Foreign Language Environment Research Articles

Игровая методика на уроках РКИ в корейской аудитории

The article is devoted to one of the topical issues of teaching Russian as a foreign language - a game method as a means of activating learning the basics of Russian speech communicative behavior in a Korean audience. Games help to increase the interest of Korean students in those aspects of the language that are of particular difficulty for them. Many games are a collective form of work, which significantly increases the volume of students' speech activity and helps to overcome the fear of making a mistake. Role-playing games bring the process of learning a foreign language closer to reality, thereby forming students' motivation necessary for the successful development of oral speech. A big role in the use of games in the educational process belongs to the teacher, who is the main initiator of the game and its performer. The article presents various methods of working with students using various games, a set of gaming activities aimed at developing communicative competence. The types of games are revealed on specific examples of communicative situations with the involvement of the necessary language material and prepared taking into account the national specifics of the audience, in our case the Korean one. A stable combination and application of consistent game methods contributes to the creation of a productive structure of the educational process aimed at developing students' conscious speech production and the ability to consciously construct speech acts with the active use of passive vocabulary and its increase. The practical significance of the study lies in the fact that the presented game methodology, which allows the formation of stable and dynamic communicative and speech skills and abilities, can be used in teaching Russian as a foreign language in a foreign language environment in order to update and optimize the educational process.

Poetic Approach in Drama Script Study: Analysing Willy Loman’s Disappointments in Arthur Miller's Death of a Salesman in Teaching English as a Foreign Language Context

This article describes and explains how Culler’s (1997) poetics in the study of literature can be used to gain literary competency for the teaching of literature in an English as a foreign language (EFL) environment. The use of this strategy is discussed using one of the most famous play scripts in American literature: Arthur Miller's Death of a Salesman. Following Culler's poetics technique, the study focuses on one of the themes present in the play script: Willy Loman's (the main character) disappointments, which make up the majority of the story with a dramatic ending: Willy's decision to commit suicide. This article seeks to persuade EFL teachers who study literature to take Culler's side and use poetics as the beginning point for a literature study in order to increase their students’ literary ability.

Տիգրանակերտ մայրաքաղաքի եւ Ամիդ քաղաքի նույնության մասին / On the Identity of the Capital of Tigranakert and the City of Amid

In issue 32 of the "Bulletin of Matenadaran", an article by Gor Yeranyan "The Armenian tradition of calling Amid Tigranakert" was published, in which the author, recognizing that the problem of localizing Tigranakert has not yet been resolved, nevertheless declares that the city of Amida cannot be Tigranakert, since so consider researchers "almost without exception", thereby ignoring published evidence to the contrary. And then he proceeds to clarify the cause, as he believes, of the “confusion”, as a result of which the Armenians began to believe that Amida is Tigranakert. However, in the realm of science, truth cannot be determined by vote. In this case, there are a number of facts that testify precisely to the identity of these cities. In particular, ancient evidence describing the features of the area where the Tigranakert battle took place – the direction of the Tigris River, the narrowness of the battlefield – point specifically to Amida. The message of Memnon is important, who, describing the attack of Lucullus on Armenia, writes about the city of Tigranakert, and, at the same time, also about another city, in which "Tigran keeps his concubines and many treasures." Meanwhile, the city where Tigran kept his concubines is the capital Tigranakert. Thus, Memnon simultaneously reports on two different Tigranakerts, which suggests that there may have been confusion, but it arose even in antiquity, among Greco-Roman authors who did not know about the existence of several cities of the same name. In addition, the very modern name of Amida – Diyarbekir, may be the result of a phonetically regular distortion in a foreign language environment of the name Tigranakert.

