Different Levels Of Language Proficiency Research Articles

Wykorzystanie audiodeskrypcji w nauczaniu języka rosyjskiego na studiach filologicznych

The article focuses on the possibilities of using audio description as a teaching aid in teaching Russian on university degree programmes. The author proposes a set of exercises for practical learning of Russian using the animated series Masha and the Bear. The structure of the proposed exercises includes several stages of student activities (including observation, language exercises, text editing, recording of a ready-made audio description), which makes it possible to adapt them to different levels of language proficiency of the learners. The proposed exercises do not focus only on verbal description itself, but also force the student to engage in in-depth analysis and reflection that requires reading the scene in a broader context, e.g. using the cultural background that can be seen while watching the series. Audio description is an attractive teaching aid, a tool that allows the simultaneous use of authentic material, such as the animation Masha and the Bear, and new technologies, including: applications for recording ready-made audio descriptions.

MT error detection and correction by Chinese language learners

Abstract This article analyzes texts that have been generated by machine translation (MT) and post-edited by native English-speaking trainee translators (English>Chinese) who are also Chinese language learners enrolled in a four-year undergraduate translation program. The project examines the work product of trainee translators to categorize 122 errors that are (un)noticed and (un)corrected by them. MT errors in the Accuracy category were best identified and corrected, followed by those in the Lexicon and Fluency categories. Trainee translators who were advanced language learners outperformed the intermediate group in MT error detection and correction, especially in the Lexicon category. This study sheds light upon the use of raw MT output as meaningful input for trainee translators who are in the process of learning Chinese. Its findings provide information regarding the type of exercises needed in language learning and translation training for students with different levels of language proficiency.

Un repertorio di siti e risorse online per l’apprendimento/insegnamento del russo

Starting from the assumption of the added value of using information technology in language teaching, this work presents a vast inventory of sites and online resources for learning/teaching Russian. The resources have been divided into different sections according to the skills (phonetic, phonological, lexical, morphosyntactic, textual) that are intended to be practised and developed. In addition, a section is specifically dedicated to various tools, useful for inserting the graphic accent, for nominal and verbal inflection and for checking the declension of anthroponyms, toponyms and numerals, aspects that usually present difficulties for learners. The aim of the description and analysis of the resources is to put the user, teacher or learner, in a position in which they consciously and safely choose supports that are functional to the teaching objectives. Selected sites, resources and tools are aimed at learners of different levels of language proficiency, from absolute beginners to advanced learners.

Saudi undergraduate EFL learners’ attitudes toward using textism in their academic writing

Textism, which refers to the special language used in text messaging, is widely used in several forms of communication, such as texting, online chatting and emails. This increased use of textism has alarmed the media and the public because this special language can impact the academic writing of the younger generation. This paper aimed at exploring the attitudes of undergraduate Saudi learners of English as a foreign language (EFL) toward using textism in their academic writing. (115) students of different levels of language proficiency completed a survey about the use of textism across several modalities and recipients. Additionally, (240) student essays were analyzed to identify the potential use of textism in student writing. The results showed that students are generally conscious of the appropriate contexts for the use of textism. However, when it comes to the actual use of textism in writing, low-proficient students tend to produce more textism than those who are at medium and high levels of writing competence.

Determining the effectiveness of teaching intonation of the English language at a university

