Special Language Research Articles

Kazakh Traditional Speech Culture (Based on the Film Kyz Zhibek

The Kazakh language has undergone changes under the influence of various internal and external factors and has lost its traditional norm. Therefore, it is important to study what is the traditional norm and culture of speech in the Kazakh language. In this article, the author defines the characteristic features of speech for the Kazakhs through the diction of the characters in the film «Kyz Zhibek». The aim of the article is to find answers to the questions of what was the traditional culture of speech of the Kazakhs, what is the expression of national identity in the language and how it affects the traditional speech culture. The main direction of the article is the problems of language culture in the system of linguistics. The main idea of the scientific work is to determine what was the culture of speech in the traditional Kazakh society, to prove by examples that through the speech the character of the nation can change. The scientific significance of the article lies in the fact that, the impact on raising the level of word formation in the Kazakh language, the development of language culture, stylistics, the practical significance is to show the differentiation of the traditional culture of speech of the Kazakhs, the subordination of the traditional language laws and the definition of the preconditions for proper speech. When writing the article, the methods of scientific analysis, linguostylistic analysis, generalization, comparison and reasoning were used. The material for the study was the film «Kyz Zhibek» filmed by S. Kozhikov in 1972 based on the script by G. Musrepov. The author notes that the main results and the analysis of the article changes everything that is said in the modern Kazakh language: the structure of speech, the way words are pronounced and the sounding, in a society which understands that it is only a question of observing grammatical norms of speech, the risk of losing the specificity of the national language arises. Determines that in the conclusion there is an opportunity to influence the character, the cognition of the person through the speech, the intonation of the speech characteristic of our nation. If language loses its nature, he concludes that language will lead to the change of the nation, the destruction of the national character and finally the destruction of the nation. The value of the article lies in defining the traditional grammatical, ethical and communicative norms of the Kazakh language.

Способы художественной когниции поэтов американского постмодерна

The aim of the study is to identify the innovative methods of artistic cognition characteristic of poets in the postmodern era. The scientific novelty of the study lies in the fact that the author identifies such methods of artistic cognition as artistic fractal, chaotic thinking, cognition through linguistic structure and interaction with the reader, the functioning of which is considered based on the American language poetry of the late 20th century. The specific characteristics of the postmodern poets’ creative thinking, expressed in a special language of lyrical texts, are determined. As a result, it has been found that the chaotic nature of modern creative thinking is realized by such linguistic means as paradox, oxymoron, paronomasia, an extended metaphor, a semantic flow, a line break, etc. One of the forms of the chaotic nature as a method of artistic cognition are fractals, represented at the structural level as complex graphic systems. Cognition through linguistic structure is realized both at the lexical (paronomasia, metaphor, oxymoron, paradox) and the grammatical (a line break, violation of grammatical norms, use of graphic symbols and drawings) level. Interaction with the reader is carried out in the course of solving logical riddles represented by paradoxes.

Development of an Arabic Receptive Proficiency Test Instrument Based on the Common European Framework of Reference for Languages

This research develops a Common European Framework of Reference for Languages (CEFR)-based Arabic receptive proficiency test instrument at the Institut Agama Islam Negeri (IAIN) Sheikh Nurjati Cirebon. This study addresses the lack of international standard measures to test Arabic receptive competency, including listening and reading. This work created a CEFR-compliant test instrument that matches Arabic language specifics. The Research and Development (RnD) strategy using the ADDIE model—analysis, design, development, implementation, and evaluation—is applied. The steps include identifying needs, instrument design, feedback-based iterative development, implementation in an authentic setting, and detailed efficacy evaluation. This study found that the instrument is valid, reliable, and effective in testing CEFR-level Arabic receptive proficiency. The instrument considers Arabic's intricacies and complexities to assess receptive performance holistically and contextually. This work enriches Arabic language competency measuring literature and provides a valuable measurement tool for educators and learners, particularly in Islamic education.

Applying Lesson Study Methods to Teaching English in Literary Specialization

The article focuses on a study of teaching English for specialized majors in literature at the Faculty of Literature, Thai Nguyen University of Education. The research aims to evaluate the effectiveness of lesson research methods in teaching English for specialized majors by instructors in the Faculty of Literature. Through analyzing the teaching process and collecting feedback from students, the article emphasizes the need to improve the quality of teaching English for specialized majors. The research results highlight the importance of applying diverse teaching methods, combining theory and practice, and encouraging interaction between teachers and students. The article also underscores the crucial role of linking research and teaching practice to innovate and enhance teaching skills. A proposed learning environment aims to help students master specialized knowledge and use language effectively while supporting students' integration into international education.

