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1
Zhang, Jie, and Yuwen Lai. "Testing the role of phonetic knowledge in Mandarin tone sandhi." Phonology 27, no. 1 (2010): 153–201. http://dx.doi.org/10.1017/s0952675710000060.
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AbstractPhonological patterns often have phonetic bases. But whether phonetic substance should be encoded in synchronic phonological grammar is controversial. We aim to test the synchronic relevance of phonetics by investigating native Mandarin speakers' applications of two exceptionless tone sandhi processes to novel words: the contour reduction 213→21/—T (T≠213), which has a clear phonetic motivation, and the perceptually neutralising 213→35/—213, whose phonetic motivation is less clear. In two experiments, Mandarin subjects were asked to produce two individual monosyllables together as two different types of novel disyllabic words. Results show that speakers apply the 213→21 sandhi with greater accuracy than the 213→35 sandhi in novel words, indicating a synchronic bias against the phonetically less motivated pattern. We also show that lexical frequency is relevant to the application of the sandhis to novel words, but cannot account alone for the low sandhi accuracy of 213→35.
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Ibrahim, Hassan Al-Haj. "Arabic Language Literacy as an All-Important Aid in English Language Teaching to Arabic-Speaking Students." Journal of Advanced Research in Education 3, no. 3 (2024): 1–6. http://dx.doi.org/10.56397/jare.2024.05.01.
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Current research points to the importance of native language literacy in the development of second language literacy. Knowledge and skills transfer across languages from the mother tongue to the second language. But such knowledge and skills will only transfer if they have been thoroughly learned. Due to the low standard of Arabic proficiency among both English teachers and learners, literacy in Arabic is not made use of in developing literacy in English. In particular, the teaching of English could greatly benefit from the use of Arabic grammatical and phonetic concepts that are not sufficiently developed in English grammar and language. Only a select number of such concepts are reviewed in this paper to serve as indicators of the advantages to be gained by a deeper study and knowledge of Arabic language phonetics and grammar.
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Jakbarova, Oyazimxon Mutalipovna. "COMPETENCY APPROACH TO MOTHER TONGUE LESSONS." EURASIAN JOURNAL OF ACADEMIC RESEARCH 1, no. 2 (2021): 261–65. https://doi.org/10.5281/zenodo.4764068.
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Pérez-Leroux, Ana Teresa, Yadira Álvarez López, Miguel Barreto, et al. "The Phonetic and Morphosyntactic Dimensions of Grammatical Gender in Spanish Heritage Language Acquisition." Heritage Language Journal 20, no. 1 (2023): 1–37. http://dx.doi.org/10.1163/15507076-bja10017.
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Abstract Previous studies disagree as to whether heritage bilinguals demonstrate loss of knowledge of Spanish grammatical gender. As phonetic variability is known to affect the acquisition of certain grammatical markers, we examine whether bilinguals’ gender difficulties relate to bilingual contact-induced phonetic variability, namely, reduction in the inventory of word-final unstressed vowels. We analyzed narratives from children in the United States (n = 49, ages 4–12). All NP s (n = 1415) were analyzed for structure, noun class, and morphology. Word-final vowels were sub-selected for acoustic analyses. Morpho-syntactically, group results show high accuracy with gender (95%), but with wide individual variation (44%–100%). Speakers also show individual variability and substantive numbers of vowel misclassifications (6%–33%) with higher variability for /a/ and /o/. We found bilingual effects in both domains but no association between phonetics and gender accuracy. These findings have implications for the relationship between phonetics and grammar, and for the morphosyntax of Spanish gender.
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Capovilla, Fernando. "Phonological reading route in Portuguese: Paradoxical precise non-word decoding contrary to purported conversion grammar rules." International Journal of Psychology and Neuroscience 9, no. 1 (2023): 1–29. http://dx.doi.org/10.56769/ijpn09101.
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Abstract It is traditionally said that the phonological reading route operates based on the application of grapheme-to-phoneme conversion rules. Indeed, know-why decoding is based on orthoepic grammatical rules that specify how grapheme pronunciation depends on grapheme position. However, know-how decoding performance may be based on intuition derived from drill-and-practice modeling and shaping. It may occur in the absence of rules, and even in opposition to the rules readers subscribe to. The present study explores that paradox. In Portuguese pronunciation, the “S” coda is uttered as /z/ when preceding voiced attacks (B, D, G, J, L, M, N, V, Z). Even though Brazilian fluent readers exhibit that assimilation phonetic process in their reading aloud, they tend to be unaware of it. When asked how “S” is to be uttered, they state the inter-vowel grammar position rule: “We always utter ‘S’ as /s/, except when it occurs in between vowels. In that case, and only in that case, we utter ‘S’ as /z/.” In the present study, 40 elementary-school students (3rd-6th grades, aged 8-11 years) read aloud 18 non-words: ASBA, ASCA, ASDA, ASFA, ASGA, ASJA, ASKA, ASLA, ASME, ASNA, ASPA, ASQUA, ASRA, ASSA, ASTA, ASVA, ASXA, ASZA. Results: Upon being interviewed before reading, each student stated the same grammar inter-vowel position rule. During reading, younger students failed to perform phonetic junctions due to syllabification. Long inter-syllabic pauses prevented phonetic junction and, thence, “S”-coda assimilation. In contrast, older students showed perfectly fluent and precise know-how decoding performance. Due to their extensive history of drill-and-practice modeling and shaping, they performed phonetic junction and thus presented perfect “S”-coda voicing. They were surprised upon realizing they performed perfectly and in perfect contrast to the rule they had just stated. Their teachers were submitted to the same task and were equally puzzled and even ashamed. In conclusion: (1) When reading fluency emerges, syllabification is replaced by a phonetic junction. Therefore, the emergence of the phonetic assimilation process of “S”-coda voicing may be regarded as a reading-fluency landmark; (2) Once reading fluency emerges, the phonetic assimilation process of “S”-coda voicing emerges with it as an unconscious process that occurs independently from grammar position rules, and in complete opposition to them; (3) Know-how decoding performance is based on intuition derived from drill-and-practice modeling and shaping. It may be dissociated from know-why decoding knowledge, which is based on orthoepic grammatical rules that specify how grapheme pronunciation depends on grapheme position. Know-how decoding performance may occur in the absence of rules, or even in total contrast to the rules that readers subscribe to, due to phonetic processes that readers are unaware of, such as assimilation. Therefore, the assumption that “the phonological route works based on the application of conversion rules” is unwarranted. Instead, phonological route works based primarily on intuitive decoding derived from the statistical distribution of grapheme-phoneme patterns in language, which is implemented by drill-and-practice modeling and shaping. Orthoepic grammar rules are secondarily added to inform intuition so that conversion is made dependent on grapheme position. Keywords: Reading, Decoding, Phonology, Phonetics, Rule, Expectancy.
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Vinay, Jean-Paul. "L'enseignement de la prononciation: L'un des buts de l'Association Phonétique International." Journal of the International Phonetic Association 16, no. 1 (1986): 48–53. http://dx.doi.org/10.1017/s002510030000311x.
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The following text was read at the VIIIth International Congress of Phonetic Sciences, held at the University of Leeds in August 1972. Its contents gave rise to quite a lively discussion, but it was never published. I think the problem still calls for a close scrutiny, particularly at a time when the Association is reconsidering its aims and procedures. Speaking from my experience, I based my argument on the problems of teaching pronunciation of second languages between the two World Wars. This was one of the more important tasks of phoneticians, especially in the UK and, to a lesser extent, in the USA; the results were excellent, often outstanding. Under the leadership of Daniel Jones, graduates from UCL acquired a thorough knowledge of spoken French, achieving a near perfection in articulation and intonation. Now, this was the avowed aim of the Department of Phonetics at UCL and other universities, which reflected on the curriculum and teaching procedures of grammar schools and high schools. An important dose of phonetic and phonemic theory was included in the course, to supply a basis for memorizing morphophonemic rules and the interface between sounds and spelling; some contrastive work was also included, contrasting English and French phonetic structures. It seems to me that this approach has now lost some of its appeal, and although phonemic transcription has gained a wider recognition since 1925, the overall aim of teachers is an acceptable approximation rather than a strict imitation. I submit this text therefore in the hope that it will be examined by the Council and the membership, to see whether it still has merit, and if so, to examine what the modern science of applied linguistics can do about it. It will be obvious to all that such teaching is closely associated with problems of transcription involving the choice and use of IPA symbols very much in the way envisaged by Peter Ladefoged in his recent circular letter.
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Van Lancker Sidtis, Diana. "“Because It Sounds Right”: A Guiding Light of Speaker Knowledge." Studies in English Language Teaching 7, no. 3 (2019): p345. http://dx.doi.org/10.22158/selt.v7n3p345.
