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ENVIRONMENTAL ASPECTS IN THE PRACTICE OF TEACHING RUSSIAN AT THE FACULTY OF PRE-UNIVERSITY TRAINING OF A MEDICAL UNIVERSITY 一所医科大学预科学院俄语教学实践中的环境问题
2区 文学
Linguistics and Education Pub Date : 2023-10-18 DOI: 10.29039/2712-9519-2023-3-57-66
Margarita Kozlovskaya
{"title":"ENVIRONMENTAL ASPECTS IN THE PRACTICE OF TEACHING RUSSIAN AT THE FACULTY OF PRE-UNIVERSITY TRAINING OF A MEDICAL UNIVERSITY","authors":"Margarita Kozlovskaya","doi":"10.29039/2712-9519-2023-3-57-66","DOIUrl":"https://doi.org/10.29039/2712-9519-2023-3-57-66","url":null,"abstract":"Significant anthropogenic changes in the environment have exacerbated the contradictions between man and nature and caused the urgency of the transition to ecocentric consciousness. In this regard, there was a need to ecologize the educational process at all levels of education. The systematic introduction of an ecological component into the practice of teaching Russian at the stage of pre-university training helps students to understand their role in the cycle of nature, feel responsible to nature, strengthen the desire to preserve its riches. To implement the task, it is effective to regularly conduct environmental minutes in various forms (vocabulary dictation of an environmental orientation, analysis of similar sentences or texts, search for speech errors and their correction in a given text). The experience of using various methodological techniques presented in the article allows to strengthen environmental aspects in Russian language classes and makes it possible to draw the attention of students to environmental problems.","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
THE VERB IN THE LEXICAL STRUCTURE OF THE HAGIOGRAPHIC TEXT: THE PARADIGMATIC ASPECT 圣徒传记文本词汇结构中的动词:范式方面
2区 文学
Linguistics and Education Pub Date : 2023-10-18 DOI: 10.29039/2712-9519-2023-3-36-45
Irina Uvarova
{"title":"THE VERB IN THE LEXICAL STRUCTURE OF THE HAGIOGRAPHIC TEXT: THE PARADIGMATIC ASPECT","authors":"Irina Uvarova","doi":"10.29039/2712-9519-2023-3-36-45","DOIUrl":"https://doi.org/10.29039/2712-9519-2023-3-36-45","url":null,"abstract":"In the article, using an integrated approach to the analysis of linguistic facts, a fragment of the lexical structure of a hagiographic text formed by verbal units is characterized in a paradigmatic aspect. The material for the study was the lives of the synodal edition, included in the May cycle of the Four minas. It is shown that the lexical structure of the hagiographic text is formed by verbs of different lexico-semantic groups, commonality and differences in the use of verbal vocabulary due to the type of monastic or martyr asceticism are revealed. It is established that the systematic organization of verbs and stable verb-nominal combinations within the boundaries of the hagiographic text is provided by their synonymous, antonymic and hyper-hyponymic relations, the specifics of the implementation of which depends on the type of life.","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
CONCEPTS OF INSECT PARASITES IN THE RUSSIAN AND FRENCH LANGUAGE PICTURES OF THE WORLD 俄文和法文世界图片中昆虫寄生虫的概念
2区 文学
Linguistics and Education Pub Date : 2023-10-18 DOI: 10.29039/2712-9519-2023-3-46-56
Ekaterina Shugaeva
{"title":"CONCEPTS OF INSECT PARASITES IN THE RUSSIAN AND FRENCH LANGUAGE PICTURES OF THE WORLD","authors":"Ekaterina Shugaeva","doi":"10.29039/2712-9519-2023-3-46-56","DOIUrl":"https://doi.org/10.29039/2712-9519-2023-3-46-56","url":null,"abstract":"This article focuses on the study a person's worldview under the influence of their mother tongue and the culture it reflects. The article examines the notion of a picture of the world as a set of concepts, which includes a cultural and historical component and has an emotional colouring. The notion of the language picture of the world, which lies in the ethnospecific totality of human knowledge, imprinted by him in the language form, is also considered in close connection with the concept of the picture of the world. The article presents a comparative analysis of the concepts of insect parasites: \"flea\", \"louse\", \"bedbug\" in the Russian and French language pictures of the world. While examining these concepts the author studies signifier of a lexical unit and ethno-cultural layers, without which a lexical unit is not conceived by native speakers. A special role in the analysis of the concepts \"flea\", \"louse\" and \"bedbug\" is played by phraseological units and proverbs containing these lexical units. Finally, there are conclusions about the similarities and differences in the perception of the studied concepts in the Russian and French language pictures of the world.","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
English learner talk in mainstream classrooms: Examining classroom ecology 主流课堂中的英语学习者对话：课堂生态考察
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101219
Meghan Odsliv Bratkovich