Pour une approche glocale de la formation des enseignants de langues de spécialité (LSP) au XXIème siècle

In our globalised world, citizens need to develop increasingly specialised language skills in order to meet the needs of industry. However, the resulting increase in the number of LSP courses to meet this need has not been followed by an increase in the provision of specific training for LSP teachers, as a number of national studies have pointed out. The objective of this article is twofold: first, it aims to find out whether there is a global (international) lack of specific training offered to LSP teachers that could be identified through a large-scale study; secondly, its purpose is to show whether a truly global response to the need for such training is an effective and viable solution. By studying two datasets – a needs analysis and feedback from participants in an LSP Teacher Education MOOC – we show that the lack of specific training in the teaching of LSPs is a global need and that a global response to this need, in the form of a MOOC offering cross-linguistic training applicable to all specialised varieties of all languages, seems to be an effective and viable option, as long as it is able to combine local and global scales, in a resolutely ‘glocal’ approach.

Saudi undergraduate EFL learners’ attitudes toward using textism in their academic writing

Textism, which refers to the special language used in text messaging, is widely used in several forms of communication, such as texting, online chatting and emails. This increased use of textism has alarmed the media and the public because this special language can impact the academic writing of the younger generation. This paper aimed at exploring the attitudes of undergraduate Saudi learners of English as a foreign language (EFL) toward using textism in their academic writing. (115) students of different levels of language proficiency completed a survey about the use of textism across several modalities and recipients. Additionally, (240) student essays were analyzed to identify the potential use of textism in student writing. The results showed that students are generally conscious of the appropriate contexts for the use of textism. However, when it comes to the actual use of textism in writing, low-proficient students tend to produce more textism than those who are at medium and high levels of writing competence.

The system of comparisons in the works of Even poets

The article is devoted to the issue of the system of comparisons used in the language of Even poetry. The paper provides a list of means of expressing comparisons, distinguished from the positions of "subject", "predicate" and "argument". In order to develop a universal comprehensive model for studying the technique of poetic comparison as a component of the poet's style, we conducted observations on the language of poetic works by Even poets Nikolai Tarabukin, Platon Lamutsky, Andrei Krivoshapkin, Evdokia Bokova and Varvara Arkuk. The obtained material allows, first of all, to clarify the list of means of expressing poetic comparison. Analyzing the material on this topic, we came to the conclusion that comparisons help the poet convey the feeling and mood of the lyrical hero, create a poetic text mainly, such an approach performs such an important function as aesthetic. When classifying examples, we rely on the original Even language and the main research methods are semantic-stylistic, contextual, classification, and also use field methodology. The methodology uses the works of A.N. Veselovsky, A. A. Potebni, B. V. Tomashevsky. The novelty of this article is determined by the fact that Even poetry is one of the young literatures of the national literature of the Russian Federation. The means of enhancing the visual expressiveness of speech, the comparison used by the Even poets, reveal the art of the original culture of the Evens and the wonderful flair of the native Even language. Comparison is a universal cognitive structure where a person learns about the world around them. In Even poetry, the authors, revealing the picture of the world of the North and the Arctic, using a comparison, showed a special artistic perception. The North and the Arctic remain the space that was mastered by the northern peoples and they created a circumpolar culture where the world of people and nature are harmonious. In the poetry of the Even poets, we have identified some noteworthy comparisons that create their own special artistic poetic language.

The sociolinguistics of Luxembourgish football language: A case study of contact-induced lexical variation in a complex multilingual society

Abstract Luxembourgish is a Germanic language in Western Europe situated on the Germanic-Romance language border. The centuries-long multilingualism, that has included German and French as main contact languages, has led to much variation on all linguistic levels, yielding lexical doublets – contact-induced synonym pairs. The study presents the results from the online Lëtzebuerger Futtballsprooch ‘Luxembourgish football language’ survey (n = 1189 participants), set up to analyze the distribution of the variants of lexical doublets in the special language of football in order to exemplify the mechanisms of contact-induced lexical variation in Luxembourgish as a whole. The variation is correlated with sociodemographic and language biographical factors (quantitative analysis, beta regression). The study also introduces linguistic orientation as an overarching factor for the individual language biography that is useful to model the positioning of individuals in relation to the contact languages involved in a complex multilingual society. The results reveal a societal trend towards Germanic variants linked to the linguistic orientation of the participants towards German, mirroring sociolinguistic dynamics and changes.

