Student Speech Research Articles

Gendered Pronouns in Chinese EL2 Speech: The Case of Epicene Pronouns

This paper presents an exploratory study on the usage of epicene pronouns in the speech of Chinese EL2 students, who were undertaking a Master’s programme in the UK. The reasons for speakers’ use or non-use of epicene pronouns is also explored to provide a fuller picture of the speakers’ usage as well as their perceptions of gender-inclusive pronouns. An elicitation based speaking task was used to gather epicene pronoun usage. This was followed by a semi-structured interview utilizing stimulated recall techniques to gather data on the participants’ reasons for use or non-use of epicene pronouns as well as their perceptions of gender-inclusive pronouns. The findings showed that singular they was the epicene pronoun used most often, with the reason being that the participants were imagining a group of people. The avoidance strategy employed most often by participants was usage of the pronoun you, and the participants’ reasoning was that it made the response more personal for the listener. Regarding the different antecedent types, there was a higher number of avoidance strategies used with notionally plural antecedents. On the other hand, notionally singular antecedents were found to have a higher number of epicene pronouns used. For EL2 educators, these findings can inform the introduction of epicene pronouns to students.

The Evolution of Student Free Speech: Tinker and Beyond

There are no secure rights without the right of free speech. Free speech is the right that is necessary to defend all other rights. Student free speech is an essential foundation for societal free speech. We will not have a society that values and protects free speech without valuing and protecting free speech for students. Schools must serve as the essential nurseries of our democracy and as examples of the responsible exercise of rights in a free society including free speech. We cannot expect students to spend most of their waking hours in institutions devoid of meaningful rights to freedom of speech and then emerge as adults prepared to exercise and defend democratic freedoms including free speech. Students who learn to exercise free speech rights in schools are more likely to become adults ready to exercise free speech rights in a civil democracy. This article addresses the ongoing evolution of student free speech rights in the U.S., providing a brief overview of free speech law; a review of student speech law in public K-12 schools and in public higher education institutions; a guide to applying the Tinker test in practice; a discussion of the continuing evolution of student speech law in public educational institutions; a review of freedom of the press in public educational institutions; and conclusions on the evolution of student speech.

Students’ Impoliteness Strategy During Online Learning in ‎Covid-19 Pandemic

Politeness is a societal norm and a special strategy applied by humans to facilitate and ‎maintain the sustainability of their social relationships. The opposite condition of the concept ‎of politeness is impoliteness. If politeness maintains the continuity of human social relations, ‎then impoliteness can cause disturbances, misunderstandings, and damage to social relations ‎that affect the ideal conditions of social harmony. This study aims to explain the impoliteness ‎strategies used by MTS Ma'arif Andong students in online learning through the WhatsApp ‎application. The research method used in this research is descriptive qualitative research ‎method. The data is the speech of students' impoliteness via WhatsApp. The data source of ‎this research is a document in the form of a screenshot of a class WhatsApp group ‎conversation. Data triangulation was used to test the validity of the data in this study. Data ‎analysis is done by interpreting the data that has been collected. The results of the study ‎found eight impolite speeches that matched the impoliteness strategy by Culpeper (2005). ‎From the five impoliteness strategies, four impoliteness strategies were found that match the ‎data, namely bald on record impoliteness, positive impoliteness, negative impoliteness, and ‎sarcasm or mock politeness.‎

Corpus analysis of the violations of gender coordination in the Russian speech of Kazakh students

The article is devoted to the description of violations of gender coordination between subject-nounsand different types of predicates found in Russian texts of Kazakh students. The purpose of the article isto identify typical deviations and establish the factors that cause them. The source of the material was theKazakh subcorpus of the Russian Learner Corpus (www.web-corpora.net/RLC). Examples of coordinationdisorders were extracted using the AgrGender tag, which marks various facts of violation of gendercoordination in the corpus, then, in accordance with the tasks set, these examples were classified, selectedand statistically processed. It is argued that violations of gender coordination are not accidental:they are explained by the complexity of mastering the strategy of coordination in effect in the Russianlanguage, and the formal nature of the category of grammatical gender. The article describes cases ofviolation of coordination of subjects with verb and nominal parts of predicates under the influence ofinanimate nouns, expansion of the strategy of semantic agreement, incorrect choice of the agreementcontroller, distant location of subjects and predicates, etc. In general, violations of coordination differfrom violations of agreement in attributive phrases. A corpus analysis of gender coordination disordersin Russian texts of Kazakh students can be interesting both from the point of bilingualism view researchand from the standpoint of teaching Russian as a non-native language.Key words: Russian, Russian Learner Corpus, gender coordination, Kazakh-Russian bilingualism,written text.

