Mastery Of Language Research Articles

SOME ASPECTS OF FORMATION OF READINESS FOR INTERCULTURAL COMMUNICATION AMONG FUTURE SHIPMASTERS AT MARITIME ENGLISH LESSONS

The relevance of this study is determined by the fact that the legislation emphasizes the special importance of knowing the English language in relation to safety at sea. Proficiency in the English language is one of the qualification characteristics of specialists in maritime professions and is a professionally important quality. The officer of the watch should be proficient in English, which is determined by international documents (the International Maritime Organisation (IMO) Convention on Standards of Training, Certification and Watchkeeping for Seafarers, 1978). The national curricula of higher education institutions of the maritime profile include the discipline “Maritime English”. The discipline in the maritime specialist university course, regardless of its formal name in the curricula, is Maritime English. It is all those means of the English language that if used as a communication tool of the international maritime community, ensure the safety of navigation and contribute to the comprehensive development of the maritime industry. An analysis of the standard of higher education in the specialty 271 Maritime and Inland Water Transport was conducted, which showed that the necessary skill is the readiness to communicate in oral and written forms in a foreign language to solve the tasks of professional activity and mastery of the English language in the amount necessary to fulfill one’s professional duties. Therefore, the purpose of this article is to study the main aspects of the formation of readiness for intercultural communication in English among future shipmasters at universities. Active methods of intercultural education are proposed for the formation of readiness for foreign language communication to solve the tasks of professional activity. It was concluded that these forms of training are necessary to increase the level of communication skills of future shipmasters.

Creative Writing for EFL Classroom: A Perspective from Higher Education

Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.

PREVAZIĆI TIŠINU (ODNOS PREMA NASILjU U ROMANU MIKA JELENE ANGELOVSKI)

The paper deals with aspects of the fight against violence and bullies in Jelena Angelovski’s book Mika (2022). Keeping in mind that not only the main character of the novel, the insecure boy Miroslav Antić, but also his friends and family come into conflict, this paper aims to look at different ways of solving crisis situations, as well as their effectiveness. Moreover, the paper will consider the relationship between silence and forming an attitude towards violence as a particularly prominent aspect of maturing and gaining self-confidence, as well as awareness of one’s own identity. The mastery of language and letters (the Serbian Cyrillic alphabet) is directed towards the acquisition of national identity, which justifies and creates the novel-alphabet form, but also includes it in the context of the fight against violence. In this regard, the work tends to portray Mika as another in a series of figures of children’s literature who grows up in challenging circumstances, which complicate the (already turbulent enough) period of childhood of a modern child. Corresponding to that, overcoming silence is also gaining one’s own voice, with which one can master saying: “No”: to bullies, aggression, and authoritarianism

Language Learning Strategies and Motivation As Determinants of the English Academic Performance of Grade 10 Students

The academic performance in English is essential to students' overall learning outcomes. This study aimed to determine the relationship between language learning strategies, motivation, and English academic performance among Grade 10 students. A descriptive-correlational design was employed, and participants were selected through stratified random sampling from three schools in Tagum City. The mean was used to describe the students' level. The statistical tools used included the mean, standard deviation, and Pearson-r correlation coefficient. The study found that Grade 10 students exhibited a high level of language learning strategies, suggesting that these strategies helped students become more effective learners and fostered more efficient development of their mastery of the target language. Additionally, students demonstrated a high level of motivation, indicating frequent motivation in learning. The study also revealed a satisfactory level of English academic performance, suggesting that there are still areas needing improvement. Furthermore, the two independent variables were significantly correlated with the English academic performance of Grade 10 students.

