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Modeling the processes of effective teaching through cooperative learning, creating a community of learners, and other interactive teaching strategies are discussed. As teacher education students become involved in their own reading and writing, they take ownership of their own learning and begin to feel a part of a larger community of learners. Elements such as storytelling, dialogue journals, daily reading aloud, pen pal letters, and shared writing are described within this community of learners approach. Seventeen references are included as well as a list of books recommended for reading aloud. (Author/JD)

This study examined the effectiveness of teaching methods used with a second language reading and writing unit. This investigation addressed discrepancies between assessment scores in the four communicative language skill areas of students in beginning-level Spanish classes at a suburban middle school. Accordingly, the purpose of this study was to explore how literacy-based practices that included teaching strategies used with reading, teaching use of the writing process with a writing assignment, and teacher employment of written recasts affect second language achievement. The theoretical base of the study consisted of second language theories and hypotheses that explained how second language learning occurs. The academic achievement of the students exposed to the literacy-based teaching methods was compared with the achievement of students not exposed to literacy-based teaching methods. A purposive convenience sample consisted of 116 students between the ages of 12 and 14 years enrolled in beginning-level Spanish classes. An independent-measures and repeated-measures t tests were used to assess among- and between-group differences from pretest, posttest, and delayed-posttest data collections. The between-groups analysis revealed a statistically-significant result in favor of the experimental group between the pretest and the posttest (t(114), p = 0.04, d = 0.36), and between the pretest and the delayed posttest (t(114), p = 0.03, d = 0.51). The findings led to a recommendation for further use and study of the methods, with additional assessment tools. The results inform instructional practices that increase students' opportunities to be exposed to comprehensible language, thus affecting positive social change.

The current article aims to identify difficulties that students face in learning the English language. Grammatical rule is among other difficulties found in the process of learning other languages. This truth also applies to those who are studying English in different levels of education. Different students can have different difficulties and problems in learning English. They can make different mistakes in English pronunciation, grammar, orthography and vocabulary usage. English as a second or foreign language, refers to the use of English by speakers with different native languages. In recent years, teachers of English as a foreign language have been paying increasing attention to identifying the needs of their students, to students‟ attitudes towards English and their reasons for learning it. This research aimed to identify and analyse such grammatical difficulties in order to give a contribution to the study of linguistics and help teachers in identifying grammatical errors commonly made by second language learners of English. The author also examines ways to overcome these difficulties and tries to illustrate it with examples. The author notes that English language learners can get better results if they learn the specific features of English language lexicon compared to the specific features of the lexicon of the Azerbaijani language. Specific features of lexicon of both languages should be explained in a timely manner. Otherwise, learning English will be a challenge. In order to overcome these difficulties, both the English language and the lexical materials of the Azerbaijani language should be studied comparatively. The researcher tries to find the answer to the following question: why do students still find difficulties in learning English, although their teachers do their best to help them to achieve good results? The author provides different examples and tries to explain all these examples.

The article presents the main ideas of concept of foreign language discursive competence formation among university and secondary school students by means of intercultural dialogue. The concept includes fundamental principles, activity stages of educational process, and criteria of foreign language discursive competence formation. Innovation of the research is in interdisciplinary approach to solving the problem of foreign language discursive competence formation. It combines principles, methods and diagnostic techniques used in Pedagogy, Methodology of teaching foreign languages and Linguistics. Integrated solution allowed to create the optimal mode of experimental activities and to get innovative experience of the results of empirical research. The author notes that intercultural dialogue is a means of formation of foreign language discursive competence, and the system factor is a special course "Discourse as the way of communication and understanding of the world". The originally developed special course includes studying the theory of discourse, and practical tasks for mastering various types of discourse and communication strategies. It is emphasized that the formation of foreign language discursive competence involves not only organization of intercultural dialogue between students and their foreign-language peers on the Internet, but also various interactive methods of foreign language teaching techniques. The results of research proved the effectiveness of the suggested concept of foreign language discursive competence formation. The reliability of the results is confirmed by calculations based on the x[superscript 2] criterion (Pearson criterion). The paper proves that the proposed concept seems promising as it is significant for professional training of future teachers in modern conditions of education modernization and Russia's entry into the world educational space.

The study examined the effects of "Process Assessment of the Learner" ("PAL"), a writing expression curriculum. The program was tested with second-grade students in a suburban-rural school district in the southeastern United States. Three sections of PAL lessons were implemented in the district as a small-group curriculum supplement--Talking Letters, Spelling, and Handwriting and Composition. Study authors randomly assigned two cohorts of at-risk students in seven schools to either an intervention group that received PAL (68 students) or a comparison group that did not receive PAL (70 students). At-risk students were identified as students who scored at or below the 25th percentile for their grade on the Wechsler Individual Achievement Test-II (WIAT-II) Written Expression Subtest. The effects of PAL were identified by comparing the performance of 66 students in the intervention group and 63 students in the comparison group (after attrition) on the WIAT-II Written Expression Subtest in the fall of third grade. The research described in this report meets WWC evidence standards without reservations The analysis of the impact of PAL on the achievement of at-risk students is a well-executed randomized controlled trial with low attrition. However, the authors' non-experimental comparison of the performance of at-risk students receiving PAL to the performance of typical students did not meet WWC evidence standards because the groups were not equivalent at baseline. The study authors found that the average written expression skills of the PAL intervention group were higher than those of the comparison group at the beginning of third grade, based on an analysis of growth trajectories. However, the WWC did not confirm that the observed effect of the PAL intervention on growth in written expression skills was statistically significant. The following are appended: (1) Study details; (2) Outcome measures for the written expression domain; and (3) Study findings for the written expression domain. A glossary of terms is also included. [The following study is the focus of this Single Study review: Hooper, S. R., Costa, L. C., McBee, M., Anderson, K. L., Yerby, D. C., Childress, A., & Knuth, S. B. (2013). "A written language intervention for at-risk second grade students: A randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model." "Annals of Dyslexia," 66(1), 44-64.]

