Language Games Research Articles

تطبيق ألعاب تعليمية نماذج قصة مسلسلة في تنمية مهارة الكلام

Maharatul kalam is one of the Arabic language skills that must be mastered by students, in learning there are many learning models and learning media, including language games using qishhoh musalsal, where students are expected to be able to speak / tell stories sequentially with the whole story. The purpose of this study was to analyze the application of learning games with the chain story model in improving Maharatul Kalam. The research method used is a descriptive qualitative approach with obesity data collection techniques as the main standard, then interviews to strengthen the results of observations and also documentation so that the data obtained is truly credible and valid. The results in the study were that students told stories using Arabic in sequence using a story ball thrown at one of the students as an opener to the story, then the ball was thrown at one of the other students and continued the story. And so on until the story is over.

Play it again – redundancy, literature and language games


 
 
 The problem under consideration has its origin in the phenomenon of gameplay, which intersperses the rules and possible freedom of execution. The tensions between habit and surprise, regularity and irregularity created in this way expose the potential that lies in the grammatical conditions of the language use. The phenomenon of redundancy, considered in the context of a language game, can be presented in at least three ways: 1. redundancy as a non-game, 2. redundancy as a game – a struggle, 3. redundancy as a game – cooperation. In the latter approach, the recipient is invited to search for ambiguity, to take pleasure in activating non-obvious orders of literary expression. The article presents two very different examples of how redundancy functions in literary texts - a poem by Krystyna Miłobędzka and a short story by Janusz Rudnicki.
 
 

Learning Memorize Arabic Vocabulary with Hangman Games

The use of Hangman game media is based on the lack of Arabic language game media. This condition causes students to become bored and pay less attention to learning. The lack of game media supporting Arabic as the main language makes researchers use the Hangman game media. This study aims to see how efficiently the Hangman interactive game improves vocabulary memorization XI grade students. The pre-experimental method was adopted, in which the researcher conducted a pre- and post-test. The researcher utilized a simple random sampling procedure using a sample of 28 students in her study. The data gathering strategy employed observation and tests to determine the student knowledge level. The T Test is a method of data analysis. In this case, students' scores improved after they played the Hangman game. After playing the Hangman game, students can memorize 5-6 new vocabulary words on average. Which was possible to say that using Hangman games to improve students' vocabulary memorization is effective. The Hangman game can be used as the main medium of learning or inserted in making learning materials on powerpoint to make learning conditions more enjoyable.

The Monument that is Epistemology a Proposition for Atheists and Theists as Elucidations of Epistemology in Religion and Theology

Abstract For scholars that are working with epistemology and the importance thereof within the context of the ongoing bickering (fighting/mudslinging) between theist and atheists, or rather between rationality and irrationality of epistemology in theology and religion, may come to view epistemology of religion and theology as a monument from where a better belief system (as an incentive) can have a better effect on the current faith systems. Therefore, the Judeo-Christian-Islamic language games should be able to form this massive, sovereign metaphysical game. This affirmation should follow the historical fact of any metaphysical promise so that such a religious custom, should suggest that not only the Judo-Christian-Islamic language games, yet, all relevant creative queries should also be evaluated as components of the single game, with a solitary position of a decree and therefore all seven headings used in this article are relevant. The author is in a short discussion with Peter Forrest regarding his article Epistemology of Religion (2021) in establishing a positive outlook on how different views on the epistemology of religion and theology may surpass scholars which can expand and then better the current integrity-base epistemology of theology and religions. Intra/interdisciplinary methodology This affirmation, therefore, focuses on queries such as, ‘is it epistemologically sustainable for sapiens to believe in a God’? Is it epistemologically sustainable for sapiens to believe in the Trinity? Or ‘is it epistemologically sustainable that sapiens can be an embodiment of a Deity’? It overlooks such queries as if this belief estimates a consciousness that is empirical and therefore scientific. Moreover, this affirmation also tries to understand the bickering amongst rational idealists and mystics from the context of post-foundationalism who want to explain that faith or belief is not intended and thus it is not a planned commodity, rather it is an epistemological evolutionary process. Notwithstanding that this has a connection to the epistemology of theology and religion they are also the predominant subject matters in natural epistemology. This brings me to the introduction of this article where the purpose is elucidated.