The system of exercises and tasks for the formation of intercultural foreign language communicative competence of prospective teachers of the german language

Exercises and tasks serve as learning tools for modeling a foreign language environment, a motive for communication, and a tool for improving cognitive-communicative and metacognitive learning strategies. The article deals with the methodical features of compiling a system of exercises and tasks for mastering the German language in the context of intercultural communication. The article considers a system of exercises and tasks for the formation of intercultural foreign language communicative competence of future teachers during self-study work. An analysis of the specialized literature was carried out, which became the basis for the theoretical justification of the developing and use of exercises and tasks for the formation of a cultural secondary language personality. The generalized system covers all types of speech activities and contains communicative, semi-communicative and non-communicative exercises of a receptive, reproductive and productive nature, with the aim of forming and developing language and speech foreign language skills and abilities, which are based on the intercultural aspect. The author gives a number of examples of exercises according to the determined levels of mastering German-language material, namely receptive, reproductive-productive and creative. The criteria for developing exercises have been specified: focus on receiving or issuing information; communicativeness; motivation; level of action management; presence/absence of a game component; presence/absence of visual and illustrative supports; method of performing the exercise; cultural and emotional orientation of exercises. The system of exercises consists of subsystems, the goals of which are aimed at mastering the German language skills and abilities in listening, speaking, reading and writing. The specifics of using the acquired information for oral and written communication were studied. The article describes in detail the course of foreign language activities to ensure the consistent use of foreign language information for the purpose of acquiring cultural, linguistic, sociocultural knowledge and developing skills and abilities of intercultural communication. Special attention is given to the intercultural aspect of the content, the manifestation of which is the language and speech material, the communicative behavior of interlocutors during the intercultural communication. Interactive, innovative technologies and teaching methods are proposed for the effective application of exercises in order to optimize the educational process of future teachers during independent work.

Strategies for Learning the English Language as Reported by Advanced Language Learners

The goal of this study is to identify the LLSs that successful English language learners are employing to achieve their academic goals. Twenty interpreter students from a Korean graduate school of interpreting and translating took part in the research. Unstructured essay writing was used as a data collection approach on LLSs because it allowed participants to candidly disclose the methods, study routines, and study abroad experiences that contributed to their advanced English proficiency. The reason for this is because free-form essay writing is more accessible to the participants. Several hypotheses and findings regarding the use of different pedagogical approaches were derived from the analysis of the qualitative data. The studies consistently reaffirmed the importance of an organised approach to language learning and regular monitoring of progress, as we emphasized efficacy of metacognitive and cognitive methods like reading aloud and text analysis. A number of other speakers emphasised the significance of paying undivided attention to the linguistic input being received throughout language-learning exercises. The success of learning a foreign language may depend on the learner's autonomy, which manifests itself in self-regulated learning activities, according to the testimony of advanced English language learners in an English as a Foreign Language (EFL) environment. These comments are from EFL students who are learning English as a second language. We look into what this and other findings mean for classroom practise when teaching English as a second language using a strategy-based approach.

Языковой сдвиг и этническое самосознание: детерминация, интердепенденция или констелляция?

The article discusses some aspects of the relationship between the ethnic identity of the collective and the preservation of the native language. This question is one of the most controversial problems, far beyond the scope of the science of language, and it is often not linguists who speak most fervently and categorically about it. An unambiguous solution is hardly possible here. When analyzing aspects related to it, it is necessary to distinguish whether we are talking about a language collective living in a foreign-language environment (diaspora in the broad sense of the word), but having its historical homeland, where this idiom is the main means of communication, or about the indigenous population of the territory that is part of a larger state entity that has no another “national hearth”. In the first case, the gradual “extinction” of the original language does not lead to the loss of it among the people as a whole; in the second, this process will most likely be perceived precisely as the desire of the dominant ethnic group to assimilate the corresponding people. Even after factual linguistic shift, if the sense of ethnic identity remains, the latter often begins to find linguistic expression. On the other hand, the struggle of the authorities against ethnic separatism often extended to the language, the displacement of which from any socially significant spheres, and preferably from everyday communication, was sometimes conducted by rather harsh means. Thus, of the three functions indicated in the title of the article, the leading trend is usually interdependence, although others may prevail in certain periods of history.

