Language Institute Research Articles

The Effect of the Pamphlet of Study Skill on Iranian Pre-Intermediate EFL Learners’ Writing Skill

The purpose of this study was to consider the effect of the pamphlet of the study skill on writing texts of Iranian Pre-Intermediate EFL students in a private institute in Isfahan. To achieve the intended purpose, an Oxford Placement Test (OPT) was administered to 100 learners in a private English language institute and 60 pre intermediate learners were selected as the participants of the study. They were divided into two groups randomly. The experimental group (30 students) and control group (30 students). Both of the groups were asked to a test as a pre-test and post-test. Afterwards the experimental group was taught a pamphlet about the skills of writing during 20 sessions. Then, the data of the study was statistically analyzed with using SPSS software. The results showed when the students in the experimental group learned the skills of writing a good text, they could write the different kinds of texts. They could organize and develop the paragraphs very well and they could also use appropriate linking words in different types of writing texts.

The implementation of multicultural-based English language teaching in a language institution

This research aims to explore how teachers implement multicultural-based English language teaching in a language institution and students' views of teachers' implementation of multicultural-based English language teaching. This research is qualitative with a case study design. In collecting the data, the researcher used direct observation by observing teaching and learning processes to find teachers implementing multicultural-based English language teaching and semi-structured interviews to explore the students' views. There are two main points of the findings of this study: 1) there are four dimensions of multicultural education exist in the teachers' implementation of multicultural-based English language teaching: content integration, knowledge construction process, prejudice reduction, and equity pedagogy; 2) Students have positive views toward the teachers' implementation of multicultural-based English language teaching. Thus, the researcher concluded that teachers and students have positive views towards implementing multicultural-based English language teaching, and teachers have been implementing multicultural-based English language teaching in their classes. Furthermore, similar studies in the future are better to discuss the implementation of multicultural-based English language teaching using other approaches or other theories to analyze different parts of it

신발굴 자료를 통해 본 『인민창작(구전문학)』 (1960-1962)의 내용과 전개 양상

In this paper, the entire image of People’s Creation (1960-1962) published by the Institute of Language and Literature of the Korean Academy of Democratic People’s Republic of Korea, an academy research institute representing North Korea, was explained. Along with all six volumes of People’s Creation (1960-1961), which were introduced in Korea, the contents of all nine volumes of People’s Creation were revealed for the first time by additionally reviewing the three newly discovered 1962 editions. The Institute of Science and Technology largely divided the data of old specialties (old literature) into ‘traditional old specialties’ in the feudal era and ‘modern people’s creation’ in the modern era. The former is familiar to us, whereas the latter is very unfamiliar. However, considering that old professional studies are a new modern study that started in earnest after modern times, it is important to examine the development of modern and contemporary people’s creation, and it is necessary to examine the practice in North Korea in detail. Accordingly, the text focuses on ‘revolutionary narrative’ among ‘modern people’s creation’. The institute made it clear that the materials were publicized, selected, edited, and published with a clear intention to collect the stories of Kim Il-sung and other revolutionaries by presenting “the true story of the battle during the anti-Japanese armed struggle in the 1930s.” As clarified in this paper, contrary to the intention of the institute, the stories of revolutionaries, including Kim Il-sung, were reported less, and the institute repeatedly requested reports of related data. We also looked at Hanryongok, who led this. In previous studies, it was analyzed centering on Gojeongok, but the necessity of reviewing Hanryongok was suggested and its role was clarified. Han Ryong-ok and Ko Jung-ok repeatedly emphasized the importance of the collection and research of “modern people’s creation,” especially “revolutionary tales,” but in fact, all of their books were limited to traditional folk tales. Until the 1960s, researchers in North Korea’s Gubi literature acknowledged the importance of ‘revolutionary narrative’ but developed discussions focusing on traditional narratives. In North Korea, Kim Il-sung’s unique ideology was strengthened and cultivated left-leaning, and as a follow-up to the May 25 period in 1967, the “Book Organization Project” was carried out from March 1968 to the mid-1970s, and the traditional narrative was also branded as an “old idea.” After the hiatus of old professional studies in the 1970s, research on old professional studies has been divided into traditional and anti-Japanese legends (revolutionary tales) since the 1980s. It was clarified that “People’s Creation” was located before these changes.

