Vol. 23 (2024)

View Vol. 23 (2024)
DOI: https://doi.org/10.46991/FLSP.2024.23
Published: 2024-06-30

Articles

  • Articles

    THE STRUCTURE OF THE LEGISLATIVE SENTENCE

    Margaret Apresyan
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    Abstract

    The present article highlights the main distinguishing features of a legislative text, mainly focusing on specific characteristics of the legislative sentence as the smallest unit of syntax in the legal discourse. The investigation of the legislative sentence underscores the specificity of syntactic structure of the Language for Law.

    References

    Баранов В. М. (2002) Риторика и право / В. М. Баранов, А. С. Александров, Н. Д. Голев // Юрислингвистика-3: Проблемы юрислингви¬сти¬ческой экспер¬ти¬зы: межвуз. сб. науч. трудов / (под ред. Н. Д. Голева).- Барнаул: Изд-во Алт. ун-та,- с. 113-124

    Власенко Н. А. (1997) Язык права: монография / Н. А. Власенко.- Иркутск: Восточно-сибирское книж. изд-во, Норма-плюс -176 с.

    Крюкова Е.А. (2003): Язык и стиль законодательных актов, с. 139

    Губаева Т. В. (2007) Язык и право. Искусство владения словом в профес¬сио¬нальной юридической деятельности / Т. В. Губаева , -М.: Норма, -160 с.

    Мущинина М.М. О правовой лингвистике в Германии// в: Юрис- лингвистика, V. Юридические аспекты языка и лингвистические аспек- ты права, Барнаул 2005, c. 18-30.

    Пиголкин А.С. Законодательство о языках Российской Федерации: опыт, проблема развития.//: Языковая ситуация в Российской Федера- ции, Москва 1992, с. 22-23.

    Савицкий В. М. Язык права : дискурсивный аспект. Монография / В. М. Савицкий, Е. Г. Вышкин. Самара : Сам. гос. арх.-строит. ун-т, 2006. - 152 с.

    Шепелев А. Н. Язык права как самостоятельный функциональный стиль : дис. . канд. юрид. наук / А. Н. Шепелев. — Тамбов, 2002. — 217 с.

    Bhatia V. K., Simplification is Easification: the Case of Legal text. // Applied Linguistics. 1983. vol. 4. -1, p.42-54

    George Coode.(1848), On legislative expression, or, The language of the written law, John Gibbons (2004), Language and the Law, Cambridge University Press 49p.

    Tiersma P. M., Legal Language, 1999.

  • Articles

    EVALUATION AS A MEANS OF PERSUASION IN ENGLISH POLITICAL DISCOURSE

    Samvel Abrahamyan
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    Abstract

    The main goal of political discourse is to influence people and its main communicative strategy can be defined as the strategy of persuasion which involves such substrategies as manipulation, argumentation and evaluation. Evaluation / appraisal is an important part of the strategy of persuasion and is mainly connected with the affective domain. It includes such categories as attitude consisting of feelings, judgements and appreciations, as well as engagement and graduation. The research has shown that in English political discourse emotional evaluations and appraisals, both positive and negative, explicit and implicit, prevail over logical ones. Influenced by the basic semantic opposition of political discourse “we – they” and reflecting the relevant stance of the speaker, different types of evaluative statements tend to provoke in the audience feelings similar to those of the speaker, shape listeners’ perception, reinforce or change their cognition and opinion, predetermine their emotional reactions and actions. 

    References

    Bandler, R., Roberti, A., Fitzpatrick, O. (2013). The Ultimate Introduction to NLP. N.Y.: HarperCollins.

    Bandler, R., & John Grinder, J. (1975). The Structure of Magic: A Book About Language and Therapy. Santa Clara, Cal.: Science and Behavior Books, Penguin.

    Dijk, T.A. van. (2006). Discourse and Manipulation. Discourse & Society, vol. 17 (2),

    Hunston. S. (2011). Corpus Approaches to Evaluation: Phraseology and Evaluative Language. N.Y., L.: Routledge.

    Ivin, A. A. (1997). Foundations of the Theory of Argumentation. Moscow: VLADOS.

    Martin, J.R., White, P.R.R. (2005). Language of Evaluation. Appraisal in English. Basingstoke: Palgrave Macmillan.

