Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17313
A. Pushkina, Liudmila V. Krivoshlykova
The relevance of the study is due to the need to optimize the teaching-learning process by reducing children’s stress and increasing their self-esteem via employing game-based techniques. It is the language learning games (LLG) that allow greater involvement of beginners into the educational process. The purpose of the study is to develop a model of a gamified English lesson, on the basis of which it is possible to conduct classes with younger students. The research methods were the method of a needs analysis (a questionnaire and an oral test) and a pedagogical experiment. 20 teachers took part in the survey, with the experiment involving 39 students. The model of an English lesson based on LLG has been developed and tested. The developed model of a gamified lesson has proved its effectiveness. The number of students experiencing difficulty demonstrating language skills decreased significantly. Properly chosen LLG had a beneficial effect on memorizing speech pattern and words under study. The study has demonstrated that gamification incorporated into foreign language education contributes to the creation of a learner-centered educational environment, which allows minimizing stress and increasing academic performance.
{"title":"Language learning games when teaching english to young learners","authors":"A. Pushkina, Liudmila V. Krivoshlykova","doi":"10.29051/el.v8iesp.2.17313","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17313","url":null,"abstract":"The relevance of the study is due to the need to optimize the teaching-learning process by reducing children’s stress and increasing their self-esteem via employing game-based techniques. It is the language learning games (LLG) that allow greater involvement of beginners into the educational process. The purpose of the study is to develop a model of a gamified English lesson, on the basis of which it is possible to conduct classes with younger students. The research methods were the method of a needs analysis (a questionnaire and an oral test) and a pedagogical experiment. 20 teachers took part in the survey, with the experiment involving 39 students. The model of an English lesson based on LLG has been developed and tested. The developed model of a gamified lesson has proved its effectiveness. The number of students experiencing difficulty demonstrating language skills decreased significantly. Properly chosen LLG had a beneficial effect on memorizing speech pattern and words under study. The study has demonstrated that gamification incorporated into foreign language education contributes to the creation of a learner-centered educational environment, which allows minimizing stress and increasing academic performance.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86876349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17322
Natalya Khristoforova
The article is devoted to the examination of the mechanism of interaction of the verbal and nonverbal sign systems in popular science texts. The study reveals that the interaction of the verbal and nonverbal components of a popular science text is aimed at conveying information, promotes the reader’s interest in this information, forms a convincing image of the discovery, research, or news from the world of science, and helps the reader to retain information in their mind for a longer period of time. The specificity of the comparability of the verbal and nonverbal components of the text is established at the content, content-linguistic, and content-compositional levels. The compositional-spatial elements of a popular science text are characterized and their functions are identified as drawing attention to significant events, informing, and forming an assessment. The study demonstrates that the coloristic component of a popular science text also functions as its semantic component.
{"title":"Electronic creolized popular science text","authors":"Natalya Khristoforova","doi":"10.29051/el.v8iesp.2.17322","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17322","url":null,"abstract":"The article is devoted to the examination of the mechanism of interaction of the verbal and nonverbal sign systems in popular science texts. The study reveals that the interaction of the verbal and nonverbal components of a popular science text is aimed at conveying information, promotes the reader’s interest in this information, forms a convincing image of the discovery, research, or news from the world of science, and helps the reader to retain information in their mind for a longer period of time. The specificity of the comparability of the verbal and nonverbal components of the text is established at the content, content-linguistic, and content-compositional levels. The compositional-spatial elements of a popular science text are characterized and their functions are identified as drawing attention to significant events, informing, and forming an assessment. The study demonstrates that the coloristic component of a popular science text also functions as its semantic component.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"09 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86120164","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17308
Mariya Golovatskaya, Y. Tarasov, L. Saburova, Elena Kirillova, Olesya Тereshchenko
This article considers how people with disabilities can obtain a higher education degree. This study aims at determining possibilities for improving legal, organizational, and technical mechanisms for inclusive education. The authors of the article conduct a comparative analysis of inclusive education models based on their implementation in Russia and foreign countries. The authors note that inclusive education models used in the Russian universities face organizational and legal, scientific, and methodological difficulties in their implementation. They also conclude that global inclusive education models are more independent, structured, and legally oriented, work with a wider range of people with special educational needs than the Russian models. To solve the existing issues of inclusive education at universities, a model of interaction between participants is proposed based on legal mechanisms for continuous support.