Діяльність консульства Японії в Одесі під керівництвом Шімади Шіґеру. Частина І

In 1926 the work of the Japanese Imperial Consulate in Odesa was resumed. The second, Soviet, stage in the history of the institution lasted until 1937. The first consul of this time was Sasaki Seigo (1926), then the institution was temporarily headed by Kamimura Shinitsi (1926–1927). Shimada Shigeru became the third head of the institution, working as a consul in Odesa from 1927 to 1930. He was a qualified diplomat, participated in the Soviet-Japanese negotiations, became the first Japanese consul in Alexandrovsk (Sakhalin). Most of his assignments were geographically in the Russian Empire / Soviet Union. In Odesa, Shimada was under close surveillance by the Counterintelligence Department of the State Political Administration. In 1927, they finally managed to get secret agents among the consulate staff. These were cook Olena Shetske and courier-guard Mykhailo Tsybulko. In addition, state security officers were among the acquaintances of consular officers. A good acquaintance of consul, Volodymyr Fomenko, who even became a consultant to the Ukrainian language institution during Shimada’s time, provided the most information to the DPU. Consulate staff were well informed about the availability of agents. This is indicated by the security measures they had taken to prevent Soviet agents from intercepting valuable information. In the end, they managed to complete the task. The DPU received information about the personal views of the consul and the official actions of the institution. Other staff members of the consulate at this time were Camimura (vice-consul, recalled in February 1927), Goto (secretary, served from 1926 to 1928), and Noguchi (secretary, 1928–1930). In addition, in 1929 Mitani was sent to Kyiv for one year to study the Ukrainian language. At that time, internal conflicts between the consular officers were constantly erupting.

A Qualitative Investigation into the Impact of Diglossia on the Self-learning of an Arabic Spoken Dialect by Arabic as a Foreign Language Learners

In a diglossic language such as Arabic, two distinct varieties are used for different purposes. Literary Arabic (LA), also referred to as Modern standard Arabic (MSA) or Fusha, is used primarily for reading, writing, and in formal and educational contexts across the Arab world. In addition to LA, there is a spoken dialect used for everyday communication, which varies from one Arabic country to another. Diglossia raises many challenges in the context of teaching Arabic as a foreign language. While some researchers and educators believe that spoken dialects should be taught in addition to LA, others still believe in the traditional LA-only approach, particularly in Arabic-speaking countries where learners are exposed to the dialect outside the classroom. The current study aims to explore the self-learning experience of the spoken dialect by Arabic as a foreign language (AFL) learners in an LA-only institute in Saudi Arabia. Particularly, the study investigates (a) the difficulties faced by the learners and the solutions adopted, (b) their ability to utilize the linguistic knowledge, and especially the morphological knowledge, they developed in LA to assist their acquisition of the spoken dialect, even if not instructed to do so, and (c) their attitudes towards teaching dialects in addition to LA in language institutes in Arabic-speaking countries. Our results reveal that AFL learners living in an Arabic-speaking country still struggle with the acquisition of everyday spoken dialect. In addition, they were unable to utilize the linguistic knowledge developed in LA to assist their acquisition of the dialect even when they were aware of how LA and the dialect could be linguistically related, especially at the morphological level. The results also show that AFL learners have different attitudes about the importance of teaching spoken dialects in language institutes. Participants’ opinions are shown to be dependent on several factors, including their motivation to learn the language, and the perceived difficulty of the task of acquiring LA and the dialect simultaneously. Future research recommendations and pedagogical implications are discussed accordingly.

Межрегиональная научная конференция «Чтения Сейфа Сараи – 2022» (Самарская область, с. Камышла, 17 мая 2022 г.)

