Language Material Research Articles

Рецензия на коллективную монографию «Новые подходы к анализу структуры и семантики дискурса и терминологических систем» (Пятигорск: ПГУ, 2023. 154 с.)

The monograph discusses the issues of cognitive linguistics, cognitive terminology, linguapragmatics, linguasemiotics and discourse theory. New approaches to the structural and semantic analysis of discourse and terminological systems drawing on the Russian and English language material are considered. The monograph consists of four chapters: “Mediation discourse and PR discourse in the Internet space: some linguistic and pragmatic characteristics”, “The essential characteristic of linguacreativity and the levels of its manifestation in the film discourse”, “The role of colourative terminological elements in the structure and semantics of terminological systems” and “Electronic lexicography and some semantic features of the terminological system of digital photography”. The linguapragmatic characteristics of different types of discourse are given drawing on the material of mediation discourse, PR discourse, and film discourse, the phenomenon of linguacreativity and the levels of its manifestation are described. The paper presents a comprehensive methodological approach to the discourse as a phenomenon, examines the semantic features of terminological units, including their oppositional relations, as well as the specifics of lexicography of terms as one of the ways to order, unify and standardize terminology. The authors use for analysis the terminology systems of botany, zoology, oil and gas production and digital photography in the modern English language. The monograph will be of interest to a wide range of specialists in the fields of cognitive linguistics, discourse theory, and terminology studies.

Increasing accessibility in language education – the SCALED project

This paper aims to familiarise the readers with the motivations and pedagogical principles behind the outcomes of the ‘SCALED – Supporting Content and Language Learning Across Diversity’ project and with the outcomes themselves. These include an open online course for initial teacher training and continuing professional development of language teachers, accompanied by a methodological guide and a report on good practices in inclusive language education and inclusive foreign language teacher training. The SCALED project addresses the needs of both the academic and school communities, aiding educa- tors in proactively eliminating existing and potential barriers to language learning. It incorporates empirically validated models and approaches, such as Universal Design for Learning (UDL) and the integration of indi- vidual accommodations and adjustments in learning and assessment conditions. The project seeks to advance fairness and counter discrimination and marginalization by fostering inclusive practices in teacher training and language education via enhanced accessibility. Accessible language learning environments can empower individuals with diverse needs, including special educational needs, and enable them to unleash their abilities and potential. Accessibility constitutes a leading theme that transpires in all SCALED course modules and materials, from accessible instruction and assessment, through accessible and usable digital language materials (docu- ments and multimedia) and online learning platforms to accessible and supportive language learning environ- ments (e.g. assistive technology) for learners with special educational needs resulting from dyslexia, ADHD, autism, blindness and visual impairments, and diverse cultural and language backgrounds.

Peningkatan Hasil Belajar Siswa Pada Materi Bahasa Indonesia Melalui Penerapan Model Pembelajaran Inside Outside Circle (Ioc) Di Kelas III MI

The aim of this research is to increase student learning outcomes in Indonesian language material through the application of the Inside Outside Circle (IOC) learning model in third Class MI Al-Fath Kendari. The subjects of this research were teachers and students of class III MI Al-Fath Kendari who were registered in the even semester of the 2022/2023 academic year with a total of 20 students. Implementation of the action follows the following classroom action research procedures; 1) planning; 2) implementation of actions and observations; 3) evaluation; 4) reflection. This research was carried out in two cycles. This type of research is classroom action research. The data in this research are qualitative data and quantitative data. Qualitative data was taken using observation sheets, while quantitative data was obtained through cycle tests. The results show that the IOC learning model increases learning outcomes in Indonesian language material by 69.25 in cycle I to 78.25 in cycle II. This is because this model involves children in learning to work together which aims to train students to learn independently and learn to speak, convey information to others.