{"title":"Developing legal and organizational mechanisms to improve the effectiveness of teaching students with disabilities at Universities","authors":"Mariya Golovatskaya, Y. Tarasov, L. Saburova, Elena Kirillova, Olesya Тereshchenko","doi":"10.29051/el.v8iesp.2.17308","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17308","url":null,"abstract":"This article considers how people with disabilities can obtain a higher education degree. This study aims at determining possibilities for improving legal, organizational, and technical mechanisms for inclusive education. The authors of the article conduct a comparative analysis of inclusive education models based on their implementation in Russia and foreign countries. The authors note that inclusive education models used in the Russian universities face organizational and legal, scientific, and methodological difficulties in their implementation. They also conclude that global inclusive education models are more independent, structured, and legally oriented, work with a wider range of people with special educational needs than the Russian models. To solve the existing issues of inclusive education at universities, a model of interaction between participants is proposed based on legal mechanisms for continuous support.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"40 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90651649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17321
S. Grigoryev, N. Saenko, P. Volkova, Anna Luginina
The concept of “virtualization” can denote different processes and phenomena of social life, traversing the fragmented perceptions of contemporary society, including at the level of artistic reality. It is notable that the experiment realized in the space of artistic reality is built in full accordance with modern approaches to computer virtual reality positioned at the level of the system of immersion and display of information. The correlation of the social projects developed in them reveals a number of contradictions, by overcoming which the authors create a precedent of human-computer isomorphism relying on a systematic methodology and the method of analysis of dictionary definitions.
{"title":"Analysis of the lexeme “mirages” in the context of the idea of virtual reality","authors":"S. Grigoryev, N. Saenko, P. Volkova, Anna Luginina","doi":"10.29051/el.v8iesp.2.17321","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17321","url":null,"abstract":"The concept of “virtualization” can denote different processes and phenomena of social life, traversing the fragmented perceptions of contemporary society, including at the level of artistic reality. It is notable that the experiment realized in the space of artistic reality is built in full accordance with modern approaches to computer virtual reality positioned at the level of the system of immersion and display of information. The correlation of the social projects developed in them reveals a number of contradictions, by overcoming which the authors create a precedent of human-computer isomorphism relying on a systematic methodology and the method of analysis of dictionary definitions.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87426329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17324
Galina Shanturova, M. Shutova, Svetlana Persiyanova, S. Khromov
The study is relevant due to a growing scientific interest in the specific features of thinking and cognitive styles of Western and Eastern civilizations, as well as individual ethnic groups that make up these civilizations, at the junction of the humanities and natural sciences. The authors of this article consider the connection between such a psychophysiological phenomenon as the lateral asymmetry of the cerebral hemispheres and the cognitive approach in teaching Russian as a foreign language. According to the cognitive style, Eastern thinking refers to the right hemisphere, while Western thinking inclines to the left hemisphere, which creates a cognitive conflict-academic situation in the learning process. The article addresses the solution of the indicated problems caused by the insufficient consideration of ethno-psycho-physiological features of such students. The paper substantiates the thesis that the Chinese can master knowledge, develop various skills and abilities using the right hemisphere learning strategy with due regard to the theory of functional asymmetry of the cerebral hemispheres.
{"title":"Right hemisphere strategy and consideration of lateral profile as an innovative technology for teaching russian as a foreign language to chinese students","authors":"Galina Shanturova, M. Shutova, Svetlana Persiyanova, S. Khromov","doi":"10.29051/el.v8iesp.2.17324","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17324","url":null,"abstract":"The study is relevant due to a growing scientific interest in the specific features of thinking and cognitive styles of Western and Eastern civilizations, as well as individual ethnic groups that make up these civilizations, at the junction of the humanities and natural sciences. The authors of this article consider the connection between such a psychophysiological phenomenon as the lateral asymmetry of the cerebral hemispheres and the cognitive approach in teaching Russian as a foreign language. According to the cognitive style, Eastern thinking refers to the right hemisphere, while Western thinking inclines to the left hemisphere, which creates a cognitive conflict-academic situation in the learning process. The article addresses the solution of the indicated problems caused by the insufficient consideration of ethno-psycho-physiological features of such students. The paper substantiates the thesis that the Chinese can master knowledge, develop various skills and abilities using the right hemisphere learning strategy with due regard to the theory of functional asymmetry of the cerebral hemispheres.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90263284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17315
S. Shсherbina, I. Mazanko, E. Altabayeva, T. Kovina, E. Ganina
The study proves that the prefixal method is the main way of forming adverbs of manner in the Old Russian language. The teaching of language historians about the formation of Old Russian adverbs is based on a stable idea about the ongoing or incomplete adverbialization of prepositional-substantive or prepositional-attributive combinations. This viewpoint on adverbs affected the historical coverage of this part of speech not only in academic research but also in educational literature. Adverbs of manner, which are integral grammatical and lexical components of the Russian language, have not yet been a research subject.