    Thompson, G., & Hunston, S. (2006). Evaluation in Text. In Brown, K. (Ed.), Encyclopedia of language and linguistics (pp.305-312). Oxford: Elsevier.

    Ивин А. А. (2004). Теория аргументации. М.: Гардарики.

    Шейгал Е.И. (2004). Семиотика политического дискурса. М.: Гнозис.

    Internet Sources of Data

    White, P.R.R. (2001). The Language of Attitude, Arguability and Interpersonal Positioning // https://www.grammatics.com/appraisal/index.html; https://www.grammatics.com/appraisal/appraisalguide/unframed/stage2-attitude-judgment.htm (accessed 23.03.2024)

    Inaugural Address by President Joseph R. Biden, Jr. January 20, 2021//

    https://www.whitehouse.gov/briefing-room/speeches-remarks/2021/01/20/inaugural-address-by-president-joseph-r-biden-jr/ (accessed 25.03.2024)

  • Articles

    RHETORIC AS AN IMPORTANT TOOL IN LEGAL DISCOURSE

    Anna Ayvazyan
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    Abstract

    The present article aims at highlighting the interrelationship between language, law and rhetoric, showing the extent to which language use influences legal discourse.

    Rhetoric is the art of persuasive speaking, a very vital element in the realm of law. It is an important tool in jurisprudence to present actions and evidence that helps to persuade the court to achieve the desired result. That art of persuasion is due to the circumstance of speaking wisely and intelligently.

    Thus, it is noteworthy to emphasize that the rhetorical use of language can be applied in the courtroom through the use of various strategic tricks that aim to achieve persuasion and/or manipulation.

    References

    Aldosari, B. N. (2020). A critical discourse analysis of Nelson Mandela’s defense speech I am prepared to die. Arab World English Journal, 11(2) 3-17.

    Aldosari, B. N. (2022). Investigating the Legal Discourse of Bill Clinton’s Impeachment Trial. Arab World English Journal, 13(2), 140-156.

    Berukstiene, D. (2016). Legal discourse reconsidered: Genres of legal texts. Comparative Legilinguistics, 28, 89-117.

    Bizzell, P., & Herzberg, B. (2000). The rhetorical tradition: Readings from classical Times to the present. NY: Bedford/St. Martin's.

    Blommaert, J., & Bulcaen, C. (2000). Critical discourse analysis. Annual Review of Anthropology, 29, 447-466. https://doi.org/10.1146/annurev.anthro.29.1.447

    Cheng, L., & Danesi, M. (2019). Exploring legal discourse: a sociosemiotic (re)construction. Social Semiotics, 29(3), 279-285.

    Corbett, E. P. J. (1990). Classical rhetoric for the modern student. New York: Oxford University Press.

    Farinde, R. O. (2009). Forensic linguistics: An introduction to the study of language and the law. Muenchen: Lincom Europa.

    Garver, E. (2009). Aristotle on the kinds of rhetoric. International Society for the History of Rhetoric, 27(1), 1-18. doi:10.1525/rh.2009.27.1.1

    Gibbons, J. (2003). Forensic linguistics: An introduction to language in the justice system. Malden: Blackwell Publishing.

    Gupta, G. (2022). The debate on 'One nation, one language'. International Journal of Language & Law, 11, 1-17.

    Hill, F. (2005). The traditional perspective. In Kuypers, Jim A. (ed.), The art of rhetorical criticism (pp. 72-81). New York: Pearson.

    Kennedy, G. A. (1991). Aristotle 'on rhetoric': A theory of civic discourse. New York/Oxford: Oxford University Press.

    Clemens, L. K. (2013). Appeal from the United States District Court for the District of IdahoEdward J. Lodge, District Judge, Portland, Oregon, No. 11-30268.

    Luchjenbroers, J. (1993). Pragmatic inference in language processing. (Unpublished doctoral dissertation). La Trobe University.

    Mead, R. (1985). Courtroom discourse. Birmingham: University of Birmingham Printing Section.