On June 15, 2021, within the framework of the Year of Native Languages and Natio­nal Unity in the Republic of Tatarstan, Marjani Institute of History of the Tatarstan Academy of Sciences hosted the International Scientific Conference “Medieval Written Heritage of the Tatars” (towards the 700th anniversary of the birth of Saif Sarai). The conference was attended by representatives of various scientific centers: Research Center for Islamic History, Art and Culture (IRCICA) at the Organization for Islamic Cooperation, Republican Institute of Higher Education of Belarus, State Historical Museum, Nazarbayev University, University of Wisconsin, Russian Academy of Sciences, G. Ibra­gimov Institute of Language, Literature and Arts of the Tatarstan Academy of Sciences, Kazan (Volga region) Federal University, and others. The conference covered the following topics: current issues of studying the legacy of Saif Sarai, the reflection of Tatar history in written sources, issues of studying the language of written monuments, literary traditions of medieval Tatars, popularization of the Tatar written heritage, etc. Following the International Scientific Conference, it was decided to continue scientific research and activities related to the work of the medieval Tatar poet Saif Sarai.

The Reality of Teachers’ Use of Modern Technologies in Teaching Arabic as a Second Language in Terms of Objectives and Selection Foundations at the Institute of Arabic Language in Umm Al-qura University Mamoun Eltigani Hassan Eldali

This study aims to know the degree of importance and the availability of the enhancing specifications of the educational process, and the way its objectives are achieved. Such a step involves using educational techniques, laying the selection foundations, knowing the methods of their employment and tracking the obstacles that limit this employment in teaching Arabic to non-native speakers. To achieve these objectives, the study followed a descriptive approach, and collected the necessary data through an integrated questionnaire prepared for the purpose of describing the phenomenon or topic. This approach was adopted, as it is characterized by being comprehensive, focuses on collecting data related and necessary to the topic under study. It further suits research papers that deal with educational problems. The study has concluded that modern educational technologies are highly recommended to be used in teaching languages. Such technologies further meet the learners’ needs in terms of achieving special and behavioral goals, supporting the educational content, and activating the teaching methods to achieve the general goals of the educational process if attention was paid to the way they are used and to their governing rules. The study has also concluded that the most important obstacles in teaching using technology are lack of training, ignorance and lack of knowledge of the methods and of employing them in the educational situation. The study has recommended the necessity of having a good preparation for the educational process based on technology, and working to provide, update and follow-up on its maintenance. More so, the interest in teaching Arabic to non-native speakers through employing modern technologies in proportion to its elements and skills should be enhanced.

Implementasi Metode Taqdimul Qishoh dalam Meningkatkan Maharah Kalam di Lembaga Al-Wafiyah Kitab dan Bahasa Arab (AWKIBA)

This study discusses the implementation of the Taqdimul Qisshoh method to increase maharah kalam at the AWKIBA institution, the purpose of this study is to describe how the implementation of the Taqdimul Qisshoh method to increase maharah kalam at the AWKIBA institution. This research is a descriptive qualitative and quantitative research. The subject of this study is the Taqdimul Qishoh method which was developed in an institution to train Arabic fluency and improve students' maharah kalam. Data collection techniques through observation, interviews and documentation, evaluation and also questionnaires. Meanwhile, data analysis follows the analysis process, namely; compilation of data, submission of data and verification or conclusions. And as for the object of this research, the students at the Al-Wafiyah Kitab and Arabic Language Institute (AWKIBA) Islamic boarding school Nrul Jadid Paiton Probolinggo. Based on the results of qualitative and quantitative research as follows: 1) the learning process using the Taqdimul Qisshoh method is more effective and has a great influence on students where they can improve speaking skills and develop thinking and imagination skills. 2) the results of the evaluation of 20 students were declared complete 100% in their mastery in storytelling. 3) based on the results of a questionnaire on 20 student responses, namely 95%, 90%, 95%, 100%, 95% and 90% stated "agree" with the implementation of the Taqdimul qishhoh method in improving Maharah Kalam. And the results of this study indicate that the application of the taqdimul qisshoh method at the AWKIBA institution is able to increase the Maharah Kalam of students.