Analisis Problematika Pembentukan Lingkungan Bahasa Arab

Learning Arabic for PBA students is not only sufficient to be conducted in the classroom, but there must be a special environment outside the classroom that supports the provision of language materials in the classroom. Therefore, PBA STAI Syaichona Moh. Cholil Bangkalan tries to create an Arabic environment from year to year. However, this effort cannot be separated from the various problems, so the purpose of this research is not only to describe the process of formation of the Arabic language environment, but also to analyze the problems of creating an Arabic environment in PBA STAI Syaichona Moh. Cholil Bangkalan. This research is a qualitative research to explore existing problems directly and not only through the existing literature. The results of this study are the creation of an Arabic speaking environment in PBA STAI Syaichona Moh. Cholil Bangkalan is formed in a formal and informal manner. While the problems in creating an Arabic speaking environment include an open campus environment, neighboring Islamic boarding schools and other non-Arabic speaking study programs, mother tongue interference, lack of motivation, lack of regulations for language offenders, no private dormitory for PBA students, lack of supervision from leadership, and absence of supporting funds.

Осмысление прозы Ф. Сологуба китайской русистикой

The aim of the study is to identify the features of critical understanding of F. Sologub’s prose works in China, as well as the factors influencing their perception. The scientific novelty lies in the fact that by utilizing materials in the Chinese language, the authors characterize the key directions of Sologub’s prose research in China, determine the themes of critical articles and identify the factors that have influenced the critical assessment of his creative work. The paper involves the selection of critical articles by Chinese authors, which allowed for the periodization of the critical understanding of F. Sologub’s creative work. Conventionally, two periods were identified: the period of acquaintance with Sologub’s creative work, characterized by some non-acceptance of the author’s main ideas, particularly the portrayal of the theme of death; and the period of the “Return” of the writer’s prose, coinciding with a similar period in Russia, when the writer’s creative work is interpreted in its entirety, encompassing its thematic and conceptual diversity. As a result, it was found that the perception of Sologub’s prose works is associated with the dynamic nature of the comprehension of literary works. The paper emphasizes the Chinese specifics of the perception of F. Sologub’s creative work, which is based on the philosophical, cultural tradition of the country, as well as on social and political phenomena.

The melody of language learning at intermediate and upper levels: an emphasis on free discussion panels as an indispensable part of language classes and the effects on willingness to communicate, growth mindfulness, and autonomy

This qualitative study investigated the impact of discussion panels on language education, focusing on willingness to communicate (WTC), growth mindfulness, and autonomy among Chinese learners at intermediate and upper-intermediate proficiency levels. The study, conducted in Hebei, China, involved 27 learners, with 14 in the experimental group exposed to discussion panels and 13 in the control group receiving traditional teacher-fronted lessons. The research design employed semi-structured interviews, observations, and document analysis for data collection, analyzed manually through thematic analysis. Results revealed that learners in the experimental group exhibited heightened WTC, increased growth mindfulness, and greater autonomy compared to the control group. The discussion panels facilitated authentic language use, collaborative discourse, and turn-taking, aligning with communication theory, sociocultural theory (SCT), and learner-centered pedagogy. Findings also resonated with the significance of WTC in language learning, supported by established theories. Additionally, the study contributes to the growing literature on the intersection of mindfulness, autonomy, and language education. Implications for language teachers, policy-makers, syllabus-designers, and materials developers are discussed, emphasizing the potential benefits of integrating discussion panels. The study concludes with insights into limitations, suggestions for further research, and a call for pedagogical innovation to enhance language learning experiences.

Examining the Implementation of the Independent Learning Curriculum in English Language Material at Vocational High Schools

The teacher's task in the Merdeka Belajar curriculum is to prepare learning plans, materials, and methods, and assess them. However, out of 50 students, there were 32 people whose mean score was below the standard of 75, namely 28.30. Another point, 40% cannot complete the English material test. It is urgent to research because there are gaps in theory, expectations, and reality in the field to find out the results of the analysis of obstacles and difficulties in implementing the independent learning curriculum on English language material. Mixed methods research method. The subjects were 120 vocational high school students. Data collection techniques use surveys and interviews. Instruments are arranged based on indicators. Instruments are shared via a Google Form link. Interviews were conducted to strengthen the survey results. The analysis technique uses SPSS version 26.0. Interview data was analyzed by collecting data, reducing, and drawing conclusions. The results showed that 39.17% of teachers had prepared learning plans, only 31.68% were able to deliver the material, only 44.12% were able to assess, only 39.17% of students experienced changes in behavior and 49.18% evaluated the English curriculum material. Freedom to learn. Consistent with the interview data, the survey confirms that instructors are still struggling to put the curriculum into practice. Many of those who took the survey are looking forward to receiving instruction on how to use the Merdeka curriculum to teach English, as well as how to evaluate and assess previously taught courses.