Cущность понятия «коммуникативный подход» в современной методике преподавания иностранных языков

The purpose of the study is to substantiate the advisability of relying on a communicative approach in the foreign language teaching methodology at universities. The paper determines prerequisites for the emergence of a communicative approach in the methodology; clarifies principles formulated by E. I. Passov’s Lipetsk Methodological School regarding communicative foreign language education; systematises researchers’ views on the component composition of university students’ communicative competence; presents a theoretical integrative model of students’ communicative competence; proposes a technology for the formation of linguistic, speech, linguopragmatic and sociocultural components of students’ communicative competence. Scientific novelty of the study lies in elaborating a theoretical integrative model of university students’ communicative competence and a technology for the formation of linguistic, speech, linguopragmatic and sociocultural components of the communicative competence. As a result of the study, the author substantiates the advisability of relying on a communicative approach in the university foreign language teaching methodology from the standpoint of goal-setting, i.e. the formation of students’ communicative competence, and a teaching technology, involving the use of a set of communicative-oriented tasks in the learning process that are aimed at the development of linguistic, speech, linguopragmatic and sociocultural competencies.

Kesalahan Berbahasa Bidang Linguistik pada Pidato Mahasiswa MPBI-UMS yang Berperan sebagai Bupati Terpilih Boyolali

One of the language skills related to the speaking aspect is speech. Speeches are usually made by leaders or people who have important roles, such as the regent or mayor. Even giving a speech is not without errors or obstacles, especially the use of words or sentences that are spoken, causing confusion, misunderstanding, and even deviations. This study aims to describe the forms of language errors at several levels, including the fields of phonology, morphology, syntax, and spelling. The method in this study is a qualitative descriptive method. The data is taken from Indonesian language errors in the speeches of MPBI-UMS students. The collection technique uses recording, note-taking, and observation techniques. Data analysis is done by grouping the data based on the error category. The results of this study describe four areas of language errors, namely (1) phonological errors, including errors in the use of capital letters, the use of italics, and errors in number symbols; (2) morphological errors, including errors due to pleonasm and the use of prefixes; (3) syntax errors consist of errors in the use of redundant words, unclear sentences, and sentence composition; and (4) spelling errors, consisting of punctuation errors, use of non-standard words, and use of prepositions.

Semantic Components of the Russian Preposition “Через” in Combination With Different Locums and its Expression in the Persian Language

In the Russian language the preposition “cherez (through)” is used in its typical contexts to refer to spatial characteristics in which an action or movement takes place. However, there are cases in the Persian language when there is no clear boundary among the spatial prepositions corresponding to the preposition “cherez (through)”, which causes difculty for Iranian learners to choose the correct one. At the same time one and the same Persian preposition can be expressed by different Russian prepositions which lead to regular mistakes in the speech of Iranian students. Tus, for instance, Iranian students use the preposition “az miyan-e” / (among) in the meaning of the Russian prepositions “cherez” (through), “mezhdu”, “ckvoz” (within) and “iz” (from), although these prepositions are different in meaning and function. In this article, the locations used in combination with the preposition “through” are systematically classifed to explain their specifc features. In addition, the ways of expressing the spatial meanings of the preposition “through” in the Persian language are addressed in order to raise Iranian learners’ awareness of possible mistakes. Te novelty of the article is in the attempt to compare semantic and spatial features of the Russian preposition “cherez (through)” with its correlates in the Persian language. Te fndings of this study can be of interest to RFL teachers, in particular in Iran, as they will highlight common mistakes in the speech of Iranian learners when using the preposition “through”, and to RFL textbook developers.

