scholarly journals ON THE QUESTION OF ADAPTATION OF BORROWED VOCABULARY IN TABASARAN SPEAKING

2021 ◽  
pp. 168-174
Author(s):  
M. D. Vadzhibov
Keyword(s):  
Foreign Language ◽  
Oral Speech ◽  
Native Speech

The article discusses the issue of adaptation of borrowed vocabulary in Tabasaran oral speech. It is noted how the foreign language word adapts to the laws of one of the Dagestan languages and what is currently happening with the borrowings used by Tabasarans in their native speech. Various examples from Russian, Arabic, English and other languages are given.

A BRIEF ANALYSIS OF TIME-PREPOSITIONS IN THE RUSSIAN LANGUAGE

2019 ◽  
Vol 18 (28) ◽  
pp. 187-195
Author(s):  
Yabing Zhang
Keyword(s):  
Foreign Language ◽  
Foreign Students ◽  
Russian Language ◽  
Parts Of Speech ◽  
Organic Structure ◽  
Part Of Speech ◽  
True Meaning ◽  
Oral Speech ◽  
The Russian Language

This article is devoted to the problem of using Russian time-prepositions by foreigners, especially by the Chinese. An analysis of modern literature allows the author to identify the main areas of the work aimed at foreign students’ development of the skills and abilities to correctly build the prepositional combinations and continuously improve the communication skills by means of the Russian language. In this paper, the time-prepositions in the Russian language have been analyzed in detail; some examples of polysemantic use of prepositions, their semantic and stylistic shades alongside with possible errors made by foreign students are presented. The results of the study are to help in developing a system of teaching Russian time-prepositions to a foreign language audience, taking into account their native language, on the basis of the systemic and functional, communicative and activity-centred basis. The role of Russian time-prepositions in constructing word combinations has been identified; the need for foreign students’ close attention to this secondary part of speech has been specified. It has been stated that prepositions are the most dynamic and open type of secondary language units within the quantitative and qualitative composition of which regular changes take place. The research substantiates the need that students should be aware of the function of time-preposition in speech; they are to get acquainted with the main time-prepositions and their meanings, to distinguish prepositions and other homonymous parts of speech as well as to learn stylistic shades of time-prepositions. Some recommendations related to the means of mastering time-prepositions have been given: to target speakers to assimilate modern literary norms and, therefore, to teach them how to choose and use them correctly by means of linguistic keys that are intended to fill the word with true meaning, to give it an organic structure, an inherent form and an easy combinability in the texts and oral speech.

scholarly journals Situation as a methodological problem and its role in teaching a foreign language

2020 ◽  
Vol 2020 (2 (131)) ◽  
pp. 73-79
Author(s):  
Oleksiy Kozachenko
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Semantic Content ◽  
Foreign Language Teaching ◽  
Scientific Development ◽  
Practical Implementation ◽  
Level Of Functioning ◽  
Speech Activity ◽  
Oral Speech ◽  
Teaching Learning

The article provides a theoretical analysis of a situation as the basis for the emergence of semantic relationships of statements in a dialogue. Consideration of the situation and the specifics of its reflection in the semantic content of statements will allow establishing how a dialogue is governed by the situation. The relevance of the study is related to the need for scientific development and practical implementation of the system of teaching dialogic speech, which will effectively develop students’ quality skills to use living spoken language in practice. Speech activity is marked by important linguistic parameters. A person’s ability to perform speech activity is seen primarily as an opportunity to form statements that correspond to certain situations. The situation affects the structure of certain forms of oral speech, in particular its dialogic variety. Linguists consider the situation to be an extralinguistic factor of speech activity and an important element that significantly affects the speech structure. Psychologists treat the situation as one of the important criteria for studying the regularities of the forming and functioning of mental processes. The situation is traditionally considered at the level of functioning as well as a methodological category. There prevails an opinion that it is necessary to make a detailed analysis of the features of the speech situation components on the basis of which scholars-practitioners single out the most typical and controlled ones in order to successfully apply them in foreign language teaching. The important methodological parameters obtained as a result will be the situational basis for building an effective model of foreign language teaching / learning.

