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Copyright of Journal of Oriental Studies (Al-Farabi Kazakh National University) / Kazahskij Nacional'nyj Universitet Imeni Al'-Farabi Vestnik Seriâ Vostokovedeniâ is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The largest part of the contemporary foreign language textbooks are composed of teaching units consisting of a text, thematic dictionary, grammar part, lexical exercises and grammar exercises. Each of these parts should be synchronized with all other parts, i.e. the text should contain as much as possible grammar occurrences explained in the grammar part of the given unit, the thematic dictionary and the text of the unit should regard the same or closely related topic, the lexical exercises should as well cover that topic and the grammar exercises should confirm the knowledge acquired from the grammar information of the given unit. Thus, we said that the text, as a starting component of the teaching unit, should have horizontal connection to the rest of the teaching unit. That horizontal connection is a characteristic or a tendency in all contemporary textbooks, including those used form teaching Macedonian language as a foreign language to foreigners. Another important characteristics of the texts from textbooks as well as all texts for reading for students is the interesting content. It is very common to disregard the importance of these criteria: students to learn new words and not to be amused. However, the memorization of new words and learning grammar structures as well as the whole progress in language learning and the (not) giving up factor depend on the emotions that students develop to the education. There are several ways to achieve interesting text content. One of them is to construct vertical connection of the text: each following text of the next teaching unit to be a new episode of the series, i.e. the life of the characters to be described throughout the whole textbook. In this paper we demonstrate that on two selected textbooks. The first one is the textbook Польська мова за 4 тижні (textbook for Polish language for Ukraine students) and the second one is the textbook Вивчаємо македонську – Учиме македонски (textbook for Macedonian language for Ukraine students). The vertical connection of the texts is actually a challenge for the author of the textbook. In this way, the author must pay attention to the horizontal connection of the material, but he has an additional obligation which is not easily achievable and requires for him to possess a talent of a writer and dramaturge. However, in theory, in the learning of foreign languages, the psychological feelings of calmness and satisfaction could contribute to better memorization of the vocabulary. Hence, if the textbook has vertical connection of the texts, the student will learn each following lesson what more is happening to the characters, that he feels he knows already, as watching a new episode of a TV show. This makes the learning funnier and more productive. [ABSTRACT FROM AUTHOR]

В статье рассматриваются предпосылки и современное состояние юрислингвистики как вузовской учебной дисциплины. Тема «Юрислингвистика в вузе» охватывает в статье три содержательных направления: юридическое, лингвистическое и педагогическое. Отмечается и прослеживается история и современность юрислингвистики в нескольких социальных статусах: юрислингвистика выступает как практическая деятельность, как научное направление, наконец, юрислингвистика включается в качестве отдельной дисциплины в систему вузовского образования и образует целый профиль в рамках направлений подготовки юристов и филологов в высшей школе. Мы намерены показать в статье истоки и эволюцию данного феномена. Центральный вопрос работы касается вхождения юридической лингвистики в систему высшего образования. В числе частных задач статьи – представление специфики разработки учебной литературы по направлению «Юрислингвистика». Конкретно-исследовательская цель статьи – проведение многоаспектного анализа структуры и модальностей опубликованных и используемых в образовательной практике вузовских учебных пособий по юридической лингвистике. Материалом исследования выступил массив учебной литературы по юридической лингвистике, подготовленной начиная с 2000 г. до настоящего времени. В статье осуществляется ее аспектуализированный обзор. Основной предмет рассмотрения – модальность и структура учебного издания; основной аспект его изучения вытекает из тезиса: структура и модальность учебного издания во многом определяются не только его видом (жанром), но и целевой аудиторией, к которой оно обращено (филологи, юристы, эксперты, широкая целевая аудитория).

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Information Library Magazine 'INFOLIB' is the property of National Library of Uzbekistan named after Alisher Navoi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article describes didactic macrostructure of a textbook that can be viewed as a communicative tool used for cognitive purposes. The didactic qualities of a textbook are determined by the structure of the main parts of the book. Block-module structure is oriented on subject-subject educational technologies and corresponds with the pedagogical objective as an aggregate of acquired professional competences.

