Vol. 20 (2022)

View Vol. 20 (2022)
DOI: https://doi.org/10.46991/FLSP.2022.20
Published: 2022-12-31

Articles

  • Articles

    THE USE OF “SYNTACTIC LEVELS ANALYSIS” IN EXPLORING LEGAL DISCOURSE

    Margaret Apresyan
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    Abstract

    Since special languages are presented as a multilevel systems, it’s assumed that their linguistic peculiarities are detected not only at the lexical level, but also at the syntactic level too.

    The present article discusses the possibility of applying the “syntactic levels analysis” to explore the legal texts specificity.

    References

    Александрова О. В., (1984) - Проблемы экспрессивного синтаксиса, М., 211 с.

    Виноградов В. В., (1954) Некоторые задачи изучения синтаксиса простого предложения. // Вопросы языкознания, с. 3-30

    Герд А. С., (1996) - Специальный текст как предмет прикладного языкознания // Прикладное языкознание /отв. ред. А. С. Герд/, Санкт-Петербург. 304 с.

    Золотова Г. А. (1973), Очерк функционального синтаксиса русского языка, М., 352 с.

    Керимов Д.А., (1962) - Кодификация и законодательная техника, Москва, 104 с.

    Кожина М. Н., (1968) - К основаниям функциональной стилистики, Пермь, 9 с.

    Слюсарева Н. А., (1981) - Проблемы функционального синтаксиса современного англ. языка М., 206 с.

  • Articles

    TEACHING ORAL SPEECH

    Lilit Adyan
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    Abstract

    The present article focuses on teaching oral speech to students focusing particularly on listening and speaking skills. The article discusses strategies, methods of teaching and developing oral speech skills highlighting its importance in language learning.

    References

    Browne G. (1993). Teaching communicative strategies to develop communicative competence. The language teacher.

    Dorman (1817). Speech communication. London.

    Jeremy Harmer (1989). The practice of English language teaching, Longman.

    Lyle (1993). Understanding body language. Bounty books.

    Lynch (1998). Listening. Oxford University Press.

    Marianne Clce Muricia (1987). Teaching English as a second or foreign language, Oxford.

    Rivers (1981). Teaching foreign language skills. The University of Chicago Press, Chicago.

    Rogova (1983). Methods of teaching English, Moscow.

    Weaver (1972). Human listening: Processes and behavior. Published by Bobbs-Merril.

    Yule (1995). The study of language. New York, Cambridge University Press.

  • Articles

    COMMUNICATION IN THE DEVELOPMENT OF TEACHING SPEAKING, WRITING AND READING

    Lilit Adyan
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    Abstract

    Communication plays a great role in language learning; the more actively e pupils are in the learning situation, the more effective the learning process becomes.

    Communication combines almost all language skills, making the language learning challenging and enjoyable at the same time.

    References

    Brumfit, C.J. (1984). Communicative Methodology in Language Teaching, Cambridge University Press.

    Grisulina A.P. (1983). Reader in Methods of Teaching English, Moscow.

    Harmer (1991). The Practice of English Language Teaching, Longman Publishing, New York.

    Littlewood, W. (2000). Communicative language teaching, Cambridge University Press.

  • Articles

    STRATEGIES FOR TEACHING ENGLISH SOCIO-CULTURAL LACUNAE

    Elen Avetisyan
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    Abstract

    At the present stage, there are various typologies of lacunaes: linguistic, cultural, textual, behavioral, etc. The strategy for eliminating lacunaes should be used in high school, first of all, to understand lacunaes.  It is   inappropriate to set the task of recreating the cultural coloring of the text through the translation of lacunaes. Well-chosen interpretations and comments can help students eliminate  the lacunaes in the text. It is important to note that preference should be given to research interpretations, as they help to identify national features of  perception of facts. Given the fact that lacunaes are eliminated by filling and compensation, compensatory strategies should be preferred. The use of effective and social strategies is an important condition for the rapid assimilation and proper reproduction of lacunaes. In some cases, it is necessary to present lacunaes not only with comments, but also with texts. When learning lacunaes, you can use the possibilities of positive transfer. At the level of understanding the lacunaes, it is desirable to memorize the English or international lacunaes that are already in circulation in the Armenian language. The use of metacognitive strategies can only be effective among advanced level students.