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Approaches to second language teaching have included continuous exposure, grammar lessons, and a various combinations of these methods. Recent studies highlight specific, detailed knowledge, in speakers of a language, of the phonetic and structural information of many kinds of phrases. These include formulaic expressions (idioms, proverbs, conversational speech formulas, expletives), lexical bundles (sentence stems, conventional expressions, discourse organizers), and collocations (a range of other unitary, multiword expressions). These exemplars share the feature of familiarity: they are known and recognized by speakers of a language, and stored in mental representation with their concomitant features of structure, phonetic and prosodic shape, meaning, and use. In addition, the linguistic sciences currently advance the perspective that language competence is constituted by knowledge of constructions at various levels of abstraction, implying a larger role of memory in language competence than previously understood. Performance by persons with neurological disorders reveals specific effects on production of these kinds of phrases. Given the putatively extremely large repertory of known, stored expressions and constructions that have been shown to constitute language representation, a guiding principle of speaker use might be that the expression sounds right, implying special importance to listening exercises in second language learning.
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Weinberger, Steven H., Hussain Almalki, and Larisa A. Olesova. "Teaching teachers phonetics: The design and implementation of an asynchronous online English phonetics course." Proceedings of the Linguistic Society of America 6, no. 2 (2021): 5112. http://dx.doi.org/10.3765/plsa.v6i2.5112.
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It is axiomatic that one of the chief goals of an applied linguistics program is to instruct teachers in the intricacies of English language structure. Explicit knowledge of the target language can help domestic and international teachers when dealing with adult 2nd language learners. But while most programs offer courses in English grammar, we found a paucity of (online) phonetics classes. We discuss three characteristics to be included in an online phonetics course: the description and learning of the sounds of the world’s languages, the technology-based collaborative procedures to narrowly transcribe a wide range of accented English speech, and the specific design to engage a variety of online students. Particular attention is devoted to our unique collaborative online project that at once trains students in the phonetic analysis of non-native speech. The results of these analyses are contributed to the online database, the speech accent archive (accent.gmu.edu), thereby giving students ownership of a publicly available online archive. The outcomes are described, with justifications and specific methods for measuring them. This paper emphasizes that learning to narrowly transcribe leads to enhanced listening and analysis, and that peer-to-peer collaboration is vital for any asynchronous online class.
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LODGE, KEN. "Th'interpretation of t'definite article in t'North of England." English Language and Linguistics 14, no. 1 (2010): 111–27. http://dx.doi.org/10.1017/s1360674309990384.
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A non-standard form of the definite article is used by upwards of a million speakers every day and yet it has received little attention in terms of a phonological analysis. The most recent discussions have been a historical and contemporary survey, spectrographic investigations and sociolinguistic surveys. It is clearly a complex issue and has relevance to a number of theoretical questions, some of which are rarely addressed. We need to know the range of phonetic forms; the phonological distribution of the forms; the historical development and whether this helps with a synchronic analysis; and the number and nature of the lexical storage forms. The distribution varies between localities and between speakers; many speakers also use standard English the. The historical development is not at all clear, but does throw some light on what the synchronic grammars should be like. There appears to be a break between those grammars in which the phonetic forms of the definite article are predictable in terms of the phonological environment and those later grammars that have lexically specific forms. The changes that have taken place cannot be explained in terms of simple system-internal mechanisms and some knowledge of the sociohistorical background to the emergence of the new grammars is necessary. This article looks at historical sources from the mid seventeenth century onwards to try to determine the changes that have taken place in the northern dialects concerned, and proposes population movements and expansion as a determining factor in the changes that are in evidence. One possible scenario in terms of new-dialect formation during the nineteenth century is suggested. For the modern variants polysystemic, declarative grammars are proposed, with the possibility of grammar-switching under certain circumstances, such as repair or interaction with outsiders.
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Decyk-Zięba, Wanda. "Dawne nomenklatory gramatyczne jako źródło wiedzy o gramatyce." Poradnik Językowy, no. 10/2023(809) (January 15, 2024): 94–114. http://dx.doi.org/10.33896/porj.2023.10.7.
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The subject of the analysis are terms recorded in the 17th–19th-century grammar nomenclatures. The most numerously represented ones were terms from the field of inflection (naming parts of speech and grammatical categories), there were few terms from the field of phonetics and word-formation, and terms from the field of sentence syntax had not appeared in glossaries until the 19th century. This share of terms from various branches was determined by the utilitarian nature of grammatical works: they were intended for learning Polish or foreign languages. It was assumed a priori, so to speak, that the learner already had the knowledge of the rules of Latin grammar, and the point of reference for Polish terms (or German ones, as in Dobracki’s grammar book) was the Latin terminology. The outcome of the development of grammatical knowledge is the redefinition of grammar itself and its branches, the independence of the grammatical description of modern languages from Latin grammar, as well as the codification and standardisation of grammatical terminology.
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Karsam, Dasim. "KRITERIA PENILAIAN PADA SIMULASI UJIAN STANDAR KEMAMPUAN BERBAHASA JERMAN BERBASIS CEFR MODUL BERBICARA INTERAKTIF (SPRECHEN)." Jurnal Sora : Pernik Studi Bahasa Asing 6, no. 1 (2022): 13–31. http://dx.doi.org/10.58359/jurnal_sora.v6i1.73.
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An examination is the only way to best measure, recognize and document the performance of learning. In the opinion of Funk et. al. (2020: 3), a new textbook implements the requirements of the expanded Common European Framework of Reference (CEFR) for Languages. This shows that knowledge of the assessment criteria, as well as skills in applying them, are very important for examiners to be able to make an accurate assessment of the following elements: (1) content; (2) expression, fluency; (3) vocabulary, socio-cultural aspects; (4) aspects of syntax, grammar; and (5) phonetic aspects. It is therefore very important for one to have knowledge of the rules and regulations regarding the assessment criteria required to administer the CERF-based speaking proficiency exam.
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Gallagher, Gillian. "Phonotactic knowledge and phonetically unnatural classes: the plain uvular in Cochabamba Quechua." Phonology 36, no. 1 (2019): 37–60. http://dx.doi.org/10.1017/s0952675719000034.
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While many phonological patterns target classes of sounds that can be defined phonetically, a large number of patterns in descriptive grammars involve sounds that cannot be easily characterised in phonetic terms. This finding suggests that phonological patterns themselves must be taken into account when learning phonological representations, and that phonological classes may emerge in learning from both phonetic factors (bottom-up) and phonological patterns (top-down). The current work presents a case of a phonetically unnatural class in South Bolivian Quechua that is active in the phonology of the language, and provides experimental support that this class is referred to by speakers’ grammars. While many cases of phonetically unnatural classes have been documented in descriptions of language patterns, in most cases there is little or no evidence that these patterns or classes are represented by speakers as they are described by linguists.
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Xu, Qingfang. "An Exploration of Grammar Teaching Strategies based on New Curriculum Standards." Frontiers in Science and Engineering 3, no. 7 (2023): 65–69. http://dx.doi.org/10.54691/fse.v3i7.5321.
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As an important part of English ability, grammar plays an important role in teaching and learning. The National English Curriculum Standards (NECS) points out that in language use, grammar knowledge is a unity of "form-meaning-use", which is closely related to phonetics, vocabulary, discourse and pragmatic knowledge, which directly affects the accuracy and appropriateness of language understanding and expression. The learning of English grammar knowledge in high school is an extension and continuation of grammar learning in the compulsory education stage, and the grammar knowledge learned in the compulsory education stage should be further consolidated and appropriately used through various English learning and practical activities in a richer context, learn to understand and use new grammar knowledge in the context, and further develop English grammar awareness. However, in actual classroom teaching, there are still many problems, such as teaching grammar in isolation and lack of context and discourse. The failure to change their teaching views, makes teacher gives too much exercise to students to practise and neglects the process, leading to students' lack of interest, even let them have an aversion to learning grammar. In the face of these problems, teachers should make more use of resources such as modern educational technology, create situations, use game activities, carry out task-based activities and other ways to help students improve their grammar ability.
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Lusini, Gianfrancesco. "Mohammed Ali, ʿƎmanini (“Trust me”): Linguistic features of a novel in Tigre". Aethiopica 10 (18 червня 2012): 70–80. http://dx.doi.org/10.15460/aethiopica.10.1.193.
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The novel ʿƎmanini (“Trust me”) by Mohammed Ali Ibrahim Mohammed (born 1966) is the first work written in Tigre by a native speaker. This is a true literary and linguistic experiment, which will greatly enrich our knowledge of the Tǝgrāyǝt grammar and vocabulary, specifically its little known variant spoken among the Beni ʿAmǝr. Several phonetic, morphological, syntactical and lexical peculiarities of the text are here examined in order to reveal whether they are dictated by linguistic constraints (lexico-semantic, grammatical or pragmatic), or have been chosen by the author as stylistic devices for reasons of expressiveness. Passages of ʿƎmanini are here published, translated and commented.
