Grammatical Content Research Articles

“Composite formations” as a Stylistic Device (Based on the Material of D. I. Rubina’s Novel “Maniac Gurevich”)

This article is devoted to the analysis of “composite formations” in the text of D. I. Rubina’s novel “Maniac Gurevich”. “Composite formations” are units that are formally similar to compound names or compound words. However, their structure, semantics and functions are different. They cannot be considered compound words due to their difference from the latter in the internal form of the word, as well as a wide range of linguistic units that become components of such “composites”. In addition to nouns, their components can be adjectives, participles, verbs, adverbs, etc. “Composite formations” are characterized by multicomponence, this is characteristic of those units, the lexical and grammatical content of which are nouns and verbs. The main function of such formations is a stylistic device. In the text of the novel, they help to create a non-linear narrative, to make it the very sequence of pictures from the life of the hero, which the author of the work considers to be the main feature of the composition of the novel. Such constructions are able to convey a situation or event through the prism of the hero’s perception of the actions of objects, their signs, all this merges into a synthesis of sensations and memories in the mind of the character and creates a special perceptual effect for the reader. It is difficult to determine their linguistic status, when analyzing such formations. The problem arises whether the concept of a word is applicable to them, what are the semantic and grammatical characteristics of this linguistic unit.

LINGUODIDACTIC FEATURES OF TEACHING ADJECTIVES IN THE COURSE OF UKRAINIAN AS A FOREIGN LANGUAGE

The article delineates the nuances surrounding the meaning, morphological features, syntactic functions, and stylistic attributes of Ukrainian adjectives as a focal point for foreign learners, accompanied by a proposed set of exercises tailored to foster practical proficiency and fluency in their application within speech. It underscores the close association between adjectives and nouns, wherein their interdependency epitomizes the essence of their lexical meaning and grammatical categories. The semantics of adjectives is linked with word-formation structures, encompassing both derivative and non-derivative forms, as well as processes of substantiation. In teaching Ukrainian to non-native speakers, particular emphasis is placed on elucidating the autonomous nature of morphological categories – gender, number, and case – when adjectives assume the role of a noun or predicate. A comprehensive array of morphological variations within adjectives is delineated: 1) forms of word change by gender, number, case; 2) forms of adjectival comparison; 3) short and full (conjugated and unconjugated) forms of adjectives; 4) forms of adjectives by the final consonant of the stem (hard, soft, mixed group). Consideration is given to the formation and utilization of grammatical forms in tandem with the lexical and stylistic nuances inherent to adjectives. Moreover, the article underscores the distinctive approach employed in textbooks targeting Ukrainian as a foreign language when addressing the topic of adjectives. Authors extensively employ tables, instructional rules, generalizations, and grammatical exercises with a communicative emphasis, supplemented by explanatory commentary. It is essential to exercise creativity in leveraging the grammatical content within textbooks, critically evaluating presentation modalities and sequential learning patterns, and devising a comprehensive range of exercises and tasks aimed at cultivating practical aptitude and proficiency in adjective usage within speech. The efficacy of addressing these objectives hinges upon the methodological proficiency of Ukrainian language educators catering to foreign learners. Key words: Ukrainian as a foreign language, adjective, practical grammar, morphological features, syntactic functions, methodological competence.

A MIXED METHOD APPROACH IN GRAMMAR TEACHING (BUKOVYNA, THE FIRST HALF OF THE XX CENTURY)

