The goal of this study is to analyze and compare aspects of language learning games in the context of Finnish and Hungarian high-school teaching of German as a foreign language (GFL). First, the practices of using games in GFL are investigated. Secondly, the subjective theories of teachers on language learning games are analyzed. Thirdly, the differences between the Finnish and Hungarian contexts are discussed. The data for this study was gathered with a written questionnaire (48 Finnish, 49 Hungarian GFL teachers) and through semistandardized interviews (8 Finnish, 5 Hungarian GFL teachers). In addition, Hungarian and Finnish national curricula are analyzed. Through triangulation, both qualitative and quantitative methods are applied in the analysis of data. The results show that language learning games are frequent neither in Finnish nor in Hungarian teaching of GFL. However, in the subjective theories of the teachers, they have an equal place among instruction techniques. Furthermore, teachers in both countries have many subjective theories regarding language learning games. Cognitive aspects are central in both countries. In comparison, in the subjective theories of Finnish teachers the social-affective aspects, such as the individualization of instruction according to learner types or holistic learning, get more attention. In the case of cooperative and competitive games, significant differences between Finnish and Hungarian GFL were found which point at the long tradition of cooperative learning in Finnish foreign language instruction. In general, differences can be explained through different traditions and cultures of teaching between the investigated countries and through the main guidelines of national curricula as well as the didactic backgrounds of the teachers.
The paper deals with the identification of the main processes of ensuring gender equality in modern communication. The analysis of scientific works on this topic is carried out. The main tendencies in society that led to the emergence of the problem of gender asymmetry in the language and preceded the mutual influence of the problems of gender asymmetry with the language issue with examples in gender and gender non-oriented languages are identified; the main approaches to ensuring gender equality in languages are characterized in accordance with their grammatical structures. The processes of neutralization and feminization are determined with examples, as well as the characteristics of genderless languages are given. Using this macro-approach allows for the identification of general trends, but does not reveal the subtle differences between individual countries and languages. As such, we hope that this article will serve as a catalyst for future work to further explore how grammatical gender works in everyday communication and what the differences are in the use of grammatical gender in different languages. The article discusses the methods of ensuring gender equality in the Ukrainian language through feminization, in particular, the development and formation of feminitives in Ukrainian language and the features of their creation are determined. The problems in the translation industry, caused by tendencies towards gender equality, were described. While the current results indicate that there are differences in gender equality between countries with different grammatical gender language systems, they cannot answer the question of the process by which these differences arise or whether language systems play a causal role. Moreover, while language can play an important role in promoting gender equality and eliminating gender asymmetries, and language reform can be a fruitful way to improve the representation of women's rights in androcentric languages, it is important to remember that language change must first be accompanied by social and political adjustments in order to truly solve the existing problems of gender inequality.
Nowadays, terrorism represents a substantive social threat on a global scale -many interpretations of this phenomenon function in a multidisciplinary dimension. Most of them come to understanding terrorism as an intended action aimed at intimidating and influencing. However, the term remains without an agreed-on definition, shaped to satisfy different legal bodies and the public. Furthermore, the difficulty of its interpretation is also complicated by blurred boundaries of the terrorism impact after its incursion into cyberspace and the establishment of multiple upgraded and trickier forms of terrorism. As of 2022, terrorism, unexpectedly for most of us, appeared among the core concepts that shape Ukrainian reality.By this article, we open a series of research papers on conceptualizing, categorizing, and verbalizing information terrorism practiced in the context of the 2022 Russian invasion of Ukraine. Being a kind of cyberterrorism, information terrorism poses great hazards to the common wealth, global stability, and sustainability. We believe that to combat information terrorism, civil society must primarily be fully aware of what terrorism is per se. By studying the lexical actualization of the concepts ТЕРОРИЗМ / TERRORISM, we aim to get a deeper insight into the phenomenon by approaching it from the perspective of linguocognitology that tends to explain the concepts of reality grounding on their verbalized reconstruction in both language and discourse.Within the semantic-cognitive approach, a concept is a cognitive formation constituted of three layers: notional (informative), figurative-associative, and interpretative. This particular research is devoted to comparative analysis of the notional layers of ТЕРОРИЗМ / TERRORISM-concepts as reflected in Ukrainian and English. This layer accumulates the core factual characteristics of the concept, the most considerable ones for the fact of reality related to the concept that helps distinguish a particular concept within the whole conceptual field.
Die Frage nach der qualitativen und daraus folgenden quantitativen Charakteristik der Wortarten ist eine uralte Frage, die Jahrtausende lang behandelt wird. Mit der Zeit werden neue Methoden der Wortarteneinteilung vorgeschlagen. Der vorliegende Beitrag setzt sich zum Ziel, den Status der Wortarten in der generativen Grammatik zu bestimmen, den Inhalt und die Bedeutung der Merkmale [+/–N/V] klarzustellen. In der Untersuchung wird gezeigt, ob die syntaktischen Interpretationen der Merkmalsbündelkombinationen einheitlich und für alle Sprachen relevant sind.Parts of speech in generative grammar The problem of the qualitative and quantitative characteristics of the parts of speech is an age-old question. Within the course of time new methods of classifications of parts of speech have been proposed. The present article aims to determine the status of parts of speech in generative grammar and to clarify the content and the significance of the features [+/–N / V]. The paper tries to show whether the syntactic interpretations of the feature bundles are uniform and pertinent to all languages.
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