    References

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    Popova Z.D. Kognitivnaja lingvistika / Z.D. Popova, I.A. Sternin. M.: ACT: Vostok-Zapad, 2007. 314s.

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    Sorokin Ju.A. Lakuny: eshhe odin rakurs rassmotrenija // Lakuny v jazyke i rechi: sb. nauch. trudov / pod red. prof. Ju.A. Sorokina, prof. G.V. Bykovoj. Blagoveshhensk: Izd-vo BGPU, 2003. S. 3-10.

    Titkova, S. I. Jazykovaja lakuna kak edinica analiza lingvostranovedcheskogo aspekta inojazychnogo uchebnogo teksta i specifika raboty s nej: na materiale obuchenija russkomu jazyku anglogovorjashhih uchashhihsja: Dis. kand. ped. nauk. – M., 2006. – 208s.

    Tomasheva I. V. Ponjatie "lakuna" v sovremennoj lingvistike. Jemotivnye lakuny // Jazyk i jemocii. Volgograd: Peremena, 1995. S. 50-60.

    Hakimova, Sh. R. Lakuny kak lingvisticheskoe javlenie / Sh. R. Hakimova. — Tekst: neposredstvennyj // Molodoj uchenyj. — 2015. — № 1 (81). — S. 420-422.

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    Ertelt-Vieth, A. Interkulturelle Kommunikation und kultureller Wandel / A. Ertelt-Vielh. Tubingen: Gunter Narr Verlag, 2005. - S. 390.

    Grodzki E. The Lacuna Model and Its Application Potential for Advertising Research // Вопросы психолингвистики. M., № 3. 2006. С. 17-25

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    Munday, Jeremy, (2009): The Routledge Companion to Translation Studies, revised edition, Oxon: Routledge, 285 p.

  • Articles

    TEACHING PROFESSIONAL VOCABULARY AT THE FACULTIES OF NATURAL SCIENCES

    Araksi Darbinyan
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    Abstract

    The present paper discusses a number of factors related to the teaching and mastering the professional vocabulary at the faculties of natural sciences (particularly, mathematics), both from a linguistic and psychological point of view. Due attention is paid to the selection of professionally oriented material in foreign language textbooks, which should include terms and concepts that are more common in the given field, so that every student would be able to master at least the essential part of the vocabulary related to the area of ​​specialization and be able to continue developing language skills in the framework of the research.

    References

    D.Gablasova (2015), “Learning Technical Words through L1 and L2: Completeness and Accuracy of Word Meanings”, English for Specific Purposes, 39 62-74.

    Michael J.Bosse’, Kwaki Adu-Gyamfi, & Meredith R.Cheetham (2015), “Assessing the Mathematical Translations: Synthesizing the Literature and Novel Findings”, International Electronic Journal of Mathematics Education, vol. 6, No.3, 113-11․

    ․ Arnó-Macià, E., & Mancho-Barés, G. (2015), The role of content and language in content and language integrated learning (CLIL) at university: Challenges and implications for ESP. English for Specific Purposes, 37, 63-73.

    Bekteshi, E. (2017), The 'Four Cs' - Collaboration, Communication, Critical Thinking and Creativity at the Faculty of Arts (FLUP), University of Porto, Porto, Portugal. Journal of International Social Study, 10(50), 56-62.

    Elvi, E. (2017), Developing task based approach teaching materials as alternative to face challenges and opportunities in multidimensional English language teaching in changing EFL context. Proceedings of the Fifth International Seminar on English Language and Teaching, 5, 43-48.

    Huckin, T. and Coady, J. (1999), Incidental Vocabulary Acquisition in a Second Language. Studies in Second Language Acquisition, 21, 181-193.