The unique aspect of studying other languages is not only the acquisition of basic information, but also the development of communicative competency abilities, which are practical skills required in everyday practice or communication with representatives of foreign-speaking societies. Our present research focuses on the devlopment and implementation of a mixed method of learning for teaching grammatical material in English and German in Bukovyna schools during the first half of the twentieth century. The purpose of our research is to compare the prerequisites for the development and formation of the methodology of teaching English and German grammatical competence in Bukovyna schools between 1932 and 1940, as well as to reveal the peculiarities of the formation of reproductive and receptive grammatical skills in the specified territory and within the defined time for further study of listening, reading, and speaking. Consequently, instructional tactics demonstrated the right selection and organization limits. The development of fundamental grammar abilities is seen as critical in teaching foreign language grammar, since it serves as a foundation of grammatical information. The explanation of grammatical phenomena in German and English was given in the original language, supported by examples from the texts, and strengthened by the completion of exercises. The structure of the grammar appendices, which included extra exercises to reinforce grammatical constructions and the authors' personal explanations of the textbooks in addition to rules and tables, also made a difference in the way the grammatical material of the languages mentioned was taught. The most recent strategy in textbooks at the time was to promote communicating with native speakers (for example, via correspondence), which improved grammatical and lexical mastery of a foreign language. It came to light that acquiring grammatical content using a mixed technique was an approach for producing grammatically and lexically correct spoken speech. Practical application (speaking) demonstrates comprehension of the fundamental principles of grammar and their proper application. Authentic literary reading was essential for developing grammatical knowledge. Translation exercises examined different languages' grammatical structures, with the goal of improving the capacity to use them in context and accurately acquire them when speaking.

WRITING AND READING

This article aims to present the Writing and Reading Project: a Right for Everyone, developed by me for Escola Municipal Expedicionário Aquino de Araújo. The genesis occurs from concerns and questions as a teacher in the Municipal Networks of Rio de Janeiro (1990 to 1995) and Duque de Caxias (since 1987) in relation to learning to read and write by students and teaching by teachers. Throughout the work, the importance of orality is proposed, for two reasons: it precedes writing and is forgotten at school for the construction of a good text. Speaking and writing as different discursive practices in the same linguistic system. Writing as a point of arrival, as it is carried out in the social sphere. Thus, students are guaranteed the use of their citizenship and taught how to produce texts in the most varied situations. Writing will be given relevance because we live in a literate world where different textual genres circulate. How to teach without the main tool? The text. In this case, the literary text. Another occupation is the path to be taken between the starting point and the arrival point: the student's difficulty in elaborating, concatenating and articulating ideas to develop or transcribe what is thought. How to coordinate all this? How to understand and produce a text without other skills: listening, speaking and reading? Another relevant point is the teaching of grammar in the text, that is, the teaching of grammatical content through the handling of texts. Is Productive Language Teaching possible, filled with reflective activities, that is, creating epilinguistic analysis activities?

<언어와 매체>에 대한 수용자의 인식

This study investigated the perceptions of readers of the <Language and Media> textbook and attempted to collect basic data needed to create a more progressive <Language and Media> textbook. As a result of the study, first, it was said that the content was too verbose and that it was somewhat unusable as a guidebook for preparing for the college entrance exam. Second, ‘cases’ or ‘examples’ were proposed for the elements needed for the <Language and Media> textbook, and it was hoped that a difficulty level directly related to the CSAT would be created and that many related problems would be included in the textbook. Third, major improvements in language learning included an increase in the number of problems, measures to improve usability, and improved readability of grammatical content, and improvements in media learning included the enhancement of the role of media learning and improvements in expression methods according to changes in the times. presented. Fourth, most respondents responded positively to learning by separating language and media. Fifth, in order for <Language and Media> to be helpful in real life, it was suggested that the contents of media learning should be prioritized over linguistic learning, and it was argued that the study of media ethics should begin sooner.

КУЛЬТУРНАЯ СПЕЦИФИКА ЖАНРА НАУЧНОЙ СТАТЬИ: КАТЕГОРИЯ АВТОРИТЕТНОСТИ

. Recent studies of various discourse types, including the scientific one, show that in communication process the authority of the participants is one of the important communicative categories realized with a set of linguistic and graphic means. They can have some specifics in the texts belonging to the same genre but different linguistic cultures. The purpose of our study is to identify the most typical lexical and grammatical means (markers) used to realize the category of authority in scientific articles genre in the English and Russian linguistic cultures. The objects of the study were three groups of markers: the authority of general scientific facts and theories; the authority of top experts in a particular field and the authority of the author of a scientific article. The research material included a number of articles in Russian and English in the field of pedagogy, management and energy. The analysis revealed significant differences in the quantity of these markers depending on the scientific field and the particular language culture, as well as a direct correlation with the quantitative use of graphic markers of the category (tables, graphs, etc.). In addition, some differences were observed in the choice of language means, particularly, the lexical and grammatical content of speech clichés, as well as some differences in syntactic patterns of the means. Theoretical importance of the analysis proves the need to study and systematize language tools used to realize the main communicative parameters of a scientific text. The practical results can be used to develop recommendations for academic writing.

