Contemporary philosophy of language studies a broad range of questions connected with the functioning of language in the environment. There can be singled out three paradigms of language existence: speech, written language, and digital language. Diachronically language appeared and initially existed in the form of speech. The paper regards speech as a biological ability of social adaptation in language environment having an orienting function. With the advent of writing, people entered into a textual environment. Written language is an artifact, a part and parcel of our life. Nowadays, we witness a new era of digital language and virtual environment. Digital language is seen to be interactive, dialogical, iconic, being a hybrid of written and oral types of languages. A digital/electronic text is simiotically charged with icons, types of fonts, color, position, pictures and videos. The paper presents a discourse analysis triggered by the creolized text post on Facebook. Semiotically speaking, a creolized text forms a unity of verbal and non-verbal constituents which afford an observer to be part of it and interpret it. In case of Facebook posting, discourse is distributed and expanded because many people can see or take part in it. The example brought in the paper shows that the discourse unfolding on the timeline is not necessarily linear because it can spread in branches or shorter discourses. A post can encourage Facebook users to expand it into a discourse or even many discourses. Commenters use colloquial language, emotionally charged with emoji (smiles), morphological, lexical, and semantic means.
The paper analyzes students’ written assignments and looks at the challenges that the students faced when preparing those assignments. The objective of carrying out this analysis is to optimize the teaching process to develop academic writing skills. Contextual analysis was used to achieve the objective. Moreover, the paper includes the literature review on the topic. It helped to identify the main challenges that professors and students face in Academic Writing (teaching Academic Writing separately without integrating other skills and only to achieve the teaching goals; students’ and professors’ differing interpretations of the significance of various assessment criteria; one-way feedback, usually with criticisms only) and to determine the solutions to those challenges. The analysis of the students’ written assignments revealed that the students are aware of the criteria applied to the language of this sort of papers but they have poor skills to arrange their ideas logically (the connection between the topic sentence and arguments or between the arguments and minor supporting details is implied but not explained clearly). That is the reason why the author offers a set of measures that can help students to develop this skill: teaching academic writing together with critical reading; setting a forum for students where they can discuss the topics, arising challenges and possible solutions; detailed instruction and feedback sessions, etc. The paper also offers a set of exercises that may help students to improve the quality of their written assignments.
The article is concerned with the main assumptions and strategies of using authentic media sources as didactic materials in communicative EFL (English as a foreign language) teaching. This process implies an overall development and transfer of the four main linguistic skills: reading, writing, speaking, listening. Teacher-student interaction, whole-class/group/individual activities are designed to contribute to the development of student communicative language competence when working with manifold media materials: audio-visual items, texts for reading and oral or written analysis and discussion. In this regard, distant learning is looked upon as the most significant element in terms of student solitary work. In the light of the analysis of scientific research, four working principles are set out: illustrative, imitative, analytical, analytic-correctional. It is shown that four critical areas of effective instruction: managed choice, multi-source curriculum, multi-task learning and meaningful classroom discussion should be employed in the classroom turning a stale learning environment into an invigorating one with great potential.