Language of Exile

Exile—once used to signify the event of a political banishment—has now evolved to incorporate a wide range of human experiences. It has often been portrayed in literature as a romantic or tragic tale, though in reality there is no simple way to describe the truly complex experience an exiled individual undergoes. This article aims to explore the intersection of exile and literature through an investigation of the lives of writers Joseph Brodsky, Aimé Césaire, and Elena Ferrante. These writers all operate from a place of exile, and together they demonstrate the multifaceted face of exile. As the exiled experience gives way to a dynamic and contrapuntal perception of self, the above writers use language as a tool for exploring and sharing their unique visions of the world around them. Joseph Brodsky demonstrates the ability of translation to create a homeland made up of fragmented cultures by preserving memories of his past. Aimé Césaire uses his mastery of the French colonial language as a means of resistance, reimagining his lost homeland without the interference of European colonization. As a pseudonymous writer, Elena Ferrante explores the face of an ever-changing identity and the preservation of her own sense of self through a disassociation with her works. These writers show that exile can never be easily defined, as it encompasses a multitude of experiences, from irrecoverable losses to immeasurable liberties.

Web-Based Vs. Mixed Mode Instruction Utilizing E-Learning via LMS: A Comparative Study

The current study compares the effectiveness of enhancing English language skills through Web-Based Instruction (WBI), Mixed-Mode Instruction (MMI), and Communicative Language Teaching (CLT) approach of medical students. The investigation was conducted with the participation of 90 students affiliated with the Medical Institute. The subjects were randomly assigned to three distinct groups. The group assigned as the control received instruction utilizing the communicative language teaching pedagogy and engaged in exercises centered on tasks requiring mastery of the English language. The group designated as the WBI experimental group underwent a comprehensive training program utilizing the Learning Management System (LMS) model. The MMI experimental group in the study was provided with education via a blended learning approach, which incorporates both online and face-to-face instruction. The students subsequently underwent an assessment that evaluated their proficiency in comprehensive English language skills through the posttest of English as a Foreign Language (TOEFL). The study’s findings revealed that the cohort that took part in the blended learning approach exhibited significantly superior outcomes compared to the remaining groups (WBI & CLT) regarding the enhancement of their comprehensive English language skills. The outcomes of this study bear significant educational implications for those involved in medical education, such as individuals responsible for creating curricula, designing training programs for aspiring medical students, producing educational materials, and other professionals working in this field.

Development of FonBi Application: A Phonetic Transcription Tool Assisted by Artificial Intelligence for Indonesian Language

This study discusses the development of FonBi (Fonologi Bahasa Indonesia or Phonology of Indonesian Language in English), a phonetic transcription tool designed to aid foreign speakers learning Indonesian. The research highlights the challenge of ineffective language learning for BIPA (Bahasa Indonesia bagi Penutur Asing or Indonesian Language for Foreign Speakers) learners due to the complex phonological system of Indonesian. To address this issue, the study followed a development cycle model and created FonBi, aimed at improving learning effectiveness and accelerating the language mastery process. The application provides accurate and precise phonetic transcription to help learners better understand and master the Indonesian language. The validation results from material and media experts indicate that FonBi is “very feasible,” while limited testing by students suggests that it is also feasible. The study concludes that FonBi could provide an innovative solution for BIPA learners, bridging the gap between Indonesian speakers and foreign learners by enabling them to properly understand and pronounce the language. Overall, this study highlights the importance of phonetic transcription in language learning and the value of developing tools like FonBi to improve learning outcomes. By providing a user-friendly and accessible tool, FonBi has the potential to greatly enhance the learning experience of BIPA learners, and potentially serve as a model for developing similar tools for other languages and contexts.

Research on Teaching Chinese as a Foreign Language in Colleges and Universities Based on Multimodal Theory: An Example from a Comprehensive Elementary Chinese Course

Abstract Today, with China’s increasing international influence, the number of international students coming to China is increasing, and the cause of Chinese language education for foreigners is booming. Taking the multimodal theory as the guiding principle, the article establishes an immersion teaching mode for Chinese as a foreign language by analyzing the characteristics of a comprehensive elementary Chinese language course. Sixteen students from the College of International Education of University T were selected as the research subjects, and the design of teaching methods and teaching processes based on the immersion teaching model, as well as the design of a comparative experiment on the teaching of the comprehensive elementary Chinese language class were carried out. The composite mean score of the Chinese post-test scores of the class based on the immersion teaching mode was 87.89, with an overall mean score increase of 22.39 points, and the students’ grammar test scores increased by a total of 4.02 times from the 1st week to the 16th week. The mean value of students’ satisfaction with the instructional design was 4.432 points, and 89.39% of international students expressed their approval of the immersion teaching mode. Taking the multimodal theory as a guide and combining the immersion teaching mode to realize the efficient interaction between teachers and students provides a new path to improve the dChinese language mastery and cross-cultural awareness of international students in China.

