Language Culture Research Articles

Improving Tolitoli Language Skills Through Visual Learning Media in Elementary School

The crisis challenges experienced by the Tolitoli language cannot be separated from the cultural and linguistic acculturation process in the Tolitoli Regency. This study assesses how effective visual learning media improves Tolitoli's language skills in IPAS lessons at SDN 1 Nalu. The method used is qualitative with a descriptive approach. Involves observation, interviews, and listening guides with participants consisting of class IV student guardians and class IV students. This research was conducted at SD Negeri 1 Nalu. The results showed that the use of visual media based on local wisdom of Tolitoli local language in IPAS lessons had a positive impact, such as increasing appreciation for local culture, effective use in learning, and student's understanding of the material increased because learning was presented concretely so that students did not just fantasize in the classroom but could see a picture of the material being explained. Therefore, to support the preservation of Tolitoli language culture among students, using visual media is very effective so that it can be applied to other lessons.

Object-based learning w edukacji języków rzadziej nauczanych. Spojrzenie uczących się i nauczycieli

Object-based learning (OBL), a multisensory and interdisciplinary education based on interaction with museum exhibits, follows an action-based approach, which is also popular in language teaching. This similarity makes it possible to create language projects in the museum, a space where the culture of a region is created daily. The research discussed in the article presents CLIL activities through the eyes of their participants indicating their needs and proposing solutions. It also focuses on activating foreigners through language learning to participate in foreign language culture.

Popular Cultural Texts (Film, Tv Shows) in Shaping Language Learners' Identities and Attitudes Towards the Target Language Culture: an Approach to Advancing SDG 4 - Quality Education

Objective: This study is to investigate the ways in which popular culture texts (film, television shows) shape language learners’ identities and attitudes towards the target language culture. The study aims to explore how movies and television shows influence and shape language learners' identities and attitudes toward the target culture. Theoretical Framework: The main concepts and theories are based on Geert Hofstede’s Onion Culture Model. This model provides a solid basis for understanding the context of the investigation. Methods: This study uses a qualitative research approach, using secondary content analysis to build a model of learners’ attitudes and identities, and then presents the results obtained from the analysis of this model. Results and Discussion: The findings indicate that target cultural values have a significant impact on learners’ attitudes, resulting in both favorable and unfavorable impacts on cultural immersion. These findings highlight the important role of popular culture texts in motivating language learners and shaping their attitudes and identities. Research implications: This study investigates the influence of films as well as television shows on culturally relevant foreign language teaching and learning activities. Popular culture texts play a crucial role in promoting cultural awareness and molding the attitudes and identities of learners. It contributes to revealing an approach to advancing SDG 4—Quality Education. Originality/Value: The study confirms that popular culture materials in language instruction can enhance learners’ cultural awareness and the overall language acquisition process. This study also demonstrates the use of popular culture texts in shaping language learners’ cultural and identity.

Imaginative Features of the Concepts of “kut/well-being” in the Kyrgyz and English Language Pictures of the World (based on the Works of Zhusup Balasagyn “kut alchu bilim” and William Shakespeare “Hamlet”)

The concepts of "kut" and "well-being" are important in the cultures and languages of the world. Kyrgyz and English languages have their own unique features and ways of expressing concepts. This work is devoted to the study of figurative features of the concepts of "kut" and "well-being" in Kyrgyz and English language cultures. The analysis and classification of figurative features of the concepts were carried out, and also the way this concept is related to the values and beliefs of cultural communities was investigated. The results of the study can be useful for understanding cultural differences and similarities in the perception of well-being and spirituality, as well as for the development of intercultural communication and mutual understanding.

Translation of Cultural Terms in Literary Work “Ini Banyuwangi Sri Tanjung Hidup Kembali”

This research is descriptive qualitative research entitled “Translation of Cultural Terms in Literary Work “Ini Banyuwangi Sri Tanjung Hidup Kembali-This is Banyuwangi Sri Tanjung Comes to Life”. This writing is written based on the phenomenon of difficulties in translating cultural terms in many literary works. To be able to provide good translation results, a translator must understand the culture of the source language (SL) and also the target language (TL). The aim of this research is to identify cultural terms of the literary work. This research also tries to examine the translation strategies applied to translate cultural terms in this literary works. The research method applied for this research is a documentation method with note taking technique. This research applies Newmark’s theory to identify cultural terms and also the Translation Strategy to examine the translation strategies used to translate cultural terms. The research results showed that there were thirty-two cultural terms translated from the source language (Indonesian) into the target language (English) and contained three categories of cultural terms proposed by Newmark. The categorization of cultural terms found are ecological culture, material culture, and social organization. The translation strategies applied in translating cultural terms of this literary work are found seven of eight strategies mentioned by Newmark. The dominant strategy applied is adaptation strategy, followed by word for word and literal translation strategy. The least strategy applied is idiomatic translation.

