Student Speech Research Articles

The use of educational and speech situations at the stages of learning the scientific style of speech

This article considers the stages of teaching the scientific style of speech of foreign students in pre-university training. Based on the analysis of the scientific literature, it is concluded that the effectiveness of classes in teaching oral language in a foreign language is achieved through the use of communicative and activity approaches, as well as the use of learning and speech situations that will help bring learning closer to natural communication. Therefore, the methodological basis is a threefold approach to learning theory. Given the classification of stages of formation in foreign listeners of full-fledged mental actions, four stages were identified, through which it is necessary to conduct foreign listeners in order to form in them speech skills and abilities within the scientific style of speech. The main task of the first stage (motivational-target) is to direct foreign students to study the scientific style of speech and develop interest in this discipline, mastering which will allow them to participate in communication in the educational and professional sphere and also partially prepare them for professional activity. At the content-preparatory stage, foreign students create guidelines for mental activity, ie there is an acquaintance and consolidation of grammatical constructions of scientific style of speech and the necessary scientific vocabulary, on the basis of which they will be able to perform any speech tasks. At the communicative stage, foreign students participate in communicative activities, forecasting and planning of speech, its production based on the studied grammatical constructions and the necessary scientific vocabulary, using speech etiquette, realization of skills of dialogic and monologue speech using educational speech terminology. At the final analytical-corrective stage the analysis and correction of formation of levels of oral speech of foreign listeners is provided and is realized through independent work on conversational educational and speech situations.

Student Speech and Social Media: The Supreme Court Finally Enters the Fray

Tinker v. Des Moines Independent Community School District was a watershed moment involving the First Amendment free speech rights of students in American public schools. In Tinker, the Supreme Court affirmed that absent a reasonable forecast of material and substantial disruption, educators could not discipline students who wore black arm bands to school protesting American military action in Viet Nam. Not surprisingly, litigation continues on the boundaries of student speech, coupled with the extent to which educators can limit expression on the internet, especially social media. As the Justices finally entered the fray over cyber speech, this three-part article begins by reviewing Tinker and other Supreme Court precedent on student expressive activity plus illustrative lower court cases before examining Levy v. Mahanoy Area School District. In Levy, the Court will consider whether educators could discipline a cheerleader, a student engaged in an extracurricular activity, who violated team rules by posting inappropriate off-campus messages on Snapchat. The article then offers policy suggestions for lawyers and educators when working with speech codes applicable to student use of the internet and social media by pupils involved in extracurricular activities.

Specifics of improving the professional competencies of teachers in the following areas of preparing students with disabilities for the final interview in the Russian language

The article aims to solve the problem of training teachers to work with children with disabilities. The purpose was to investigate the content of the programme for improving the professional competencies of secondary school teachers of the Russian language and literature called «Methodological aspects of preparing students with disabilities for the final interview in the Russian language.» To this end, analytical methods were used, such as retrospective analysis of scientific literature; content analysis of periodicals on the research problem; and practical methods (actualisation of personal experience in the system of advanced training of teachers in the direction of special (correctional) and inclusive education). This programme for improving the professional competencies of language teachers is based on the provisions of school linguodidactics and requirements of a special methodology of the Russian language. The suggested programme consists of two modules: the first discloses the mechanisms of organising oral interviews, state final exams and state exams in the Russian language for students with disabilities. The second module allows teachers to learn practical approaches to developing skills of oral speech in such students.

Dismantling The Professional Student Political Speech Minefield: Rejecting The Proliferation of Conduct Standards That Restrict Political Expression

Universities have discarded their role as institutions dedicated to the marketplace of ideas and the freedom of expression. The desire to shield students from ideas that make them uncomfortable has unfortunately spread to professional programs, as administrators have constructed student conduct policies that limit political speech. Although recent federal circuit decisions have permitted professional programs more discretion to punish speech than undergraduate or graduate students, courts have only applied those decisions to situations where student conduct clearly violates established professional standards. While professional programs possess a legitimate pedagogical purpose in preparing its students to enter a licensed profession, that purpose is not absolute and is limited by the First Amendment when applied to political speech. Courts should find that professional programs violate its students’ First Amendment rights when student conduct policies punish political speech that does not violate any written code of conduct or established professional standard. When a university punishes a professional student’s political speech without reference to existing professional standards, student discipline may become a pretext for discrimination against political beliefs. Accordingly, courts should hold that an administrator’s application of a student conduct policy against political speech is void for vagueness and overbreadth and risks viewpoint discrimination. When students are unaware of what political speech their universities may sanction, they may avoid engaging in frank discussions of politics over the fear of discipline. Professional students are the emerging leaders of our country, and their program administrations should not chill them from freely expressing their opinions on matters of public concern as the price of admission into the program. This article will take a novel approach to reject limitations on professional student political speech, using the Tenth Circuit’s analysis in Hunt v. Board of Regents of the University of New Mexico to demonstrate the threat of students’ First Amendment rights.