SCIENTIFIC AND METHODOLOGICAL PRODUCTION OF THE DEPARTMENT OF UKRAINIAN APPLIED LINGUISTICS FOR TWENTY YEARS

A review of the scientific and methodological output of the teachers of the Department of Ukrainian Applied Linguistics for two decades was carried out. Established in 1996, the department has become a strategically important structural unit both for the popularization of the Ukrainian language in a foreign language environment and for the significant improvement of the scientific-instrumental level of professional speech of students of other faculties of the university. To ensure successful teaching work, it was necessary to have appropriate educational materials both for teaching the Ukrainian language to foreign students and for students of various professional fields, improving their mastery of the native (state) language and scientific and professional vocabulary. Among the publications of the department are textbooks, manuals, dictionaries, phrasebooks, materials for reading in a foreign-language audience, collections of scientific works, in which acute issues of the methodology of language teaching to foreigners were considered and are being considered, materials on linguistic and regional studies, which included texts on the history of Ukraine, its culture, art, folk traditions. The department became a pioneer in the development of national standards for the Ukrainian language for foreigners, developed a scale of levels of Ukrainian language proficiency, requirements for knowledge, abilities and skills of foreign citizens, which became the basis for both the Standard of the Lviv National University and the State Standard. In lectures and practical classes in a professional direction, the main attention is focused on the Ukrainian language course through the prism of language norms and special terminology in order to bring students closer to their future profession, to produce a literate, competent, highly cultured specialist. Key words: Ukrainian languageas a foreign language, Ukrainian language of specialization, business Ukrainian broad casting, scientific and methodical products of the department.

An Application of the Input Hypothesis to the Teaching Design of English Reading Class in Senior High School

Reading as a form of input can provide students with a good foreign language environment, allowing them to improve their vocabulary, master fixed expressions, use grammar rules flexibly and appreciate the beauty of cultural differences without having to leave home.To maximize the benefits of the English reading, this study is expected to explore the distinguished teaching design based on the author’ s own experience in the competition because there is still a long way to go given the fact that nothing is consummate. Krashen’s “input hypothesis” are chosen to be the theoretical basis of the study for its sweeping impact on the area of second language acquisition and foreign language teaching. By clarifying the internal relationship between Krashen’s “input hypothesis” and English reading teaching design, reflecting and summarizing the actual situation of English reading teaching in senior high school, the study tries to put forward the ideal pattern of English reading teaching design in senior high school and gives some inspirations to teachers-college students majoring in English.

Cultural transfer in Swedish exile

After the death in 1934 of his father-in-law Samuel Fischer, founder of the well-known publishing house S. Fischer in Berlin, Gottfried Bermann Fischer moved to Vienna with the aim of publishing the works of prominent German-speaking Jewish and non-Jewish authors who could no longer publish in National Socialist Germany. After the ‘Anschluss’ to Nazi Germany in March 1938 he fled to Sweden with help from Karl Otto and Tor Bonnier, heads of Albert Bonniers Förlag. Eagerly observed by the Nazi authorities, Gottfried Bermann Fischer published books of well-known German, Austrian, and Swedish writers. What did this German-language publishing work look like in a foreign-language environment? Who were the employees? Where were the sales markets? Why did this cooperation between Bermann Fischer and Bonnier fail in the end? The main focus of this article is on Bermann Fischer’s efforts on behalf of German-speaking authors outside Nazi Germany, and on the resentments against a (foreign) Jewish entrepreneur and Bonniers’ engagement in this last remaining large German publishing house in exile after May 1940, even after Gottfried Bermann Fischer’s expulsion from Sweden.

