164 research outputs found
Π€ΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠ΅ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΡΠ΅Π½ΠΈΠΊΠ° Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ ΠΎΠ΄Π°
The work is a theoretical scientific study of the problem of formation of a learner's linguistic identity in the process of teaching Ukrainian language in schools on the basis of the synergetic approach. The research substantiates the theoretical principles of formation of the linguistic identity of a learner of a school in the process of teaching Ukrainian language. The lingvodidactic conditions for the formation of the linguistic identity of the learner of the school in the process of learning Language on the basis of the synergetic approach are determined, the criteria with the corresponding indicators.
The practical importance of the study is determined by the focus on improving the cultural speech, cognitive activity and communication skills of learners in the process of learning of the Ukrainian language on the basis of the synergetic approach. The suggested technique for the development of the linguistic identity of the learner in the process of teaching Ukrainian language in schools can be used to create teaching aids on the syntax of the Ukrainian language, improve the content of existing curriculum and textbooks, in the practical activities of teachers, to create special courses and special seminars for students of higher educational institutions, as well as practical training in the methodology of teaching the Ukrainian language on the basis of the synergetic approach in higher educational institutions.Π Π°Π±ΠΎΡΠ° ΠΏΡΠ΅Π΄ΡΡΠ°Π²Π»ΡΠ΅Ρ ΡΠΎΠ±ΠΎΠΉ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ΅ Π½Π°ΡΡΠ½ΠΎΠ΅ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΠ΅Π³ΠΎΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΊΡΠ°ΠΈΠ½ΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π² ΡΠΊΠΎΠ»Π°Ρ
Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°. Π ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΈ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½Ρ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΎΡΠ½ΠΎΠ²Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΠ΅Π³ΠΎΡΡ ΡΠΊΠΎΠ»Ρ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΊΡΠ°ΠΈΠ½ΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ. ΠΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ Π»ΠΈΠ½Π³Π²ΠΎΠ΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ»ΠΎΠ²ΠΈΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΠ΅Π³ΠΎΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠ·ΡΠΊΠ° Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°, ΠΊΡΠΈΡΠ΅ΡΠΈΠΈ Ρ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΌΠΈ ΠΏΠΎΠΊΠ°Π·Π°ΡΠ΅Π»ΡΠΌΠΈ.
ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»ΡΠ΅ΡΡΡ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½Π½ΠΎΡΡΡΡ Π½Π° ΡΠΎΠ²Π΅ΡΡΠ΅Π½ΡΡΠ²ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΊΡΠ»ΡΡΡΡΡ ΡΠ΅ΡΠΈ, ΠΏΠΎΠ·Π½Π°Π²Π°ΡΠ΅Π»ΡΠ½ΠΎΠΉ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΠΈ ΠΈ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΡΡ
Π½Π°Π²ΡΠΊΠΎΠ² ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΡΠΊΡΠ°ΠΈΠ½ΡΠΊΠΎΠ³ΠΎ ΡΠ·ΡΠΊΠ° Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Π°. ΠΡΠ΅Π΄Π»ΠΎΠΆΠ΅Π½Π½Π°Ρ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ·ΡΠΊΠΎΠ²ΠΎΠΉ Π»ΠΈΡΠ½ΠΎΡΡΠΈ ΡΡΠ°ΡΠ΅Π³ΠΎΡΡ Π² ΠΏΡΠΎΡΠ΅ΡΡΠ΅ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ ΡΠΊΡΠ°ΠΈΠ½ΡΠΊΠΎΠΌΡ ΡΠ·ΡΠΊΡ Π² ΡΠΊΠΎΠ»Π°Ρ
ΠΌΠΎΠΆΠ΅Ρ Π±ΡΡΡ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½Π° Π΄Π»Ρ ΡΠΎΠ·Π΄Π°Π½ΠΈΡ ΡΡΠ΅Π±Π½ΡΡ
ΠΏΠΎΡΠΎΠ±ΠΈΠΉ, ΡΠ»ΡΡΡΠ΅Π½ΠΈΡ ΡΠΎΠ΄Π΅ΡΠΆΠ°Π½ΠΈΡ ΡΡΡΠ΅ΡΡΠ²ΡΡΡΠΈΡ
ΡΡΠ΅Π±Π½ΡΡ
ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌ ΠΈ ΡΡΠ΅Π±Π½ΠΈΠΊΠΎΠ², Π² ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΡΠ΅ΠΏΠΎΠ΄Π°Π²Π°ΡΠ΅Π»Π΅ΠΉ.Π ΠΎΠ±ΠΎΡΠ° Ρ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ½ΠΈΠΌ Π½Π°ΡΠΊΠΎΠ²ΠΈΠΌ Π²ΠΈΠ²ΡΠ΅Π½Π½ΡΠΌ ΠΏΡΠΎΠ±Π»Π΅ΠΌΠΈ ΡΠΎΡΠΌΡΠ²Π°Π½Π½Ρ ΠΌΠΎΠ²Π½ΠΎΡ ΠΎΡΠΎΠ±ΠΈΡΡΠΎΡΡΡ ΡΡΠ½Ρ Π² ΠΏΡΠΎΡΠ΅ΡΡ Π½Π°Π²ΡΠ°Π½Π½Ρ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ Π² Π·Π°ΠΊΠ»Π°Π΄Π°Ρ
Π·Π°Π³Π°Π»ΡΠ½ΠΎΡ ΠΎΡΠ²ΡΡΠΈ Π½Π° Π·Π°ΡΠ°Π΄Π°Ρ
ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΄Ρ
ΠΎΠ΄Ρ. ΠΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ ΠΎΠ±Π³ΡΡΠ½ΡΠΎΠ²ΡΡ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ½Ρ ΠΎΡΠ½ΠΎΠ²ΠΈ ΡΠΎΡΠΌΡΠ²Π°Π½Π½Ρ ΠΌΠΎΠ²Π½ΠΎΡ ΠΎΡΠΎΠ±ΠΈΡΡΠΎΡΡΡ ΡΡΠ½Ρ Π² ΠΏΡΠΎΡΠ΅ΡΡ Π½Π°Π²ΡΠ°Π½Π½Ρ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ. ΠΠΈΠ·Π½Π°ΡΠ΅Π½ΠΎ Π»ΡΠ½Π³Π²ΠΎΠ΄ΠΈΠ΄Π°ΠΊΡΠΈΡΠ½Ρ ΡΠΌΠΎΠ²ΠΈ ΡΠΎΡΠΌΡΠ²Π°Π½Π½Ρ ΠΌΠΎΠ²Π½ΠΎΡ ΠΎΡΠΎΠ±ΠΈΡΡΠΎΡΡΡ ΡΡΠ½Ρ Π² ΠΏΡΠΎΡΠ΅ΡΡ Π½Π°Π²ΡΠ°Π½Π½Ρ ΠΌΠΎΠ²ΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Ρ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΄Ρ
ΠΎΠ΄Ρ, ΠΊΡΠΈΡΠ΅ΡΡΡ Π· Π²ΡΠ΄ΠΏΠΎΠ²ΡΠ΄Π½ΠΈΠΌΠΈ ΠΏΠΎΠΊΠ°Π·Π½ΠΈΠΊΠ°ΠΌΠΈ.
ΠΡΠ°ΠΊΡΠΈΡΠ½Π΅ Π·Π½Π°ΡΠ΅Π½Π½Ρ Π΄ΠΎΡΠ»ΡΠ΄ΠΆΠ΅Π½Π½Ρ Π²ΠΈΠ·Π½Π°ΡΠ°ΡΡΡΡΡ ΡΠΏΡΡΠΌΠΎΠ²Π°Π½ΡΡΡΡ Π½Π° ΠΏΠΎΠΊΡΠ°ΡΠ΅Π½Π½Ρ ΠΊΡΠ»ΡΡΡΡΠΈ ΠΌΠΎΠ²ΠΈ, ΠΏΡΠ·Π½Π°Π²Π°Π»ΡΠ½ΠΎΡ Π°ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΠ° ΠΊΠΎΠΌΡΠ½ΡΠΊΠ°ΡΠΈΠ²Π½ΠΈΡ
Π½Π°Π²ΠΈΡΠΎΠΊ ΡΡΠ½ΡΠ² Ρ ΠΏΡΠΎΡΠ΅ΡΡ Π²ΠΈΠ²ΡΠ΅Π½Π½Ρ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ Π½Π° ΠΎΡΠ½ΠΎΠ²Ρ ΡΠΈΠ½Π΅ΡΠ³Π΅ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΏΡΠ΄Ρ
ΠΎΠ΄Ρ. ΠΠ°ΠΏΡΠΎΠΏΠΎΠ½ΠΎΠ²Π°Π½Π° ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° ΡΠΎΠ·Π²ΠΈΡΠΊΡ ΠΌΠΎΠ²Π½ΠΎΡ ΠΎΡΠΎΠ±ΠΈΡΡΠΎΡΡΡ ΡΡΠ½Ρ Ρ ΠΏΡΠΎΡΠ΅ΡΡ Π½Π°Π²ΡΠ°Π½Π½Ρ ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ Π² ΡΠΊΠΎΠ»Π°Ρ
ΠΌΠΎΠΆΠ΅ Π±ΡΡΠΈ Π²ΠΈΠΊΠΎΡΠΈΡΡΠ°Π½Π° Π΄Π»Ρ ΡΡΠ²ΠΎΡΠ΅Π½Π½Ρ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΈΡ
ΠΏΠΎΡΡΠ±Π½ΠΈΠΊΡΠ² Π· ΡΠΊΡΠ°ΡΠ½ΡΡΠΊΠΎΡ ΠΌΠΎΠ²ΠΈ, Π²Π΄ΠΎΡΠΊΠΎΠ½Π°Π»Π΅Π½Π½Ρ Π·ΠΌΡΡΡΡ ΡΠΈΠ½Π½ΠΎΠ³ΠΎ Π½Π°Π²ΡΠ°Π»ΡΠ½ΠΎΠ³ΠΎ ΠΏΠ»Π°Π½Ρ ΡΠ° ΠΏΡΠ΄ΡΡΡΠ½ΠΈΠΊΡΠ², Ρ ΠΏΡΠ°ΠΊΡΠΈΡΠ½ΡΠΉ Π΄ΡΡΠ»ΡΠ½ΠΎΡΡΡ Π²ΠΈΠΊΠ»Π°Π΄Π°ΡΡΠ²
Effects of SARS-CoV-2 Pandemic on computer communication: delayed consequences and new behavioral standards
The relevance of this study is revealed in a selection of online communication tools with the forced consequences of the spread of SARS-CoV-2 in the world, revealing the effectiveness of distance learning. Objective: to trace the transformation of the speech and behavioral standard depending on the internal understanding of their own knowledge about computer-mediated communication in comparison with traditional methods of communication; to evaluate the effectiveness of virtual communication based on the analysis of the needs of communicants in the process of online communication. The presented analysis of the form of communication demonstrates the processes of transformation of the speech and behavioral profile of communicants, which allows for additional research for a wide range of readers who practice online interaction on an observable basis. The material was data from an online questionnaire in which 261 respondents from Kazakhstan took part. The methodology is based on the psychological verbal-communicative method of anonymous online questioning using Google Forms via social networks. Results: online communicants identified the ZOOM platform as an important tool for online communication as an important factor in maintaining stable interaction in a professional environment, training and social communication. Effective computer communication poses the problem of compliance with the norms of online communication for successful interaction. Further study of qualitative and quantitative indicators of various online software tools is of interest for improving the linguistic modeling of educational online discourse with the prediction of the result