    Mey, J. (2016). Discourse, interests, and the law: Some pragma-legal reflections. International Journal of Legal Discourse, 2(1): 13–27. https://doi.org/10.1515/ijld-2017-0004

    Riner, C. (2020). Language and the law. The International Encyclopedia of Linguistic Anthropology. Wiley. https://doi.org/10.1002/9781118786093.iela0211

    Spasov, B. P. (2016). Law and its interpretation. Moscow: Legal Literature.

    Webster, M. (1989), Webster's Dictionary of English Usage (https://www.merriam-webster.com/).

  • Articles

    LEGAL AND ETHICAL ISSUES OF BUSINESS COMMUNICATION

    Naira Ayvazyan
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    Abstract

    The purpose of this article is to explore and analyze the legal and ethical issues of business communication that all large companies face in the complex global business environment of the 21st century.

    In today's technology-rich era, businesses are required to have an elaborate code of conduct and ethics that should be followed as a tool by every member of the organization.

    Along with business communication skills, there is also the legal aspect to consider. In international law, the legal aspects of business communication are problematic. Therefore, international companies in some countries rely on legal advice to ensure that they comply with all legal norms of communication. Some areas of business communications are strictly regulated by law, while others can lead to potential civil litigation.

    It is important to note that understanding the potential legal and ethical issues and implications of communication in business is important for both entrepreneurs and managers, as well as all employees.

    References

    Adair, J. (2009). Effective Communication, Pan Macmillan, UK, ISBN: 9781743291689.

    Agarwal, A. K. (2019). Legal Language and Business Communication, 1st ed., Palgrave Macmillan.

    Bowman, J.P.; Branchaw, P.P. (1987). Business Communications: From Process to Product, Dryden Press, Chicago.

    Cheney, G.; May, S.; Munshi, D., (2011). The Handbook of Communication Ethics, Published by Routledge, ISBN 9780415994651.

    Christians, C. G.; Merrill, J. C. (2009). Ethical Communication: Moral Stances in Human Dialogue (Volume 1), University of Missouri; First Edition.

    Leavitt, H.; Mueller, R. (1951). Some effects of feedback on communication. Human Relations, 4, 401–410.

    Lesikar, R. V. (1999). Basic Business Communication, McGraw Hill Higher Education, 8th edition, ISBN-13: ‎ 978-0075619420.

    Lesikar, R.V.; Flatley, M. E. (2005). Basic Business Communication Skills for Empowering the Internet Generation, Tata McGraw Hill Publishing Company Ltd., New Delhi.

    McLean, S. (2003). The basics of speech communication. Boston, MA: Allyn & Bacon.

    McLean, S. (2005). The basics of interpersonal communication. Boston, MA: Allyn & Bacon.

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    ***

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  • Articles

    THE CONSTRUCTIVIST APPROACH AS THE MOST CRUCIAL PRINCIPLE IN THE DEVELOPMENT OF A CURRICULUM FOR STUDYING ENGLISH FOR SPECIFIC PURPOSES IN A MODERN UNIVERSITY

    Lusine Grigoryan
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    Abstract

    The article explores the specifics of the constructivist approach in education and discusses the objectives of learning a foreign language. Constructivism is an educational theory and approach to learning that suggests learners actively construct their own knowledge and understanding of the world through their experiences, interactions, and reflections. The key principles of constructivism emphasize the learner's role in the learning process and the importance of meaningful, rich experiences. The constructivist approach emphasizes active learning, critical thinking, and problem-solving. In the context of developing a curriculum for studying English for specific purposes (ESP) in a modern university, the constructivist approach would involve:

    contextualized learning: designing the curriculum based on the specific needs and contexts of the learners. For English for specific purposes, this could mean tailoring the content to the professional or academic fields relevant to the students, such as business, science, or technology; interactive learning activities: integrating activities that encourage students to actively engage with the material. This could include group discussions, case studies, real-world projects, and simulations relevant to their specific field; authentic materials: using authentic materials like industry reports, academic journals, or workplace documents to expose students to the language they will encounter in their future professions; student-centered learning: shifting the focus from the teacher as the sole source of knowledge to students taking an active role in their own learning. This might involve projects, research, and presentations related to their specific field; assessment for learning: implementing assessments that measure not only language proficiency but also the application of language skills in real-world situations. This could involve practical tasks, presentations, or portfolios demonstrating their understanding in a professional context. The application of the constructivist approach in ESP aims to make the learning experience more meaningful and relevant to students' future endeavors, fostering a deeper understanding of the language within the specific context in which they will use it.