Native and non-native speech sound processing and the neural mismatch responses: A longitudinal study on classroom-based foreign language learning

2015 ◽  
Vol 72 ◽  
pp. 94-104 ◽  
Author(s):  
Lea B. Jost ◽  
Aleksandra K. Eberhard-Moscicka ◽  
Georgette Pleisch ◽  
Veronica Heusser ◽  
Daniel Brandeis ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learning ◽  
Speech Sound ◽  
Foreign Language Learning ◽  
Sound Processing ◽  
Native Speech

The Business of Pragmatics. The Case of Discourse Markers in The Speech of Students of Business English and English Linguistics

2011 ◽  
Vol 161 ◽  
pp. 10-30 ◽  
Author(s):  
Lieven Buysse
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Native Speakers ◽  
Native Speaker ◽  
Foreign Language Learning ◽  
Discourse Markers ◽  
Business English ◽  
Foreign Language Learners ◽  
Native Speech

Abstract This paper investigates how foreign language learners use discourse markers (such as so, well, you know, I mean) in English speech. These small words that do not contribute much, if anything at all, to the propositional content of a message but modify it in subtle ways, are often considered among the last elements acquired in a foreign language. This contribution reports on close scrutiny of a corpus of English-spoken interviews with Belgian native speakers of Dutch, half of whom are undergraduates majoring in Commercial Sciences and half of whom are majoring in English Linguistics, and sets it off against a comparable native speaker corpus. The investigation shows that the language learners exhibit a clear preference for “operative discourse markers” and neglect or avoid “involvement discourse markers”. It is argued that in learner speech the former take on functions typically fulfilled by the latter to a greater extent than in native speech, and that in some cases the learners revert to a code-switching strategy to cater for their pragmatic needs, bringing markers from Dutch into their English speech. Finally, questions are raised as to the place of such pragmatic devices in foreign language learning.

Teaching the Russian and Foreign Languages within the Framework of Integrated Linguistic Education Strategy

2015 ◽  
Vol 3 (5) ◽  
pp. 11-16
Author(s):  
Горлова ◽  
N. Gorlova
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Personality Development ◽  
General Purpose ◽  
Foreign Languages ◽  
School Subject ◽  
Learner Centered ◽  
Education Strategy ◽  
Oral Speech ◽  
Primary School Pupil

The paper deals with the issue of forming general-purpose educational activities (personal, meta-subject and subject) in the course of teaching the Russian and foreign languages. Covered are the essence, structure and substance of the versatile learner-centered strategy of linguistic education, oriented at personality development of a preschooler, a primary school pupil and a teenager when mastering oral-speech activity in the Russian language (as a native as well as a foreign language), in a foreign language, as well as in a language of teaching any school subject.

scholarly journals On the issue of teaching a foreign language in high school according to the new federal state educational standard 3++

2019 ◽  
pp. 205-209
Author(s):  
Svetlana A. Smirnova
Keyword(s):  
High School ◽  
Foreign Language ◽  
Professional Communication ◽  
Federal State ◽  
Professional Activities ◽  
Educational Standard ◽  
Wide Range ◽  
Oral Speech ◽  
State Educational ◽  
New Generation

The article deals with the question of teaching a foreign language in high school according to the requirements of the new federal state educational standard 3++ according to which the emphasis in training is on business and professional communication. The potential of using a foreign language as a means of forming universal competences declared by the Federal educational standard of the new generation is also studied. The article describes the methods of teaching a foreign language and the likely area of knowledge and skills obtained as a result of training. It is mentioned the importance of international cooperation and special attention to the development of skills and abilities of oral speech, as well as the task of taking into account intercultural differences in the process of communication with representatives of other cultures. In order to simulate academic and professional communication in the classroom the article offers a wide range of exercises for training, which stimulate authentic intercultural business communication study, which is designed to help graduates in their professional activities.

