565/rev/jtl3.1159.

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Over the course of two centuries (since 1807), the Czech lands have seen fundamental changes in the paradigm of special L1 didactics for pupils with vision impairments (hereinafter the VI). The individual didactic transformations often found theoretical backgrounds in special education approaches simultaneously designed across Europe (especially in Austria, England, former Yugoslavia, Italy, Hungary, Russia, etc.) and accentuated respect for the special teaching requirements of pupils with VI. The embrace of specific European approaches usually depended on the general (especially political and

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Kapranov, Oleksandr. "Discourse Markers in Peer Reviews of Academic Essays By Future Teachers of English as a Foreign Language." Studia Anglica Posnaniensia 56, no. 1 (2021): 55–84. http://dx.doi.org/10.2478/stap-2021-0020.

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Abstract This article presents and discusses a quantitative investigation of discourse markers (further – DMs) in the corpus of peer reviews of academic essays in didactics written by a group of future teachers of English as a Foreign Language (EFL). In total, 12 future EFL teachers at an intermediate level of EFL proficiency (henceforth – participants) took part in the study. The participants were instructed to form dyads and write peer reviews of each other’s academic essays on a range of topics in EFL didactics. Two corpora were used in the study, the corpus of the participants’ academic es

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Mani, B. Venkat. "Rehearsing Acquired Privileges: The Nonnative Informant and Didactics of Difference." Journal of Language, Identity & Education 8, no. 2-3 (2009): 144–58. http://dx.doi.org/10.1080/15348450902848452.

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Tyshchenko, K. M. "Metatheory of linguistics in its time and social environment." Movoznavstvo 318, no. 3 (2021): 3–24. http://dx.doi.org/10.33190/0027-2833-318-2021-3-001.

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The article opens the problem with its historical review (A. Losev, Viach. Ivanov, F. Rossi-Landi, B. Porshnev) and highlights the author’s two-dimensional metatheory of 1989, the reasons for its emergence coming mainly from the needs of didactics, its public defence in 1992 and its analytical criticism in professional, educational and media spheres. The real two-dimensional space, measured semiologically and epistemologically, was modelled in the exposition of the Linguistic Educational Museum at Taras Shevchenko University of Kyiv in 1992. The first systemic textbook « The Basics of Linguist

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Ustaszewski, Michael. "An der Schnittstelle von Translations- und Interkomprehensionsdidaktik." Target. International Journal of Translation Studies 26, no. 3 (2014): 432–65. http://dx.doi.org/10.1075/target.26.3.05ust.

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Intercomprehension didactics aims at exploiting intercomprehension (or mutual intelligibility) for the time-saving acquisition of receptive skills in a language unfamiliar to an individual by systematically comparing it to cognate languages the individual is already proficient in. As the cognitive processes underlying intercomprehensive language acquisition seem to have much in common with those underlying translation activity, intercomprehension didactics might contribute to developing efficient new methods for multilingual translator training. The paper provides empirical evidence for the fe

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De Leo, Viviana. "DIDATTICA DEL LESSICO: UN PERCORSO BIBLIOGRAFICO." Italiano LinguaDue 16, no. 2 (2025): 816–38. https://doi.org/10.54103/2037-3597/27894.

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Nel presente contributo si propone un possibile percorso di studi sulla didattica del lessico: negli ultimi decenni, infatti, numerose sono state le pubblicazioni sull’argomento, rendendo necessario porre ordine nella materia, in maniera tale da rendere più agevole l’orientamento ai fruitori ideali (il docente e lo studioso). Si è scelto di suddividere i contributi in tre classi (ispirandosi alla segmentazione proposta da Barni, Troncarelli e Bagna, 2008): la prima comprende i contributi che affrontano le questioni generali e i vari modelli per l’analisi del lessico, con un occhio di riguardo

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