Student Speech Research Articles

Языковое образование онлайн: принципы создания размеченного корпуса ошибок в специализированном английском языке русскоязычных работников IT-сферы

Today, academic corpora are a matter of great interest to many linguists. The article examines the importance of academic corpora in modern linguistics and pedagogy as a tool for identifying typical errors in the speech of foreign language students. They reveal problems in foreign language acquisition and create new teaching methods. The paper reviews the existing academic corpora and error classifications. The authors developed a corpus of oral speech errors typical of Russian-speaking IT students that study English for IT purposes. The corpus relied on 50 video recordings of in-class activities in which students communicated with English-speaking IT specialists and made up dialogues in English. The corpus made it possible to identify the main difficulties experienced by adult learners of English for IT purposes. It involves a tagged classification of typical errors divided by language level into morphological, syntactic, lexical, and phonetic ones. The research demonstrated good prospects for developing other academic speech corpora with automated error tagging based on the speech of English learners.

СПОСОБЫ ФОРМИРОВАНИЯ СВЯЗНОЙ МОНОЛОГИЧЕСКОЙ РЕЧИ У УЧАЩИХСЯ МЛАДШЕГО ШКОЛЬНОГО ВОЗРАСТА

In this paper, the author has considered in detail the ways of forming coherent monological speech in primary school age students. Analyzing in detail the issues of coherent oral and written monologue, the author proposes to determine the requirements for the speech of students. The author has done a lot of systematic work on collecting material, analyzing teaching methods in the process of working on the development of students' speech. The author offers a number of effective exercises that contribute to the formation of correct, accurate, logical, meaningful, clear, expressive oral and written monologue speech of primary school students. The analysis of the dynamics of improving the coherent monological speech of students allowed us to come to scientifically sound conclusions. The development of students' coherent speech is a long process and success can be achieved through long, painstaking work with students.

Foreign communicative competence and its development on the example of a speech simulator

The article defines the effectiveness of using speech simulators in the development of foreign communicative competence, because of one of the tasks of pedagogical universities in Kazakhstan. The speech simulators are used for the initial level of knowledge of the student and the thematic focus of the topic being studied. This helps to delve deeper into the professional sphere and develop the necessary skills for future specialists who can teach their subject in a foreign language. Foreign communicative competence is developed through the use of speech simulators and the correct approach to them. It forms a model of the student's speech behavior, accumulating language and speech experience. A communicative approach to learning a foreign language is implemented through a speech simulator, where the main focus is on the student’s ability to speak fluently and correctly. A three-stage experiment confirmed that speech simulators contribute to the development of foreign communicative competence with a constant and correct approach to their use. The control test based on the descriptive rubric determined the foreign communicative competence, then the students used speech simulators, and the final test showed the effectiveness of using speech simulators. The table and graph show the students’ results.

PECULARITIES OF DEVELOPING CRITICAL READING ABILITY OF THE MASTERS OF THE SPECIALTITY 7М01712 – TRAINING OF FOREIGN LANGUAGE TEACHERS

The article reveals the development of critical reading skills of master's students of the specialty 7M01712 - ‘Preparation of teachers of foreign languages’. The article emphasizes the importance of using lecture texts in the educational process to prepare master's students for professional activities. Effective use of professional texts in the classroom contributes to the improvement of scientific and professional speech and communicative competence of master's students, which in turn provides the optimal use of various methods of critical analysis in their future professional activities. Special attention is paid to the development of independent thinking skills, search, analysis, systematization, structuring and communication of information.The author identifies three stages of critical reading development. The author also suggests types of questions that promote the development of this type of reading, as well as the ability to identify contradictions and types of structures present in a text and to argue one's point of view based not only on logic, but also on the ideas of the interlocutor. The use of various methods and tools of critical reading technology at the stage of challenge, at the stage of reflection and at the stage of analysis is described. Methodological recommendations on mastering the technology of critical reading are intended for teachers of a foreign language, but can be useful for teachers of other subjects, since the technology of critical reading development belongs to the interdisciplinary modern educational technologies. The article presents practical experience of using some techniques of critical reading technology on the example of the special course “Cognitive linguocultural methodological foundations”.