INTERACTIVE TECHNOLOGIES OF SITUATION MODELING AND PROCESSING OF DISCUSSION QUESTIONS IN THE PROCESS OF STUDYING A FOREIGN LANGUAGE

The theoretical foundations of interactive learning, in particular, the peculiarities of the definition of the concepts “interactive learning” and “interactive technology” are examined in the article, the classification of interactive learning technologies is carried out, the stages of development of interactive learning technologies and the criteria for the effectiveness of their application in the educational process are determined. It was found that interactive learning is an organized interaction of education seekers among themselves and the teacher with the learners, which ensures immersion in the work with a certain level of activity of all its participants and contributes to the intensification of communication in the educational process. The author emphasizes that the leading principles of this type of education are: the principle of dialogical interaction, the principle of cooperation and cooperation, the principle of game or training organization of the educational process. The article analyzes such interactive technologies of situational modeling as: role play, language games, dramatization, song-exercises or song-games, the use of which in the process of learning a foreign language improves attention, creativity, memorization processes of learners, increases interest in language learning, stimulates exciting atmosphere of the educational process, activates speech activity, etc. The article also provides examples of the use of role-playing games, puzzle games, lexical, phonetic, spelling and grammar games, game situations for the development of skills and communication skills in a foreign language. Among the interactive technologies, the technology for working out debatable issues, such as the press method, was determined to be effective; change of position; taking a position for or against, the application of which contributes to the search and cognitive activity of the applicants, the development of their self-realization, the disclosure of their creative potential, etc. Examples of the use in foreign language lessons of such interactive technologies for processing debatable issues as verbal duels and discussions in mini-groups are given, the use of which can vary from a simple discussion of a problem to a press conference on specific problems, from role-playing and group games to defending projects.

إدارة الصف في تعليم اللغة العربية في المدرسة الثانوية الإسلامية الحكومية باسوروان

Classroom management is a skill that must be possessed by every teacher, because in class management there are positive interactions that must be built by teachers and students during the learning process, therefore class management is a very important one that must be mastered by teachers. Classroom management activities for learning Arabic intend to create a stable and comfortable atmosphere and class conditions so that the teaching and learning process can take place effectively and efficiently. The purpose of this research is to reveal and analyze the classroom management in learning Arabic in the MAN Kota Pasuruan both in face-to-face and online learning activities. This research uses descriptive qualitative research. The data collection techniques used were interviews and observations. Data analysis was carried out through data collection schemes, condensation, display and verification as well as conclusions. The results of this study are that the implementation of learning is carried out in the classroom and outside the classroom, the class conditions allow for the learning process, learning is carried out using the 2013 curriculum. And also online learning activities using e-learning, WhatsApp groups, Youtube, and Zoom Meating. The implementation of learning in the classroom is carried out by instilling class discipline and providing rules that invite students to learn actively and the learning process is fun in the form of changing sitting positions with a specific purpose, while learning outside the classroom is carried out by habituating language practices and games.

CREATIVE TECHNOLOGIES APPLICATION IN THE PROCESS OF TEACHING A FOREIGN LANGUAGE

Objective. The objective of the article is to consider and analyze creative pedagogical technologies for the developing foreign language communicative competence; identifying their main characteristics; familiarization with heuristic learning technologies and their classifications; consideration of examples of the use of language and group creative games as methods of creative writing and heuristic methods in the process of learning a foreign language. Methods. The main scientific results are obtained using such research methods as analysis of psychological and pedagogical literature, generalization of best practices and observation. Results. Based on the fact that creative technologies for teaching a foreign language will contribute to the development of students' creative thinking and their linguistic creativity, and will ensure a high level of foreign language communicative competence, the author comes to the conclusion that the development of students' linguistic creativity can be carried out on the basis of creative writing technologies, which will contribute to the removal of psychological barriers and will stimulate students' creative thinking when completing written tasks. Heuristic learning technologies have a huge potential for the development of creativity, the main characteristics of which are: openness, problematic, lack of a known solution in advance and reliance on the student's creative potential. The technologies of heuristic foreign language learning for future specialists include heuristic methods of learning an object, identifying its main features, and heuristic methods of transforming the features of an object and creating a new object. The presented heuristic techniques can be used in foreign language classes in different versions depending on the type of communication skills that the class is aimed at developing.

Impact of Online Language Games on teaching of Single and Double Prepositions through Primary Level Students of Lahore

This study is aimed at finding the impact of online games on teaching single and double preposition at primary level students to find potential evidence if the use of preposition gets improved in the students or not. The nature of the study was quantitative. Quasi-experimental research design was used for the study. This study involved only one experimental group. Pre-test Post-test were conducted to determine improvement of in learning of single and double prepositions after the intervention of online language games were introduced. Achievement test consisted of multiple-choice questions. Paired t-test was used to evaluate the significance of the difference in the outcome of experimental group. Result of this study suggested that online language games lay a significant impact on learning of double and single preposition by the primary level students. Results also further reflected that although both the genders showed improvement in their learning of single and double preposition after being taught via online language games but female students produced more significant results as compared to their male counterparts.