This document reports on a conference focused on speech problems. The main objective of these discussions was to facilitate a deeper understanding of human communication through interaction of conference participants with colleagues in other disciplines. Topics discussed included speech production, feedback, speech perception, and development of language and language skills. Five levels of discourse were dealt with--the acoustical, the neurologic, the articulatory, the psychologic or behavioral, and various model languages. A concept of the speech-production system discussed was a system that has an output of phonemes and an input of control instructions. The discussion of the concept of feedback revealed that, depending upon the level of complexity of the speech response that was under discussion, the conference participants had a difficult time settling on how many and how extensive had to be the feedback loops that would be involved. In the consideration of speech perception, conference participants again had difficulty in reaching a decision on the definition of the stimulus for speech perception. A review is given of the schedule of development of certain kinds of speech and language behaviors. Conclusions include: (1) Speech production is a general kind of complicated motor behavior; and (2) Time-variant characteristics of speech signals are less identifiable anatomically than are spectral characteristics. (CK)

At the time of the collapse of the Soviet Union, ethnic Latvians were only 52 percent of the total population of Latvia, and official use of the Latvian language had greatly diminished while Russian had become the dominant language. It took 15 years to develop the legal instruments necessary for stabilizing the official status of the Latvian language while complying with internationally accepted human rights norms. The law in its current form is clear and functional, although there are certain difficulties in implementation. Not all of those who are required to know Latvian at the necessary level are in compliance. This report presents information on: (1) "Education Law"; (2) "Law on Citizenship"; and (3) "Incorporating the Concept of Integration into the State Administration System." The paper notes that although the law helps establish the official position on language, in a democratic society, all people can converse in private as they wish. There is no threat from the Latvian government regarding the assimilation or "Latvianization" of ethnic minorities. (SM)

Exercises and activities for incorporating career education into the secondary school curriculum (10-12) are contained in this teacher's manual. Activities are developed for language arts (112), mathematics (32), science (21), social studies (49), related arts/fine arts (61), and guidance (41). An index of titles is included for each subject area. Teaching activities are written in a format which matches specific goals of school subjects with career education concerns (curriculum focus). Career education focus (DELLA Statement), estimated class time, essential resource materials, and the instructional process are outlined for each lesson. The appendix contains the following materials: DELLA Statements (generated for the Career Development Education Model), background in curriculum design, bibliography of suggested materials, interview sheet, list of career clusters, lists of career-related games and simulation, index of publishers/distributors, lists of evaluation instruments, notes on role playing and on brainstorm technique and planning field trips, sample job application form, sample resumes, supplemental resources for guidance, and bibliography of materials dealing with sex bias. (TA)

The present paper explores the process of integrating the Internet into the field of English language teaching in the light of the following points: the general importance of the Internet in our everyday lives shedding some light on the increasing importance of the Internet as a new innovation in our modern life; benefits of using the Internet in the field of education in general and how it may help teachers improve students' academic performance and develop their academic skills; reasons for, and benefits of, using the Internet in English language teaching in particular; how the Internet (with the many facilities that it provides) can be useful for developing language skills, with special focus on reading which has become a very important language skill in the context of the great masses of information we are having now. The paper details examples of many studies conducted in the field of using the Internet in English teaching in general and reading instruction in particular.

The present paper explores the process of integrating the Internet into the field of English language teaching in the light of the following points: the general importance of the Internet in our everyday lives shedding some light on the increasing importance of the Internet as a new innovation in our modern life; benefits of using the Internet in the field of education in general and how it may help teachers improve students' academic performance and develop their academic skills; reasons for, and benefits of, using the Internet in English language teaching in particular; how the Internet (with the many facilities that it provides) can be useful for developing language skills, with special focus on reading which has become a very important language skill in the context of the great masses of information we are having now. The paper details examples of many studies conducted in the field of using the Internet in English teaching in general and reading instruction in particular.

The present paper explores the process of integrating the Internet into the field of English language teaching in the light of the following points: the general importance of the Internet in our everyday lives shedding some light on the increasing importance of the Internet as a new innovation in our modern life; benefits of using the Internet in the field of education in general and how it may help teachers improve students' academic performance and develop their academic skills; reasons for, and benefits of, using the Internet in English language teaching in particular; how the Internet (with the many facilities that it provides) can be useful for developing language skills, with special focus on reading which has become a very important language skill in the context of the great masses of information we are having now. The paper details examples of many studies conducted in the field of using the Internet in English teaching in general and reading instruction in particular.

