Bineolingual upbringing or bilingual upbringing in non-native families: linguistic habits and strategies

Purpose. The purpose of this study was to outline the variable markers of the individual linguistic awareness/consciousness development in the conditions of artificial bilingualism. Methods. The main method of the study was the method of selective observation with the fixation of markers of the linguistic awareness development and qualitative indicators of respondents' mastery of English as a foreign language in the artificial bilingualism conditions. Potential standards of passive-mechanical (imitation) and active (cognitive-communicative) models of artificial bilingualism were used for comparison. Markers of the respondents’ linguistic awareness were subject to monitoring: language knowledge, culture and speaking skills (at a level sufficient for formulating and expressing thoughts in the process of interpersonal communication in a foreign language), manifestations of language socialization (mastering the norms of listening, perceiving and speaking in a foreign language at a level sufficient for communication and coordination of semantic codes of communication subjects).The obtained data were subjected to content analysis, which made it possible to evaluate the markers of the development of the respondents’ linguistic awareness in the artificial bilingualism conditions and to reveal the level of using a foreign language in communication. In order to statistically confirm the significance of the obtained data, the method of one-factor variance analysis (Fisher’s φ-criterion) was used. A multidimensional procedure of cluster analysis (K-means clustering) was also used, which made it possible to distinguish subsets of the levels of the linguistic awareness development among the respondents of the research project. Results. The results of the data analysis of the research project proved that the differences between the experimental and control groups of junior high school students in identifying markers of linguistic awareness are reliably significant relative to individual predictors of the logical ordering of speech-thinking dimensions of language awareness (at p ≤ 0.05).Respondents of the experimental group demonstrate better results in listening, understanding the content of oral expression in a familiar everyday context and in communicative competences. The dominance of markers of an average level of linguistic awareness development among younger schoolchildren was also recorded. Conclusions. In the realities of permanent transformations of the modern information society, bilingualism appears as a predictor of foreign language mastery at a level sufficient for communication and exchange of ideas with other subjects of linguistic activity. Language (and foreign language in particular) is not only a communication tool, but also a way of perceiving, organizing and encoding (or decoding) the surrounding reality. In this context, linguistic awareness is interpreted as an invariant of possible schemes of mastering reality, which is most suitable for the purposes of communication between people. The analysis of markers of the junior high school students’ linguistic awareness development proved that when an active (cognitive-communicative) model of artificial bilingualism is implemented, the respondents demonstrate statistically better results in listening, understanding the content of oral expression in a familiar everyday context and in identifying communicative competences.