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ZEYNALOVA, A. F. ZEYNALOVA. "AŞAĞI KURS TƏLƏBƏLƏRİNİN ŞİFAHİ NİTQ VƏRDİŞLƏRİNİN İNKİŞAF ETDİRİLMƏSİ YOLLARI A.F.ZEYNALOVA." Actual Problems of study of humanities 2, no. 2024 (2024): 275–78. http://dx.doi.org/10.62021/0026-0028.2024.3.275.
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Ways of Improving Oral Speech Skills of Undergraduate Students Summary The presented article is devoted to the issue of developing speaking skills of undergraduate students in the process of teaching English. It is known that while teaching English, the issue of developing speaking skills has always been the focus of attention. The article mentions the four main elements of speaking skills and shows ways to develop them. It is mentioned in the article while developing undergraduate students' speaking skills in English, teachers should refer to lessons that meet the requirements of the communicative approach. While developing the speaking skills of undergraduate students, it is important to provide them with phonetic knowledge as grammar and correct pronunciation are considered important elements of speaking skills. Phonetics covers the point at which students begin to see the relationship between the sounds of spoken language and the letters and graphemes that represent those sounds in written language. At the end of the article, the results obtained and a list of references where this issue is discussed are reflected. Key words: oral communication, language skills, modern methods, exchange of ideas, fluency
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Wang, Zhici, Qiancheng Yu, Jinyun Wang, Zhiyong Hu, and Aoqiang Wang. "Grammar Correction for Multiple Errors in Chinese Based on Prompt Templates." Applied Sciences 13, no. 15 (2023): 8858. http://dx.doi.org/10.3390/app13158858.
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Grammar error correction (GEC) is a crucial task in the field of Natural Language Processing (NLP). Its objective is to automatically detect and rectify grammatical mistakes in sentences, which possesses immense application research value. Currently, mainstream grammar-correction methods primarily rely on sequence labeling and text generation, which are two kinds of end-to-end methods. These methods have shown exemplary performance in areas with low error density but often fail to deliver satisfactory results in high-error density situations where multiple errors exist in a single sentence. Consequently, these methods tend to overcorrect correct words, leading to a high rate of false positives. To address this issue, we researched the specific characteristics of the Chinese grammar error correction (CGEC) task in high-error density situations. We proposed a grammar-correction method based on prompt templates. Firstly, we proposed a strategy for constructing prompt templates suitable for CGEC. This strategy transforms the CGEC task into a masked fill-in-the-blank task compatible with the masked language model BERT. Secondly, we proposed a method for dynamically updating templates, which incorporates already corrected errors into the template through dynamic updates to improve the template quality. Moreover, we used the phonetic and graphical resemblance knowledge from the confusion set as guiding information. By combining this with BERT’s prediction results, the model can more accurately select the correct characters, significantly enhancing the accuracy of the model’s prediction correction results. Our methods were validated through experiments on a public grammar-correction dataset. The results indicate that our method achieves higher correction performance and lower false correction rates in high-error density scenarios.
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Bobokulova, Dilnoza. "LINGUISTIC-COMMUNICATIVE TEACHING OF ENGLISH LANGUAGE TO ARCHITECTURE STUDENTS." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 12 (2023): 576–79. https://doi.org/10.5281/zenodo.10431774.
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This article is about<strong> </strong>the study of professional orientation of FL teaching in the linguo-didactic aspect is designed to strengthen the general knowledge of FL (grammar, vocabulary, phonetics, syntax) acquired before entering the university, supplementing them with lexical and grammatical knowledge.
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Suksio, Adrian, and Jufrizal Jufrizal. "Phonetic-phonological and Lexical comparison of Lubuk Basung Sub-dialect with the Standard Minangkabaunese." English Language and Literature 13, no. 1 (2024): 309. http://dx.doi.org/10.24036/ell.v13i1.127742.
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Suksio, Adrian.2024. Phonetic-phonological and Lexical Comparison Between the Standard Minangkabau With Lubuk Basung Sub-dialect. Article. Padang. Department of English Language and Literature. The Faculty of Language and Arts. Universitas Negeri Padang. The study aims to determine the differences between the Lubuk Basung sub-dialect located in Agam district, West Sumatera and the Minangkabau language as a standard dialect in West Sumatera province. In this study, find many things that will enrich our knowledge in the fields of grammar and linguistics and their relationship with dialectology.This research uses descriptive qualitative method. In this case, it is possible to compare two languages so that the differences, similarities, and uniqueness are found and to know how close the relationship between the languages is to be studied. Studies were conducted directly in Lubuk Basung, Agam District, West Sumatra Province, and then compared to Minangkabau as the standard language of West Sumatra, which was studied in Belimbing District, Padang City, West Sumatra Province.Lubuk Basung sub-dialect which is located in Lubuk Basung in Agam District of West Sumatra Province, do not recognize phoneme /r/ and phoneme /a/ in the end of the word is omitted and the phoneme /a/ change into phonem /u/ at the end of the word. KEYWORDS : PHONETIC-PHONOLOGICAL, LEXICAL , SUBDIAECT OF MINANGKABAU LANGUAGE
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Prystai, Halyna. "Developing linguistic competence in future English teachers." Bulletin of Luhansk Taras Shevchenko National University. Pedagogical Sciences, no. 1 (2025): 20–28. https://doi.org/10.12958/3083-6514-2025-1-20-28.
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The article explores the development of linguistic competence in future English teachers, focusing on its phonetic, lexical, grammatical, and discourse components. It characterises linguistic competence as essential for both language accuracy and communicative fluency, emphasizing its role in academic, professional, and intercultural contexts. The research highlights the main challenges Ukrainian learners face, including differences in pronunciation, word order, tense usage, articles, and cohesive devices. A comparative analysis of English and Ukrainian linguistic features identifies specific areas requiring targeted instruction. The study demonstrates that a structured, stage-by-stage approach effectively enhances linguistic competence, integrating techniques such as minimal pair drills, phonetic transcription, articulation exercises, and shadowing native speech patterns to improve pronunciation. Lexical competence is developed through vocabulary-building tasks, contextual guessing, and role-playing activities. Grammar competence is strengthened through structured drills, transformation exercises, and communicative tasks that emphasize accuracy and fluency. Discourse competence is advanced by engaging students in discussions, summarizing texts, constructing essays, and practicing cohesive devices for logical text organization. The research proves that combining theoretical knowledge with practical application improves linguistic accuracy and spontaneous speech production. The findings emphasise the importance of explicit instruction, interactive practice, and progressive skill development, ensuring comprehensive proficiency and preparing future teachers to communicate confidently and accurately.
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Chu, Man-Ni, Xin Huang, Jia-Lien Hsu, and Hai-Lun Tu. "A Social Network Analysis on the Danmaku of English-Learning Programs." Applied Sciences 15, no. 4 (2025): 1948. https://doi.org/10.3390/app15041948.
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This study utilizes the danmaku on the Bilibili platform as the research subject to examine how their characteristics vary according to the nature or focus of English teaching videos. By employing social network analysis, the study reveals distinctive features in danmaku. For videos categorized under linguistic knowledge (phonetics, vocabulary, and grammar), the danmaku comments predominantly center around topics such as phonetics, vocabulary, and grammar. Conversely, in videos categorized under language skills (listening, speaking, reading and writing), the danmaku comments primarily reflect a vocabulary review for three of the four skills, with only the listening skill showing slight deviations. This underscores the centrality of vocabulary in skill-oriented videos. The findings highlight the unique role of danmaku in distinguishing between knowledge and skills within the context of English teaching videos.
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Момынова, Багдан Катайкызы, Кымбат Берікулы Слямбеков, Альфия Абдыкеновна Солтанбекова, Меруерт Ануаровна Имангазина, and Талгат Бекбулатович Рамазанов. "The fourth generation of academic Kazakh grammar." New Research of Tuva, no. 3 (September 12, 2024): 326–40. http://dx.doi.org/10.25178/nit.2024.3.20.
