Professional Development in Language Contexts: Perceptions and Practices.
V International Spring Symposium Proceedings.
Professional Development in Language Contexts: Perceptions and Practices.
V International Spring Symposium Proceedings.
Contributor(s): Anca Cehan (Editor), Viorica Cebotaroş (Editor)
Subject(s): Social Sciences, Language studies, Language and Literature Studies, Education, Foreign languages learning, Communication studies, Theory of Communication, School education, Vocational Education, Inclusive Education / Inclusion
Published by: Biblioteca Ştiinţifică a Universităţii de Stat Alecu Russo
Keywords: language education; International Symposiu
Summary/Abstract: The current proceedings incorporate the research results presented at the 7th Virtual International Symposium held at Alecu Russo Bălți State University. The contributions focus on current issues concerning action research in language education.
- Page Count: 187
- Publication Year: 2019
- Language: English, Romanian, French, Russian, German
ASSESSMENT THROUGHOUT THE METHODOLOGY CURRICULUM
ASSESSMENT THROUGHOUT THE METHODOLOGY CURRICULUM
(ASSESSMENT THROUGHOUT THE METHODOLOGY CURRICULUM)
- Author(s):Olena Bevz
- Language:English
- Subject(s):Social Sciences, Language studies, Language and Literature Studies, Education, Foreign languages learning, Adult Education, Pedagogy
- Page Range:7-15
- No. of Pages:9
- Keywords:future English language teachers; methodology curriculum; New Generation School Teacher project; assignment types; performance-based tasks; authentic tasks;
- Summary/Abstract:The article deals with the forms of assessment, recommended by New Methodology Curriculum designed within the joint project of Ministry of Education and Science of Ukraine and British Council Ukraine ‘New Generation School Teacher’. The new approaches to training future English language teachers suggests changes not only in the content of Methodology course, but also in approaches to teaching, that are intended to promote high levels of interaction and student involvement in their own learning processes. These consequently implies the alteration of traditional forms of assessment aimed at checking theoretical knowledge of the discipline rather than practical skills needed for the profession of a teacher. So, assessment tasks are designed to reinforce learning throughout the programme. Each module has specified outcomes, assessed by a combination of stand-alone assignments and portfolios including two or more assignments. Final assessment is based on school practice as well as in-course assignments and qualification paper defence.
AUGMENTATIVBILDUNGEN IN DER SPRACHE DER MASSENMEDIEN
AUGMENTATIVBILDUNGEN IN DER SPRACHE DER MASSENMEDIEN
(AUGMENTATIVE EDUCATIONS IN MASS MEDIA LANGUAGE)
- Author(s):Irina Bulgacova
- Language:German
- Subject(s):Social Sciences, Language and Literature Studies, Foreign languages learning, Media studies, Theoretical Linguistics, Applied Linguistics, Communication studies, Lexis, Language acquisition
- Page Range:15-22
- No. of Pages:8
- Keywords:mass-media language; augmentation; augmentative; prefix; prefixoid; composition;
- Summary/Abstract:The following article deals with augmentative formations, that is, word formation products that reinforce or intensify the meaning of the basis. The focus is on the use of augmentation in the language of the German mass media. Based on a number of examples registered in current mass media texts, we have analyzed various word formation methods, the semantic peculiarities and the pragmatic performance of augmentative formations in modern German.
MOTIVARE ȘI METAFORĂ COGNITIVĂ ÎN TERMINOLOGIA ACTUALĂ
MOTIVARE ȘI METAFORĂ COGNITIVĂ ÎN TERMINOLOGIA ACTUALĂ
(MOTIVATION AND COGNITIVE METAPHOR IN CURRENT TERMINOLOGY)
- Author(s):Doina Butiurcă
- Language:Romanian
- Subject(s):Language studies, Language and Literature Studies, Theoretical Linguistics, Applied Linguistics, Descriptive linguistics
- Page Range:22-30
- No. of Pages:9
- Keywords:motivation; metasemic; metaphor; multilingual; terminology;
- Summary/Abstract:External motivation, the classification and characteristics of this type of motivation - attributed to an impressive number of specialized terms in contemporary scientific languages - is the topic we propose to approach in our study. The motivated relationship between the signified object and the term and the metasemic motivation (in the case of change of meaning) are two of our general research directions. The definition of the metasemically motivated “travelling” metaphor in terminology, the cultural sources of this type of metaphor, the patterns of interdisciplinarity it creates in the corpus of terms and/or specialized discourse, the multi- and plurilingual dimension represent the specific objectives of our research (applicative and theoretical). The descriptive-linguistic method, the contrastive method are the methods applied in the study to show the extent to which the condition of precision of the specialized meaning is met in the different languages. The research findings reveal that external motivation, the metaphor, represents one of the creative forces of present terminology.
