Intonation and Expressivity: Observations on String Musicians’ Views as Communicated in The Strad

Social media technology is a place to delivered slogan texts, one of which is through Instagram. This study explains the types and the function of deixis in the @kominfomagelang Instagram slogan that related to slogan text teaching materials. This is certainly interesting to be used as research object so that it becomes a reference for teaching materials in text learning, especially in junior high school. Knowing the deixis and slogan text by following developments in today's modern era is very necessary. This research using a qualitative descriptive method with the @kominfomagelang Instagram as a data sourced. The data collection method using a pragmatic equivalent which is equipped with a data card. Meanwhile, data analysis was carried out using referential equivalents, followed by the basic techniques of PUP (Pilah Unsur Penentu) and advanced techniques of HBS (Hubung Banding). The aim of this research is to find out the various types and functions of deixis contained in the slogan on the @kominfomagelang instagram so it can be used as an alternative teaching material in the slogan text. The results of this research show that in the @kominfomagelang instagram slogan there are three types of deixis, namely: (a) deixis Persona, (b) Place/Space Deixis, and (c) Time Deixis with the showing pronouns of person, thing, thing, temporal, and spatial function. The Indonesian language Learning in, especially in deixis, can be related and can be used as teaching material for slogan texts for VIII grade of junior high school. The research expected aim is to make students get easier to understand the deixis learning material and slogan text and add the knowledge or skills in the meaning of communication.

The authors investigated expressive and receptive intonation abilities in children with Williams syndrome (WS) and the relation of these abilities to other linguistic abilities. Fourteen children with WS, 14 typically developing children matched to the WS group for receptive language (LA), and 15 typically developing children matched to the WS group for chronological age (CA) were compared on a range of receptive and expressive intonation tasks from the Profiling Elements of Prosodic Systems-Child version (PEPS-C) battery. The WS group performed similarly to the LA group on all intonation tasks apart from the long-item imitation task, on which the WS group scored significantly lower than the LA group. When compared with the CA group, the WS group was significantly poorer on all aspects of intonation. Whereas there were a number of significant correlations between the intonation and language measures in the control groups, in the WS group, there was only 1 significant correlation between a PEPS-C task and one of the language measures. As a result of this study, the authors concluded that children with WS have expressive and receptive intonation abilities as expected for their level of language comprehension and that intonation and other linguistic abilities in WS are not strongly related.

This qualitative study seeks to gain deeper insight into how primary school teachers translate new knowledge about language learning into the classroom and how they experience development in their teaching practice through their continuing education course in English.
 The theoretical framework is rooted in Ertsås and Irgens´ theory on teachers’ learning and professional development (2012). To avoid a dichotomous assumption of theory and practice, Ertsås and Irgens redefine theory as a process, theorising, where teachers gradually take increasingly stronger theory into use in order to reflect on, analyse and reason about their teaching practice.
 The data were collected from three equivalent English courses in the autumn semesters of 2015, 2016 and 2017. The participants wrote a reflection text towards the end of their first semester in which they reflected on noticeable development in their own teaching practice. This textual documentary material was analysed primarily from an inductive perspective, then coded and categorised.
 This study finds that the most striking evidence of development noted by teachers falls under the categories: using English more actively in the classroom, turning away from translation and teaching vocabulary – from single words to words in context. These findings are seen as a valuable contribution to the design of continuing education courses in English.

The aim of this research is to identify the conceptual feature of "means of communication" in the semantic structure of the concept MONEY/ДЕНЬГИ in English and Russian linguistic cultures. The concept MONEY/ДЕНЬГИ is one of the basic concepts of English and Russian linguistic culture and is an ambivalent symbolic entity that includes various conceptual features. The article provides an overview of the nominative density, value and figurative aspects of the chosen concept, analyzes English and Russian idioms and proverbs about money, which present the conceptual feature "means of communication". The scientific novelty of the research lies in the fact that for the first time, such a cognitive feature as "means of communication" is highlighted in the configuration of the semantic field of the concept MONEY/ДЕНЬГИ, its semantic elements are defined and described. As a result of the study, it was found that this conceptual meaning is represented by three main components characterizing money, firstly, as a "participant in social communication" (money is a sign system that plays a large role in communication in society); secondly, as a "means of nonverbal communication" (money is a carrier of information, a kind of message about a person's personality and social status, a universal language understood by everyone); thirdly, as a "criterion of truth of one's opinion in verbal communication" (money acts as an indicator that shows the reliability of the expressed opinion and confirms its compliance with reality). In addition, it was concluded that the investigated feature of the concept MONEY/ДЕНЬГИ is represented both in the English and in the Russian linguistic picture of the world, but it is more pronounced in English.