DEVELOPMENT OF SPEAKING OF STUDENTS IN RUSSIAN LANGUAGE LESSONS

The article discusses the ways of developing the oral speech of students in the lessons of the Russian language. It is concluded that the peculiarities of the speech portrait of adolescents are the reflection in their speech of "speech handwriting", the use of sentences with a complex syntactic structure and, at the same time, the poverty of 40 Национальная ассоциация ученых (НАУ) # 64, 2021 vocabulary, the use of jargons, abbreviations and parasite words; lexical, grammatical and spelling errors. In the speech of adolescents, there are both advantages that should be welcomed by the teacher, and many disadvantages that need to be dealt with using various methods of developing oral speech.

Linguistic Activities for Improve Listening and Speaking Skills/ الأنشطة اللغوية لتنمية مهارة الاستماع والكلام

Listening and speaking skills are important in learning languages, especially Arabic. A language activity needs to be held to support the student's skills. Linguistic activities are all kinds of activities that are implemented to learn a language. The purpose of this research is to uncover and analyze the appropriate activities and the supporting and inhibiting factors of these activities at "Alfarisi" Arabic course, Pare, Kediri. This research is qualitative research using the case study method. Data collection techniques use observation, interviews, and documentation. The results of this research indicate that: Linguistic activities to improve listening skills in "Alfarisi" Arabic Course include: listening to story, listening to music, listening to conversations. Linguistic activities to improve listening skills include: speech, conversations, storytelling, memorize the tashrif, memorize the conversations, drama, memorize the Qur’an of juz amma which means 30 juz, and memorize the supplications in prayer. The external motivation in developing listening and speaking skills are given motivation, reward, and correction of student speech wherever they are. The obstacles faced are the lack of memorizing vocabulary, students feel embarrassed, students do not understand the material, the lack of supervisors who are present in this course, and cultural differences in the student community.

The Powerful Problem of Prayer at Public School Board Meetings

Public school board meeting prayer cases are intensely divisive and difficult. The federal circuit courts have struggled mightily with these Establishment Clause cases, and this struggle has resulted in a circuit split regarding these prayers’ constitutionality. At the core of this unresolved split is whether these cases are governed by the Supreme Court’s seventy-five-year school prayer jurisprudence or by its narrow Marsh-Town of Greece legislative prayer exception. This Article analyzes how these divergent decisions and the continued crafting of invocation policies by public school boards in the vacuum of direct Supreme Court guidance exemplify the complex constitutional issues that arise in all school law First Amendment cases. It then argues that public school board meeting prayers are a violation of the Establishment Clause because they are coercive, polarizing prayers that run contrary to the core of this religion clause of the First Amendment. They cannot be cured as constitutional violations by claiming that they are subject to the legislative prayer exception, by asserting that they are private student speech, by requiring students to absent themselves during their delivery, or by arguing that they are de minimis encroachments. Consequently, these prayers require invalidation as they infringe upon the conscientious liberties of the schoolchildren who are most impacted by this state-sponsored religious speech; they allow the state to transverse the boundaries of religious sanctity; and they give rise to majoritarian governmental orthodoxy. These are Establishment Clause violations, and principled judicial decision making from all federal courts, including the Supreme Court, is needed to end these significant constitutional abuses.

ИНТЕГРАЦИЯ СТУДЕНТОВ ВУЗА В НОВУЮ СОЦИАЛЬНУЮ СРЕДУ ПОСРЕДСТВОМ ПРОФЕССИОНАЛЬНО НАПРАВЛЕННОГО РАЗВИТИЯ КУЛЬТУРЫ РЕЧИ

The culture of speech of a teacher is the most important quality of his professional pedagogical activity, the specificity of which consists in constant contact with other people. Proficiency in professionally literate speech is, on the one hand, a condition for the effectiveness of training and education, on the other hand, it ensures that the teacher performs such an important social function as the preservation and development of the language, through which the value orientations of the student are created. Therefore, it is very important to develop the culture of speech in students studying in pedagogical areas of training, because the further transfer of experience and knowledge, the level of culture of behavior and communication of the younger generation depends on them. The paper presents the results of a study aimed at actively involving students-teachers in the process of discussion and analytical communication. The work was carried out on the basis of the Orsk humanitarian and technological Institute (branch) of OSU and the Magnitogorsk state technical University named after G. I. Nosov. Comparative analysis of the results at the formative stage of the experiment allowed us to conclude that the growth of the level of development of students ' speech culture is effective in all experimental groups, that is, the active involvement of students studying in pedagogical areas of training in the process of discussion and analytical communication effectively affects the development of speech culture.