    References

    Driscoll, M. P. (2000). Psychology of learning for instruction. 2nd ed. Needham Heights, MA: Allyn & Bacon.

    Fosnot, C. (1996). Constructivism: A Psychological theory of learning. C. Fosnot (Ed.) Constructivism: Theory, perspectives, and practice. New York: Teachers College Press, p. 8–33.

    Graddol, D. (2006). English Next. Why Global English May Mean the End of English as a Foreign Language. British Council.

    Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.

    Honebein, P. (1996). Seven goals for the design of Constructivist learning environments.

    Jonassen, D. H. (1994). Toward a Constructivist Design Model. Educational Technology, April, р. 34–37.

    Polenova, A. Y. and Postukyan, M. M. (2014). The Issue of Early-Stage Language Professionalism for Bachelors Specialising in Economics. Journal of Economic Regulation, 5(1), p. 128–133.

    Polenova A. Y. and Pshegusova G. S. (2015). Foreign Language as a Tool for Professional Mobility Development for Students Specialising in Economics. Journal of Economic Regulation, 6(1), p. 129–136.

    Tam, M. (2000). Constructivism, Instructional Design, and Technology: Implications for Transforming Distance Learning. Educational Technology and Society.

    Tarnopolsky, O. (2012). Constructivist blended learning approach to teaching English for Specific Purposes. London, Versita, 254 p.

    Tarnopolsky O. B. (2016). Diversification of the constructivist approach in teaching English for professional purposes at non-linguistic University. Visnyk of Dnepropetrovsk University of Alfred Nobel. Series : Pedagogics and psychology, no. 2, p. 312–319.

    Von Glasersfeld, E. (1995). A constructivist approach to teaching. In L. P. Steffe & J. Gale (Eds.). Constructivism in education (3–15). Hillsdale, New Jersey: Lawrence Erlbaum Associates.

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  • Articles

    TECHNOLOGY OF TEACHING ANALYTICAL READING OF LITERARY TEXT

    Igor Karapetyan, Ruzanna Gevorgyan
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    Abstract

    In a philologically oriented English language course, various technologies for analytical reading of literary text are used. There are various technologies of analytical reading: technologies of fast, rational, dynamic reading, technology of developing critical thinking, technology of using various reading strategies, technology of reflective reading at different levels, technology of speech analysis, etc.. When developing and organizing each course lesson, the problem of concretizing the technology of analytical reading of a literary text arises.

    It is important that teachers constantly develop their methodological arsenal and study the  technologies of analytical reading. Consistent reading of foreign language fiction is a necessary and important condition for using the technologies mentioned. Besides, both teachers and students should read works of art. It is effective to present a reading list to students at the beginning of the course. Besides, it is effective when the student himself chooses from the mentioned list the minimum that he should read. It is effective when reading each literary work begins with an awareness of a clear purpose and problems of reading.

    To use the technology of cognitive-discourse analytical reading demands to carry out serious and consistent preparatory work. It is important in this sense, to study both linguistic and literary works in native and foreign languages.

    References

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  • Articles

    THE FEATURES OF THE INVESTIGATION OF THE TEXT: OFFICIAL STYLE

    Mariam Karapetyan
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    Abstract
    The present article is devoted to the investigation of the text belonging to the official style of the language which sets up a goal of exploring the main characteristics of the formal writing. The analysis involves the study of the special vocabulary and syntax which distinguishes the official from other types of writing. Formal, impersonal tone, precise terminology, specific syntax, accuracy, reliability-these are the key features of the official style of writing.    
    References

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    Щерба Л. В. О трояком аспекте языковых явлений и об эксперименте в языкознании. – В его кн.: Языковая система и речевая деятельность. Л., 1974, с. 26.