Flipping writing metacognitive strategies and writing skills in an English as a foreign language collaborative writing context: a mixed‐methods study

AbstractBackgroundThe transition from teacher‐centred towards student‐centred approaches in English language teaching, accompanied by developments in educational technology, has attracted researchers' attention to reverse teaching or flipped class. The related literature asserts that this mode of instruction might influence instructors' and students' participation in the class.ObjectivesTo shed more light on the role of flipped class in affecting language learning strategies and skills, this study applied a sequential explanatory mixed‐methods approach to explore the impact of flipped class on English as a foreign language (EFL) learners' writing metacognitive strategies and writing skills.MethodsForty‐six intermediate EFL learners with an age range of 21–27, studying at a private language institute, were randomly divided into two groups of 23 learners. The two groups were randomly assigned to a flipped class, which received writing metacognitive strategies and writing skills through video clips before the class time, and a non‐flipped class, which received writing metacognitive strategies and writing skills in a conventional way during the class time.Results and ConclusionsThe results revealed that both flipped and non‐flipped classes improved the EFL learners' writing metacognitive strategies, writing performance, writing content, and writing organisation. Furthermore, one‐way ANCOVA analyses indicated that the flipped class outperformed the non‐flipped class in writing metacognitive strategies, writing performance, writing content, and writing organisation. Thematic analyses, which were used to help analyse individual semi‐structured interviews, uncovered a number of categories and themes, signifying the flipped learners' positive perceptions towards the flipped class, such as enhancing motivation, self‐confidence, and writing collaboration.ImplicationsPedagogical implications were discussed for flipping writing metacognitive strategies and writing skills.

Evaluating Facebook as aids for learning Japanese: learners' perspectives

PurposeThis study analyses the advantages and weaknesses of using Facebook to aid the learning of Japanese as a foreign language.Design/methodology/approachA questionnaire survey was conducted to collect data from 100 Hong Kong Japanese language learners (who are generally fluent in Chinese and English), ranging from total amateur to advanced learners (Japanese Language Proficiency Test (JLPT) qualified at different levels).FindingsThe authors' results suggest that the advantages of using Facebook to help learn Japanese include: (1) serving as a free-of-charge, casual, and convenient learning platform; (2) enriching learners' knowledge beyond the language learning and (3) encouraging interactive and collaborative learning with other users for practicing the language. However, the low credibility and unstructured educational materials posted on Facebook and being easily distracted by other Facebook feeds are the major weaknesses of learning a language through Facebook. Furthermore, the authors' result shows that Facebook is especially effective for Japanese learning when learners fall into either one of the following groups: young, female, or intermediate (N2/3) learners.Originality/valueScant studies focus on the aid of learning Japanese via Facebook, especially Hong Kong learners' perceptions, or generally in the East. Therefore, this study aims to fill this research gap. The authors' findings will facilitate the students, teachers, and language institutions from Hong Kong and other countries to improve the students' effectiveness in learning and teaching Japanese.

Effects of Songs on Implicit Vocabulary Learning: Spoken-Form Recognition, Form-Meaning Connection, and Collocation Recognition of Iranian English as a Foreign Language Learners

This study explores the immediate and delayed impacts of songs on implicit vocabulary learning in terms of spoken-form recognition (SFR), form-meaning connection (FMC), and collocation recognition (CR) of Iranian intermediate female english as a foreign language (EFL) learners. For this purpose, a total of 150 female EFL learners, aged from 11 to 15, were selected from Iran Language Institute in Shahrekord City. The participants were randomly assigned into four experimental groups and two control groups. Two experimental groups and one control group took the pre-test, while for the other groups there was not any pre-test. Two experimental groups and one control group received immediate post-test whereas for the other groups there was not any immediate post-test. Nevertheless, all the groups took a delayed post-test. The data were obtained over five 90-min sessions. The control groups did not listen to any songs. Two experimental groups and one control group completed the immediate post-test. After 3 weeks, all the groups took the delayed post-test. The outcomes of a two-way ANOVA revealed that there was a statistically significant difference between the experimental group which received both pre-test and the treatment and the experimental group which received treatment but no pre-test. Additionally, the outcomes of a three-way ANOVA indicated that the experimental groups outperformed the control groups, giving rise to the conclusion that the treatment had been positively influential in improving the learners’ vocabulary learning. Finally, the outcomes of a one-way MANOVA showed that experimental groups and control groups performed differently with respect to SFR, FMC, and CR. Based on the findings, some implications are presented for different stakeholders.