С увеличением во всем мире числа студентов, изучающих китайский язык, преподавание китайского языка как иностранного в качестве самостоятельного предмета сформировало свою собственную предметную систему. Преподавание китайского языка как иностранного является специализированным предметом или комплексно-прикладным предметом, что определяет необходимость проведения исследований по преподаванию китайского языка как иностранного в соответствии с этими характеристиками. Объекты исследования преподавания китайского языка как иностранного в основном заключаются в изучении принципов и методов преподавания языка как второго, в раскрытии законов преподавания китайского языка и использовании этих принципов и законов для руководства конкретной практикой преподавания. Цель – выявить основные проблемы, возникающие у учащихся при изучении китайского языка и определить способы их решения. Анализ материала показал следующие трудности в преподавании китайского языка как второго иностранного: 1) из-за сложности языковых аспектов у учеников теряется мотивация продолжать изучение иностранного языка; 2) при выборе хорошего пособия для преподавания китайского языка легко ошибиться, поэтому необходимо ответственно относиться к выбору; 3) культурологический аспект в преподавании китайского языка; 4) профессиональный аспект в обучении китайскому языку как иностранному. Материалом исследования послужили научные литературные труды, учебники, официальные документы с сайтов китайских вузов. В исследовании используется опытно-поисковая работа, которая проводилась на базе кафедры иностранных языков и перевода Уральского федерального университета имени первого Президента России Б. Н. Ельцина. Исследованием были охвачены студенты 4-го курса бакалавриата, обучающиеся по направлению «Лингвистика», основа обучения которых – китайский язык как второй иностранный язык. А так-же ученики школы иностранных языков «Язык для Успеха», изучающие китайский язык как второй иностранный, общим количеством 124 человека. При работе с материалом были поставлены следующие задачи: провести сравнительно-сопоставительный анализ научной литературы, посвященной проблемам изучения и преподавания китайского языка, а также содержания учебных материалов в области теоретических и практических аспектов обучения китайскому языку как иностранному в вузах и школах. В настоящей статье рассматриваются современные проблемы обучения китайскому языку как иностранному, сложности, с которыми сталкиваются преподаватели и студенты в процессе обучения и изучения фонетики, грамматики и двуязычного перевода. Для людей с русским культурным происхождением, которые изучают китайский язык, важно понять, как эффективно изучать китайский язык. После длительных исследований и практики были определены трудности с обучением произношению. В ходе исследования был проведен анализ проблем преподавания со стороны педагога, а также проблемы изучения китайского языка со стороны студентов. Были разработаны и даны рекомендации, позволяющие облегчить студентам процесс освоения китайского языка. Преподаватель или исследователь в области преподавания китайского языка как иностранного должен понимать дисциплинарные особенности и направленность преподавания китайского языка, понимать задачи и цели преподавания китайского языка как иностранного, совершенствовать собственные теоретические знания по соответствующим дисциплинам. Преподавание китайского языка как иностранного в основном направлено на развитие языковых навыков учащихся. Преподавание языковых знаний также является подготовкой к совершенствованию языковых способностей. Целью изучения языковых знаний является практика и применение. Поэтому в центре внимания исследований по преподаванию китайского языка как иностранного находится то, как совместить теорию языковых знаний с практикой, чтобы учащиеся могли как можно скорее овладеть умением использовать китайский язык для языкового общения. With the increase in the number of Chinese students all over the world, the teaching of Chinese as a foreign language as an independent subject has formed its own subject system. Teaching Chinese as a foreign language is a specialized subject or a complex applied subject, which determines the need for research on teaching Chinese as a foreign language in accordance with these characteristics. The research objects of teaching Chinese as a foreign language are mainly to study the principles and methods of teaching Chinese as a second language, discover the laws of teaching Chinese as a second language, and use these principles and laws to guide specific teaching practice. The purpose of the study is to identify the main problems that students face when learning the Chinese language and to determine ways to solve them. The material of the study was scientific literature, web pages, official documents of the official websites of Chinese universities. The study uses experimental research work carried out on the basis of the Department of Foreign Languages and Translation of the Ural Federal University named after the first President of Russia B. N. Yeltsin, and students of the School of Foreign Languages “Language for Success” studying Chinese as a second foreign language with a total of 124 people. When working with the material, the following tasks were set: to conduct a comparative analysis of scientific literature on the problems of learning and teaching Chinese, to analyze the content of educational materials in the field of theoretical and practical aspects of teaching Chinese as a foreign language in universities and schools. Results and discussion. This article discusses the current problems of teaching Chinese as a foreign language, the difficulties faced by teachers and students in the process of teaching and studying phonetics, grammar and bilingual translation. For people with Russian cultural background who are learning Chinese, it is important to know how to learn Chinese effectively. After long-term research and practice, the difficulties of teaching pronunciation in teaching Chinese as a foreign language have been identified. In the course of the study, the analysis was made of the difficulties of teaching on the part of the teacher, as well as the difficulties of learning Chinese on the part of students, recommendations were made to make it easier for students to master the Chinese language. Conclusion. As a teacher or researcher in the field of teaching Chinese as a foreign language, a person must understand the disciplinary features and focus of teaching Chinese as a foreign language, understand the goals and objectives of teaching Chinese as a foreign language, and improve their own theoretical knowledge. knowledge in relevant disciplines. Teaching Chinese as a foreign language is mainly aimed at developing the language skills of students, and the focus of teaching is on teaching skills. In teaching Chinese as a foreign language, a large share is always occupied by teaching students language skills. Teaching language knowledge is also a preparation for improving language abilities. The purpose of learning language knowledge is practice and application. Therefore, the focus of research on teaching Chinese as a foreign language is how to combine the theory of language knowledge with practice so that students can quickly master the ability to use Chinese for language communication.