Использование учебных стратегий при обучении испанскому языку как второму иностранному в языковом вузе

The article presents examples of learning strategies that are used in the process of learning Spanish and offers models of learning tasks within the framework of learning strategies for different levels of Spanish proficiency. The necessity of familiarizing students with the culture of Spain and Latin American countries is indicated. The purpose of the study is to identify the effectiveness of using educational strategies in classes on mastering Spanish as a second foreign language at a language university. Metacognitive, communicative, interactive and affective strategies and examples of their use in teaching Spanish as a second foreign language are chosen as the object of research. It is noted that the application of educational strategies in practical classes contributes to success and helps a future specialist in their further professional activities. The scientific novelty of the work lies in the proof of the need to use specific learning strategies to achieve a high level of proficiency in a foreign language in practical classes at a language university. As a result of the study, the essence of the concept of “learning strategy” was revealed, communicative situations were created and described, as well as a number of other types of exercises that took place in practical Spanish classes. The effectiveness of using metacognitive, communicative, interactive, affective strategies to increase motivation and achieve a high level of foreign language proficiency, as well as to promote a tolerant attitude towards the culture of the target language, was shown.

CONTEMPORARY LANGUAGE TEACHING STRATEGIES AND TECHNIQUES BY MEANS OF FICTION

The article examines various techniques of work with fiction texts in the process of learning a foreign language, which is relevant in the context of the development of modern education focused on interdisciplinarity and innovativeness. In today's world it is especially important for teachers not only to get students acquainted with language structures, but also to immerse them into active participation in the educational process, which contributes to the development of their communication skills and critical thinking. The use of literary texts allows students to gain insight into the culture, historical contexts, and complexity of the English language. However, the work with fiction texts is usually limited to typical methods – reading and listening comprehension, translation etc. The methods we offer allow to diversify classes, as well as take into consideration the current level of digital technologies (including the use of artificial intelligence). The purpose of our research is to consider interactive techniques of work with fiction texts in learning English. The proposed methods allow diverse activities with both original and adapted fiction. The authors divide the methods into two groups. The first group involves the proximate work with fiction (gallery of quotes, interview with a character, letter to the author, writing fan fiction). The second group appeals to the text as a work of art, and here the activities are based on the use of the possibilities of other arts ‒ painting, music, etc. (book illustrations and soundtracks, virtual tours, creation of memes). Interactive methods allow not only to improve the understanding of the text, gain profound knowledge, but also to increase the motivation of students to learn English. Each of them is aimed at enhancing students' cognitive activity, developing their creative abilities, critical and analytical thinking, and also contributes to the formation of practical language skills. Students are more actively involved in the learning process, which positively affects their motivation and interest in learning English.

Various types of independent work are the key to the development of language culture

Language is a national treasure, a legacy of national heritage from generation to generation, it is important for every person who has devoted his work to teaching. Thirty years have passed since our country flew the flag of sovereignty as an independent state, but the state of the Kazakh language, which secured the status of the state language, undoubtedly worries not only me, but also any sympathizer of the nation. The process of teaching the Russian-speaking audience the state language is conducted within the framework of an appropriate program, starting from school and ending at the university. But we see that many people cannot master this at a basic level. Moreover, such troubles began to appear among our Karakoz descendants as deviation from the literary norm, speech disorders, non-observance of linguistic culture, and succumbing to the influence of another language. How do we explain why? Where do we make a mistake? One of the conclusions of this problem concerns the current process of technological development, the world of media, social networks and the Internet that are associated with it. Undoubtedly, factors such as the enveloping of incomprehensible words, an increase in the number of kalket translations using artificial intelligence, a decrease in the requirements for literary and artistic speech, reduced people's inner feelings and their responsibility. Preservation of linguistic culture, non-violation of the norms of literary language, artistic presentation of pictorial thought remain requirements for the development of the state language.