GRAMMAR CONTENT KNOWLEDGE OF TAMIL LANGUAGE AMONG SECONDARY SCHOOL TEACHERS

The study aims to identify the level of knowledge of grammar content among Tamil language teachers at the secondary school level in aspects of phonology, morphology, syntax and morphophonemic. This study uses a quantitative research survey in the form of a descriptive design carried out in Selangor. A total of 160 Tamil language teachers in secondary schools in the state of Selangor were selected as a random sample. Questionnaires were used as instruments in this study. The data obtained were analyzed using SPSS software version 22.0. The findings of the study showed that secondary school Tamil teachers had a moderately high perception of the Tamil grammatical content of Form Four (M = 3.23, SP =.697). The study also found that the level of knowledge of Tamil grammar content was moderately low (M = 2.98, SP =.334) by following phonology (M = 3.26, SP =.560), morphology (M = 3.14, SP =.589), syntax (M = 2.85, SP =.716), and morphophonemic (M = 2.67, SP =.585). The implication obtained through this study is that the Ministry of Education Malaysia (MOE) is proposing to emphasize the importance of aspects of Tamil grammar, namely phonology, morphology, syntax, and morphophonemic. As a result of this, teachers who teach Tamil will be able to realize the importance of mastering the content of Tamil grammar.

ПОНЯТТЯ НАДМІРНОСТІ В МОВІ ТА В СКЛАДНОМУ БАГАТОКОМПОНЕНТНОМУ РЕЧЕННІ

The article examines lexical, grammatical and stylistic manifestations of excess in modern Ukrainian artistic discourse. A defi nition of the phenomenon of redundancy, in-cluding their lexical, grammatical and stylistic types, is proposed. The specifi cs of their application at the level of a complex multi-component sentence are outlined. Excessive el-ements are used to emphasize the statement and have a pragmatic eff ect on the addressee.The theoretical apparatus discussed in the article allows us to diff erentiate pleonasm as an excess of means that serves to convey the lexical or grammatical content of an utterance, manifests itself in repetition, synonymous duplication of lexemes or grammatical forms, as well as in too verbose conveying of content. The concept of tautology, which is tangential to the defi nition of pleonasm, is interpreted as a stylistic fi gure aimed at strengthening a phenomenon or sign. The basis of this technique is the repeated designation of what was said earlier in a diff erent form. Emphasis is placed on the fact that the use of repetitions in the text or partial duplication of content improves the style and gives the statement clarity and specifi cation. On the basis of the descriptive method used in the work, it was established that repeated words demonstrate the gradation of feelings, understandings and depth of experi-ences. In order to increase the impact on the perception of the text, to give it greater drama and expressiveness, modern writers widely use anaphora, or monologue. In addition, artistic texts are not devoid of such a stylistic fi gure as polysyndeton, or multiple conjunction, which is a means of demonstrating solemnity, expressing and enhancing lyricism and showing the author’s thoughts. At the time, the authors consciously used the analyzed technique, which, in our opinion, is fully justifi ed and motivated.The analysis of the given examples proved: despite the possibility of avoiding repetitions, the authors consciously use fi gures of excess, which are fully justifi ed and motivated. They are a means of artistic expressiveness of current events and the au-thor’s objective attitude to the world; contribute to revealing the nature of inner feel-ings; enrich the text with expression, as well as clarify what was said, intensify signs and actualize the actions presented in the text and at the syntactic level manifested in various types of complex multi-component sentences.

Didactic potential of MOOCs in teaching Russian as a foreign language

The article is devoted to the description of mass open online courses «Read. Listen. Speak» and «Verbs of motion in Russian language», intended for foreign students at the pre-university stage of training. The article presents an analysis of the lexical and grammatical content of presentation and video materials of the proposed training courses, presents a system of tasks from basic to advanced levels, and also offers practical recommendations on the use of various methodological techniques in teaching Russian as a foreign language to foreign students. The authors analyzed the forms of organization of the activities of all subjects of the distance learning process, revealed the didactic potential of mass open online courses as promising distance technologies in teaching Russian as a foreign language.

