Anda Kauliņa, Tija Zīriņa
Riga Teacher Training and Educational Management Academy, Latvia
Reading a text is very important at any age in any sphere of life. Some children have serious problems in reading and sometimes they are encouraged to read more and faster in order to prove the quality of their reading skills, however, rate and understanding do not always correlate.
Skills to understand and analyse the text are of primary importance in reading process. Usually the first reading experience is acquired during elementary school when children master their basic reading skills and form their attitude to reading. Lasīt vairāk "Creative Teaching Methods for Developing Reading Literacy in Teaching Process"
University of Šiauliai, Lithuania
Lithuanian readers can enjoy the translations of fairy tales by the Latvian authors Kārlis Skalbe, Anna Sakse, Margarita Stāraste, Imants Ziedonis and Juris Zvirgzdiņš. Literary fairy tales and their translations make interesting material for study; also, it is intriguing to consider how texts written for Latvian children are perceived by Lithuanian children.
The aim of this study is to find out what language conformities and peculiarities have been taken into consideration in the process of translating Latvian literary fairy tales into Lithuanian. Attention is focused on one of the proper name groups – anthroponyms, as well as appellatives related to them - phytonyms. Lasīt vairāk "Anthroponyms and Phytonyms in Latvian Literary Fairy Tales and Their Translation in Lithuanian (Flowers: Fairy Tales by Anna Sakse)"
Daina Lieģeniece, Inese Freiberga
Liepāja University, Riga Teacher Training and Educational Management Academy
Fiction encourages the development of a personality if children have grasped the author’s idea and the value system on the level of personal meaning. The article presents a theoretical model for encouraging the development of personal meaning related to fiction at preschool age. It is based on conclusions from the areas of phenomenology, hermeneutics, social genetics, social constructivism and art pedagogy as well as studies in cognitive psychology – research in the “theories of mind” about understanding other individuals’ mental states at preschool age. The structure of the model is composed of successive stages requiring an interactive introduction of a piece of fiction in a situation topical for children, with the participation of their peers and the teacher. In discussion after the perception of a piece of fiction various experiences meet, associations form, analogies in one’s own experiences and those of others are discovered. The processing
of the perceived data continues in productive children’s activities and they become personified in narrative interconnections: in children’s stories about a piece of fiction.
The aim of the study is to create a theoretic model for the development of personal meaning in the perception of a fairy tale and prove its productivity by revealing the manifestation of the criteria related to personal meaning in children’s stories determining their levels. The study described in the article has been carried out in two stages: the aim of Stage 1 is to create a model for the development of personal meanings in perceiving fairy tales; the aim of Stage 2 is to investigate the productivity of the model for the development of personal meanings and work out criteria for the manifestation of personal meanings in children’s stories generalizing them in levels of personal meaning development. Lasīt vairāk "Perception of Fiction for the Development of Personal Meaning at Senior Preschool Age"
University of Latvia, Riga, Latvia
A decrease in the quality of the written language of students is one of the most topical and therefore one of the most heatedly discussed problems among teachers and students’ parents; it is one of the problems discussed in linguadidactics. In the following article issues regarding young students’ linguistic behaviour in their native (Russian) language have been analysed. The material presented in the article is based on the results of a scientific research conducted in schools throughout Latvia in 2008.
The aim of the study is to identify to what extent the development of the linguistic personality of young students in their native (Russian) language is successful. To this end, primary school teachers analysed the situation regarding the development of the written linguistic behaviour of students of Grade 4. The issues were identified, typical linguistic mistakes were noted and characterised, and reasons for making them were found out. Lasīt vairāk "Quality Analysis of the Written Russian Language of Students of Latvia"
Agrita Tauriņa, Inga Stangaine
Riga Teacher Training and Educational Management Academy, Latvia
Modern world undergoes significant and continuous changes, therefore it is important to teach a child to think, search for unconventional solutions, learn to listen to the peers and adults, justify one’s opinion, feel for the success and difficulties of other people, and take responsibility and risks from the very childhood.
