A revival of interest in using a native language in the English classroom is caused by learners' needs of improving language accuracy and clarity. This paper aims at examining perceptions of the use of mother tongue and translation in various linguistic situations. The activities that help raise learners' awareness of language use are described. The findings demonstrate that all learners need support of mother tongue in English classes, but the amount of the native language needed depends on students' proficiency. The statistical significance of the research results was calculated by employing the SPSS (Statistical Package for the Social Sciences) software.
The Bologna Process envisioned the idea of the development of transversal skills in the course of higher education. Recent research on education acknowledges the fact that higher education including university studies is already facing the turn towards inclusive transversal skills development. The current research focuses on the development of student transversal skills in university studies. It is aimed at the investigation of the phenomenon of the development of student transversal skills in university studies. The objective of higher education covers more than simply employability of graduates although employment outcomes are important. Higher education is a versatile process, which provides students with the possibilities to develop their knowledge, skills, attitudes in order to enable them to actively participate in the wider society by being involved in active citizenship and successful professional careers. Our research reveals that the development of transversal skills depends on both internal personal characteristics and external social factors including colleague influence, exchanging ideas and also institutional impact. The research participants also reveal their perception that their transversal skills are substantially improved on their university studies; however, they also stress their perceived needs for developing certain transversal skills which are necessary in professional work life, such as communication and foreign languages, ability to apply innovations and creativity, analytical skills and critical thinking, learning to learn and time management.
The newest research has proved the importance of discourse for second language learning and teaching at more advanced levels. TED-MDB multilingual discourse-annotated corpus, created within the framework of TextLink, COST action IS1312, appears to be a handy tool for illuminating qualitative differences between the first and the second language discourse marker use. The current research focuses on the pragmatic use of English discourse marker and with its Lithuanian counterpart ir paying attention to the cases when the connectives and/ir perform different functions, e. g., discourse structuring, etc. It was established by the research that the use and translation of the connectives vary. They may be translated by the discourse markers provided by dictionaries, or might be transferred into a different discourse marker or are simply omitted. The research leads to a conclusion that language learners and teachers may use the corpus resources for raising linguistic awareness about the pragmatic use of discourse markers.
The aim of this study is to analyse the translation strategies of culture-specific items used in the Lithuanian translation of F. Scott Fitzgerald’s novel The Great Gatsby, published in 2013 by seeking to determine strategies chosen by the Lithuanian translator in order to eliminate cultural gaps related to culture-specific items, as well as to determine which of the strategies are predominant and therefore which translation approach prevails. The research is carried out relying on the classification of translation startegies provided by Pedersen (2005) which include strategies such as official equivalent, retention, specification, direct translation, generalization, substitution, and omission. Quantitative analysis is used to determine which strategies are predominant in the translation, while qualitative analysis is employed to discuss the reasonability of translator’s choices. Knowledge and awareness of the translation strategies of culture-specific items provide easily identifiable advice on how culture-specific items could be used and translated.
The concept of "e-learning" is ambivalent. On the one hand, it is used to describe the "distant learning", on the other hand, it refers to "blended learning". This article focuses on classic "blended learning", which means combination of face-to-face instruction with online activities. The study examines students' attitudes to integrating online activities into the traditional English language classroom. The respondents are the University students of three different specializations who study English for Specific Purposes. The frequencies of positive and negative responses to a specially designed questionnaire are analyzed. Not all the students enjoy e-learning in spite of its advantages, which might be expressed due to individual likes and dislikes. Statistical treatment of the students' responses by means of Software Package for Social Sciences (SPSS) includes the computations of correlation coefficients, which indicate the strength of relationships, and their statistical significance.Keywords: attitudes to e-learning, respondents of different specializations, statistical treatment by SPSS.http://dx
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