Secondary teachers face the challenge of planning instructional activities that combine their own subject knowledge with information from textbooks and other forms of text to help students learn content material. This study explores preservice teachers' perceptions regarding literacy instruction within the context of teaching and learning content material. The participants are senior secondary education students enrolled in a content area literacy course at a regional university in the southeast. Case studies are constructed for six preservice teachers representing different content areas. Qualitative data collection procedures included a questionnaire, guided journal entries, literacy autobiography, and personal interviews. Cross-case analysis was employed. By contrasting their past literacy experiences with contemporary instructional considerations, a better understanding of how these preservice teachers plan to organize instruction is gained. Vocabulary instruction is most frequently cited as a means to help students learn content. Definitions for various aspects of literacy are similar. There are differences in perceptions regarding the importance of literacy instruction in content area teaching. Instructional decisions are related to preservice teachers' perceptions regarding the source of content knowledge authority. Within their content areas, these teachers perceive themselves as the primary knowledge source, the textbook as a significant resource, and other text materials as supplementary resources to help students learn content. In this situation, literacy instruction is of lesser importance. However, a lack of background knowledge places the teacher in the position of learner, and literacy becomes a significant aspect of teaching. The content area literacy course experience gave these preservice teachers an awareness of how literacy strategies can be used to enhance content instruction and the impact literacy can have in secondary classrooms. Several found it difficult to discuss literacy instruction, because they did not know the proper names for literacy strategies. This study extends the research to allow for a clearer explanation of the subtle yet dynamic effect that literacy perceptions have on secondary classroom instruction. Engaging in reflective activities about literacy instruction facilitated the development of these preservice teachers' understanding of self as teacher.

Whatever the technique used to present a new word, it is important to note that teaching vocabulary is a long and complex process that requires attention, time, training, creativity from the teacher. With emphasis on language, communication and culture in national standards for learning modern languages, teachers are continually searching for better ways to access authentic materials and provide experiences that will better develop students' skills in foreign language communication. This study presents some information technologies as the internet as well as any other offline and online communication methods, various eLearning programs created or other various possibilities that the computer gives us and which we can use as a means of playing some information (messenger, Skype, MS Office, Apple products, tables, video and audio, etc.)

The paper covers a theoretical analysis of the existing scientific research findings which can serve as the basis for further interdisciplinary investigation of the interplay of verbal and non-verbal means in charismatic communication. The author presents a short diachronic review of how the notion of charisma has evolved and been functioning in the scientific domain from ancient times to modern humanitarian studies, in particular psychological, sociological, managerial ones, etc. The review focuses on linguistic research into mass communication, communicative strategies and tactics which can be employed in different types of mass communication, as well as the interplay of verbal, non-verbal and paralingual means in charismatic communication, whose results serve as a basis for further investigation of charismatic communication within the framework of Alla Kalyta’s speech energetic theory, as the theory allows us to consider a complex qualitative and quantitative picture of the self-development of any cognitive phenomenon in general and the specificity of the interplay of verbal and non-verbal means in charismatic communication in particular. The works reviewed in the paper provide the list of universal characteristics of charismatic communication which can be summarised as follows: the effect of a speaker’s charisma is achieved not through separate elements of one’s speech but with the complex interaction of charismatic prosody and speaker’s voice, loudness, tempo of speech, word stress, body language, mimics, gestures, speaker’s age, gender and physical attractiveness, etc. The author comes to the conclusion that the results of this retrospective analysis provide grounds for an interdisciplinary research of charismatic communication within the cognitive approach framework which accounts for all verbal, non-verbal and paralingual means (physiological, psychological, social, etc.) whose interplay allows the audience to perceive a speaker as a charismatic one.