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The article discusses the issue of compiling large grammatical works, including academic grammars. In particular, answers are sought for such questions as the following: What is the scientific character (style) of compiling fundamental grammatical works? What should their scientific apparatus, their design and structure look like? What research methods should be used? What is their target audience? In order to achieve this purpose, we carried out a comparison of academic grammars originating in the Soviet Union and those fundamental, voluminous grammatical works compiled according to the European-American model. The experience of compiling grammatical editions in Turkic languages has also been taken into account. The ideas obtained as a result were used in compiling the next academic grammar of the Kazakh language. This article was written with the objective of sharing the experience and elaborating on the results of the comparison. It has been found out that fundamental grammatical works have their own scientific character (this concerns the Soviet school): academic grammars are written on the normative and descriptive basis, i.e. scientific descriptions must be accompanied by a normative differentiation. The structure is directly linked to the levels of language which the editorial board have chosen as the object of study (lexis, phonetics, word building, morphology and syntax). There are consistency and moderation in designing grammatical works as well. Research material and examples are taken from literary samples. These principles are based on the fact that academic grammars are oriented to scientific and educational community. At the same time, as European and American fundamental grammars are compiled for the general scientific community, the aforementioned academic principles may not be followed. Since fundamental grammatical works are not compiled very often (once in 20–30 years), such studies are not frequent either. The grammars created in the Soviet period have not been revised fully yet. It is specifically important to revise academic grammars, as it needs to document and standardize the new knowledge in the field of language. The issue of revising the academic grammar of the Kazakh language has been brought into the spotlight, and in 2022, the new generation of the grammar was prepared. For this reason, the conclusions of the article and the experience obtained while developing the new generation of the “Kazakh Grammar” may become useful while compiling new fundamental grammatical works.
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Usatenko, Tamara, Galyna Usatenko, and Myroslava Marushchenko. "«GRAMMAR» OF PANTELEIMON KULISH IN THE CONTEXT OF UKRAINIAN WRITING." Almanac of Ukrainian Studies, no. 25 (2019): 120–27. http://dx.doi.org/10.17721/2520-2626/2019.25.19.
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The article is devoted to the defining of the phenomena of Ukrainian cultural movement of the 19th century, when under conditions of comprehensive Russification of the Ukrainian community and the influence of the Church Slavonic language as well as of complete lack of education in the native language, the processes of creation of the Ukrainian literary language took place. The new Ukrainian spelling was established, the struggle for teaching in schools in the Ukrainian language was intensified, various styles, and lot of genres of literature in the native language were developed. These searches and comprehension by advanced representatives of political, cultural and social life are considered. It is determined that the spirit of romanticism, European revolutions, the abolition of serfdom, scientific and industrial shifts gave birth to a galaxy of unique Ukrainian thinkers, scientific societies, writers, etc. Among them, Panteleimon Oleksandrovich Kulish (1819-1997) was a significant person due to his energy, ability to organize a business, multifaceted talent, profound knowledge. One of the resonance works of the diverse creative heritage P.O. Kulisha is studied in the article, that is a book for initial education in native language − the "Grammar" of the Ukrainian language, which was highly appreciated by T. Shevchenko. Its structure, the content of each part, the pedagogical role as well as the concept of the author, manifested in its preface and the final part were described. The study emphasizes that in the processes of creating a new literary Ukrainian language, its spelling, writing textbooks, grammars in Ukrainian for initials education, two periods are noticeable: the first one – the 20-30th years of the 19th century, when the problems of the necessity of a new literary language arose, the new literature, preservation of the ethnographic, folklore heritage of the people, the second one – the 40-60th-years was the period of active participation of a new generation of Ukrainian thinkers in the development of the Ukrainian literary language, the creation of new spelling, new literature for primary education in native Ukrainian language. The role of "Grammar" in the formation of a new Ukrainian literary language and its phonetic spelling, in the formation of education in the Ukrainian language, the creation of textbooks in the Ukrainian literary language, and the development of Ukrainian writing are underlined. The emphasis was also put on the introduction of the author's, phonetic spelling, the so-called "Kulishivka" in the "Grammar", which is the basis of the modern Ukrainian spelling. Despite the prohibition of "Valuevsky (1863)" and "Yamsky (1876)" decrees, books and newspapers, although very limited were published in Ukrainian. The article also highlights the following discourses: the role of "Grammar" wrote by P. Kulish (the theory and practice of creating a Ukrainian literary language, the new Ukrainian spelling, which caused the intensification of imperial repressions) and its contemporary significance for the new Ukrainian space of ideas, meanings, communication, methods of publications in the Ukrainian language, as well as some grammatical factors of the theory or history of writing: the language of sound - the language of the book: thinking - writing, writing - thinking; sound - letter, letter - sound; "science of reading" - writing, etc. Comparison of discourses contributes to the conclusion that the development of the living language, sound of language during writing has been improved so complex and multifaceted in the 19th century that passed later in the 20th century, and even in the 21st century remain controversial, as evidenced by the lengthy discussion of the “Project of the New Ukrainian spelling”.
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Zeng, Cheng. "Issues and Countermeasures in Chinese FLTRP Primary School Textbooks under the New Curriculum Standard." Journal of Contemporary Educational Research 8, no. 10 (2024): 199–206. http://dx.doi.org/10.26689/jcer.v8i10.8587.
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The New Curriculum Standard (NCS) is the norm and quality requirement of the Chinese national educational curriculum as well as the basis of teaching management, curriculum evaluation, and textbook compilation. In textbook design, the selection of textbook materials should meet the objectives and requirements of the NCS. Since appropriate teaching materials are essential to curriculum standards and effective teaching, we must follow the consistency between textbook materials and curriculum standards to achieve an ideal degree of conformity with the textbook system and teaching objectives and promote the sustainable development of the English curriculum reform. However, the current primary school English textbooks fall short of the NCS, which leads to difficulties in implementing teaching tasks and achieving teaching goals. Given these difficulties, we should analyze the causes from three dimensions: linguistic knowledge, cultural awareness, and learning strategies. In addition, a high recurrence of phonetic knowledge, systematic grammar presentation, diversified learning styles, level grading, and in-depth involvement of cultural factors are keys to the perfect conformity of the NCS and English textbooks.
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Wang, Jiaying. "Effectiveness of Schema-based English Listening Teaching Mode in Secondary Vocational Schools." International Journal of English Language Teaching 12, no. 3 (2024): 23–52. http://dx.doi.org/10.37745/ijelt.13/vol12n32352.
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The paper discusses how a schema-based English listening teaching paradigm can help Secondary Vocational Schools (SVSs). SVS English instruction has prioritized grammar, vocabulary, and reading comprehension over hearing. A lack of teacher preparation and large classes with diverse English proficiency has hampered students' English listening experience. To support integrated language learning curricular revisions, the paper emphasizes listening skills for efficient communication. A thorough literature review covers schema theory, schema classification, and listening comprehension. The schema-based teaching model applies pre-, while-, and post-listening stages based on schema theory and Underwood's "three stages" hypothesis. Students' involvement, comprehension, and participation enhance with this technique. Student involvement and comprehension improve with schema-based instruction in an SVS. The study offers pre-listening activities to activate schemas and develop new ones, while-listening tactics to scaffold comprehension, and post-listening activities to solidify learning. Phonetic awareness, prior knowledge, and listening skills remain issues for students. Continuous theoretical knowledge enrichment and new teaching practices are needed to improve students' listening comprehension and language ability.
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Wulansari. "The Most Difficult Vowel Sound Pronunciation among Three Different Semester Students at UIN Sunan Ampel Surabaya: An Acoustic Analysis." Tell : Teaching of English Language and Literature Journal 8, no. 1 (2020): 53. http://dx.doi.org/10.30651/tell.v8i1.4408.
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Speaking language involves different skills like grammar, instruction, vocabulary and pronunciation. in contrast, the researcher only focuses on the students ‘errors on six English vowel quality: /ɪ/, /æ/, /ʌ/, /ɔ:/, /ʊ/, /ɜ:/ made by three different semesters at English Literature, UIN Sunan Ampel Surabaya based on the acoustic analysis. The purposes are to know the result of the formant frequencies, so it appears the percentage of the most difficult vowel. This research used descriptive qualitative method. The result of this research shows that the most difficult vowel or vowel error made by three different semesters are vowel /æ/, the total of incorrect vowel quality is 75. The average of the students made those errors was about 28.4%. Based on the data it conducted that the common source of student’s errors on vowels was because of voice happened, knowledge of pronunciation, phonetic symbols and habituation of speaking English.
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Enkhjargal, Uranbileg, та Dahubaiyila . "Монгол хэл зүйн бүтээл дэх хэл шинжлэлийн нэр томьёоны хөмрөгийн байгуулалт". Монгол судлал 47, № 1 (2024): 188–200. http://dx.doi.org/10.22353/ms20234716.