ПРОБЛЕМНО-АКСИОЛОГИЧЕСКИЙ ПОДХОД К ОБУЧЕНИЮ СТУДЕНТОВ ИНОЯЗЫЧНОЙ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ

The article is concerned with teaching the foreign language speech for students of non-linguistic specialties in the context of the problemaxiological approach to teaching Russian as a foreign language. The author substantiates a practical value of the problem-based learning, which contributes to ensuring active speech practice of students, and also justifies the need of developing not only subject knowledge, communicative competence, but also the formation of spiritual and moral values. The attention is drawn toward the text-centric approach to the study of professionally oriented texts with the further formation of speaking as a type of speech behavior at the post-text stage. Concrete examples of tasks are given that provide an opportunity to increase the motivation of students of technical specialties, enrich their background knowledge, which also leads to the development of socio-cultural competence.

Впровадження елементів предметно-інтегрованого навчання для розвитку усного мовлення студентів

The article considers the possibilities of using the CLIL methodology for the development of oral speech of students of non-linguistic faculties during English classes. The main problems that students have when speaking are identified (insecurity, insufficient vocabulary and grammar knowledge, reluctance to be criticize d by the teacher and other students, the use of native language during pair work). It is established that an effective tool for the development of students' oral skills and overcoming these difficulties is the introduction of CLIL elements in the educational process . The essence of this technique is highlighted. It is found out that p edagogical activity is aimed at forming students' communication skills, development of mental processes (cognition), providing new knowledge in the specialty (content), development of speech culture and communication (culture). The main characteristics of this technique are defined (study of educational material on the principle from "simple to complex"; use of demonstration materials and presentations; support of feedback with students; combination of learning a foreign language with mastering knowledge in the specialty, etc.). Students' own experience in the development of oral speech is presented . It is found out that the development of students’ oral skills can be both as warming up activities and as the main topic of the class. As a warming up activity, students can be asked what they studied at major subjects, what were the most difficult, incomprehensible or interesting moments. It can result in an interesting and informative discussion in English. However, such activities are effective if the level of English proficiency is not less than B1+, otherwise there can be some problems with the expression and understanding of explanation. In order to develop students’ oral skills such activities as work on presentations and cross-section exercises can be used as well. It is suggested that the defense of presentations by all students in a group during one lesson is not effective from the point of view of organizing oral speech and memorizing new information. This is due to a big number of students in academic groups. In the case when the defense of presentations is evenly distributed throughout the semester, students have the opportunity not only to give the presentation, but also to discuss the topic. Usually, after the presentation, the speakers ask questions to other classmates in order to get feedback. From the point of view of the development of oral speech, this activity is also useful, because students often have problems with building questions in English. Cross-sense activities can be considered as a part of CLIL methodology as well. They are aimed at the establishing logical connections with the help of images. These activities can be used both as a warming up activity and the main topic of the class.

Speech and Language Therapists’ Perspectives of an E-Learning Course on Providing Feedback in the Clinical Learning Environment

Background: A fundamental component of supervising a student speech and language therapist (SLT) on placement is the provision of feedback. There are numerous identified challenges to ensure the delivery of high-quality feedback to optimise student learning and student success. Supervisors can help overcome these challenges and engage in evidence-based feedback processes if they are supported to develop the necessary knowledge and skills. E-learning is one possible means to provide this professional development to a large number of practising SLTs who are geographically dispersed and have conflicting schedules. Aims: This study aimed to capture and evaluate the perspectives of SLTs who completed an e-learning course on providing feedback in the clinical learning environment, including the suitability and effectiveness of the e-learning tool used. Methods and Procedures: An innovative e-learning course was designed to provide asynchronous video and interactive content on evidence-based theories and practices for effective feedback processes. Clinical scenarios relevant to the discipline of speech and language therapy were included. Participants were invited to complete optional, anonymous pre- and post-evaluation surveys. Data were analysed quantitively (descriptive and inferential statistics) and qualitatively (thematic analysis). Outcomes and Results: Participants indicated that the e-learning course supported them to enhance their feedback processes in the clinical learning environment through identified changes to their practices. The increases in confidence providing feedback they reported were statistically significant. In addition, the e-learning course was rated highly on numerous variables related to quality. Recommendations for adaptations and additions were also highlighted. Conclusions and Implications: An e-learning course on effective and evidence-based feedback processes provides an opportunity to provide professional development to a large number of geographically dispersed practitioners in a cost-effective and flexible way. This could ensure more SLTs are confident and competent in their role as supervisor of students, which requires distinct knowledge and skills from that of a practitioner. Ultimately, this will help maximise educator and student success in the feedback process and consequently improve clinical performance and healthcare delivery.