Methodology of interpreting the results of the interdisciplinary lingual-and-energetic research
In this paper, the authors substantiate the specificity of a new method and methodological and technological procedures for a complex qualitative-and-quantitative description of the results of non-traditional interdisciplinary lingual-and-energetic studies of stochastic self-developing cognitive processes of human speaking-and-thinking activities. Methodological possibilities and rules of a comprehensive assessment of qualitative and quantitative aspects of these processesβ self-development are described in the paper. Using a theoretical principle of preserving the utteranceβs emotional-and-pragmatic potential as well as the dimensionless K-criterion for defining the level of the utterance emotional-and-pragmatic potential, the authors work out the analysis method based on a psycho-energygram that presents the self-development of cognitive processes of speaking-and-thinking activities in the individualβs spiritual sphere. The trajectories of the analyzed processesβ self-development are considered from the standpoint of synergetic knowledge and thus are interpreted in the form of corresponding attractor structures with bifurcation points that acquire the cognitive status of concepts. The methodology described in the paper opens up new possibilities for a scientific quantitative description of the dynamics of self-developing processes of the individualβs speaking-and-thinking activities. These activities are viewed by the authors in their direct correlation with the reasons that actualize qualitative and meaningful acts generated by psychic and physiological bases of a personβs communicative behavior
ΠΡΠΎΠ±Π»Π΅ΠΌΠ° ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π² ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΡΡ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΡ : ΡΠΏΠΎΡΠΎΠ±Ρ ΠΈ ΡΠ΅Ρ Π½ΠΎΠ»ΠΎΠ³ΠΈΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡ
Intercultural communication implies mutual understanding of the participants of the communication act, who belong to different national cultures. The purpose of the present article is to determine the problems of the human factor in intercultural communication in a multicultural environment, and methods of solving these problems based on the negotiation of differing points of view and misunderstandings in intercultural communication. The article defines theoretical approaches to the study of the intercultural communication concept and the main research lines in the field of intercultural communication. Based on the analysis of scientific literature and conducted expert survey, the authors analyze the problems arising in intercultural communications and approaches to addressing them. Three main categories of problems related to communication in a multicultural environment are identified, namely: language problems, cultural problems, and problems related to personal perception.La comunicaciΓ³n intercultural implica la comprensiΓ³n mutua de los participantes en un acto comunicativo que pertenecen a diferentes culturas nacionales. El objetivo del artΓculo es identificar los problemas del factor humano en las comunicaciones interculturales en un entorno multicultural y los mΓ©todos para resolver los datos se basan en equilibrar desacuerdos y malentendidos en las comunicaciones interculturales. El artΓculo define enfoques teΓ³ricos para el estudio de la categorΓa de "comunicaciΓ³n intercultural", define las principales direcciones de investigaciΓ³n en el campo de la comunicaciΓ³n intercultural. Basado en el anΓ‘lisis de la literatura cientΓfica y la encuesta de expertos, se analizan los problemas que surgen en las comunicaciones interculturales y los enfoques para su soluciΓ³n. Se identifican tres categorΓas principales de problemas relacionados con la comunicaciΓ³n en un entorno multicultural, a saber: problemas de lenguaje, problemas de naturaleza cultural, problemas asociados con la percepciΓ³n personal.ΠΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½Π°Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡ ΠΏΠΎΠ΄ΡΠ°Π·ΡΠΌΠ΅Π²Π°Π΅Ρ Π²Π·Π°ΠΈΠΌΠΎΠΏΠΎΠ½ΠΈΠΌΠ°Π½ΠΈΠ΅ ΡΡΠ°ΡΡΠ½ΠΈΠΊΠΎΠ² ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠ²Π½ΠΎΠ³ΠΎ Π°ΠΊΡΠ°, ΠΊΠΎΡΠΎΡΡΠ΅ ΠΏΡΠΈΠ½Π°Π΄Π»Π΅ΠΆΠ°Ρ ΠΊ ΡΠ°Π·Π½ΡΠΌ Π½Π°ΡΠΈΠΎΠ½Π°Π»ΡΠ½ΡΠΌ ΠΊΡΠ»ΡΡΡΡΠ°ΠΌ. Π¦Π΅Π»ΡΡ ΡΡΠ°ΡΡΠΈ ΡΠ²Π»ΡΠ΅ΡΡΡ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½ΠΈΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌ ΡΠ΅Π»ΠΎΠ²Π΅ΡΠ΅ΡΠΊΠΎΠ³ΠΎ ΡΠ°ΠΊΡΠΎΡΠ° Π² ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΡ
Π² ΠΌΠ½ΠΎΠ³ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌ ΠΎΠΊΡΡΠΆΠ΅Π½ΠΈΠΈ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π΄Π°Π½Π½ΡΡ
ΠΏΠΎΠ±Π»Π΅Π΅ΠΌ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π±Π°Π»Π°Π½ΡΠΈΡΠΎΠ²ΠΊΠΈ ΡΠ°Π·Π½ΠΎΠ³Π»Π°ΡΠΈΠΉ ΠΈ Π½Π΅Π΄ΠΎΡΠ°Π·ΡΠΌΠ΅Π½ΠΈΠΉ Π² ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΡ
. Π ΡΡΠ°ΡΡΠ΅ ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΡΠ΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ Β«ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½Π°Ρ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΒ», ΠΎΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ Π½Π°ΠΏΡΠ°Π²Π»Π΅Π½ΠΈΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΠΉ Π² ΡΡΠ΅ΡΠ΅ ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΉ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΠΈ. ΠΠ° ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ Π°Π½Π°Π»ΠΈΠ·Π° Π½Π°ΡΡΠ½ΠΎΠΉ Π»ΠΈΡΠ΅ΡΠ°ΡΡΡΡ ΠΈ ΡΠΊΡΠΏΠ΅ΡΡΠ½ΠΎΠ³ΠΎ ΠΎΠΏΡΠΎΡΠ° ΠΏΡΠΎΠ°Π½Π°Π»ΠΈΠ·ΠΈΡΠΎΠ²Π°Π½Ρ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, Π²ΠΎΠ·Π½ΠΈΠΊΠ°ΡΡΠΈΠ΅ Π² ΠΌΠ΅ΠΆΠΊΡΠ»ΡΡΡΡΠ½ΡΡ
ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΡ
ΠΈ ΠΏΠΎΠ΄Ρ
ΠΎΠ΄Ρ ΠΊ ΠΈΡ
ΡΠ΅ΡΠ΅Π½ΠΈΡ. ΠΠΏΡΠ΅Π΄Π΅Π»Π΅Π½Ρ ΡΡΠΈ ΠΎΡΠ½ΠΎΠ²Π½ΡΠ΅ ΠΊΠ°ΡΠ΅Π³ΠΎΡΠΈΠΈ ΠΏΡΠΎΠ±Π»Π΅ΠΌ, ΠΈΠΌΠ΅ΡΡΠΈΠ΅ ΠΎΡΠ½ΠΎΡΠ΅Π½ΠΈΠ΅ ΠΊ ΠΊΠΎΠΌΠΌΡΠ½ΠΈΠΊΠ°ΡΠΈΡΠΌ Π² ΠΌΠ½ΠΎΠ³ΠΎΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠΌ ΠΎΠΊΡΡΠΆΠ΅Π½ΠΈΠΈ, Π° ΠΈΠΌΠ΅Π½Π½ΠΎ: ΡΠ·ΡΠΊΠΎΠ²ΡΠ΅ ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ ΠΊΡΠ»ΡΡΡΡΠ½ΠΎΠ³ΠΎ Ρ
Π°ΡΠ°ΠΊΡΠ΅ΡΠ°, ΠΏΡΠΎΠ±Π»Π΅ΠΌΡ, ΡΠ²ΡΠ·Π°Π½Π½ΡΠ΅ Ρ Π»ΠΈΡΠ½ΡΠΌ Π²ΠΎΡΠΏΡΠΈΡΡΠΈΠ΅ΠΌ.
 
Intersection of Technology and Second Language Acquisition
Migration and globalization have accelerated the need for a second language. Educational systems, as one of the most conservative systems of society, do not keep pace with scientific and technological progress and social changes, and do not have the capacity and resources to solve the problem of rapid training of a large number of adults in language, social and industrial skills. At the same time, the development of alternative ways of learning leads to the rapid growth of online learning. Such complex interdisciplinary developments require coordinated work of specialists in various fields of knowledge, using different terminology, methodology and models of the subject area. This makes it extremely difficult to work together and leads to the fact that the latest technical systems are implemented outdated techniques, teachers do not use the technical capabilities of modern systems, and methodologists cannot put into practice modern scientific discoveries and developments. To date, the objective prerequisites for the creation of a Learning Management System (LMS), which combines the most effective developments in the field of activity theory, psycholinguistics and information and communication technologies (ICT), have matured. The proposed LMS