scholarly journals Analysis of the experience of the Soviet methods of teaching foreign languages and the possibility of using such experience in modern realities

2021 ◽  
pp. 161-170
Author(s):  
Natalya Bashlueva
Keyword(s):  
Foreign Language ◽  
Foreign Languages ◽  
Soviet Period ◽  
Rational System ◽  
The Past ◽  
Soviet School ◽  
Methods And Techniques ◽  
Oral Speech ◽  
Younger Generation ◽  
Methodological Principles

The article deals with the possibility of creating a rational system for teaching a foreign language. Russian methodologists have previously developed original techniques for teaching oral speech, some of which can now be used in modern conditions. The development of effective methods of teaching oral speech and communication cannot be sufficiently successful if the methods and techniques developed earlier by both Russian (previously Soviet) and foreign methodologists are not studied and used. It would be appropriate to make critical use of the achievements of the past. The methodological principles of teaching scientists of that era were formulated at a time when the Soviet method of teaching foreign languages was in its infancy, when the Soviet school was going through a period of searching for new ways in the upbringing and education of the younger generation. One of the most interesting achievements in the field of teaching foreign languages should be mentioned the experience of the methodologist of the Soviet period N. S. Koblenz. The advantage of the N. S. system Koblenz can also be considered the organization of the study of the developed standard, which ensures greater activity of students their desire to creatively apply previously learned material in a new language situation. This is achieved by a skillful combination of semi-mechanical and conscious techniques of work. Assessing the views of N. S. Koblenz on the study of vocabulary, it should be noted that he was one of the first in the Soviet methodology in practice to select lexical material when teaching a foreign language. In all the texts of the lessons, and especially in the standards, only selected words and expressions are introduced, which the author of the method tries to activate as much as possible.

scholarly journals Peculiarities of teaching professionally оriented oral communication of nonlinguistic university senior students

2021 ◽  
pp. 161-169
Author(s):  
N. A. Demchenko ◽  
Keyword(s):  
Foreign Language ◽  
Oral Communication ◽  
Professional Communication ◽  
Linguistic Knowledge ◽  
Technical Literature ◽  
Initial Stage ◽  
Oral Speech ◽  
Personal Qualities ◽  
Senior Students ◽  
Linguistic Material

The article deals with the problem of teaching students (for whom foreign language is not a specialty) an oral foreign language professional communication. A number of scholars’ woks, including methodologists and linguists devoted to this topic were analyzed. Numerous studies are dedicated to the problem of teaching oral speech in a nonlinguistic university but most of them are often concern only with the initial stage of education. Less attention is given to the problem of teaching senior students professionally oriented oral communication. Professionally oriented teaching refers to training based on the needs of students in teaching a foreign language dictated by the characteristics of the future profession or specialty. It involves the combination of mastering a professionally oriented foreign language with the development of the personal qualities of students as well as with the acquisition of special skills based on professional and linguistic knowledge. It is necessary to highlight the communicative intentions of business communication among other communicative intentions. A typical example of the natural conditions of communication in the specialty is the defense of master's projects. Oral speech during the defense of master's projects is a conversation, a special type of dialogue between the master and the examiner, which is based on the examiner's questions and the master's answers. This type of communication is typical for other situations of communication between specialists. As a result of the study, we came to the conclusion that the basis of the linguistic material in the specialty can be some complexes of information on certain topics composed of texts of different types of technical literature and presented not only in the form of printed sources but also audiovisual materials. The topics of oral speech, the choice of speech means to a large extent will be determined by the range of so-called selected problem questions-tasks. Training specialists in a non-linguistic university is carried out within a limited time as well as on a rather limited material therefore mastering spontaneous speech is quite problematic.

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