One of the ultimate goals of language learning is to be able to communicate effectively in real life situations with native speakers (NSs). Nevertheless, most foreign language (FL) courses rarely provide the opportunity for the learners to interact with NSs in the language curriculum. Furthermore, a large volume of research has shown that the speaking situation in the classroom can provoke anxiety for many FL learners when they are adolescents or adults who are self-conscious and apt to fear negative evaluation by teacher and peers. It appears that affective factors cannot be disregarded when teaching how to speak the language, as they can impact on the learning process and consequently on developing speaking skills in a FL. This research investigates the impact of interaction with NSs on the development of oral communication skills and L2 confidence when FL learners had an opportunity to use the target language regularly outside the classroom with NSs in the community: the Community Involvement (CI) project. The study also aims to demonstrate the effectiveness of the CI approach in a FL curriculum. The framework for this research is based on foreign language anxiety (Horwitz, Horwitz, & Cope, 1986; Gardner & MacIntyre, 1993a; MacIntyre, 1999; MacIntyre & Gardner, 1991c), the vicious cycle model (Baker & MacIntyre, 2000), and willingness to communicate (MacIntyre, 1994; MacIntyre, Dornyei, Clement, & Noels, 1998). So far, few studies have reported the effect of interaction with NSs on linguistic and affective outcomes in regards to FL context and the evidence is far from conclusive. Forty students, who were studying Japanese at an intermediate level at a university, had a matched NS partner and met for 10 hours during a semester outside the classroom (i.e., the CI project). The CI project was an integral part of the intermediate course. For the analysis, both quantitative and qualitative data were collected from the students. They completed a questionnaire on perceived competence and anxiety measures and took listening and speaking tests before and after the 10- hour interaction. The effect of interaction with NS was examined by comparing the scores on the pre- and post- questionnaires and tests by administering statistical tests. Furthermore, in order to demonstrate the effect of interaction and account for the linguistic, cognitive, and affective changes which took place over the duration of the study, a total of 217 written journals collected from individual students after each meeting were analysed. The statistical results clearly show that interaction with NS had a significant impact not only on improving oral communication skills but also on affective factors. The findings suggest that perceived competence in speaking and listening increased and anxiety felt inside the classroom and outside the classroom decreased dramatically after the interaction (viz. increase in L2 confidence). The analysis of the qualitative data provided in-depth insight into affective and cognitive changes and lent further support to the statistical findings. It also revealed that linguistic development was difficult to dissociate from affective and cognitive changes, as they were strongly interrelated. Most students enjoyed the interaction and felt comfortable in using the language outside as well as inside the classroom regardless of their past learning experience and competence in Japanese oral skills. This suggests that the positive learning experience at a personal level made them transform internally by themselves, and these changes spread to the classroom context. Thus, the experience reduced students’ anxiety successfully and contributed to changing their feelings, beliefs and attitudes associated with using and learning the language. The study confirmed that the CI approach is effective in a FL curriculum. The present study has implications for FL teaching especially in developing oral communication skills. It has also made significant contributions to theoretical and methodological advancements by highlighting the importance of affective factors in the development of oral communication skills. Such insights are of particular interest to teachers of FL who are concerned about maintaining students’ motivation and researchers who investigate affective variables. When as little as 10 hours of interaction with NS “outside the classroom” makes remarkable differences to learners in linguistic and non-linguistic outcomes, the regular interaction with NSs is strongly recommended and should be made available to FL learners in a multicultural society.

Previous research on adults has demonstrated incidental foreign-language acquisition by watching subtitled television programs in a foreign language. Based on these findings and the literature about the sensitive period for language acquisition, we expected the acquisition to be larger with children. A short subtitled cartoon was presented to Dutch-speaking children (8–12 years old). We varied the channel in which the foreign and native languages were presented (sound track and subtitles); we also looked at the effects of the existing knowledge of the foreign language (due to formal teaching at school) and the linguistic similarity between the native and the foreign language (using Danish and French as foreign languages). We obtained real but limited foreign-language acquisition and in contrast to the sensitive language-acquisition hypothesis, the learning of the children was not superior to that of adults investigated in prior studies. The acquisition here does not profit from the more formal language learning at school. Contrary to the adults, the children tend to acquire more when the foreign language is in the sound track than in the subtitles.

The present study investigates the link between multilingualism and the personality trait of cognitive empathy among 2158 mono- and multilinguals. Data were collected through an online questionnaire. Statistical analyses revealed that the knowledge of more languages was not linked to cognitive empathy. Bilingual upbringing and the experience of having lived abroad were equally unrelated to cognitive empathy. Gender and education level were linked to cognitive empathy. Most interestingly, a small but significant positive correlation emerged between multilingualism (operationalised as advanced levels of proficiency in several foreign languages and frequent use of these languages) and cognitive empathy. Further analysis revealed that frequent use of multiple languages was linked to higher levels of cognitive empathy, which could be interpreted as an indication of multicompetence.

