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Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century

Skills in Foreign Language Learning at the Lithuanian University Of Health Sciences. Language, Individual &Society , 10. Rosales, J. (2004). Los Godos. Barcelona. Ed. Ariel. Statkutė de Rosales, J. (2007). Didžiosios Apgavystės . Vilnius. Baltijos kopija. Švietimo ir mokslo ministerija (2013). Valstybinė švietimo 2013–2022 metų strategija. Recursos de Internet http://www.todoele.net/atlas_lituania.html . (Consultado el 23-10-2018). https://www.efe.com/efe/usa/blog-tribuna/2018-el

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To Be Or Not to Be: An Overview of Clil Implementation in Lithuania

Summary

CLIL (Content and Language Integrated Learning), as an approach to bilingual education in which both content and a foreign language are taught together, started to be employed in secondary schools of Lithuania more than a decade ago; however, there still exists a diversity of opinions towards its benefits and flaws. The studies on CLIL in the European countries have shown that the success of CLIL very much depends on the existing policy documents on the national level regulating CLIL implementation and providing guidance to schools and teachers. It also depends on the amount of research conducted on CLIL in a particular country. Therefore, the aim of the present study is to analyse the current state of affairs of CLIL in Lithuania in terms of the existing policy documents, implemented projects and conducted research that would serve as a theoretical background highlighting the necessity for further analytical investigation. The results of the analysis have shown that no coherent national policies in terms of teaching CLIL have been developed or legal government regulations have been issued in Lithuania until today. The present study has revealed that systematic approach towards investigation of CLIL in Lithuania has not yet been adopted which resulted in the lack of comprehensive analyses on an overall situation of CLIL in Lithuania as well as on factors ensuring efficiency of CLIL implementation in particular. The findings of the study point towards the need for such analyses in the future.

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Lexical and Morphological Features of Translational Lithuanian

Literatūros sąrašas Ambrazas, V. (2006). Lithuanian grammar. Vilnius: Baltos lankos. Bielinskienė, A., Boizou, L., Rimkutė, E. (2017). Lietuvių kalbos morfologiškai ir sintaksiškai anotuoti tekstynai. Bendrinė kalba [elektroninis išteklius], 90, 1–30. Boizou, L., Kapočiūtė-Dzikienė, J., Rimkutė, E. (2018). Deeper error analysis of Lithuanian morphological analyzers. Human language technologies - the Baltic perspective: proceedings of the 8th international conference Baltic HLT. Amsterdam/Berlin: IOS Press, 18–25. Brezina, V. (2018

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The EU English Terms Including the Word Market and Their French and Lithuanian Equivalents

://www.degruyter.com/downloadpdf/j/rela.2011.9.issue-1/v10015-011-0004-2/v10015-011-0004-2.pdf Depecker, L. (2015). Handbook of terminology. Volume 1. H. J. Kockaert, & F. Streurs (Eds.). Amsterdam/Philadelphia: John Benjamins. Gaivenis, K. (2002). Lietuvių terminologija: teorijos ir tvarkybos metmenys. Vilnius: Lietuvių kalbos institutas. IATE handbook. (2016). Retrieved from https://iate.cdt.europa.eu/iatenew/handbook.pdf. Janulevičienė, V., & Rackevičienė, S. (2014). Formation of criminal law terms in English, Lithuanian and Norwegian. LSP

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Standard Language Ideology and Its Influence on Lithuanian Migrants. Samogitians' Attitudes Towards Their Language Variety

Language. In C. Llamas, L. Mullany & P. Stockwell (Eds.). The Routledge Companion to Sociolinguistics, p. 133-139. London: Taylor & Francis Group. Paužienė, E. (2011). Metodinė priemonė „atvira visuomenė - lietuvos ateities sąlyga” skirta darbui pagal mentorystės veiklų mokymo programą. Europos fondo trečiųjų šalių piliečių integracijai Lietuvoje metinė (2010 m.) programa. Raila, E., & Subačius P. (2012). Language Standardization and Forms of Ideological Education. Lituanus. The Lithuanian Quarterly Journal of Arts and Sciences, 58, 18

