Pub Date : 2024-01-01DOI: 10.18355/xl.2024.17.01.04
Juanda, Iswan Afandi
AI has developed rapidly. However, AI research in applied linguistics in the field of language education in Indonesia still needs to be expanded to reading and writing skills. This research aims to explore students' skills in writing summaries and understanding the historical theme of the development of the Indonesian language with AI based on gender and university aspects. The quantitative method uses descriptive statistical analysis techniques, independent sample t-test, and Welch One-Way ANOVA. The research sample was 288 students from Makassar State University, Timor University, and Makassar Health Polytechnic. The results show that ChatGPT is significantly better at reprocessing text than students based on the aspects measured. ChatGPT outperforms almost every aspect of the assessment. However, in the MCT_Score aspect, the average for Universitas Negeri Makassar students is slightly higher than ChatGPT and the other two universities. Meanwhile, the Makassar Health Polytechnic almost matches the average ChatGPT score. Apart from that, the Universitas Timor average seems significantly different, with a score range of only 6.00 – 7.00. This research contributes to developing the Indonesian curriculum using Artificial Intelligence (AI) technology. The government can use these findings as a basis for making better policies to improve the quality of education. This research implies that Indonesian students have a gap in understanding texts compared to ChatGPT. The first implication is the need to revise and develop the educational curriculum. Therefore, future research can examine text comprehension abilities in more specific contexts, such as scientific texts, journalism, literature, or specific scientific disciplines. It can provide more detailed insight into students' strategies for overcoming difficulties in understanding texts. In addition, future research will be conducted on the broader impact of using Artificial Intelligence technology in language education on the development of student text comprehension and the potential social and ethical impacts.
{"title":"Assessing text comprehension proficiency: Indonesian higher education students vs ChatGPT","authors":"Juanda, Iswan Afandi","doi":"10.18355/xl.2024.17.01.04","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.04","url":null,"abstract":"AI has developed rapidly. However, AI research in applied linguistics in the field of language education in Indonesia still needs to be expanded to reading and writing skills. This research aims to explore students' skills in writing summaries and understanding the historical theme of the development of the Indonesian language with AI based on gender and university aspects. The quantitative method uses descriptive statistical analysis techniques, independent sample t-test, and Welch One-Way ANOVA. The research sample was 288 students from Makassar State University, Timor University, and Makassar Health Polytechnic. The results show that ChatGPT is significantly better at reprocessing text than students based on the aspects measured. ChatGPT outperforms almost every aspect of the assessment. However, in the MCT_Score aspect, the average for Universitas Negeri Makassar students is slightly higher than ChatGPT and the other two universities. Meanwhile, the Makassar Health Polytechnic almost matches the average ChatGPT score. Apart from that, the Universitas Timor average seems significantly different, with a score range of only 6.00 – 7.00. This research contributes to developing the Indonesian curriculum using Artificial Intelligence (AI) technology. The government can use these findings as a basis for making better policies to improve the quality of education. This research implies that Indonesian students have a gap in understanding texts compared to ChatGPT. The first implication is the need to revise and develop the educational curriculum. Therefore, future research can examine text comprehension abilities in more specific contexts, such as scientific texts, journalism, literature, or specific scientific disciplines. It can provide more detailed insight into students' strategies for overcoming difficulties in understanding texts. In addition, future research will be conducted on the broader impact of using Artificial Intelligence technology in language education on the development of student text comprehension and the potential social and ethical impacts.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523776","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.10
M. Kutsenko, Oleksandr Lahodynskyi
The paper is a complex study aimed at defining the prosodic organization of formulaic expressions of sympathy in English. The study is premised on the functional and communicative approaches paradigm, which enables investigating the specificity of phonetic means functions realizations as well as understanding the role of phonetic means in the realization of a speaker’s intentions and emotions while expressing sympathy. Considering the complexity of the study, it was conducted in the scope of sociocultural and psychoenergetic aspects of utterances realization, incorporating the methods of linguistic synergetics. The analysis is grounded on existing definitions of sympathy and advanced approaches to the study of emotional utterances. In our research we took into account all the factors that appear in communication and which can influence the speaker’s choice of verbal and prosodic means while expressing sympathy. Thus, it was found out that from the functional point of view, the most important feature which influences the choice of linguistic means in sympathy utterances actualization is pragmatic orientation: 1) sympathy proper (to sorrow), compassion (to understand), consolation (to console) and encouragement (to reassure). As a result, considering the pragmatic orientation of sympathy utterances makes it possible to describe the link between the prosodic means and the speaker’s intentions. All the experimental utterances were classified in accordance with their pragmatic orientation and further classified, taking into account speakers’ social statuses, their social and cultural levels, along with the levels of utterances’ emotional and pragmatic potentials. This approach allowed us to identify formulaic expressions in each of the types of sympathy expressions and analyze their prosodic organization. During the auditory analysis stage, it was found that prosodic means play a crucial part in the proper decoding of sincerity or insincerity of English utterances of sympathy. The analysis of video data enabled us to describe the interplay of paralinguistic means with phonetic, lexical and grammatical ones. The acoustic analysis stage allowed us to verify the data obtained in the process of auditory analysis.