Данная статья рассматривает понятие «учебник» применительно к учебникам иностранного языка в нескольких языках: русском, английском, немецком, французском, китайском и японском. Цель: определить происхождение и семантическое поле понятия «учебник» в русском и иностранных языках. Материалом анализа выбран именно учебник иностранного языка, так как обучение иностранным языкам имеет свою специфику, описанную в статье. Определяются основные слова, отражающие данное понятие и использующиеся в настоящее время в русском, английском, немецком, китайском и японском языках. Выделяются ключевые элементы рассматриваемых синонимов в европейских и восточных языках, делается вывод об историческом развитии понятия. Использованы методы этимологического анализа, семантического анализа, а также структурно-сопоставительный метод.

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The review of the textbook „Русский с собой. Учебник по руски език за българи А1+” presents its target group, structure, and principles of the design of its learning content. [ABSTRACT FROM AUTHOR]

Copyright of Bylye Gody is the property of Cherkas Global University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Цель исследования, первые результаты которого представлены в настоящей статье, — анализ состава и особенностей функционирования терминологической лексики в учебниках для средней школы Российской Федерации с помощью методов и средств компьютерной лингвистики. Количество терминов из разных областей знания, которое школьник должен усвоить за время обучения в средней школе, никогда не подвергалось оценке. По предварительным подсчетам, произведенным на материале Примерной основной образовательной программы общего и среднего образования 2015 года только в части предмета «Русский язык», ученик в 5–11 классах средней школы должен понимать, распознавать и уметь употреблять около 1000 терминов и терминологических сочетаний из этой сферы знания. Таким образом, учитывая количество школьных дисциплин, общее число единиц специальной лексики, изучаемых в общеобразовательной школе, измеряется тысячами. В то же время сопоставительные характеристики состава и функционирования терминов в учебниках для разных школьных предметов не изучены и остаются неизвестными. Неясна корреляция между терминологической плотностью учебного текста в школьных учебниках по разным предметам и местом, занимаемым этими предметами в учебных планах. Традиционным способом вычленения терминов из специальных текстов является их просмотр и «ручное» формирование соответствующих перечней. При надежности такого способа в отношении интеллектуализации принципов отбора он плохо приложим к большим массивам данных и не отражает ни частотность употребления терминов, ни специфику их синтагматических связей, ни системные отношения между терминами, формируемые их сочетаемостным поведением. Реализация описываемого проекта предусматривает создание полнотекстового корпуса на материале текстов школьных учебников 5–11 классов, включенных в Федеральный перечень Министерства просвещения РФ, автоматическое вычленение и стратификацию терминов при помощи методов дистрибутивной семантики, создание и обучение глубокой нейросети, способной по поданной на вход группе векторных представлений терминов определить учебную дисциплину, уровень обучения и учебную тему. Результаты исследования могут представлять теоретический интерес в перспективе развития терминоведения и иметь практическое применение при создании школьной учебной литературы разных типов.