The importance of learning and teaching activities in communicative approach in the learning process

The focus of the article is on how the communicative approach can be used while teaching English to non-native speakers. The communicative approach’s goal is to educate students on how to communicate effectively in a foreign language, taking into account the participants, the situation, and the communication’s goals and objectives. The essay goes through how to design training sessions and how to choose linguistic and grammatical content in line with the demands of the communicative approach

The application of the CLIL technology in the development of foreign language lexical and grammatical skills of students in digital educational environment

Introduction. In a multicultural and multilingual society, it is hardly possible to find a modern person who does not speak any foreign language and is not able to integrate his language knowledge into the structure of his activity. The concept of applying CLIL digital technology in a foreign language teaching seems to be one of the promising areas of modern linguodidactics and is due to the conceptual ideas of modernizing the system of education. The purpose of the study is to verify the subject-language integrated learning in the formation of lexical and grammatical skills of students of German in a digital educational environment. Materials and methods. Quizizz, Wordwall, Learning Apps, MyQuiz (for tests and interactive tasks), Gamilab (for quest games), Boris Bot (for creating a chat bot), Podomatic (for podcasts) have been used as digital tools for compiling a set of exercises. 55 fifth year students of Kazan (Volga Region) Federal University, the major is "Teacher training (a double-degree programmme)" (bachelor degree course), have been selected to attend the pedagogical experiment. Statistical processing of the samples of the control and experimental groups has been carried out according of the Pearson’s chi-squared test. Study results. The following steps were observed in the process of lexico-grammatical skills formation with the integration of CLIL technology: introduction or presentation of new course content, training, speech practice and reflection. For each of these stages, a digital toolkit has been selected which enabled us to create interactive tests, games, web quests based on design kits and services for students. A step-by-step methodology for the formation of lexical and grammatical skills using CLIL in a digital educational environment has proven effective in developing the following skills: to group vocabulary semantically, to translate from Russian into German, to describe illustrations, based on the trained lexical and grammatical content, to present the result of the completed project work in written and oral form. The effectiveness of the methodology for the formation of lexical and grammatical skills using subject-language integrated learning in digital educational environment has been confirmed by a pedagogical experiment conducted with the university students’ participation (χ2 emp. = 7,30, p<0,05). Conclusions. The results obtained can be applied in German language teaching, in upper-secondary and high schools with advanced curriculum in German, grammar schools and lyceums. The developed educational and methodological technology for the implementation of integrated subject-language training can become the basis for creating a study guide. The results of the study contribute to the development of digital linguodidactics; the set of developed tasks can become an incentive for more intensive application of CLIL technology in a foreign language teaching.

Grammar coming alive: Swedish L1 teachers’ reflections on using authentic texts when teaching grammar

ABSTRACT As teachers’ experiences are a prerequisite for developing an understanding of the challenges of teaching, their reflections on the potential of using authentic text in L1 grammar teaching deserves closer attention. This paper presents a focus-group study with six Swedish L1 teachers at upper secondary level during an intervention, in which they adopted contextualized grammar teaching in their classrooms. The results show that, according to the teachers, using authentic texts can create connections between grammar and language in use, which motivates the students to learn grammar. However, due to the complexity that characterizes authentic texts they also seem to complicate the instruction of a grammatical phenomenon. The conclusion of the study is that if the teachers have something to connect the grammatical content to, both manipulated and non-manipulated linguistic materials remain relevant in making a grammatical phenomenon comprehensible to the students.

