The article analyses the up-to-date principles of materials design in English language teaching. It is described how each principle comes to work in a new course for university researchers and PhD students. The conclusion is drawn that current methodological approaches have to be taken into account in order to create a course book able to meet the requirements of the new educational paradigm.
Based on the Russian variety of English, the article discusses the phenomenon of a “mock language”, i.e. a purposeful exaggeration of stereotypical language features (at different levels of the language structure and especially of phonetic accent) pertaining to Other language speakers. The authors dwell on linguistic mechanisms and functions of this phenomenon focusing on the principle of reductive oversimplification as a key mechanism of language styling, as well as on borrowings, code switching and code mixing. It is not only language features that are exaggerated in “mock Russian English” but also speech and behavior characteristics of Russians, accompanied by a specific use of anthroponyms and mixture of graphic means. The data are withdrawn from publicistic texts, television shows, online Internet programs, and advertisement videos. Emphasis is placed on the conclusion that mock Russian English can be found in the speech of both native English speakers and Russian emigrant bilinguals who use it to develop a stereotypical (often negative) image of a Russian person. Hyper-Russianization of Russian English is typically a basilectal hybridized and pidginized form of the language inappropriately associated with the entire variety of Russian English as a world English which is a far more complicated and multidimensional speech cline of a bilingual community.
At present there is a growing concern among language teachers about developing non-traditional approaches to bridge the gap between classroom settings and real life situations. The article is intended to reveal the rich potential of musical performances based on the use of educational drama and songs in EFL teaching. The ever-increasing amount of research articles in various fields ranging from cognitive science and psycholinguistics to anthropology and sociolinguistics - to name just a few - highlight numerous benefits of the evolving trend. However a complex approach to integrating songs and drama in EFL learning has not so far received all the attention it deserves. The authors discuss an attempt at elaborating such an approach largely targeting young students in a L1 setting, its primary goal being to make them more motivated and receptive to language learning. We start by a brief overview of the present day state of the art, then move on to outlining the concept of the ELT Theatre and its implications for EFL learning, and finally illustrate some options of systemically implementing the approach offered to organising extra-curriculum at different stages of language acquisition.
The paper examines the semantic potential of global English in the Russian discourse of employment. It highlights the role the English language plays as a means of identity construction at the labour market.
The article deals with the process of glocalization in the form of appropriation of the global freeride bicycle culture in Russia. It focuses on the linguistic and cultural markers of ethnically specific riding style (streetets) and shows that the indexical filed of ideological associations characterizing this subculture centers around the general meaning of 'Russianness', e.g. breadth, strength, boldness, free range, (Orthodox) faith, patriotism and heterosexuality as a marker of 'strong masculinity'.
The paper reports on the results of a pilot study investigating the effects of a teacher-made website on Psychology majors’ foreign language acquisition. The author outlines the didactic opportunities, the principles, and the practical aspects of employing a teacher website to enhance students’ language proficiency and autonomy outside the language classroom (Faculty of Foreign Languages and Area Studies, Lomonosov Moscow State University).
The article is devoted to neologisms that have appeared in Japanese language in the past few years under the growing influence of the Internet. The paper gives the examples of new Internet words, expressions and abbreviations that managed to take root in Japanese language for a short period of time. There is also a review of the most frequent ways of Japanese Internet neologisms’ formation, as well as their etymology. The material discussed in the article shows that a significant part of the new Internet vocabulary is words borrowed from English, written in the Japanese syllable alphabet, katakana, both retaining their original meaning, and taking an abbreviated form and, sometimes, subjected to semantic change. The work also describes examples of mixed Internet neologisms, one part of which is a a borrowing, and the other - a word of Japanese or Chinese origin, as well as examples of words that previously existed in Japanese but became Internet neologisms through morphological and semantic changes.