The present paper explores the process of integrating the Internet into the field of English language teaching in the light of the following points: the general importance of the Internet in our everyday lives shedding some light on the increasing importance of the Internet as a new innovation in our modern life; benefits of using the Internet in the field of education in general and how it may help teachers improve students' academic performance and develop their academic skills; reasons for, and benefits of, using the Internet in English language teaching in particular; how the Internet (with the many facilities that it provides) can be useful for developing language skills, with special focus on reading which has become a very important language skill in the context of the great masses of information we are having now. The paper details examples of many studies conducted in the field of using the Internet in English teaching in general and reading instruction in particular.

A five-stage analysis of the language-learning process is presented, and in investigation is made of whether this analysis supports or contradicts the Whorfian hypothesis of linguistic relativity. The syntactic constructions of a language influence the types of conceptual relationship that the child perceives. Words and phrases grouped together by the conventions of the language have a determining effect on conceptual representations associated with them. This effect is somewhat mitigated by the transformational phase of language learning, which opens up the full range of stylistic devices available in a language, thus extending the number of percepts and concepts that may gain expression in that language. However, earlier perceptual and conceptual habits will probably persist throughout a person's adult life unless he is forced to change by some new experience, such as the mastery of a different language.

A five-stage analysis of the language-learning process is presented, and in investigation is made of whether this analysis supports or contradicts the Whorfian hypothesis of linguistic relativity. The syntactic constructions of a language influence the types of conceptual relationship that the child perceives. Words and phrases grouped together by the conventions of the language have a determining effect on conceptual representations associated with them. This effect is somewhat mitigated by the transformational phase of language learning, which opens up the full range of stylistic devices available in a language, thus extending the number of percepts and concepts that may gain expression in that language. However, earlier perceptual and conceptual habits will probably persist throughout a person's adult life unless he is forced to change by some new experience, such as the mastery of a different language.

A five-stage analysis of the language-learning process is presented, and in investigation is made of whether this analysis supports or contradicts the Whorfian hypothesis of linguistic relativity. The syntactic constructions of a language influence the types of conceptual relationship that the child perceives. Words and phrases grouped together by the conventions of the language have a determining effect on conceptual representations associated with them. This effect is somewhat mitigated by the transformational phase of language learning, which opens up the full range of stylistic devices available in a language, thus extending the number of percepts and concepts that may gain expression in that language. However, earlier perceptual and conceptual habits will probably persist throughout a person's adult life unless he is forced to change by some new experience, such as the mastery of a different language.

A five-stage analysis of the language-learning process is presented, and in investigation is made of whether this analysis supports or contradicts the Whorfian hypothesis of linguistic relativity. The syntactic constructions of a language influence the types of conceptual relationship that the child perceives. Words and phrases grouped together by the conventions of the language have a determining effect on conceptual representations associated with them. This effect is somewhat mitigated by the transformational phase of language learning, which opens up the full range of stylistic devices available in a language, thus extending the number of percepts and concepts that may gain expression in that language. However, earlier perceptual and conceptual habits will probably persist throughout a person's adult life unless he is forced to change by some new experience, such as the mastery of a different language.

This paper describes the core framework used to implement a Goal-Function Tree (GFT) based systems engineering process using the Systems Modeling Language. It defines a set of principles built upon by the theoretical approach described in the InfoTech 2013 ISHM paper titled "Goal-Function Tree Modeling for Systems Engineering and Fault Management" presented by Dr. Stephen B. Johnson. Using the SysML language, the principles in this paper describe the expansion of the SysML language as a baseline in order to: hierarchically describe a system, describe that system functionally within success space, and allocate detection mechanisms to success functions for system protection.

The learning process of English as a Foreign Language is a tricky challenge to face when it comes to deal with Spanish native speakers. Most of the time, people compare the structures and uses of both languages (the native and the target one), which causes an interference in the learning process and may result on failure or poorly achieved results. This research proposal has emerged due to the necessity to study and pay careful attention to the phenomenon described above, since it represents a problem for teachers when it comes to evaluate outcomes and their performance as educators as well. In Dominican Republic, there is program, which is the perfect scenario for a research of this kind since it is the most popular, and effective course in the whole country, not mentioning that it is sponsored by the government. The study has been focused on the English Immersion Program by MESCYT [Ministry of Higher Education, Science and Technology] at Universidad Evangélica Nacional in Santiago de los Cabelleros, Dominican Republic. The population to be subject of this research is the classroom 305-morning and afternoon shifts. Literary Review has been sought in order to point out the relevance of the topic from different perspectives and nations. Special attention to specific learning skills such as reading and writing has been paid. The methodology, questionnaire, tools, references and results based on hypothesis have been incorporated.