The reflexes of Latin desinentialrVin Romanian conjugation as examples of exaptive change

AbstractThis paper attempts to motivate the distribution of the stringr(V)in the forms of contemporary Romanian conjugation, which attests it in other than the distribution we expect proceeding from desinentialrV, its origin in Latin conjugation, e.g.,răin the plural of the contemporary preterit (i.e., the paradigm traditionally designatedperfectul simpluoriginating in the Latinperfect) and thus occurring in forms like contemporaryvăzură‘they saw’.Such forms should attest finalrarising via apocope ofu, in this instance in Late Latinvideru(nt)yielding Romanian *veder, the unattested immediate origin ofvăzurăvia both phonetic and morphological innovation. The analytic focus of my treatment isexaptive changeorexaptation, an innovation predicated on the assumption that phonemic substance made available by compromised paradigms or parts thereof (i.e., paradigms partly or wholly in the process of being eliminated reflecting the systemic loss of their grammatical content) may remain and be re-assigned to instantiate systemically relevant grammatical meaning not already instantiated. As part of my analysis, I will suggest clarifications of our present understanding of exaptive change which I believe to be justified by the Romanian data.

Using the Podcast Contents to Help EFL Students in Improving Their Grammar and Pronunciation

The study aims to determine how the teacher uses podcast resources to improve the students' grammar and pronunciation learning. Many EFL students struggle to use good grammar and practice pronunciation. By addressing their weaknesses, they needed to hone their public speaking abilities. To accomplish this, twelve college students joined a treatment program that used podcasts to address this problem. The teacher created a social media group to facilitate the teaching and learning process and to improve the learning of the online course materials. After finishing it, he instructed students on how to study grammar while bilingual. The students finished the lecture and the assignment in both languages. The teacher posted a URL on a forum to help the students more naturally understand grammar usage. The students click on, and a podcast page appears on their screen. To hear the speaker's voice, they push the play button. They read the transcript as they listened to the voice. They concentrated on getting the transcript done. The corresponding grammatical content was looked for in each line of the text. The words and phrases related to the grammar being studied were highlighted. they visualized uploading their work. The instructor then requested that the students read the transcript aloud for recording and upload. The teacher then evaluated all of the uploaded work in order to offer comments. The information was acquired by keeping an eye on the teaching-learning process. The conclusion was then reached after qualitative analysis. According to the study, podcasts can improve pronunciation and structure learning. The teachers can use the findings to teach connected disciplines. The other researchers can also complete the further related work.

The Effectiveness of Situational Language Teaching (SLT) Approach in Teaching Speaking for Islamic Junior High School

SLT approach is an approach that involves the systematic principles of selection (the procedure by which lexical and grammatical content were chosen), graduation (principles by which organization and sequencing of contents were determined), and presentation (technique used for presentation and practice of items in a course). The purposes of this research are to know whether situational language teaching approach effective in teaching speaking for the eighth graders of Islamic junior high school, and then the extent of the effectiveness of situational language teaching. The design is pre-experimental research. The sample is randomly selected as the experimental class of the eighth graders. The data are collected by administering pre-test and post-test to the students. t-test is used to analyze whether the alternative hypothesis is accepted or not. The statistical analysis shows mean of the class on pre-test is 16.43 and post-test is 20.47 by using t-test at the level of significance (a) 0.05, gotten r-test = 0.561 and t-test is bigger than t-table that is t-test = 5.691 > t-table = 2.045, meaning that there is a significant difference between the students’ achievement in speaking before and after SLT approach implemented. It then portrays SLT approach significantly effective in teaching speaking and SLT approach has positive correlation with students’ speaking skill at the level of believe 95%. It is suggested that SLT approach in teaching speaking is recommended for the English teachers, but SLT approach is better implemented in small class because teachers are easier in managing the class.

북미 초등학생 대상 한국어 교재의 문법 항목 검토과 제언

The purpose of this study is to review and critically discuss the grammatical content of two textbooks developed for elementary school students in North America. Firstly, it confirms that “Korean 3” covers Level 1 and 2 grammar, while “Korean 4” covers Level 2 and 3 grammar. Secondly, the textbooks present many grammar items in chunks for efficient teaching and learning. Thirdly, the arrangement of grammar items based on difficulty was not taken into consideration. Fourthly, it was found that many grammar items are used in previous chapters, which students will learn later on. Finally, the presentation of grammar items in both textbooks was analyzed, and suggestions were made for improving teaching and correcting errors in the textbooks.

