Development Of Linguistic Competence Research Articles

واقع تدريس الحكاية التربوية بالمدرسة الابتدائية بالمغرب ودورها في اكتساب الكفاية اللغوية

This research seeks to identify the reality of storytelling teaching and its role in the acquisition and development of linguistic competence for primary school children in Morocco, as well as describe and analyse the structural and didactic difficulties faced by school teachers when using storytelling. To attain the aims of our research, a questionnaire was administered with a sample of 100 teachers from public and private schools, covering both urban and rural settings. The analysis of the findings uncovers a lack of knowledge of storytelling structure and an almost total absence of teacher training in storytelling didactics. In light of the findings, it appears that the role of storytelling in teaching is significant for the acquisition and development of linguistic competence; hence, teachers must be well qualified in this area, both in the pre-service and in-service (continuing) training. Finally, we have outlined the study’s strengths and limitations and proposed several recommendations to improve the current situation.

Familiarization with the phonetic diversity of the English language in the context of teaching students’ perception of authentic spoken language

Importance. Reception plays a significant role in the communication process in a foreign language and is reflected in the key documents that govern standards for foreign language education. As such, with increasing proficiency in a foreign language, the importance of utilizing authentic materials grows, and it becomes necessary for students to become familiar with non-standard (uncommon) varieties of the English language. This is not currently reflected in most educational settings, including language institutions. To address this issue, it is essential to justify the necessity for students to be acquainted with the phonetic variation of the English language and to consider matters related to clarifying the objectives and selection of accent teaching materials (in particular, developing criteria for selection). Additionally, it is important to explore effective methods and techniques as well as resources. The aim of the research is to identify the key invariant features of the accent and to investigate the impact of students’ understanding of phonetic variation on their direct comprehension of oral communication, to define the purpose, specific content, and to consider potential methods for designing such training.Research Methods. The study employed an analysis of the existing literature on the research topic, comparison, categorization, and generalization.Results and Discussion. The main characteristics of an accent and the impact of awareness of these characteristics on the perception of native-like foreign language speech are analyzed. The purpose of becoming familiar with phonetic variation is clarified, which involves, on the one hand, developing students' ability to comprehend native oral speech and, on the other, mastering research tools necessary for independent study of accents. Training content is explored, methods and techniques for familiarizing with phonetic variation are identified, and criteria for selecting learning materials are proposed.Conclusion. Targeted accent training contributes to the development of linguistic competence in general and an improved understanding of oral communication in particular. Due to the presence of multiple accents resulting from intercultural interaction, it is necessary to familiarize students with the basic characteristics of this phenomenon on the one hand and provide them with tools for self-study on the other. This is reflected in the content of training. The choice of methods to familiarize students with accents is limited by the localized nature of these accents. Training should focus on communication and the development of skills to understand authentic spoken language. This can be achieved through methods such as analysis, imitation, and transcription. The reliance on transcription for listening, the use of contrastive analysis, and the gradual increase in level of complexity, as well as the development of an academic community of learners, are all key factors contributing to the achievement of this goal.

The Comprehension of Grammatical Structures in a Pediatric Population with ASD and Epilepsy: A Comparative Study.

Autism Spectrum Disorder (ASD) and epilepsy represent a comorbidity that negatively influences the proper development of linguistic competencies, particularly in receptive language, in the pediatric population. This group displays impairments in the auditory comprehension of both simple and complex grammatical structures, significantly limiting their performance in language-related activities, hampering their integration into social contexts, and affecting their quality of life. The main objective of this study was to assess auditory comprehension of grammatical structures in individuals with ASD and epilepsy and compare the results among the three groups. A non-experimental cross-sectional study was designed, including a total of 170 participants aged between 7 and 9 years, divided into three groups: a group with ASD, a group with epilepsy, and a comorbid group with both ASD and epilepsy (ASDEP). The comprehension of grammatical structures was assessed using the CEG and CELF-5 instruments. Statistical analyses included MANOVA and ANOVA to compare scores between groups to verify associations between study variables. The results indicate that the group with ASD and epilepsy performed worse compared to the ASD and epilepsy-only groups, respectively. Additionally, a significant and directly proportional association was observed among all variables within the measures of grammatical structure comprehension. The neurological damage caused by epilepsy in the pediatric population with ASD leads to difficulties in understanding oral language. This level of functioning significantly limits the linguistic performance of these children, negatively impacting their quality of life and the development of core language skills.