A comparative study was conducted in two factories in the Montreal area which were in the process of changing the official language within the factory from English to French. The objective of the research was twofold: (1) to analyze the language use and behavior of the employees; and (2) to develop research instruments appropriate for evaluating the language situation of a business, and for measuring the success of programs whose objective is a modification of language usage. Two businesses were chosen in the food distribution industry; the personnel represented a mix of francophones, anglophones, and italophones. Data were gathered by a chart for noting observations of oral communication in work situations, an attitude questionnaire regarding French and English usage, and role plays. The sample was made up of 367 persons, both male and female, of whom the majority were French-speaking. One finding is cited as particularly notable, namely that the employees' principal concern was to maintain good interpersonal relations. This concern is evident in the willingness to use the language of their interlocutor. The description of the research is accompanied by nine appendices containing samples of the research instruments and analyses, as well as numerous figures, charts, and tables. (AMH)

A comparative study was conducted in two factories in the Montreal area which were in the process of changing the official language within the factory from English to French. The objective of the research was twofold: (1) to analyze the language use and behavior of the employees; and (2) to develop research instruments appropriate for evaluating the language situation of a business, and for measuring the success of programs whose objective is a modification of language usage. Two businesses were chosen in the food distribution industry; the personnel represented a mix of francophones, anglophones, and italophones. Data were gathered by a chart for noting observations of oral communication in work situations, an attitude questionnaire regarding French and English usage, and role plays. The sample was made up of 367 persons, both male and female, of whom the majority were French-speaking. One finding is cited as particularly notable, namely that the employees' principal concern was to maintain good interpersonal relations. This concern is evident in the willingness to use the language of their interlocutor. The description of the research is accompanied by nine appendices containing samples of the research instruments and analyses, as well as numerous figures, charts, and tables. (AMH)

Book digitized by Google from the library of the University of Wisconsin - Madison and uploaded to the Internet Archive by user tpb.

This article discusses how the critical examination of "culture as difference" and "culture as hierarchy" is often lacking in the Spanish language classroom. As such, the author suggests that the current challenge in the Spanish language classroom is to identify techniques to enhance not only students' language proficiency but also their cultural awareness. One way to achieve this is by applying a critical pedagogical approach to the language classroom. Critical pedagogy is an invitation to redefine the roles of the teacher and students, building a classroom community in which education is approached as a multilateral relationship where teachers learn as much from their students as students learn from the teacher and each other. Furthermore, in the critical classroom, participants question the course content, and create alternative materials in order to approach the target cultures in alternative ways. The significance of applying critical pedagogy in a Spanish language classroom is not only to empower the participants directly, but also to empower indirectly the members of the cultures being studied in the classroom by giving them a face to which students can relate. Therefore, applying critical pedagogy in a Spanish classroom has the potential to contribute not only to the literature on critical pedagogy in the foreign language classroom, but also to raise cross-cultural awareness among college students. (Contains 1 figure.)

The teaching and learning of a foreign language is a complex process; since there has been a change in the pedagogy of the foreign language from a specific foreign language method to the measurement of linguistic performance and competence. In all areas of learning, motivation is essential to succeed. The aim of this study is to analyze the effects on the teaching-learning process of new students in the area of Modern Languages, at UASD, during the second semester of 2018. To know the incidence of this effect, a quantitative and qualitative methodology (written test, questionnaire and interview) was used to better understand the problem. The study was carried out with 33 new university students from the language area. In order to improve the development or improvement of English language skills, the exam note of the first partial was used as an experimental group, and finally, to know the level of teacher satisfaction, students used the survey. The results achieved, as well as the favorable level of satisfaction of teachers and students show us the significance and value of the experience, especially in terms of participation, interaction and communication that was established among the participants; they are also indicated. Some limitations are found regarding the need for continuing education in the area of language, especially in English.

In order to implement the teaching of a foreign language at a desired level and quality, and to offer some practical arrangements, which stand for to the best use of time, efforts, and cost, there is a need for a road map. The road map in teaching is a learning strategy. This article shows how strategies of social language learning and cooperative learning can be used in teaching of Turkish as a foreign language. The article uses the framework of the research made on learning strategies and is based on qualitative research methods. It evaluates the strategies which are connected to the social language learning and the principles of cooperative learning and puts a particular emphasis on the issues which are connected to the process of teaching Turkish as a foreign language by bringing into a discussion such questions as which principles should the learning activities be prepared and what are the roles of students and a teacher. In addition, the article gives some suggestions on how to detect learning strategies of every student and to accomplish their internalization by the students - achieving thus success in teaching Turkish as a foreign language.