The article discusses the didactic potential of the English-language guide ‘Awesome Ukraine’. In particular, publications dedicated to Lviv, Kharkiv, and Kyiv were analyzed. An editorial analysis was also conducted to determine the specifics of printing, compliance with standards, linguistic features of publications, the level of text content, completeness and appropriateness of illustrative content, i. e. the factors that make the ‘Awesome Ukraine’ series one of the examples of didactic material. Such competencies are neccessary for the bachelor course students in all hospitality programs. In addition, the authors propose types of tasks that will promote better mastering of the material in a foreign language and the acquisition of knowledge of local lore. In the process of learning a foreign language, local lore material can create strong practical skills and abilities to use the language as a means of communication, to provide additional opportunities for further professional growth for the tourism and hospitality professionals. The article proves that the visual and textual components of the researched guides allow to practice techniques of effective professional communication. The material of the publication and the way of its presentation and design can teach tactics and strategies of professional communication, taking into account the essence of national stereotypes of behavior and national and cultural symbols. The research emphasizes that while adopting English-language guides, the specifics of the target audience should be also taken into consideration. However, given the use of these publications as didactic material, we emphasize that the Awesome Ukraine series is suitable for teaching students at the PreIntermediate and Intermediate levels. With the right approach and proper presentation, an Englishlanguage guide can be a powerful source of linguistic and methodological assistance. After all, students not only learn local lore information, but also adopt the way of presenting ideas, the necessary language patterns, learn to apply them in practice by creating their own similar texts. Provided that the future specialist will have to create travel products, the Awesome Ukraine series is a good example to follow. From the point of view of polygraphic design, it should be emphasized that all editions are to acquire a homogeneous design, meaning the each city symbol is to be placed on the cover. The textual content is concise, simple and accessible in English. The materials are illustrated with a thematic photo, which is designed to illustrate the text. The publications are quite competent and created in accordance with publishing standards, embody a well-thought-out concept of presenting textual and illustrative material, crucial for acquiring foreign language competences. The researched guides are a rich source for creating specific didactic exercises necessary for studying the courses, such as «Foreign language for professional purposes» and «Foreign language for special purposes», provided by the bachelor’s program in «Hotel and restaurant business» and «Tourism».

Abstract: Language is a mean of communication. To understand the language, we have to invent the meaning of words as many as possible either in a sentence or in whole texts. Vocabulary is one of the most important elements in a language, and teaching vocabulary is clearly more than presenting new words. Reading comprehension depends on several interrelated skills: understanding oral language, decoding the printed words, reading fluently, and using strategies to increase comprehension. Understanding reading material needs a specific reading strategy. The strategy should facilitate the comprehension of the students who want to read effectively. One of the techniques which can be used is Direct Method. The idea of this technique was that foreign language teaching must be carried out in the same way people learn their mother tongue

This paper focuses on enhancing vocabulary learning outcomes among English as a Foreign Language (EFL) learners through practical and theoretically informed techniques. It emphasizes the crucial role of vocabulary in language acquisition, drawing from theoretical frameworks that advocate for contextual learning, interaction, and multimodal approaches. Theoretical insights highlight the necessity for engaging instructional methods tailored to diverse learner needs, supported by empirical research and pedagogical best practices. The paper categorizes effective techniques into contextual learning approaches, interactive and communicative strategies, visual and mnemonic aids, and the integration of technology in vocabulary instruction. These strategies aim to create a dynamic learning environment conducive to vocabulary acquisition in EFL classrooms. Case studies and examples demonstrate successful implementation in various educational settings, providing practical insights for educators to optimize their vocabulary teaching practices. Ultimately, the paper aims to equip educators with a comprehensive toolkit of evidence-based strategies, empowering them to facilitate vocabulary development and enhance language proficiency among EFL learners effectively.

<strong>Abstract:</strong> Speaking is complex skill which includes ability to express ideas, intentions, and emotions of the speaker. Mastering speaking skill, students can convey and express their idea and meaning well. Speaking can be mastered by conducting practice in real conversation continuously, and one of the ways is through impromptu conversation designed by teacher. This research aims (1) to investigate communication strategy types employed by second grade students of XI MIPA 2 when performing impromptu conversation with peer in lesson asking and giving opinion with theme go shopping, and (2) to reveal factors that influence the use of particular types of communication strategies. This research applies descriptive qualitative design. Observation, interview, and documentation were carried out to collect the data to answer research questions. The findings show (1) students use five of nine communication strategies in Tarone (1980) taxonomy of communication strategies, namely language switch (36.93%), mime (27.02%), literal translation (22.52%), appeal for assistance (7.20%), and approximation (6.30%), and (2) the researcher reveals four factors that influence language switch; lack of vocabulary, pronunciation problem, interlocutor, and Indonesian term. Mime is influenced by three factors, such as simple and easy use, vocabulary difficulty, and interlocutor. Literal translation is caused by three factors, namely lack of grammatical knowledge, mother tongue influence, simple and easy use. Likewise, appeal for assistance has three factors; lack of vocabulary, pronunciation problem, and teacher instruction. Last, approximation is caused by two factors, such as conscious and unconscious factor. <strong>Keywords: </strong>Speaking practice, impromptu conversation, communication problems, communication strategies, second grade students.