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A Desperate Call for Process and Post-Process Approach in Lithuanian ESL Classrooms

and Procedures of the Republic of Lithuania. (2018). Petras Baršauskas violated the law on the Adjustment of public and private interests in the civil service. Retrieved from http://www.etika.gov.lt/2018/01/2018-01-17-petras-barsauskas-violated-the-law-on-the-adjustment-of-public-and-private-interests-in-the-civil-service/ . Miliūnaitė, R. (2014). Mokytojai Apie Informacinių Technologijų Poveikį Mokinių Raštingumui. Bendrinė Kalba , 87, 1–16. Prodromou, L. (1995). The backwash effect: from testing to teaching. English Language Teaching Journal , 21

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„Sprechen Sie Deutsch? A. Merkel Nori Daugiau Vokiečių Kalbos Europoje“ (Delfi, 19.06.2013): The Image of German in Lithuanian Media Discourse

. Münster: Unrast. Ruzaitė, J. (2017). Diversity of attitudes to English in non-professional public discourse: A focus on Lithuania. English Today 131, Vol. 33, 15–24. doi.org/10.1017/S0266078417000153. Ryan, S. (2008). The ideal L2 selves of Japanese learners of English . PhD Thesis, University of Nottingham. Internetzugang http://eprints.nottingham.ac.uk/10550/1/ryan-2008.pdf . Ulrich, A. (2015). Die Stellung der deutschen Sprache in der Welt . Berlin: De Gruyter.

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Sustainable Multilingualism
Darnioji daugiakalbyste
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Negative Transfer in Lithuanian Students’ Writing in English

Summary

This research intends to find out whether Lithuanians studying English as a foreign language make certain mistakes because of the influence of their native language. It focuses on negative transfer in writing in English and is qualitative rather than quantitative. The article discusses the errors and illustrates them with examples that come from a corpus for which the data was obtained from 34 Moodle forum posts written by English B2 students, native speakers of Lithuanian who were in year one or year two of their studies in various study programmes but also studied English at Vytautas Magnus University as an obligatory subject. The students participated in this forum in October 2018 and reflected on the week of presentations they had recently had: they were asked to write what they liked or did not like in the presentations their colleagues had given in class, what went well and what did not, what they should improve in the future, etc. This study identified the types of errors (based on Camilleri, 2004) that occurred most frequently and their source (based on Camilleri, 2004; Brogan & Son, 2015). Most frequently the students made errors in the cases where there was a specific grammatical category in English, but it was non-existent in Lithuanian, while sometimes the source of errors was literal translation from the native language. The error analysis shows that in the English classroom specific attention should be given to the verb forms “is” and “are”, “was” and “were”, “has” and “have”, articles, collocations, tense agreement, quantifiers, the sentence structure of the English language and the importance of word meanings.

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Translator’s Preface as a Genre: A Comparative Analysis of Lithuanian and English Prefaces

Summary

Translations serve as a right to the international existence as they allow the national literature to reach wider audiences. Moreover, they allow readers to get acquainted with literature of other cultures. For these reasons, translators have an important role in the literary world. Translators’ prefaces are the main link between readers and translators. However, there is a lack of analysis of this specific genre. This research aims at analysing translator’s preface as a genre and examining differences and similarities of genre features in Lithuanian and English prefaces. 30 Lithuanian and 30 English translators’ prefaces are analysed according to genre elements, such as the format, genre moves and functions. The analysis covers a wide range of examples of both Lithuanian and English fiction books. For this reason, the analysed translators’ prefaces are published in different years, are translated by different translators and are published by different publishing houses. It may be noted, that the analysis reveals that Lithuanian translators tend to be more invisible in their prefaces than English translators. They focus on the author and provide little of their own evaluation and explicit explanations on translation issues. However, English translators focus on the translation process and the subjective analysis. The analysis also demonstrates that the basic format of prefaces is beginning with a title and ending with a signature.

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