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The language text corpus is a large knowledge corpus and provides useful information and data for the study of many aspects of society, life, politics, and economy in addition to linguistics. The large collections of text in a language are collected to store in a computer to form a text corpus. A lot of rich language knowledge is hidden in the vocabulary created in this way, and to bring it out and put it into real use, the vocabulary needs to be developed. By the vocabulary, knowledge of real value for research and application can be extracted from language material. Therefore, researchers create various levels, and to find the information needed for their research, they make detailed dissections and markings in more than one level. By processing at many levels, such as lexicography, syntax, semantics, etc., it can be fully used in research such as dictionary creation, machine translation, automatic sentence generation, phonetic analysis, information search, and automatic recognition. This article titled «Automatic Recognition of Mongolian Linguistic Terms» would be considered the compilation and processing of written language materials based on the four-volume book «Grammar of Mongolian Writing Language» (Mongol bičgiin helnii züi) by Academician Byambyn Rinchen, and he created a branch of linguistic terms in that work.
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Yang, Ping. "Back to basics: Cracking a nut in using English indefinite articles." English Today 30, no. 4 (2014): 28–33. http://dx.doi.org/10.1017/s0266078414000376.
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This paper is focused on basic English language knowledge and skills by looking at the circumstances in which English indefinite article, either ‘a’ or ‘an’, is selectively used with authentic examples cited from a few widely read Australian newspapers. Three fundamental elements of a language consist of its pronunciation, vocabulary and grammar in language teaching terms (phonetics, lexicology and syntax are respectively used in linguistic terms). These terms are used in this discussion which is oriented to general ESL (English as a Second Language) and EFL (English as a Foreign Language) users. The fact is that most of them tend to pay less attention to pronunciation than to vocabulary or grammar, and approach these fundamental language elements in isolation rather than reflect on their connections. To address this issue, the author shows that pronunciation and grammar are connected and that it is important to get back to basics in language learning through investigating distinctions between two indefinite articles. There are four reasons for this investigation. First, examination of their distinctions in context crosses over the knowledge boundary between pronunciation and grammar. Making connection and association between the two language elements helps ESL/EFL learners develop analytical skills and enables reflective learning experience (Brockbank & McGill, 2007).
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Brčkalo, Branka, and Jovana Elek. "Creative impulses caused by linguistic phenomena in phonetics teaching." Metodicka praksa 26, m. br. (2023): 172–90. http://dx.doi.org/10.5937/metpra2302172b.
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Learning grammar at school involves forming grammatical terms and grammatical speech structure, studying grammatical phenomena, developing habits and skills in the area of grammatical analysis and utilizing grammatical knowledge as an aid in solving orthography tasks and building the culture of speech. Studying grammar is deeply connected with phonetics, orthography, word formation, lexis, etc. The younger the students, the bigger the necessity for dialogue, obviousness, induction and concrete terms, but the development of abstract ways of thinking must not be neglected either. Teaching phonetics, much like the other grammatical disciplines, has to be closely connected with teaching orthography. There are many ways of making phonetics and orthography appeal to students in a way that speaking and writing exercises and reading books appeal to them. One of the ways is also the usage of the classic didactic principle of obviousness, which this work highlights in the example of a written preparation for class work and teaching.
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Sabirbaeva, Z., A. Sabirova, K. Akbar-kyzy, and Sh Mukhitdin-kyzy. "Modern Methods of Comparative Study of Russian and English Idioms When Teaching English at a Higher Level." Bulletin of Science and Practice 10, no. 3 (2024): 608–11. http://dx.doi.org/10.33619/2414-2948/100/81.
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A good knowledge of a language, including English, is impossible without knowledge of its phraseology! Language, as a social phenomenon, is closely connected with the realities and traditions of the people-carrier. The article reveals the approaches to the definition of idioms, substantiates the importance and relevance of introducing idioms in the process of teaching English. It is proved that phraseology is not only a cultural and informative source, but also contains the richest linguistic material, allowing to study various aspects of phonetics, vocabulary and grammar of a foreign language on its basis.
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Steinberg, Johanna, Hubert Truckenbrodt, and Thomas Jacobsen. "Preattentive Phonotactic Processing as Indexed by the Mismatch Negativity." Journal of Cognitive Neuroscience 22, no. 10 (2010): 2174–85. http://dx.doi.org/10.1162/jocn.2009.21408.
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Processing of an obligatory phonotactic restriction outside the focus of the participants' attention was investigated by means of ERPs using (reversed) experimental oddball blocks. Dorsal fricative assimilation (DFA) is a phonotactic constraint in German grammar that is violated in *[ɛx] but not in [ɔx], [ɛ∫], and [ɔ∫]. These stimulus sequences engage the auditory deviance detection mechanism as reflected by the MMN component of the ERP. In Experiment 1 (n = 16), stimuli were contrasted pairwise such that they shared the initial vowel but differed with regard to the fricative. Phonotactically ill-formed deviants elicited stronger MMN responses than well-formed deviants that differed acoustically in the same way from the standard stimulation but did not contain a phonotactic violation. In Experiment 2 (n = 16), stimuli were contrasted such that they differed with regard to the vowel but shared the fricative. MMN was elicited by the vowel change. An additional, later MMN response was observed for the phonotactically ill-formed syllable only. This MMN cannot be attributed to any phonetic or segmental difference between standard and deviant. These findings suggest that implicit phonotactic knowledge is activated and applied in preattentive speech processing.
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AGGARWAL, Ashima. "Acquisition Of Hindi Contrasts By English Speakers: An Optimality Theoretic Account." Acta Linguistica Asiatica 1, no. 3 (2012): 9–24. http://dx.doi.org/10.4312/ala.1.3.9-24.
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This paper provides an optimality theoretic account of perception of Hindi voicing and aspiration contrasts by English monolinguals. The participants were presented with minimal pairs of stop consonants belonging to three places of articulation, namely, bilabial, alveolar and velar. The minimal pairs varied in (a) voice; (b) aspiration; (c) voice and aspiration. The methodology involved taking a discrimination test wherein the English speakers reported whether the minimal pairs they heard were same or different. The findings were then subjected to quantitative analysis. The results show that aspiration distinction is clearly perceived by English monolinguals but voicing contrast is neutralized in the same position. The study adds to our knowledge of existing phonological theories such as Best’s perceptual Assimilation Model (2001) and p-maps (Steriade, 2001). Based on the phonetic results, an optimality theoretic framework is applied to describe the results. The framework involves the ranking of faithfulness and markedness constraints and presenting an initial stage grammar for the L2 English learner of Hindi. In the end, some predictions are made about the further acquisition of these non-native contrasts by L2 English learners. The study has useful implications for adult second language learners.
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Вельдина, Ю. В. "Международная программа обмена как средство изучения языка и культуры Германии". ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ 70, № 4 (2021): 46–49. http://dx.doi.org/10.18411/lj-02-2021-126.
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The article deals with the international program as one of the effective teaching methods of learning German. Immersion in the environment of the studied language and communication with native speakers helps not only to improve knowledge in grammar, phonetics, vocabulary, but also to learn more about the culture of the people, their customs, traditions, and history. Also, the international program helps to get rid of stereotypes that hamper intercultural communication and therefore language acquisition.
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Brown, Cynthia A. "The role of the L1 grammar in the L2 acquisition of segmental structure." Second Language Research 14, no. 2 (1998): 136–93. http://dx.doi.org/10.1191/026765898669508401.
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Acquisition of segmental structure in first language acquisition is accomplished through the interaction of Universal Grammar and the learner's detection of phonemic contrasts in the input (Rice and Avery, 1995; Brown and Matthews, 1993,1997). This article investigates the acquisition of the English /l–r/,/b–v/ and /f–v/ contrasts by second language learners whose L1s do not contrast these segments. Based on L1 phonological acquisition and infant speech perception research,a model of phonological interference is developed which explains how the influence of the L1 phonology originates and identifies the level of phonological knowledge that impinges upon L2 acquisition. It is proposed that if a learner's L1 grammar lacks the phonological feature that differentiates a particular non-native contrast, he or she will be unable to perceive the contrast and therefore unable to acquire the novel segmental representations. In order to evaluate this hypothesis, two experimental studies were conducted. Experiment 1 investigates the acquisition of /l/ and /r/ by Chinese and Japanese speakers; the acquisition of the /l–r/, /b–v/ and /f–v/ contrasts by Japanese speakers is compared in experiment 2. The results from an AX discrimination task and a picture selection task indicate that successful acquisition of a non-native contrast is constrained by the learner's L1 grammar. Differences between Chinese and Japanese speakers (experiment 1) and differences in the acquisition of several different contrasts among Japanese speakers (experiment 2) are argued to reflect subtle phonological properties of the learners' respective L1s. These findings demonstrate that a speaker's L1 grammar may actually impede the operation of UG, preventing the L2 learner from acquiring a non-native phonemic contrast.
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Girish, V. "Rig Veda and Astronomy." Kiraṇāvalī XIV, no. 3&4, JULY- DECEMBER 2022 (2022): 242–46. https://doi.org/10.5281/zenodo.7901816.