Introduction. Teaching the skills of adequate decoding of intonation is an integral part of teaching English, along with listening, speaking and reading skills. However, teaching this aspect is not always given sufficient attention. The purpose of the experiment is to identify the ability of students to decode the emotional characteristics of a sounding speech in a non-native language, as well as to reveal the correlation between the development of rhythmic-intonation skills and the level of the English language proficiency. Materials and methods. The research is carried out on the basis of the main tone groups of British English. The study is conducted by interviewing two groups of respondents with different levels of language proficiency (level B2 – 58 students) and C1 – 61 students). As a material for the survey, 11 statements in English were selected, having different intonation structure and belonging to different communicative types. The task of the respondents was to determine the attitude that the speaker puts into the utterance with the help of intonation. A correlation analysis was carried out between the level of English proficiency and the ability to correctly interpret intonation. The Chi-square criterion was used to calculate the homogeneity of two independent experimental samples. Results. The results of the study showed low ability of students to adequately interpret the English intonation and to identify the emotions of the speakers: correct answers gave 31.5% of respondents. We can conclude that students with the level of English proficiency C1, do not differ from students of group B2 in the level of perception of suprasegmental features of the English speech (χ2 = 10,06; p = 0,44). In other words, increasing the level of English proficiency does not affect the ability of students to correctly interpret intonation. Conclusion. The obtained result confirms the need for additional purposeful work on improving the methods of teaching prosody in a foreign language, aimed at improving the effectiveness of the educational process.

Analysis of Cross-Cultural Communication Using the DEMATEL Method

Cross-Cultural Communication encompasses a diverse range of interactions within cultural contexts, involving the exchange of ideas and emotions. This exchange can occur through both verbal and non-verbal means, encompassing various cultural norms, values, and customs. Effective communication is integral in numerous contexts such as business, education, healthcare, and social organizations, and is particularly crucial in our interconnected world, where individuals with diverse backgrounds frequently engage. In this globalized landscape, cross-cultural communication stands as an indispensable tool for successful interaction and mutual understanding. Awareness of Cultural Differences: Understanding that different cultures have distinct communication styles, norms, and etiquette is fundamental. This awareness helps in avoiding misunderstandings and misinterpretations. Language Proficiency: Language is a primary tool of communication. While English is often used as a global lingua franca, it's important to recognize that not everyone may be equally proficient. Accommodating different levels of language proficiency is crucial. Motions, posture, reactions to situations, even eye contact are all examples of communication that is not verbal. convey a significant portion of a message. These can vary widely across cultures and can sometimes lead to misinterpretations. Listening Skills: Actively listening and paying attention to verbal cues, tone, and non-verbal cues is crucial. It helps in understanding not only the words being spoken but also the underlying feelings and intentions. Respect and Open-Mindedness: Respecting and valuing different cultural perspectives is key to successful cross-cultural communication. Being open-minded and curious about other cultures fosters positive interactions. Avoiding Stereotypes and Assumptions: Making assumptions based on stereotypes can lead to misunderstandings. It's important to approach each individual as just that—an individual with unique experiences and perspectives. Cross-cultural communication research holds a profound significance in our increasingly interconnected world. It serves as a crucial foundation for fostering understanding, tolerance, and cooperation between people from diverse cultural backgrounds. In a globalized society where individuals and groups regularly interact, the research equips us with essential insights into the nuances of communication across cultures, helping to mitigate misunderstandings and conflicts. Beyond interpersonal interactions, it plays a pivotal role in promoting successful international business relationships, enhancing diplomatic ties, and ensuring the efficacy of educational exchange programs. Moreover, it contributes to the creation of inclusive environments, where diversity is celebrated, and individuals from various backgrounds can thrive. In healthcare, cross-cultural communication research is vital for delivering equitable and effective services, and it also aids in the resolution of conflicts by considering cultural perspectives. This research, spanning multiple academic disciplines, has far-reaching implications for enhancing the quality of our personal, professional, and societal interactions. Cultural Sensitivity Training, Awareness of Cultural Differences, Language Proficiency, Non-Verbal Communication and Listening Skills. the Rank using the DEMATEL for Cross-Cultural Communication. Cultural Sensitivity Training is got the first rank whereas is the Awareness of Cultural Differences is having the Lowest rank.

