Articles
Published 2021-08-31
Keywords
- lexical competence, coronalogisms, foreign language, information and communication technologies, blended learning.
How to Cite
Bashkir, O., Kniaz, H., Panchenko, V., Bakhmat, L., & Sobchenko, T. (2021). Conditions for forming future language teachers’ lexical competence in pandemic times. Amazonia Investiga, 10(43), 72–82. https://doi.org/10.34069/AI/2021.43.07.7
Abstract
Successful communication in English as a foreign language depends primarily on the amount of vocabulary learned, which ensures speech appropriateness in a particular communicative situation and adequate perception of information. The article reveals the conditions for forming future language teachers’ lexical competence in Ukrainian higher pedagogical education institutions on the example of vocabulary denoting coronalogisms. The summative stage revealed students’ positive motivation for learning new vocabulary, while the formative one was aimed at expanding students’ range of vocabulary on a particular topic. The work was carried out in three stages: introducing new vocabulary; practicing and consolidating new material; using the target vocabulary in written and oral speech. Determining the range of students’ vocabulary, their word knowledge quality and ability to use target vocabulary at the control stage gives grounds to state the effectiveness of conditions for forming future language teachers’ lexical competence during the pandemic: using ICT and time-conditioned blended learning as a combination of traditional and distance learning.
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References
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Rusanivskyi, V. (1988). The structure of lexical and grammatical semantics. Kyiv: Naukova dumka.
Vaganova, O., Livshits, Y., Aleshugina, E., Smirnova, Z., & Kutepova, L. (2019). Experience in developing electronic glossary in a higher education institution. Amazonia Investiga, 8(22), 247-253. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/421
Velasco, D. (2007). Lexical competence and Functional Discourse Grammar. Alfa: Revista de Lingüística, 51(2). Retrieved from https://www.researchgate.net/publication/26623402_Lexical_competence_and_Functional_Discourse_Grammar
Yuksel, I. (2011). Evaluation of Foreign Language Learners’ Lexical Competence. Problems of Education in the 21st century, 36, 10-16. Retrieved from http://www.scientiasocialis.lt/pec/files/pdf/vol36/10-16.Yuksel_Vol.36.pdf
Zareva, A., Schwanenflugel, P., & Nikolova, Y. (2005). Relationship between lexical competence and language proficiency: variable sensitivity. Studies in Second Language Acquisition, 27(4), 567–595. https://doi.org/10.1017/S0272263105050254
Bodle, ?. (2016, February 4). How new words are born. The Guardian. Retrieved from https://www.theguardian.com/media/mind-your-language/2016/feb/04/english-neologisms-new-words
Burgos, R. (2020). How the COVID-19 pandemic changed language. Languagewire. Retrieved from https://www.languagewire.com/en/blog/how-the-covid-19-pandemic-changed-language
Caro, K., & Rosado, N. (2017). Lexis, Lexical Competence and Lexical Knowledge: A Review. Journal of Language Teaching and Research, 8(2), 205–213. https://doi.org/10.17507/jltr.0802.01
Chan, W. M., Chin, K. N., Nagami, M., & Suthiwan T. (2011). Media in foreign language teaching and learning. Studies in second and foreign language education. Boston. Walter de Gruyter.
Drozd, T. (2017). Development of communicative competence of teachers of philological specialities in the system of postgraduate education. (Candidate of Pedagogical Sciences dissertation), Vinnytsia Academy of Continuing Education, Ukraine. Retrieved from https://www.vspu.edu.ua/content/specialized_academic_council/doc/2017/Drozd_T/dis.pdf
Galetskyi, S. (2020). The formation of communicative competence of future foreign language teachers by the means of information and communication technologies. (Candidate of Pedagogical Sciences dissertation). Zhytomyr Ivan Franko State University, Ukraine. Retrieved from http://eprints.zu.edu.ua/31122/1/dys_Galetskyi.pdf
Ilyashenko, L., Gladkova, M., Kutepov, M., Vaganova, O., & Smirnova, Z. (2019). Development of communicative competencies of students in the context of blended learning. Amazonia Investiga, 8(18), 313-322. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/313
Law No 1556-VII, ‘On Higher Education’, Parliament of Ukraine of 23.04.2021. Retrieved from https://zakon.rada.gov.ua/laws/show/1556-18#Text
Lawson, R. (2020, April 28). Coronavirus has led to an explosion of new words and phrases – and that helps us cope. The Conversation. Retrieved from https://theconversation.com/coronavirus-has-led-to-an-explosion-of-new-words-and-phrases-and-that-helps-us-cope-136909
Mahdawi, A. (2020, April 15). From Covidiot to doomscrolling: How coronavirus is changing our language. The Guardian. Retrieved from https://www.theguardian.com/commentisfree/2020/apr/15/from-covidiot-to-doomscrolling-how-coronavirus-is-changing-our-language
Meara, P. (1996). The Dimensions of Lexical Competence. In G. Brown, K. Malmkjaer and J. Williams (Eds.), Performance and competence in second language acquisition (pp. 35–53). Cambridge: Cambridge University Press.
Ministry for Development of Economy, Trade and Agriculture of Ukraine (2020). Professional standard of a primary school teacher, secondary education institution teacher. Retrieved from https://zakon.rada.gov.ua/rada/show/v2736915-20#Text
Moran, P. & Raycraft, R. (2020, April 22). Covidiots? Quarantinis? Linguist explains how COVID-19 has infected our language. Message posted to https://www.cbc.ca/radio/thecurrent/the-current-for-april-22-2020-1.5540906/covidiots-quarantinis-linguist-explains-how-covid-19-has-infected-our-language-1.5540914
Oxford English Dictionary. Retrieved from https://www.oed.com
Paton, B. (2020 April 9) Social change and linguistic change: the language of Covid-19. Oxford English Dictionary. Retrieved from https://public.oed.com/blog/the-language-of-covid-19/
Payack, P. (2020, July 3). Global Language Monitor Announces That ‘Covid’ is the Top Word of 2020. Global Language Monitor. Retrieved from https://languagemonitor.com/pandemic/global-language-monitor-announces-that-covid-is-the-top-word-of-2020/
Rasuoli, F, & Jafari, K. (2016). A Deeper Understanding of L2 Vocabulary Learning and Teaching. A Review Study. International Journal of Language and Linguistics, 4(1), 40–46. Retrieved from http://article.sciencepublishinggroup.com/html/10.11648.j.ijll.20160401.16.html
Rusanivskyi, V. (1988). The structure of lexical and grammatical semantics. Kyiv: Naukova dumka.
Vaganova, O., Livshits, Y., Aleshugina, E., Smirnova, Z., & Kutepova, L. (2019). Experience in developing electronic glossary in a higher education institution. Amazonia Investiga, 8(22), 247-253. Retrieved from https://amazoniainvestiga.info/index.php/amazonia/article/view/421
Velasco, D. (2007). Lexical competence and Functional Discourse Grammar. Alfa: Revista de Lingüística, 51(2). Retrieved from https://www.researchgate.net/publication/26623402_Lexical_competence_and_Functional_Discourse_Grammar
Yuksel, I. (2011). Evaluation of Foreign Language Learners’ Lexical Competence. Problems of Education in the 21st century, 36, 10-16. Retrieved from http://www.scientiasocialis.lt/pec/files/pdf/vol36/10-16.Yuksel_Vol.36.pdf
Zareva, A., Schwanenflugel, P., & Nikolova, Y. (2005). Relationship between lexical competence and language proficiency: variable sensitivity. Studies in Second Language Acquisition, 27(4), 567–595. https://doi.org/10.1017/S0272263105050254