DEFINING ‘METHOD’ IN THE POST-METHOD ERA
DEFINING ‘METHOD’ IN THE POST-METHOD ERA
(DEFINING ‘METHOD’ IN THE POST-METHOD ERA)
- Author(s):Anca Cehan
- Language:English
- Subject(s):Social Sciences, Language and Literature Studies, Foreign languages learning, Applied Linguistics, Language acquisition, Pedagogy
- Page Range:31-40
- No. of Pages:10
- Keywords:method; approach; design; technique; strategy; methodology;
- Summary/Abstract:The paper aims to raise the English teachers’ awareness of the terminological ambiguities and the loose use of several common TEFL words such as “method”, “approach”, “design”, “technique”, “procedure”, “strategy”, “methodology”, and others. The efforts that have been made in an attempt to clarify them are presented in connection with the models proposed by E. M. Antony (1963), W. F. Mackey (1965), J. C. Richards and T. S. Rodgers (1982), H. H. Stern (1983), and B. Kumaravadivelu (2008). The ambiguities and overlaps found in these models are pointed out, and implications for the practitioners’ condition are suggested.
ZU WELCHEM TABU SCHWEIGEN SIE GERADE IM MEHRSPRACHIGEN KLASSENZIMMER?
ZU WELCHEM TABU SCHWEIGEN SIE GERADE IM MEHRSPRACHIGEN KLASSENZIMMER?
(ABOUT WHICH TABO ARE YOU SILENT IN THE MULTILINGUAL CLASSROOM?)
- Author(s):Oxana Chira
- Language:German
- Subject(s):Social Sciences, Language studies, Language and Literature Studies, Education, Theoretical Linguistics, Applied Linguistics, Sociolinguistics, Pedagogy
- Page Range:40-46
- No. of Pages:7
- Keywords:taboo; euphemism; culture; social taboo; verbal taboo; traditions; multilingualism;
- Summary/Abstract:The traditional taboos of mankind are the taboos of the sacred and of the impure. The issues of language impoliteness, verbal aggression and taboo violence have only recently come under a more intensive scientific scrutiny. The paper offers some possibilities for successfully avoiding of taboo words, wherefore it can also be a contribution for a better understanding of taboos in our own, as well as in other cultures and languages. However, the existence of differences between the languages was not sufficient to predict target-deviant behaviour. The question whether language dominance determines cross-linguistic influence has been discussed controversially in studies on simultaneously bilingual students. Flouting taboos entails direct or indirect, social or cultural sanctions.
LE RÔLE DE LA MÉMOIRE DANS L’EXPLORATION DU TEXTE DRAMATIQUE EN CLASSE DE FLE
LE RÔLE DE LA MÉMOIRE DANS L’EXPLORATION DU TEXTE DRAMATIQUE EN CLASSE DE FLE
(THE ROLE OF MEMORY IN THE EXPLORATION OF DRAMATIC TEXT IN FLE CLASS)
- Author(s):Mariana Chiriţa
- Language:French
- Subject(s):Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Studies of Literature, Language acquisition, Theory of Literature, Pedagogy
- Page Range:47-52
- No. of Pages:6
- Keywords:memory; drama; FFL classroom;
- Summary/Abstract:The article examines the role memory plays in the process of acquisition of French as a foreign language while using drama in the classroom. The suggested activities are designed to help learners improve and train their memory while working with the play Cocorico by Sylvaine Hinglais. The activities can be used with all learners regardless of their language proficiency level.
TACKLING THE CONCEPTUAL ISSUES IN LANGUAGE EDUCAITON: DO WE DEVELOP SKILLS OR COMPETENCES?
TACKLING THE CONCEPTUAL ISSUES IN LANGUAGE EDUCAITON: DO WE DEVELOP SKILLS OR COMPETENCES?
(TACKLING THE CONCEPTUAL ISSUES IN LANGUAGE EDUCAITON: DO WE DEVELOP SKILLS OR COMPETENCES?)