Numeral comprehension in children with different levels of language proficiency

Numeral comprehension in children with different levels of language proficiency

SUBJECT OF TRANSPORT AND HIGHWAYS IN THE COURSE OF UKRAINIAN LANGUAGE AS A FOREIGN LANGUAGE

The article is devoted to the study of specific topics about transport and ways of its movement in classes on the Ukrainian language as a foreign language. In textbooks and manuals of this direction, compilers mostly avoid these topics, because they believe that foreign students are not worthy to understand them. However, in the modern world, they should not be bypassed, since we all use transport, and it moves in the appropriate ways. Therefore, we suggest addressing these topics in the educational process at different levels of language proficiency (from A1 to B1) by students. Various methods and methods of working with educational material will come in handy: from learning vocabulary to reading and understanding texts and their elementary reproduction. The modern world has a wide variety of vehicles. Their classification according to various criteria: purpose, mode of movement, and in the future - different brands and technical characteristics - will help students (especially technical specialties) to master professional terminology. Elementary knowledge of these concepts is necessary for all foreigners in order to correctly navigate in space, understanding and knowing the names of transport and the roads along which it moves. In the article, an excursion was made to separate manuals and textbooks on the Ukrainian language as a foreign language or a language for a professional field, which contain at least some hints on this topic, as well as some samples of exercises with transport vocabulary and separate texts with it were developed and presented. The given photo illustrations will promote visual perception and help foreigners enter the topic and begin to pronounce it, using separate grammatical rules for the formation of phrases and word combinations, taking into account the peculiarities of Ukrainian syntactic control and coordination.Key words: Ukrainian as a foreign language, study topics, transport, roads, terminology.

Investigating Anxiety in Speaking among EFL Students: A Qualitative Study

This study investigates the causes of anxiety in speaking among EFL students and provides solutions to overcome them. A total of 33 students from the sixth semester of the English Education Department at Universitas Ahmad Dahlan participated in this descriptive qualitative research by completing questionnaires and interviews. The results revealed that nervousness, trembling, and shyness are causing anxiety among students in speaking English, and preparation, confidence, peer-seeking, and effort can help overcome speaking anxiety. The implication of the study suggests that language educators should be aware of the causes of anxiety in EFL students and provide appropriate solutions to help them overcome their speaking anxiety. Limitations of the study may include the relatively small sample size and the fact that the study only focused on sixth-semester students in one particular department at a single university. Therefore, the findings may not be generalizable to other populations or contexts. For future research, it would be useful to include a more extensive and diverse sample of participants from different levels of language proficiency and different educational backgrounds. Additionally, incorporating other data collection methods, such as observation or focus groups, could provide a more comprehensive understanding of the factors contributing to speaking anxiety among EFL students. Finally, exploring the effectiveness of different interventions or strategies to reduce speaking anxiety could be an interesting avenue for future research.

Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany

AbstractThis work is a contribution to the usefulness of climate-related authentic material for pedagogical purposes in Higher Education. The two case studies had the aim of raising environmental awareness of a sustainable future among university students, while encouraging them to explore language use and draw their own conclusions and considerations through different methodologies. Specifically, we highlight how posts from the social networking platform Instagram can help learners with different levels of language proficiency in Higher Education, approach specific topics using authentic language samples and visual data, and simultaneously develop new skills that may be integrated within their field of study. The case studies occurred in a distance learning context at the University of Calabria and Humboldt University of Berlin. They present two possible ways of increasing climate change awareness among university students while applying data-driven and research-based learning interdisciplinary approaches to climate change communication.

THE ACOUSTIC ANALASIS OF SENTENCE STRESS BY IRAQI EFL LEARERS BBASED ON GENDER DIFFERENCES

Sentence stress is a really complicated field of English pronunciation and it is intertwined carefully with rhythm and intonation. As a group they are named the prosody of speech. The present study aims at the following: 1) Investigating the difference in the mean values, of intensity, F0 and duration, in the production of stressed and unstressed words in a given sentence, among the Iraqi groups. 2) Identifying whether there is any statistical significance between F0, intensity and duration in the production of sentence stress. 3) Identifying gender differences between the British native speakers and the Iraqi Arabic learners regarding the three acoustic factors.
 The results of the preceding aims are as follows: 1) In spite of the different levels of the Iraqi groups and their different levels of language proficiency, yet the difference among the four groups is deemed to be not significant. 2) There are no statistical differences in the three factors F0, intensity and duration. 3) There are observable differences in gender between the Iraqi groups and the English native speakers’ group but it is not significant. In conclusion, the study experimented two essential aspects L1 interference and language proficiency and it is found that both hypotheses are not true acoustically but they can be seen as active on the level of production.