The adoption of synonyms, homonyms, and antonyms is inevitable when studying English as a foreign language. Acquiring, mastering and practicing of these types of words and the essence of the mutual relationships that they pose amongst them are of essential importance to any existing or potential speaker of the English language. Given the morphological productivity, as well as the changing nature as a characteristic of any language, their referential and poetic function also develops. Learning vocabulary is a key element in the study of any language and its wealth is seen precisely in the number of synonyms, homonyms and antonyms represented in it. On the other hand, the recognition and proper usage and practice of these types of words are considered as one of the most proficient characteristics and level of knowledge of foreign speaking skills language. This paper starts from a theoretical consideration of the semantic aspect of the adoption of synonyms, homonyms and antonyms in English teaching as foreign language. In order to determine the problems that might arise in their adoption in teaching in English as a foreign language, the factors that affect the general adoption of the language are given first and comparisons are made between the adoption of mother tongue and any other foreign language. The results of the research show that certain problems in the adoption these types of words can cause not only the differences between Macedonian as mother tongue and English as foreign, but also the very way of their adoption. The problems in teaching when adopting synonyms, homonyms and antonyms stand as a subject of this research. Article visualizations:

Introduction: This study highlights the importance of English as a foreign language in enriching thelearning experience of engineering students. Objective: To evaluate the impact of a digital interventionon their linguistic development. Materials and methods: A pedagogical digital interventionmethodology was used, designed to integrate technical content with language learning. Results: Theresults showed that the use of technological tools facilitated the understanding of concepts andincreased students' interest in mastering a second language. Conclusions: The integration of specializeddigital resources is key to enhancing the linguistic and professional development of future civilengineers.

Research on Applications of the Communicative Principle in Russian Teaching

The purpose of the article is to analyze innovative and very interesting methods of teaching foreign (English) language cadets and officers of higher military educational institutions. The aim of this research is to determine the strategy that is best chosen by the teacher in order to help cadets and officers of higher military educational institutions to achieve a high level of knowledge of a foreign language (English). The relevance of the research is not only to take classes under the new «Flipped classroom method» in groups of cadets and officers of higher military educational institutions, but also to prove that this implementation will improve and accelerate the acquisition of knowledge of a foreign language. In the article a number of advanced teaching methods that have already become traditional are examined and the needs of modern teaching of a foreign language in higher education institutions are met. The article reveals the essence of the «inverted class» (Flipped classroom) concepts and «inverted learning». In the article all the positive aspects of learning with the help of using the concept of «inverted class» (Flipped classroom) are analyzed. The prospects for the use of this concept are determined, taking into account world examples of its introduction into the educational process in foreign educational institutions. The research objective is to offer a special program on the Flipped Classroom learning methodology to better learn foreign (English) language by cadets and officers of higher military educational institutions, and to prove that with the help of this technique high levels of foreign language skills in the field of professional communication can be achieved. The author studies the differences between the traditional and flipped lessons, and taking into account new functions of a teacher in the lecture-room and the teacher as a tutor. The article describes main advantages and possible disadvantages of the flipped-class learning.

The roles of family environment and parental involvement in child education have been particularly emphasised in recent pedagogical research, which indicates that children from more favourable family backgrounds, characterised by such distal variables as higher socio-economic status of the family (SES), higher level of parental education etc., are more likely to succeed at school than children from less favourable family backgrounds. This has been found to be partly due to the fact that such children tend to obtain more support and help from their parents at home, and have better access to material and educational resources. Parental Foreign Language (FL) knowledge can also be regarded as a form of capital from which children’s eventual interest and success in FLs evolves. This paper reports the findings of a survey study that was conducted among parents of very young learners of L2 (n = 670). The aim of the study was to investigate whether there is any relationship between parents’ own knowledge of foreign languages and their motives for enrolling their children into very early FL instruction, the level of parental aspiration for the children’s FL achievement and parents’ vocational plans for their children. A correlation was found to exist between maternal knowledge of FLs and certain motives for enrolment into very early FL instruction, as well as long-term FL and vocational aspirations. A similar relationship was identified between the paternal level of education and long term FL and vocational aspirations. In respect of current expectations in relation to the child’s FL achievement, parents with higher levels of FL knowledge were found to have lower expectations than parents of lower FL competence. Finally, it is argued that the impact of the family environment is the key social factor that accounts for differences in very early FL acquisition; and, whilst family environment may not be deterministic in early childhood, it may be an early indicator of future ease of learning and a positive attitude to FLL.