ОСОБЕННОСТИ МОЛОДЕЖНОГО СЛЕНГА В РЕЧИ СОВРЕМЕННОГО ШКОЛЬНИКА

The relevance of this study lies in the fact that its problems are associated with the development of the theory of speech activity and the problems of speech communication of the modern students as the basis for the future development of the language system of the Russian language. Purpose: to identify the features of youth slang in the speech of a modern student, to determine the degree of its impact on language culture. Methods: scientific and theoretical analysis of the literature on the problems of research, linguistic analysis of the data obtained during observation, linguistic experiment. Results: the article discusses the essence of youth slang, the relationship between the concepts of "youth" and "school" slang, defined age boundaries; studied the lexical and derivational features of slangisms, the sources of their replenishment; several lexical-thematic groups of these lexical units are presented that are most often used in the vocabulary of students, the reasons for the use of slang expressions in colloquial speech, the spread of slang into other types of discourse are revealed, slangisms used in colloquial speech of students are analyzed, including in active and passive vocabulary. The author's attention is also focused on computer gaming slang, which occupies an important place in the vocabulary of modern students, who are gamers in most cases. Scientific novelty: it was concluded that slang, having its own specifics, makes the speech of students emotionally rude, in addition, slangisms often go beyond the limits of colloquial discourse, simplifying speech, making it poor, expressionless. Practical significance: this study complements the existing in linguistics ideas about the concept of "youth (school) slang"; it can be used in the scientific and methodological aspect, for example, when creating dictionaries of this sociolect.

PHONOLOGICAL CHANGE PROCESSES OF ENGLISH AND INDONESIAN

Phonological change is a language phenomenon that occurs because language users change the distribution of phonemes in a language. The aims of this study are to explain the phonological processes that occur in English and Indonesian and to explain the differences in phonological forms between English and Indonesian. The method used in this study is a contrasting-descriptive method by comparing two languages, namely English and Indonesian. The data were taken from the speech of students taking Indonesian and English courses at the University of Bengkulu, totaling 40 students in the first semester. The results show that five types of phonological change processes occurred in English and Indonesian, namely assimilation, metathesis, epenthesis, epithesis, and deletion. The phonological change in English often occurred when two vowel phonemes meet, such as /ea/ shift to /e/, or /i/, phoneme /y/ shift to /i/. Phoneme /e/ was pronounced when two vowel phonemes meet, such as /s/ and /n/ becomes /sen/. Phoneme /g/ is pronounced multiply when it meets the sound/ng/. Phoneme /u/ is pronounced when it meets phoneme /o/ + a consonant. Phoneme /h/ is unpronounced when it meets a vowel phoneme or more vowel phonemes in the words. Meanwhile, phonological changes in Indonesian often occurred from consonant phonemes to other consonant phonemes that have almost the same sound such as phoneme /z/ shift to /s/ and /j/. Phoneme /k/ was pronounced after phoneme /u/ and phoneme /h/ is pronounced after phoneme /a/at the end of words. Phoneme /y/ was pronounced between phonemes /i/ and /a/. Phoneme /h/ was unpronounced when it meets phonemes /a/, /i/, and /u/ in words. In conclusion, the process of phonological change that occurs in English and Indonesian is due to the influence of adjacent phoneme sounds that resemble nearby sounds.

Broadcasting yourself via YouTube: Developing the speech of EFL students

Broadcasting yourself via YouTube: Developing the speech of EFL students

Under the Law: Regulating student speech in the Snapchat era

The upcoming case Mahanoy Area School District v. B.L. will require the U.S. Supreme Court to rule on students’ rights to free speech on social media. The case involves a student who was disciplined for using foul language about her school’s cheerleading squad on Snapchat while off-campus and outside school time. Bob Kim traces the progress of the case so far and discusses what the case might mean for students and schools.