Copyright of Arts & Education / Mistectvo ta Osvita is the property of Viktoriia Ragozina, editor in chief for Mistectvo ta Osvita and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Цуркан М. Сферы бытования украинского языка как иностранного. В статье разработан исторический экскурс к формированию фундаментальных основ предмета в рамках украинистики как дисциплины, которая представляет Украину в мире; проанализированы этапы становления дисциплины «Украинский язык как иностранный», рассмотрено методическую и учебную литературы по преподаванию предмета, определены основные направления создания дисциплины сегодня. Ключевые слова: Украинский язык как иностранный, украинистика, центры украинистики в мире, методика преподавания, учебник, учебная литература, студенты-иностранцы. Tsurkan M. The Sphere of Existence of Ukrainian Language as a Foreign Language. There are two ways of functioning of the Ukrainian language. This subject is exists as part of the Literary and Cultural Studies about Ukraine and called Ukrainian studies. Another area of functioning of the Ukrainian language as a foreign concerns of teaching foreign students in Ukrainian universities. The article gives an analysis of the development of methodology of teaching Ukrainian as a foreign language. It outlined the development of this science in Ukraine and abroad. It systematized scientific researches and methodical materials on methodology of teaching Ukrainian as a foreign language. The paper characterized directions of research in this science. The cultural and educational representation of a country among other countries and among foreigners, which are temporarily staying on the territory of the country representative, has a couple of constituents and unfolds its politics on many levels. One way of cultural and educational representation of a country on the foreign world market is the formation of a conditionalmap that showswhere the learning of the country’s language can be done in other countries.That is why we created a virtual journey through centres of Ukrainian studies, which are unofficial ambassadors of Ukraine, through whichthe world community can join in learning and studying our country’s language and culture.In addition to foreign policy strategy there is also an internal one, which is presented in the teaching of the Ukrainian language to foreigners, who have decidedto get a higher education in Ukraine. The linguodidactics of Ukrainian as a foreign language is only being formed as a scientific branch and that is why there are many gaps in this field. At the present an active scientific search is underway to find the principles of methodology of teaching the subject and there is also an attempt to find the optimal ways of learning a language in all of its functional levels. Key words: ukrainian as a foreign language, the ukrainian studies, the ukrainian studies centers in the world, teaching methods, textbooks, foreign students.

Copyright of Manuscript & Book Heritage of Ukraine is the property of V. I. Vernadsky National Library of Ukraine (VNLU) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Arts & Education / Mistectvo ta Osvita is the property of Viktoriia Ragozina, editor in chief for Mistectvo ta Osvita and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Рассматривается период с 1934 по 1945 г., когда белорусскими историками было предпринято несколько попыток написать пособие по истории Беларуси («История Белоруссии», «Нарыс гісторыі Беларусі», «История БССР»). Прослежен сложный путь создания обобщающей работы, которая и по названию, и по форме издания, а тем более по научной составляющей содержания за короткое время претерпела существенные изменения. Отмечено, что эта работа планировалась то как учебник для школ и учреждений высшего образования, то как некое обобщающее исследование в нескольких томах или частях, то как однотомное издание. Показано, что в условиях предвоенного времени написание учебника по истории БССР приобрело ярко выраженный политический характер, а в годы Великой Отечественной войны, несмотря на тяжелейшие условия и кадровые потери, работа не только не остановилась, но ей был придан сильнейший импульс. На основе архивных материалов, документов из личных фондов В. И. Пичеты и В. Н. Перцева представлены обстоятельства переплетения творческих исканий историков в постижении прошлого белорусов и неоднозначных, менявшихся партийно-идеологических установок.

The authors of the article start off by expressing their concern about the level of command of Tuvan by the younger generation, especially children. Preserving and developing Tuvan language is impossible without literature in Tuvan and teaching it in schools and other educational institutions. The article deals with the issues of teaching Tuvan literature in secondary comprehensive schools of the Republic of Tuva. The authors also provide an overview of textbooks of Tuvan literature compiled at the laboratory of Tuvan philology, Institute for the Development of National Schools of the Republic of Tuva, in compliance with the Federal educational standards of Russian Federation. The textbook provide the mandatory minimum of the standard-provided content of general education and guarantee the required quality of knowledge for school graduates. In 2013-2017, textbooks titled «Tөreen chogaal» (Literature in the Native Tongue) were compiled and published for Grades 5-9, as well as two accompanying textbooks for Grades 5 and 6. The textbooks rely on the methodological principles of the study program «Tyva aas chogaaly bolgash literatura. Niiti өөredilge cherleriniң 5-11 klasstarynga chizhek programma» (Tuvan folklore and literature. Sample Study Program for Grade 5-11 of Comprehensive Schools). In comparison to the previous generation of textbooks, these have been largely updated both in their structure and scope of its content. The texts were grouped in the following categories: “Folklore, the nation’s boundless treasury”, “From folklore to literary genres”, “The world of childhood”, “The world of wonders”, “Holy places”, “The Stars of Victory” and “Animal world”. They prominently feature folklore texts, including shaman songs; tests and creative tasks have also been developed. In terms of their content and methodology, the textbooks intend to familiarize students with the spiritual, moral and aesthetic values of the Tuvan nation. The textbooks in Tuvan literature and the corresponding study programs are the first of their kind and will be further developed and improved.