- Author(s):Viorica Condrat
- Language:English
- Subject(s):Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Applied Linguistics, Language acquisition, School education, Pedagogy
- Page Range:53-62
- No. of Pages:10
- Keywords:competence; skill; communicative competence; CEFR; lesson plan;
- Summary/Abstract:The article examines the sometimes confusing use of the terms competence and skills in the Moldovan language education context. Teachers of English as a foreign language seem to closely follow the guidelines of the national curriculum, which does not seem to facilitate the teachers’ work in their design process. The fact that the term competence is opposed to that of skill in TEFL literature seems to be ignored by the authors of the curriculum. Thus, teachers feel forced to use the exact terminology from the curriculum, even if it can cause confusion.
THE FLIPPED CLASSROOM: MAKING YOUTUBE VIDEOS TO ENHANCE STUDENTS’ LEARNING
THE FLIPPED CLASSROOM: MAKING YOUTUBE VIDEOS TO ENHANCE STUDENTS’ LEARNING
(THE FLIPPED CLASSROOM: MAKING YOUTUBE VIDEOS TO ENHANCE STUDENTS’ LEARNING)
- Author(s):Viorica Condrat
- Language:English
- Subject(s):Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Language acquisition, School education, Pedagogy
- Page Range:63-71
- No. of Pages:9
- Keywords:flipped classroom; student-centred classroom; learner autonomy; HOTs;
- Summary/Abstract:The article introduces the notion of the flipped classroom, focusing on the benefits it can bring into the English language classroom. It presents the preliminary results of a small scale study on the way grammar topics can be covered when the flipped model is applied at the practical course of English with first year university students. The topic needs further investigation as it seems premature to clearly state the benefits of flipping the language classroom. Yet, it can be said that applying such a model can contribute to the development of learner autonomy as well as HOTs.
IMPROVEMENT OF STUDENTS’ LEARNING VIA GROUP WORKING AND TUTORING
IMPROVEMENT OF STUDENTS’ LEARNING VIA GROUP WORKING AND TUTORING
(IMPROVEMENT OF STUDENTS’ LEARNING VIA GROUP WORKING AND TUTORING)
- Author(s):Alla Gembaruk, Svitlana Derkach
- Language:English
- Subject(s):Social Sciences, Education, Educational Psychology, Pedagogy
- Page Range:72-78
- No. of Pages:7
- Keywords:group working; team learning; cooperative learning; active learning; interactive learning;
- Summary/Abstract:This study aims to provide a clear understanding of group working in the classroom for implementation of active learning methods has become of great need especially group working as an effective method to encourage and motivate students while learning in the classroom. In fact, working in groups has been considered to prove better inspiration, motivation, engagement and effectiveness of learning activities of students. The article highlights scientific findings of researchers on the issue and reveals practical experience of student group working. It can thus be conceivably hypothesized that all profits and benefits of group work in English classes can potentially contribute to qualitative students’ outcomes. It was discovered that working in groups is strikingly different from the conventional one as cooperation is a complete challenge and creates positive interdependence in team work. Moreover, participants turn out to be responsible for each other’s success. Concurrently, such new approach focuses on task and maintenance roles and outcomes. On reflecting the changes and new approaches in student’s learning that have been used, it’s worth saying that group learning stimulates student’s critical thinking, everyone is involved in debating, discussing, clarifying their statements and concepts being considered in the class. Our class sessions showed and assumed that the students being tutored not only learned more than they did without tutoring, they also developed a more positive attitude about what they were studying. In addition, the tutors learned more than students who did not tutor. The observed improvement in students learning can be interpreted as being a result of group work and peer tutoring.
INTERCULTURAL COMPETENCE DEVELOPMENT IN ESL CLASSROOM
INTERCULTURAL COMPETENCE DEVELOPMENT IN ESL CLASSROOM
(INTERCULTURAL COMPETENCE DEVELOPMENT IN ESL CLASSROOM)
- Author(s):Iryna Kholod
- Language:English
- Subject(s):Social Sciences, Education, School education, Vocational Education, Pedagogy
- Page Range:79-85
- No. of Pages:7
- Keywords:intercultural competence; skill; knowledge; attitude; authentic material; methods;
- Summary/Abstract:This paper is devoted to cultural competence and its development in the teaching and learning environment. The definition of the notion ‘cultural competence’ is presented and constituent elements of intercultural competence – knowledge, skills, and attitudes are specified. The attention of the author is devoted to authentic materials and some activities of their usage are presented. Some methods and techniques of intercultural competence teaching are noticed and specified.