TAHLĪL AL-AKHTA' FĪ TADRĪB KITĀBAH NUSHUS AL-KHUTBAH

In this thesis study the author focused discussion on Error Analysis according to Richards et.al in Sunardi (2002:43) stating that error analysis is a theologia of the errors made by the learner of a language as a second language or as a foreign language. The Text of the Khutbah Jum’at Santri of Darul Hijrah Putra who became the object of research, discussion of errors on nahwu, shorof, imla, and meaning in the text of the khutbah jum’at written by last grade students of Darul Hijrah Putra. His goals to describe and analyse the types of errors in training writing the texts are Friday's speech with students at Darul Hijrah Islamic Boarding School Cindai Alus Martapura. And to describe and analyse the factors of common errors in writing texts are Friday's sermon in students at Darul Hijrah Islamic Boarding School Cindai Alus Martapura. And to describe the proposed solutions to address errors among students writing the texts of Friday's speech in students at Darul Hijrah Islamic Boarding School Cindai Alus Martapura. The researcher used this research as a descriptive approach, and the type of research in this research is “office research” and research is the texts of the Friday oration of students at Darul Hijrah Islamic Boarding School Cindai Alus Martapura, and the subject of grammatical, banking, spelling and semantic research. His goals to describe and analyse the types of errors in writing the texts are Friday's speech with students at Darul Hijrah Islamic Boarding School Cindai Alus Martapura. To describe and analyse the factors of common errors in writing texts are Friday's sermon in students at Darul Hijrah Islamic Boarding School Cindai Alus Martapura. To describe the proposed solutions to address errors among students writing the texts of Friday's speech in students at Darul Hijrah Islamic Boarding School Cindai Alus Martapura. The researcher used this research as a descriptive approach, and the type of research in this research is “office research” and research is the texts of the Friday oration of students at the Immigration House Institute, and the subject of grammatical, banking, spelling and semantic research. Factors leading to writing errors mean the lack of students' practice of writing Arabic because of time, poorly the ability of some students in Arab bases.

Typical mistakes in the writing speech of bilingual students

This article is devoted to considering of the phenomenon of bilingualism from the point of view of linguistic, psycholinguistic, psychological, and pedagogical aspects, the characteristics of typical mistakes that bilingual students make in writing when studying the lexical and grammatical norms of the modern Russian literary language. The article discusses scientific approaches to describing the problem of bilingualism by Russian and foreign authors (Avrorin, 1972; Shcherba, 1974; Vereshchagin, 2014; Weinreich, 1972; Agar, 1994; Breton, 1991; Lambert, 1963). The methodological basis of the research is made up of general scientific methods: the method of complex theoretical analysis of the problem under study, logical methods of analysis of scientific concepts, methodological analysis of 16 written works of bilingual students 1st year in the discipline "Business communications and speech culture". The result of the research is a description of typical lexical and grammatical errors in the written language of bilingual students, and the presentation of practical recommendations for increasing the effectiveness of students' mastering of the norms of the Russian literary language. It is concluded that deep involvement in the language content plan, modern knowledge of the lexical and grammatical norms of the modern Russian literary language will help bilingual students competently express their thoughts in oral and written speech form and be active participants in effective intercultural communication.