Artificial language creation as a tool for assessing children’s metalinguistic abilities

The author aims to analyse two projects of the artificial language Uniling. They were created by students of years 5 to 11 within the linguistic framework of the "Formula de Integreco" training camp in June 2017 and January 2018. The research methods included structural analysis of the artificial language, as well as its creation process in comparison with Russian, i. e. the native language for all participants in the experiment. Research results: the specific conditions for artificial language development enable us to trace the stages of its accelerated "evolution" and complexity buildup at all levels. The latter becomes possible by shifting the initial focus away from observing the economy principle in language and raising randomly occurring exceptions to the status of a rule. Such rules are further extrapolated to other same-level units of the artificial language. This indicates that children attach importance to the concept of linguistic norm, as well as the possibility of clear grammatical differentiation when the grammatical meaning is secondary relative to the lexical-conceptual one. Children give no less significance to the inner form of words, which makes it possible to create lexemes employing the means of the artificial language itself without relying on the material of natural substrate languages. Moreover, the inner form helps to outline the systemic connections within the thematic groups. However, the hypernym/hyponym relations are obviously weak as generic concepts are not found in the Uniling lexis. At the same time, the aesthetics and euphony notions often come to the fore, which is reflected in the expression plane of artificial language lexemes and in the idea of the pragmatic potential of the language. This is most clearly seen at the syntax level due to the introduction of particular semantic role markers not typical of the Russian language (benefactives and malefactives). Conclusions: artificial language analysis enables us to identify the strengths and weaknesses of children’s metalinguistic representations, which can be considered in the process of teaching Russian at school.

On the temporality and modality of the internal predicates of lexical meanings (on the material of personal names)

The article examines the lexical semantics of personal names and the modality of "internal predicates of meaning" hidden in this semantics on the material of the modern Russian language. The study is relevant due to the insufficient knowledge of the modality of internal predicates of personal names. The article aims to identify and analyse the temporal and modal semantics of internal predicates of lexical meanings. The theoretical significance of the research is determined by the observational results the authors arrive at while studying the semantics and modality of the lexical meanings of personal names and their internal predicates in modern Russian. The article concludes: 1) direct and metonymical meanings of personal names in dictionary entries have "internal predicates" of real modality in their semantic structure although they are characterised by emotional-expressive modality to varying degrees; 2) implicit predicates of irrealis modality are inherent in metaphorical meanings; 3) functional names and relatives contain predicates of real modality in their semantics; 4) some personal names include predicates with perfective semantics; 5) a group of names designates a person by a visually observable actual action; 6) different meanings can include a predicate in different modal-temporal aspects in the semantic structure of a polysemantic word; 7) the semantic structure of one meaning may combine the perfective meaning of the predicate and the meaning of the usual present. The practical significance of the study lies in the fact that it attempts to resolve the issues of correctness, ambiguity, or even nonstandardness of certain types of syntactic constructions. Such language structures include the analysed personal names with one or another modal-temporal characteristic of the internal predicate.

English phraseological units of speech behavior reflecting household realities

The article considers the role of phraseologisms with the meaning of speech behavior in the English language. The aim of the study is the identification of the English phraseologisms with the meaning of speech behavior defining the phraseologisms directly related to household realities. In the article, the English phraseologisms denoting speech behavior are distinguished from other phraseologisms and among them the phraseological units reflecting household realities are chosen in order to reveal their meaning. Phraseologisms trace the connection of the language with culture and they are characterized by various historical facts. All events in the life of the nation obtain their reflection in the vocabulary. Phraseological units of speech behavior reflectinghousehold realities, selected from phraseological dictionaries, are analyzed to identify the most striking examples of the household realities. In the course of our research, the methods of continuous sampling were used for the selection of language material and also the methods of description, quantitative calculation. The analysis of the linguistic material showed that the most frequent among the household realities of the English language were phraseological units denoting the names of food and drinks. This is followed by the phraseological units describing dwellings and constructions and the phraseological units depicting clothes and shoes. Significantly less common phraseological units turned out to be phraseological units denoting vehicles.

