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https://doi.org/10.53656/for23.433impa

2023/4, стр. 374 - 384

IMPACT OF INTERNET RESOURCES USED BY KAZAKHSTAN AND KYRGYZSTAN UNIVERSITY STUDENTS FOR ENGLISH LEARNING

Sagimbayeva Jannat Elemesovna
OrcID: 0009-0007-8613-1325
E-mail: sagimbayeva_zhe@enu.kz
L.N.Gumilyov Eurasian National University
Astana Kazakhstan
Tazhitova Gulzhakhan Zarubaevna
OrcID: 0000-0001-5553-231X
L.N.Gumilyov Eurasian National University
Astana Kazakhstan
Mukhtarkhanova Ainagul Madievna
OrcID: 0000-0002-3256-9803
L.N.Gumilyov Eurasian National University
Astana Kazakhstan
Duvanaeva Karachach Toktomamotovna
OrcID: 0009-0005-4476-5165
Osh University
Osh city Kyrgyzstan
Kurmanayeva Dina Kassimbekovna
OrcID: 0000-0002-2570-2493
L.N.Gumilyov Eurasian National University
Astana Kazakhstan

Резюме: This paper explores the internet resources used by Kazakhstan and Kyrgyzstan universities students for English learning. Use of Internet resources in learning English became one of the relevant topics nowadays. As theoretical methods generalization, analysis and a questionnaire as an empirical method have been used in the study. Based on the empirical data the authors tried to identify which internet resources students of both countries use in their learning English and their influence for successful learning. Moreover, the study revealed the factors that impact and restrict students to use internet resources in learning English. The authors believe that teachers should direct, encourage their students to use internet resources for learning and incorporate the materials from different resources into English classes.

Ключови думи: internet resources; learning; information technologies; English teaching; education; benefit

Introduction

Internet resources provide exceptional opportunities to improve the quality of teaching English and create incentives for learning. They make English lessons productive and effective; implement the main direction in education - a personalityoriented approach to students and the educational process. Internet resources are a valuable and vast base for creating an information and subject environment, education and self-education of students, meeting their professional and personal interests and needs.

However, the spread of internet resources determines the emergence of problems associated with students learning English. The dynamic spread of the Internet does not always mean the availability of high-quality content that meets the goals of training in higher education. This is especially relevant for the goals of training specialists of higher education.

There is a need to solve the problem within universities – to provide students with high-quality Internet resources for organizing their independent work. This problem is also relevant for universities in Kazakhstan and Kyrgyzstan, where, in addition to local students, foreign students whose culture and educational traditions differ greatly are studying.

Admittedly, there is a significant selection of such resources represented by free and commercial resources. For this reason, it is important to select the efficient resources or create own activities based on the internet materials.

Over the past decade, many works have been written about the effectiveness of internet resources where researchers have revealed the positive impact of various forms of Internet communication (e-mail, chat, forums, web conferences, etc.) on the formation of foreign language communicative competence of students. For example, Kazakhstani and Kyrgyz scholars S.T. Nyshanova wrote about the modern approaches to the use of Information technologies in foreign language teaching (Nyshanova 2022), K.S. Kalibekova investigated the problem of use computer technologies in teaching languages (Kalibekova 2011).

The question of the possibility and advantages of using information technologies in teaching foreign languages has been considered in the works of many researchers (Sysoeva 2008; Polat 1999) The well-known British linguist David Crystal outlines a number of benefits of using the Internet to teach foreign languages in his book “Language and the Internet” (Crystal 2006). He contends that one possible explanation is that online communication's linguistic nature is essential to enhancing language learning. According to the scholar, another reason why the Internet is effective for teaching foreign languages is because web resources make it easier to teach written speech because network resources offer a platform for it.