{"title":"Prosodic organization of formulaic expressions of sympathy in English","authors":"M. Kutsenko, Oleksandr Lahodynskyi","doi":"10.18355/xl.2024.17.01.10","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.10","url":null,"abstract":"The paper is a complex study aimed at defining the prosodic organization of formulaic expressions of sympathy in English. The study is premised on the functional and communicative approaches paradigm, which enables investigating the specificity of phonetic means functions realizations as well as understanding the role of phonetic means in the realization of a speaker’s intentions and emotions while expressing sympathy. Considering the complexity of the study, it was conducted in the scope of sociocultural and psychoenergetic aspects of utterances realization, incorporating the methods of linguistic synergetics. The analysis is grounded on existing definitions of sympathy and advanced approaches to the study of emotional utterances. In our research we took into account all the factors that appear in communication and which can influence the speaker’s choice of verbal and prosodic means while expressing sympathy. Thus, it was found out that from the functional point of view, the most important feature which influences the choice of linguistic means in sympathy utterances actualization is pragmatic orientation: 1) sympathy proper (to sorrow), compassion (to understand), consolation (to console) and encouragement (to reassure). As a result, considering the pragmatic orientation of sympathy utterances makes it possible to describe the link between the prosodic means and the speaker’s intentions. All the experimental utterances were classified in accordance with their pragmatic orientation and further classified, taking into account speakers’ social statuses, their social and cultural levels, along with the levels of utterances’ emotional and pragmatic potentials. This approach allowed us to identify formulaic expressions in each of the types of sympathy expressions and analyze their prosodic organization. During the auditory analysis stage, it was found that prosodic means play a crucial part in the proper decoding of sincerity or insincerity of English utterances of sympathy. The analysis of video data enabled us to describe the interplay of paralinguistic means with phonetic, lexical and grammatical ones. The acoustic analysis stage allowed us to verify the data obtained in the process of auditory analysis.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524399","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.16
Rahayu, S. Weda, Muliati, Nofvia De Vega
This study aimed to delve into the multifaceted role of artificial intelligence (AI) in writing instruction, with a particular emphasis on AI-based writing tools like Grammarly and QuillBot. Contributing to the ongoing discourse on incorporating AI into educational practices, this research offers a thorough grasp of the benefits and possible drawbacks of using AI in writing instruction. The study adopted a qualitative case study design to collect data from a diverse range of participants, including novice and experienced users of AI-based writing tools. Through a combination of in-depth interviews and direct observations, the study collected rich, qualitative data, providing a holistic view of the experiences and perceptions of individuals regarding the use of AI in writing instruction. The main findings of the study revealed that AI-based writing tools enhance writing competence and fulfil psychological needs such as autonomy, relatedness, and integrity in writing but risks of relying too much on AI were also pointed out. For example, AI could kill creativity, make writing styles more similar, and make people feel like they have no control over their writing. While the study acknowledges the significant potential of AI to enhance the writing process. Moreover, it highlights the importance of being aware of the potential dangers that it poses. The results emphasize the need for a well-rounded strategy that capitalizes on the advantages of AI in writing education while guaranteeing that it enhances and complements unique writing approaches, as opposed to dictating them.