THE USE OF COMPUTER INNOVATIONS IN THE SPHERE OF LEARNING FOREIGN LANGUAGES IN EDUCATIONAL INSTITUTIONS OF UKRAINE

The article, based on the analysis of the latest scientific research on the digitization of modern education, reflects the experience of using computer programs and the computer as a whole, the role of innovative technologies in the field of education, and significant attention is paid to the study of languages. The authors of the article argue that the digitalization of education today reaches a new level of actualization and improvement of mastery, the study of certain fields and sciences, as well as the possibility of gaining experience in work with the improvement of already acquired skills in various spheres of activity. The authors emphasize that modern programs provide an opportunity not only to promote the effective development and learning of a foreign language but also to monitor the performance of tasks, and to develop training exercises that are individually suitable for each student.
 The authors outline the results of the diagnostics of the level of computer programs in the field of education, and the provision of statistics on the use of programs, which today occupy a primary place in the development of science and education as a whole. The article determines the methods of improvement and preparation for language learning and the role of computer programs in the field by communication and actualization of educational programs, which are selected for each student, as well as methods of control over the performance of tasks and practices by intercultural communication.
 When using various innovative technologies in the field of education, there is an increase in motivation to learn a foreign language and the possibility of individualizing the educational process, which gives the results of quality education, a creative approach to optimal conditions for completing tasks, and gradual steps for learning a foreign language.
 A separate component should be the pedagogical interaction between the teacher and the student, which ensures the creation of optimal conditions for the free use of educational materials and teaching practices, and the exchange of experience between the teacher and the student. Since the foreign language environment becomes an integral part of the life of every person who studies a foreign language, the importance of foreign language communication between representatives of other peoples and cultures should be noted.
 The authors single out the ideas which deserve the implementation of computer programs in the field of education, the study of the latest technologies that we receive every year, as well as the formation of language competence.
 The article highlights the problems that may arise when using computer programs in the educational process, digitizing educational materials and combining them into one whole database that is convenient for students, as well as the implementation of the educational process taking into account the state of war in Ukraine.

IDIOMATIC POTENTIAL OF ANATOMICAL TERMINOLOGY AND ITS ROLE IN DEVELOPING ENGLISH LANGUAGE PROFICIENCY

The article examines the idiomatic features of anatomical terminology in modern English. The authors emphasize that understanding and correct use of idiomatic expressions is an indicator of in-depth knowledge of a foreign language and an important element in preparing for international English language exams, in particular, with the aim of recognizing implicit meanings (C1 – Advanced, C2 – Proficiency levels). It has been noted that mastering idiomatic expressions constitute one of the most difficult challenges for speakers of other languages, therefore it requires additional attention during the foreign language training of students. Based on the analysis and systematization of lexicographic sources (The Oxford Dictionary of Idioms, A Dictionary of 3800 Picturesque Idiomatic Expressions, and McGraw-Hill's Dictionary of American Idioms and Phrasal Verbs), it has been shown that anatomical terminology has significant idiomatic potential and is widely reflected in the figurative language of modern English. The study has revealed 628 idioms based on 52 anatomical terms, among which the lexemes “head”, “hand”, “eye”, “heart” and “foot” have the most productive idiomatic potential, forming the core of 75, 70, 53, 46 and 43 idioms respectively. The developed corpus of anatomical idioms has been organized for meaningful and accessible use in the educational process at a medical university. Familiarizing students with English anatomical idioms in the course of ESP training contributes to the development of student's interest and motivation in learning a foreign language, broadening their outlook, and ensuring an in-depth understanding of the mechanisms of English figurative language, which is the key to successfully passing international proficiency tests and communicating in a foreign language environment.

Peer Participation in a Tailored-Crossword Puzzle Activity for English Majors in China

Vocabulary teaching in an English as a Foreign Language environment can be painful and tedious. This paper adopted Tailored-Crossword Puzzle Activity (Shortened as TCPA) generated by the software for an exploration of vocabulary teaching to English major freshmen. This paper examines five dimensions of students’ TCPA group competition: group discussion participated; helped keep the group on task; contributed useful ideas; the amount work was done; and quality of completed work. The results show that, in general, one’s own participation is closely correlated to other group members’ participation efforts. Meanwhile, the difficulty of a TCPA has to be carefully controlled with the consideration of time and vocabulary amount.

Attitudes towards organized teaching of Bulgarian language in the diaspora in Czechia

The purpose of the text is to point out the different attitudes towards mastering the first language in the Bulgarian diaspora in Czechia and the degree of awareness of the need for teaching of Bulgarian in the society where the main language is different from Bulgarian. The results of a longitudinal study, including dozens of respondents from different social strata of the diaspora, are presented and their language attitudes are analyzed. The text shows different points of view regarding bilingualism, bilingual education and the maintenance and development of the native Bulgarian language in a foreign language environment.