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Ancient Sanskrit Literature, especially the Rigveda contains a great deal of Astronomical facts hidden in its hymns. The hymns in Vedas is not just poetry but a treasure of knowledge (Vedas means knowledge) on various sciences, psychology and cosmology. It can be very well noted that Astronomy (सिद्धान्त ज्योतिषम्) and astrology (फलित ज्योतिषम्) combined together called ज्योतिषम् is one of the six subsidiary sciences, of the Vedas (वेदान्गम्) the others being phonetics (शिक्षा), ritual (कल्पम्), etymology (निरुक्तम्), grammar (व्याकरणम्) and metrics (छन्दस्). This article throws some light on hymns in Rigveda which can be interpreted as the theories in modern astronomy
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Кosharna, Natalia, Lada Petryk, and Liudmyla Hapon. "ORGANISATIONAL AND PEDAGOGICAL CONDITIONS FOR TRAINING FUTURE PRIMARY SCHOOL TEACHERS TO USE GOOGLE SERVICES IN TEACHING ENGLISH TO PRIMARY SCHOOL PUPILS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 12 (2022): 59–68. http://dx.doi.org/10.28925/2414-0325.2022.125.
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The article is devoted to the issue of training primary school teachers to use Google services in teaching English to primary school pupils. The organizational and pedagogical conditions for this process are considered. In the article it is focused on a need to create a holistic system of knowledge, skills and abilities for the use of Google services by future primary school teachers in teaching English to junior pupils. It is determined that the purpose of teaching English in primary school is the formation of foreign language communicative competence, provided by language, speech and socio-cultural experience, consistent with the psycho-physiological and individual characteristics of younger students. The task of a foreign language primary school teacher is to develop lexical, grammatical and phonetic skills, as well as skills in four types of speaking activities: listening, speaking, reading and writing. The advantages in the use of cloud technologies in education as a kind of information and communication technologies are determined and theoretically substantiated. It is found out the possibilities and prospects of using cloud services from Google in teaching English to young students. In particular, we researched the following Google services: Google Presentation, YouTube, Hangouts, Gmail, Google Drive, etc. It is also determined that the effectiveness of the educational process can be improved by using them in English language teaching in primary school. The effectiveness of using Google services in teaching English is depicted in the ability of the primary school foreign language teacher to create a learning environment in English lessons, where the pupils can do a variety of learning tasks in grammar, vocabulary and phonetics, as well as develop their skills in four speech activities (listening, speaking, reading and writing). It is proved, that one of the tasks of professional training in pedagogical higher education institution should be the actualization of conscious mastery of information technology, intensification of pedagogical self-organization, self-improvement of knowledge in this field - forming the readiness of primary school teachers to use Google services in their English language teaching. Ways to successfully solve the task of training the future primary school teachers in their professional foreign language work are possible only in the appropriate organizational and pedagogical conditions that determine the effectiveness of educational and cognitive activities.
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MALOTA, ANASTASIIA. "BLENDED LEARNING IN DEVELOPING PROFESSIONAL ENGLISH COMMUNICATION SKILLS OF PROSPECTIVE SOCIAL WORKERS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (2021): 59–66. http://dx.doi.org/10.25128/2415-3605.21.1.7.
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The article provides the rationale for the development of professional English communication skills of prospective social workers through blended learning, analyzes and grounds the peculiarities of blended learning aimed at developing communication skills. On the basis of the survey conducted among lecturers and social workers common intercultural situations have been determined. It is concluded that effective intercultural communication requires knowledge, lexical, phonetic and grammar skills, skills of spoken production and spoken interaction, linguo-sociocultural skills. The requirements to the level of prospective social workers’ English communication skills have been specified. It is concluded that blended learning should be a mixture of both concept based learning and collaboration-oriented learning with the face-to-face mode as the lead one; must be based on learner-centered and professional approaches, correspond to the determined principles (combination of face-to-face (approximately 65–70 %) and online (about 30-35 %) learning; students’ collaboration both online and face-to-face; students’ active involvement; effective communication between students as well as students and teachers; flexibility; regular and prompt feedback; personalization of the online environment); should involve different types of instructional Web-based technologies; incorporate various methods and techniques; focus on different types of tasks and activities including professional problem-based tasks; use different types and instruments of assessment (teacher assessment, computer marked assessment (e.g., testing vocabulary), peer assessment, self-assessment).
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Hovhannisyan, Hasmik. "Speech Disguise (Bird Talk) and its Role in Phonological Analyses." Armenian Folia Anglistika 7, no. 1 (8) (2011): 41–48. http://dx.doi.org/10.46991/afa/2011.7.1.041.
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Certain theoretical explanations recorded in speech disguise, explain why the structures of speech disguise take on this or that form and what phonemic approaches work in such systems. They may provide theoreticians with solid knowledge about the non-linear expressions of the basis-language, dimensional structures, intonational actions as well as other linguistic phenomena. The phonemic analysis of the bird talk in Armenian is an interesting and unique approach to get acquainted and to communicate with the language instincts of the native people. Thus, the examination of the rule of the speech disguise generally reflects the reality that even illiterate, uneducated people can perfectly master the language structures and use the elements and sub-elements of the syllable. Moreover, they can even apply complex mechanisms of syllable breaking without being conscious of the grammar rules.
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Izzah, Nailul, M. Agus Mushodiq, and Muhammad Syaifullah. "Semantics of Lexicology in the Study of Arabic Phonemes and Lexemes." Mantiqu Tayr: Journal of Arabic Language 1, no. 1 (2021): 71–84. http://dx.doi.org/10.25217/mantiqutayr.v1i1.1327.
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Linguistics is the name of the field of science, and the adjective is linguistic. Meanwhile in Arabic, the linguistic equivalent is known as Ilmu lughah or al-lisaaniyyat. The study of language is generally directed at four discussions. First, regarding the sounds of language. If the research of language sounds is carried out without looking at the sound function it is known as phonetic, whereas if the study of language sounds by looking at the sound function in language it is known as phonology. Second, the study of the form of the word (sharf). In the sharf, it is studied about changing the words of a language, where this science is known as morphology. Third, discussion of sentence structure (nahwu). The scope of study in Nahwu is the wording of a sentence in a language, this knowledge is known as syntax or grammar. Fourth, discussion about the good meaning of a word, sentence, or the meaning of an expression. This science is called semantics. Linguistics can be divided into two major branches, namely micro linguistics and macro linguistics. The object of micro linguistic study is the internal structure of the language itself, including the structure of phonology, morphology, syntax, and lexicon. While the object of factors outside of language is such as sociological, psychological, anthropological, and ethnolinguistic factors. The author will only discuss phonology (phoneme) and lexicology (lexeme) in an Arabic linguistic study using library research methods.
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Turko, U. I. "THE USE OF GAMES DURING CLASSES OF RUSSIAN AS A FOREIGN LANGUAGE: A GENERALIZATION OF MODERN PRACTICES." Educational Psychology in Polycultural Space 61, no. 1 (2023): 111–18. http://dx.doi.org/10.24888/2073-8439-2023-61-1-111-118.
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The article is devoted to an urgent topic of using gaming technologies during lessons of Russian as a foreign language. On the material of the analysis of articles of the Scientific Electronic Library eLibrary.Ru, the types of games used by teachers at the present stage of teaching Russian as a foreign language are revealed. Teachers note the expediency of turning to gaming tasks in the classroom, which have a motivational potential and help create comfortable conditions for learning a new language in the classroom. Thanks to the gaming moments, competitiveness, the attention of students switches from completing the learning task to achieving the game result. It is noted that learning a new language should take place in conditions corresponding to real communication. Among the various types of games in the practice of teaching Russian as a foreign language, teachers single out online games, grammar, phonetic, lexical, board and role-playing games, giving the greatest preference to the last two. The use of games is aimed at the formation of communicative, linguistic, sociocultural and professional competencies. Authentic sources (video clips, songs) are used as educational materials, showing models of communicative behavior that can be implemented in role-playing games. For the formation of socio-cultural competence, texts with a regional component are involved. The use of various types of games under the guidance of a teacher helps to diagnose gaps in knowledge by identifying errors and improve knowledge of Russian as a foreign language by correcting them. Teachers include board games in the educational process, but note that their implementation is associated with a number of difficulties, among which are the limited amount of game material, the difficulty of adapting to the required level of Russian as a foreign language. To facilitate language acquisition, online games are being developed that are popular with young people.
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Wim Banu Ukhrowi. "Pelatihan Bahasa Inggris untuk Guru dan Staff SMP Darul Ulum 1 Peterongan Jombang." ASPIRASI : Publikasi Hasil Pengabdian dan Kegiatan Masyarakat 2, no. 3 (2024): 111–19. http://dx.doi.org/10.61132/aspirasi.v2i3.710.
