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The Impact of Assessment Type on Adolescent Learners’ Ability to Evaluate their Own Learning Process
Get PDFLanguage learning and teaching are no longer aimed at developing learners’ linguistic skills only. Nowadays, in order to promote language learning as a life-long process, the growing impact in language classroom is placed on non-linguistic aspects, such as motivation or learner autonomy. The latter can be fostered in the classroom by means of alternative assessment methods, such as portfolio, project, observation, and peer-assessment. The research presented in the article aims to investigate whether and to what extent the applied assessment method affects one aspects of learner autonomy, namely the learners’ ability to evaluate their own learning process. The research is based on methodological triangulation comprising both quantitative and qualitative data elicitation tools. The applied methodology helped to obtain a comprehensive picture of the impact language assessment exerted on the dependent variable and analyse the results from a number of perspectives
Viewpoints of Intercultural Competence Development in English Language Teaching / Learning Classroom
Get PDFThe article presents an analysis of viewpoints on the development of intercultural competence in the English language teaching/learning classroom. Intercultural competence, acknowledged as the key component of foreign language studies, increases the need to adapt teaching methods and materials to raise learners’ cultural awareness. The following research problem is formulated: how schoolchildren’s intercultural competence is developed at schools during English language classes and what the preconditions of its improvement are. Based on the survey carried out at secondary schools and gymnasiums, the article presents the findings on the ninth and tenth formers’ viewpoints regarding the extent to which cultural activities are incorporated into their English language classroom. The respondents’ answers indicated that the present practices for the development of intercultural competence in the English language classroom are not sufficient. A conclusion is made that the English language teaching/ learning process should be more purposefully aimed at developing all the dimensions of learners’ intercultural competence
Длительность фазы взрыва согласного и палатализация: звонкие смычные согласные в речи носителей русского языка в Литве
Get PDFИзменение социолингвистической ситуации в Литве, а также определенные различия в зву- ковых системах русского и литовского языков позволяют предположить, что произношение носителей русского языка, хорошо владеющих литовским языком, несколько отличается от нормативного русского произношения. Одним из акустических коррелятов палатализа- ции смычных согласных является увеличение длительности их фазы взрыва сравнительно с соответствующими твердыми. В русском языке палатализация приводит к изменению способа образования смычного согласного, а именно, к появлению аффрицированной фазы, тогда как литовские смычные акустически не всегда противопоставлены по твердости- мягкости. Анализ спектральной картины смычных твердых [d], [b], [g] и мягких [d’], [b’], [g’] в соче- тании с гласными [i], [ы],[e], [a], [o], [u] показал, что в произношении носителей русского языка в Литве, так же, как и в нормативном русском произношении, наибольшее увеличение длительности взрыва характерно для мягкого переднеязычного согласного [d’] (сравнительно с [d] твердым). В отличие от нормативного русского произношения, в произношении носи- телей русского языка в Литве взрыв мягких [b’] и [g’] может совпадать по длительности со взрывом соответствующих твердых согласных или быть короче его
Les particularités lexicales du français québécois
Get PDFLe français québécois est une variété géographique par rapport au français de référence. Cette langue a beaucoup de traits différents par rapport au français standard (ou international) mais aussi des particularités communes avec le français populaire de la France d’aujourd’hui. Le québécois a des traits qui ne sont propres qu’ à cette variété lexicale. Malgré plusieurs disputes entre partisans de la norme linguistique de France et ceux qui réclament une certaine autonomie dans la définition des usages à privilégier, la norme linguistique du français québécois n’est pas encore déterminée. Le but de cet article est de présenter la situation du français au Québec et de définir ses particularités lexicales. Le travail est destiné à l’analyse du joual c’est-à-dire de la langue parlée des Québécois en se basant sur le roman de Gabrielle Roy «Bonheur d’occasion» et le roman de Michel Tremblay «Des nouvelles d’Édouard». On y analyse les archaïsmes, les impropriétés, les québécismes – mots et expressions propres au Québec. On attache beaucoup d’importance aux anglicismes qui deviennent de plus en plus fréquents en français québécois