LINGUISTIC ASPECTS OF THE FORMATION OF STUDENTS' SPEECH CULTURE

This article discusses the linguistic aspects of the formation of students' speech culture. The special role of sections of linguistics in the culture of speech is determined. A review and analysis of the work of foreign and domestic linguists and methodologists was carried out. Within the framework of the new directions of the language, we are talking about the basic principles and methods that are used and guided in the development of the language manifestations of the student's speech culture. In our article, we pay attention to the opinions of such scientists as: N.Uali, B.Kaliuly, M.Balakaev, F.Orazbaeva, Zh.Dauletbekova and others. It is confirmed that the level of the student's personal culture should be differentiated in forming and developing the student's speech culture. We will focus on such concepts as the relationship between word culture and personal culture, language purity and language communication, literary language norm, language culture, and study their interrelationship. It will be confirmed that word culture is one of the Kazakh national values. Conclusions are made for opinions on the correct use of common language materials and vocabulary. We should not forget that such sections of linguistics as: grammar, lexicology and phraseology play a very important role in the formation and development of students' speech culture. Because it can be assumed that a student who understands the basic laws and rules of language layers can also improve their speech culture. Of course, the influence of extralinguistic factors cannot be ruled out. However, it is an unshakable axiom that the sections of linguistics are directly related to the concept of speech culture. In the course of general scientific work, that is, before the solution and methodology of a specific problem, one of the main conditions is to determine the theoretical and methodological foundations of this problem. Therefore, we devote this article to clarifying the linguistic aspects of the formation of students' speech culture.

Not a passive learner but an active one: a focus on the efficacy of philosophy-based language instruction and its consequences on EFL learners’ critical thinking, engagement, and academic achievement

This study investigates the impact of Philosophy-Based Language Teaching (PBLT) on the critical thinking skills and learner engagement of English as a Foreign Language (EFL) students. A concurrent mixed-methods approach, including semi-structured interviews, document analysis, and academic achievement tests, was employed with an experimental group (EG) exposed to PBLT and a control group (CG) receiving traditional instruction. The results reveal a substantial positive effect of PBLT on the critical thinking abilities of EFL learners, as evidenced by thematic analyses of interviews and document content. Themes include heightened critical thinking awareness, collaborative knowledge construction, and increased learner engagement. Academic achievement tests further demonstrate significant improvement in the experimental group’s performance. A comparison with existing literature underscores the novelty of our mixed-methods approach. Implications for language teachers, materials developers, syllabus designers, and policy-makers are discussed, highlighting the potential of PBLT in cultivating critical thinking and learner engagement.

The effect of planning time on vocabulary acquisition in a task-based environment: the mediating roles of working memory and field (in)dependence

This research investigated the impact of planning time, working memory (WM), and cognitive styles on language learning outcomes within the framework of Task-Based Language Teaching (TBLT). Drawing on a diverse sample of language learners, the study employed a pretest-posttest control group quasi-experiment to examine the effects of providing pre-task planning time on language performance. Participants engaged in communicative tasks, with a focus on vocabulary acquisition and task complexity, while their cognitive processes were assessed through measures of WM and cognitive styles. The findings revealed significant interactions between planning time and cognitive styles, particularly field dependence, influencing language production and proficiency such that learners with planning time outperformed learners without planning time; high-WM learners outperformed their low-WM peers, and field independent learners outstripped their field-dependent counterparts. Moreover, the study contributes to the broader understanding of the nuanced relationship between planning time, WM, and cognitive styles in the context of TBLT. The implications of these findings for language teachers, materials developers, syllabus designers, curriculum developers, and policymakers are discussed, offering insights into the design of effective language learning environments. Despite certain limitations, the study provides a foundation for further research exploring cross-cultural variations, longitudinal effects, and the integration of technology in language education, with the aim of advancing pedagogical practices tailored to diverse learner profiles.