Differing standards in regulating off campus speech

With the growth of the internet and social media, students are increasingly using online platforms as public forums of communication. This communication occasionally impacts the school environment which has created a new realm of regulation for school authorities. Traditionally, the authority of school administrators’ stopped at the school yard gates. However, the age of social media has prompted reforms in legislation and brought forth novel case law. Ontario’s Education Act currently sets out the test to determine when school administrators can exercise their authority off school grounds: in circumstances “where engaging in the activity will have an impact on the school climate.”[1] In the US, the landmark Tinker case set out a different test: school administrators may only exercise their authority against student speech when the speech causes a “substantial disruption or material interference with school activities.”[2] This standard was affirmed to apply to off-campus speech in the Mahanoy case.[3] The standard in the US is markedly elevated compared to Ontario’s, requiring a more substantial impact on the school climate. This difference raises two important questions: how can this difference be explained and is one standard more fitting than the other? [1] Education Act, R.S.O. 1990, c. E.2, s. 306(1) [rep & sub. 2007, c. 14, s. 4; am. 2017, c. 26, Sched. 1, s. 30(3), (4); 2020, c. 18, Sched. 5, s. 8]. (emphasis added) [2] Tinker v. Des Moines Independent Community School District, 393 U.S. 503. (emphasis added) [3] Mahanoy Area School District v. B.L., 594 U.S. 180.

To speak or not to speak: Factors influencing medical students’ speech and silence in the operating room

PurposeThe surgical clerkship provides medical students with valuable hands-on experience. This study examined why medical students speak or remain silent in the OR to improve progression from novice to engaged surgical team member. MethodsUsing Constructivist Grounded Theory 37 interviews were conducted concerning expectations and behaviors that encourage or discourage students from speaking during their clerkship. Transcripts were coded, analyzed, and triangulated to develop a conceptual model. ResultsStudents’ decision to speak or remain silent was based on their perception of the OR as a safe learning space. Our findings suggest that better preparation, awareness of critical moments, and informal communication with team members encouraged student speech. ConclusionsMedical students remain conflicted about their speaking in the OR and their evaluation. Key to improving students’ psychological safety is establishment of interpersonal relationships, awareness of OR mood, and assignment of case-related tasks to assist with OR assimilation and improved learning.

Dynamics of speech and language competencies formation while the level-based approach to teaching the discipline ‘foreign language’ is being implemented

Introduction. The level-based approach to organizing foreign language teaching at the university is designed to take into account a number of objective factors: heterogeneity of the degree of foreign language proficiency of students in non-linguistic areas of training entering the university, higher requirements for the quality of mastering the discipline ‘Foreign Language’, and a limited number of academic hours allocated for mastering this discipline in the curriculum. The study aims to identify the dynamics of foreign language teaching when the level-based approach is being implemented. Materials and methods. The study was based on first-year students of non-linguistic areas of training at two higher schools of Northern (Arctic) Federal University named after M.V. Lomonosov (236 people). The research methods were the entrance and final diagnostic tests, differentiation of teaching a foreign language (English) and statistical processing methods (the Shapiro-Wilk test, Spearman rank correlation coefficient and the Wilcoxon signed-rank test). Statistical data were processed using the IBM SPSS 23.0 computer software package. Research results. The data obtained allows assessing the qualitative growth of speech formation (reading and listening) and language (vocabulary and grammar) competencies. The differences between the entrance and final tests (p <0.001) are statistically significant and in all the aspects tested are in favor of the final test. Conclusion. The level approach proved effective for speech and language competencies formation in students of non-linguistic areas of training when studying the discipline ‘Foreign Language’, which is confirmed by statistical processing of the final test results. The level approach reduced the impact of such negative factors as heterogeneity of the initial language training of first-year students, psychological barriers, and short terms of teaching a foreign language to students of non-linguistic areas of training. Prospects for further research into the implementation of level-based teaching may be associated with analyzing how other components of foreign language communicative competence are formed.