{"title":"English learner talk in mainstream classrooms: Examining classroom ecology","authors":"Meghan Odsliv Bratkovich","doi":"10.1016/j.linged.2023.101219","DOIUrl":"10.1016/j.linged.2023.101219","url":null,"abstract":"<div><p>This qualitative study examines two multilingual, mainstream, secondary classrooms in the United States in which English learners consistently participated in classroom talk. Using an ecological perspective, this study unpacks these classroom environments and ways these teachers created and facilitated language use. Findings indicate that talk in these classrooms was grounded in classroom norms and structures that were established and then cultivated throughout the course. Highly-structured and familiar communication structures reduced many obstacles to EL participation and recognized all students, regardless of language proficiency, as knowledgeable members of the classroom community. These teachers accounted for language learning and language learners at the outset of the course in the overall structure, design, and delivery, not only within individual activities, lessons, or units. This suggests that teaching ELs in mainstream mathematics contexts can extend beyond EL-specific strategies and modifications to considerations for language learning that can be enacted on a classroom level.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"77 ","pages":"Article 101219"},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45864495","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Task representation in German as a foreign language: A systemic functional analysis of Norwegian students’ written responses 对外德语中的任务表征：挪威学生书面反应的系统功能分析
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101193
Veronika Hamann
{"title":"Task representation in German as a foreign language: A systemic functional analysis of Norwegian students’ written responses","authors":"Veronika Hamann","doi":"10.1016/j.linged.2023.101193","DOIUrl":"10.1016/j.linged.2023.101193","url":null,"abstract":"<div><p>The main objective of this article is to understand in detail how different learners respond to writing tasks and what consequences their individual choices have on language use. The texts were composed by Norwegian upper secondary school students of German as a foreign language (GFL). In total, seven written responses to two writing prompts were described and juxtaposed based on a meaning-orientated perspective, with a focus on the learners’ choices along ideational, interpersonal and textual dimensions. Even though the learners responded in similar ways to each of the tasks, the findings also showed considerable variation in how particular meaning dimensions were realised by the different writers. The current study speaks to the importance of taking account of learners’ task representations in writing tasks and activities in secondary school FL learning.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"77 ","pages":"Article 101193"},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44193374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis 合作写作中的头脑风暴思维：根源分析
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101218
Mindy Svenlin, Sofia Jusslin
{"title":"Thinking brainstorming as otherwise in collaborative writing: A rhizoanalysis","authors":"Mindy Svenlin,&nbsp;Sofia Jusslin","doi":"10.1016/j.linged.2023.101218","DOIUrl":"10.1016/j.linged.2023.101218","url":null,"abstract":"<div><p>Process writing is one of the most popular writing methods in education, but the early stages of the writing process have received little attention in previous writing research. This article adds to a so-called post-process movement in writing research by asking: What becomes possible when thinking of brainstorming in a collaborative writing assemblage as becoming and rhizomatic? A rhizoanalysis of three events was conducted using data from upper-secondary school students’ collaborative brainstorming sessions to write a musical script. The analysis showcases that brainstorming in collaborative writing is messy and crowded, and that a rhizomatic understanding of brainstorming in collaborative writing is allowing, explorative, and unexpected. Nevertheless, the concept of <em>brainstormin</em>g can be misleading in response to what the doings in brainstorming can be(come). Therefore, this article proposes a re-thinking of brainstorming as otherwise, asking whether the notions of <em>idea-ing</em> and <em>becoming ideas</em> might be more generative<em>.</em></p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"77 ","pages":"Article 101218"},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43268238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Detecting the factors affecting classroom dialogue quality 发现影响课堂对话质量的因素
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101223
Chrysi Rapanta , Andrea Miralda-Banda , Mercè Garcia-Milà , Maria Vrikki , Fabrizio Macagno , Maria Evagorou
{"title":"Detecting the factors affecting classroom dialogue quality","authors":"Chrysi Rapanta ,&nbsp;Andrea Miralda-Banda ,&nbsp;Mercè Garcia-Milà ,&nbsp;Maria Vrikki ,&nbsp;Fabrizio Macagno ,&nbsp;Maria Evagorou","doi":"10.1016/j.linged.2023.101223","DOIUrl":"10.1016/j.linged.2023.101223","url":null,"abstract":"<div><p>Despite the emphasis on dialogue and argumentation in educational settings, still not much is known about how best we can support learners in their interthinking, reasoning, and metadialogic understanding. The goal of this classroom intervention study is to explore the degree of students’ dialogicity and its possible increase during a learning programme implementing dialogic and argument-based teaching goals and principles. In particular, we focus on how students from 5 to 15 years old engage with each other's ideas, and whether/how this engagement is influenced by lesson and classroom setting factors. The participants were 4208 students distributed in preprimary, primary, and secondary classrooms of five countries (UK, Portugal, Germany, Spain, and Cyprus). Findings suggest that there is a consistent increase with age for some high-dialogicity moves, and students behave more dialogically in whole-class discussions rather than small-group activities.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"77 ","pages":"Article 101223"},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Talking about race and racism: The developing discourse practices of elementary students 谈论种族与种族主义:小学生话语实践的发展