THE TEACHING OF THE NATIVE LANGUAGE CAN BE DIVIDED INTO THREE MAJOR MODES--THE PRESCRIPTIVE, THE DESCRIPTIVE, AND THE PRODUCTIVE. PRESCRIPTIVE TEACHING PROCEEDS FROM TWO (SUSPECT) ASSUMPTIONS--(1) THAT THERE ARE ABSOLUTE STANDARDS UNANIMOUSLY KNOWN AND SHARED BY EDUCATED ADULTS, TO WHICH A STUDENT'S LANGUAGE SHOULD ATTAIN, AND (2) THAT PRESCRIPTIVE TEACHER INTERVENTION IN LANGUAGE PATTERNS OF ADOLESCENTS OR CHILDREN OF ELEMENTARY SCHOOL AGE CAN EFFECT SIGNIFICANT CHANGE. DESCRIPTIVE TEACHING DESCRIBES HOW LANGUAGE WORKS, ITS NATURE, AND ITS HUMAN CHARACTERISTICS. SOME LANGUAGE SUBJECT MATTERS THAT CAN BE APPROACHED DESCRIPTIVELY ARE GRAMMAR, LEXICOGRAPHY, SEMANTICS, LANGUAGE HISTORY, DIALECTOLOGY, AND THE PROCESS OF COMPOSITION. PRODUCTIVE TEACHING, WHICH OVERLAPS MARKEDLY WITH THE DESCRIPTIVE MODE, IS DESIGNED TO EXTEND THE STUDENT'S EFFECTIVE USES OF THE NATIVE LANGUAGE, TO MAKE HIS LANGUAGE STYLES--BOTH WRITTEN AND ORAL--ADAPTABLE TO A WIDE RANGE OF POSSIBLE AUDIENCES. WHICHEVER MODE A TEACHER PREFERS, THE MOST POWERFUL AND SUCCESSFUL LANGUAGE TEACHING REQUIRES (1) A FORMIDABLE SUBSTANTIVE COMMAND OF THE DISCIPLINE OF LANGUAGE, (2) A KNOWLEDGE OF THE NATURE OF BOTH LEARNER AND TEACHER, AND THEIR INTERACTIONS, AND (3) CERTAIN PERSONAL ATTRIBUTES, PARTICULARLY FLEXIBILITY, WHICH LET HIM MOVE FREELY AMONG THE MODES. (THIS ARTICLE APPEARED IN "ELEMENTARY ENGLISH," VOL. 44 (OCTOBER 1967), 602-608, 709.) (MM)

THE TEACHING OF THE NATIVE LANGUAGE CAN BE DIVIDED INTO THREE MAJOR MODES--THE PRESCRIPTIVE, THE DESCRIPTIVE, AND THE PRODUCTIVE. PRESCRIPTIVE TEACHING PROCEEDS FROM TWO (SUSPECT) ASSUMPTIONS--(1) THAT THERE ARE ABSOLUTE STANDARDS UNANIMOUSLY KNOWN AND SHARED BY EDUCATED ADULTS, TO WHICH A STUDENT'S LANGUAGE SHOULD ATTAIN, AND (2) THAT PRESCRIPTIVE TEACHER INTERVENTION IN LANGUAGE PATTERNS OF ADOLESCENTS OR CHILDREN OF ELEMENTARY SCHOOL AGE CAN EFFECT SIGNIFICANT CHANGE. DESCRIPTIVE TEACHING DESCRIBES HOW LANGUAGE WORKS, ITS NATURE, AND ITS HUMAN CHARACTERISTICS. SOME LANGUAGE SUBJECT MATTERS THAT CAN BE APPROACHED DESCRIPTIVELY ARE GRAMMAR, LEXICOGRAPHY, SEMANTICS, LANGUAGE HISTORY, DIALECTOLOGY, AND THE PROCESS OF COMPOSITION. PRODUCTIVE TEACHING, WHICH OVERLAPS MARKEDLY WITH THE DESCRIPTIVE MODE, IS DESIGNED TO EXTEND THE STUDENT'S EFFECTIVE USES OF THE NATIVE LANGUAGE, TO MAKE HIS LANGUAGE STYLES--BOTH WRITTEN AND ORAL--ADAPTABLE TO A WIDE RANGE OF POSSIBLE AUDIENCES. WHICHEVER MODE A TEACHER PREFERS, THE MOST POWERFUL AND SUCCESSFUL LANGUAGE TEACHING REQUIRES (1) A FORMIDABLE SUBSTANTIVE COMMAND OF THE DISCIPLINE OF LANGUAGE, (2) A KNOWLEDGE OF THE NATURE OF BOTH LEARNER AND TEACHER, AND THEIR INTERACTIONS, AND (3) CERTAIN PERSONAL ATTRIBUTES, PARTICULARLY FLEXIBILITY, WHICH LET HIM MOVE FREELY AMONG THE MODES. (THIS ARTICLE APPEARED IN "ELEMENTARY ENGLISH," VOL. 44 (OCTOBER 1967), 602-608, 709.) (MM)

This study examined the psychometric properties of the Input Anxiety Scale, the Processing Anxiety Scale, and the Output Anxiety Scale, (all developed by P. MacIntyre and R. Gardner, 1994) which measure anxiety at the input, processing, and output stages of the foreign language learning process. These scales were administered to 258 university students. Evidence of structural validity was provided via three separate exploratory factor analyses, which revealed one factor for each scale, explaining between 43% and 45% of the variance in scores. Confirmatory factor analyses revealed that the three scales did not represent either a single unidimensional construct underlying foreign language anxiety or MacIntyre and Gardner's three-stage model of anxiety. However, when some items were removed, the scales confirmed the three-stage model, suggesting modifications to the scales are needed. (Contains 8 tables and 60 references.) (Author/SLD)