Types of Language Barriers and Ways of Overcoming Them in Teaching Speaking

Abstract: The subject of the manuscript is types of language barriers which appear in the process of communication of representatives of different nations and cultures. It is about the formation of communicative competence, i.e. the ability and willingness to carry out both direct communication (speaking, listening comprehension) and indirect communication (reading with understanding of foreign language texts, writing). Learning to communicate in a foreign language is the ultimate goal in the process of learning a foreign language and is considered an indicator of students’ practical mastery of this foreign language. Speaking is an extremely multidimensional and complex phenomenon.

NARRATIVE WRITING ABILITY PERFORMED BY STUDENTS OF ISLAMIC HIGH SCHOOL AL UKHUWAH SUKOHARJO: A SECOND LANGUAGE ACQUISITION CASE

<p class="Keyword">The research conducted at MA Al Ukhuwah Sukoharjo aimed to explore second language acquisition among high school students, specifically focusing on error types and factors influencing these errors with a gender-based analysis. Utilizing a descriptive qualitative approach and the four stages of analysis—domain, taxonomic, componential, and cultural theme—the study identified 841 errors, with misformation errors comprising the majority at 51.6%. Female students exhibited a higher error rate at 80.38% compared to their male counterparts (19.62%). Causes of errors, such as overgeneralization, incomplete rule application, incorrect hypothesis conception, and ignorance of rule restrictions, were identified, with the latter significantly impacting language mastery. These findings provide valuable insights for educators, informing strategies to address challenges in mastering English, particularly in areas like tense usage, sentence structure, diction, and conjunctions among high school students at MA Al Ukhuwah Sukoharjo.</p>

TRANSLATION ACTIVITY AND LINGUISTIC THINKING AS A SYSTEM OF HARMONIOUS METHODS FOR IDENTIFYING THE STRUCTURE AND THE CONTENT OF PSYCHO-LINGUISTIC ELEMENTS OF THE TEXT

The purpose of our research is to display translation activity and linguistic thinking as a system of harmonious methods for identifying the structure and the content of psycho-linguistic elements of the text.
 It was shown, that understanding of translation activity allows us to consider the issues, which were the most important for our research in a different way. What it is important is not the distinction of objects of the translation, but the formation of technology for the purpose of constructing translation objects (events, realities, and images), their semantic (semiotic) specification, the discovery of a universal translation algorithm, and the expansion of the methodological base for translation operations. The detection of such operations, their psycholinguistic analysis and structuring become quite important for the development of translation competence of the individual, which is one of the leading factors of active translation activity. In addition, it allows us to consider the process of translation at the level of diachrony and synchrony the text, as a process of generation, use and forgetting of translation techniques, bringing the translation activity closer to the interpretive theory of translation. Within the limits of the latter, it becomes possible for us to define the content of concepts, which are important for translation activity, such as a point of view, composition, a plot and a fable, connotative repertoire, strong positions (semantic milestones) and key words, meanings, senses and representations, referential and text situations, modal worlds of the author, reader’s and text’s expression from the point of view of their interconnection and interpenetration.
 We define linguistic thinking as a system of methods for purposefully identifying the structure and the content of linguistic elements, analyzing the peculiarities of their relationships, revealing the specifics of phonetic, lexical, grammatical and other phenomena and the laws of the language that are being learned. The formation of linguistic thinking ensures a high-quality solution to professional tasks and becomes a necessary condition for the person’s conscious and systematic mastery of a foreign language. So, from our point of view, linguistic thinking involves a thorough examination and study of the language as a system. As a result, this approach requires a detailed analysis of the structure of the language, its mechanisms and principles of the formation from the side of subjects of learning.