Role of Collaborative Strategies in Enhancing ESL Learners' Motivation: A Critical Discourse Analysis

This study investigates the role of Collaborative Strategies in enhancing ESL learners' motivation. Through critical discourse analysis, three key strategies emerge - group projects and cooperative learning, interactive language games and simulations, and encouraging peer feedback and assessment. These strategies align with sociocultural theory, gamification, task-based language teaching, and social learning theory. The findings reveal that these Collaborative Strategies positively influence ESL learners' motivation, fostering a deeper commitment to language learning and promoting language proficiency and communication skills. The study offers valuable insights for teachers and policymakers to optimize ESL education, creating an empowering and engaging learning environment that empowers ESL learners for a brighter future in an interconnected world.

INTERLINGUAL PLAY OF WORDS AND ITS REPRODUCTION IN TRANSLATION

Objective. The objective of the article is to study the influence of interlingual word play on fiction translation, to provide practical recommendations and strategies for this stylistic device rendering in he process of translation; to expand the understanding of the complexities and peculiarities of language game elements transfer, which will help preserve the original meaning and emotional impact of the text. Methods. The main scientific results are obtained with the help of such methods as the analysis and generalization of scientific and educational and methodological literature on the problems of functioning and translation of stylistic means of an literary work, interlingual play of words in particular; system analysis; combination of cultural and linguistic methods in research; separation of subsystems of complex objects and their systematic analysis, an integral approach to the study of linguistic phenomena. Results. Interlingual wordplay plays an important role in fiction translation, adding elements of humour, suspense, and cultural depth to the text. It can cause different emotional reactions and influence readers’ perception and interpretation of the work of art. However, the translation of wordplay creates certain difficulties related to lexical, semantic, cultural and stylistic limitations. The translator needs to balance skillfully between preserving the original effect and adapting the wordplay to the target language and culture. Analysis of recent studies demonstrates the importance of understanding and accounting for cultural features, context, stylistic features, and semantic fields during the translation of interlingual wordplay. Various methods and strategies, such as adaptation, substitution, use of equivalent word games, are applied to convey cultural information and emotional effect in translation. The authors consider the meaning and effect of puns in literary texts, analyze their semantic and contextual complexity, translation problems, and consider different methods and strategies used to convey puns. The study emphasizes the importance of cultural and linguistic competence of the translator, as well as a deep understanding and consideration of the context, semantic field, stylistics and emotional component of the original text when translating interlingual wordplay. Only by taking into account all these factors one can achieve an accurate and adequate translation that preserves the author's style.

Ta’lim Maharah Al-Kalam Fi Al-Ma’had Al-Salafi Bayna Al-Musykilah Wa Al-Hulul

Islamic boarding schools are educational foundations that prioritize the study of classical books in their learning, learning Arabic at Islamic boarding schools prioritizes the goal of understanding Arabic grammar in order to create students who are able to read classic books well, learning there does not pay too much attention to aspects other language skills such as speaking skills. This article aims to describe learning Arabic speaking skills at Islamic boarding schools, the problems encountered and the solutions provided, this research is a qualitative research with a case study type. The results of this study indicate that the learning of Arabic speaking skills in Islamic boarding schools is classified as stagnant, while most of the problems encountered are the lack of clarity in the applied curriculum which includes learning methods, learning media, and the material being taught. The solution offered is to provide innovation in the methods used, such as implementing language games in learning.

Precedent name: from the source spheres “literature” and “cinema” in the target sphere “political discourse” (based on the material of the Spanish-language media)

The article is devoted to the consideration of the metaphorical use of precedent names from the source spheres “literature” and “cinema” in the political discourse of modern Spanish-language mass media. The names of heroes of ancient mythology, works of classical Spanish and foreign literature, including children’s literature, as well as movie characters, carriers of certain qualities and properties, are widely used as precedents. As a result of the study, the grounds for metaphorical transfer from the named source spheres to the target sphere are established. The function of precedent names is also revealed not only as actualizers of the precedent situation, but also as a means of characterization of political opponents in the sphere of political discourse in the context of the struggle of political forces for the possession, preservation and disposal of power. The modern political discourse of the Spanish-language media as an arena of political confrontation is characterized by intolerance, agonality, the “language of hostility” marking opponents as “alien” in the “friend”– “alien” binary opposition with the predominance of discrediting characterization of political opponents aimed at debunking claims to leadership of a politician, demonstrating his incompetence and hanging labels. In the context of the language game, precedent names are used as a metaphorical definition of the names of current politicians. For characterization, precedent names are taken with both negative and positive connotations, but imparting a negative connotation to the object of characterization due to the emerging phenomenon of enantiosemia when using them as a metaphorical definition of proper names. Thanks to the atmosphere of the language game created in journalistic texts by means of well-known precedent names from works of mass culture, through the game connection of the name of a politician with the precedent name of a characteristic hero, such texts acquire the property of information and entertainment journalism, they implement the pragmatic function of precedent names aimed at manipulating the addressee, at encouraging him to act for the purposes of one political actor or another, and a sign of political technologies is revealed with full evidence of the author’s intentions.