НАРОДНЫЕ ЗАГАДКИ КАК ЭФФЕКТИВНОЕ СРЕДСТВО ИНТЕЛЛЕКТУАЛЬНОГО РАЗВИТИЯ ДЕТЕЙ
НАРОДНЫЕ ЗАГАДКИ КАК ЭФФЕКТИВНОЕ СРЕДСТВО ИНТЕЛЛЕКТУАЛЬНОГО РАЗВИТИЯ ДЕТЕЙ
(FOLK RIDDLES AS AN EFFECTIVE METHOD FOR INTELLECTUAL DEVELOPMENT OF CHILDREN)
- Author(s):Tatiana Кotilevskaza
- Language:Russian
- Subject(s):Anthropology, Social Sciences, Education, Customs / Folklore, Sociology, Preschool education, School education, Pedagogy
- Page Range:86-93
- No. of Pages:8
- Keywords:intellectual development; children of preschool age; folk riddles; groups of riddles; methods of working with riddles;
- Summary/Abstract:The article is devoted to the problem of intellectual development of children of preschool age in the process of studying folk riddles. The author reveals the concept of "riddle", highlights the principles of the selection of riddles and groups of riddles that are used in pre-school. The work details the methods of work: a) with riddles – descriptions, b) with riddles containing the key distinguishing feature of the object, c) with riddles in which the description of the object is given through negation; it proved that the effectiveness of this technique has a positive effect on children's intellectual development.
АНГЛИЙСКИЕ ПОСЛОВИЦЫ И ПОГОВОРКИ О ПРИНЦИПАХ ОБУЧЕНИЯ
АНГЛИЙСКИЕ ПОСЛОВИЦЫ И ПОГОВОРКИ О ПРИНЦИПАХ ОБУЧЕНИЯ
(ENGLISH PROVERBS AND SAYINGS ABOUT THE PRINCIPLES OF LEARNING)
- Author(s):Oleksandr Kovalenko
- Language:Russian
- Subject(s):Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Theoretical Linguistics, Applied Linguistics, Language acquisition, School education, Pedagogy
- Page Range:93-99
- No. of Pages:7
- Keywords:proverb; saying; didactic principles; methodological principals; psychological principals; methodology;
- Summary/Abstract:The article deals with the application of English proverbs and sayings for effective teaching of English Methodology. The author suggests applying them for mastering the principles of teaching in general as well as teaching English language in particular since proverbs describe the millennium-long experience of people, reflect valuable pedagogical ideas. The main focus of the author is to consider a large number of English and Ukrainian proverbs, to select the ones that concern pedagogical approaches to teaching, and to group them according to the principle mentioned. The examples also include some Ukrainian and Russian proverbs as well as English quotation when it is appropriate. Following the classification of principles developed by A.N. Shchukin, one to twelve examples are selected to exemplify each principle. The principles of teaching are of four groups: didactic (10 principles), psychological (4 principles), methodological (5 principles) and linguistic ones (3 principles). In the course of the study we came to the following conclusions: there is a large number of proverbs on pedagogical and methodological principles, the use of proverbs leads to the development of abstract and associative thinking of would-be teachers. The author claims that proverbs should be widely used in lecturing and suggests a range of tasks for students: using a proverbs give some advice to a pupil, pupil’s parents or a colleague, explain a proverb, share your school experience using a proverb, express you agreement or disagreement with a proverb, choose a proverb with a different meaning, find Ukrainian or Russian equivalents for an English proverb, discuss the relevancy of a proverb to modern conditions, match a proverb to a principal it describes.