本研究旨在深入探讨人工智能（AI）在写作教学中的多方面作用，尤其侧重于基于 AI 的写作工具，如 Grammarly 和 QuillBot。本研究为当前关于将人工智能纳入教育实践的讨论做出了贡献，它对在写作教学中使用人工智能的益处和可能存在的弊端进行了全面的把握。本研究采用定性案例研究设计，从不同的参与者那里收集数据，其中包括基于人工智能的写作工具的新手和资深用户。通过深度访谈和直接观察相结合的方式，研究收集到了丰富的定性数据，提供了个人在写作教学中使用人工智能的经验和看法的整体视角。研究的主要结果表明，基于人工智能的写作工具可以提高写作能力，满足写作中的自主性、关联性和完整性等心理需求，但也指出了过度依赖人工智能的风险。例如，人工智能可能会扼杀创造力，使写作风格更加相似，让人感觉无法控制自己的写作。虽然这项研究承认人工智能在改进写作过程方面具有巨大潜力。此外，它还强调了意识到其潜在危险的重要性。研究结果强调，在写作教学中需要采取全面的策略，充分利用人工智能的优势，同时保证人工智能能够增强和补充独特的写作方法，而不是支配这些方法。
{"title":"Artificial Intelligence in writing instruction: A self-determination theory perspective","authors":"Rahayu, S. Weda, Muliati, Nofvia De Vega","doi":"10.18355/xl.2024.17.01.16","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.16","url":null,"abstract":"This study aimed to delve into the multifaceted role of artificial intelligence (AI) in writing instruction, with a particular emphasis on AI-based writing tools like Grammarly and QuillBot. Contributing to the ongoing discourse on incorporating AI into educational practices, this research offers a thorough grasp of the benefits and possible drawbacks of using AI in writing instruction. The study adopted a qualitative case study design to collect data from a diverse range of participants, including novice and experienced users of AI-based writing tools. Through a combination of in-depth interviews and direct observations, the study collected rich, qualitative data, providing a holistic view of the experiences and perceptions of individuals regarding the use of AI in writing instruction. The main findings of the study revealed that AI-based writing tools enhance writing competence and fulfil psychological needs such as autonomy, relatedness, and integrity in writing but risks of relying too much on AI were also pointed out. For example, AI could kill creativity, make writing styles more similar, and make people feel like they have no control over their writing. While the study acknowledges the significant potential of AI to enhance the writing process. Moreover, it highlights the importance of being aware of the potential dangers that it poses. The results emphasize the need for a well-rounded strategy that capitalizes on the advantages of AI in writing education while guaranteeing that it enhances and complements unique writing approaches, as opposed to dictating them.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523491","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.08
Venkata Ramana Manipatruni, Nannapaneni Siva Kumar, Mohammad Rezaul Karim, S. Banu
The significance of speaking English gained momentum in every walk of life due to its massive use in the global market. However, using technology makes it more interesting and exciting for students to excel in speaking skills. It can be optimized to help improve students' speaking skills as the Internet is accessible to most students in the 21st century. Considering the significance of English-speaking skills and the likelihood of improving them using digital technology, the researchers used Flipgrid asynchronously with the synchronously-used CEFR speaking rubrics to improve the undergraduates' English-speaking skills. In this study, the researchers used short presentations to hone the experimental group's English-speaking skills, for which they employed the synthesis of blended learning and bichronous learning. To be precise, the blend of traditional learning and digital learning (Blended learning) with the blend of synchronous and asynchronous learning (Bichronous Learning) was employed in improving the speaking skills of the undergraduates in this research. This study was conducted based on quantitative research by collecting and analyzing numerical data of a couple of research groups, the control group (n1=11) and the experimental group (n2=18), through Paired t-test, as the sample is small, i.e., n < 30. This research also used a closed-ended post-test questionnaire to elicit the students’ responses on the asynchronous use of Flipgrid and synchronous use of CEFR Speaking rubrics in assessing their speaking skills. The findings of this study encapsulate the considerable improvement of the undergraduates' English-speaking skills by proving that the Calculated t >Tabulated t (Tab t0.05 with 17 d.o.f is 1.740). As a result, the Null Hypothesis (H0) was rejected, and the Alternative Hypothesis (H1) was accepted. This way, the Speaking assessment training proved productive.