Gender representation and language politeness in speech acts: A pragmatic study

Language affects society because linguistic forms treat men and women discriminatively as a reflection of the strong influence of language on the culture or habits of the speaking community. This study aimed to describe the representation of gender in speech and language politeness of senior high school and vocational school students in Samarinda City and Kutai Kertanegara Regency. The method used in this research was descriptive qualitative. The results of this study showed first, for the speech form by female students towards female teachers, they dominantly used the following forms: positive speech, expressive speech, and assertive speech. Second, for the speech form of female students towards male teachers, they preferred the form: expressive speech and assertive speech. Third, for the speech form of male students towards female teachers, they used the following forms: positive speech, commissive speech, and assertive speech. Fourth, the speech form of male students towards male teachers was expressive. Fifth, gender representation in student’s language politeness showed that female students were more likely to comply and male students were more likely to deviate from the principles of linguistic politeness. This study concludes female students followed the principle of language politeness towards female teachers. Male students expressed more deviations towards male teachers.

Evaluation of oral speech of Students with hearing impairments with perspectives of special learning technologies

In recent years, much attention has been paid to the problem of language and correct pronunciation in the native language when working with the younger generation, including the formation of oral speech in children with hearing impairments with perspectives of special learning technologies, which formed the basis for our research work. Theoretically, the effective methods in shaping the oral skills of students with hearing impairments imply the provision of opportunities for their further successful socialization, unlimited communication with the outside world, and personality formation. In order to tackle the problem, we have identified the problem of testing methods and determining the level of formation of oral speech of students with hearing impairment, offering special methods, techniques for its improvement. In the course of implementation, diagnostic studies, quantitative and qualitative analysis of indicators, practical implementation of the methodology, and various practical works were carried out.
 
 Keywords: Learning technologies, oral speech, children, hearing impairment, Kazakh language

FEATURES OF STUDENTS' SPEECH (BASED ON THE MATERIALS OF A SPEECH SELF-PORTRAIT)

The issue of developing soft skills (in particular, communication skills) among students of higher education institutions is currently relevant. The article considers features of oral and written speech of students as speech personalities; the correlation of the concepts “Speech portrait” and “Speech self-portrait” is presented; the connection between the concepts of “Communication skills” and “Speech self-portrait” is presented. The purpose of the article is to describe the typical features of speech of students of information technology, identified by the students themselves (norm and deviations). Speech self-portraits of students were used as the research material. The results obtained allow us to identify blocks of speech features that students focus on: speech comfort; the opposition of a typo (misprint)/spelling error; lexical features of speech. Completing this task also allows students to develop the skills of observing their speech and analyzing their speech behavior.

SPEECH AND CAMPUS INCLUSIVITY

AbstractUniversity administrators should not enforce speech codes because speech codes are generally counterproductive to a university’s educational mission. In making the case against campus speech codes, we consider and reply to four of the most prominent arguments in favor of restricting student speech. These arguments appeal to the values of harm prevention, inclusive education, relational equality, and the overall promotion of free speech. We show that speech restrictions do not effectively promote these values. We conclude that campus administrators should uphold protections for freedom of expression on college campuses in order to promote a more egalitarian and inclusive learning environment.

ПРИМЕНЕНИЕ SCORM-ТЕХНОЛОГИЙ ПРИ ОБУЧЕНИИ ПРОДУКТИВНЫМ ВИДАМ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ В ПРОЦЕССЕ ИЗУЧЕНИЯ ИНОСТРАННОГО ЯЗЫКА В НЕЯЗЫКОВОМ ВУЗЕ