IDENTITY DISCOURSE OF IN- AND OUT- MOLDOVANS IN THE GLOBAL CONTEXT
IDENTITY DISCOURSE OF IN- AND OUT- MOLDOVANS IN THE GLOBAL CONTEXT
(IDENTITY DISCOURSE OF IN- AND OUT- MOLDOVANS IN THE GLOBAL CONTEXT)
- Author(s):Victoria Mascaliuc
- Language:English
- Subject(s):Social Sciences, Sociology, Demography and human biology, Migration Studies, Globalization, Identity of Collectives
- Page Range:99-107
- No. of Pages:9
- Keywords:cultural identity; self; in-country Moldova; out-country Moldovan; identity discourse; discourse indicators;
- Summary/Abstract:The article targets at presenting the research “Moldovans’ identity in the global context”. The imperatives of this research are: (1) to analyze the essence of the identity discourse from different perspectives; (2) to describe the rationale of the implemented study; (3) to draw conclusions on a part of the first phase implementation. This research focuses on the identification of the structure of the Moldovans’ cultural identity on the basis of the selected two cohorts of in- and out-country Moldovans. The article provides rationale of the investigation, the procedure and some raw conclusions. As the research in ongoing, there has been described only a part of the first phase. There have been selected three questions to be analyzed from the research questionnaires. All the other answers are being processed. By the end, some raw conclusions are drawn on the structure of the Moldovan self and factors that determine its modification or change.
ON THE IMPLEMENTATION OF A COMPETENCE BASED CURRICULUM IN THE REPUBLIC OF MOLDOVA
ON THE IMPLEMENTATION OF A COMPETENCE BASED CURRICULUM IN THE REPUBLIC OF MOLDOVA
(ON THE IMPLEMENTATION OF A COMPETENCE BASED CURRICULUM IN THE REPUBLIC OF MOLDOVA)
- Author(s):Ana Muntean
- Language:English
- Subject(s):Social Sciences, Education, School education, Pedagogy
- Page Range:107-114
- No. of Pages:8
- Keywords:competence; curriculum; fair assessment; skill;
- Summary/Abstract:The article deals with examining the new competence based curricula that have been introduced in the Republic of Moldova responding to the demands of the contemporary information / knowledge based society. The curricula content is participatory, contextualized, process‐oriented, dynamic, interdisciplinary and adaptable to changes and advances in the pedagogical disciplines as well as in society at large. However, implementing the curricula demands a lot of commitment from all participants. Teachers mainly need to develop clear understanding of ‘competence’ and revise the teaching–learning process in order to develop and consolidate their students’ competences.
USING LITERATURE CIRCLES TO ENHANCE GROUP DISCUSSIONS IN THE CLASSROOM
USING LITERATURE CIRCLES TO ENHANCE GROUP DISCUSSIONS IN THE CLASSROOM
(USING LITERATURE CIRCLES TO ENHANCE GROUP DISCUSSIONS IN THE CLASSROOM)
- Author(s):José Luis PEREA-HERNÁNDEZ, Lidiia Aizikova
- Language:English
- Subject(s):Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Applied Linguistics, Language acquisition, School education, Pedagogy
- Page Range:114-125
- No. of Pages:12
- Keywords:Literature Circles; communicative mobility; QARs format; Literal Comprehension; Interpretative Comprehension; Applied Comprehension;
- Summary/Abstract:The following article examines two important components to aid students develop their English language oral skills and to enhance their understanding of literature and thinking skills. The first component is the use of the Question and Answer Relationship Format to help teachers elicit appropriate questioning and use strategies to understand literature and nonfictional text in a deeper fashion. The second component is the use of Literature Circles. This strategy, widely used in the United States, allows students to read fictional texts and discuss in depth all the components of a literary piece. Consequently, this technique also triggers students’ oral skills while in the classroom. Such a method is ideal for English Language Learners from an intermediate to an advanced and near proficient levels in any educational context. Thus, the authors also share insights from their own classroom experience while using the aforementioned techniques.
ITEM TEST SPECIFICATIONS: HOW TO CREATE RECIPES FOR LANGUAGE ASSESSMENTS AND TESTS
ITEM TEST SPECIFICATIONS: HOW TO CREATE RECIPES FOR LANGUAGE ASSESSMENTS AND TESTS
(ITEM TEST SPECIFICATIONS: HOW TO CREATE RECIPES FOR LANGUAGE ASSESSMENTS AND TESTS)
- Author(s):José Luis PEREA-HERNÁNDEZ
- Language:English
- Subject(s):Social Sciences, Language and Literature Studies, Education, Foreign languages learning, Applied Linguistics, Language acquisition, Pedagogy
- Page Range:126-142
- No. of Pages:17
- Keywords:Language Assessment; Item Test Specifications; Testing; Assessment; Test Development and Construction;
- Summary/Abstract:Creating tests and assessments for both English language and second language learners has been challenging and has required a lot of theoretical and abstract thought. Conversely, big language testing companies, have shown weaknesses in their production of standardized assessments, especially in the training of test-item-writing. In order to create good language assessments, specifications are needed. Therefore, the purpose of this article is to present the fundamental and basic principles to create a recipe or test specifications to create any type of language assessment. The author uses Lynch and Davidson’s five-step model (2002), following the formula derived by James Popham (1978). Further, after having presented the theoretical components of the model, the author proposes practical strategies to the use of this model and provide a sample language item test specification. The idea of this paper is to have teachers visualize and internalize the model to put it into practice in their own testing and assessment contexts.
THE PRAGMATICS OF COMPLIMENT EXPRESSIONS BETWEEN NATIVE SPEAKERS OF ENGLISH, RUSSIAN AND UKRAINIAN
THE PRAGMATICS OF COMPLIMENT EXPRESSIONS BETWEEN NATIVE SPEAKERS OF ENGLISH, RUSSIAN AND UKRAINIAN
(THE PRAGMATICS OF COMPLIMENT EXPRESSIONS BETWEEN NATIVE SPEAKERS OF ENGLISH, RUSSIAN AND UKRAINIAN)
- Author(s):José Luis PEREA-HERNÁNDEZ, Anzhelika Solodka, Natalia Romanchuck, Zoya Oganesyan, Svitlana Kushnirenko
- Language:English
- Subject(s):Anthropology, Social Sciences, Language studies, Language and Literature Studies, Theoretical Linguistics, Applied Linguistics, Sociology, Morphology, Lexis, Semantics, Language acquisition, Comparative Linguistics, Western Slavic Languages, Cultural Anthropology / Ethnology, Methodology and research technology
- Page Range:143-160
- No. of Pages:18
- Keywords:ethnomethodology; compliments; speech acts; native speakers; compliment expressions; language forms; adjectives; attributes praised;
- Summary/Abstract:Pragmatics has been a paramount part in the field of intercultural communication for linguists. It concerns the study of linguistic interaction between people and it analyzes conversation and the speech acts. The present article focuses on the speech acts as a way to express in universal ways and with appropriate knowledge and, namely, on the usage of compliment expressions. We have taken as a basis Manes’ definition of compliments as those speech acts which have the reflection and expression of cultural values because of their nature as judgments, over expressions of approval or admiration of another’s work, appearance or taste. The objective of compliment expressions is to establish or to reinforce solidarity. Many of the values reflected through compliments are personal appearance, new acquisitions, possessions, talents and skills. The conclusions that we have drawn are made on the results that we have got from the online survey that referred to the following variables: compliment form (syntactic patterns), tone used by speakers, compliment frequency, relationship between the compliment speaker and hearer, gender relationship, speakers’ age, and attributes praised. Participants consisted of native speakers of English interviewed in the United States and native speakers of Russian and Ukrainian from all over the Ukraine.
INTONATION ALS EINE WICHTIGE KOMPONENTE DER KOMMUNIKATIONSFÄHIGKEIT
INTONATION ALS EINE WICHTIGE KOMPONENTE DER KOMMUNIKATIONSFÄHIGKEIT
(INTONATION AS AN IMPORTANT COMPONENT OF COMMUNICATION SKILLS)
- Author(s):Ana Pomelnicova
- Language:German
- Subject(s):Social Sciences, Language studies, Language and Literature Studies, Foreign languages learning, Communication studies
- Page Range:160-166
- No. of Pages:7
- Keywords:foreign language skills; language learner; the phonetic aspect; intonation; oral communication; systemic intonation analysis;
- Summary/Abstract:A lot is spoken about forming the phonetic competence in foreign language schools. Thus, this article deals with the importance of the sound (phonetic) aspect of oral communication in foreign language teaching where special attention is paid to intonation. There is a central object of study from the perspective of spoken speech parameters. Future professionals must speak a foreign language, have interpersonal and professional communication skills. These skills allow you to feel confident in a foreign business environment, to be competitive in the labour market. But it is worth mentioning that the knowledge of vocabulary and grammatical rules is insufficient for this. It is necessary to identify the main point, accents and pauses. The author states that intonation, emotions, skills intoning sentences are very important in a foreign language. Thus, the given article discusses the functions of intonation, emphasizing the main features of the intonation of the German language and indicating their syntactic and phonetic peculiarities.
SENSURI POETICE ALE CROMONIMULUI NEGRU ÎN OPERA POETICĂ A LUI BOGDAN GHIU
SENSURI POETICE ALE CROMONIMULUI NEGRU ÎN OPERA POETICĂ A LUI BOGDAN GHIU
(POETIC MEANINGS OF THE BLACK CHROMONYM IN BOGDAN GHIU'S POETIC WORK)
- Author(s):Lilia Răciula
- Language:Romanian
- Subject(s):Language and Literature Studies, Semiotics / Semiology, Theoretical Linguistics, Studies of Literature, Romanian Literature, Theory of Literature
- Page Range:167-173
- No. of Pages:7
- Keywords:chromatic; black; white; poetic meaning; textualism;
- Summary/Abstract:The present research deals with he poetic works of Bogdn Ghiu from the perspective of examining the chromatic symbolism of ‚black’. The poet’s imaginary images become elements-concepts of his writing: the page, the period, the letter, etc., all these being attributed a chromatic scale. ‘White’ and ‘black’ are two essential colours used by the poet to construct images in his poetry. The black colour by symmetry postulates the existence of white and vice versa; thus, a poetic image is being created in the colours of the chess game – black and white. This chromatic opposition may serve as inference to the coal drawing or engravings, or even to the arts of graffiti. As a veritable artist, the poet uses basic signs, such as the dash and the dot to obtain complex images, and harnesses the plain and economical sign – the dot (white and black) – to express profound imageries. From the point of view of semiotics, white and black constitute a system in the poet’s chromatic code, where the white period stands for the creation of the divine world while the black one – the poet’s creation.
INTERCULTURAL COMMUNICATION AND CULTURAL IDENTITY AT EFL LESSONS
INTERCULTURAL COMMUNICATION AND CULTURAL IDENTITY AT EFL LESSONS
(INTERCULTURAL COMMUNICATION AND CULTURAL IDENTITY AT EFL LESSONS)
- Author(s):Micaela Ţaulean
- Language:English
- Subject(s):Social Sciences, Education, Communication studies, Sociology, Theory of Communication, School education, Higher Education , Sociology of Culture, Identity of Collectives
- Page Range:174-181
- No. of Pages:8
- Keywords:communication; cultural/intercultural awareness; cultural identity; intercultural communication;
- Summary/Abstract:The article describes the relationship between language and culture as well as the ways of discussing about cultural identity and cultural diversity at EFL classes to university students. The author offers an analysis of researchers' views of the interaction between culture and language and suggests some practical ideas for intercultural dialogue at EFL classes. The author of the article highlights the idea that knowing the language gives an appearance of understanding people of different cultures but does not give a sufficient knowledge about the foreign culture. Taking into account that verbal as well as nonverbal communication involves much more than transmitting a particular message and it reflects everyone's identifications, keeping their cultural values, the author of the article suggests several practical ideas for EFL classroom to provide a real interaction between cultures through comparison of different cultural values.
ИСПОЛЬЗОВАНИЕ МАЛЫХ ФОРМ ФОЛЬКЛОРА В РАБОТЕ С УЧАЩИМИСЯ С ИНТЕЛЛЕКТУАЛЬНОЙ НЕДОСТАТОЧНОСТЬЮ
ИСПОЛЬЗОВАНИЕ МАЛЫХ ФОРМ ФОЛЬКЛОРА В РАБОТЕ С УЧАЩИМИСЯ С ИНТЕЛЛЕКТУАЛЬНОЙ НЕДОСТАТОЧНОСТЬЮ
(USE OF FOLKLORE IN WORK WITH STUDENTS WITH INTELLECTUAL DISABILITIES)
- Author(s):Larisa Zorilo, Maria Pereteatcu
- Language:Russian
- Subject(s):Anthropology, Social Sciences, Education, Customs / Folklore, School education, Inclusive Education / Inclusion, Pedagogy
- Page Range:181-187
- No. of Pages:7
- Keywords:folklore; psycho-physical development; intellectual disabilities; emotional development; motivate;
- Summary/Abstract:This article discusses the problem of using small forms of folklore in working with learners with intellectual disabilities. The authors point out the peculiarities of the psycho-physical development of children with intellectual disabilities, correlate them with various small forms of folklore. The pedagogical influence of riddles, proverbs, fables, proverbs, nursery rhymes, jokes is substantiated by concrete examples, which influence not only the mental development of this category of children, but also contribute to their emotional development, motivate to learning activities, expands the concept of the world.