M. Warshauer claims that one of the elements that significantly contribute to the career advancement of the use of computer systems for language education is the Internet in recommendations for educators at the University of Cambridge. The scientist claims that the development of the Internet has given students of foreign languages a fantastic chance to interact with other classmates or native speaker system of the chosen language globally at a low cost and in a short amount of time (Warshauer 2007).

Nevertheless, it can be noted that despite the accumulated practical experience in the use of Internet resources in teaching foreign languages, use of effective Internet resources and their impact on teaching English have not been fully considered yet. As theoretical methods generalization, analysis and a questionnaire as an empirical method have been used in the study. The aim of this research is to identify the internet resources used by Kazakh and Kyrgyz students and to define their influence for learning English.

Literature Review

The Internet has become a well-known new technology in recent years. All facets of the business, economic, and educational sectors of our world have been impacted by such a potent technological tool. In this sense, the widespread use of information and communication technologies, including the variety of options made available by the global Internet, is closely related to education. Information technologies are crucial because they increase the options for sharing knowledge. The use of information technologies creates new opportunities for everyone involved in the educational process by enabling quicker updates to educational resources, shorter information searches, and the creation of curricula that are tailored to the unique dual interests of each student. Internet resources in particular aid in the implementation of a personality-oriented learning strategy and focus on providing identification and distinction of training, considering the abilities of students, their propensities, etc. New instructional technologies (time to train in collaboration, a work plan, making use of cutting-edge computers, etc.) are particularly helpful in this regard. The Internet enables us to successfully address a variety of pedagogical issues:

– students' mental faculties are stimulated;

– passive students are drawn to work;

– classes are made more visually appealing;

– authentic texts previously inaccessible;

– students are accustomed to working independently with materials;

– immediate feedback is given;

– the educational process is intensified;

– live communication with people from other nations and cultures is offered;

– and effective reading, writing, and speaking are developed.

Among the opportunities that Internet provides us for the development of educational field Internet resources play a crucial role. The use of Internet resources for educational purposes meets societal requirements, which is why their use has become more widespread and popular. The term “Internet resource” has several meanings. The most common and widely used definition of an Internet resource is as a collection of integrated software, hardware, and hardware, as well as information intended for publication on the Internet and demonstrated in a specific text, graphic, and sound format.

Internet resources are also defined as the entire set of information technologies and datasets that are accessible via these technologies and are constantly updated. Given that we're talking about the efficacy of using Internet resources to teach students and teachers, it's a good idea to look into the features of educational Internet resources. Students, according to N.V. Sharypova, to explore resources that are specifically designed for use in the learning experience at a specific grade point average and content matter, as well as resources that are designed for sharing of information of the education system, educational institutions' actions, or educational authorities' actions (Sharypova 2015).

As we can see, instructional Internet resources distinguish themselves by being specifically designed for use in the educational process. It is broadly acknowledged that the use of Internet resources is particularly important at the senior level of education, because students at this age can demonstrate greater autonomy when learning a foreign language. Modern Internet resources, on the other hand, are designed to be accessible to all students, regardless of age or language level. They serve as a source of information, a means of expanding vocabulary and knowledge, and a means of enhancing cognitive and language skills.

Internet resources are also defined as the entire set of information technologies and databases that are accessible through these technologies and are constantly updated.

Internet resources, as a means of active learning, help students develop their social and psychological skills. At this point Z.R. Devterova emphasized that a positive emotional reaction to actions taken rise the effectiveness of performing certain tasks and creating an advantageous learning environment motivates students to pursue language acquisition (Devterova 2009).

The ability of Internet resources to serve as a tool that can maximize learning individualization is a significant benefit of using them. The teacher can take into account the unique mental processes of each student, including perception, thinking, and memory, by making their own independent selection of Internet resources.

Additionally, many educational services include libraries of pre-made templates, with which the teacher herself decides the task's level of difficulty while taking the student’s current proficiency in language into consideration.

Internet resources are a tool with multiple uses, so a student can always go back to a task he didn't understand or did poorly and read the information to refresh his memory of the important details. Since all data is publicly accessible on the network, students can independently and more successfully handle their challenges.