«КЕП МАДАНИЯТЫ», «ОКУУЧУЛАРДЫН КЕП МАДАНИЯТЫ» ТҮШҮНҮКТӨРҮНҮН НЕГИЗГИ ПАРАДИГМАЛАРЫ

The article is devoted to one of the urgent problems of teaching Kyrgyz language and Kyrgyz literature - the problem of speech culture. At present the oral and written speech skills of schoolchildren do not meet the requirements, the main reasons for this are related to the fact that teachers do not know the concepts of "Speech Culture" and "Speech Culture of Students". In the article the given concepts and terms are analyzed from philosophical, psychological and pedagogical aspects and the essence of the problem is revealed on the basis of the works of linguists such as Akishina А. A, Golovin B.N., Goldin V.E., Ladyzhenskaya T.A, Davletov S., Musaev S.J.and so on. Speech culture is the construction of oral and written speech using linguistic means, the creation of text, it is through this speech that people communicate with other people, and later with society as a whole. To do this, in a modern school, one of the main requirements is to increase the linguistic and communicative competence of students. Speech culture is a phenomenon related to the age characteristics of the speaker or writer, psychology, the situation at the moment, the perception and understanding of the topic by students, the vocabulary they can use, themselves and the style of the text. The student's speech culture will directly depend on his perception of the world, his emotional feelings, his aesthetic tastes, and this is exactly what happens at the stage of active acceptance in grades 5-8, when we perceive him as an object. The student should not only understand the work being studied from Kyrgyz literature, receive education from it, but also on the basis of this work perceive in his world the richness of his native language, new words, expressions, means of artistic speech, develop a culture of speech and writing. The article is intended for school teachers, teachers of higher educational institutions, masters.

UMA ANÁLISE SOBRE A ÓTICA DA LINGUÍSTICA APLICADA DA OBRA 8 JEITOS DE MUDAR O MUNDO PARA CRIANÇAS: UTILIDADE PARA A SALA DE AULA DO ENSINO FUNDAMENTAL II

This study aims to analyze the book 8 Jeitos De Mudar O Mundo for children, in analogy from the perspective of applied linguistics, highlighting its mannerisms and uses for elementary school II, pointing out literary aspects such as its textual genre and its diversity of themes. In these investigations, applications for the Portuguese language component will be exposed, recommending the practices of the precepts of linguistics applied in a broad and diverse way, interacting with other areas of knowledge and cooperating dynamically in the production of knowledge. Educators must have teaching material at hand that supports this mission, enabling a more complete and assertive study, which efficiently puts theory into practice, developing it in countless learning situations. Strengthening speech and writing in relationships in the classroom and beyond. Providing reflection inherent to the teaching situation at school, which elucidates the scenario of the teaching-learning process related to the improvement and resourcefulness of the student's speech and writing, highlighting the importance of these skills for social insertion and for articulating transformations in the life of this citizen. It is up to the professor to lead the individual and collective maturation of students in favor of the full mastery of these skills.

Tingkat Kesantunan Berbahasa Mahasiswa Universitas PGRI Palembang di Lingkungan Kampus

The problem in this research is how the principles of language politeness are found in the speech of PGRI Palembang University students and how the language politeness of PGRI University Palembang students is based on the level of pragmatic parameters. This research aims to find out and describe the principles of language politeness found in the speech of PGRI Palembang University students and to find out and describe how language politeness of PGRI University Palembang students is based on the level of pragmatic parameters. The research method used is a qualitative descriptive method. The data collection technique used is the observation and documentation method. The research results that researchers obtained from the speech of PGRI Palembang University students in the campus environment, found that the speech of PGRI Palembang University students in the campus environment contained the principles of language politeness and a language politeness scale based on the level of pragmatic parameters.

An In-depth Analysis of Speech Styles in English language

This study examines the role of speech style in learning English among students. This research is research using a qualitative approach. The population in this study is an X-class student of AT-tawazun Kalijati Subang's MA. Interviews and random sampling techniques are used for sample-taking. The results of the study show that the influence of the student's speaking style in learning English affects the level of English skills of students. Some aspects that affect the student's speech style are the daily activities of the student, such as speaking English in theys spare time. Classes that encourage learning are also effective.