DEVELOPMENT OF LINGUISTIC COMPETENCE IN STUDENTS

Linguistic competence, the ability to comprehend and produce language accurately, is a fundamental skill in human communication and plays a pivotal role in academic success. This scientific article explores the multifaceted development of linguistic competence in students, encompassing various aspects such as phonology, morphology, syntax, semantics, and pragmatics. The article also delves into the factors influencing linguistic competence, including environmental, genetic, and educational factors, while highlighting the importance of fostering linguistic competence in educational settings.

Внедрение цифровых инструментов в процесс развития иноязычной лингвистической компетенции студентов технического вуза (на примере обучения английскому языку)

The paper aims to describe the methodological potential of using the relevant digital tools that are accessible for teachers and technical university students and directed at developing the students’ linguistic competence in the process of foreign language teaching. The paper clarifies the components of technical university students’ linguistic competence, defines the features of smart learning in the process of developing the competence in question. The novelty of the paper lies in elaborating a methodological system for linguistic competence development among future engineers based on the introduction of digital tools into English language teaching. The results of a conducted methodological experiment involving first-year students confirmed the effectiveness of implementing the proposed methodological system in the process of teaching the discipline “Foreign language” at a technical university.

The Role of Prior Knowledge in Formative Assessment for Linguistic Competence Development

The Role of Prior Knowledge in Formative Assessment for Linguistic Competence Development

A Comprehensive Model for Recommending Personalized Learning Resources for the Development of Linguistic Competence

With the continuous advancement of globalization and informatization, the linguistic competence of college students has become a key index for evaluating their comprehensive quality. Faced with diverse needs of students and educational environments, it is increasingly important and complex to accurately locate the linguistic competence goals of college students. Although existing research methods, such as standardized testing and teacher assessment, provide certain convenience, they rely on single data sources and have a certain degree of subjectivity, which limits their universality and accuracy. This study aimed to solve this problem by doing comprehensive research on two aspects: first, curriculum analysis based on relation extraction. A relation extraction model, such as Casrel, was used for advanced text analysis, which provided educators with more in-depth insights; second, personalized learning material recommendation based on text recommendation. Personalized learning paths were provided for students of different levels using the abstractness-based text recommendation algorithm. This study not only filled the gaps in existing research methods, but also provided a new, scientific and efficient solution, helping improve the quality of education and promote the formulation of scientific education policies.

Becoming a French Second Language Teacher

This study explores the development of linguistic competence and confidence of pre-service French as a second language (FSL) teachers enrolled in a teacher education program in New Brunswick, Canada. In addition to their regular program requirements, participants in the study engaged in a series of language support sessions. We collected French oral proficiency assessment results pre- and post-session, as well as focus group interview data. The analysis shows that participants’ language proficiency increased over the course of the sessions and the program. Interview data reveal professional identity-related themes such as confidence, and the importance of safe spaces for interaction and mediation. Implications for FSL teacher recruitment and retention are given, specifically with regard to teacher candidates’ need for certain types of support.

Exploring the experience of Year 10 South Korean students’ English language learning in immersive virtual reality.

A prescribed English language textbook often directs classroom teaching practices in secondary school classes in EFL contexts, such as in South Korea. The textbook is often accompanied by multimedia resources which are delivered to students as input at a regulated pace with limited opportunities for communicative interaction or spoken output. Such opportunities are further limited in the community outside of the English classroom. Immersive virtual reality (i-VR) has the potential to situate learners in a real-world context for authentic application of textbook language learning. English teachers in the formal classroom focus on linguistic competence development within time constraints by teaching new vocabulary and grammatical items in decontextualised forms. By comparison, i-VR environments focus on learning to construct meaning in communicative events in contextualised, real-world settings based on students’ existing linguistic knowledge and ability. In a small-scale pilot study, two teachers of Year 10 English classes in Seoul implemented four i-VR language learning modules in their classes: one as a self-directed learning experience that extended beyond formal classroom learning, and the other as a teacher-facilitated learning experience within the formal classroom. Both teachers were interviewed after the two-week implementation to seek their views on their perceptions of the value of such i-VR learning for their students. Beyond the motivational and entertainment value, the teachers viewed the i-VR experience as capable of incorporating pedagogical structures using the embedded multimodal resources that is not possible in other immersive forms of language learning. Moreover, the teachers believed that incorporation of authentic conversations and interactional opportunities could further enhance the learning potential.