The Attitudes of Iranian Female EFL Learners towards Peer Feedback

This study investigated the Iranian female EFL learners` and teachers` preferences toward peer feedback. The participants of this study were 60 females intermediate EFL learners and 15 female TEFL teachers studying/teaching in different language institutes in Tehran. Learners' attitudes toward peer feedback Questionnaire were administered to determine the learners' attitudes towards peer feedback. In addition, a semi-structured interview was given to the teachers to explore their attitudes towards peer feedback. Furthermore, two independent t-tests were run to see whether there was a statistically significant difference between the efficacy of feedback given by teachers and peers. The study results showed that most participating teachers think peer feedback is fruitful. It also revealed that most students believe that peer feedback is more effective than teacher feedback. In addition, the data analysis result showed a statistically significant difference between the feedback given by teachers and the ones provided by students.

To stitch: trying Platonov

[Abstract in English is below] Актуальность данного исследования обусловлена высокими темпами развития современной практики дистанционного обучения, необходимостью анализа и теоретического осмысления новых форматов обучения в русле компьютерной лингводидактики. В связи с этим целью исследования является анализ перспективы использования мобильных учебно-игровых приложений в качестве средств закрепления и контроля усвоения материала, диагностики языковых ошибок. Предметом исследования, описываемого в настоящей статье, является методика использования мобильных учебно-игровых приложений в обучении русскому языку. В настоящей работе использовался комплекс методов, адекватных предмету исследования: метод непосредственного наблюдения; описательный, включающий в себя наблюдение, сопоставление данных, классификацию объектов исследования, обобщение и интерпретацию полученной информации. Использовались также эмпирические методы: изучение и обобщение педагогического опыта, методический эксперимент и анкетирование. Теоретической и методологической основой послужили материалы современных отечественных и зарубежных исследований, посвященных изучению практики использования электронных игровых технологий, в том числе основанных на компьютерном моделировании трехмерного интерактивного пространства, мобильных технологий, компьютерных игр и приложений в обучении русскому языку. Результатом исследования стало описание и характеристика использования учебно-игровых мобильных приложений в обучении русскому языку на примере приложения «Приключения Киберкота». Перспективы применения данного вида приложений как средства обучения анализируются в лингвометодическом аспекте – на основе результатов эксперимента – и в психолого-педагогическом аспекте – по материалам анкетирования обучающихся. Сформулирован принцип имплицитного контроля усвоения языкового материала, определено место учебно-игровых приложений в общей классификации мобильного программного обеспечения. Также в статье рассматриваются понятия «геймификация» и «образовательный киберквест» применительно к области мобильных учебно-игровых приложений. Результаты исследования могут быть использованы при проектировании и разработке учебно-игровых программных комплексов и приложений. Расширение практики использования подобных электронных образовательных систем позволит открыть новые перспективы в обучении и самообучении русскому языку. Основные ожидаемые результаты использования подобных приложений – это оптимизация учебного процесса (в т. ч. внеаудиторного обучения) как для обучающихся, так и для педагогов, повышение мотивации обучающихся к изучению русского языка, снижение негативных психологических эффектов восприятия учащимися образовательного процесса. Для расширения подобной практики в качестве средства обучения предлагается рассматривать учебные мобильные приложения, разработанные на основе игровой механики, примером которых может служить приложение «Приключения Киберкота», разработанное научно-техническим коллективом Государственного института русского языка им. А. С. Пушкина. The urgency of this study can be attributed to the high pace of development of modern distance learning practice and the need for analysis and theoretical understanding of new training formats in line with computer linguodidactics. In this regard, the purpose of the study is to analyze the prospects for using mobile training and gaming applications as a means of fixing and diagnosing language mistakes and controlling the acquisition. The object of research includes the methods of application of mobile learning game apps in teaching Russian. The theoretical and methodological basis included modern Russian and foreign studies devoted to the problems of the use of electronic gaming technologies, specifically those based on computer modeling of interactive 3D space, mobile technologies, computer games and applications in Russian language teaching. The article employs a complex of methods adequate to the object of study: the method of direct observation; description including observation, data comparison, classification of research objects, generalization and interpretation of the information received. It also uses empirical methods such as analysis and generalization of pedagogical experience, methodological experiment and questionnaires. The study has resulted in a description and characterization of the use of mobile educational and gaming applications in teaching Russian basing on the example of the app “Priklyucheniya Kiberkota” (The Adventures of Cybercat). The perspectives of use of this type of apps as a learning tool are analyzed in linguometodological aspect, based on the results of the experiment, and in the aspect of pedagogical psychology, based on answers to the questionnaire. The implicit control principle was formulated, and the place of educational and gaming applications in the general classification of mobile software was determined. The article also discusses the concepts of “gamification” and “educational cyberquest” in the field of mobile educational and gaming applications. The research results can be used in the design and development of educational and game software systems and applications. The expansion of the practice of using such electronic educational systems will open up new vistas in the Russian language teaching and self learning. The main expected results of using such applications are: optimization of the format of extracurricular education, an increase in motivation and a decrease in the negative psychological effects of students’perceptions of the educational process. In order to expand this practice, it is proposed to consider educational applications developed on the basis of game mechanics as a learning tool. The proper example is “The Adventures of Cybercat” application developed by the scientific and technical team of the Pushkin State Russian Language Institute.