ПРИНЦИПЫ И МЕТОДЫ ОБУЧЕНИЯ СЛОВОСОЧЕТАНИЯМ БУРЯТСКОГО ЯЗЫКА В АСПЕКТЕ ТРЕБОВАНИЙ ФГОС

This article is devoted to teaching phrases of the Buryat language in terms of the requirements of the Federal State Educational Standard. The Federal State Educational Standard focuses on the development of the child's personality. This task requires a new approach from the teacher to the organization of the learning process. The lesson, as it was before, remains the main unit of learning activity. But now the requirements for the lesson have changed, and a different classification of lessons has been proposed. The specificity of the system-activity approach assumes a different structure of the lesson, which differs from the usual, classical scheme. When teaching phrases of the Buryat language, the authors propose the application of strategic and tactical principles of language teaching, put forward by Dudnikov A.V. From the patterns of assimilation of native speech, discovered by the famous methodologist L. P. Fedorenko, the following principles of teaching the Buryat language follow: the principle of attention to the matter of language, the principle of understanding linguistic meanings, the principle of developing expressiveness of speech, the principle of comparing oral and written speeches. A system of exercises has been compiled aimed at improving skills and abilities in the construction and use of phrases of the Buryat language in the oral and written speech of students. The considered principles of language teaching constitute a theoretical basis on the basis of which teaching methods can be determined.

Internalisasi Nilai-Nilai Karakter Keislaman Dari Qs Al Hujurat Ayat 11-12 Dalam Menghadapi Fenomena Hate speech Di Lingkungan Pergaulan Peserta Didik

The verses of Qur’an, which are the way of life for a Muslim, teach the rules for communicating in relationships. In the midst of the flow of digital communication and the shift in Islamic and national character values that we are currently facing, language styles and ways of communicating between individuals have deviated from what they should be. The aim of this research is to conduct a literature review related to instilling character values based on QS. Al Hujurat verses 11-12 in dealing with the phenomenon of hate speech in students' social environment. The research method used is a literature review. Data was obtained by collecting various research articles that have similar research interests. The results of this research show that the phenomenon of hate speech or hate speech in simple form among students can be prevented by instilling character values based on QS. Al Hujurat verses 11-12 so as to minimize disputes between students.

Особенности языка современной студенческой молодежи в России и способы его совершенствования

<p>This article analyses the objective conditions and subjective factors of the inclusion of slang, jargonisms, anglicisms in the Russian language of communication and thought-speech activity of students of humanitarian specialities, as well as the possibilities of student culture to minimize and exclude these "innovations" from students' speech. The paper classifies the reasons for the emergence and inclusion of slang, jargonisms, anglicisms in the Russian speech of students, in their communication with each other and teachers, clarifies the possibilities of the culture of student collectives in minimizing and excluding these "innovations" from the language of students, evaluates the ways and means through which and by means of which it is possible in the educational process to form the appropriate culture of the collective in student groups, substantiates the option of using the culture of student collectives in the use of slang, jargonisms and anglicisms in the Russian language of communication and thought-speech activity of students.</p>

TINDAK TUTUR EKSPRESIF GURU DAN PESERTA DIDIK DALAM PROSES PEMBELAJARAN DI TK IT AL-BIRUNI MANDIRI JIPANG DI KOTA MAKASSAR

This study aims to describe the forms of expressive speech acts of teachers and students as well as describe the strategies of teacher speech acts towards students in the learning process at Al-Biruni Mandiri Jipang IT Kindergarten in Makassar City. Type of descriptive qualitative research. Data in the form of written data from voice recordings. The data source is teacher and student speech. Data collection techniques use listening, documentation and note-taking The results of the research revealed that there were 11 expressive speech acts by teachers and 1 expressive speech act by students and 6 strategies were found by teachers in the learning process.