According to E.Ya. Sokolov, the idea of integrating Web-based technologies into the content of practical language classes has gained traction among educators and researchers in the field all over the world (Sokolov 2015). The problems of online learning have been documented in the studies by Jian Tao (Tao 2022), K.M. Wong (Wong 2021). Since students are frequently spending time in the virtual world and are eager to assimilate information shared in social networks and mobile applications, using online sources in international language lessons has a number of indisputable benefits. In specific, it tends to increase the brain functions and inspires learners, and guarantees a higher level of instruction and independent activities of students.

Moreover, researchers in the field of teaching English paid more attention to the fact that internet resources contribute to find new and more effective ways of solving the problem of teaching the language. For example, H.D. Brown claimed that internet resources are the most effective method for teaching a language with the aim of encouraging interactive communication (Brown 1994).

Reinders H. stated that learning process has advanced to a qualitatively new level thanks to the most recent advancements in the teaching of foreign languages based on the application of multimedia technology; we can now confidently assert that even in university education conditions, which are, properly speaking, synthetic information exchange, we can replicate actual situation, natural communication (Reinders 2018).

Methods

In order to identify which internet resources Kazakhstan and Kyrgyzstan undergraduates use for English language learning and their impact in learning English the questionnaire method was used. The questionnaire consisted of 9 questions related to internet resources, students’ opinion about benefits, drawbacks of internet resources used in learning English, as well as challenges they face. A total of 58 1st year students participated in the survey from L.N. Gumilyov Eurasian National University in Kazakhstan and Osh University in Kyrgyzstan. Students are majoring in Architecture, Teaching, Philology, Civil Construction, Medicine, Science, Economy and Hotel Business. A questionnaire was conducted in Google Form and all participants took part independently and their anonymity is kept.

Results

The first question was devoted to internet resources students use in learning English. The aim of the first question was to identify which internet resources are mostly familiar to 1st year students. The list of internet resources was given and there was a blank to fill in the resource that is not listed. The answers are given in the following figure 1. use the same resources for learning English. The section 'other' was filled in the resources such as Duolingo, Quizlet, ELSA speak, Ewa and Essential English words.

Figure 1. Internet resources used by students for learning English From this figure we can see that students both in Kazakhstan and Kyrgyzstan

The following question sought to identify the most effective resources for improving English. Among the mentioned resources, we discovered about the most relevant sources according to student answers, including Britishcouncil.com, 5 Minutes of English, and the BBC.

The next question's purpose was to detect how often students use the internet resources. We can observe from the graph below that students use online resources often in English classes (Figure 2). 44% of students mention that they use online resources every lesson, 36% of respondents use internet resources every week. There are some percentage which show that internet resources are not used still appropriately, only twice a month (9%) and never use internet resources 11,9%, which is not so little indicator.

Figure 2. Students’ use of internet resources

The following task was to determine and compare teachers' use of online resources. The results are given in the following Figure 3. In comparison with students' use of internet resources teachers use more often, 38,90% of teachers use internet 3 – 5 hours a day, 18,80% at least 0 – 2 days a week, 19,10% of respondents use internet resources 6 – 7 minutes a day.

By asking the following question, we aimed to identify how students evaluate the benefits of the Internet resources. According to students' opinion they consider that internet resources are highly useful (42%) and useful (48,5%) which proves students' perception of internet resources usefulness.

The next question's aim was to detect which tools students use more often. Respondents’ answers were different. 64,8% of students use their own mobile, because it is convenient and accessible, 27,6% use their own laptop, university computer-5,8%, only 1,8% use library computer.

Figure 3. Teachers’ use of internet resources

The following question was what English language skills students improve through internet resources. Students mostly use internet resources for translation (36,5%), for both speaking (23,5%) and listening (23,5%) similarly, 16,4% of respondents use online resources for writing tasks. The results of above mentioned questions can be seen in the following table below (Table 1).