MODIFICATIONS TO THE PROGRAM OF THE SUBJECT: METHODS OF TEACHING THE KARAKALPAK LANGUAGE AND LITERATURE

The article deals with the analysis of the development of pedagogy shows that this is a process provided with methodological, didactic and methodological processes that meets the modern requirements of all operations, and is also effective. The paper describes the development of the language competencies of students, the implementation of reading and methodological support is a task that must be performed and taken into account. In the article, it was described that in the course of the study, the development of linguistic competencies of students-philologists was taught while teaching special teaching methods. KEY WORDS: experimental work, pedagogical process, flow improvement, consistency, continuity, perfection, efficiency, philologist-student, modeling, exemplary model, behavior, social conditions, level of education, social activity.

Speech units as an educational subject

Teaching and learning are two basic processes underlying the activity of students and teachers nowadays. The learning process puts both parties toward each other,what it teaches, and what it takes, the teacher and the student. Today training students to teach themselves, and their education, equipping them with the skills of independent work with the most advanced methods of conscious, sustainable, active, and creative learning takes great importance. The purpose of this topic is to know the importance of usage of all skills during a lesson hour. The teacher is free to use a variety of methods and strategies for teaching and learning to suit the needs of students in different classes. He combines these methods during the learning process and adapts according to the increasing development of linguistic competence and independence of student development, the consistency of this process. Teaching has at its center the method of communication, task-based methods, functional methods, and situations as real life, etc. These methods are realized through various strategies and techniques, according to language skills (listening, speaking, reading, writing). Teachers and students collaborate on the organization of teaching and learning. To facilitate teaching/learning, the teacher finds efficient ways to organize communication activities and provides and suggests source materials for students. In contemporary teaching, the teacher does not only play the role of teacher but also plays the role of supervisor. Together they establish cooperative relations in the process of learning.The teacher clarifies the students and takes their understanding of what happens in the classroom. This means clarifying the rules of the line of work and the responsibilities of students in the process of activities. The teacher suggests and provides the use of audiovisual means, electronic, and helps students to use various forms of information technology within and outside the classroom. It gives students the website in accordance with their age and educational requirements. In teaching, an hour should be applied to all four language skills strategies, but they escalate from level to level depending on the objectives. Setting the students in the spotlight makes the student participate actively in linguistic interaction, preparing them for a new phase of their education or being able to face the demands of the labor market.

Kahoot! as a modern tool for learning the Arabic language: from the experience of developing grammatical competence of the prospective Arabic language translators

The development of the system of teaching foreign languages and cultures in institutions of higher education requires regular updating of the components of this system, in particular, modern means of teaching foreign languages and cultures. Among such tools, Kahoot! platform stands out as a means of edutainment technology for the professional competences development, in particular prospective translators, where the grammatical competence occupies a leading place as general foreign language speech competence’s component. The purpose of this article is to substantiate theoretically the effectiveness (feasibility) of using the Kahoot! educational and gaming platform as a means of edutainment technology for the grammatical competencedevelopment of the students – the prospective Arabic language translators. Results. On the basis of the application mentioned above, the teachers of the KNLU Oriental Studies Department created two games on the topic “Numerals in Arabic” and “What time is it?”, which are aimed at developing educational and cognitive, grammatical and orthographic competences. The game is designed for the 1st-year students studying Arabic, majoring in “the Arabic language”. Test tasks, even with low results achieved by those who study, mostly do not cause such negative emotions in them, which can significantly reduce positive motivation to study foreign languages. This is due to the complete objectivity of the test control and its transparency. This can help to solveseveral issues such as, the reading speed of numbers used in Arab countries increases, multiple repetition of certain grammatical clichés increases speed of their construction in the further process of speech activity and also increase student’s motivation to be involved in the studying grammar. Conclusion. Using Kahoot! as a means of modern teaching technology, edutainment in classes on the practice of oral and written speech in the Arabic language contributes to the effective educational, cognitive and grammatical linguistic competence development of the students – the prospective Arabic language translators.