Al-Al‘âb al-Lughawiyah fi Ta’lîm al-Mufradât ‘alâ Asâs al-Madkhal al-Insâniy bi al-Ma’had as-Salafiy

Fun learning will make students happy and not bored in participating in learning, to create this the teacher is required to be creative and innovative and understand the condition of students, one of the learnings that are in great demand by students is game-based learning. the purpose of this study was to analyze the language games applied in vocabulary learning based on a humanistic approach, The research method used is a qualitative descriptive analysis method, with data collection techniques using observation and interviews. The results of this study concluded that the learning process using games language makes students more active and enthusiastic and does not feel bored in mufradat learning besides student-centered learning, so in this case, the teacher is only a facilitator. The language games used are guessing the vocabulary by movement, saying the vocabulary by continuing, singing the vocabulary, and playing how many alif ba' are there. Internal factors that influence the application of language games are student abilities, student desires, and student enthusiasm, while external factors that influence the application of language games are teacher abilities, learning media, and the school environment.

ЭНИГМАТИЧЕСКИЙ ДИСКУРС КАК СРЕДСТВО АКТИВИЗАЦИИ ПОЗНАВАТЕЛЬНОЙ ДЕЯТЕЛЬНОСТИ ОБУЧАЮЩИХСЯ

The article considers the distinctive features of enigmatic discourse, its functional specificity and interactive orientation. The possibility of using poetic and prose riddles, charades, metagrams, logogryphs in the classroom in Russian as a foreign language to enhance the cognitive activity of students is substantiated. The phenomenon of the language game, implemented in the enigmatic discourse, will give the learning process an innovative character, will diversify the system of tasks and exercises.

Echoes of Intelligence

We are now in the presence of a new medium disguised as good old text, but that text has been generated by an LLM, without authorial intention—an aspect that, if known beforehand, completely changes the expectations and response a human should have from a piece of text. Should our interpretation capabilities be engaged? If yes, under what conditions? The rules of the language game should be spelled out; they should not be passed over in silence.

TYPOLOGY OF THE PRESENTER’S COMMUNICATIVE STRATEGIES IN THE ODESA TOURISM MEDIA DISCOURSE

The article is devoted to the analysis of the Russian- language television program “Where are we going?!” as a special type of tourist discourse, one of the forms of which is the genre of television excursion. The main direction of the research was chosen to be linguo-pragmatic, which led to the identification of the main strategies of the communicative behavior of the presenter of the TV program and his interaction with the TV viewers. The linguistic-pragmatic principles of the study of communicative strategies and tacts in modern linguistics are defined, the main problems are outlined and typologies of strategies relevant specifically for the televised tourism discourse are proposed. The specifics of the speech behavior of the presenter of the TV program are considered and the presentation, informational, argumentative and game strategies are characterized. The tactics of identification, solidarity, self-presentation, criticism and intrigue were analyzed within the framework of the presentation strategy. It is proved that the information strategy is directed at presenting actual, verified information of a local history nature to the addressees and is presented by descriptive and characterological tactics. It was determined that the argumentative strategy is based on logical reasoning and evidence and is represented by the tactics of verbalizing logical reasoning, evaluation, and explanation. The game strategy is considered as an actualization of the presenter’s linguistic creative activity and the language means of implementing the language game are outlined.