A survey conducted during the 1986-87 school year, using a random sample of five percent of the nation's elementary and secondary schools, indicated that foreign language programs have increased dramatically in this country over the past nine years. Approximately twenty percent of elementary schools surveyed reported that foreign language courses are now being offered (Rosenbush, 1987). An ever increasing number of secondary schools, even in rural areas, now offer three or four years of at least one foreign language. In order to achieve accreditation, most states now require that high schools offer a minimum of two years of foreign language instruction (Kline, 1988). Despite this phenomenon of increased interest in foreign language acquisition, foreign language programs are plagued with similar problems that face all K12 courses, their teachers and administrators. Drop out levels, especially in the first and second year, are high and often imperil the continued availability of advanced level courses. Many students who successfully complete the minimum foreign language requirements for secondary school graduation opt for other subjects in the final high school years and fail to acquire a good working knowledge of the target language. Although foreign language conferences have addressed these issues for years, the problems remain far from being resolved (Kline, 173). One solution may be the development of an improved strategy for communicating with the parents of students enrolled in foreign language classes. The two most important environments in children's lives are home and school. With more productive communications between teachers and parents or guardians, learning expectations can be clearly defined and there is a better chance that students will get the most out of the time spent in foreign language classes. Parental involvement can help the foreign language education program to be more sensitive to the students' needs and to develop more positive attitudes about the value of foreign language education, not only in the home but in the community as well. Most foreign language teachers follow the same correspondence techniques as those of their colleagues in other disciplines. They rely routinely on individual parent-teacher conferences for personal communication. Other methods used include notes sent home (often failure notices), comments on homework, and occasional phone calls. These kinds of communication are formal and one-way. They have a negative focus and are used almost exclusively when there is a problem or a major crisis developing. Recent studies suggest that this category of communications is not very effective (Henderson, Marburger, Ooms, 1986). Affirmative and meaningful communications between teachers and parents is vital for the creation of an optimal learning climate for students. Parents and teachers need to feel comfortable with one another throughout the school year. This study offers a comprehensive program for the improvement of the working relationship between home and school for foreign language programs and their students.

The 2007 MLA Report calls for large-scale reform in university foreign language (FL) departments to integrate the study of language, literature, and culture and move beyond the the language-content dichotomy that has characterized the undergraduate curriculum for decades. This article explores the implications of these recommendations for introductory FL courses, arguing in favor of a pedagogy of multiliteracies (New London Group, 1996; Kern, 2000) as one pathway toward curricular reform. The adoption of a multiliteracies framework in response to calls for curricular change is not entirely novel, yet most scholarship to date has focused on the need for more explicit attention to students' linguistic development in advanced-level content courses rather than on pedagogical models for integrating textual content into introductory language courses. To support our position, three challenges to realizing curricular change and fostering literacy in introductory FL courses are discussed – pedagogy, course content, and departmental buy-in – and strategies to address each challenge are proposed. We conclude that in light of the changing landscape in U.S. higher education today, a pedagogy of multiliteracies represents a means of keeping the introductory FL curriculum relevant to students as well as the broader intellectual mission of the university.

The certification of knowledge of Ukrainian as a foreign language is not a new problem, but it is still unresolved at the state level. Until recently, the levels of proficiency in the Ukrainian language and the scope of material covered by these levels were not clearly defined. Owing to the joint work of teachers of the Department and the Center for International Education of Ivan Franko National University of Lviv,the Standard of Ivan Franko National University ofLviv on Ukrainian as a Foreign Language was approved in 2012 (Minutes 36/2 of the meeting of the Academic Council of Ivan Franko National University of Lvivas of February 29, 2012). It became the first document in Ukraine, which, in accordance with the European Recommendations on Language Education, defined the scale of proficiency levels in Ukrainian as a foreign language, contained a description of the requirements for each level, and the testing procedure. The new version of the Standard of Ivan Franko National University of Lviv on Ukrainian as a Foreign Language (2018) expands and details the system of requirements for each level of proficiency in Ukrainian as a foreign language (from A1 to C2), contains a clear list of communication skills (all speech activities) listening, reading, writing, and speaking). By the aid of this Standard, foreign citizens or stateless persons, regardless of where they studied Ukrainian, according to which programs and plans, can confirm their level of proficiency in Ukrainian as a foreign language during the certification exam and obtain a certificate from Ivan Franko National University ofLviv. More than two hundred foreigners of different ages, occupations and cultural identities, including scholars, representatives of foreign embassies, businessmen, religious figures, teachers, and students from around the world, have already received certificates of proficiency in the Ukrainian language. In 2020, nine certificates of Ivan Franko National University of Lviv on language knowledge at levels B1 and B2 weregranted to the graduates of the Saturday school “The Sun in the Palms” in Frankfurt am Main. The article considers the procedure for conducting a certification exam in Ukrainian as a foreign language. It describes the components of the certification work, outlines the stages of preparation of materials, analyzes the positive results of cooperation with Saturday school educators, and points out the importance of supporting the Ukrainian-speaking environment abroad taking into account the challenges of the current situation. Key words: certification exam in Ukrainian as a foreign language, the Standard of Ivan Franko National University of Lviv, Ukrainian as a foreign language, levels of proficiency in Ukrainian as a foreign language.

