This article presents the results of the research aimed at proving the efficiency of using the simulation method in combination with the cognitive linguistic approach in teaching students a foreign language. The experimental group students studied the foreign (English) language course during the semester of the 2019-2020 academic year using simulations. The methodology consisted of the performance of roles by the students who actively interacted for the implementation of assigned tasks. Kravchenko's cognitive linguistic algorithm was used to develop the skills of English grammar. This allowed us to establish the similarities between the temporal forms of English and Ukrainian words in discourse. The efficiency was evaluated through the test, developed by the author based on the exercises from the book by Holitsynskyi. Diagnostics of the students' level of motivation to learn a foreign language using simulations and cognitive linguistic approach was performed with the help of the Self-Assessment Form Student test, described in the EU manual. The statistical significance of the study results was established using Pearson's χ2 test. The correlation between the factor and resultant characteristics was established using Tschuprow's contingency coefficient. This was revealed through the methodology of applying the cognitive linguistic approach regarding the training of the skills in choosing the tense forms of a verb in English and the method of simulations in the development of language competencies of the business foreign language. It was found that the proportion of experimental group students with a high and sufficient level of success in learning a foreign language doubled, exceeding the same indicator in the control group. The total number of students with very high, high and average levels of development of skills in choosing the tense forms of the verb in English increased by 36%. The influence of the skills of choosing the tense forms of the verb on the development of the skills of using grammatical structures found in the process of the simulation was recorded. The results of the study can be applied in teaching students a foreign language in the institutions of higher and secondary education, as well as in the system of post-graduate education. The problems of individual students' passivity regarding their participation in simulations, failure to use a foreign language in group work require further research. Received: 19 March 2021 / Accepted: 20 May 2021 / Published: 8 July 2021
The article is devoted to the study of the use of artistic means of visualization, namely visual metaphor and personification in the discourse of French social advertising. The artistic, rhetorical and stylistic features of the use of metaphor and personification in advertising discourse are demonstrated on concrete examples of advertising messages of modern French advertising, taken from print and Internet sources. In general, the discourse of modern French social advertising is rich in artistic means. Many examples of figures of emphasis or understatement, figures of construction and figures of speech were found in the analysed corpus of advertising messages. However, in our opinion, the use of figures of speech, such as metaphor and personification, gives advertising more vivid clarity and imagery, and is therefore the most effective in achieving the final goal of the advertising message – to influence the potential reader. The research demonstrates that the most characteristic of French advertising discourse is the use of zoomorphic metaphor and subject metaphor. The second visual stylistic figure frequently used in French advertising discourse after metaphor is personification. The use of personification is typical of the discourse of French social advertising, as the authors of advertising messages tend to give certain phenomena or objects human qualities.
The article proves that the need for the development of intercultural communication skills in the learning process is due to external causes of globalization and internal requirements of the modern ethnocultural situation in Ukraine, as well as the needs of pedagogical science, which takes into account global development trends: anthropocentrism, search for value orientations and new worldview, the need for acquisition of intercultural interaction skills that ensure competitiveness in the global community. According to the author, the skills of intercultural communication of future specialists are characterized by the integrity of formation of personal qualities and abilities, the ability to switch from one culture-specific code to another, taking into account their differences, flexibly vary communication strategies and tactics, maintain a positive attitude; choice of verbal and non-verbal means. In this regard, the author proposed the idea of using Web 2.0 in the formation of intercultural communication skills. Experimental application of a special method of working with educational Internet resources based on Web 2.0 technologies was tested in the Practical English academic course. It was found that the use of Web 2.0 in the development of intercultural communication skills in the process of studying at higher educational institutions opens up a wide range of opportunities for educational practice: the use of free electronic resources used for educational purposes; independent creation of network content; interpersonal interactions of the subjects of the educational process. To analyse the results obtained and objectively consider the dynamics of changes in the level of development of intercultural communication skills, control and measuring materials selected were the assignments of the Level 6 Certificate of General Language Proficiency (CAE Advanced) and a test to determine the level of development of learning strategies - the Strategy Inventory for Language Learning (SILL) Version 7.0. It was found that the use of educational Internet resources based on Web 2.0 technologies activates the professionally significant qualities of future specialists, the ability to carry out intercultural communication, expands the horizons of the worldview and the sphere of professional activity to the maximum possible extent, professional mobility, which is a condition and basis of professionalism and mastery. The proposed methods, techniques and technologies can be used regardless of the foreign language and have transnational significance.
The article is devoted to the study of social advertising as a special kind of French advertising discourse, namely to identify the basic stylistic means inherent in advertising discourse. Particular attention was paid to identifying characteristic stylistic figures and defining their functions in social advertising. It is worth noting that the discourse of French social advertising is most characterized by the use of such rhetorical figures as syntactic parallelism, antithesis, repetition, play of words, rhetorical questions and rhyme. Among all the above stylistic figures, the most common in social advertising is syntactic parallelism, which is simultaneously accompanied by different types of repetitions. Another stylistic tool that is also quite common in French social advertising texts is the antithesis. As has been demonstrated in the previous examples, antithesis is usually accompanied by syntactic parallelism, which is built on contrasts and oppositions of certain concepts. Another stylistic technique that is very characteristic of the discourse of French social advertising is the play of words. Advertisers often refer to this rhetorical tool because the use of wordplay renders the advertisement more original, gives it luminance and sometimes even ironic sound. We would like to emphasise that through a system of artistic imagery, linguistic and stylistic means, advertising posters highlight what excites contemporary society and offer ways to solve pressing societal problems.
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