The aim of the study is to assess theoretically and practically the use of fundraising activities and plays in preschool educational institutions in order to encourage the entrepreneurial development of children aged 5–6. Lasīt vairāk "Encouragement of Pre-schoolers’ Entrepreneurial Skills Development by Fundraising Activities and Play"
Institute of Linguistic Studies, Russian Academy of Sciences, Russia
The debate regarding linguistic or communicative competence has not subsided since the publication of N. Chomsky’s keynote works (Chomsky 1965; 1968). The structure of competence, its aspects, levels and components, and their content and correlation (with regard to both native and foreign language acquisition) are actively discussed in many diverse scientific fields and schools (Pinker, Jackendoff, 2005; Lehmann, 2007). The study suggests that conversational competence, as well as the linguistic-system competence, constitutes a relatively independent component of communicative competence. It also plays an important role in the development of communicative competence, as long as participation in a dialogue serves as a trigger for other types of linguistic competence.
This paper explores the following hypothesis. Although the language-system and dialogue components show traces of parallel development, their divergence may be observed at the early stages of speech ontogenesis. At this time the development of dialogue competence outstrips the development of other linguistic skills and is a catalyst for the formation of communicative competence generally. This study has two primary aims: to investigate some of the normal aspects of the acquisition of dialogue competence (based primarily on communicative failures), and to discover the conductive factors and basic prerequisites for the acquisition of dialogue skills. Lasīt vairāk "The Development of Dialogue Competence in Children (Russian Data Corpus)*"
University of Latvia, Riga Teacher Training and Educational Management Academy, Latvia
The article deals with the problem of evoking interest in reading and its connection with successful acquiring of reading skills. Several theoretical concepts of neuropsychology and speech therapy have been analysed with an emphasis on
difficulties regarding the process of learning to read in cases of dyslexia and/or reading disorders.
The aim of the study is to give an overview of the interconnection between interest in reading and successful acquiring of reading skills in order to carry out an empirical research with the help of various methods and principles that foster interest to reading. Materials and methods include an analysis of theoretical literature. Lasīt vairāk "Interest in Reading as Facilitating Factor in Acquiring Reading Skills"
Ohio University, USA
Slips of the ear or misperceptions occur when what a listener hears does not correspond to what a speaker has said. Adult misperceptions have provided information about the ways listeners use linguistic knowledge in understanding spoken language.
The goal of the investigation is to examine children’s slips of the ear, as a source of information about perception when knowledge of language is still developing. Lasīt vairāk "Children’s Errors in the Perception of Casual Conversation"
Child’s Language Research Centre of RTTEMA, Riga, Latvia
University of Latvia, Riga, Latvia
Adolescent language is a form of linguistic self-identification expressed most vividly in oral and written speech of adolescents’ mutual communication in informal situations and it varies depending on sociological factors (speaker’s gender, age, education, belonging to a specific group of youths etc.). Adolescents’ age group nowadays includes individuals between 13 and 30.
Aim of the study
Aim of this article is to analyse the borderline separating child’s language and adolescent’s language, as well as to determine the differences in features of both language varieties. Lasīt vairāk "Where Does Child Language End and Adolescent Language Begin?"
Riga Teacher Training and Educational Management Academy, Riga, Latvia
Pre–primary school and basic educational programmes pay attention to children’s speech development, combining it with vocabulary development and acquisition of words meaning.
As early as in kindergarten, favourable opportunities should be provided for the development of literary correct and rich language, and non-literate words should be eliminated from children’s speech. The kindergarten curriculum claims that at the preschool age, children must acquire such a vocabulary, which can ensure communication by means of language, prepare them for successful learning at school, and foster perception of folklore, fiction, films, radio and TV programmes. While children are learning the language, words from their passive vocabulary can enter the active vocabulary, depending on the work done for language enrichment by adults. A very important task to be implemented by both parents and teachers is to open up the wealth of the literary language, which can be perceived through multiple sources – folksongs, fairytales, legends, proverbs, sayings, riddles. A major role is played by fiction in the process of personality development,
because it immensely facilitates children’s knowledge about the environment, adult and peers life, and about their ideas, actions and aspirations. Lasīt vairāk "Linguo-Statistical Analysis of Borrowed Words Used in School Textbooks and Children’s Literature Books"