at the system level has already solved the problem of simultaneous interconnection of both the language system itself and the corresponding ICT tools that ensure the formation of foreign language thinking of adults in the development of professional skills. This approach, in which the set of criteria plays a decisive role, opens up new prospects for the acquisition of not only full professional and communicative competence, but above all, helps to apply new effective integration strategies of systematic and sustainable involvement of migrants, implementing the process of formation of professional skills for the specialty that is most in demand in a particular region. Moreover, training can be started even before arrival in the host country under special programs developed both on the basis of instructions of state bodies and recommendations of local communities
Applied Linguistics, Computational Linguistics and Other Interdisciplinary Sciences as Effective Intercultural Communication Strategies
The article deals with the issues of interaction of linguistics and modern computer information technologies. It systematizes the actual problems and ways of their integration based on the analysis of the latest scientific works and the appropriate educational programs in higher education institutions all over the world. It draws attention to interdisciplinary sciences such as applied linguistics, computational linguistics, linguistic informatics, quantitative linguistics, mathematical linguistics, Internet linguistics, and integrated knowledge. The cooperation of two different areas is very productive and prospective. It contributes to the development of artificial intelligence and provides wider professional opportunities, effective intercultural communication and further improvement of society. The representatives of two, very different fields become mutually beneficial and complete each other successfully. The result of this interaction is a universal specialist which is in great demand nowadays. The main issues of the interaction of linguistics and modern information technologies are the following: 1) the role of virtual space and modern information technology in the development of linguistics; 2) the role of linguistics in the development of virtual space and information technologies, and the training of computer specialists; 3) the place of virtual space and modern information technologies in preparing linguists and translators (machine translation, translation systems, etc.); 4) the emergence of interdisciplinary sciences and educational courses at the intersection of two areas to provide society with professionals with integrated knowledge; duplication of their conceptual and terminological apparatus and research methods (due to their novelty); methodological support of the integrated educational process
Structural and semantic characteristics of food-related neologisms in modern English
The present article deals with an increasing number of words which have recently appeared in the English language due to the drastic changes in social, political, economic realms as well as science and technology. Constant technological and scientific progress as surely as active development of cultural, spiritual and everyday spheres of life may be a powerful stimulus for the continual enrichment of English lexicon. The English language is monthly enriched by new lexical units which are introduced into official dictionaries and thesauri in order to extend its vocabulary. Thus, the purpose of this paper is to provide comprehensive linguistic research of innovative food-related lexical units, collocations, expressions and notions as well as to observe productive word-building patterns used for coining new words. Firstly, we