Identifying the Mistakes of Pronunciation and Articulation in Student's Speeches

Araştırmanın amacı 6. sınıf öğrencilerinin konuşmalarında karşılaşılan söyleyiş ve boğumlama yanlışlarını tespit etmek ve elde edilen verilerden hareketle eğitim öğretim alanında yapılan çalışmalara katkı sağlamaktır. Seslerin dinleyiciler tarafından sağlıklı olarak duyulmasında önemli bir yere sahip olan boğumlama, konuşmanın en önemli unsurudur ve konuşmanın anlamlı olabilmesi boğumlamaya bağlıdır. Bu bağlamda öğrencilerin; konuşmalarında yaptıkları söyleyiş ve boğumlama yanlışlarının tespiti önem arz etmektedir. Çalışma, nitel araştırma yöntemlerinden tarama modelinde yürütülmüştür. Araştırmanın çalışma grubu, 2018-2019 eğitim öğretim yılı birinci döneminde Ordu ili Çaybaşı ilçesine bağlı bir devlet ortaokulunda öğrenim görmekte olan 6. sınıf öğrencilerinden oluşmaktadır. Öğrenci ve velilere araştırma hakkında bilgi verilmiş ve gönüllü olarak araştırmaya katılmaları istenmiştir. Çalışma grubunda 8 kız, 11 erkek olmak üzere toplam 19 öğrenci yer almıştır. Çalışma grubunun belirlenmesinde olasılıklı olmayan örnekleme yöntemlerinden uygun örnekleme yöntemine başvurulmuştur. Araştırmadan elde edilen bulgulara göre altıncı sınıf öğrencileri konuşmalarında sırasıyla ses düşürme, ses değiştirme ve ses ekleme söyleyiş ve boğumlama yanlışı yapmakta ve “r, s, z” seslerini doğru çıkaramamaktadır. Bu hataların Türkçenin kurallarını iyi bilmemekten, dikkatsizliğinden ve yerel ağız özelliklerinden kaynaklandığı düşünülebilir.

Youth Mask-Wearing and Social-Distancing Behavior at In-Person High School Graduations During the COVID-19 Pandemic

PurposeReopening schools during the COVID-19 pandemic is a challenging policy issue that requires mitigation strategies, such as mask-wearing and social distancing. Whether youth will conform to these strategies is unclear. MethodsWe leverage data on 1,152 youth's mask-wearing and social-distancing behaviors from observations of five in-person live-streamed high school graduations from one U.S. public school district in July 2020. Multiple researchers took ethnographic field notes and systematically recorded public health behaviors for each graduation. We also use data from the local public health department, school district, newspapers, community observations, and the National Center for Education Statistics. We then conducted a descriptive quantitative analysis of mask-wearing status by gender, ethnicity, and school, along with a qualitative thematic analysis. ResultsNearly 70% of students wore their masks properly while receiving their diploma, although 9.6% wore no mask and 18.7% struggled with mask fit. Almost all students removed masks for graduation photos after adults suggested they should, although 80% of them were wearing their mask properly before the photo. We found significant school variation, but no gender or ethnic variation in student mask-wearing. School variation aligned with political themes of student speeches and in adult commitment to safety measures. Student speakers at all schools mentioned altruistic concern about COVID-19. All schools struggled with social distancing throughout the ceremony, except when students were seated in socially distanced chairs. ConclusionsThis study provides important insights into youth conformity to COVID-19 guidelines and strategies to protect public health during in-person schooling.

Teaching English pronunciation to a Russian speaker (a single-case analysis)

This article provides an analysis of a Russian-speaking student's speech sample compared to British normative pronunciation. A number of inconsistencies with the "generally accepted pronunciation" of vowels and consonants,as well as the rhythm of speech, were identified in the speaker's pronunciation. The article discusses the most common mistakes in the student's speech and offers phonetic exercises to improve articulation.

The Prevalence of the Ideas of Nationalism Among Young People (The Case of Young People of Yekaterinburg, Russia)

The ideas of nationalism in the practical discourse of the media and the speeches of politicians are often negative; the ideas of the superiority of some nationalities over others and the spread of conflicts are emphasized. From the point of view of scientific discourse, nationalism is perceived both as a negative and as a positive phenomenon for maintaining the stability and the fundamental strength of the state. The importance of studying the prevalence of the ideas of nationalism is associated with working with young people who often act as a “risk group,” that is, those who, failing to understand the depth of the process, are prone to sympathize and even participate in nationalist events and organizations. To identify the prevalence of nationalist orientations, a sociological survey was conducted in the form of an enquiry (N = 638) among various categories of young people (students in schools, colleges, technical schools, and universities). It is shown that among the young people there is no adequate idea of nationalism, which is often disguised as patriotism. A university student can most adequately assess the existence of nationalist orientations in publications on social networks, in the media, in the speeches of political leaders, therefore, schoolchildren and students of secondary vocational education are most susceptible to the development and distribution of nationalist ideas. A special group — a risk group — includes students in a difficult financial situation.
 Keywords: nationalism, patriotism, prevention of nationalism, youth, sociological research

Development Of Monologue And Dialogical Speech Of Students Of Technical Universities

This artcle deals with Development of monologue and dialogical speech of students of technical universities. The modern stage of development of the educational process has changed the requirements for the professional training of students. The changes are associated with the development of special disciplines and with the increased role of the Russian language in the conditions of improving the preparation of each student, as this is the key to future success and professionalism.