{"title":"Formation of adverbs of manner in the Old Russian language (as exemplified by literary texts of the 6th-16th centuries)","authors":"S. Shсherbina, I. Mazanko, E. Altabayeva, T. Kovina, E. Ganina","doi":"10.29051/el.v8iesp.2.17315","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17315","url":null,"abstract":"The study proves that the prefixal method is the main way of forming adverbs of manner in the Old Russian language. The teaching of language historians about the formation of Old Russian adverbs is based on a stable idea about the ongoing or incomplete adverbialization of prepositional-substantive or prepositional-attributive combinations. This viewpoint on adverbs affected the historical coverage of this part of speech not only in academic research but also in educational literature. Adverbs of manner, which are integral grammatical and lexical components of the Russian language, have not yet been a research subject.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"251 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76761321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17307
Mehriban Adigozel Qizi Asadullasoy
O artigo discute o significado do estilo epistolar no desenvolvimento da linguagem artística e também lança luz sobre as questões de investigar a linguagem das correspondências oficiais e pessoais de figuras de arte. O estilo epistolar encontrado nas atividades criativas dos representantes do cenário literário nakhchivan distingue-se por sua singularidade e difere de outros estilos por suas características artístico-publicitárias, conteúdo autobiográfico e essência. Foi possível constatar diversas assinaturas encontradas nas cartas de personalidades de destaque, sua postura em relação aos processos sócio-políticos do período, suas relações com pessoas próximas e suas visões literário-artísticas. As cartas que refletem as relações pessoais entre os representantes do cenário literário nakhchivan possibilitaram o acesso a informações sobre a história, literatura, cultura e imprensa do Azerbaijão.
{"title":"Características linguísticas artísticas do estilo epistorial nas atividades criativas dos representantes do cenário literário nakhchivan nos séculos XIX-XX","authors":"Mehriban Adigozel Qizi Asadullasoy","doi":"10.29051/el.v8iesp.2.17307","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17307","url":null,"abstract":"O artigo discute o significado do estilo epistolar no desenvolvimento da linguagem artística e também lança luz sobre as questões de investigar a linguagem das correspondências oficiais e pessoais de figuras de arte. O estilo epistolar encontrado nas atividades criativas dos representantes do cenário literário nakhchivan distingue-se por sua singularidade e difere de outros estilos por suas características artístico-publicitárias, conteúdo autobiográfico e essência. Foi possível constatar diversas assinaturas encontradas nas cartas de personalidades de destaque, sua postura em relação aos processos sócio-políticos do período, suas relações com pessoas próximas e suas visões literário-artísticas. As cartas que refletem as relações pessoais entre os representantes do cenário literário nakhchivan possibilitaram o acesso a informações sobre a história, literatura, cultura e imprensa do Azerbaijão.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"99 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88707139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17318
M. Fokina, M. Shutova, S. Khromov
The article considers a foreign accent in Russian speech and develops methods for its reduction. It is necessary to compare positional patterns in two "contacting" systems. When teaching foreign students the Russian prosody, it is important to take into account that positional patterns in the Russian language are mainly conditioned by the positional change of sounds, and such patterns in the native language of students can be determined by the restriction on their use in specific positions caused by the limited distribution of phonemes. The positional patterns of the Russian language are thoroughly studied in the courses of Russian sounding speech but little attention is paid to the positional patterns of the native language of foreign students in the process of teaching the Russian phonetics. All of the above determines the need to consider the positional analysis of "contacting" phonetic systems when creating nationally oriented courses in practical phonetics.