PENDEKATAN NALAR BURHANI DAN PSIKOLOGI DALAM PENGEMBANGAN PENDIDIKAN ISLAM

Unopenness to modern science, as well as faith that restricts freedom of experimentation is one of the problems in Islamic education. To overcome this problem, one way is to strengthen the Islamic education system through a rational-psychological approach. By using a qualitative method through a literature study, it was concluded that Burhani's reasoning is considered relevant to addressing problems in Islamic education through four aspects, namely, First, maximizing the potential of reason. Second, mastery of language. Third, strengthening literacy. Fourth, independence on decision making.

К вопросу о переосмыслении методического содержания обучения РКИ в русскоязычной и иноязычной среде

The article is devoted to rethinking the methodological content of teaching Russian as a foreign language in native and foreign language environments in connection with the changed conditions for teaching Russian as a foreign language and the transition to online learning. The authors of the article turned to a detailed analysis of some RCT processes that have emerged in the context of digital transformation. Attention is drawn to the need to create in these conditions a virtual language learning environment (LLE), which is a structured information and communication structure. The authors of the article touched upon some aspects of the rapidly changing educational space in the field of Russian as a foreign language. The article emphasizes that the mobility and flexibility of the methodological approach to the development and vision of a new understanding of already familiar and established concepts requires expanding the areas of rethinking. It is emphasized that the teacher’s task is to manage spontaneous extracurricular communication and take into account the environment in which mastery of the Russian language occurs. A lot here, according to the authors of the article, depends on the level of professionalism of the teacher, from whom the distance form requires the possession of new skills and abilities.

STRATEGI PENGEMBANGAN SUMBER DAYA MANUSIA UNTUK MENINGKATKAN OMSET PENJUALAN PADA USAHA MIKRO KECIL MENENGAH (UMKM) KRECEK BU IPIK

In this research, it was conducted todescribe the human resource development of the Krecek bu Ipik Company, bu Ipik and to find out what strategy is suitableto develop human resources. This research using qualitative methods. Source of data used are primary and secondary data. Data collection technique is by interview and documentation. Data analysis used is SWOT analysis. From the research results can It can be concluded that the HR development strategy expected by the Krecek Bu Ipik Company is the standardization of each HR, starting from the procedures for dealing with consumers, body language and mastery of language in interacting with consumers or visitors. The strategy that has been carried out by Krecek bu Ipik Company is to hold learning classes for street vendors students, but it does not run optimally and effectively due to the tight schedule of human resources.

Analisa Perumusan Konsep Ketuhanan Menurut Perspektif Thomas Beighton (1790-1844) Dalam Karya Inilah Kunci Pengempar (1841) Analysis of the Formulation of the Concept of Divinity from Thomas Beighton’s (1790-1844) Perspective in the Work Inilah Kunci Pengempar (1841)

Writing and printing are among the fields pioneered by the London Missionary Society (LMS) missionaries since their arrival in the Straits Settlements at the beginning of the 19th century AD. Thomas Beighton (1790-1844) was involved in this role, particularly within the Malay Muslim community of Penang. This required from Beighton, a mastery of the Malay language and Jawi script, which enabled him to produce a large number of works in that language. Therefore, this study which uses textual content analysis will concentrate on one of Beighton’s works dealing with the concept of divinity entitled, Inilah Kunci Pengempar (This is the Centrifugal’s Key), published in Penang in 1841. Through this work, Beighton has used a metaphysical approach in his writing to spread Christianity in the country. As a result, Beighton was discovered attempting to apply the concept of divinity based on the concept of trinity, which refers to God: the Father (Allah), Son of God (Jesus), and the Holy Spirit in all descriptions. This shows the efforts of the Christian missionaries at that time, who were enthusiastic about spreading the religion, including learning Arabic and comprehending certain concepts in both divine matters and Islamic law (the Shari‘ah).

