REPETITION AND INTERTEXTUALITY AS MODALITIES OF TEXT STRUCTURING AND PERCEPTION

This article examines the relationship between a text structure and the perception of a text from the perspective of linguo-synergetic approach. The paper is grounded in the mathematics of harmony and the theory of intertextuality. Using the metro-rhythmic algorithm, the author reveals symmetrical and asymmetrical repetition, its vertical and horizontal types which influence text perception harmonically.The perception of a linear text is mainly influenced by a non-linear text structure which is revealed at horizontal and vertical scales of repetition and intertextuality.A horizontal type of repetition includes repeated rhythmic units within a coursebook. A vertical type includes lexical and syntactic repetition within one text. Being spaced in time, repetition forms a spiral, due to which a text can be easily perceived and memorized by students.Intertextuality is divided into hypertextuality and paratextuality, presented horizontally; intextuality and architextuality, presented vertically. Intertextuality is an effective way of text interpretation, which activates students’ background knowledge.The article has been written within the broad framework of the field of foreign language acquisition. A polilogue is a text that has intertextual inclusions, repeated lexical and syntactic structures which create a harmonic rhythm that enables key words and sentences to be recycled. Together with task-cycling and spaced retrieval, a harmonically structured polilogue makes a foreign language acquisition effective

Application of ICT for foreign language educational material memorizing by engineering students

The present paper contains the theoretical investigations results as well as the test-teaching results dedicated to foreign language training methods full-fledged realization by means of linguodidactical capabilities of education informatization facilities. The theoretical part of the present paper presents eleven linguodidactical capabilities of education informatization facilities. The methodical recommendations for language teachers on overcoming the difficulties of memorizing of non-specific for science and technology language educational material by engineering students are also presented here. The practical part of the article is devoted to the description of the English language test-teaching process of engineering students and to the results of this test-teachin

READABILITY ANALYSIS OF ARABIC BOOK BASED ON CHARACTER VALUES

One strategy in determining the success of learning is textbooks or schoolbooks. However, we often find books that are not up to standard and impact student understanding. Understanding the book’s contents is so closely related to the ease or difficulty of the material, or is called readability that the contents of the text need to be evaluated and adjusted to the competence of students so that learning objectives are achieved not only increase in the academic field but also students' moral behavior. This research aims to describe the readability of discourse based on the fog index formula statistically and compiled descriptively and then to analyze the character values based on the profile of Pancasila students published by the Standards, Curriculum, and Education Assessment Agency (BSKAP). This research was designed using a qualitative descriptive method with a content analysis model. The results of the study readability level in this book are 2.44, which means that this value belongs to the very easy-to-read category. This book fulfills the character values of the Pancasila students’ profile; namely: (1) having faith, fearing God Almighty, and having noble characters, (2) global diversity, (3) working together, (4) being independent, (5) critical reasoning, and (6) being creative

Intercultural Discourse, Critique, Emancipation and the Inclusion of the Other

This paper critically engages contemporary discussions in intercultural philosophy and critical theory in light of achieving a profound critique of grand ideological schemes, propounding a model for an emancipatory praxis and the inclusion of the other in the dominant discourse. Intercultural philosophy tries to deconstruct the Eurocentrism of the philosophical tradition and in return introduces a reconstructive project centered on the embedded nature of cognition and the culturally oriented nature of philosophy. Critical social theory constitutes a critique of grand metaphysical systems that divorce theory from praxis and the transcendent from the transient. In return it tries to introduce an emancipatory praxis inspired by Hegelian-Marxism, is dialectical, reflexive, analyzes the contradictions of modernity and is interdisciplinary. Intercultural philosophy and critical social theory share a common interest in standing against grand metaphysical systems and centering on everyday centers of learning. Through such a critical exposition of the confines of intercultural philosophy and critical social theory, this paper argues that both approaches, (1) fail to go beyond the Eurocentric grand narrative of modernity that legitimizes Western ideology and is antithetical to the lived experiences of the other, (2) both approaches ultimately run into the problem of value incommensurability and (3) both approaches fail to introduce a quasi-transcendental foundation that both translate contending worldviews while simultaneously affirming the place of the other. Finally I will introduce an alternative model founded on the idea of multiple modernities which situates modernity as being situated in diverse cultural backgrounds.Keywords: Otherness, Interculturality, Critique, Emancipatio

Exploring voices, exploring appropriate education. A practitioners’ discourse'