  • Articles

    THE ROLE OF THE TEACHER IN OVERCOMING LANGUAGE ANXIETY

    Liana Khalatyan, Ruzanna Melikyan
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    Abstract

    Foreign language anxiety is a common phenomenon in teaching any language. Teachers do not always identify anxious students, and often attribute their unwillingness to participate in speaking and writing tasks to such factors as lack of motivation, low performance and at the same time low-level  knowledge of grammar and vocabulary.

    This article aims to provide teachers with methods and strategies for diminishing foreign language anxiety and helping students to overcome it.

    References

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    Ansari. M. S. (2015) Speaking Anxiety in ESL/EFL Classrooms: A Holistic Approach and Practical Study.

    Ch. Doran (2017), Rage and Anxiety in the Split between Freud and Jung. https://www.mdpi.com/2076-0787/6/3/53/htm

    Edblad Patrik (2020), The 3-3-3 Method: A Simple Framework to Achieve Your Goals. https://patrikedblad.com/productivity/the-3-3-3-method/

    Hilgard Atkinson, & Atkinson, (1971), Language Learning Research Club, University of Michigan.

    D. Maclntyre, R. Gardner (1991), Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature. https://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1991.tb00677.x

    Qi Pan. A Tentative Study on the Functions and Applications of English Euphemism. https://www.academypublication.com/issues/past/tpls/vol03/11/25.pdf.

    Young D. (1991), “Creating a Low-Anxiety Classroom Environment: What Does Language Anxiety Research Suggest?” The Modern Language Journal 75.

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  • Articles

    PERSPECTIVES ON THE FUNCTIONAL STUDY OF LANGUAGE

    Mariam Karapetyan
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    Abstract

     The present article discusses the  functional approach to the study of the language as one of the most fundamental means of its investigation.It overviews different classifications of the functions of the language inherent in linguistics, considering  the   scientific classification the main organizer of the objects and phenomena which discovers internal patterns defining developments and changes in the investigated objects.

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  • Articles

    DISCOURSE APPROACH TO TEACHING LANGUAGE AND COMMUNICATION SKILLS

    Gohar Hovsepyan
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    Abstract

    Performing successful speech acts is a fairly complex phenomenon, which involves sociocultural knowledge about when to perform a speech act and which one is appropriate in a given circumstance. In courses teaching foreign languages there has frequently been an overly simplistic tendency to equate speech acts with certain linguistic formulae.  A number of scholars have emphasized the importance of using findings of studies on the performance of speech acts in real-life conversations for teaching language and communicative competence. Discourse analysis can provide valuable insights for effective language teaching in many areas, including grammar, vocabulary, communication strategies, cross-cultural communication, sociolinguistics and other.

    References

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  • Articles

    CRITICAL THINKING SKILLS AS AN INTELLECTUAL ABILITY WITHIN THE FRAMEWORK OF EFL TEACHING AT UNIVERSITY

    Narine Durasanyan, Narine Amiryan
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    Abstract

    The ability to think critically has been important at all times, but in the 21st century, when the world has entered a period of global change, when constantly changing conditions require the ability to solve emerging innovative and non-standard problems, critical thinking is inevitable.

    The main goals of teaching are the formation of creative and critical thinking, the ability to use the information received and apply knowledge in practice in various situations, thus, allowing a specialist to be successful in modern society.Today, no one doubts that students should be involved in research and creative activities in order to understand, invent, master new things, express their thoughts, make decisions, be able to critically evaluate the reliability, accuracy of something; i.e. take a critical look at any situation in general.

    References

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    Burge B. E. (2012), Starbird Michael, The 5 Elements of Effective Thinking. Princeton University Press, 157 p.

    Cassel R. N, Kolstad R. (1998), The Critical Job-Skills Requirements for the 21st Century: Living and Working with People. Journal of Instructional Psychology, 151 p.

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    Hanratty L. (2012), Great Debates – 24 of the Most Important Questions in Modern Society for Teachers of ESL and EAP. TEFL Ideas, 310 p.