The Body: The Possibility of Another View

In a commonly held view, which is supported by the majority of multi-directional scientific research, the body is understood in purely descriptive terms or is considered in relation to corporeality, culture, cultural practices. Humanities provide a broad understanding of the history of the body, its representation in different cultural periods, focusing on parts of the body and describing it in terms of art, literature, cinema, biopolitics, fashion, etc. This perspective is not necessarily incorrect, however, it is incomplete. It is quite enough to mention Jacques Derrida, Gayatri Chakravorty Spivak, Roland Barthes, Ludwig Wittgenstein, Judith Butler, Giorgio Agamben, or Catherine Malabou to demonstrate the complexity of the issue of a body. The body is presented through different perspectives and according to different researchers’ methodological preferences, but all of these need to be integrated into a system. The system has its own inviolable borders and is habituated to them. The body, as a system, iterates itself and reacts to threats and stimuli in a painful and aggressive way, seeking to protect itself and to secure its survival. This is fully consistent with the normative behaviour, yet it does not reflect genuineness (whatever that may imply), and the inflexibility of this viewpoint is somewhat repressive.More extensive research of the body that incorporates deconstruction (which is not a method, a critic, or an analysis) opens new research horizons and allows for the idea that the body does not necessarily correspond to corporeality, nature, and cultural practices. Rather, there are sufficient grounds to think of the body (at least at the theoretical level) as something individual. In other words, the body emerges in view of the corporeality, as well as omits it, thereby bypassing discourse and the language. The separation of the body reveals itself as accessible due to reviews of certain positions in terms of deconstruction that open paths for the body “as such” in isolation from correlations. The body “as such” resides in the language game and, in doing so, separates itself from corporeality and becomes deconceptualized.

Implementasi Metode Permainan Bahasa untuk Siswa Sekolah Dasar Sebagai Upaya Pembentukan Karakter Sosial dan Humanis

Character formation can be integrated not only into learning materials but also into the learning methods that we choose and use. The game method is also a method that we can design for conveying material as well as building and shaping children's character. Especially for elementary school students, the game method is definitely liked by children. If psychologically the child is happy in learning, then knowledge and character values can be easily accepted by the child, which also makes it easier for the teacher to direct the social values and positive values of each game. This article examines the socio-epistemological philosophy of the game method in elementary school. This research was conducted using descriptive qualitative methods, interviews, and FGD techniques. The participants in this study were elementary school teachers in Jakarta. The language game method studied is a game that has an impact on learning, both to improve results and to shape the social character of students. The purpose of this study is to further examine the sociological impact of the game method. It is this sociological impact that will shape students from elementary school into people who are humane and have social character.

THE FUNCTIONS OF THE LANGUAGE GAME IN PROFESSIONAL COMMUNICATION AMONG ENGLISH SPEAKING ANIMATORS IN THE CONTEXT OF THE DISNEY ANIMATION STUDIO PRODUCTION

The language game has been a long-term study object among linguists and philosophers. The given paper studies the functions and ways of implementing language games in the professional communication of Disney studio animators through the analysis of morphemic and semantic structure of the selected language units, the context of their use and their functions. The given study is supposed to be of contemporary scientific relevance due to low interest in the peculiarities of professional communication in animation and is aimed at filling to some extent the gap in the studying of animation specialised vocabulary by researching its language games through their word-building tools. The study object is represented with the language games and their functions. The subject of the study deals with various ways of word-building in the context of professional communication in animation: contamination, collocating semantically mismatching words (oxymoron), conversion, working rules stylized as the Bible commandments. The undertaken research revealed that the examined language units, formed as a part of the language games process, fulfilled pragmatic functions and were used for achieving definite production, creative and communicative purposes. The examined material and proposed analysis can be useful for a broad audience of theorists and practitioners in the field of lexicology and ways of word-building, discourse studies and communication studies.

PSEUDONYMS INCLUDING CHURCH SLAVONIC NAMES OF CYRILLIC LETTERS: STRUCTURE AND METHODS OF FORMATION ARTICLE 2

In the second article of a series devoted to the study of the structure and methods of formation of pseudonyms, which include in their composition Church Slavonic names of Cyrillic letters (based on the Dictionary of Pseudonyms of Russian Writers, Scientists and Public Figures by I.F. Masanov), complex pseudonyms are analyzed. It is established that they may include one or more Church Slavonic names of Cyrillic letters; complex pseudonyms can be motivated by the author’s name entirely (all components are the names of Cyrillic letters and correlate with the first name, patronymic and/or surname of the author) or partially (at least one of the components does not correlate with the first name, patronymic and/or surname of the author), or not motivated by the author’s name. The analysis of the material shows that in complex pseudonyms motivated by the author’sonym, the names of the letters that form the pseudonym are arranged in the order corresponding to the combination ‘author’s first name - surname’ or ‘author’s first name - middle name’, regardless of whether it corresponds to the order of the letters in the alphabet. It is found that in a number of cases the same authors used motivated simple and complex pseudonyms, correlated with different producing bases. A special group among pseudonyms motivated by the author’sonym are combinations of the Church Slavonic name of the first letter of the surname and the first letter of the first name or full name of the author. It is established that the use of the name of a letter when creating a complex pseudonym is often combined with the language game of the author, who resorts to the transformation of a precedent text (proverb, Church Slavonic cliché, two-word Church Slavonic name of a letter, etc.).