My thesis describes an exploratory process into a practitioners’ discourse on appropriate education. Chapter one: Appropriate Education is about the Dutch educational policy called Passend onderwijs. The chapter positions the appropriate education in national and international educational and ethical Discourses with a capital ‘D’ and discourses with a lower-case ‘d’. Chapter Two: My Exploring Voices starts with the autobiographical description of my extended educational career, leading initially to an exploration of appropriate education from a phenomenological approach. The chapter then describes my researcher’s shift from phenomenology to the narrative turn. Following reflective sculptor activities, the leading question became how to do justice to, and present the variety between and within, the practitioners’ voices. As a consequence the situational (Guillemin & Gilman, 2004), relational (Ellis, 2007) and perfomative ethics (Holman Jones, 2005) started to play a major role additional to prevailing procedural qualitative researchers’ ethics (Baarda, Goede & Teunissen, 2009; Clandinin, 2007; Cohen, Manion & Morrisson, 2000; Evers, 2007; Maso & Smaling, 1998). Alongside these auto-ethnographic-driven ethical considerations, from Bakhtin (1981) I tapped the idea of using a dialogue as a way of presenting the varieties within and between voices. Bakhtin (1984b) taught me as an author to renounce my essential surplus of knowledge. Boje challenged me as author to construct a polylogue as an antinarrative to keep the polylogue out of the prison of required unity of coherence. The plot of my thesis is my substantiated justification of constructing a plotless polylogue as to do justice to the variety within and between practitioners’ voices I heard talking about appropriate education. Chapter Three: Exploring Voices Exploring Appropriate Education describes the methodological steps towards the construction of a polylogue and writing its text. It is about the collecting process of information: about the destructive process of the collected information into stories to resource the polylogue; about the temporarily emplotment (Boje, 2001) as a tool to grasp the number of stories and the subsequent fragmentation of the plots and their constituent stories; about creating five characters and distributing the fragmented plots amongst the five created characters; about constructing, enacting and recording a scenario; about the process of writing and polishing a polylogue text; and about weaving a play. Chapter Four: Voices Exploring Appropriate Education contains the polylogue described as a play. The characters are: Anne, administrator; Cees, volunteer and researcher; Joan, special educational needs coordinator at a primary school; Paul, special primary education school director; Rob, a janitor; and Rosemary, primary school teacher school. A glossary is added for the practitioners’ Dutch slang that I decided to leave untranslated in the English medium polylogue to emphasize the Dutch character of the appropriate education policy and its discourse. Chapter Five: Post Voices begins with my reflective review of the exploratory process from the perspective of Vygostky. I first reflect on my explorer’s role from the traditional Dutch Vygotskian approach concluding my prelude education voice resounded in my exploring voice. Reflecting on voices exploring appropriate education from Vygotsky’s socio-historical voice I conclude, referring to Lyotard (1998), that my small story on an appropriate education discourse adds an intrinsic and ongoing incoherence to the Dutch appropriate education Discourse (Gee, 2005). Reflecting on the zones of proximal appropriate education developments I conclude that the presentness (Morson, 1994) to the current appropriate education discourse is lacking. My final words are on my acceptance and the consequences of this omission

Making Home: Directing Reintegration Plays

This doctoral study explores three American post-combat reintegration plays written and produced in 2010 and 2011 in the United States. Using script analysis and production research, the dissertation describes some of the major themes of reintegration and strengths of theatrical production as revealed by the critically alternative narratives in the scripts and performances of Time Stands Still by Donald Margulies, American Soldiers by Matt Morillo, and Oohrah! by Bekah Brunstetter

Komunikacja Ukraińskich Uczniów w Sieciach Społecznościowych: Aspekty Językowe i Pedagogiczne

The article presents the study of the influence of network communication on the development of communicative competence in the native language of schoolchildren in the Ukrainian social network environment. It has been verified statistically that the use of English is quite common in the everyday discourse of the higher grade students (ninth through eleventh grades), with the number of English words integrated in their communication in Ukrainian rising with the age of the students. The ways of such integration (anglicism adaptation mechanisms) have been defined (neoderivatives, neoborrowings, neosemanticisms) based on the analysis of Telegram chats of students of the ninth, tenth and eleventh grades.It has also been proved that students do not tend to apply a conscious approach to the use of English words, and thus, when informed of the necessity to preserve the purity of their mother tongue, resume to the choice of Ukrainian words avoiding unnecessary use of English. Specific pedagogical procedures help the students be aware of their communicative competence development in relation to the use of foreign words in their social network interactions.W artykule przedstawiono badanie wpływu komunikacji sieciowej na rozwój kompetencji komunikacyjnej w języku ojczystym uczniów w ukraińskim środowisku sieci społecznościowych. Stwierdzono statystycznie, że używanie języka angielskiego jest dość powszechne w codziennym dyskursie uczniów starszych klas (klasy 9–11), a liczba angielskich słów zintegrowana z ich komunikacją w języku ukraińskim wzrasta wraz z wiekiem uczniów. Sposoby takiej integracji (mechanizmy adaptacji anglicyzmów) zostały zdefiniowane (neoderywatywy, zapożyczone słowa, neosemantyzmy) na podstawie analizy czatów w sieci Telegram uczniów klas 9, 10 i 11. Udowodniono również, że uczniowie nie mają tendencji do świadomego posługiwania się słowami angielskimi, a zatem poinformowani o konieczności zachowania czystości języka ojczystego, przystępują do wyboru słów ukraińskich, unikając niepotrzebnego używania języka angielskiego. Konkretne procedury pedagogiczne pomagają uczniom zdawać sobie sprawę z rozwoju kompetencji komunikacyjnych w zakresie używania obcych słów w interakcjach w sieci społecznościowej

Media Culture of a Globalised World: Evolution of Language Technologies

Received 4 June 2020. Published online 29 December 2020