USE OF AN E-TEXTBOOK FOR PRE-SERVICE TEACHERS IN AUTONOMOUS LEARNING OF ENGLISH FOR SPECIFIC PURPOSES

The research reveals the advantages of using an e-textbook in autonomous learning of the discipline “Foreign Language for Professional Communication (English)” by pre-service teachers of mathematics. The article presents the method of application of the ESP (English for specific purposes) e-textbook “Mathematics”, its structure, and functions. The ESP e-textbook includes learning material of three different levels of language proficiency. Each part contains professional vocabulary and speech situations aimed at forming the necessary skills and abilities in the mathematical field. The authors describe the stages of work with the learning material within a unit of the ESP e-textbook. The necessity of introduction of ESP e-textbooks in the process of learning a foreign language by pre-service teachers of mathematics is justified. The benefits of using the ESP e-textbook by students for autonomous learning are elucidated, and new opportunities for an ESP teacher to structure foreign language classes are outlined in the research. Experimental training with the use of the ESP e-textbook is conducted among pre-service teachers of mathematics at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine), where the ESP e-textbook is considered as an element of the learning environment for professional creative activity and accumulation of knowledge in the conditions of autonomous learning. The study presents and analyzes the results of students’ English proficiency tests, and the survey on the students’ attitude to the use of ESP e-textbooks in the process of autonomous learning of ESP. The analysis of students’ surveys shows the effectiveness and expediency of using the e-textbook by pre-service teachers of mathematics in autonomous learning of English for professional communication. In the paper, some samples of educational activities from the ESP e-textbook “Mathematics” are presented.

The Specifics of Teaching Industry-specific English for Special Purposes

The article deals with the problem of training a foreign language teacher for industry purposes. Theterm “professional language” is defined by analyzing the scientific works of well-known researchers andlinguists. The importance of mastering the metalanguage of communication for the aviation sector is emphasized. The concept of “aviation language” is given and the requirements for proficiency in the Englishlanguage of aviation radiotelephone communication and its impact on flight safety are prescribed. Thearticle also analyzes the requirements of ICAO (International Civil Aviation Organization). Knowledge ofaviation English is determined using 6 levels for conducting effective communication between aviationservices, the pilot and the air traffic controller. The significance of the results of the integration of theaviator’s metalanguage skills, which make up the communicative competence, is noted. The conditionsfor different levels of language proficiency are identified and professional areas of application in varioussituations related to the context of communication are described. The concept of “contextual learning”and its role as a model of the future professional activity of a specialist is defined. The types of exercisesfor improving the level of language competence of the student are proposed, which are built accordingto the requirements of contextual learning, where participants enter into professional communication tosolve the tasks set.Key words: professional language, aviation language, ICAO, contextual learning, communicativecompetence.