Problems attributed to dual language learning in early childhood have been exaggerated and may be the result of a failure to control significant research variables. The relationship between a child's acquisition of a language and his ability to think must be better understood for closer investigation of the effects of dual language learning. Several conditions do appear to be conducive to promoting dual language acquisition. It seems that the two languages should be kept in separate contexts so that coordinated language systems might develop. The best language models must be available in both languages. A rich and varied background of environmental encounters is important as are acceptance of the child's uniqueness, respect for his native language, appreciation of his cultural heritage, and attention to his specific language requirements. Curriculum design for early childhood bilingual education should take these conditions into account and encourage improved oral language ability and introductory literacy skills in the native language, intensive oral language development and readiness for literacy in the second language, and access to knowledge in the stronger language. (VM)

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

A scoping review will be conducted to identify and summarize current literature surrounding the use or evaluation of LLMs in the rQES or QES processes and will be conducted per the JBI Manual for Scoping Reviews and PRISMA-ScR checklist.

In a discussion of language teacher education, specifically that of native English-speakers to teach English as a Second Language, it is argued that a balance must be found between process-oriented and product-oriented training. It is suggested that this sector of language teacher education has been heavily conditioned to a product-centered approach, which should be re-examined in the current fast-changing context of education. Distinctions between process- and product-focus in teacher training are examined briefly, and some changes in a popular British product-centered course to reflect a process-oriented approach are described. The changes made include both fine-tuning to established procedures and more fundamental revisions. Finally, the elements in preservice teacher education course design that typify process- and product-oriented approaches are summarized. (MSE)

INSUFFICIENT OBJECTIVE EVIDENCE EXISTS AS TO THE BEST WAY TO USE LANGUAGE LABORATORIES IN TEACHING FOREIGN LANGUAGES. THIS STUDY WAS AN ATTEMPT TO DETERMINE WHAT PROPORTION OF INSTRUCTIONAL TIME SHOULD BE ALLOTTED TO THE LANGUAGE LABORATORY WHEN 80 PERCENT OF THE LABORATORY TIME IS AUDIOACTIVE AND 20 PERCENT IS AUDIOACTIVE-RECORD-PLAYBACK. ONE TEACHER TAUGHT ALL 116 STUDENTS WHO WERE ASSIGNED TO ONE OF FOUR GROUPS WITH THE TIME ALLOTTED TO TEACHING INSTRUCTION AS FOLLOWS--(1) GROUP A, 40 PERCENT, (2) GROUP B, 60 PERCENT, (3) GROUP C, 80 PERCENT, AND (4) GROUP D, 100 PERCENT. STUDENTS WERE PRE- AND POST-TESTED AND EACH 6 WEEKS, 6 TIMES PER SCHOOL YEAR, EACH STUDENT WAS TESTED INDIVIDUALLY ON ORAL LANGUAGE BY USING A LOCALLY DEVISED SERIES OF APPROXIMATELY 2-MINUTE TAPE RECORDED TESTS. OF THE VARIOUS INSTRUCTIONAL GROUPS, THE GROUP WHICH SPENT 40 PERCENT OF THE INSTRUCTIONAL TIME WITH THE TEACHER AND 60 PERCENT OF THE TIME IN THE LANGUAGE LABORATORY MADE SIGNIFICANTLY HIGHER SCORES ON BOTH PRONUNCIATION AND TOTAL ORAL SCORE. THIS GROUP WAS ALSO GENERALLY RATED HIGHER THAN ALL OTHER THREE GROUPS. (TC)

The article proposes a method for modeling the routing process in a telecommunications network based on the method of dynamic programming, the application of the method in modeling routing was investigated according to one criterion of optimality (channel bandwidth) and according to two criteria (bandwidth ability and degree of reliability).

The quality of students' education depends largely on the level of their lexical skills. This article discusses the reasons for the difference in the degree of foreign language proficiency of students at the technical university. The aim is to determine the importance of a differentiated approach in the process of vocabulary learning and consider organizational methods of the discussed approach Abdullaeva Mavjuda Habibullaevna 2020. IMPLEMENTATION OF A DIFFERENTIATED APPROACH TO STUDENTS OF A TECHNICAL UNIVERSITY IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE. International Journal on Integrated Education. 3, 12 (Dec. 2020), 390-394. DOI:https://doi.org/10.31149/ijie.v3i12.1037 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/1037/984 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/1037

The quality of students' education depends largely on the level of their lexical skills. This article discusses the reasons for the difference in the degree of foreign language proficiency of students at the technical university. The aim is to determine the importance of a differentiated approach in the process of vocabulary learning and consider organizational methods of the discussed approach Abdullaeva Mavjuda Habibullaevna 2020. IMPLEMENTATION OF A DIFFERENTIATED APPROACH TO STUDENTS OF A TECHNICAL UNIVERSITY IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE. International Journal on Integrated Education. 3, 12 (Dec. 2020), 390-394. DOI:https://doi.org/10.31149/ijie.v3i12.1037 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/1037/984 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/1037

The quality of students' education depends largely on the level of their lexical skills. This article discusses the reasons for the difference in the degree of foreign language proficiency of students at the technical university. The aim is to determine the importance of a differentiated approach in the process of vocabulary learning and consider organizational methods of the discussed approach Abdullaeva Mavjuda Habibullaevna 2020. IMPLEMENTATION OF A DIFFERENTIATED APPROACH TO STUDENTS OF A TECHNICAL UNIVERSITY IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE. International Journal on Integrated Education. 3, 12 (Dec. 2020), 390-394. DOI:https://doi.org/10.31149/ijie.v3i12.1037 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/1037/984 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/1037