Today the use of ICT in education, particularly in TEFL, is getting more and more popular. The application of ICT has been made a mandatory part of the learning process on the official level. However, the new technologies should contribute to the lessons and not hinder them. The article focuses on the development of lexical skills in the language classroom with the use of web platforms and online learning tools as lexicology makes up the basis of a good command of the language. Having certain advantages web platforms can enhance and optimize learning process both during the semantization stage and while working with vocabulary for developing receptive and productive skills. In the article a brief description of web platforms that enable teachers to create their own vocabulary tasks is provided together with possible ways to successfully use them in class. This may come in useful for those teachers who are eager to be up-to-date and want to constantly improve their professional skills. Besides, the results of the experiment carried out with bachelor students are presented.
The present research looks at assessing students’ written works and providing them with written corrective feedback as an important part of professional and communicative competence of language teachers. In this article, we describe a set of exercises that have been designed to develop this skill and can be implemented in teacher training.
Language-specific concepts are considered to be units of thinking. They are culturally bound units, because language, culture and thinking are closely interconnected and exercise mutual influence on each other. It is shown in the present paper that even “primitive” concepts that exist in the majority of cultures of the world according to A. Wierzbicka can differ a lot from one another in different languages. The article under consideration touches upon not only pure semantic side, i.e. connotations and nuances of meaning of primitive concepts, but also the grammatical environment of the lexical items that denote particular concepts. The most important point in this case is that together both of the above mentioned features of language-specific concepts lead to a variety formation, upon condition that a number of languages are in contact with each other when communication between speakers takes place. The present article examines this issue on the example of such concepts as truth/verity and “pravda/istina” (Russian for truth/verity) and suggests that even simple language-specific concepts demonstrate differences in use and in meaning depending on languages. It becomes particularly clear when a native and non-native speakers of English communicate with each other that concepts become a source of variety formation. Therefore, the idea of Russian variety of English (or any other variety of English) receives some arguments pro and not contra.
The aim of the present article is to research into the essence of the World Englishes concept. In order to do this, it is necessary to look at the reasons why this theory appeared, to observe how the interpretation of this theory and its phenomena developed, to analyze the interpretation of the paradigm suggested by numerous scholars and to define the place the World Englishes Paradigm occupies amongst various flows within linguistics, such as, for example, contact linguistics etc. The article outlines that the idea of the World Englishes has permanently been a subject of discussions for a long time. As a contribution to the research of the World Englishes the author suggests her interpretation of the concepts related to the paradigm under consideration, for example, the author provides a new definition of a “variety” of English, which can be described as a “buffer” that helps to mitigate the clash of cultures in the process of communication. To provide the readers with a new interpretation, the author combines different points of view on the topic and methods to approach it. In conclusion, the author states that the World Englishes Paradigm is a broad field that constantly contributes to the linguistic research of the language contacts and helps to create new approaches in linguistics.
The paper is devoted to comparative analysis of the concept “Power” and its lexical representation in the Russian and English languages and cultures. The concept “Power” is considered as stable, communicatively important and universal semantic unit possessing some spesific features in both cultures. The Russian notion “vlast” and its English equivalents “power” and “authority” are examined, both common and unique meanings are revealed.
The purpose of this article is to identify the essence of the Italian value system after the Second World War through the analysis of the texts of the first nine “Strega” prize winners (1947-1955). The hypothesis of the article supposes the presence in such distinct literary works of the equally increased value of the conscious axiological position of the subject. The common denominator between the protagonists of the novels and stories in question, identified during the research, is a desperate need for the acquisition of a renewed value system, which requires a prolonged period of time and a great degree of purposeful spiritual effort. Some values were destined to be bluntly rejected; others were to be bestowed with new social and cultural meaning; while yet others were generated from scratch. This article contains an overview of such important and relevant values as civic awareness, human life itself and its simple fluctuations, the value of personal emotional experience; aspiration for truth; value of love, togetherness and mutual assistance; and, last but not least, the value of a proper national identity, inseparable from aesthetic values and the concept of “beauty”, which have always been reference points for the Italian way of perceiving the world.