Storytelling Technique in Teaching Ukrainian as a Foreign Language Remotely

Global digitalization processes of educational environment, which are currently taking place, require to develop new techniques for teaching Ukrainian as a foreign language. This research presents the results of experimental implementation of storytelling technique into the process of language education of foreign non-philological specialities students in Ukrainian higher education institutions. Due to the specific pedagogical conditions of teaching foreign students, the authors developed and tested an algorithm of using the modified storytelling technique, adapted to the pedagogical realities in Ukrainian language and educational environment. There are three stages of the developed experimental model, implemented during online Ukrainian practical classes to foreign non-philological specialities students with different levels of language proficiency, from Beginner to Intermediate, in different Ukrainian higher education institutions. The methodological experiment, observational and diagnostic methods, quantitative and qualitative comparative methods as well as descriptive methods showed that the modified storytelling technique was effective for developing monological speaking skills. Besides, the previous authors’ hypothesis was also confirmed by the use of teaching aids, described in the article, such as: converged texts, created with due account for the specific requirements to structural and semantic content as well as presentation format, focused on features of modern students with clip thinking and on general educational processes; system of iterative questions; and digital teaching aids. The results of the research showed that the modified storytelling technique, firstly developed within the theory of teaching Ukrainian as a foreign language, should not be used not as the main method for teaching foreign non-philological students of higher education.

“Flipped class” technology in teaching foreign non-philological students

The article describes an adapted version of the innovative technology flipped classroom, which can be used in the practice of teaching Russian as a foreign language, especially in the context of distance learning. The relevance of the study lies in the need to create a methodology that meets the interests of the modern generation of students and is effective in the context of remote educational process. The purpose of the research is to describe the methodology for using the flipped class technology in a foreign language audience with the use of authentic Russian films - screen adaptations of literary works. To achieve this goal, analysis, systematization, generalization, description and other methods were used. The research materials were the feature film It Cant Be! (directed by L. Gaidai, 1975), stories by M.M. Zoshchenko Galosh, Funny Adventure, Wedding Accident, the play Crime and Punishment, files with theoretical and regional information, a file with tasks, a questionnaire. The methodology has been successfully tested with foreign students of non-philological specialties. A hypothesis was put forward, the innovative technology flipped classroom was adapted to teaching Russian as foreign language in the context of distance learning, authentic films-adaptations of Russian artistic texts were selected, and a system of exercises was developed. An experiment was carried out, and then the hypothesis was corrected, taking into account the questionnaire survey and control testing of students. The main results of the study are that the use of the suggested methodology increases the efficiency of the educational process, motivation of foreign students to study the Russian language, literature, traditions of Russian native speakers, literacy of students and their linguistic and cultural competence. It also forms the ability of foreign students to self-study and self-organization, as well as to successfully conduct the educational process in a distance learning environment. The authors of the article consider it promising to use the flipped classroom technology in teaching Russian as a foreign language based on the material of linguocultural and regional studies, with the help of which students will be able to master educational information in accordance with different levels of language proficiency.

The use of song material in lessons of Ukrainian as a foreign language

The authors investigate some specifics of using song material in the formation of foreign language communicative competence when teaching Ukrainian to students of different levels of language proficiency. The relevance of the article is determined by the fact that there is an insufficient number of educational resources on the Ukrainian language for foreign students and also by the proven effectiveness of the studied type of educational material, and consequently by the necessity of developing a method for its optimal use. The aim is to develop a methodology of using song material in lessons of Ukrainian as a foreign language for students of different levels with a focus on popular contemporary songs. Methods of research used in the article comprise critical analysis of literary sources; study and generalization of teachers’ work; trial teaching. Main results. The article offers methodical recommendations for using song material in lessons of Ukrainian as a foreign language to fulfill such educational tasks: use of song material as phonetic exercises and for correction of pronunciation, use of song material as a motivator for studying the creativity of writers and poets, use of song material in studying the lexical and grammatical material. The authors propose a technique for a complete lesson for studying a chosen song, and also variants of using the song “Dumka” based on the poem by Taras Shevchenko at different stages of language learning. Emphasis is placed on modern songs, in which music is set to verses of prominent classics, and examples of songs that are recommended for use at different stages of the educational process are given. Conclusions. Usage of song material has some important advantages in the practice of teaching Ukrainian to foreigners and allows creating the most authentic environment in the classroom; removing psychological barriers; improving a classroom microclimate; increasing opportunities for foreign students to get acquainted with Ukrainian traditions and culture in a timely and versatile manner; adaptation of students to the language uses, providing them with song material to get involved in authentic Ukrainian language.