Gular Gasimova NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW 41 NEW TENDENCIES OF FORMATION OF NEOLOGISMS IN MODERN HEBREW Gular Gasimova1 UDC 811; 811.411.21. LBC 81.1 Keywords: Linguistic factors Vocabulary of the language Calques in translation Semantic derivations Lexical suffixes ABSTRACT The development of any language occurs due to the expansion of its morphological, syntactic, stylistic possibilities and an increase in vocabulary, and this process manifests itself at all levels of the language. The enrichment of the vocabulary at the expense of the internal resources of the language occurs through the use of the language of the people, dialects in the literary language, the addition of word-forming suffixes, word combinations, words created by tracing paper and new words (neologisms). The process of enriching the vocabulary of the language at the expense of neologisms, their entry into the object language and the process of assimilation depends on extralinguistic and intralinguistic factors. Creations of neologisms are observed in all world languages. However, the concept of neologism in Hebrew has different and characteristic features. Thus, in some cases, concepts that are common in most spoken languages may differ from Hebrew. In fact, the presence of neologisms for the Hebrew language is perhaps more characteristic than for other languages, because most of this language is in some sense composed of such neologisms. Thus, after two thousand years, this language was returned to the status of an everyday spoken language at the beginning of the 20th century. However, it is clear that the language that was the language of communication two thousand years ago could not fully satisfy the needs of today's spoken language with such a vocabulary. Many Hebrew neologisms were coined in the post-biblical period to express new concepts or to replace existing words as needed.

The Process of Becoming Multilingual: Individual Language Biographies of Poles in Bukovina This article focuses on multilingual female speakers born in Bukovina in the 1920s using the language biography method. Analysing selected language biographies of Poles living in southern and northern Bukovina entails focusing on a heritage language. The language biography method shows the development process of individual language awareness. The cases analysed in the study indicate that it is difficult to preserve the linguistic and cultural identity of an individual in mixed-language marriages. For Bukovinian Poles, the Polish language and the Roman Catholic religion are factors of identification and indigenous values symbolizing their belonging to the culture of their ancestors. These two elements are at the core of their identity and are fundamental cultural values which are passed on to children. All the language biographies presented in the article show the speakers’ multilingualism and the way and time in which they learned subsequent languages. Their acquisition was voluntary on the one hand, but imposed on the other. Proces stawania się wielojęzycznym. Indywidualne biografie językowe Polaków na Bukowinie Przedmiotem analiz są wielojęzyczne rozmowy prowadzone przez rozmówców urodzonych na Bukowinie w latach dwudziestych XX wieku. W badaniach zastosowano metodę biografii językowej. Analiza wybranych biografii językowych Polaków mieszkających w Południowej i Północnej Bukowinie wiąże się z skupieniem się na języku dziedzictwa kulturowego. Metoda biografii językowej pokazuje proces rozwoju indywidualnej świadomości językowej. Przypadki analizowane w badaniach wskazują, że trudno jest zachować tożsamość językową i kulturową jednostki w małżeństwach mieszanych. Dla bukowińskich Polaków język polski i religia rzymskokatolicka są czynnikami identyfikacji i wartościami rodzimymi, symbolizującymi ich przynależność do kultury przodków. Te dwa czynniki identyfikacji są podstawowymi wartościami kulturowymi, przekazywanymi dzieciom. Wszystkie biografie językowe przedstawione w artykule pokazują wielojęzyczność mówców oraz sposób i czas, w jaki nauczyli się kolejnych języków.

Sign languages are usually the mother tongue of deaf people. The official language spoken in a given society is learned as a second language by them. The process of learning this second language is something hard and complex because deaf individuals are not able to hear sounds of any oral languages. Actually, they use such languages only through written messages. This study discusses how the use of smartphones by teen deaf students contributes to the acquisition of Portuguese as a second language, identifying how deaf individuals use smartphones to interact with other deaf and with hearing people through written Portuguese. The research was developed in a qualitative approach with five deaf participants from high school in Brazil. Data were collected through interviews and observations and showed that the use of smartphones has provided multimodal tools that enable the deaf to overcome linguistic and cultural barriers related to the use of Portuguese. Through digital devices they can learn the language with the help of translator apps, images, videos and texts, becoming more proactive and independent in the learning process.

Sign languages are usually the mother tongue of deaf people. The official language spoken in a given society is learned as a second language by them. The process of learning this second language is something hard and complex because deaf individuals are not able to hear sounds of any oral languages. Actually, they use such languages only through written messages. This study discusses how the use of smartphones by teen deaf students contributes to the acquisition of Portuguese as a second language, identifying how deaf individuals use smartphones to interact with other deaf and with hearing people through written Portuguese. The research was developed in a qualitative approach with five deaf participants from high school in Brazil. Data were collected through interviews and observations and showed that the use of smartphones has provided multimodal tools that enable the deaf to overcome linguistic and cultural barriers related to the use of Portuguese. Through digital devices they can learn the language with the help of translator apps, images, videos and texts, becoming more proactive and independent in the learning process.