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101225
Annie Daly
{"title":"Talking about race and racism: The developing discourse practices of elementary students","authors":"Annie Daly","doi":"10.1016/j.linged.2023.101225","DOIUrl":"10.1016/j.linged.2023.101225","url":null,"abstract":"<div><p><span>This study explores how fourth-grade students in a multiracial classroom began to develop racial literacy through a dialogic process of reading and discussing literature. I analyze three discussions drawn from a yearlong ethnographic study using critical theories of race and discourse to demonstrate how students developed multiple discourse practices to make sense of race and racism. While previous research has accounted for the ways young learners can and do talk about issues of race, this analysis expands current conceptions of how students develop racial literacy by demonstrating how they moved from race-evasive language to racially literate ways of talking over the course of the year. Contrary to claims made by anti-justice politicians and parents that students are being indoctrinated into liberal viewpoints when race is included in the curriculum, students in this study were persistent in shaping the trajectory of their racial </span>literacy development.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"77 ","pages":"Article 101225"},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46857983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually: A pedagogy for intercultural doctoral education 吉教 中国双语博士研究者的跨语言理论：跨文化博士教育的教育学
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101217
Haibo Shen
{"title":"JIĀO/JIÀO 教 Chinese bilingual doctoral researchers to theorise translingually: A pedagogy for intercultural doctoral education","authors":"Haibo Shen","doi":"10.1016/j.linged.2023.101217","DOIUrl":"10.1016/j.linged.2023.101217","url":null,"abstract":"<div><p>The transcultural and translingual diversity of bilingual doctoral researchers who speak languages other than English, in particular those with non-Anglophone backgrounds, has been emphasised in recent years to challenge the monolingual English norm. To explore effective pedagogies to motivate these bilingual doctoral researchers to theorise translingually, this paper draws upon methodologies about translingualism and intercultural doctoral education to dispel the recurrent doubts raised by these bilingual doctoral researchers. Thus, semi-structured interviews were conducted with 12 Chinese bilingual doctoral researchers and their supervisors in Australia and China to understand their perceptions and practices regarding using the linguistic and epistemological resources buried in Chinese for academic purposes. In response to the concerns expressed by the participants, three critical roles of supervisors are highlighted, namely exemplifying, teaching and demanding translingual theorising. These three roles are further developed into a pedagogical framework inspired by the Chinese word jiāo/jiào 教, which itself is an example of translingual theorising.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"77 ","pages":"Article 101217"},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49667712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective 从数字素养实践的角度考察大学生数字公民的发展:一个跨语言和跨符号化的视角
IF 1.6 2区 文学
Linguistics and Education Pub Date : 2023-10-01 DOI: 10.1016/j.linged.2023.101226
Mingyue Michelle Gu , Corey Fanglei Huang , Chi-Kin John Lee
{"title":"Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective","authors":"Mingyue Michelle Gu ,&nbsp;Corey Fanglei Huang ,&nbsp;Chi-Kin John Lee","doi":"10.1016/j.linged.2023.101226","DOIUrl":"10.1016/j.linged.2023.101226","url":null,"abstract":"<div><p>This qualitative study has investigated how a group of bilingual university students in Hong Kong understand digital citizenship and construct it through digital literacy practices in social media. Drawing on interview data and examples of digital activity shared by the students, we adopt the theories of digital literacies and translanguaging and transsemiotizing to reveal how they construct digital citizenship through an complex interplay between several factors, most prominently (1) a variety of digitally mediated social, cultural and educational practices the students engage in, (2) their agency of deploying diverse linguistic and semiotic recourses to achieve varied communicative effects in different settings and (3) their personal pursuits of intellectual and professional development and social engagement in a digitalized and globalized society. We then discuss how the findings can enrich our understanding of digital citizenship and its relationship with digital literacies in a multilingual and multicultural context such as Hong Kong. The implications for digital citizenship education are also discussed.</p></div>","PeriodicalId":47468,"journal":{"name":"Linguistics and Education","volume":"77 ","pages":"Article 101226"},"PeriodicalIF":1.6,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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