The starting point of most experimental and clinical examinations of bilingual language development is the choice of the measure of participants’ proficiency, which affects the interpretation of experimental findings and has pedagogical and clinical implications. Recent work on heritage and L2 acquisition of Russian used varying proficiency assessment tools, including elicited production, vocabulary recognition, and in-house measures. Using such different approaches to proficiency assessment is problematic if one seeks a coherent vision of bilingual speaker competence at different acquisition stages. The aim of the present study is to provide a suite of validated bilingual assessment materials designed to evaluate the language proficiency speakers of Russian as a second or heritage language. The materials include an adaptation of a normed language background questionnaire (Leap-Q), a battery of participant-reported proficiency measures, and a normed cloze deletion test. We offer two response formats in combination with two distinct scoring methods in order to make the testing materials suited for bilingual Russian speakers who self-assess as (semi-) proficient as well as for those whose bilingualism is incipient, or declining due to language attrition. Data from 52 baseline speakers and 503 speakers of Russian who reported dominant proficiency in a different language are analyzed for test validation purposes. Obtained measures of internal and external validity provide evidence that the cloze deletion test reported in this study reliably discriminates between dissimilar target language attainment levels in diverse populations of bilingual and multilingual Russian speakers.
The article deals with the investigation of grammatical means of achieving expressiveness in compressed texts. In addition, the peculiarities of functioning of these means are considered in the article. Researches of linguistic expressive means are closely related to stylistics, thus, expressive means in compressed texts are, first of all, represented by stylistic devices as the expressive discourse is actualized through stylistics. Grammatical level of the language is traditionally subdivided into morphological and syntactical, correspondingly we distinguish between morphological and syntactic grammatical expressive means. Thus, at the morphological level compressed texts are usually characterized by the use of certain parts of speech with expressive meanings. Here mostly belong such categories of words as adjectives and adverbs. Other morphological means may include the use of different tenses. As to syntactic level, the expressive means in the compressed texts are represented by syntactic synonymy, inversion, the use of different syntactic structures (sentence types), the use of short sentences in answers to questions, different types of repetition, ellipse, direct speech, parallel constructions. On the whole, both grammatical morphological means and grammatical syntactic ones are rather productive in achievement of expressiveness in the compressed texts.
The purpose of the survey is to determine the importance of the use of information and communication technologies in linguistics and to clarify their impact on the competencies and learning outcomes of linguistic students. A poll was conducted among 500 full-time students (250 OCD "bachelor", 250 OCD "master") National University of Pharmacy (Ukraine) in order to establish the need for the implementation of ICT for quality philological education in higher education institutions Basic linguistic competencies are outlined, including the ability to solve standard tasks of professional activity; possession of skills of preparation of scientific reviews, annotations, compilation of abstracts and bibliography, sources and search engines; mastering the skills of participation in scientific discussions; possession of skills to participate in the development and implementation of various types of projects. It is outlined that for the formation of ICT competence two types of its implementation are needed - basic and professional-methodical.
У статті узагальнено досвід використання тестів у структурі розробленого викладачами кафедри українознавства та латинської мови НФаУ ресурсу для дистанційної підтримки самостійної роботи з курсу «Українська мова як іноземна» для підвищення рівня мовної компетентності студентів-іноземців та перевірки набутих знань. Ключові слова: дистанційний курс, тести Moodle, «Українська мова як іноземна».
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