由于英语在全球市场上的广泛应用，英语口语在各行各业中的重要性日益凸显。然而，技术的使用使学生在口语技能方面更加有趣和令人兴奋。在 21 世纪，大多数学生都能上网，因此可以优化技术，帮助提高学生的口语技能。考虑到英语口语技能的重要性以及利用数字技术提高英语口语技能的可能性，研究人员将 Flipgrid 与同步使用的 CEFR 口语评分标准异步结合使用，以提高本科生的英语口语技能。在这项研究中，研究人员利用简短的演讲来提高实验组学生的英语口语能力，并为此综合运用了混合式学习和双时态学习。确切地说，本研究采用了传统学习和数字化学习（混合式学习）与同步学习和异步学习（双时态学习）相结合的方法来提高本科生的口语技能。由于样本较少，即 n < 30，本研究基于定量研究，通过配对 t 检验，收集和分析两个研究组（对照组（n1=11）和实验组（n2=18））的数字数据。本研究还采用了封闭式后测问卷，以了解学生对异步使用 Flipgrid 和同步使用 CEFR 口语评分标准评估其口语技能的反应。本研究的结果证明，计算 t>Tabulated t（Tab t0.05，17 d.o.f为1.740），本科生的英语口语技能有了显著提高。因此，拒绝了零假设（H0），接受了备择假设（H1）。因此，口语评估培训证明是富有成效的。
{"title":"Synthesis of blended learning and bichronous learning in improving undergraduates' English-speaking skills through short presentations","authors":"Venkata Ramana Manipatruni, Nannapaneni Siva Kumar, Mohammad Rezaul Karim, S. Banu","doi":"10.18355/xl.2024.17.01.08","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.08","url":null,"abstract":"The significance of speaking English gained momentum in every walk of life due to its massive use in the global market. However, using technology makes it more interesting and exciting for students to excel in speaking skills. It can be optimized to help improve students' speaking skills as the Internet is accessible to most students in the 21st century. Considering the significance of English-speaking skills and the likelihood of improving them using digital technology, the researchers used Flipgrid asynchronously with the synchronously-used CEFR speaking rubrics to improve the undergraduates' English-speaking skills. In this study, the researchers used short presentations to hone the experimental group's English-speaking skills, for which they employed the synthesis of blended learning and bichronous learning. To be precise, the blend of traditional learning and digital learning (Blended learning) with the blend of synchronous and asynchronous learning (Bichronous Learning) was employed in improving the speaking skills of the undergraduates in this research. This study was conducted based on quantitative research by collecting and analyzing numerical data of a couple of research groups, the control group (n1=11) and the experimental group (n2=18), through Paired t-test, as the sample is small, i.e., n < 30. This research also used a closed-ended post-test questionnaire to elicit the students’ responses on the asynchronous use of Flipgrid and synchronous use of CEFR Speaking rubrics in assessing their speaking skills. The findings of this study encapsulate the considerable improvement of the undergraduates' English-speaking skills by proving that the Calculated t >Tabulated t (Tab t0.05 with 17 d.o.f is 1.740). As a result, the Null Hypothesis (H0) was rejected, and the Alternative Hypothesis (H1) was accepted. This way, the Speaking assessment training proved productive.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140524819","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.11
Herolinda Bylykbashi, Linditë Sejdiu-Rugova
The study aims to develop reliable data concerning open interrogative clauses in English and Albanian. To analyze and draw a conclusion corresponding to the conducted research, three hundred and fifty clauses are extracted from Richard Dawkins’s “The God Delusion” which is translated into Albanian by Bardh Rugova, and these clauses are analyzed taking into consideration differences and similarities between these languages in clause level. As far as research findings are concerned, the vast majority of main open interrogative clauses in English start with a question word which is followed by a verb. In contrast, main Albanian open interrogative clauses start with a wh-word and the subject comes after the predicator. The interrogative word that prevails in English clauses is what, on the other hand, the one that prevails in Albanian clauses is the interrogative word përse (why).