PILIHAN KODE DALAM INTERAKSI BELAJAR-MENGAJAR DI PESANTREN (KAJIAN SOSIOLINGUISTIK)

The diversity of languages used by santri (student) community can represent the existence of multi-ethnic and multilingual communities. The purpose of this study is to reveal the language choice in teaching and learning interactions between students and students with teachers in Al-Mukmin Ngruki Islamic Boarding School and Assalaam Modern Islamic Boarding School. This research is a qualitative descriptive study using the Sociolinguistics approach. Data collected used the method of observation, recording, and interviews. The data in this study was in the form of student speech in an Islamic boarding school. The data were analyzed using the Hymes ethnography communication method. The results of this study indicate that there are variations in the codes used by students, namely Indonesian, foreign languages, Javanese, and mixed languages in the form of code-switching and code-mixing from Javanese to Indonesian, and Javanese to English.

Mastering of Ukrainian collocations by foreign students

The article deals with the problems of teaching Ukrainian collocations to those foreign students who speak Russian as a first foreign language. Acquisition of skills needed to be able to combine the proper words entails great difficulties at all stages of teaching Ukrainian as a foreign language. One of the conditions for overcoming these difficulties is the development of a system of work, which would allow foreign students to master the combinatory power of Ukrainian words as a component of the formation of mechanisms for designing sentences and coherent statements. The author presents methodical recommendations on teaching specifics of combining words in the Ukrainian language to foreigners. The article contains a description of typical errors in word combinations, which occur in the oral speech of foreign students. Hence, there is a need to identify ways to prevent and overcome manifestations of lexical interference: development of a complex of educational and training exercises; organization of an effective system for monitoring acquisition of training material. Accounting for lexical interference when studying Ukrainian as a foreign language allows foreseeing possible errors in the oral speech of Russian-speaking foreign students and reducing the number of such errors, that could facilitate the learning process and, therefore intensify it. The author recommends practicing skills of translating collocations from Russian into Ukrainian in the form of individual tasks. Developing phrase constructing skills in students, one should move from the function to form, from the value to the means of its expression, based on such universal concepts of logic and semantics, as an action, attitude, subject, object, addressee, tool, etc. In the process of mastering Ukrainian, the study of the laws governing the combinatory power of words in the context, understanding the features of a word functioning and its interaction with other words in the language system play an important role. The absence of such knowledge and language intuition causes numerous speech errors, which significantly reduce the level and quality of communicative-speech skills.

ОСОБЛИВОСТІ РОЗВИТКУ УСНОГО МОВЛЕННЯ У ІНОЗЕМНИХ СТУДЕНТІВ

The article considers oral speech as the main tool in the process of learning the Ukrainian language for foreign students. Therefore, oral speech should always be developed and improved. And for foreign students, the development of oral speech in the study of the Ukrainian language is the most important aspect. Without oral coherent speech it is impossible to fully master the Ukrainian language. There are many different methods of speech development for foreign students, for example, Ukrainian literature is closely related to the language and culture of the Ukrainian people, which is ideal for the development of oral speech of foreign students. to determine the role of oral speech in language learning and the formation of students' professional understanding of the essence of communicative activity, nature, components and forms of communication, features of verbal and nonverbal communication code, the influence of national and cultural factors on communication in both professional and everyday activities. As oral presentations become an increasingly important feature of higher education, it is important to find out what oral communication skills students need to function successfully in an academic context. Thus, this specific presentation aims to identify and describe students' assessment of their own skills in the oral academic Ukrainian language, in particular, to compare how good and important their skills are. Oral speech allows students to form a holistic view of the nature and functions of communication in society, the technical means of communication; to acquaint foreign students with the basic laws of communication, with the verbal and nonverbal code of communication, types of communication barriers; to expand the active and passive vocabulary in the field of professional speech of foreign students of philology; to form basic practical skills necessary for communication in the field of intercultural communication; to raise the general educational and cultural level of foreign students. The article presents options for the development of oral speech and presents examples of exercises that contribute to the rapid study of the Ukrainian language as a foreign language and the development of oral speech.Keywords: oral speech, learning Ukrainian as a foreign language, listening, speaking, dialogue, monologue, written language, reading, writing.