  • Articles

    THE PROBLEM OF SELECTION OF AUTHENTIC TEXTS IN THE AREA ORIENTED ENGLISH COURSE

    Ruzan Kulikyan
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    Abstract

    The selection of area studies texts for educational purposes is important from the point of view of their content, functions, educational potential, mastery of relevant vocabulary, and acquisition of background knowledge by students. The problem consists, on the one hand, in the selection of authentic area studies texts from the point of view of the didactic principle of accessibility, as well as the principle of consciousness. On the other hand, it is necessary to overcome the difficulties that arise when working with authentic texts within area studies. An important issue is also the development of the necessary procedures for working with authentic texts.

    It is also difficult to apply the principle of authenticity, which involves constant, consistent updating of sources, which can be taken from English weekly newspapers, magazines and various Internet sites. Though nowadays they are available on the Internet, their selection and use for educational purposes is very difficult.

    During the study, methods of content and component analysis of authentic texts, methods of analyzing their functional characteristics were used. In general, a comparative analysis reveals the features of didactic, authentic, quasi-authentic texts from the point of view of their use for educational purposes .

    References

    Մանուկյան Ա. Գ. Խոսութային իրազեկության փուլային զարգացման առանձնահատկությունները մասնագիտական անգլերենի դասընթացում, (թեկն. ատ.), Ե., 2009, 157 էջ։

    Алексеев Ю.Г. Креолизованный текст в межкультурной коммуникации // Уч. записки УлГу. - Одесса, 2002.– С. 27-34.

    Анисимова Е. Е. Лингвистика текста и межкультурная коммуникация (на материале креолизованных текстов)/ Е.Е. Анисимова. – М.: ACADEMIA, 2003. – 123 с.

    Барышников Н.В. Методика обучения второму иностранному языку в школе. – М.: Просвещение, 2003.- 159 с.

    Бергельсон М. Б. Языковые аспекты виртуальной коммуникации. М., 1999. URL: http://www.rik.ru/vculture/seminar/index.html.

    Воронкова Т. Е. Работа с аутентичными текстами, содержащими интрекультурный компонент/Т. Е. Воронкова// Иностранные языки в школе, 2004.- №2- С. 37-40.

    Галичкина Е. Н. Специфика компьютерного дискурса на английском и русском языках (на материале жанра компьютерных конференций) / Е. Н. Галичкина // Автореф. дис. … канд. филол. наук. - Волгоград, 2001. - 19 с.

    Дакукина, T. A. Редакционно-издательского совета Томского государственного педагогического университета Д 14 Чтение и понимание иноязычных культурно-страноведческих текстов: монография / Т. А. Дакукина ; ФГБОУ ВО «Томский государственный педагогический университет». – Томск : Изд-во ТГПУ, 2020. – 136 с.

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    Кучеренко Н. Л. Особенности обучения чтению публицистических текстов в старших классах общеобразоватльной школы//Иностранные языки в школе. – 2009. - №. – 2. – С. 18-23.

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    Stephen W. Smoliar, "Review of 'Literary machines' by Ted Nelson, 1983", ACM SIGSOFT Software Engineering Notes, October 1983. - p.34-36

  • Articles

    GAMIFICATION AND STUDENT MOTIVATION IN EFL CLASSROOM

    Lusine Madoyan
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    Abstract

    In today’s educational landscape, the quest to enhance student engagement and motivation remains a paramount concern for educators, particularly in English as a Foreign Language (EFL) classrooms. This article delves into the realm of gamification as a novel approach to address these challenges. It aims to explore the motivational effects of gamified learning experiences in high school and higher education settings, in view of their needs and profiles as well as the potential risks involved. Drawing on insights from experts and research findings, the article explores the concept of gamification and its potential to revolutionize learning experiences in EFL contexts. It examines the core principles of playful learning experiences, the essence of gamification, and its application in fostering student engagement. Through an analysis of design elements, advantages, and challenges, the article offers a comprehensive overview of gamification’s implications for language education. Moreover, it discusses considerations for its effective implementation to enhance student motivation and learning outcomes in EFL classrooms.

    References

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    Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic rewards and intrinsic motivation in education: Reconsidered once again. Review of Educational Research, 71(1), 1–27. doi:10.3102/ 00346543071001001

    Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). New York, NY: ACM. doi:10.1145/2181037.2181040

    Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & MartínezHerráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. doi:10.1016/j.compedu.2012.12.020

    Eccles, J.S.; Wigfield, (2002). A. Motivational Beliefs, Values, and Goals. Annu. Rev. Psychol., 53, 109–132.