The English lesson plan on the topic “A history of the crisis”

This paper represents the English lesson plan related to the pressing issue in the world today and offers an array of assignments for students at the B2-C1 level at English lessons. The stuff which engages students in improving their language skills include reading, listening, and speaking exercises, raise students’ interest in discussing the issue of crisis, its causes and consequences and how it will impact on the world economy, and organize active usage of language material as well as help students acquire it effectively. The special attention is paid to the lexical and semantic features of the key words associated with the word ‘crisis’.

Principles and Procedures of Material Development in the Evolving ELT Scenario

Course books reflect the writer’s perspective and understanding of the world, and when used by language learners whom the writers don’t know much about, there may be problems related to irrelevant content and subject matter, so material development has a key role in language learning , and the stages and processes of material development should not be overlooked. As far as language teaching and learning is concerned, material development signifies a role which cannot be ignored and the whole process of material development includes various steps such as the selection, adaptation, and creation of teaching materials and it is a very intricate procedure (Nunan, 1991). It is important to remember that these materials should cater to the needs of the targeted audience and the larger context of language learning, including the philosophical, cultural, and psychological aspects of the stakeholders. The main objectives of materials development should be to provide students with a meaningful experience of the language and opportunities to reflect on this experience. Key principles and procedures such as needs analysis, integration of skills, intellectual stimulation, and authenticity are essential in the development of any course material for language development. This article will explore these principles and procedures in detail

The Impact of Using Electronic Consents on Documentation of Language-Concordant Surgical Consent for Patients with Limited English Proficiency

Although access to a professional medical interpreter is federally mandated, surgeons report underutilization during informed consent. Improvement requires understanding the extent of the lapses. Adoption of electronic consent (eConsent) has been associated with improvements in documentation and identification of practice improvement opportunities. The authors evaluated the impact of the transition from paper to eConsent on language-concordant surgical consent delivery for patients with limited English proficiency (LEP). The study period (February 8, 2023, to June 14, 2023) corresponds to the period immediately following the institutional adoption of eConsents. Inclusion criteria included age > 18 years, documented preferred language other than English, and self-signed eConsent form. The authors assessed documentation of language-concordant interpreter-mediated verbal consent discussion and delivery of the written surgical consent form in a language-concordant template. Performance was compared to a preimplementation baseline derived from monthly random audits of paper consents between January and December 2022. A total of 1,016 eConsent encounters for patients with LEP were included, with patients speaking 49 different languages, most commonly Spanish (46.5%), Chinese (22.1%), and Russian (6.8%). After the implementation of eConsent, overall documentation of language-concordant interpreter-mediated consents increased from 56.9% to 83.9% (p < 0.001), although there was variation between surgical services and between languages, suggesting that there is still likely room for improvement. Most patients (94.1%) whose preferred language had an associated translated written consent template (Spanish, Chinese, Russian, Arabic), received a language-concordant written consent. The transition to eConsent was associated with improved documentation of language-concordant informed consent in surgery, both in terms of providing written materials in the patient's preferred language and in the documentation of interpreter use, and allowed for the identification of areas to target for practice improvement with interpreter use.

Linguistics of intertext. Quotations in Julio Cort&amp;#225;zar’s fiction (based on the material of the Spanish language)

In modern humanities the range of issues, related to manifestations of intertextuality in texts of different language systems, their interpretation by the recipient, as well as the use of intertexts by authors of verbal and non-verbal texts, is still of great interest to researchers. Moreover, the intertext plays a significant role in modern text-creating. This makes important studying the structural characteristics of intertextual units with the aim of developing the technic of creation one’s own intertexts as well as translating intertexts of others. So, the object of the present research are the intertextual units in the postmodernist writings, the subject are their linguistic characteristics. As the material the author has chosen the fiction by Julio Cort&amp;#225;zar, which is particularly reach in intertexts. In order to delineate the existing definitions of intertextuality according to the “broad” and “restricted” approaches and precise our own vision of this phenomenon the author applied the methods of the cognitive sciences and semiotics. The general linguistic methods, such as description and observation, have been used in the analysis of the structure of the chosen intertextual units. The scientific originality of the research consists in the description of the linguistic particularities of different types of quotes in Cort&amp;#225;zar’s fiction. During the analysis, quotations based on literal reproduction of the original format of the intertextually borrowed saying and citations that change it have been defined. The author pays particular attention to the analysis of the attribution, considered the key structural component of an intertextual unit. The results of the research may form the basis of the further researches of the linguistics of intertext. It may also be of practical interest to the authors using intertextual units in their own texts, as well as to translators of Cort&amp;#225;zar’s and other postmodernist writers’ fiction.