Analiza procesów słowotwórczych w nauczaniu leksyki specjalistycznej. Przykład języka włoskiego

"The topic of this article is a reflection on the effectiveness of the analysis of word processes in the acquisition of specialised terms. The development of linguistic competence at a higher level of proficiency involves confronting this type of vocabulary. The study described in the article will show that a thorough analysis of affixes, compounds or linguistic calques in specialised terms facilitates the discovery and memorisation of their meaning. It is worth using it as one of the teaching techniques."

O impacto do Duolingo no desenvolvimento da competência linguística dos alunos: um aspecto das competências linguísticas comunicativas

Abstract This paper reports the impact of a type of m-learning on developing students’ linguistic and communicative competence in English as a second language. This study is a Mexican-based case using Duolingo to improve virtual courses in higher education students whose first language is Spanish. This study is a quasi-experimental research that analyzed pre-test and post-test results on a sample of 40 participants (control group of 20 participants and experimental group of 20 participants). The measuring instruments were designed for this specific study and focused on testing the six components of linguistic competence according to CEFR at level A2 (2018). A pilottest was previously conducted, and pre-test (0.81) and post-test (0.98) coefficients were considered acceptable according to Cronbach’s Alpha. This study addressed the following questions: a) How does Duolingo contribute to the development of linguistic competence in higher education students and support English learning in virtual courses via the m-learning methodology? and b) Which components were improved in student´s linguistic competence after using Duolingo? Results revealed a profound improvement in the experimental group participants. The post-test result of the experimental group is superior ( M=43.75) compared with the control group (M=30.35), mainly in the phonological control (+5.20) and the orthographic control (+2.65) compared with the control group, whose score slightly increased primarily attributed to the English virtual classes.

The Role of Youtube in the Development of the Linguistic Competence of the Students

The variety of ways of constructing and conveying meaning in the 21st century has led to developments in teaching methods and practices. Nowadays, English language teachers try to adapt to the changing needs of the students, and apart from the traditional coursebook-bound tasks and activities, multimedia tools have been applied to facilitate learning. The present paper particularly investigates the use of YouTube as an aid in the development of students’ linguistic competence in the English as a second language classroom. YouTube has proved to be one of the primary open-access platforms, offering a great variety of both educational and entertainment content. The paper aims to research the advantages of applying multimedia materials in the English language classroom, the features of YouTube, as well as the characteristic features and the typical tasks used to develop linguistic competence. Considering the advice given by the researchers on the design of the tasks aimed at the development of linguistic competence and paying special attention to metaphors, idioms, phrasal verbs, and general vocabulary items, the paper offers the tasks aimed at linguistic competence development based on the two YouTube videos. Moreover, students’ perception of the use of YouTube as an aid to educators in the English as a second language classroom is investigated by applying the survey research method.

Methodology Supported by ICT to Contribute to the Development of Language Competence in the Process of Learning English as a Foreign Language at the Pre-University Level

The general objective of the study is to develop a methodology with the integration of technology for the development of linguistic competence in the learning process of the English language, as a foreign language at the pre-university level of the Dominican educational system, and thus positively influence compliance. of the objectives foreseen in the curricular design (linguistic level B2) For the fulfillment of the proposed objectives, the various scientific methods of theoretical, empirical and statistical-mathematical research are used. For data collection, two questionnaires addressed to teachers were used to publicize the methodologies that are implemented for the development of linguistic skills in the teaching of English as a foreign language at pre-university levels, generating a scientific contribution for its contribution and improvement. . The results obtained from the research indicate a group satisfaction index by teachers of 0.9, thanks to the strategies and their impact on the development of linguistic skills as a foreign language, taking advantage of the influence of families. Likewise, a favorable rating was obtained in the activity plan for teacher training. On the other hand, the application of focus group techniques in which the methodological conceptions and the teacher training plan are considered. Finally, recommendations are made for the strengthening of these activities and at the same time, collaborate to continue with the effectiveness of the strategies in linguistic competences.