Recursive self-feedback improves spontaneous speech in chronic aphasia within real-world settings

ABSTRACT Background Spontaneous speech generation, often impaired in chronic nonfluent aphasia, is essential for natural communication. Treatments aiming to optimize spontaneous speech in real-world settings are critical for improving the quality of life for persons with nonfluent aphasia (PWNA). Traditional treatments frequently rely on models and feedback from external agents, which may not be sustainable in the long-term. Preliminary evidence suggests that PWNA can use self-feedback alone, through recursive self-feedback, to improve their production of scripted sentences. This study developed and examined the impact of spontaneous speech with recursive self-feedback on enabling PWNA to self-improve their spontaneous speech in real-world settings. Method Using a cross-over design, 3 participants received 2 treatments at their homes: spontaneous speech with recursive self-feedback and spontaneous speech with speech model. Recursive self-feedback treatment involved iterative self-monitoring and minimization/correction of errors during spontaneous speech response to narrative prompts. The speech model treatment provided corrective model responses to prompts from an external source which served as reference frames to help improve the participants’ responses. Participants utilized a mobile app to practice the treatments intensively at home for 2 hours each day over a period of 12 to 14 days, spanning 2 to 3 weeks. Direct and generalized treatment effects on microlinguistic measures of spontaneous speech were determined using general linear mixed effects model and standardized mean difference. Results Both treatments led to significant improvements in microlinguistic measures of spontaneous speech, with recursive self-feedback treatment showing broader post-treatment effects on treated prompts and generalization effects. to untreated prompts. Conclusion Recursive self-feedback is a promising procedure for enhancing spontaneous speech in PWNA, providing a simple and flexible self-directed treatment option. This procedure relies primarily on speech-auditory stimulations and self-feedback loops to improve spontaneous speech, suggesting its potential applicability across various spoken language cultures. To validate these findings and assess their broader relevance, further research is recommended.

ECOLINGUISTIC REVIEW OF THE INTERNET LINGUOCYNICISMS

The purpose. The purpose of the article is to study of the impact of Internet communication on the language behaviour of users, the identification of specific linguistic changes and their shades in this environment, as well as the analyse the ecological consequences of these phenomena. Methodology. The research is based on the use of the ecolinguistic approach, which combines the methods of linguistics, ecology and cultural studies. Methods of analysis include descriptive analysis of language means, content analysis of Internet resources, as well as observation of the language practice of users. The use of a multi-method approach allows readers to get a comprehensive picture of the phenomenon of linguistics on the Internet. Methods such as analysis and synthesis of literature on the research problem, web scraping, analysis of social networks, discourse and content analysis were also used in the research. Scientific novelty. The article reveals a new aspect of language learning in the context of the modern digital environment. The study reveals unique linguistic features that occur online, such as language abbreviations, the use of emojis, and other forms of non-standard communication. The impact of these phenomena on language culture and ways of expressing thoughts and feelings is analyzed. The article analyzes for the first time the interaction between language practice in the online environment and the natural environment, highlighting the impact of the Internet language on the language ecosystem and cultural landscape in general. Changes in the presentation of language units to the public can be clearly traced through the ecolinguistic prism. In addition, language clogging is traced and ways to overcome linguocynicisms are provided. Conclusions. The results of the study indicate that the Internet significantly affects the evolution of language, creating new linguistic realities and changing the ways of communication. Awareness of these changes is important for the further development of linguistics and society as a whole. Investigating the ecolinguistic aspects of Internet linguocynicisms can be an important contribution to understanding the interaction between language, culture, and technology.

Изучение английского языка с помощью аутентичного художественного фильма (на материале фильма английского режиссера Джо Райта «Искупление»)

The paper discusses theoretical and practical issues related to the semiotics of a film text and discourse and teaching English as a foreign language. The following practical issues are discussed in the article: 1) watching movies as an effective way of learning English; 2) types of assignments suitable for work on the movie "Atonement" by the English director Joe Wright. The properties of the movie text as a means of learning and upbringing are considered. On the basis of a scripted film analysis a conclusion is made about the relevance and effectiveness of learning a foreign language through watching movies as well as cultivating ethical system values and acquaintance with the culture of the target language.