Диаспорэм адыгэбзэр хъума зэрыщыхъуар

The article explores the main issues of preserving the native language in the diaspora. Extralin-guistic factors were noted for the preservation of the Adyghe language in a foreign language envi-ronment. To study the speech of the Adyghe diaspora abroad, as well as to determine the methods of preserving the native language, comparative historical and analytical methods were used. The source base is compiled by the works of scientists who studied the features of the language of the Adyghe diaspora abroad. The main goal of the work is to summarize the main methods of preserv-ing the Adyghe (Circassian) language (speech) in a foreign language environment, and tell what was done for this. To achieve this, we analyzed the work of our predecessors on the topic under study. It was concluded that, although representatives of the Adyghe diaspora abroad had suffi-cient obstacles to the preservation and development of the native language; they could preserve the language, traditions and customs. They created various organizations, khasa.

Unlocking the Potential of Translanguaging: Teachers’ perspectives to Maximize Learner Outcomes

That First Language (L1) facilitates Foreign Language Learning is a debatable issue in the field of language pedagogy. This field has evidence for and against using L1 in English as a Foreign Language (EFL) classrooms, showing positive and negative learning outcomes. Behind this controversy, the current study investigates teachers’ attitudes regarding using L1 in EFL classrooms in Saudi contexts and whether or not language teachers think it aids or improves students’ performance. The study sought to provide teachers of EFL with a perspective on monolingual and Translanguaging approaches. Thus, it investigated how English language instructors at Saudi universities view the role of Arabic in English language learning/teaching. The data were collected through questionnaires, class observation, and interviews. The participants were 104 teachers of English from different Saudi Universities with varied ethnic backgrounds, and subsequently, three participants were chosen to observe their classes twice and, afterward, follow-up semi-structured interviews. The data from the questionnaire was submitted to SPSS for data analysis, and the data from the interviews were transcribed and analyzed manually with the assistance of computational devices. A classroom observation checklist was used to triangulate the findings of the questionnaire. This study indicated that teachers believe frequent English exposure is the best way to teach it. In addition, the study suggests that the L1 is useful for explicit learning and reduces anxiety, thereby assisting students in adjusting to the Foreign Language environment.

CONCEPT AND STRUCTURE OF FUTURE MEDICAL SPECIALISTS’ FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE

Abstract. The article analyses scientists’ views on the specifics and structure of medical students’ foreign language communicative competence. The researchers have been found to interpret differently this concept and its content, the latter containing from 3 to 6 components according to the data of various scholars. A concept of foreign language communicative activity is described in the article. Today, the ongoing reforms in the society call for the formation of comprehensively developed competent doctors, possessing high level of professional language and capable of revealing professionalism in business communication situations. In this regard, changes in the approach to future doctors’ foreign language training are on the agenda. Therefore, solution of the challenge of developing language capacity and forming foreign language communicative competence in future doctors is very important. Foreign language communicative competence is essential for training advanced specialists in view of the further use of knowledge, abilities, skills, and personal qualities gained in the foreign language environment as well as for providing multilingual, multicultural, and interpersonal communication. Formation of foreign language communicative competence has been found to include the knowledge of a language, sufficient to meet professional needs, implementation of one’s business contacts, and further professional self-education and self-improvement. It has been found that foreign language communicative competence includes discursive, strategic, and reflective components which are interactive, complementary, and functioning as a unified system.

Teaching a Foreign Language Online

The methodologies for language teaching have evolved over the years to learner centered and inclusive pedagogies. The focus has been on interactive communicative and task-based teaching methodologies. With the class moving online, there is a need to develop new activities and creative tasks to engage learners in foreign language environment. The present paper highlights the need for language teachers to take the role of facilitator and engage leaners in online-based activities and tasks. The paper also lists some online-based tasks and activities which can generate noticeably greater desire to learn the language and eventually, higher comprehensible language output. Employing a wide range of collaborative project-based tasks gives learners opportunity to develop their vocabulary to express varied concepts, handle authentic language input and gradually the language creeps into learner’s daily life without an intentional effort. A continuous and enthusiastic support of the teacher is imperative for generating greater interest in learners and for accomplishing these objectives.