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Proficiency in English is vital for participation in the global knowledge economy, providing access to information, education, and technological advancements. Recognizing this, SMP Darul Ulum 1 Peterongan Jombang collaborated with Unipdu Jombang to organize an English training program for its teachers and staff. This program aimed to enhance participants' English competency to deliver effective instruction and foster a conducive learning environment. The month-long program employed interactive methodologies covering grammar, vocabulary, phonetics, teaching methodology, and technology integration. Results show significant improvement in participants' English skills, with implications for teaching effectiveness and student outcomes. The success of this program elevates the school's reputation and competitiveness in providing quality education. Ongoing professional development and a supportive English environment are recommended for sustained improvement.
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Лебедь, Юлія, and Вікторія Киливник. "USE OF LITERARY TEXTS IN LEARNING A FOREIGN LANGUAGE." Молодий вчений, no. 1.1 (125.1) (January 19, 2024): 47–51. http://dx.doi.org/10.32839/2304-5809/2024-1.1-125.1-12.
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The literary text introduces students to the culture and history of the country whose language they are studying. In addition, reading can be used as a means of learning a foreign language for students, regardless of age or background. However, to effectively integrate literature into the learning process, teachers must be aware of their students' needs, knowledge, culture, and language abilities. The article is devoted to the consideration of the role of literary works in the study of the English language. Learning a foreign language is a long and complex process in which language learners encounter countless methods and strategies. The purpose of the article is to characterize the advantages of using literary texts as a means of teaching a foreign language in English classes. Literature contributes to a deeper knowledge and assimilation of the target culture and different languages; therefore, it plays an important role in the process of teaching a foreign language. Authentic, i.e. original, literary works in English provide an excellent opportunity to use appropriate language samples and examples to demonstrate real language use. The use of literary texts in foreign language classes not only expands the vocabulary, promotes the formation of reading skills and trains the memory, but also forms sociocultural competence, which generally increases the motivation to learn the language. Reading in a foreign language is an important means of learning a foreign language. In the process of reading, knowledge of the vocabulary and grammar of the language is consolidated, a sense of language is cultivated, phonetic skills are consolidated, and therefore reading contributes to the mastery of oral speech. A foreign language text is presented to speakers of another culture in a different quality. It is not only a work of art, but also a source of linguistic and regional information. Behind the linguistic complexity of a literary text is often the difficulty of understanding the way of thinking of another people. The difficulty increases if we are talking about a work that is "remote" from the reader in time. In this connection, the importance of knowledge of historical, cultural and linguistic and regional studies is increasing.
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KOLODYCH, O. В. "Communicative approach to the languages’ learning as a way of speech competence’s formation by children with speech and mental retardation." Higher Education of Ukraine in the Context of Integration to European Educational Space 88, no. (I) (2021): 226–38. http://dx.doi.org/10.38014/osvita.2021.88.20.
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The article deals with the process language learning as a means of social interaction, which is the result of the society’s demand formation for the latest researches in the field of psychology, sociolinguistics, correctional psychology; revealed a number of important issues to the problem of children with special educational needs speech and mental retardation. Using of the term «communicative competence» in the methodology of people with special educational needs providing support is directly related to the focus on communicatively oriented language learning, with the transfer of emphasis from the forms of speech phenomena to their function. The complication of communicative approach to language learning concerning in the process of communication and it is extremely unpredictable, out of linguistic analysis. The process of speech competence isan extremely complex and multicomponent phenomenon, so its analysis is not possible within one science. The process of children with language and mental retardation communication skills’ adoption will be intense, as it requires the development of methodologically sound recommendations forasmuch the latest research in special psychology, correctional pedagogy, neurolinguistics, sociolinguistics and more. The formation of people with special educational needs’ speech competence in is aimed to the skills’ developing in practical use of language structures with their communicative functions in familiar communication situations. Thus, for successful communication, students with language and mental retardation must assimilate not only knowledges of philological nature, general concepts of language, language structures, but also be able to apply knowledges in practice, because in communication it is impossible to separate phonetics, vocabulary or grammar. The formation of children with language and mental retardation speech competence opens important prospects for the correctional and developmental process in educational institutions. In particular, consideration of the phenomena of language not only from the point of view of language structures, grammar, vocabulary, and also performance of a number of communicative functions. The formation of speech competence does not mean abandoning the study of grammar or vocabulary, but significantly expands the possibilities of traditional teaching methods based on knowledge and use of language structures and determines the choice of language material in accordance with the purpose and objectives of communication.
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Динеева, Асия. "Игры на уроках русского языка как иностранного". Vestnik Bishkek Humanities University, № 48 (1 липня 2019): 11–13. http://dx.doi.org/10.35254/bhu.2019.48.3.
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Аннотация: В статье рассматриваются методы и игровые формы обучения русского языка как иностранного у студентов различных профилей подготовки на довузовском этапе. Актуальность избранной темы статьи состоит в том, что изучение русского языка как иностранного - очень сложный и трудоемкий процесс. Методика РКИ постоянно ищет простые, но эффективные способы подачи ма- териала. Игра - один из таких способов. Игровые методы и приемы позволяют освоить и закрепить новые знания не традиционным методом многократного повторения и зазубривания, а с помощью активных, вызывающих повышенный интерес и дополнительную мотивацию к действию. В статье представлены некоторые игры, которые могут быть использованы при обучении иностранных студентов лексике и грамматике. Ключевые слова: методы, игровые формы обучения, интерес, игры: фонетические, грамматические, лексические. Аннотация: Макалада чет элдик студенттерди жогорку окуу жайында даярдоо баскычында орус тилин үйрөтүүдө оюн түрүндө колдонуп өтүү ыкмасы каралат. Орус тили чет тили катарында өтүлүүдө тандалган теманын актуалдуулугун өнүктүрүү абдан татаал жана изденүү эмгегин талап кылган процесс. Орус тили чет тили катары үйрөтүлүп жаткандыктан өтүлө турган материалдар жөнөкөй, бирок сапаттуу билим берүү методикасын издөө керек. Ушундай методиканын бири оюн түрүндө сабакты өтүү ыкмасы эсептелет. Оюн түрүндөгү ыкма, салттуу окутуудан айырмаланып, чет элдик студенттердин тил үйрөнүүгө кызыгуусун арттырып жана шык берет. Бул макалада чет тилдүү студенттерге лексиканы жана грамматиканы окутууда бир нече оюндардын түрлөрү көрсөтүлгөн. Түйүндүү сөздөр: оюн түрүндө үйрөтүү ыкмасы, фонетиканы, лексиканы, грамматиканы үйрөтүүдө оюндардын түрүн колдонуу. The article considers methods and game forms of teaching Russian as a foreign lan- guage to students of different profiles of training at the pre-University stage. The aim of the chosen topic of the articles is that the study of Russian as a foreign language is very difficult and time-consuming process. Methods of Russian as a foreign language is constantly looking for simple but effective ways of presenting the material. The game - one of the following ways. Game methods and tecniques allow you to learn and consolidate new knowledge non traditional method of repitition and memorization and with the help of active causing increased interest and additional motivation. The article presents some games that can be used in teaching foreign students vocabulary and grammar. Key words: methods, playing forms, learning, interest, games: phonetic grammat- ical lexical.
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Norets, Maksim Vadimovich, Ol'ga Borisovna El'kan, and Nadezhda Konstantinovna Norets. "Interaction of artificial intelligence and digital linguistics." Litera, no. 3 (March 2025): 221–30. https://doi.org/10.25136/2409-8698.2025.3.70318.
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Digitalization of all areas of life has had a direct impact on pragmatic aspects of speech. Teaching artificial intelligence to recognize text and voice is an integral part of professional activities of digital linguists. The formation of the focus of our scientific interests is determined by the search for forms of real interaction between artificial intelligence and digital linguistics. A number of areas of such symbiosis in this study seems to us possible to point out. The main stages of such interaction appear to be the following: description of all combinations of sounds, teaching the machine phonetic rules and description of the synonymous series of each word, description of the rules of cognitive models of text development and grammar rules, solving problems of automatic text synthesis, the ability to recognize implicit evaluation in the text, formulation of rules for natural language recognition based on context. In the process of development of digital linguistics, interdisciplinary connections are being formed aimed at obtaining knowledge in the field of computer technology and mathematical analysis, the use of computer technologies for natural language analysis, automatic processing of big data for writing research, analysis of social phenomena for assessing social networks and other methods of communication. Computer (digital) linguistics, according to experts, will become the most popular in the near future among professions related to the development of artificial intelligence. Currently, human interaction with computer systems has reached a high level, however, it seems possible to develop the ability of machines to recognize not only clear human speech in different languages, but also speech with pathologies, with speculation or various dialects and slang.