    Elam, C., Stratton, T., & Gibson, D. D. (2007). Welcoming a new generation to college: The millennial students. Journal of College Admission. Retrieved from http://www.eric.ed.gov/ ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=EJ783953

    Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. In: J. Herrington, A. Couros & V. Irvine (Eds.) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 2013, pp. 1999–2008). Chesapeake, VA: AACE.

    Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169–207. doi:10.1080/0969594032000121270

    Howe, N., & Strauss, W. (2003). Millennials go to college: Strategies for a new generation on campus. Washington, DC: American Association of Collegiate Registrars and Admissions Officers.

    Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: John Wiley & Sons.

    Kim, B. (2012). Harnessing the power of game dynamics why, how to, and how not to gamify the library experience. College & Research Libraries News, 73(8), 465–469.

    Klopfer E., Haas J., Osterweil S., Rosenheck L. (2018). Resonant games: Design principles for learning games that connect hearts, minds, and the everyday, MIT Press, doi:10.7551/mitpress/10887.001.0001

    Lee, J., & Hammer, J. (2011). Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15(2), 146.

    Maehr, M. L., & Meyer, H. A. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9(4), 371–409. doi:10. 1023/A:1024750807365

    McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. London: Penguin.com.

    Nicholson, S. (2012, June). A user-centered theoretical framework for meaningful gamification. Paper presented at Games+Learning+Society 8.0, Madison, WI.

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  • Articles

    THE USE OF COMPLEX SENTENCES AND THE PROBLEM OF THEIR TRANSLATION IN INTERNATIONAL AGREEMENTS

    Varduhi Mirijanyan
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    Abstract

    This article is devoted to the study of complex sentences used in official legal documents. The use of complex syntactic structures is a must (mandatory) in formal writing. When there is a need to make the speech multi-content and full of information, the use of complex structures (sometimes with more than a dozen components) is simply inevitable. Therefore, the syntactic study of special multi-component connections characteristic of legal official style in general and the functional manifestation of documents and contracs in particular – is a necessary prerequisite for understanding the mentioned discourse variety. It is obvious that the translator should be familiar with all the types and forms of complex sentence structure in order to first understand the English meanings and then accurately present them in the Armenian translation.

    References

    Bհatia, V. (1997). Translating Legal Genres. Text Typology and Translation, p p. 203-217. DOI: https://doi.org/10.1075/btl.26.15bha

    Currell, D., (2006) - As He Refined the Language: Dryden’s Task as a Translator. Literature Compass, 3 (2), 159-171. DOI: https://doi.org/10.1111/j.1741-4113.2006.00311.x

    European Convention on Human Rights. (1950). Council of Europe. Strasburg, France. URL:

    https://www.echr.coe.int/documents/d/echr/convention_eng

    Gibbons, J. (1994). Language and the Law. New York: Longmans, p p. 443 – 469.

    Rupert, H. (2009). Legal English․ Abingdon։ Routledge Cavendish, p p. 330.

    Wiredu, J. F., (2016). The Complex Sentence in Legal English: A Study of Law Reports. Journal of Literature։ Languages and Linguistics, Vol. 22, 29-46.

    Ավետիսյան, Յ. (2011). Պաշտոնական ոճ։ Երևան։ Զանգակ, 116 էջ:

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  • Articles

    FORMS AND FEATURES OF EDUCATIONAL MODELLING

    Kristina Mkrtchyan, Lusine Mnatsakanyan
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    Abstract

    The purpose of the article is to present the importance of modeling in teaching. In the article the general types of models are examined. The concept of modeling, the connection between the concepts of modeling and design, the modeling functions are distinguished. The significance of the use of modeling in practical teaching is great, which can be realized through the study of its functions.

    References

    Бедерханова, В.П Педагогическое проектирование в инновационной деятельности. Учеб. Пособие/ Бедерханова, В.П- Краснодар, 2000.-54с.

    Бешенков, С.А. Моделирование и формализация, 2002.-336с

    Богатырев, А.И Теоритические основы педагогического моделирования, “Образование и наука”, http://www.rusnauka.com

    Даьин, А.Х, Педагогического моделирования, 2005,-230с.