Sign languages are usually the mother tongue of deaf people. The official language spoken in a given society is learned as a second language by them. The process of learning this second language is something hard and complex because deaf individuals are not able to hear sounds of any oral languages. Actually, they use such languages only through written messages. This study discusses how the use of smartphones by teen deaf students contributes to the acquisition of Portuguese as a second language, identifying how deaf individuals use smartphones to interact with other deaf and with hearing people through written Portuguese. The research was developed in a qualitative approach with five deaf participants from high school in Brazil. Data were collected through interviews and observations and showed that the use of smartphones has provided multimodal tools that enable the deaf to overcome linguistic and cultural barriers related to the use of Portuguese. Through digital devices they can learn the language with the help of translator apps, images, videos and texts, becoming more proactive and independent in the learning process.

Sign languages are usually the mother tongue of deaf people. The official language spoken in a given society is learned as a second language by them. The process of learning this second language is something hard and complex because deaf individuals are not able to hear sounds of any oral languages. Actually, they use such languages only through written messages. This study discusses how the use of smartphones by teen deaf students contributes to the acquisition of Portuguese as a second language, identifying how deaf individuals use smartphones to interact with other deaf and with hearing people through written Portuguese. The research was developed in a qualitative approach with five deaf participants from high school in Brazil. Data were collected through interviews and observations and showed that the use of smartphones has provided multimodal tools that enable the deaf to overcome linguistic and cultural barriers related to the use of Portuguese. Through digital devices they can learn the language with the help of translator apps, images, videos and texts, becoming more proactive and independent in the learning process.

Sign languages are usually the mother tongue of deaf people. The official language spoken in a given society is learned as a second language by them. The process of learning this second language is something hard and complex because deaf individuals are not able to hear sounds of any oral languages. Actually, they use such languages only through written messages. This study discusses how the use of smartphones by teen deaf students contributes to the acquisition of Portuguese as a second language, identifying how deaf individuals use smartphones to interact with other deaf and with hearing people through written Portuguese. The research was developed in a qualitative approach with five deaf participants from high school in Brazil. Data were collected through interviews and observations and showed that the use of smartphones has provided multimodal tools that enable the deaf to overcome linguistic and cultural barriers related to the use of Portuguese. Through digital devices they can learn the language with the help of translator apps, images, videos and texts, becoming more proactive and independent in the learning process.

Sign languages are usually the mother tongue of deaf people. The official language spoken in a given society is learned as a second language by them. The process of learning this second language is something hard and complex because deaf individuals are not able to hear sounds of any oral languages. Actually, they use such languages only through written messages. This study discusses how the use of smartphones by teen deaf students contributes to the acquisition of Portuguese as a second language, identifying how deaf individuals use smartphones to interact with other deaf and with hearing people through written Portuguese. The research was developed in a qualitative approach with five deaf participants from high school in Brazil. Data were collected through interviews and observations and showed that the use of smartphones has provided multimodal tools that enable the deaf to overcome linguistic and cultural barriers related to the use of Portuguese. Through digital devices they can learn the language with the help of translator apps, images, videos and texts, becoming more proactive and independent in the learning process.

Sign languages are usually the mother tongue of deaf people. The official language spoken in a given society is learned as a second language by them. The process of learning this second language is something hard and complex because deaf individuals are not able to hear sounds of any oral languages. Actually, they use such languages only through written messages. This study discusses how the use of smartphones by teen deaf students contributes to the acquisition of Portuguese as a second language, identifying how deaf individuals use smartphones to interact with other deaf and with hearing people through written Portuguese. The research was developed in a qualitative approach with five deaf participants from high school in Brazil. Data were collected through interviews and observations and showed that the use of smartphones has provided multimodal tools that enable the deaf to overcome linguistic and cultural barriers related to the use of Portuguese. Through digital devices they can learn the language with the help of translator apps, images, videos and texts, becoming more proactive and independent in the learning process.

The quality of students' education depends largely on the level of their lexical skills. This article discusses the reasons for the difference in the degree of foreign language proficiency of students at the technical university. The aim is to determine the importance of a differentiated approach in the process of vocabulary learning and consider organizational methods of the discussed approach Abdullaeva Mavjuda Habibullaevna 2020. IMPLEMENTATION OF A DIFFERENTIATED APPROACH TO STUDENTS OF A TECHNICAL UNIVERSITY IN THE PROCESS OF TEACHING THE RUSSIAN LANGUAGE. International Journal on Integrated Education. 3, 12 (Dec. 2020), 306-310. DOI:https://doi.org/10.31149/ijie.v3i12.1026 Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/1026/973 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/1026

The article deals with the specifics of the use of Mass Media in the English language teaching process. The need to study English language in modern society is emphasized in the article; analyzed the most effective methods and approaches of the use of Mass Media in the English language teaching, such as newspaper and magazine articles, TV, radio, Internet resources, specialized educational software designed to develop the skills of different types of speech activity — oral communication, listening, reading, writing, and skills of detailed analysis of the different styles of the English language.