Production and Perception of Geminate Consonants in English Words by Thai Learners of English: Implications for English Teaching and Learning

The present study aims to explore the production and perception of geminate consonants of Thai learners of English. This study seeks to answer three research questions. First, are there any significant differences in the production of different types of English geminate consonants among five groups of participants (four groups of non-native speakers of English and one group of native speakers of English)? Second, does the level of English proficiency of the English learners affect the production and perception of English geminate consonants? Third, do English orthographic forms affect the pronunciation of Thai learners of English? To answer these three questions, the researcher compared the performance of 90 students from three different levels of language proficiency (low intermediate, high intermediate, and advanced) and of 15 Thai university instructors with the performance of eight native speakers of English. The researcher examined the performance of the participants by using two tasks: reading aloud and dictation. Even though the statistical results showed a significant difference only in the production of lexical geminates between native and non-native English speakers, it should be noted that the students from the lower levels of language proficiency seemed to have greater difficulty in identifying English geminates in regular speech. Ultimately, the researcher would like to argue that teaching pronunciation is not just about teaching students how to produce the correct sounds. It is also about helping them to hear the sounds correctly, so that they can understand what they hear.

Code-Switching in Interactions between Teacher and Students with Different Levels of Language Proficiencies

In an English teaching and learning process, teachers and students have interactions that occupy the students’ first language. It can be related to the existence of code-switching. It can help them fill in the gap which occurs during a conversation. It can improve the quality of teaching and learning. This study focuses on the analysis of code-switching in the interactions between the teacher and the students with different levels of language proficiency. This study examines how the teacher produced code-switching, the students’ responses towards the teacher’s code-switching, and the teacher’s roles code-switching. This study employed qualitative research. The instruments used for collecting data were audio-video recording, test, interview, and questionnaire. Findings of the study revealed that (1) the teacher used three types of code-switching to the students with different levels of language proficiency and the function of repetitive was the most frequent function found in the interactions, (2) the students responded to the teacher’s code-switching by using English, Indonesian language or code-switching, and (3) the roles of teacher as a controller and a director have the crucial use in the interactions. Hopefully, further studies can explore code-switching deeply in the interactions between teachers and students with different language proficiency levels in instructional settings.

ENGLISH FOR STUDENTS OF PSYCHOLOGY AND EDUCATION: DESIGNING A TEXTBOOK

This paper considers some issues in designing a textbook for students of psychology and students of education enrolled in the same ESP course. These issues include balancing students’ objective and subjective learning needs in the selection of real content aimed at developing necessary competences in accordance with the course objectives, as well as selecting carrier content to satisfy the needs and interests of students of both disciplines. An additional challenge involves accommodating learning needs of students with different levels of language proficiency, while also taking into account their evolving specialist knowledge. The paper then looks at the structure and content of the textbook English for Students of Psychology and Education, published by the Faculty of Philosophy, University of Belgrade.

The Countervailing Effect of Language Proficiency and Cultural Adaptation on the Frequency of Cognitive-Metacognitive Strategies among EFL Readers

This article is an attempt to investigate how advanced and high-intermediate learners of English receiving culturally familiar or nativized contents may differ in terms of both their performance in reading comprehension and the use of cognitive and metacognitive strategies. To this end, a total of 73 advanced and high-intermediate students of English were selected and assigned to two groups in order to acquire relevant data across different levels of language proficiency. Subsequently, the participants received culturally adapted texts with sociologically, semantically and pragmatically nativized contents in the form of narrative and expository texts. Following this step, the participants were given reading comprehension tests and cognitive-metacognitive questionnaires. While culturally familiar texts are generally believed to have facilitating impacts on the overall reading comprehension for all language groups, the findings of the present study suggest that the advanced learners of English may use these strategies more frequently compared to high-intermediate learners of English. These results may raise strong implications concerning the suitability and effectiveness of nativized or culturally adapted materials for learners at varying levels of language proficiency.