<abstract xmlns="http://www.w3.org/1999/xhtml">

Linguocultural approach is the new teaching direction in teaching Russian as a foreign language (RFL). Based on this approach, students are aimed to form a linguocultural competence. Studying scientific research show that there is a lot of linguistic units that are suitable to help students in forming their linguocultural competence. The purpose of the research is to apply the topic “Russian culinaronyms” (known as the name of Russian food) in the formation of the linguocultural competence of Vietnamese students who are learning Russian as a foreign language. The research was conducted by surveying and interviewing 26 Russian teachers in Vietnam by verifying the applicability of theory and practice of the topic “Russian culinaronyms”. The research results show that the teachers think that the application of this food topic in the formation of their linguocultural competence is appropriate with high survey results. Furthermore, it reveals the linguistic and cultural dimensions from Russian culinaronyms which can be used to form a linguocultural competence for Vietnamese students. The topic “Russian culinaronyms” can be applied in extracurricular sessions for language specialized students.
</abstract>

Culinaronyms in formatting linguocultural competence in teaching Russian as a foreign language

<abstract xmlns="http://www.w3.org/1999/xhtml">

This study investigated the perceptions of high school EFL learners to the lexical instructional approach intervention in the contexts of learning vocabulary and grammar. Besides, an attempt was made to explore what difficulties the participants encountered during the experimentation. The data collected through the questionnaire were analyzed using a one-sample t-test, and the results showed that the estimated sample perception mean score was significantly higher than the hypothesized population perception mean score. This implies that EFL learners had positive perceptions towards the lexical instructional approach in the contexts of learning vocabulary and grammar. The data collected through interviews were analyzed qualitatively and the findings showed that students enjoyed and were interested in learning vocabulary and grammar through the lexical instructional approach. Students realized the importance of lexical chunks in learning vocabulary and grammar. In this regard, the interview results corroborated the results obtained from the questionnaire. Students encountered difficulties like lack of lexical awareness, lack of clear and adequate instructions on some activities, the lack of deliberate attention from some students during discussions, the lack of making some activities more interactive and engaging, and some classroom managerial problems. Finally, it was recommended that EFL teachers at high school should design their lexical approach-based activities systematically by considering their students’ interests, feelings, perceptions, levels, norms, cultures, and psychological setups.
</abstract>

The perceptions of intermediate EFL learners to the lexical instructional intervention

<abstract xmlns="http://www.w3.org/1999/xhtml">

The study focuses on a new scale of the framework introduced by the CEFR Companion Volume. Slovak and Maltese teachers were invited to participate in the training sessions in which they were exposed to lists of descriptors related to online interaction. The goal of familiarisation activities related to indicating reference levels was to prepare teachers for constructing tasks designed for practicing online communication in language classes, relevant to the proficiency levels of their students. The data on teachers’ judgements are clearly displayed and analysed in order to find out similarities and differences between teachers’ perceptions of language proficiency in two countries. Workshop sessions stimulated in-depth discussions the conclusions of which are reflected in the recommendations for language educators and teachers.
</abstract>

Online interaction descriptors: A tool for the development of tasks for language competences and language use

<abstract xmlns="http://www.w3.org/1999/xhtml">

This paper aims to investigate and understand the causes of instructional “hiccups” of English language teachers at private schools in Pakistan. The questionnaire is the main tool for data collection among English language teachers who were teaching at the secondary level. Due to specific selection criteria, purposive sampling was employed among participants of the study. The findings reveal that English language teachers in private schools at the elementary level were facing teaching difficulties while teaching English textbook courses.
</abstract>

Quaid-e-Awam University of Engineering, Science, & Technology

Huazhong University of Science and Technology

Towards Investigation of Instructional “Hiccups” of ELT Fraternity in EFL classroom