“Falsi amici” nella lingua lituana e italiana: uno studio statistico tra gli apprendenti della lingua italiana
Get PDFIl seguente studio intende mostrare i risultati di un sondaggio effettuato tra gli apprendenti della lingua italiana presso l’Università di Vilnius. La letteratura specialistica sul tema dei “falsi amici”, seppure non vastissima, è reperibile per alcune lingue, ma al momento è pressoché inesistente per tutto quello che concerne le false analogie tra la lingua lituana e quella italiana. Lo scopo di questo studio è quello di introdurre al problema dei “falsi amici” tra l’italiano e il lituano attraverso la stesura di una lista che, seppure incompleta, può essere utilizzata come base per future ricerche. Un altro aspetto originale dello studio è il sondaggio effettuato tra vari gruppi di studenti lituani: agli apprendenti è stato fornito un test contenente un certo numero di termini da tradurre nella propria lingua madre. Una parte dei termini proposti sono stati scelti all’interno di una lista di “falsi amici”. Gli apprendenti erano di tre livelli diversi, dal principiante all’avanzato. Lo scopo del sondaggio è dimostrare che il problema dei “falsi amici” non riguarda solo la professione del traduttore, ma anche e soprattutto l’apprendimento stesso della lingua. I risultati vengono mostrati con diagrammi che riassumono la situazione dei tre livelli di apprendimento considerati e la situazione complessiva. Dai diagrammi risulta quanto possano pesare i “falsi amici” nello studio della lingua italiana da parte di apprendenti la cui lingua madre, avendo un’origine differente dalle lingue romanze, presenta ambiguità nell’interpretazione di alcune parole che spesso non derivano dal latino
Terrorism in Media Political Discourse: from Metaphorical Expressions to Cognitive Models
Get PDFThis study aims at analysing metaphorical expressions and reconstructing TERRORISM metaphors in British and Lithuanian media political discourse in the theoretical framework of cognitive linguistics and political philosophy (Lakoff and Johnson 1999, Johnson 1993, Elshtain 2004, Fairclough 2001, Spencer 2006, Turner 2002, etc.). For that purpose, thirty-six analytical articles, searched by the key word ‘terrorism (En.) / terorizmas (Lith.)’ were collected from the online archives of The Economist and www.politika.lt. The method applied to investigate the collected data is that of qualitative analysis in the theoretical framework of cognitive linguistics and conceptual metaphor theory (Чудинов 2001, Fauconnier and Turner 2002, Kövecses 2002, Lakoff 2001, 2002, etc.). The findings reveal that despite different time patterns of the collected data sources (i. e. English 2010; Lithuanian 2005, 2006, 2007, 2008) the analogous metaphors of WAR, CRIME and HEALTH have been reconstructed. Their analysis shows the prevalence of pragmatic political morality to TERRORISM governed by the concepts of STRENGTH, ORDER and CONTROL. Even more, their use spreads fear of terrorism by exploiting the image of terrifying war scenes, serious criminal activities and the deadly virus rapidly contaminating social order
LEONAVIČIENĖ, Aurelija, 2010. Vertimo atodangos: teorija ir praktika (prancūzų-lietuvių kalba)
Get PDFРКИ по «Операции “Ы”». КАЗИМЯНЕЦ, Е., КУНДРОТАС, Г., 2009. Аудиовизуальный курс русского языка для студентов-филологов
Get PDFMokinių ir studentų kompetencijų valdyti išorinius mokymosi veiksnius dermės aspektai
No full textStraipsnyje tyrinėjama pirmojo kurso įvairių specialybių studentų kompetencijos valdyti išorinius mokymosi veiksnius aktualumas ir svarba, tyrinėjama, kurie kompetencijos aspektai atskleidžiami kaip sudedamosios kompetencijos mokymosi mokytis dalys. Pastebėta, kad tik išoriniai mokymosi veiksniai negali nulemti sėkmingo individo mokymosi, bet derinant su vidiniais veiksniais skatina veiksmingą mokymąsi ir išmokimą. Remiantis mokslo darbais, išoriniai mokymosi aplinkos veiksniai suskirstyti į tris grupes: 1) tinkamas mokytis laikas ir vieta, skatinanti netrukdomą ir sėkmingą mokymąsi; 2) papildomi mokymosi šaltiniai, kitaip tariant, besimokančiojo interakcija su daiktais, 3) įvairios bendradarbiavimo mokantis formos, t. y. individo interakcija su kitais mokymo(si) proceso dalyviais. Gilinantis į tyrimo problemą, t. y. aiškinantis kompetencijos valdyti išorinius veiksnius kintamuosius, rodančius statistiškai reikšmingus ryšius, išryškėjo veiksmingiausi išorinės mokymosi aplinkos, skatinančios sėkmingą mokymąsi, komponentai. Tyrimo metu nustatyta, kad respondentai, linkstantys naudoti papildomus mokymosi šaltinius, dažniau siekia mokydamiesi bendradarbiauti, o siekis planuoti mokymosi laiką skatina ieškoti tinkamos mokytis vietos ir šalinti išorinius mokymosi trikdžius