The article deals with the methodological aspects of teaching productive types of speech activity in the process of learning a foreign language in a non-linguistic university at the present stage of science and society development. Attention is drawn to the difficulties in teaching a foreign language associated with the implementation of the universal competence that a graduate who has mastered a bachelor's degree program must have — the ability to carry out business communication in oral and written forms in the state language of the Russian Federation and a foreign language. In its turn, business communication is carried out to solve a number of problems of interpersonal and intercultural interaction. At the same time, the difficulties lie in the fact that interpersonal and intercultural interaction implies the development of communication skills with native speakers, and university students most often do not have constant contacts with them, and such interaction implies the need to master the rules of speech behavior in certain communicative situations, but students are faced with the lack of visual behavioral scenarios. It is proposed to solve these problems by organizing the process of teaching a foreign language using multimedia technologies, which provide students with the opportunity to get acquainted with visual scenarios of communicative behavior of native speakers of the studied language and form motivation to communicate with them. The concept of Computer-assisted language learning is described as a scientific direction that arose due to the rapid development of ICT and multimedia. It studies the theoretical and practical aspects of the use of multimedia technologies in the process of language teaching in the new conditions of digitalization of education. Attention is drawn to the fact that a modern teacher of a foreign language should be ready to use ICT in the formation of language, speech and communication competencies in students. The article describes the personal experience of using SCORM technologies as an effective method for teaching productive types of speech activity and as an approach to solving a number of tasks related to the implementation of educational standards. The variants of using SCORM technologies in teaching a foreign language are described and analyzed. Based on practical experience, it is concluded that the use of SCORM technologies in practice not only helps students to consolidate the knowledge of the studied lexical and grammatical material in an interactive form, which contributes to a deeper assimilation of knowledge and motivates their interest in learning the language, but also allows the teacher to implement effective training in productive types of speech activity, that implies speaking in certain communicative situations, including the development of the rules of speech behavior. The results of the study can be applied to the development of foreign language courses in full-time and distance format.

Russian case system against the background of the Sinhalese language tradition: linguodidactic aspect

The subject of this research is the relevant questions of teaching Russian language in Sri Lanka. The analysis of curriculum for teaching Russian language developed by the Maharagama National Institute of Education (Colombo) together with the leading teachers of the University of Kelaniya demonstrates that learning Russian language in Sri Lanka carries not only educational, but also universal cultural significance, which corresponds to the national objectives in the area of education and is an integral part of their solution. The biggest difficulty faced by Sinhalese students in studying Russian language is the Russian case system, which differs substantially from the grammatical system of their native language. The article examines the peculiarities of Sinhalese case system. Leaning on the extensive linguistic material, the author analyzes and classifies the key peculiarities of the Sinhalese inflection of noun. The conclusion is drawn that one of the most effective methods of teaching Russian language to Sinhalese students lies in application of comparative approach. The analysis of meanings and functions of cases, understanding the differences between the Russian and Sinhalese grammatical systems allows identifying the most effective approaches towards teaching Russian as a foreign language. The comparative approach contributes to successful learning of prepositional-case system of the Russian language, and prevents consistent grammatical errors in the speech of foreign students.

FORMATION OF MONOLOGICAL SPEECH SKILLS FOR STUDENTS IN RUSSIAN LANGUAGE LESSONS

This article highlights some of the techniques and strategies of teaching the Russian language used by the teacher in the national audience. The application of advanced technologies and teaching methods, contributing to the formation and development of monologue Russian speech of students of national groups, their practical mastery of speech in a non-native language is proposed.

Deviant use of adjectives in speech of polish and kazakh students

The purpose of the article is a comprehensive analysis of deviations in speech depending on close and non-close bilingualism. The author compiled comparison table of grammatical categories of Russian and Kazakh, Russian and Polish languages. As a result of adjective grammatical categories systems comparison the areas of inconsistency are identified: Russian and Kazakh – 5 out of 8, Russian and Polish languages – 2 out of 8. To measure the level of influence of the native language on the studied Russian language, to identify weak sections, to compile diagrams and a comparative analysis of typical deviations, made by Poles and Kazakhs, a survey among students (20 people) has been conducted. On the basis of this experiment, a deep analysis of deviations and errors of Polish and Kazakh audiences has been provided; the errors diagram has been calculated and compiled. Analysis of deviations from the norm is important in terms of mass stability of two (poly) linguistic space. Its results are significant both for theory and for practice. The urgency of the research is specified by queries of the interethnic communication practice, by the order of society, by the concerns of scientists, developing effective methods. The proposed statements are applicable for analysis of any linguistic material, because the model of analysis of negative speech material is universal, which is confirmed by the comparison of deviations of Kazakh-Russian and Polish-Russian bilinguals.