<abstract xmlns="http://www.w3.org/1999/xhtml">

The academic community has been discussing the options for using portfolios within the education process for a number of years. Studies looking at this phenomenon often focus on a constructivist concept of portfolios where the child is the main agent in creating the document (Sitz &amp; Bartholomew, 2008; Smith et al., 2003). The alternative to this is the positivist concept of the portfolio. The submitted research study is focused on the use of portfolios specifically within the preschool environment. The research’s main objective was to understand how children’s portfolios are used within the education process in preschools and present the children’s perspective on their own portfolios. Adopting a qualitatively-focused research design, the research methods used were content analysis of portfolios, and interviews with children on their document. The research findings show that within the preschool environment, portfolios are used in a number of ways. These ways are directly linked to the teacher’s belief on the importance of portfolios for preschool-age children. A child’s portfolio can be a concept, a tool, a method or also a means. The results also present the children’s original perspective on their own portfolios. This study is based on a part of my completed rigorosum thesis (Trávníčková, 2019).
</abstract>

Portfolios within the preschool environment

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The study investigates the anticipatory behaviour in a word guessing experiment with Slovak L2 speakers of English of varying proficiency levels. The L2 speakers are trying to correctly identify the word that the interlocutor is hinting at with two consecutive cues as soon as they are confident enough to provide the answer. This created a connection between anticipation and guessing confidence. The effect of guessing confidence on the anticipatory behaviour is measured through the change in response latency of how quickly the guessers produce their guesses after listening to the cues. The aim is to study how the response latencies of the listeners are affected by their previous correct or incorrect guesses. The findings suggest that the correctness of guesses has a measurable impact on response latency.
</abstract>

The effects of guessing confidence on anticipatory behaviour in context understanding

<abstract xmlns="http://www.w3.org/1999/xhtml">

Many research studies indicated a correlation between classroom behaviour and the language of the instructors and learners. The inter-language that the teachers prefer to use in the class differs from the natural, daily life conversations in linguistic terms. It is characterized by more simplistic, repetitive, carefully selected language, or “classroom register”. The paper discusses a „foreign language classroom register” as a specific linguistic subsystem which is operated both by the rules of linguistic simplification and by constraints imposed by the specific social (school) setting. The standard language used in a classroom communication with a high ratio of short basic and coordinate sentences, more universal constructions, such as base case nominal phrases and active present indicative verb phrases, the limited reduction in morphological complexity as a result of a preference for a simple sentence structure. The research study examines a linguistic complexity of the teacher talk with focus on reductions, modifications, and simplifications. It also studies the personal attitudes of lecturers toward school discourse and the relation between teachers´ personality and a language complexity of their language.
</abstract>

Linguistic complexity of lecturers’ class register and its relationship to their personality traits

<abstract xmlns="http://www.w3.org/1999/xhtml">

Language becomes a tool for power and segregation when it functions as a social divider among individuals. Language creates a division between the educated and uneducated, an indigene and non-indigene of a place; an initiate and uninitiated member of a sect. Focusing on the opposition between expressions and their meanings, this study examines Ụmụakpo-Lejja <italic>Okǝti Ọmaba</italic> chant, which is a heroic and masculine performance that takes place in the <italic>Okǝti</italic> (masking enclosure of the deity) of <italic>Umuakpo</italic> village square in Lejja town of Enugu State, Nigeria. The mystified language promotes discrimination among initiates, non-initiates, and women. <italic>Ọmaba</italic> is a popular fertility Deity among the Nsukka-Igbo extraction and <italic>Egara Ọmaba</italic> (<italic>Ọmaba</italic> chant) generally applies to the various chants performed to honour the deity during its periodical stay on earth. Using Schleiermacher’s Literary Hermeneutics Approach of the methodical practice of interpretation, the metaphorical language of the performance is interpreted to reveal the thoughts and the ideology behind the performance in totality. Among the Findings is that the textual language of Ụmụakpo-Lejja <italic>Okǝti Ọmaba</italic> chant is almost impossible without authorial and member’s interpretation and therefore, they are capable of initiating discriminatory perception of a non-initiate as a weakling or a woman.
</abstract>

Traditional Segregation: Encoded Language as Powerful Tool. Insights from <italic>Okǝti</italic> Ụmụakpo-Lejja <italic>Ọmaba</italic> chant