examine fundamental works on the subject of neology, neologisms and their word-formation types as a linguistic phenomenon. Secondly, the focus of attention is on structure and semantics of food-related coinages which have recently come into use. Moreover, we concentrate on blending as the most frequently occurring word-formation type used to create neologisms in the sphere of gastronomy and related domains. In addition, various types of lexical blends are discussed as well as their high degree of productivity. Finally, we make conclusions and suggestions for further linguistic investigations
Linguistic identity, national archetypes and sociocultural environment of their formation
The purpose of this paper is to analyze the current state of the categories βlinguistic identityβ and βnational archetypeβ in correlation with the socio-cultural environmen
The effects of +/- reasoning demands on L2 oral production during
MΓ ster de LingΓΌΓstica Aplicada i AdquisiciΓ³ de LlengΓΌes en Contextos MultilingΓΌes, Departament de Filologia Anglesa i Alemanya, Universitat de Barcelona, Any: 2009, Supervisor: Dr. Roger Gilabert GuerreroThe current study analyses data collected during a decision-making task in order to determine how task complexity, manipulated along the resource directing variable of +/- reasoning demands, affects dimensions of fluency, accuracy and linguistic complexity while the resource dispersing variable of less planning time remained constant. In addition to general measures, three developmentally based, task specific measures derived from results of studies of conjoined clauses and elaborated noun phrases, have been employed in order to determine specific effects of increased task complexity on structural complexity. Overall results indicate that as cognitive complexity increased, structural complexity was positively affected as the intended message was conceptualized in such a way as to effectively meet the demands of the increased reasoning demands. Lexical complexity, accuracy, and fluency were not affected although greater demands along the resource dispersing variable of less planning time may have minimized effects of increased reasoning demands along these dimensions. Task specific measures were successful in identifying instances of structural complexity where general measures were not able to do so
Syntax with oscillators and energy levels
This book presents a new approach to studying the syntax of human language, one which emphasizes how we think about time. Tilsen argues that many current theories are unsatisfactory because those theories conceptualize syntactic patterns with spatially arranged structures of objects. These object-structures are atemporal and do not lend well to reasoning about time. The book develops an alternative conceptual model in which oscillatory systems of various types interact with each other through coupling forces, and in which the relative energies of those systems are organized in particular ways. Tilsen emphasizes that the two primary mechanisms of the approach β oscillators and energy levels β require alternative ways of thinking about time. Furthermore, his theory leads to a new way of thinking about grammaticality and the recursive nature of language. The theory is applied to a variety of syntactic phenomena: word order, phrase structure, morphosyntax, constituency, case systems, ellipsis, anaphora, and islands. The book also presents a general program for the study of language in which the construction of linguistic theories is itself an object of theoretical analysis.
Reviewed by John Goldsmith, Mark Gibson and an anonymous reviewer. Signed reports are openly available in the downloads session
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