Эвфемизмы и дисфемизмы английского языка на тему физиологии женщины (беременность и роды)

This article aimed to study some common English euphemisms and dysphemisms on female physiology as exemplified by conception, pregnancy and childbirth, to describe the ways of creating such words and expressions, as well as to provide a sociocultural commentary on the euphemistic markers in contemporary English. The research is relevant due to the fact that euphemisms relating to female physiology have been studied rather superficially. Analysis from the viewpoint of rhyming slang represents a new and promising area in the field of euphemisms. The research methods are determined by the purpose and objectives of the study. The key method is descriptive, implemented using systematization, generalization and interpretation of language material. The linguistic methods include contextual analysis and semantic interpretation. The topic of women’s physiology is represented by expressions characterizing conception, contraception, pregnancy and childbirth that were selected from authoritative dictionaries of euphemisms and general and rhyming slang, as well as English-language fiction. The euphemisms were classified thematically (pregnancy as a special condition, pregnancy as an expectancy period, pregnancy with an emphasis on conception, pregnancy as an increase in the size of the belly, pregnancy as a source of trouble, and pregnancy as an accident). Techniques and means for creating euphemisms under study are presented. Rhyming slang, whose major function is euphemistic, is highlighted as a new promising sector of the functioning of euphemisms and dysphemisms referring to female physiology. The main points and conclusions of the article can be used when presenting the problems of euphemisms and dysphemisms in lectures and seminars on the theory of language, lexicology, stylistics, text interpretation, and intercultural communication.

Семантические особенности квазиантропонимов в текстах англоязычных фэнтезийных видеоигр

The article presents an analysis of the semantic parameters of quasi-anthroponyms utilized in English-language accompanying texts for fantasy computer games. As a first step, we developed an approach to clarify the term quasi-anthroponym, which had been subject to various interpretations in scholarly publications. Quasi-anthroponyms are defined here as names of animated fictional objects that function as characters within the virtual worlds of video games. Taking into account the correlation between real and fictional elements, fantasy characters are categorized based on the degree of their fictionality. Quasi-anthroponyms naming characters of highly fictional game universes are classified into three major groups according to their semantic potential. The primary semantic parameters underlying this classification include indications of the character’s appearance, specific characteristics and combinations of certain features, such as the character’s functions in the game universe. The significance of this research lies in expanding the field of anthroponymic studies by incorporating relevant language material from virtual game discourse. Moreover, the practical implications are demonstrated through the potential use of these findings in lectures and seminars on contemporary English lexicology and stylistics, as well as in the analysis of texts of fantasy video games in language teaching. This aligns with the growing trend towards gamification of modern educational practices. Ultimately, this study establishes substantive criteria underlying the creation of English-language names for fictitious characters in the realm of fantasy video games. In addition, inventorization, systematization and classification of these linguistic units were conducted.

Аргументативное развертывание текста парламентских выступлений на микроуровне (на материале французского языка)

The research aims to identify functional types of semantic dependence within a fragment of the text of parliamentary speeches – the argumentative component. The paper examines the notion of an argumentative component and identifies its main elements. To establish an intentionally determined semantic dependence within this text segment, the notion of an argumentative move (AM) is introduced, which is understood as a functional unit of the addresser’s general communicative strategy and which is aimed at realizing a specific communicative intention. The relations of the functional-semantic connection, updating its argumentative moves, as well as the linguistic means that represent them are described. The scientific novelty of the work lies in the fact that based on the material of the French language, it typologizes the relations of semantic dependence at the micro level of the argumentative construction of the text of parliamentary speeches, taking into account the functional-communicative aspect. As a result of the research, the intentionally determined semantic relations typical for the corpus of texts under study were determined: proper causation (AM ‘causal basis’), nonproper causation (AM ‘argument’), consequence (AM ‘conclusion’), concession (AM ‘insufficient basis’), disjunctiveness (AM ‘expanded alternative’ and AM ‘alternative motivation’), their linguistic markers were identified and systematized.