<abstract xmlns="http://www.w3.org/1999/xhtml">

In the context of the internationalization of education the need for localization and translation of educational programs into foreign languages with the aim of attracting foreign students is increasing. Consequently, new methods and resources are required to optimize educational process. However, currently there are not enough localized programs translated into English and localized for the new contingent of university students although localized programs are urgently needed as they give foreign students the opportunity to choose the most suitable direction for study. The purpose of the proposed research is localization as a linguistic and cultural adaptation of digital content to the requirements of the foreign market and translation into English the educational program “Software Engineering” for students of telecommunications specialties taking into account both technical and didactic terminology. To speed up the translation the glossary is compiled using online and offline services. As a result, the program “Software Engineering”, designed for foreign students, is localized, translated and adapted. Thus, a more “friendly” environment for entering the educational process in the new intercultural conditions is created. This practice becomes an integral part of the lecturers’ activities. On the other hand, students themselves can be involved in content creation and research. The design of localization should be directed from simple to complex, taking into account a certain balance between depth and composition of research. In general, the presentation of localized programs at the international level has a number of advantages for universities, including economic ones, for example, increasing the income invested in equipping the educational process.
</abstract>

Ural Federal University named after the first President of Russia B.N. Yeltsin

The method of educational programs localization under internationalization of academic environment

<abstract xmlns="http://www.w3.org/1999/xhtml">

This study concentrates on memory in Michael Ondaatje’s <italic>Running in the Family</italic> because it is the foundation for the whole novel. Ondaatje’s attempt creates a relationship with the past by performing all acts of the journey in physical and imaginary performances of listening and reproducing. His attempt depends on his own memory; however, his memory does not coincide with stories he has heard, and the historical documents tend to conflict with each other. In the interior of his travels, Ondaatje reveals the extent of his isolation and the impact of his displacement. As he narrates the stories, he faces difficulties in distinguishing between rumors and lies, in organizing fragments of knowledge, and in explaining challenges tied to his methods of cultural revival. These challenges are met in the non-linear and sometimes stunning text plans which he uses.
</abstract>

The temporary return to the homeland in Michael Ondaatje’s <italic>Running in the Family</italic>

AHEAD OF PRINT

Volume 11 (2023): Issue 3 (December 2023)

Volume 11 (2023): Issue 2 (October 2023)

Volume 11 (2023): Issue 1 (July 2023)

Volume 10 (2022): Issue 3 (December 2022)

Volume 10 (2022): Issue 2 (July 2022)

Volume 10 (2022): Issue 1 (March 2022)

Volume 9 (2021): Issue 3 (December 2021)

Volume 9 (2021): Issue 2 (September 2021)

Volume 9 (2021): Issue 1 (March 2021)

Volume 8 (2020): Issue 3 (December 2020)

Volume 8 (2020): Issue 2 (November 2020)

Volume 8 (2020): Issue 1 (September 2020)

Volume 7 (2019): Issue 3 (December 2019)

Volume 7 (2019): Issue 2 (September 2019)

Volume 7 (2019): Issue 1 (May 2019)

Volume 6 (2018): Issue 3 (September 2018)

Volume 6 (2018): Issue 2 (May 2018)

Volume 6 (2018): Issue 1 (January 2018)

Volume 5 (2017): Issue 3 (September 2017)

Volume 5 (2017): Issue 2 (May 2017)

Volume 5 (2017): Issue 1 (January 2017)

Volume 4 (2016): Issue 3 (September 2016)

Volume 4 (2016): Issue 2 (May 2016)

Volume 4 (2016): Issue 1 (January 2016)

Volume 3 (2015): Issue 3 (September 2015)

Volume 3 (2015): Issue 2 (May 2015)

Volume 3 (2015): Issue 1 (January 2015)

Journal of Language and Cultural Education

 Journal of Language and Cultural Education (JoLaCE) is a double-blind peer-reviewed international journal promoting international scholarly exchange among researchers, academics, and professionals. It carries only original, previously unpublished full-length research and survey articles that reflect the latest research and developments in both theoretical and practical aspects of language, literary and cultural education. Review studies, research-in-progress reports, short research notes, commentaries, and in-field publications reviews are invited to be published as well.  Rejection Rate   53,2%   Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process. 