Experience of intelligent speech robot in music online classroom based on deep learning and virtual reality

This study designs and implements an intelligent voice robot music online classroom teaching platform, providing students with a more personalized and interactive learning experience. Research the application of deep learning technology to establish a speech recognition model for music teaching, achieving accurate recognition and understanding of student speech; Combining speech recognition technology and robot interaction technology, construct an intelligent speech robot teaching platform to achieve interactive speech learning; Finally, utilizing virtual reality technology to create an immersive music teaching environment, enhancing students’ sense of participation and learning effectiveness. Through research and analysis of the needs of students and teachers, the functions and characteristics of the intelligent voice robot music online classroom teaching platform have been determined. We have established a comprehensive platform architecture and implemented functional modules such as speech recognition, virtual reality environment construction, and teaching resource management. Designed diverse interactive teaching and learning modes, enhancing the fun and effectiveness of learning. This study successfully designed and implemented an intelligent voice robot music online classroom teaching platform based on deep learning and virtual reality, injecting new vitality and possibilities into music teaching.

Kesantunan Tindak Tutur Mahasiswa PBSI UMPRI dalam Interaksi Pembelajaran Daring

The outbreak of the corona virus has an impact on changes to the teaching and learning process in the classroom. The teaching and learning process during Covid-19 is carried out online to avoid exposure to the increasingly widespread Corona virus. This research aims to reveal the politeness of speech acts of PBSI UMPRI students in online learning interactions. This research It is hoped that it can make students aware of the politeness of speech acts, whether spoken with older or younger people. The research method used is descriptive qualitative. Results of this research It was found that politeness in student speech acts in online learning interactions during Covid-19 was: (1) politeness in assertive acts, (2) politeness in directive acts, (3) politeness in commissive acts, and (4) politeness in expressive acts. Politeness in speech acts is very necessary in interactions so that the meaning conveyed does not cause misunderstandings. The interactions carried out by students in the teaching and learning process are still considered polite even though the interactions are carried out online. Keywords: politeness, speech act, interaction, online learning

Speech Development in Russian Language Lessons with Kyrgyz Language of Instruction

The article examines the issue of developing students’ speech during Russian language lessons in Kyrgyz schools. It analyzes the current state of Russian language teaching, evaluates the methods and approaches used by teachers, and offers recommendations for improving the process of student speech development. The authors pay special attention to the use of interactive techniques, games and exercises in the classroom, as well as the introduction of innovative approaches to speech teaching, which can contribute to more effective language acquisition in students.

Case system in learning Russian as a first and second foreign language

The task of creating innovative technologies for teaching Russian as a native, as a non-native and as a foreign language, taking into account the age of students, their cognitive abilities and features of the first language, is relevant. The solution of this problem requires a fundamental psycholinguistic study of the processes accompanying the formation of the language mechanisms of children and adults. The aim of this research is to specify the ideas about mastering the category of Russian case in various conditions of language acquisition. The method of comparative analysis of the processes of mastering Russian case in monolingualism, simultaneous child bilingualism, studying Russian as a foreign language and Russian language acquisition by a foreign-speaking child in the process of communication, was used. The material was collected during longitudinal observation of the speech of primary school students from St. Petersburg, who were native speakers of Turkic and Caucasian languages. The classification of errors in selecting and constructing case forms is proposed. The ways of access to the mental lexicon and the mechanisms of procedural grammar rules formation are described. The conclusion is that there is the imbalance between the cognitive and communicative development of a foreign child and the level of language proficiency, which leads to a detailed, but grammatically unformed statement, characteristic of a successive natural bilingual. When Russian-speaking child resorts to retrieving ready-made frameworks of prepositional case constructions from memory, the foreign child independently constructs them in speech, preferring to use basic and reduced forms. In the future, it is necessary to develop a unified toolkit for studying grammar mechanisms formation and to increase the empirical base of the study. The information about speech ontogenesis obtained as a result of the study must be taken into account for developing scientifically based methods of teaching Russian as a non-native language and as a foreign language.

ПАРОНИМИЧЕСКИЕ ОШИБКИ В РЕЧИ ИНОСТРАННЫХ СТУДЕНТОВ: ОПИСАНИЕ, КЛАССИФИКАЦИЯ, ПРИЧИНЫ ПОЯВЛЕНИЯ

The article examines and analyzes the main types of lexical errors in the speech of foreign students, the appearance of which is determined phonetically or graphically. The authors identify the main reasons leading to the occurrence of such errors in the speech of students at different levels of proficiency in the Russian language. The article also proposes a classification of paronymic errors depending on the underlying cause and the psychological mechanism of their occurrence.