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  • Articles

    LINGUISTIC FEATURES OF BUSINESS CORRESPONDENCE

    Naira Ayvazyan
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    Abstract

    The aim of this article is to study and analyze the linguistic features of business correspondence from stylistic, lexical and grammatical perspectives.

    Each field of life and activity has certain linguistic features that can make it stand out and at the same time differ from others.

    Currently, business occupies its unique place in public life, and it is notable that the representatives of the sector carry out their activities thanks to the use of special tools, including certain professional skills as well as business vocabulary.

    In today's technology-rich era, written communication has become the main means of business communication.

    It is important to note that a document of any nature with a precise structure and competent content is one of the most important components of business communication.

    References

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    Baron N. (1998), Letters by phone or speech by other means: The linguistics of e-mail, Language and Communication 18, 133-170.

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    Donna S. (2000), Teach Business English, Cambridge: Cambridge University Press.

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    Krizan A. C.; Harcourt J. (1999), Business Communication, 4th edition, Cincinnati, Ohio: South-Western College Publishing.

    Sandler C., Keefe J. (2004), 1001 Letters for All Occasions: the best models for every business and personal need, Avon, Mass. : Adams Media.

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    Waldvogel J. (2007), Greetings and closings in workplace e-mail, Journal of Computer-Mediated Communication, 12(2), article 6.

    ***

    http://lettersample.net/contracts/contract-to-sell/

    https://corporate.findlaw.com/contracts.html

    https://www.otcmarkets.com/

    https://contracts.onecle.com/

    https://isampleletter.com.cutestat.com/

  • Articles

    THE INTEGRATION OF INFORMATION AND COMMUNICATION TECHNOLOGY INTO TEACHING-LEARNING PROCESS AT UNIVERSITIES

    Narine Durasanyan, Narine Amiryan
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    Abstract

    The use of Information and Communication Technology (ICT) such as Internet application, CD-ROMS, Video-Technologies and various computer attachments and software programs have caused many changes in society as well as in the field of education. The use of ICT in teaching and learning process involves a number of concepts and thus, it can be a potential tool for enhancing teaching and learning process. It has many advantages over the traditional teaching and learning approach.

    The use of ICT in education leads to more student-centered learning settings. With the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important, the latter continuing to grow and develop in the 21st century.

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    McPake J., Stephen C., Plowman L., Sime D., and Downey S. (2005), Already at a

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    Prakash and Reddy (2013), Information and Communication Technologies in ODL:

    Contextualizing the Framework, University News, 51(21), May27-June 02, pp. 383-398.

    Punie Y. (2007), Learning Spaces: An ICT-enabled Model of Future Learning in the

    Knowledge- based Society, European Journal of Education, 42, pp. 185-199.

    Reid S. (2002), The Integration of Information and Communication Technology into

    Classroom Teaching, Alberta Journal of Educational Research. Vol. XLVIII, No.1., 48(1),

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    Scanner of Trends in Education, 12(8), pp. 29-33.

  • Articles

    DECODING OF LANGUAGE-SPECIFIC NOTIONS OF THE CONCEPT “FREEDOM", "LIBERTY" IN ENGLISH AND ‹‹ԱԶԱՏՈՒԹՅՈՒՆ›› IN ARMENIAN

    Lilit Hayrapetyan
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    Abstract

    In Linguoculturology the concept is considered to be a condensation of the culture. The structure of concept includes all the components which make  the etymology of the culture, modern combinations, estimations, etc. The connection of concept with the verbal expressive devices is marked in all the formulations of linguoculturology. The concept in language is related with more than a word-unite. It is expressed through a group of synonymous words. The present article studies linguocultural concept of "freedom" in English and ‹‹ազատություն›› in Armenian.