APPLICATION OF AI WRITING ASSISTANT SOFTWARE IN EFL WRITING IN CHINA: A REVIEW

Technological innovations and the need for mastery of the English language in China have contributed to the introduction of Artificial Intelligence (henceforth AI) in teaching and learning the English language. The rationality behind this article is the need to understand and optimize the acquisition and the teaching of English writing skill among China EFL students and teachers. The purpose of this review is two fold. First, author wanted to explore the features, benefits and challenges of AI utilized in teaching and learning English language. Next, this review also sought to explore the strength and limitations of AI-based writing assistant software. To do this, as systematic review was conducted concerning the application and research of AI in language education have been reviewed to investigate the varying contributions that AI has had in the teaching and learning of English language writing. Using Scopus database, a total of 84 peer-reviewed papers were identified and 21 were analyzed. It further analyses sites such as Pigai.org, Iwrite, and other valuable software to assist in determining the required results. An in-depth analysis and evaluation of the use of AI in the teaching of English writing skill seems to suggest that the use of automated writing evaluation (henceforth AWE) or automated essay scoring (henceforth AES) has greatly facilitated the tasks of English writing skill acquisition, the identification of the areas of improvement that need to be focused on in the process of student’s writing, as well as issues and challenges related to the use of online resources at colleges and universities in China to enable the teaching and learning of the English language, particularly writing skill to be executed more effectively.

Analisis Penggunaan Campur Kode Dan Ahli Kode Dalam Kata Sambutan

Code switching and code mixing are various variations of language by a person or certain community groups, for example in schools, offices, housing and traditional markets. Traditional markets themselves can be said to be centers of interaction and transactions that allow speakers and speech partners to come from various regions with different backgrounds, statuses and mastery of languages. Differences in social backgrounds in speech communities in traditional market environments result in greater opportunities for the emergence of code-switching and code-mixing phenomena, and are interesting to study in more depth in terms of form, type and factors that influence the emergence of these phenomena.The method used in this research is descriptive qualitative to examine data by explaining or describing the data contained in the remarks. The phenomenon of code mixing is the use of two or more languages ​​in a speech. Code mixing can occur if a language speaker, when using Indonesian, then inserts regional language elements into Indonesian speech. In other words, someone who speaks using the main Indonesian language code has an autonomous function, while the regional language codes involved in the main code are just fragments without function or autonomy as a code. Meanwhile, the Code Switching Phenomenon is a speech event with a change in language use. or dialect.

ЛЕКСИЧНІ ТА ФРАЗЕОЛОГІЧНІ СИНОНІМИ НА ПОЗНАЧЕННЯ ЕМОЦІЇ СТРАХУ В ПРОЗІ МАРІЇ МАТІОС

In the article, based on the study of the language of the prose works by Maria Matios, synonymous series are selected to indicate the emotion of fear. Fear as an emotion and as an existential aspect of being determines the problematic and poetics of the writer’s small (novelistic collection «Nation») and large («SweetDarusya», «Almost never the other way around», «Moskalytsia», «Bukova zemlia») prose of the writer, mainly addressed to the tur-bulent periods in the history of Ukraine. The creative idea of the writer to understand the existence of the nation in the fl ow of history determined the linguistic means of organizing the text. It has been proven that Maria Mathios’s speech is characterized by a high degree of concentration of lexical (noun, adjective, verb, adverb) and phraseological synonymous units to denote the emotion of fear. It has been observed that the synonyms for the emotion of fear, introduced by Maria Mathios, record human experiences at the level of physical sen-sations and much less often at the level of psychological ones. Sometimes, when the author expands the scope of what is described to the size of the community, they can acquire a social focus. Units of the lexical-semantic group «fear» are used by Maria Matios not only in a direct, but also in a metaphorical-fi gurative sense. The study confi rms the scientists’ conclu-sions that synonyms in the language system perform two main functions – clarifi cation and substitution. The sophisticated synonymous series denoting the emotion of fear, observed in the analyzed works, testifi es to Maria Matios’s perfect mastery of literary language reserves on the one hand and vernacular elements on the other. The study of the author’s prose in the specifi ed direction is promising for the systematic study of synonymous relationships of units of the lexical-semantic group «fear» in the works of modern writers.