Introduction. Research competencies, including the skills of working with professional foreign language literature, various authentic sources, the ability to work with specialized scientific databases forms the basis of modern professional training of medical students. Aim. Description of the author's model of working with authentic foreign language materials for junior medical students and justification of the technology of organizing educational activities using specially selected authentic materials at the stage of the transition from general foreign language disciplines to professional communication. The subject of the study was the stage of transition from the general course of a foreign (English) language (GE) to a professional one (ESP). Materials and methods. The research is based on the cascade principle of the formation of foreign language competencies of medical students. This principle presupposes the systematization and practical application of general language knowledge, on the basis of which professionally significant communication skills are formed. The methods of analysis, synthesis, induction, deduction, comparative studies were used, which made it possible to assess the relationship between the system of professional medical education and the use of authentic foreign language materials in this process. The empirical study was implemented by integrating professional questionnaires (needs analysis) [24] into D. Kirkpatrick's four-type model for evaluating the effectiveness of training during the transition from GE to ESP at the beginning and at the end of training. The study was conducted during one academic year (September 2022 – June 2023) in classes in the disciplines "Foreign language (General English)" and "English for professional communication (ESP/EAP)" at the Faculty of Medical Science (N. V. Sklifosovsky Institute of Clinical Medicine, Sechenov University). The respondents of the study were 80 medical students of junior courses (1st and 2nd year students) of the level of English proficiency "Intermediate" (B1+) and "Upper-Intermediate" (B2+). Results. The results of the study showed that medical students from the study group reacted positively to the introduction of professional authentic foreign language materials into the educational process. The developed model of designing educational work allowed to form and put into practice the technologies of the educational process relevant to the professional field of medicine, which increases not only the foreign language communication of students, but also their professional competencies. Conclusion. The scientific novelty of the research lies in the parameters of the developed model of the application of actual authentic materials into the educational process of professional training of medical specialists. The obtained results can be used in professional medical education, improving and improving the process of training professional personnel at the level of development of research and socially significant foreign language competencies.

Background:Southeast Sulawesi Provincial data shows that Community life behavior is measured by the number of households with a clean and healthy lifestyle which is based on predetermined indicators. In 2015, the percentage of Clean and Healthy Living Behaviors was 45%, in 2016 there was an increase of 52% and decreased in 2017 by 49% and in 2018 by 46%, while in 2019 there was an increase in the percentage of 53% again. Based on these data, the coverage was still low because the target was set according to the minimum service standard was 80%. The orientation of community empowerment for health cadres is still insufficient, it is noted that only 36 people have received community empowerment training. The insufficient number of cadres can also make a negative contribution, resulting in the lack of achievement of the primary health care s program Methods:This type of research is a quantitative study, with a cross sectional study approach. The population of this study were 100 people and the samples of this study were 80 cadres in 20 comprehensive health Post in the working area of Poasia primary health care centre in Kendari City. The sampling technique which was used in this study was a simple random sampling. Result: Based on the results of statistical tests show that the value (X2test) = 0.286 X2table =3,841, meaning that there is a relationship between training and the performance of clean and healthy living behavior cadres in household arrangements in the working area of ?? Poasia Primary health care centre in Kendari City. Conclusion:Cadres are expected to play an active role in increasing their knowledge and experience through training activities on cadre performance held by Puskesmas Poasia.