Iraqi EFL teachers, supervisors and students’ perception of CLT principles and practices at Iraqi schools: A study of its benefits, snags, and future directions

Even though in recent decades a bulk of studies have been accomplished on the use of communicative language teaching (CLT) in English as a foreign language (EFL) environments, fairly a limited numbers of studies precisely dealt with investigating the attitudes of language teachers, students and supervisors concerning the principals of CLT in the context of Iraq. Henceforth, this study was designed to delve into the attitudes of teachers, learners and supervisors about the implementation. To this end, the study was accomplished using a mixed method design. The present study was carried out in two phases: designing and using a questionnaire plus interviewing the teachers, students and supervisors (51 language learners, 41 teachers and 28 supervisors), the researcher selected three language institutes of Al-Diwaniyah Iraq. The findings disclosed that although both groups of participants held favorable attitudes toward CLT, teacher participants had significantly higher levels of perception regarding CLT tenets in terms of the role of grammar, the learner’s role, the teacher’s role, and error correction and evaluation. Nevertheless, no significant differences were found between language learners, teachers and supervisors concerning group/pair work and native language role.

Cultural identity construction of Iranian EFL teachers: a narrative study in the context of private language institutes

PurposeThis narrative study seeks to explore cultural identity (CI) construction of Iranian English as a Foreign Language (EFL) teachers in light of Tong and Cheung's (2011) definition of CI.Design/methodology/approachTen language teachers were selected using purposeful sampling. Data were collected through reflective teacher journals and focus group interviews. Murray's (2009) data analysis procedures were utilized to analyze the data, which included coding the transcripts of data, looking for connections between codes and grouping codes into categories, configuring the participants' story from the data, sending the story to the participants for their comments, carrying out a cross-story analysis and noting themes as they emerge from the stories.FindingsThe inductive analysis of data led to the emergence of three core themes: cultural engagement, openness to differences in L2 cultural values and social practices and navigation of a hybrid CI. That is, the EFL teachers defined their CIs in terms of their commitment to both native and target-language cultures as well as their preservation of cultural diversity.Originality/valueFindings revealed that L2 acquisition leads to changes of soft cultural forms such as food, clothes and houses as well as modifications of hard cultural forms such as institutional systems and spiritual values. In fact, the participants of this study spoke of the crucial effects of the English language and its culture with regard to both soft and hard cultural forms such as values and standards that brought so many positive changes into their previous lifestyles, attitudes and behaviors.