Contrastive approach in teaching Ukrainian as a foreign language

The article continues a series of studies dedicated to teaching the Ukrainian language to foreign students who either know or have experience in studying Russian. This group comprises foreigners from post-Soviet countries, as well as foreign master’s and postgraduate students who previously studied in Ukrainian higher education institutions in Russian. In compliance with the Law on Education, they are now studying Ukrainian or learning it as the state language of their current country of study. The mastery of a new foreign language, as is commonly known, is built upon existing speaking experience, which determines the methodological necessity of comparing the systems of the known language with the language being studied. Such a comparative analysis allows the identification of common features in both languages and facilitates the application of previously acquired knowledge and skills in learning a new foreign language. Interference, understood as the interaction of different language systems, directly impacts the acquisition of a new language system. The foundation for studying and regulating interference processes lies in the contrastive approach. Contrastive linguistics aims to identify differences and similarities between modern languages, aiding in determining the directions of interference and explaining the cause of typical errors. In our previous articles, we explored interference effects when Russian-speaking foreigners studied the Ukrainian language, focusing on phonetics, grammar, and syntax. These studies involved a comparative analysis of the functional-communicative organization of sentences, exemplified by the examination of ways to express subject-predicate relations in Ukrainian and Russian. Functional-communicative grammar emphasizes the pivotal role of syntax as a system that organizes all other language levels. It views a sentence from a communicative organizational perspective as an utterance formed according to a specifically defined structural scheme, with the structural core being the predicate. The predicate designates specific positions for the participants in the situation described by the proposition (subject names or actants) and their quantity. The proposed article investigates various types of extenders for the predicative centre of sentences, considers primary methods of expressing object, meaning, and circumstantial relations in both simple and complex sentences, and highlights key differences in expressing these relations between Ukrainian and Russian. These differences merit the attention of Russian-speaking learners to prevent interference errors. The methodical recommendations provided herein may prove beneficial to teachers and methodologists in developing training programs, crafting textbooks, and designing teaching materials for Ukrainian language instruction tailored to specific groups of foreign learners. They also serve as valuable resources for novice teachers in preparing for practical classes.

Studing of English economic terminology: prospects and challenges for students of economic faculties

The article examines current aspects of English language learning by students of economics faculties. It particularly focuses on the transition from general literary vocabulary to specialized professional terminology. The research combines several methods: analysis of modern approaches to studying professional terminology, assessment of the effectiveness of various English teaching methods in economics faculties, and surveys involving both applicants and instructors. The author substantiates the importance of cultivating professional competence through terminology acquisition and the utilization of authentic materials such as the Harvard Review and Forbes. Proposals include integrating modules dedicated to studying English terminology within professional disciplines and introducing optional English courses to compensate for the shortage of hours allocated to English language instruction in senior courses. Survey results highlight studentsʼ keen interest in mastering English professional terminology and their willingness to engage in project-based learning. Identified challenges include the high cost of educational materials and curriculum overload, with suggestions to leverage internet resources and modern educational tools. Emphasis is placed on the necessity of a comprehensive approach to English language education for economics students, particularly highlighting the importance of honing English skills in professional contexts theyʼll encounter in their careers. Prioritizing the study of English-language professional terminology within the curriculum is deemed crucial for economics students. This specialization offers an alternative to the communicative approach, bridging the gap between general language proficiency and mastery of economic language. Recommendations encompass implementing interdisciplinary approaches to teaching English terminology and fostering collaboration among instructors to enhance studentsʼ language and professional skill development. Furthermore, emphasizing innovative teaching methods, such as interactive technologies and virtual resources, is deemed instrumental in heightening student engagement and activity in the learning process. These approaches are considered vital in enhancing studentsʼ ability to comprehend and employ English terminology effectively.