{"title":"Syntagmatic patterns of a native language as a factor of phonetic interference","authors":"M. Fokina, M. Shutova, S. Khromov","doi":"10.29051/el.v8iesp.2.17318","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17318","url":null,"abstract":"The article considers a foreign accent in Russian speech and develops methods for its reduction. It is necessary to compare positional patterns in two \"contacting\" systems. When teaching foreign students the Russian prosody, it is important to take into account that positional patterns in the Russian language are mainly conditioned by the positional change of sounds, and such patterns in the native language of students can be determined by the restriction on their use in specific positions caused by the limited distribution of phonemes. The positional patterns of the Russian language are thoroughly studied in the courses of Russian sounding speech but little attention is paid to the positional patterns of the native language of foreign students in the process of teaching the Russian phonetics. All of the above determines the need to consider the positional analysis of \"contacting\" phonetic systems when creating nationally oriented courses in practical phonetics.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"43 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86720220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17316
O. Abramova, Daria M. Kapustina
The article deals with the development of communicative competence in technical university students by overcoming the language barrier when studying a foreign language. The relevance of the issue under investigation is determined by the need to resolve the contradiction between the requirements of the modern society for the training of future specialists who can perform communicative actions in the situations of professional foreign-language communication and the existing system of foreign language training at universities where the language barrier factor would be considered in foreign language teaching. The author examines the notion of "language barrier" and analyze the main problems associated with the term. Diagnostics should be aimed at assessing not only linguistic material used in teaching and lesson structure but also the psychological component of the interaction within the system "teacher – student – group". The language barrier during learning and using a foreign language as a communication means is the main obstacle to efficient communication. The author analyzes the consequences that students face when the language barrier emerges, including emotional breakdowns and insecurity, reduced academic performance, hindered motivation for language learning, development of the incorrect interpretation of the interlocutor's behavior, etc. It is noted that the lack of communicative practice in the English language is one of the main causes of the language barrier. The article features the results of the study of language barriers in foreign language learning held by the students of the Aerospace Faculty and the Moscow Aviation Institute (National Research University). The provided results make it possible to produce key recommendations on overcoming the language barrier in students.
{"title":"Developing communicative competence in technical university students by overcoming the language barrier","authors":"O. Abramova, Daria M. Kapustina","doi":"10.29051/el.v8iesp.2.17316","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17316","url":null,"abstract":"The article deals with the development of communicative competence in technical university students by overcoming the language barrier when studying a foreign language. The relevance of the issue under investigation is determined by the need to resolve the contradiction between the requirements of the modern society for the training of future specialists who can perform communicative actions in the situations of professional foreign-language communication and the existing system of foreign language training at universities where the language barrier factor would be considered in foreign language teaching. The author examines the notion of \"language barrier\" and analyze the main problems associated with the term. Diagnostics should be aimed at assessing not only linguistic material used in teaching and lesson structure but also the psychological component of the interaction within the system \"teacher – student – group\". The language barrier during learning and using a foreign language as a communication means is the main obstacle to efficient communication. The author analyzes the consequences that students face when the language barrier emerges, including emotional breakdowns and insecurity, reduced academic performance, hindered motivation for language learning, development of the incorrect interpretation of the interlocutor's behavior, etc. It is noted that the lack of communicative practice in the English language is one of the main causes of the language barrier. The article features the results of the study of language barriers in foreign language learning held by the students of the Aerospace Faculty and the Moscow Aviation Institute (National Research University). The provided results make it possible to produce key recommendations on overcoming the language barrier in students.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87147591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.29051/el.v8iesp.2.17319
Ludmila Gadzaova, Madina Khuranova, Diana Tomaeva
The process of learning a foreign language is more and more strongly associated with the need to understand the didactic material in accordance with the acceleration and appropriateness of the expansion of the space covered by multilingualism and multiculturalism. The article is devoted to the development of linguistic competence of non-linguistic university students as the most important means of interpersonal understanding, the mastery and assimilation of the real and fictional world, the development of notions, as well as reflections about themselves; of creating vital conditions for the development of competencies related to the process of informative reading, mirroring, reflection, communication, and forming content-related notions; writing-composing texts, studying the linguistic and cultural characteristics of a foreign language, as well as the connotations associated with additional semantic or stylistic functions, which are consistently associated with the primary meaning in the minds of native speakers.
{"title":"Development of students’ language competence","authors":"Ludmila Gadzaova, Madina Khuranova, Diana Tomaeva","doi":"10.29051/el.v8iesp.2.17319","DOIUrl":"https://doi.org/10.29051/el.v8iesp.2.17319","url":null,"abstract":"The process of learning a foreign language is more and more strongly associated with the need to understand the didactic material in accordance with the acceleration and appropriateness of the expansion of the space covered by multilingualism and multiculturalism. The article is devoted to the development of linguistic competence of non-linguistic university students as the most important means of interpersonal understanding, the mastery and assimilation of the real and fictional world, the development of notions, as well as reflections about themselves; of creating vital conditions for the development of competencies related to the process of informative reading, mirroring, reflection, communication, and forming content-related notions; writing-composing texts, studying the linguistic and cultural characteristics of a foreign language, as well as the connotations associated with additional semantic or stylistic functions, which are consistently associated with the primary meaning in the minds of native speakers.","PeriodicalId":40201,"journal":{"name":"Revista EntreLinguas","volume":"149 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75759387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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