Діджиталізація і диверсифікація процесу розвитку іншомовної комунікативної компетенції майбутніх офіцерів ЗСУ

This article highlights the place of digitalization of professional training in Ukrainian higher military educational institutions. In addition, the phenomenon of diversification of the educational sector is considered as the basis for the trend of development of the educational system by means of information digital technologies. In the context of pedagogical analysis, the process of developing foreign language communicative competence in an educational institution focused on training future officers of the Armed Forces of Ukraine is studied. The study draws attention to a number of the most important components of the modern process of developing the foreign language skills of future officers. Attention is paid to one of these components – the foreign language learning environment and its formation. This paper examines the characteristics and analysis of the impact of the formed foreign language environment on cadets, students, all those who are in the center of the process of developing the foreign language communicative competence of military education. The efficiency of using digital technologies for the development of a foreign language environment is analyzed. The following concepts are highlighted in the article: “digitalization”, “digital technologies”, “diversification”, “virtual environment”, “digital technologies”, “video medium”, “foreign language communicative competence”, “linguistic immersion”, “socio-cultural approach”, “psychological aspects”, “socio-cultural adaptation”, “language barrier”. We present the interpretation of the concepts based on the accepted international sources, our own understanding of these concepts and the processes in which they occur. The article presents the results of interviews with cadets (students) who agreed to participate in an experiment on the development of foreign language communication by the method of immersion in a foreign language environment using digital technologies. The cadets answered questions about their life experience, inner feelings, and psychological state that they encountered during the experiment. In the practical part of this study, we paid attention to the cadets' personal assessment of the quality of their communicative foreign language abilities before and after the training immersion. The paper emphasizes the position and impressions of cadets regarding the use of digital technologies to achieve the effect of immersion in a foreign language environment and, as a result, the development of their foreign language communicative competencies. Based on the analysis of the survey results, the authors of the study have identified the most important points that they consider it necessary to recommend paying attention to in order to achieve a qualitative result of foreign language communicative competence development.

Integration of computer technologies and interactive teaching methods in the professional language training of foreign students

The article examines the problem of professional foreign language training of foreign students in maritime fields. The analysis of socio-cultural, linguistic and psychological barriers caused by different levels of education and national characteristics was carried out. The need for integrating computer technologies and interactive teaching methods in the foreign language training was substantiated in terms of the integrative-contextual approach, the importance of recreating the subject, social and psychological contexts of the activities of marine specialists in teaching. The typical task in the foreign language environment was described, and the conclusion about the appropriateness of its use as a unit of study was made. The methodology and results of experimental training, which testify to the success of mastering a typical task in the foreign language environment and reducing communication barriers, were provided.

СОЦИОЛИНГВИСТИЧЕСКАЯ ХАРАКТЕРИСТИКА РОССИЙСКИХ НЕМЦЕВ НА ТЕРРИТОРИИ КРАСНОЯРСКОГО КРАЯ

The article is devoted to the sociolinguistic study of the High German island dialects existing on the territory of the Krasnoyarsk region, the patterns of their functioning in a foreign language environment in isolation from the main ethnic array. The relevance and significance of the problem of studying the linguistic phenomena under consideration on the material of island dialects is also due to the rapidly changing conditions of existence of «language islands» in Russia, including in the Krasnoyarsk region, leading to their loss, the need to preserve the linguistic and cultural heritage of Russian Germans. The research is based on the method of interviewing informants. The method of quantitative calculations was used to determine the degree of dialect use among informants in different age groups. It was found that the degree of dialect use varies significantly by age categories, good preservation of the language is observed among informants of the older age group and low dialect competence in the middle age group. The results of the study clarify the existing modern concept about the current state of the language system island's dialects of the Krasnoyarsk region, the description of which is important for further study of language interaction theory's.