Development of students’ language competence

The process of learning a foreign language is more and more strongly associated with the need to understand the didactic material in accordance with the acceleration and appropriateness of the expansion of the space covered by multilingualism and multiculturalism. The article is devoted to the development of linguistic competence of non-linguistic university students as the most important means of interpersonal understanding, the mastery and assimilation of the real and fictional world, the development of notions, as well as reflections about themselves; of creating vital conditions for the development of competencies related to the process of informative reading, mirroring, reflection, communication, and forming content-related notions; writing-composing texts, studying the linguistic and cultural characteristics of a foreign language, as well as the connotations associated with additional semantic or stylistic functions, which are consistently associated with the primary meaning in the minds of native speakers.

Three Pillars of Communicative Competence

The main point of view demonstrated in the present paper is to express criticism to those program of foreign language studies which still rely on the traditional approach to language education and favor the development of linguistic competence in students. Harmonious functioning of the contemporary world depends, to much extent, on human coexistence and communication both on the micro and macro scale. In the case of the macro scale contacts, the English language has been sanctioned an international means of communication. The examination of the Internet resources with reference to higher education language programs of studies as well as programs offered by some language schools, shows that the teaching/learning process is mainly concentrated on developing students’ linguistic competence. The Polish reality of practical English application in a variety of situations shows that the language user’s knowledge, when limited to the linguistic sphere only, is not sufficient. Therefore, the aim of the present paper is to turn the reader’s attention to the need of verification of educational policy, adopted by many higher education institutions, and expand the offered programs of studies by courses directing the teaching/learning process at the functional approach. Hence, the suggested in the present discussion approach would rely on giving priority to the development of communicative competence, instead of linguistic. Therefore, in the course of the discussion there appears a suggestion of designing an optimal program of studies in the form of “trivium” based on three pillars: comparative studies, discourse analysis, and translation studies.

Theoretical-Conceptual Framework of the Methodology for the Development of Language Competence in the Teaching of English as a Foreign Language at the Pre-University Level

In the last five years, the Dominican educational system has undergone a series of transformations, as a result of the implementation by the Ministry of Education (MINERD) of a process of revision and update of the curricular bases, with a view to the implementation of a new curricular design by competencies. These reformulations seek, in short, the achievement of the goals set around the improvement of educational quality demanded by society and the "right to full and comprehensive human development of all citizens. The general objective of the study is to develop a methodology with the integration of technology for the development of linguistic competence in the learning process of the English language, as a foreign language at the pre-university level of the Dominican educational system, and thus positively influence in the fulfillment of the objectives foreseen in the curricular design (linguistic level B2) For the fulfillment of the outlined objectives, the various scientific methods of theoretical, empirical and statistical-mathematical research are used. For data collection, two questionnaires were used for teachers to publicize the methodologies that are implemented for the development of linguistic skills in the teaching of English as a foreign language at pre-university levels, generating a scientific contribution for their contribution and perfect it. The results obtained from the research indicate a group satisfaction index by teachers of 0.9, thanks to the strategies and their impact on the development of linguistic skills as a foreign language, taking advantage of the influence of families. Also, a favorable score was obtained in the activity plan for teacher training. On the other hand, the application of focus group techniques in which the methodological conceptions and the plan to train teachers are considered. Finally, recommendations are made for the strengthening of these activities and at the same time, collaborate to continue with the effectiveness of the strategies in linguistic competences.

Gender‐just language teaching and linguistic competence development

AbstractWithin a broad turn toward identity‐focused pedagogies, educators are increasingly recognizing the critical impetus to engage with gender in expansive and inclusive ways. However, challenges persist. Often inadequate supports are exacerbated by a lack of empirical investigations into whether and how gender‐just language teaching may contribute to student learning. Thus, very little is known about how this ethical imperative interfaces with linguistic outcomes. To respond, this study analyzed linguistic accuracy and complexity in assignment data from 112 US undergraduate students enrolled in one of three iterations of an intermediate French course, which varied in whether and when gender‐just pedagogies were introduced. Results indicated that gender‐just language pedagogies contribute to significantly lower overall mean error rates but do not have a statistically significant relationship with mean length of utterance. Implications are discussed, including the clear benefit of an early‐and‐often approach to gender justice in the language classroom.