Tuvan and Turkish are cognate languages. Although they haven’t been in direct contact for thousands of years, they have preserved common features on all levels of linguistic structure. At the same time, a number of dissimilarities have accumulated over time, which makes it difficult and time-consuming for Turkish students to learn it. At the moment, a number of Turkish universities have departments of modern Turkic languages and literatures which offer courses and programs in various languages, including Tuvan. In this article, its author, who teaches Tuvan at the University of Pamukkale, shares her experience and examines the problems of teaching the language. Students begin studying Tuvan as a major in their second year, having mastered the general comparative grammar of Altai, Khakas, Tuvan and Yakut languages, as well as the language of Orkhon-Yenisei runic inscriptions. This helps students successfully master Tuvan grammar. The mistakes students make are due to phonetic peculiarities, morphology of Tuvan and other factors which are yet to be systematized and analyzed. Another problem is the lack of old Tuvan-Turkish and Turkish-Tuvan dictionaries. New dictionaries must also be made. In her teaching practice, the author has developed and used a number of “templates” on certain topics, such as getting acquainted, talking about family, engaging in a dialogue, etc. She also edited the Tuvan section of the book titled “Çağdaş Türk Lehçeleri Metin Aktarmaları” (“Translations from Contemporary Turkic Languages”, 2016). In this collection, intended as a didactic textbook, texts appear first in the original, then transcribed into Latin script, and finally, in Turkish translation.

This information message briefly reviews main works and activities in 2017 of the Institute for the Development of National Schools of the Republic of Tuva, in the framework of State Program of the Republic of Tuva “Development of Tuvan language in period 2017-2020”. The program is aimed to creating conditions for preserving and equal development of Tuvan language as official language of the Republic of Tuva. The contribution of the Institute for development of national school is in conducting studies and experimental projects in fields of common and professional education to form ethnocultural component of general education. It reviews electronic publications of schoolbooks for students of secondary schools, educational programs, audio and video tools, etc.

The publication presents the review on the book “Theory and Practice of Modern Foreign Languages Education” by Salima Kunanbayeva, issued in 2010 in Almaty. All the chapters of the book are reviewed and its benefits are highlighted: the original approach to the concept of cognitive linguocultural foreign language education, completeness of the explanation of the subject matter of modern foreign language education paradigm competencemethodological integrity as a system of intercultural communicative foreign language education; scientific validity of requirements modern foreign language education should meet. “Theory and Practice of Modern Foreign Languages Education” by Salima Kunanbayeva is a book with a wide use for students, teacher educators and other experts in foreign languages teaching field.

It contains main methodical means to introduce the text both in the textbook and in the classroom, as well as new methods of using textbooks which were never used before. The article would be useful to school teachers and university teachers, developing textbooks and introducing new methods of teaching. It also deals with methods of teaching at schools with ethnic component.

The problem of making up manuals of new generation on the Russian Language and literature is dealt with in the article. These manuals follow basic examples of Russian textbooks taking into account specific character of Russian speaking society in a certain country. The linguistic reality of the country should be conceptually interpreted and systematically presented in these textbooks.

Copyright of Risale (Treatise) is the property of National Museum of Azerbaijan Literature / Nizami Ganjavi Azerbaijan National Academy of Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of the Institute of Educational Research / Zbornik Instituta za Pedagoška Istrazivanja is the property of National Library of Serbia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Hileya: Scientific Bulletin / Gileya is the property of GILEYA Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)