On Enmity, Terror and Fear

In this article, HARM presents a small excerpt from Ernst E. Boesch’s book “Von Kunst bis Terror - Über den Zwiespalt in der Kultur” [From art to terror - On the dichotomy in culture], published in 2005. The editors of HARM want to draw attention to a psychologist and social theorist who saw himself as a cultural psychologist and, as such, wanted to show how much more complex, ambivalent, opaque and unpredictable human thinking, feeling, behaviour, and actions are than mainstream psychology — which models and primarily quantifies and measures — would have us believe. This, according to one of his convictions which continues to shape modern cultural psychology, is because it recognises humans not primarily as natural creatures, but also as cultural beings who, as beings gifted with special language, are entangled in an indissoluble network of meaningful symbolic worlds and thus are capable of manifold processes of sense-making. In order to depict and reconstruct these entanglements and to understand their significance for human experience, attitudes and actions, Boesch argues that hermeneutic-interpretative procedures are required which, we are convinced, also contribute significantly to refining the depiction and analysis of phenomena that are relevant in the context of HARM. — Boesch’s text is preceded by a brief introduction to his life, his thinking and the selected text.

Формирование терминологии англоязычной дентальной имплантологии: междисциплинарный подход

The research aims to identify the features of formation of the language of interdisciplinarity of English-language dental implantology. The paper examined the main sources of term formation, considered the compositional semantics of derivatives and multicomponent terms in the terminology of English dental implantology, conducted a structural analysis of the terms and highlighted the main syntactic word-formation models. As part of the study of terminological systems, the following categories of terms were identified and analyzed: “Biological processes of osseointegration”, “Biotechnical standards of intraosseous implants”, “Computer technologies in dental implantation”, “Surgical procedures for implant placement”. The research is novel in that it is the first to systematize the terminology of English-language dental implantology as a special language of interdisciplinary scientific and professional communication. As a result of the research, it has been found that the process of terminology development in dental implantology is in continuous correlation with the development of interdisciplinary scientific knowledge. Most of the borrowed terms, integrating into the conceptual sphere of English dental implantology, are reterminologized or create new notions, forming multicomponent terminological phrases in which the term is included as an integral part, being the semantic centre of the invariant, specifying the meaning based on the differential feature of the notion.

Media technologies in the english lesson as a technical tool and media education

While presenting at English language lessons in ordinary Karakalpak schools, you can often see students sitting passively at desks and trying to speak only when the teacher calls them. Due to the fact that most students do not have the opportunity to speak foreign language outside the classroom, learning English turns into memorization of grammatical forms and vocabulary, exercises in translation from Karakalpak into English and vice versa. With the spread of new information technologies, teachers have received opportunity use various media for enrichment language environment of their class. If in the 80s of the last century in the teacher’s arsenal foreign language were audio recordings and educational TV shows (language labs in special schools and language departments of universities), and at the end o f 90s a n d the beginning of XXI century on helping teachers computer CD-ROMs, video, satellite TV and the Internet came into our life

Utilizing Special Language in Street Crime Newsgathering in Indonesia

This article describes the newsgathering process among the crime journalist community in West Java, which involves the use of special symbolic languages. Using the ethnographic method, the study was conducted to collect data related to the practice of using special language, especially how crime journalists interpret it and how it functions for their profession. The results have shown that special language is not only used in the newsgathering process but also in daily interactions with fellow community members and police officers as news sources. As a result, the special language used consists of both abstract and concrete symbols. Abstract symbols encompass verbal and nonverbal forms that are embodied in numeric, phonetic, and cosmic codes. Meanwhile, concrete symbols are related to how they dress and use equipment, and how all these attributes represent them as crime journalists. This is related to the functions of special language, namely as a means of distinguishing themselves from other journalist groups. In addition, this special language also serves as a form of identity manipulation, allowing them to take on the role of the police in information gathering.

Specyfika staropolszczyzny a anotacja gramatyczna

OLD POLISH LANGUAGE SPECIFICITY AND GRAMMATICAL ANNOTATION: TENSE AND MOOD CATEGORIES This article is dedicated to the grammatical annotation of Old Polish texts. The problem with the annotation of tense and mood in medieval texts has been discussed. It results from the absence of the verb as a grammatical class, the varied ways of constructing the forms of tense and mood, and the mobility of the elements of these forms. Due to the difficulties related to the material studied, as well as technical issues, it was necessary to implement an additional level of annotation. The article discusses the rules of the second annotation, and identifies forms and constructions that are problematic to interpret in grammatical and syntactical basis. Differences in the way of understanding of agglutination category have been shown (in relation to other corpora of historical and contemporary texts). The work on the preparation of the “Tense and Mood” search engine has demonstrated that Old Polish apocryphal texts document the development of Polish verbal inflection.