За полемиката по въпроси на езиковата култура в Унгария

The paper presents and comments on different opinions and views on the activity of cultivating the Hungarian standard language, also with regard to the relationship between linguistics and speech culture in the Hungarian linguistic and educational tradition. Disagreements over the place of language culture in linguistic research, the role of linguists in language cultivation, the cult of the exemplary standard language, the evaluаtion of linguistic innovations, the unity of the literary-linguistic norm across the entire Hungarian linguistic territory, etc. reveal the complexity and intricacy of the issues related to language culture activity and codification practice, as well as the influence of political, ideological and cultural-historical factors. These discussion questions shed light on current problems concerning changes in the speech practice of the contemporary Hungarian language community, the state of the Hungarian national language and literary-linguistic norms, the need to introduce new methods and techniques into the education system, etc. in order to conduct an adequate and effective language policy. The success of the country’s overall language strategy depends on the correct formulation and solution of the outlined problems

OPENNESS IN LEGAL DISCOURSE

This article provides an extensive analysis of legal discourse and the concept of openness within it. It examines scholars' views on eloquence, transparency, and sincerity in the legal field, analyzing similarities and differences in their perspectives. The study offers a theoretical foundation for the culture of legal language from ancient times to the present and enriches it with examples.

EXPLORING KAZAKH EFL TEACHERS’ PROFESSIONAL IDENTITY: A QUANTITATIVE STUDY

This study's extensive quantitative research design to investigate the professional identities of in-service EFL teachers in Kazakhstan and Turkistan makes it stand out. A comprehensive survey, unparalleled in scope and exhaustiveness, was distributed to 470 English instructors in 45 state schools, offering an extensive synopsis of how these educators see their professional identities. The survey findings provide insights into several professional identity factors, including the propensity to teach, act as role models, and establish productive learning settings. The results show that participants' professional identities were generally average, with major exceptions for knowledge-sharing and role modeling. Simultaneously, less emphasis was placed on recognizing students' original language culture and establishing a favorable classroom atmosphere. The study also looks at how different professional identities are within qualification categories, and it finds statistically significant variances that highlight how teachers' self-perception and professional growth are influenced by their educational background. These findings have implications for teacher education and professional development initiatives and a deeper knowledge of the elements influencing EFL instructors' professional identities in Kazakhstan.

Retelling: a New Genre or an Insufficiently Investigated “Old” Notion?

The article focuses on the phenomenon known as “retelling”. The mass reader, both domestic and foreign, perceives retelling as one of the neterature genres. The word “retelling” is borrowed from the English language. According to the English-language publications concerning retelling, in modern mass consciousness this concept corresponds, on the one hand, to the methods of borrowing and processing plots, known in European culture since antiquity, on the other, to a system of primary and secondary features, reproduced in mass literature texts. However, neither American nor British literary criticism knows such a genre. Foreign literary critics use the term “adaptation”, which implies one type of the text transformation: from a literary work to a theatrical production or film. Russian researchers apply the term “adaptation” to the alterations of classical literature for theatre, cinema, television and computer games. Although in the English language culture retelling is perceived as a new, recently emerged phenomenon, the first authorʼs adaptations of classical works appeared at the beginning of the 19th century. The collection of stories “Tales from Shakespeare”, written by Charles and Mary Lamb can be considered the first example of a “retelling” adaptation. The “Preface” to the stories contains the principles, formulated by the authors. According to the given principles they reworked Shakespeareʼs plays for childrenʼs reading. These principles fall under both the concept of “retelling” and the concept of “adaptation”. The research shows that though “retelling” is perceived as one of the characteristic features of modern culture, this phenomenon existed as a conscious way of creative working with text for at least two centuries. This phenomenon is not a genre, but a set of techniques for transforming a text, a still insufficiently studied universal of literary creativity.

Research on Cultural Introduction Strategies and Implementation Effects in College English Teaching

With the advancement of globalization, cross-cultural communication competence has become one of the important objectives in college English teaching. As a key element in foreign language education, cultural introduction aims to promote students' understanding and perception of the target language's culture while learning the language itself. Based on theoretical perspectives on cultural introduction, this paper explores the strategies and effects of implementing cultural introduction in college English teaching. The study finds that strategies such as introducing cultural knowledge in class, cross-cultural comparison, and situational simulation can effectively enhance students' recognition of foreign cultures and improve their cross-cultural communication abilities. The combination of extracurricular activities and multimedia technology further enriches the forms and content of cultural introduction. Through scientific evaluation standards and methods, the implementation effects of cultural introduction strategies are analyzed, and the results show that cultural introduction significantly improves students' cultural awareness, cross-cultural communication abilities, and cultural literacy. However, issues such as insufficient resources, differences in student acceptance, and fragmented teaching design still exist and need further improvement. Future research should focus on the long-term effects of cultural introduction and interdisciplinary cooperation, exploring more flexible and personalized cultural learning paths.