Making Sense of the Linkage among Iranian English Language Teachers’ Grit Level, Self-Efficacy, and their Continuing Professional Development

This study discusses the professional issues concerning Iranian EFL teachers’ grit level, self-efficacy, and continuing professional development. Teacher Continuing Professional Development is an essential factor in enhancing teaching practice from Initial Teacher Education right through to headship. However, there has been less previous evidence for the relationships between teachers' self-efficacy and Grit level with their continuing professional development (CPD). The researcher proposed a new model of interrelationships among Iranian EFL teachers using AMOS software to illuminate this uncharted area. 204 EFL teachers (111 males and 93 females) teaching in different private language institutes in Mashhad, Iran, were the population selected through convenience sampling. The research instruments used include Short Grit Scale, Teachers’ Self-Efficacy Scale, and teachers’ Continuing Professional Development questionnaire. The results of structural equational modeling revealed that teachers’ grit and self-efficacy are significant positive predictors of CPD. Moreover, the study results revealed that teacher grit was predicted only by self-efficacy. Pearson correlation analysis showed the highest correlation between self-efficacy and CPD and the lowest correlation between grit and CPD. Along the line, various pedagogical implications arose from the research results for teachers, administrators, and the ministry of education.

The Effectiveness of Using Color-Coding in Teaching Grammar for Female Saudi EFL Learners in KSA

This study explores the effect of using color-coding teaching techniques on L2 learners’ accuracy of using English articles and quantifiers by employing a mixed method research design. The study aims to answer two research questions. The first research question explores the effect of color-coding grammar instruction on Saudi EFL learners’ accuracy of article and quantifier use. The second question explores the perception of Saudi EFL learners towards color-coding grammar instruction. To answer the first question of the study, a classroom experiment was conducted. To answer the second research question, interviews were conducted. The sample consisted of 82 Saudi female intermediate level students who are preparatory year students and taking general English language courses at the English Language Institute, King Abdulaziz University. The classroom experiment showed that there is a statistical significate in that the experimental group outperformed the control group which suggests that color-coding is effective for teaching English articles and quantifiers. Moreover, it was found that all the participants seem to prefer to learn by using colors more than black and white colors scheme. Based on these findings, it is recommended that English instructional material is better learned when presented or enhanced using color-coding techniques compared with black and white color scheme.

Early Medieval Burial of a Horse from Western Tuva (Based on Excavations by M.Kh. Mannai-ool)

The article presents the materials of horse burial, excavated as part of the Chazy complex. The study of this site, located in Western Tuva, was carried out by the expedition of the Tuva Research Institute of Language, Literature and History under the leadership of M.Kh. Mannai-ool in 1969. The authors concern a detailed description of the published object attributed to the archaeological culture of the early medieval Turks. Peculiar features of the horse burial are the absence of a skull, as well as a position of animal on the back. The dating of the complex, based on the time of existence of the discovered iron stirrups, is determined within the second half of the 7th-8th centuries AD. It has been established that this object remains the only under-kurgan horse burial of the Early Middle Ages excavated on the territory of Tuva. It has been suggested that the appearance of such a tradition in the designated region is associated with the influence of the Altai Turks. Such sites are quite widespread there.