{"title":"http://xlinguae.eu/2024_17_1_11.html","authors":"Herolinda Bylykbashi, Linditë Sejdiu-Rugova","doi":"10.18355/xl.2024.17.01.11","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.11","url":null,"abstract":"The study aims to develop reliable data concerning open interrogative clauses in English and Albanian. To analyze and draw a conclusion corresponding to the conducted research, three hundred and fifty clauses are extracted from Richard Dawkins’s “The God Delusion” which is translated into Albanian by Bardh Rugova, and these clauses are analyzed taking into consideration differences and similarities between these languages in clause level. As far as research findings are concerned, the vast majority of main open interrogative clauses in English start with a question word which is followed by a verb. In contrast, main Albanian open interrogative clauses start with a wh-word and the subject comes after the predicator. The interrogative word that prevails in English clauses is what, on the other hand, the one that prevails in Albanian clauses is the interrogative word përse (why).","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140516356","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 : 2024-01-01DOI: 10.18355/xl.2024.17.01.01
S. Fiialka, Zoia Kornieva, Tamara Honcharuk
This paper explores the integration of ChatGPT, an advanced AI language model, into creative writing. The paper investigates the capabilities of ChatGPT in generating novel story ideas, characters, plots, and stylistic elements such as metaphors and dialogue within various genres, including narrative, poetry, and drama. With its generative potential, ChatGPT is a valuable tool to simplify the creative writing process, providing authors with innovative concepts and supporting material that can be further developed and refined. Key findings of the study include ChatGPT's ability to craft detailed character portraits, engage in realistic dialogue, and produce atmospheric descriptions. While the chatbot can occasionally produce repetitive or biased results, careful human curation and interaction with the model can mitigate these issues and improve the writing process. The paper concludes that, despite limitations, AI agents like ChatGPT can significantly reinforce human creativity in writing, provided they are used as inspiration rather than a replacement for human ingenuity. The research underlines the importance of research on AI and creativity, especially regarding the ethical implications and the balance between human and machine contributions to art.
{"title":"The use of ChatGPT in creative writing assistance","authors":"S. Fiialka, Zoia Kornieva, Tamara Honcharuk","doi":"10.18355/xl.2024.17.01.01","DOIUrl":"https://doi.org/10.18355/xl.2024.17.01.01","url":null,"abstract":"This paper explores the integration of ChatGPT, an advanced AI language model, into creative writing. The paper investigates the capabilities of ChatGPT in generating novel story ideas, characters, plots, and stylistic elements such as metaphors and dialogue within various genres, including narrative, poetry, and drama. With its generative potential, ChatGPT is a valuable tool to simplify the creative writing process, providing authors with innovative concepts and supporting material that can be further developed and refined. Key findings of the study include ChatGPT's ability to craft detailed character portraits, engage in realistic dialogue, and produce atmospheric descriptions. While the chatbot can occasionally produce repetitive or biased results, careful human curation and interaction with the model can mitigate these issues and improve the writing process. The paper concludes that, despite limitations, AI agents like ChatGPT can significantly reinforce human creativity in writing, provided they are used as inspiration rather than a replacement for human ingenuity. The research underlines the importance of research on AI and creativity, especially regarding the ethical implications and the balance between human and machine contributions to art.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140519079","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 : 2023-10-01DOI: 10.18355/xl.2023.16.04.12
Olga Nadvornikova, Tomas Klinka
The study describes the context of foreign language teaching in the Czech Republic over the last ten years. Special interest is given to the area of teaching second foreign languages (FL2). The aim is to show to what extent the intentions of the Czech state in this area serve as a possible vector for implementing the ideas of the European Union and the Council of Europe in language policy and, on the contrary, how they may pose a threat to those ideas. The text includes statistical data, analyses of risks and opportunities, and expert suggestions for future language policy solutions.
{"title":"Language policy of the Czech Republic in the field of second foreign language teaching – the future of German, Spanish, French, Russian, and Italian in the revision of curriculum proposal","authors":"Olga Nadvornikova, Tomas Klinka","doi":"10.18355/xl.2023.16.04.12","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.12","url":null,"abstract":"The study describes the context of foreign language teaching in the Czech Republic over the last ten years. Special interest is given to the area of teaching second foreign languages (FL2). The aim is to show to what extent the intentions of the Czech state in this area serve as a possible vector for implementing the ideas of the European Union and the Council of Europe in language policy and, on the contrary, how they may pose a threat to those ideas. The text includes statistical data, analyses of risks and opportunities, and expert suggestions for future language policy solutions.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204158","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 : 2023-10-01DOI: 10.18355/xl.2023.16.04.10
Elie Alrabadi, Hiba Harb
The objective of this research is to highlight the importance of vocabulary acquisition and lexical competence in the development of communicative competence among foreign language learners (FL). To achieve this goal, we have discussed the place occupied by vocabulary in the different methodologies of teaching / learning foreign languages, and we have defined the concept of lexicon and that of vocabulary. We have insisted on lexical competence and the different knowledge associated with it. We then identified our research context and analyzed certain difficulties encountered by our students in acquiring vocabulary in French as a Foreign Language (FFL). We ended up offering a number of activities to develop vocabulary acquisition in FFL classes. This research has therefore allowed us to observe that the acquisition of vocabulary remains a difficult task, especially in exolingual situations where FL is not used outside the classroom.