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  • Articles

    PROBLEMS OF SEMANTIC TRANSLATION OF LEGAL DOCUMENTS FROM FUNCTIONAL – COMMUNICATIVE PERSPECTIVE

    Varduhi Mirijanyan
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    Abstract

      In our reality, international relations play an important role and are more active than ever. It is noteworthy that international law has a regulatory power to maintain relations between organizations and states. Hence, international communication between countries, states, societies requires not only accurate documentation but also an accurate translation of documents from one language to another. In this regard, translation and interpretation of legal documents have become a serious act in human interactions. It can be said that legal translation has become a significant translating procedure in international relations and in different professional fields. However, legal translation and interpretation do not have an easy solution. When translating such materials, the translator should not allow the interpretation of legal errors as the consequences can be fatal. Legal translation also involves very complex and specialized terminology. For this reason, legal translation requires a skilled specialist, who has a deep knowledge in the field. Thus, in this article through the methods of contextual, deductive and comparative analyses we will try to present problems and offer solutions to proper legal document translation on the semantic level.

    References

    Alimov, V. V. (2005). A Practical Course in Legal Translation. Moscow: KomKniha.

    Chirila, C. and Mindreci, G. (2013). Linguistic Changes in the Context of European Regional Development. Management Strategies Journal, 4 (special issue), 185-189.

    Cornelius, E. (2011). The Curious Case of Legal Translation. Literator, 32 (1), 121-143.

    Galdia, M. (2013). Strategies and Tools for Legal Translation. Comparative Legilinguistics, 16, pp. 77-94.

    Hamilton, V. E. (2016). Adulthood in Law and Culture. Williamsburg: William & Mary School of Law.

    Newmark, P.(1981) Approaches to Translation. Oxford: Pergamon Press.

    Newmark, P. (2005) A Textbook of Translation. London: Longman.

    Postan, L. (2019). Difficulties of Legal Translation. Legal Translation. URL: https://www.getblend.com/blog/legal-translation-difficulties/

    Sarcevic, S. (1997). New approach to legal translation. The Hague: Kluwer Law International.

    Sarcevic, S. (2000). Legal Translation and Translation Theory: A Receiver oriented Approach. URL: http://www.tradulex.org/Actes2000/sarcevic.pdf

    Schroth, P. (1986). Legal Translation. American Journal of Comparative Law, 34, 47-65.

  • Articles

    ON DEVELOPING READING COMPREHENSION SKILLS IN THE EFL CLASSROOM

    Naira Stepanyan
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    Abstract

    The paper includes intensive and critical reading types as well as is known in the world of increasing information and technological advances reading comprehension and critical thinking skills are of key importance.

    The article presents some of reading comprehension methods elaborated on the basis of neurocognitive research, and is aimed at developing and fortifying students’ reading comprehension abilities.

    Methods introduced in the article will make the teaching process and the teacher-student collaboration more productive.

    References

    Costa A.L. and Kallick B. (2000). Discovering and exploring habits of mind. p. 108

    Zuniga G. (2001). Constructing literacy from reading in first and second language. p. 73.

    Goodman K. (1998) The reading process. Interactive approach to second language reading Cambridge: Cambridge University Press. pp. 11-24.

    Halpen D. (2003). Thought and Knowledge an introduction to critical thinking. 4th edition. p. 315.

    Duke N.K. and Pearson P.D. (2002). Effective practices for developing reading comprehension. What research has to say about reading instruction. Newark, DE: International Reading Association. pp. 205-242.

    Reznitskaya A. and Anderson R.C. (2002). The argument schema and learning to reason. In C.C. Block and M. Pressley (Eds). Comprehension instruction: Research – based best practices. New York: Guilford Press. p. 416.

    Mursell J.L. (1951). Using your mind effectively. New York: Mc Graw-Hill p. 58.

    Roe B., Smith S.H. and Burns P.C. (2005) Teaching reading in today’s elementary schools. p. 592.

    Rochler L. and Duffy G. (1982). Matching direct instruction to reading outcomes. Language Arts 59(5) p. 62-64.

    Peterson B. (2001). Literary pathways: Selecting books to support new readers. Portsmouth NH: Heinemann p. 211.