Russian as a means of business communication in situations thematically related to the formation of financial communication, in the aspect of teaching Russian as a foreign language, is the object of research. The purpose of the study is to describe the features of the lexical, grammatical and syntactic means of the Russian language as part of the intended business discourse of foreign students with pre–university training, whose level of proficiency in Russian meets the program requirements of the certification levels: elementary, (EU), basic (TBU/A-2) and the first certification level (TRKI-1/B-1). Russian as a foreign language (RCT) teaching methods for special purposes at the initial and advanced stages of RCT teaching (based on the material of journalistic texts of economic orientation), demonstrate the practice-oriented orientation of the entire Russian language course, the successful mastery of which allows non-Russian speakers to master a foreign language as a means of intercultural and business communication. The reflection of the financial part of economic discourse in curricula and materials makes it possible to expand the vocabulary of foreigners both in terms of mastering financial terminology and in mastering common vocabulary, as well as to form the image of Russia as a financial power among foreign students from the first days of their stay in our country. The appeal to economic topics and authentic materials at the first stages of language learning in a foreign audience contributes to the sustained interest of listeners in learning the language as a real means of communication.

"The article considers the secret means of Kazakh communication and analyzes the purpose and place of using secret means of communication. The types of secret communication, the national characteristics of the phenomenon using examples from works of art are described. It shows that both verbal and non-verbal means of communication take an important place in communication. Based on the semantic analysis of auxiliary means of communication used depending on the worldview and culture, history and lifestyle of each nation, on the basis of language facts the author shows an important place of this phenomenon in the life of each people. Secret language is a phenomenon that exists in a language, but has not been the object of special research, except for one or two statements in the scientific literature. Therefore, our goal is to reveal the nature of the whole phenomenon in language and determine the ways of their transmission. "

The most important feature of modern distance learning is the change of student position, which is reflected in the fact that students, although physically separated from the teacher and other students, can communicate with the teacher and cooperate with other students easily. Following the decision of the Ministry of Education, Science and Technological Development, the direct teaching in the classroom was stopped and online teaching was introduced. The research sought to determine the experiences of the primary school and subject teachers in relation to the implementation of distance teaching and learning. The total number of 534 teachers from primary schools from the territory of the AP Vojvodina participated in the research, and a questionnaire was created for the needs of the research. The results show that the respondents generally have a positive view of teaching via TV, but they believe that the way of organizing such lessons and the quality of the lessons should be improved. On average, the respondents expressed the view that the lower-grade students can follow the classes on TV more easily than others. The respondents singled out Viber and e-mail as the most useful means of communication with students and parents. The most common type of material distributed to students is textual material with an additional learning content. Based on the obtained results, it can be concluded that the experiences of teachers are very diverse in terms of different aspects of the implementation of distance learning during the COVID-19 pandemic.

Communication with speech generating devices (SGDs) with children with severe physical, communicative and cognitive impairments, such as children with cerebral palsy (CP), can be difficult. Use of partner strategies facilitates the communication and instructional approaches such as feedback and role play facilitate communication partners’ learning in how to use partner strategies. To describe communication partners’ use and learning about partner strategies in SGD-mediated communication with children with severe CP. Questionnaires (n = 65) were sent to caregivers (n = 30), teachers (n = 17), and teaching or personal assistants (n = 18) of children with severe CP. Response rate was 80%. To ask open-ended questions was the most frequently used partner strategy and aided augmented input the least frequently used partner strategy. Most commonly, participants learned partner strategies from speech and language pathologists (SLPs) who used verbal instructions when teaching partner strategies but seldom or never feedback, role play or video examples. Communication partners’ learning about partner strategies in SGD-mediated communication is inadequate and needs to be improved. SLPs, who are the main prescribers of SGDs and responsible for training and support in using them, should consider using instructional approaches when teaching communication partners about partner strategies in communication with an SGD.