Exploring Lexical Errors of Indonesian EFL Students in Writing Recount Texts

<p><em>The study aimed to examine the EFL students’ lexical errors in writing recount texts. This study employed a descriptive qualitative method involving 31 students and uses the taxonomy of James’ lexical errors in analyzing the texts. The findings revealed that there was a total of 161 lexical errors in the students’ recount writings. Likewise, it was claimed that misselection became the most frequent lexical error, with 73 errors. The next was suffix type with 35 errors and calque with 10 errors. Furthermore, the results showed that most students felt difficult to select the appropriate lexical types in writing recount texts and most of the formal errors resulted from the intralingual error. Thus, the study recommends that the teachers teach vocabulary in contexts rather than words and use English thesaurus or monolingual dictionaries to find the grammatical content, definitions, examples, spelling, or other structures. The study also recommends online lexical analyzers, drillling, and remedy as the other alternative methods of reducing lexical errors in writing.</em></p>

Nepali Educational Grammar: Theory and Practice

Although efforts are being made by domestic and foreign writers, it lacks standard level wise Nepali grammar. Therefore, the main goal of it is to develop standard level wise Nepali grammar by keeping standard grammatical contents regarding level. Primary and secondary sources were used to collect data, and qualitative analysis was performed through library work, comparative method and descriptive method. In various grammar studies alphabets, letters, syllable structure, word class, gender, number, person, tense, aspect, sense, voice, negative and positive, vocabulary, sentence difference, spelling, causative verb, idioms and definitional words are included. There is no clear boundary for grammar in different levels such as lower secondary Nepali grammar. Secondary Nepali grammar and expression, compulsory Nepali for proficiency level, higher secondary Nepali grammar and expression, and graduate level (301). It seems there is uncertainty rather than uniformity during teaching-learning. Therefore, particularly Nepali grammar should be developed to get rid of such situation and to compensate its lack.

A Message Completion Quality in Subtitle Translation of Indonesia Foreign Affair Minister’s Speech

This research is to describe the message completion quality of the English – Bahasa Indonesia subtitle translation videos from six different channels and to describe the factors which motivate the message completion quality of the subtitle translation. The type of this research is included as qualitative research type adapted from linguistic research method, here is translational (identity) method (Sudaryanto, 2001). The content analysis method is employed specifically the semantic content analysis method and grammatical content analysis method. The research results show that there are four different channel videos that reach Very Excellent Quality i.e., CNN, KOMPAS, MoFA, and Tribun. Orderly, Tribun achieves the highest quality in both translation and completeness followed by MoFA, CNN, and then KOMPAS. In terms of completeness quality, Tribun is scored as the most complete both in technical limitation and in undelivered messages followed by MoFA, KOMPAS, and CNN, and their scores are very excellent. Although there is no mistake in the meaning accuracy, meaning clarity, and expression naturalness in terms of translation quality, both iNews RCTI, and TvOne, are good enough in terms of completeness. They both have no technical limitation problems but they have many undelivered messages.

Adsubjectification of Speaker in Construction of Statements with Meaning of Necessity in Discourse of Russian Orthodox Preaching

The article is devoted to the speaker’s adsubjectification in discourse, namely the mechanism of sentence contextualization, in which the meaning is obligatorily expressed, completely predetermined by the semantic context in the form of presuppositions that limit or exclude intentionality. The relevance of the study is due to the need to study non-intentional variants of grammatical content that contradict established ideas about the manifestations of subjectivity in language and speech. The novelty of the work lies in the establishment of non-intentional variants of the use of sentences with non-propositional meanings. The study was conducted on the material of the texts of the Russian Orthodox sermon. The use of two types of sentences with predicates of necessity is studied. An approach is used that takes into account the correlation between the semantic functions of predicatives and causators. Adsubjectivation as a predetermination of the causator by the semantic context was revealed for both varieties. It has been established that in statements with an explicit causator, the necessity of an action is always determined by situational presuppositions; in utterances with implicit causators — preparatory conditions for a speech act. At the same time, the impossibility of subjective motivation for the need for action in the discourse of preaching is noted, since this generates semantically unacceptable statements. It is shown that the mechanism of adsubjectification unambiguously determines the semantic limits of statements in a sermon, which is considered as evidence of the cognitive commonality of the implicit components of the content of statements plan and religious ideas.