БАШКИРСКОЕ ЯЗЫКОЗНАНИЕ В ИНСТИТУТЕ ИСТОРИИ, ЯЗЫКА И ЛИТЕРАТУРЫ УФИЦ РАН: ОСНОВНЫЕ ЭТАПЫ И НАПРАВЛЕНИЯ РАЗВИТИЯ

The article describes the main stages and directions of studying the Bashkir language within the walls of the Institute of History, Language and Literature of the Ural Federal Research Center of the Russian Academy of Sciences. 100 years ago, the Society for the Study of Bashkiria was founded under the People's Commissariat of Education - the Academcenter, which was succeeded by the Institute of History, Language and Literature of the Ural Federal Research Center of the Russian Academy of Sciences. During these past 100 years, the Institute has become one of the famous centers for the study of the language, culture, literature and history of the Bashkir and other peoples in Bashkortostan. In the first decades, work was carried out on the problems of the formation of the modern Bashkir literary language. In connection with the need to study the vocabulary of the spoken language of the Bashkirs, folklore-linguistic expeditions were organized. The expeditions were led by N.K. Dmitriev to various regions of the republic and the Bashkir-speaking regions of neighboring regions. Until the middle of the twentieth century. the main attention was focused on solving the issues of collecting, fixing language materials, on the development of new spelling, grammatical, lexical norms. As a result, numerous terminological dictionaries, spelling aids, and the first grammatical descriptions appeared. From the middle of the twentieth century linguists pay the most attention to the study of the history of the Bashkir language, dialectology, semasiology, and onomastics. The extensive material collected during numerous expeditions makes it possible to study the dialect material with the necessary completeness, describe the history of the development of the language, which is reflected in lexicographic publications and theoretical generalization in the relevant monographs. At the turn of the millennium, new related areas of study of the Bashkir language are being developed: ethnolinguistics, linguofolkloristics, and computational linguistics. The terminological, orthographic, explanatory, dialectal, semasiological, translation, ethnolinguistic dictionaries developed at the Institute show, on the one hand, the formation of the Bashkir literary language itself over 100 years, on the other hand, they are evidence of the extensive work carried out at the Institute on the study of the Bashkir language, marking are significant milestones in the development of Bashkir linguistics at the Institute, successfully continuing to this day.

100-ЛЕТНИЙ ЮБИЛЕЙ ОРДЕНА ЗНАК ПОЧЕТА ИНСТИТУТА ИСТОРИИ, ЯЗЫКА И ЛИТЕРАТУРЫ УФИМСКОГО ФЕДЕРАЛЬНОГО ИССЛЕДОВАТЕЛЬСКОГО ЦЕНТРА РОССИЙСКОЙ АКАДЕМИИ НАУК: ИСТОРИЧЕСКАЯ РЕТРОСПЕКТИВА, ЭТНОКУЛЬТУРНЫЙ ПОТЕНЦИАЛ, ДОСТИЖЕНИЯ И НАУЧНЫЙ ВЗГЛЯД В БУДУЩЕЕ

The 100th anniversary is a significant milestone in the scientific biography of the Order of the Badge of Honor of the Institute of History, Language and Literature of the Ufa Federal Research Center of the Russian Academy of Sciences, which is one of the leading research centers of the republic and the country, developing ethno-national topics related primarily to the study of socio-cultural history, language, literature and folklore of the Bashkir people. As you know, the centennial anniversary in the life of any scientific organization is a generalization of the path traveled, the accumulated research experience, scientific achievements, the definition of plans and current directions for further work. Over the years of its existence, the Institute has gone through several major reorganizations, formed more than a dozen reputable scientific schools, widely known not only in the republic but also abroad, became the source of academic scientific thought in Bashkortostan and the entire South Ural region, trained hundreds of highly qualified scientific personnel, well-known scientists and researchers in the scientific world, who made a worthy contribution to the development of national humanities. From the study of archeology and ancient history and culture of the region to the analysis of modern socio-cultural processes, ethnography and the anthropology of Bashkirs, the history and current state of the Bashkir language and its dialects, Bashkir folklore, the history and theory of Bashkir literature - this is the thematic range of fundamental scientific research of the Institute's staff. Annual archaeological and dialectological expeditions, holding scientific conferences of various levels, active cooperation with scientific centers of the regions of Russia, near and far abroad, participation in competitions for grants, work with graduate students are inseparable links of the scientific life of the Institute. Landmark archaeological discoveries, works on history performed by large collectives, large multivolume collective works, multi-volume collections of Bashkir folklore, anthologies of Bashkir literature, numerous multi-aspect and thematic dictionaries having not only scientific, but also social, cultural, educational significance, innovative scientific discourses demonstrate the research capabilities of scientists and the ability of the institute to qualitatively solve the problems facing modern humanitarian science.