Table 1. Students' responses regarding benefits and tools of online resources, and language skills they improve by means of internet resources

How do youevaluate thebenetoftheInternetresources?Students’answersWhich toolsdo you useforlearningEnglish?Students’answersWhichlanguageskills do youimprove mostly?Student’sanswersHighly useful42 %own mobile64,8 %translating36,5 %Useful48,5 %own laptop27,6 %speaking23,5 %Less useful5 %universitycomputer5,8 %listening23,5 %Not useful4,5 %librarycomputer1,8 %writing16,4 %

Further we asked students to answer the following question: “What factors influence you to use internet resources for learning English?” 28,3 % of respondents noted the convenience of internet resources “accessible anywhere, anytime”, free access (19,1%), easy to search and retrieve required information (17,7%). Students' full preferences about internet resources are given on the table below (Table 2).

Table 2. Students answers to the question 'What factors influence you to use internet resources for learning English?'

WhatfactorsinuenceyoutouseinternetresourcesforlearningEnglishStudents’answersaccessible anywhere, anytime28,3%easy and free access19,1%easy to search and retrieve required information17,7%get easy, fast, current, updated information13,3%less expensive and time saving6,3%access to variety of electronic information7,5%reduce the time available for studies6,2%chance to interact with native speakers1,6%

From students' answers we assume that internet resources are definitely useful for students in learning English. However, there are some factors which still exist in two countries' education system. We prove our statement with students' answers to the following question “Which of the following factors limit your internet resources use for English learning?”. As the factors which limit students' internet resources use for English learning are chosen „do not have access to regular internet“, “lack of the searching skills”, “slow transmission” etc. The most challengeable answer was that 38,9% of respondents noted they are “addicted to social media” and less time left for English learning. Full answer is given on the Table 3.

Table 3. Factors that limit students' internet resources use for English learning.

WhichofthefollowingfactorslimityourinternetresourcesuseforEnglishlearning?Students’answersdo not have access to regular internet18,8%slow transmission11,9%do not have a personal device for internet connectivity9,6%lack of the searching skills15,7%teachers do not require5,1%addicted to social media and hence less time availablefor English learning38,9%

From respondents' answers we can conclude that internet resources have both benefits and drawbacks in learning English, however there are still some challenges in proper using internet sources.

Discussion

Looking at the results above, we observe that both Kazakhstan and Kyrgyzstan university students use the same resources for learning English. The majority of respondents use the most popular internet resources in learning English. Nearly half of students spend a lot of time on internet and most students answered that teachers use internet every lesson. Almost half of respondents evaluated the benefit of the Internet resources highly and more than half of the students use their mobile for learning. Moreover, majority of students answered that they improved translating skills more than other skills. Students think that using internet resources is convenient for learning as it is accessible anywhere, any time. However, most of them answered that addicting to social media limit their internet resources use for English learning. Respondents indicated some factors which are still preventable from internet resources use, they do not have access to regular internet. Lack of the searching skills is one of the discussable issues among undergraduates as well and can be a topic for further research.

The results obtained from this study provide what internet resources university students of both countries use in learning English. In addition, it gives a clear understanding that using internet resources positively influence their progress in English. However, students admit that they improve mostly translating skills than other skills through internet resources. It is connected with the fact that students use the internet resources, but they use them mostly for translating purposes because of lack of vocabulary. Furthermore, students accept the fact that they have less time for learning English as they are addicted to social media. Not having regular access to the Internet connection is one of the limitations of using internet resources as well.

Limitations

Limitations to the present study must be considered. There are a lot of them but in learning English the authors consider two interpretive limitations of this study. Firstly, the secret to mastering any language is consistent speaking and listening practice. However, internet resources have some lack with that because it can be challenging for students to clarify their doubts regarding the proper pronunciation, accent, and intonation. