scholarly journals Regionally Oriented and Communicatively Oriented Electronic Dictionary - Reference Book on Russian as a Foreign Language (by the Material of Toponymic Space of Khabarovsk Region)

2021 ◽  
pp. 576-582
Author(s):  
Anna Aleksandrovna Pylkova ◽  
Keyword(s):  
Foreign Language ◽  
Reference Book ◽  
Electronic Dictionary

scholarly journals Computer-Based Teaching of Lexis in Primary School

2018 ◽  
Vol 50 ◽  
pp. 01116
Author(s):  
Julia Pirverdieva ◽  
Karina Neganova ◽  
Nonna Pelevina
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Fairy Tales ◽  
Primary School Students ◽  
School Students ◽  
Modern Computer ◽  
Electronic Dictionary ◽  
Computer Based ◽  
Lexical Skills ◽  
Definition Of

The article deals with the use of modern computer technologies in the lexical skills formation in primary school students at the foreign language lessons. The work describes the author’s computer-based methods, which include a developed website with a various list of exercises and tasks at the stage of using vocabulary (variant-situational stage): exercises for controlling of vocabulary (correlate words with translation, connect pairs of synonyms or antonyms, and find a definition of a foreign word), thematic crosswords and interactive testing. Also within the framework of the website, we developed a descriptive electronic dictionary with hyperlinks to the context. Various children’s fairy tales were offered as contexts in English. In order to confirm the research hypothesis, an experiment was conducted. The results of the experiment allowed the authors to justify the use of modern ICT at foreign language lessons in order to increase the level of lexical skills of primary school students.

Dyslexie en Het Elektronisch Woordenboek

2008 ◽  
Vol 79 ◽  
pp. 65-74
Author(s):  
Astrid Kruythoff-Broekman
Keyword(s):  
Foreign Language ◽  
High Frequency ◽  
Important Goal ◽  
Digital Text ◽  
Reading Vocabulary ◽  
Electronic Dictionary ◽  
Word Retention ◽  
Vocabulary Growth ◽  
Time Reading ◽  
Dyslexic Students

This study focuses on the use of electronic dictionaries by students with dyslexia. As opposed to what is known about paper dictionaries, the electronic dictionary used in this study was frequently consulted during the reading of a digital text in a foreign language. Students with dyslexia were also able to utilize this resource. They searched for high-frequency words significantly more than non-dyslexic students with the same vocabulary. Because the electronic dictionary was easy to manage, some students used it as a reading machine. Students with dyslexia and non-dyslexic students spent the same amount of time reading a digital text. The range of the reading vocabulary of the students, in contrast to the dyslexia factor, appeared to influence the reading tempo and word retention. To stress upon vocabulary growth appears to be an important goal in the intervention of reading problems.

scholarly journals CORPUS OF TITLE UNITS OF RUSSIAN-FOREIGN LANGUAGE REFERENCE BOOKS

2019 ◽  
Vol 8 (7) ◽  
Author(s):  
Li Junying ◽  
Rezeda N. Karimullina ◽  
Gao Rongguo
Keyword(s):  
Foreign Language ◽  
Target Language ◽  
Specific Information ◽  
Reference Book ◽  
Great Role ◽  
Objective Criterion ◽  
Source Language ◽  
Bilingual Dictionaries ◽  
Research Material ◽  
Illustrative Material

The object of research is linguistic informativity of the macrostructure of language reference books. The research material is bilingual (Russian-Tatar and Russian-Chinese) dictionaries of various types of the end of the 20th – beginning of the 21st cc. The paper presents the classification including various features of the existing bilingual dictionaries. Bilingual linguography comprises various types of anguage reference books. Most of the language reference books analyzed in this paper are monoscopal, with one source language and one target language. One of the key notions of linguography, as well as the essential component of a language reference book, is the vocabulary. One has to admit that in the modern linguography there is still no distinct objective criterion for selecting words for a language reference book. When composing a vocabulary, subjective factors play a great role. When researching the Russian-foreign language reference books, we revealed a number of mistakes and drawbacks referring to the vocabulary: a) unjustified inclusion of units into the vocabulary, b) unjustified absence of units in the vocabulary, c) orthographic mistakes, d) incorrect use of illustrative material (pictures, photos, etc.). There is no single established opinion as to what information a learner’s dictionary should include. It is important to remember that inclusion of specific information depends on the dictionary’s addressee and purpose.

Word Manager and CALL: structured access to the lexicon as a tool for enriching learners’ vocabulary

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 121-131 ◽  
Author(s):  
PIUS TEN HACKEN ◽  
CORNELIA TSCHICHOLD
Keyword(s):  
Foreign Language ◽  
Word Formation ◽  
Foreign Language Teaching ◽  
Formation Processes ◽  
Advanced Learners ◽  
Electronic Dictionary ◽  
Starting Point ◽  
Morphological Processes ◽  
Inflectional Paradigms ◽  
Operational Component

Morphology consists of inflection and word formation. In foreign language teaching it occurs mainly in the form of inflectional paradigms. While this is certainly an important part of mastering a foreign language, an adequate use of morphology, both inflection and word formation, can facilitate the acquisition of foreign language vocabulary. By applying word formation rules as a way to structure their knowledge, advanced learners can multiply their active vocabulary. A practical problem in using inflectional classes and word formation processes in vocabulary teaching is that the information required to devise exercises is not readily available. In a dictionary, it is not possible to get an overview of word formation relationships or classes of words belonging to the same inflectional class. The nature of word formation processes even makes it impossible in principle to fully cover them in a printed dictionary without creating a lot of redundancy. An electronic dictionary does not automatically solve the problems involved, unless it is structured appropriately. In the Word Manager (WM) project morphological relationships have been taken as a starting point in the design of the lexicon. As a consequence, the lexicon is structured in terms of word formation and inflection rules, in such a way that complete and flexible access to the morphological processes and classes of a language is guaranteed. The full flexibility of WM lexicons requires that the entire system be installed locally. For a dedicated operational component, however, no such installation is necessary. It can be installed as an independently running program or be made available through the Internet. Two such applications (which are freely available) and their possible uses for teaching purposes are described.

Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

2008 ◽  
Vol 18 (3) ◽  
pp. 111-118
Author(s):  
Lourdes Ramos-Heinrichs ◽  
Lynn Hansberry Mayo ◽  
Sandra Garzon
Keyword(s):  
Foreign Language ◽  
Therapeutic Relationship ◽  
Service Provider ◽  
Speech Therapy ◽  
Cross Cultural ◽  
Value Orientations ◽  
Collaborative Partnership ◽  
The Family ◽  
Therapy Services ◽  
Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

Eye Movements of Children and Adults While Reading Television Subtitles

2007 ◽  
Vol 12 (3) ◽  
pp. 196-205 ◽  
Author(s):  
Géry d'Ydewalle ◽  
Wim De Bruycker
Keyword(s):  
Eye Movements ◽  
Foreign Language ◽  
Age Differences ◽  
Information Sources ◽  
Native Language ◽  
Verbal Information ◽  
Single Text ◽  
Grade 5 ◽  
Reading Patterns ◽  
Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner
Keyword(s):  
Academic Achievement ◽  
Foreign Language ◽  
Position Statement ◽  
Considerable Evidence ◽  
Canadian Universities ◽  
Weak Relationship ◽  
University Admission ◽  
Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

A Valuable Reference Book

1989 ◽  
Vol 34 (10) ◽  
pp. 939-939
Author(s):  
Richard Carr ◽  
Elaine A. Blechman
Keyword(s):  
Reference Book
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