    Лодатко, Е.А Моделирование педагогических систем и процессов СГПУ, 2010-148с.

    Монахов В.М, Педагогическое проектирование – современный инструментарий 2001, с75-89

    Подласый И.П, Пеагогика: 100 вопросов-100 ответов, ВЛАДОС пресс 2004-356с.

  • Articles

    THE ANGLICISM IN THE FRENCH LANGUAGE

    Gayane Sargsyan, Zaruhi Arakelyan
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    Abstract

    The purpose of this study is to analyse the phenomenon known as Anglicism – a loan made from the English language to another language, in this case to French. The causes of existence of anglicisms in the French language are different: one of the causes is the incorrect or word-by-word translation from English into French, the dominant status of English in the world, the creation of new and contemporary technologies and their development and finally the desire of French young people to look trendier. Sometimes anglicisms existing in the French language are used so often that are absolutely adopted in the language and even appear in the dictionaries as complete French words. There are several cases when anglicisms are used more in the language than the already existing French equivalents.

    In this article we also analyse the phenomenon called “Frenglish” that has appeared recently and is mainly encouraged by French young people. We also come to prove that anglicisms are current in such areas as sport, in the judicial and parliamentary system, in the commercial spheres and more recently in film industry. Anglicisms continue to grow in French, expanding the circles in which they are used.

    References

    Barlézizian A. (2011). Précis de lexicologie du français moderne. Erévan, 61-63, 70-75

    Colpron G., Forest C., Boudreau D. (1998). Le dictionnaire des anglicismes, 4è édition. Québec

    Larreya P.-R. (2014). Parlez franglais !. Limoges

    Leclerc J. (2008). L’hégémonie de l’anglais dans les sciences. Histoire de la langue française. Québec

    Pergnier M. (1989). Les anglicismes ; Danger ou enrichissement pour la langue française ?. Paris, p.19-20

    De Leão, D.N. (2001). Origem da Lingua Portuguesa. Lisbon

    Pan D. (1987). J.G. Herder, the origin of language and the possibility of transcultural narratives. The Pennsylvania State University, USA

    Морен М., Тетеревникова Н. (1970). Стилистика современного французского языка. Москва, 157-162

  • Articles

    SOME PECULIARITIES OF TEACHING SPANISH VOCABULARY TO ARMENIAN STUDENTS

    Lilit Saroyan
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    Abstract

    The present article is devoted to the study of methods of teaching the Spanish vocabulary to Armenian students. The article discusses modern teaching methods that contribute to the rapid enrichment and dynamic improvement of vocabulary. Actually the number of Armenian students that study Spanish has increased and very often it is necessary to improve the vocabulary and communication skills according to demands and profession. The article examines all the points that play a major role in teaching the Spanish vocabulary, as well as suggests an effective methodology based on a student-centered approach.

    References

    Barrigüete, C.M.(2008). La enseñanza-aprendizaje del vocabulario en ELE con el Método collage.

    García, M.(2017). La enseñanza del español como lengua extranjera: reflexiones y desafíos. Revistade Lenguas para Fines Específicos, 23(2), pp. 7-24.

    Gómez Molina, J.R. (1997). El léxico y su didáctica: una propuesta metodológica. REALE, 7, pp.69-94.

    Higueras García, M. (2000). Favorecer el aprendizaje del léxico. Boletín de ASELE, 23, pp, 13-18.

    Martínez, A.(2014). Métodos y enfoques en la enseñanza del español como lengua extranjera.

    Möller, R.(2001). Siglo XXI: ¿Innovamos? La enseñanza de una segunda lengua extranjera.

    Peris Martín, E. (2000). La enseñanza centrada en el alumno. Algo más que una propuesta políticamente correcta. Frecuencia-L, 13, pp. 3-30.

    Salazar García,V. (1994). Aprendizaje del léxico en un currículo centrado en el alumno. Didáctica del español como lengua extranjera 2, pp. 165- 203.

    Рыжкина, И. Б.(2009). Коллаж как средтсво и способ организации межкультурного диалога. Русский язык и межкультурная комуникация, 8(1), сс.24-28.