El tratamiento de la cultura en las clases de español de enseñanza media en Senegal

Studies on the cultural component in the Spanish as a Foreign Language (ELE) classroom have seen significant growth in recent decades, although they have been limited in the Senegalese context. Therefore, through this article, we aim to contribute to this field of study. Our objective is to explore the balance of different aspects in the treatment of culture in the teaching of Spanish in the first cycle of secondary education in Senegal: the three cultures, the cultures of the Spanish-speaking world, and the culture of the target language in relation to the student's culture. To achieve this, we have reviewed the Senegalese education curriculum and one of the most commonly used textbooks, Horizontes, while also investigating the teaching practices of educators in this stage through a questionnaire. We have observed an imbalance in that "Culture" has a greater presence than "culture", and "culture” is absent from Spanish classes. Additionally, local culture, which is not often approached from an intercultural perspective, is also addressed in the classroom, albeit to a lesser extent than the cultures of the Spanish-speaking world, with Spanish culture predominating among them.

Pronunciation of 雨 (ame) and 飴 (ame) for Japanese Language Education Students Batch 2020 of Brawijaya University

This research discusses the pronunciation of ame/rain (雨) with high pitch (↗) to low pitch (↘) and ame/candy (飴) with low pitch (↘) to high pitch (↗) in Japanese Language Education Students Batch 2020. Based on the results of preliminary studies through Google Form, not all respondents were able to distinguish the pronunciation of ame/rain (雨) and ame/candy (飴). Therefore, this study aimed to determine the Japanese pronunciation of Japanese Language Education Students Batch 2020 of Brawijaya University by pronouncing one of the homophones namely ame/rain (雨) and ame/candy (飴). This research used a descriptive qualitative method. Based on simple random sampling technique, 10 respondents of Japanese Language Education Students Batch 2020 were selected as the data source of the research. The researcher examined students' understanding using voice recordings which were then analyzed through Praat to see the pronunciation results. The result of the research was on the word ame/rain (雨) 90% could pronounce it the correct tone. Then on the word ame/candy (飴) 50% could pronounce it the correct tone. 6 respondents made mistakes, this was due to learning strategies and second language culture. As a result of this study, the researcher suggested for analyzing the noun hoshii/want (欲しい) with hoshi/star (星) focusing on pitch, intensity, and respondents from the Department of Japanese Language Education and Japanese Literature who can be used as a comparison.

INTERCULTURALITY AND LANGUAGE TEACHING: EXPERIENCES IN A KOREAN COURSE

This work aims to highlight the importance of the intercultural perspective in teaching foreign languages, based on a case study in a Korean language course based on the author's experience. The definitions of identity, difference, culture, and language, as well as their interrelationships, and how intercultural perspectives can be applied in the classroom are analyzed. The study investigates the presence of interculturality in the educational environment and how theories are practiced. It is concluded that interculturality plays an essential role in teaching foreign languages, allowing students to better understand the culture of the target language, without resorting to stereotypes, and at the same time respect their own culture as the basis of identity. The theoretical framework includes authors such as Byram, Hall, and Hanna, who discuss identity, culture, and interculturality in the context of language teaching.

Lexical Analysis of Japanese Children’s Songs from the Perspective of Japanese Language Education

Japanese children's songs can be a valuable resource for adult learners of the language, Firstly, the vocabulary used in children's songs is predominantly high-frequency and foundational, with a large portion falling below the N2 proficiency level. By mastering the words and phrases found in these songs, learners can expand their conversational abilities beyond the confines of traditional textbooks. Secondly, the songs offer a balanced representation of positive, negative, and neutral emotions, reflecting the emotional range and nuances of the Japanese language. This exposure to diverse emotional expressions can enrich learners' understanding of language and cultural nuances. Moreover, the study's semantic analysis reveals frequent word associations and co-occurrences, which can help learners grasp the interconnectedness of Japanese vocabulary and the cultural contexts in which words are used. Importantly, children's songs are deeply rooted in Japanese culture, indirectly exposing learners to various cultural aspects, such as the appreciation of nature, the concept of transience, and the importance of harmony and interconnectedness. This cultural immersion can foster a deeper understanding and appreciation of Japanese values and traditions. Furthermore, the familiar melodies and sing-along nature of these songs can facilitate social bonding and interpersonal connections among learners and native speakers. Engaging in shared cultural experiences, such as singing nursery rhymes together, can create a sense of community and strengthen the bond between learners and the target language culture.