4 Second-Language Neuropsychology: A Pragmatic Strategy for Reaching the Next Billion People

Objective:The world’s 8 billion people speak about 7000 languages; 3.2 billion of those people natively speak the top 10 languages. Currently neuropsychology is moderately well-developed in 6 of the top 10 languages, serving roughly 2.5 billion. Developing robust neuropsychology in all 7000 languages to serve everyone equitably in their native language seems impractical within the next few decades. However, 1-2 billion people speak a major language as their second language so a pragmatic strategy may be to develop an alternative approach of second-language neuropsychology (SLN) to serve clients who speak rare languages natively but widely-diffused languages as their second language. This strategy involves adapting all levels of neuropsychological services to the second language user.Participants and Methods:Intended participants are those who speak a language of limited (e.g., <1 million speakers) diffusion as their first language and a language of wider diffusion (historically-colonial languages such as English, Russian, Mandarin, or Arabic; regional trade languages such as Swahili or Lingala; or nationalized languages such as Indonesian or Tagalog) as their second or more language. Intended participants are those with Basic Interpersonal Communication Skills (BICS) in their second language, but not necessarily Cognitive and Academic Language Proficiency (CALP). SLN will adapt current neuropsychology techniques in the following domains: 1.Oral language: interview, feedback, treatment, and communication among professionals;2.Detailed language use evaluation;3.testing and norms;4.written materials: reports, client education materials, treatment materials, professional education materials, etc.The language style for such communication will use standard versions of such traditional or national languages, as commonly taught as a second language. It will use basic vocabulary, simple grammatical structures, and broadly-understood cultural referents. It will minimize grammatical complexity, slang, regionalisms, figures of speech, and metaphor. Materials will be available in the specified language both for those who are literate and for those with inadequate literacy. The development of such language style will require both written materials and training of neuropsychologists and allies. Once core SLN materials are developed, these may be further localized for specific communities to contribute to acceptance and effectiveness. These general strategies will need modification to the specifics of each major language, writing system, and population. This will be particularly true for testing language functioning itself, a particular challenge for the SLN strategy. The SLN strategy will require empirical verification of its viability in each major language and population. Some may perceive SLN as neo-colonialist and culturally insensitive; this may be mitigated in part through diversifying the neuropsychology workforce, community-based research, piloting, focus groups, and localization of materials.Results:Because this is a proposal and not yet a research project, prototype neuropsychological screening protocols for English-as-a-Second-Language and Spanish-as-a-Second-Language will be presented as examples.Conclusions:Cultural and linguistic diversity present major challenges to providing equitable neuropsychological services to the world’s population. Current neuropsychology resources are least accessible to major populations that may be most in need. The SLN strategy is not perfect or universal but may reach the next 1-2 billion underserved population

Humanizująca siła narracji w akademickim nauczaniu EFL jako odpowiedź na wyzwania edukacyjne po pandemii COVID-19

The COVID-19 pandemic enforced rapid changes in teaching methodology, practically revising the widely applied academic practices and traditional approaches. Upon entering the spaces of classrooms after demanding remote learning, academic teachers and students encounter several challenges that pertain to building humanizing learning environments, as times differ from those before the pandemic. Therefore, promoting humanizing pedagogy in higher education is critically needed right now. The purpose of the article is to detail theoretical and practical solutions for academic teachers to inspire them to implement a narrative approach in their academic classrooms. Empirical studies support that when humanizing pedagogy is put into practice, it can strengthen reflective and dialogic approaches to teaching English, including teaching a specialist language. The practical suggestions on how to implement these approaches into teaching EFL and ESP in the context of Polish higher education distinctively show the potential of narratives and storytelling as didactic tools translating into an opportunity to design modern, high-quality English language courses.

Russian paroemias as a means of activating grammatical and lexical skills in the process of teaching foreign students

Introduction. Currently, Russian paroemias are actively used in the process of teaching Russian as a foreign language in order to improve lessons, increase motivation to learn the language, illustrate typical situations of communication, activate cognitive and thinking abilities of foreign students. The purpose of the article is to describe the process of activating grammar and lexical skills of foreign students with the help of paroemias at different stages of learning. Research methods. In the course of the research we used: the method of directional sampling of material from paroemiological collections and dictionaries; methods of structural, semantic and contextual analysis of proverbs and sayings. Results. Paroemias reflect the folk wisdom, mentality, world outlook, life experience, notions of the surrounding reality, basic values of the Russian people, being important material, which promotes the development of language and communicative and speech skills of foreign students. Various types of assignments with Russian paroemias are used as a means of developing communication skills and abilities, as well as a source of additional scientific knowledge about natural objects, taking into account the direction of student training. Conclusion. The use of Russian paroemias in the process of teaching Russian as a foreign language is the basis for the formation of linguocultural and communicative competence, contributes to the activation of grammatical and lexical skills, the development of monologue and dialogic speech skills, the expansion of the lexicon, the formation of moral principles, the education of tolerant attitude towards language, culture, history, traditions and customs of other nations. The integration of oral folklore in the educational process is relevant for foreign students at different stages of learning. The vocabulary of paroemias is a special language layer, which can also be used by foreign students in their future professional sphere.