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Skubis, Ida. "Pluricentrism in Education and Communication – Lexical Differences in English and German Varieties – Outcomes of the Research." Kultura i Edukacja 138, no. 4 (2022): 143–64. http://dx.doi.org/10.15804/kie.2022.04.09.
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The existence of language varieties has a considerable impact on communication. They influence the interaction between language users from various centres due to the number of linguistic differences observed on the level of phonetics, spelling, grammar, lexis, and pragmatics. On the one hand, pluricentric languages connect people from various centres by using the “same” language, and on the other hand, they separate them by developing national norms. This article aims to demonstrate the importance of teaching language varieties in foreign language classes because the knowledge of national norms of pluricentric languages is essential in communication with people from various centres. Both English and German are pluricentric languages. Advanced language users should be aware of the differences between language varieties and be able to use the appropriate variety according to the communicative situation. The research undertaken in this article is meant to verify the undergraduate students’ knowledge of English and German varieties, emphasising terminology used in everyday life and their abilities to communicate in languages other than English or German.
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Liepa, Dite, and Andrejs Veisbergs. "Vārds. Nozīme. Vārdnīca. Radioklausītajs uztraucas." Scriptus Manet: humanitāro un mākslas zinātņu žurnāls = Scriptus Manet: Journal of Humanities and Arts, no. 10/11 (September 2, 2020): 44–59. http://dx.doi.org/10.37384/sm.2020.10.11.044.
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Latvian Radio offers an exchange of opinions and discussions on various subjects. Channel 1 has a show “Kā labāk dzīvot” (‘How to live better’), which among other issues addresses the use of Latvian. This paper is based on the questions covered in 15 broadcasts of the years 2017–2019. What are the listeners worried about? Usually, it is the question of whether the word or phrase is wrong. Does it correspond to the norms and conventions, can it be found in the dictionaries and how it is defined and explained. There is often a clash of opinions on the use between people of different generations. Many questions relate to grammar norms, their application and explanation. These are issues of declining of proper names, use of singular and plural, and gender. There is much uncertainty about the use of lexis often governed by rigid and conservative views. There seems to be more unanimity on issues of style. The impact of English and separate English loans attract numerous questions. English affects various levels of Latvian today. The paper views phonetic, morphological, lexical, phraseological, and syntactic influence. Lexical impact of English is the one felt most: nonce words, loans, translation loans, idioms can be met in both translated and original texts. A semantic broadening of many Latvian terms under the influence of English is widespread, often without any need and additional stylistic value. Borrowed synonyms for Latvian words are in no way detrimental, but they should not oust Latvian words. Many listeners enjoy the opportunity of gaining knowledge on the use of Latvian and thus improving their language competence. We cannot and should not try to control the development of the language, but every speaker can contribute to its perfection, enrichment, and innovation.
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Z. Ye., Shumeiko. "Formation of language communicative competence of the State criminal and executive service employees on the basis of communicative approach." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 1, no. 6 (2021): 168–78. http://dx.doi.org/10.32755/sjeducation.2021.01.168.
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The author of the article analyzes the components of the communicative competence of employees of the State Criminal and Executive Service (knowledge, skills, abilities, personal features) on the basis of the definition of this phenomenon. The author emphasizes that a special role in the formation of this phenomenon is played by the training courses of Ukrainian and foreign languages for professional orientation, as well as other disciplines of the social and humanitarian course. Shumeiko Z. Ye. substantiates the expediency of using the communicative approach in the process of forming the language communicative competence of the employees of the State Criminal and Executive Service by analyzing the basic concepts of research (“approach” and “communication”). The author proves that this approach is based on the consideration of educational phenomena through the prism of the concept of educational and pedagogical communication. The introduction of a communicative approach to the training of future specialists of State Criminal and Executive Service involves the implementation of three main conditions, in particular: the purpose of training courses should be to develop skills (grammar, lexical, phonetic, speech) necessary for speech activity; the need to select exercises communicative in nature, as well as tasks for the development of skills and speech skills; formation of the incentive-motivational phase of the activity of the future specialists. The author of the article concludes that for the effective formation of language communicative competence on the basis of the communicative approach teachers should create the communication situations, as well as to select text material taking into account the professional orientation of students, to apply the optimal forms, methods and means of organizing the educational process, as well as to form internal needs of students in speech communication, to encourage development and self-development in this area. Key words: employees of the State Criminal and Executive Service, language communicative competence, communicative approach.
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Kozhinowa, Alla. "Russian and Polish Grammars of the 18th Century as Textbooks on Language Theory." Slavistica Vilnensis 65, no. 1 (2020): 43–58. http://dx.doi.org/10.15388/slavviln.2020.65(1).35.
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The article presents Russian and Polish grammarians’ points of view (Vasily Adodurov, Mikhail Lomonosov, Anton Barsov, Walenty Szylarski, Onufry Kopczyński) on considering language theory issues and how they described them in their works written in the 18th and early 19th centuries.
 The grammars under consideration were aimed not only at a detailed description of the Russian and Polish languages or teaching the correct language usage; in addition, they contained some theoretical information given in a manner that is comparable with modern linguistic knowledge. That information lay in the field of linguistic typology. It was also assumed that a language could acquire communicative, cognitive, nominative, and poetic functions (the appropriate terms were not used at that time). Besides, the issues concerning the forms of language existence – written and oral, as well as the dichotomy of language and speech, the nature of a language sign, including the ideas about its arbitrariness, its semantics and pragmatics were raised. Additionally, interesting discussions about sign relations at the phonetic-phonological language level, as well as some ideas of functional syntax were initiated. The results of the study lead to the conclusion that the grammars of the 18th century were a reflection of the historical situation in which this grammatical research was done.
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Shubhangi, Danga. "Sanskrit Language and its Impact on Ayurveda Literature." AYUSCRIPT 04, no. 01 (2025): 19–22. https://doi.org/10.55552/ayuscript.2025.4105.
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Sanskrit, recognized as the language of classical Indian knowledge systems, holds immense significance in Ayurveda. Ayurvedic texts such as Charaka Samhita, Sushruta Samhita, and Ashtanga Hridayam are composed in Sanskrit, reflecting precise terminology and rich linguistic depth. Ayurveda, a traditional system of medicine originating in ancient India, extensively utilizes Sanskrit for documentation and dissemination of its core knowledge. Sanskrit provides a precise linguistic medium to communicate complex medical and philosophical principles inherent in Ayurvedic science. Although Ayurveda has gained global acceptance, limited research systematically investigates the role of Sanskrit in the accuracy, preservation, and modern clinical application of Ayurvedic teachings. This review aims to address this gap by critically evaluating how Sanskrit impacts Ayurveda's theoretical and practical dimensions. The use of Sanskrit ensures clarity in medical concepts, therapeutic formulations, and diagnostic procedures. Key Ayurvedic concepts such as Prakriti, Vikriti, Agni, Ojas, and Dosha have deep philosophical meanings that are better conveyed through Sanskrit. The language’s structured grammar enables detailed descriptions of herbs, treatments, and preventive healthcare strategies. The precision of Sanskrit terms minimizes ambiguity in the interpretation of medical concepts, ensuring consistency in knowledge transmission. Furthermore, Sanskrit's emphasis on phonetics has facilitated the memorization and oral transmission of extensive Ayurvedic knowledge across generations. Modern Ayurveda scholars emphasize the importance of understanding Sanskrit to accurately interpret classical texts, ensuring the application of authentic knowledge in clinical practice. Integrating Sanskrit study into Ayurvedic education continues to empower practitioners with comprehensive insights into holistic healthcare practices.
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HEYBƏTOV, İ. T. "“GƏNC QRAMMATİKLƏR” MƏKTƏBİNİN DİLÇİLİK TARİXİNDƏ OYNADIĞI ROLA DAİR." Actual Problems of study of humanities 1, no. 2024 (2024): 43–46. http://dx.doi.org/10.62021/0026-0028.2024.1.043.
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On The Role of the "Young Grammar School" in the History of Linguistics Summary The term "young grammarians" refers to a group of linguists formed in Leipzig in the 1970s. The main representatives of young grammarians were A. Leskien, B. Delbrück, G.Paul, G.Osthoff, K.Brugman, W.Brounet and E. Severs. Young grammarians consider linguistics exclusively as a diachronic, historical-comparative discipline. This is expressed in the most important work of the time, The Principles of Linguistic History by Herman Paul. With their hypothesis of the "non-exclusivity of the laws of sounds", they attempted to re-establish linguistics within a purely scientific framework. This development was the result of the growing competition between the humanities and the natural sciences. According to them, language changes occur without exception on the basis of the natural laws of sound. Linguistic knowledge should be based solely on observable facts and not on abstractions. Key words: linguistic schools, neogrammarians, the principle of historicism, phonetics, phonology, sound, comparison