{"title":"Acquisition of vocabulary in a foreign language classroom: the case of FFL in the minor of French at Qatar University","authors":"Elie Alrabadi, Hiba Harb","doi":"10.18355/xl.2023.16.04.10","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.10","url":null,"abstract":"The objective of this research is to highlight the importance of vocabulary acquisition and lexical competence in the development of communicative competence among foreign language learners (FL). To achieve this goal, we have discussed the place occupied by vocabulary in the different methodologies of teaching / learning foreign languages, and we have defined the concept of lexicon and that of vocabulary. We have insisted on lexical competence and the different knowledge associated with it. We then identified our research context and analyzed certain difficulties encountered by our students in acquiring vocabulary in French as a Foreign Language (FFL). We ended up offering a number of activities to develop vocabulary acquisition in FFL classes. This research has therefore allowed us to observe that the acquisition of vocabulary remains a difficult task, especially in exolingual situations where FL is not used outside the classroom.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204159","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 : 2023-10-01DOI: 10.18355/xl.2023.16.04.07
Zdenka Schejbalova
In the article we study the Czech oikonyms Praha, Pohořelice, Křivoklát, Kutná Hora and Hranice na Moravě which appeared in documents written under John of Luxembourg, King of Bohemia, King of Poland and Count of Luxembourg, during his reign from 1310 to 1346. The documents studied are written in French and Latin. The oikonyms are spelled in different ways, which proves that the documents were established by several scribes or copyists. They remain valuable for knowledge of the history and development of the Kingdom of Bohemia and the evolution of French in its phase of transformation in the 1st half of the 14th century.
在本文中，我们研究了捷克语的谐音词Praha, Pohořelice, Křivoklát, kutn Hora和Hranice na moravlovi，这些词出现在卢森堡的约翰(波希米亚国王，波兰国王和卢森堡伯爵)在1310年至1346年统治期间所写的文件中。研究的文件是用法语和拉丁语写的。这些同义词有不同的拼写方式，这证明这些文件是由几个抄写员或抄写员建立的。它们对于了解波希米亚王国的历史和发展以及14世纪上半叶法语在转型阶段的演变仍然很有价值。
{"title":"Oikonyms of the Czech Lands of the Kingdom of Bohemia in documents from the first half of the 14th century","authors":"Zdenka Schejbalova","doi":"10.18355/xl.2023.16.04.07","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.07","url":null,"abstract":"In the article we study the Czech oikonyms Praha, Pohořelice, Křivoklát, Kutná Hora and Hranice na Moravě which appeared in documents written under John of Luxembourg, King of Bohemia, King of Poland and Count of Luxembourg, during his reign from 1310 to 1346. The documents studied are written in French and Latin. The oikonyms are spelled in different ways, which proves that the documents were established by several scribes or copyists. They remain valuable for knowledge of the history and development of the Kingdom of Bohemia and the evolution of French in its phase of transformation in the 1st half of the 14th century.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136204161","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}
The aim of our research is to present the French cultural, industrial, scientific, gastronomic and sporting heritage throughout the world on the sample of the eponyms and to determine their meanings and etymology. Eponyms are always formed using the name of the people who created / founded / discovered / invented / established / developed / proposed / described something new and socially useful / necessary / innovative / interesting. Eponyms play an important role in the process of learning the French language.
{"title":"The role of eponyms in presenting French heritage throughout the world","authors":"Rostyslav Koval, Olha Romanchuk, Andrii Sova, Oksana Nykyha, Nadiya Fedchyshyn","doi":"10.18355/xl.2023.16.04.03","DOIUrl":"https://doi.org/10.18355/xl.2023.16.04.03","url":null,"abstract":"The aim of our research is to present the French cultural, industrial, scientific, gastronomic and sporting heritage throughout the world on the sample of the eponyms and to determine their meanings and etymology. Eponyms are always formed using the name of the people who created / founded / discovered / invented / established / developed / proposed / described something new and socially useful / necessary / innovative / interesting. Eponyms play an important role in the process of learning the French language.","PeriodicalId":53512,"journal":{"name":"XLinguae","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136203753","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：