FORMATION OF PROFESSIONAL COMPETENCES OF INTERNATIONAL-RELATIONS STUDENTS BY USING DIGITAL TECHNOLOGIES IN AUTONOMOUS WORK

Purpose. The article is devoted to the analysis of the specifics of the process of forming professionally significant competencies in the training of future international affairs specialists and to the analysis of how the resource of digital technologies used in the process of independent work influences the formation of professional and personal competencies. This problem is revealed using the example of the Chinese language.
 Methodology. Fundamental to the research is a systematic approach; main theoretical research methods are analysis, synthesis, deduction
 Results. The article substantiates the role of independent work in the formation of professional competencies. The study allows us to draw conclusions about the need to use digital technologies in the process of independent work in order to develop the professional competencies of students. The author offers a number of educational resources that allow you to effectively integrate digital technologies into the independent work of international relations students, taking into account the specifics of Chinese language.
 Practical implications. The results can be used in the practice of teaching international specialists, especially studying Chinese.

ВИКОРИСТАННЯ ОНЛАЙН-РЕСУРСІВ У ВИКЛАДАННІ НІМЕЦЬКОЇ МОВИ ПРОФЕСІЙНОГО СПРЯМУВАННЯ СТУДЕНТАМ ЕКОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ

Innovative approaches to teaching foreign languages based on the use of online resources have the potential to solve this problem and prepare students for the challenges of today's competitive world. At the international level, interest in foreign languages is also growing. The importance of numerous profession-oriented language teaching is increasing and this is of course making ever higher demands foreign language (subject) teaching. The need for foreign language skills at work is rising very quickly and thus gaining adequate specialist language training in today's times is of importance. Communication skills play an important role here. A receptive specialist communicative competence in German is present, if he/she is able, on the basis of a technical text, to draw on the knowledge of his field of expertise to his information needs to be expanded accordingly. In this sense, the area of exploitation of Internet resources is of particular importance. The use of virtual reality creates animmersive learning environment that simulates real-life situations, promotes individualization, and ensures active learning. Online resources provide opportunities for targeted and practical use of the language, ensure effective student interaction, and support independent learning. These innovative methods allow teachers to create structured and dynamic lessons that keep students engaged. The purpose of the study was to investigate the problem of using modern Internet resources in teaching a foreign language for Specific Purposes. Specific research objectives were aimed at addressing the following questions: what types of online resources are most productive for effective linguistic work; whether the analyzed sources are suitable for use in ESP classes; how to adapt existing online resources for students of economic specialties.

Sequential syntactic knowledge supports item but not order recall in verbal working memory.

Previous studies have shown that psycholinguistic effects such as lexico-semantic knowledge effects mainly determine item recall in verbal working memory (WM). However, we may expect that syntactic knowledge, involving knowledge about word-level sequential aspects of language, should also impact serial-order aspects of recall in WM. Evidence for this assumption is scarce and inconsistent and has been conducted in language with deterministic syntactic rules. In languages such as French, word position is determined in a probabilistic manner: an adjective is placed before or after a noun, depending on its lexico-semantic properties. We exploited this specificity of the French language for examining the impact of syntactic positional knowledge on both item and serial order recall in verbal WM. We presented lists with adjective-noun pairs for immediate serial recall, the adjectives being in regular or irregular position relative to the nouns. We observed increased recall performance when adjectives occurred in regular position; this effect was observed for item recall but not order recall scores. We propose an integration of verbal WM and syntactic processing models to account for this finding by assuming that the impact of syntactic knowledge on serial-order WM recall is indirect and mediated via syntax-dependent item-retrieval processes.

Meta-analysis of research in childhood education program in the United Arab Emirates

This qualitative study analyses a range of 34 research papers with different topics related to the early childhood education system in the United Arab Emirates (UAE) such as child education content, special education system, policies, language and literacy, learning, professional development and other topics. In view of various research papers in UAE education, the paper explores children’s academic education programs and brings together different studies relating to the educational system in the country using a meta-analysis method. This research aimed to identify the current status of early childhood education in UAE. It also included the challenges that are faced by the early childhood education in the country and the development measure that are applied. At the end, a list of recommendations is listed regarding the six topics covered on the paper.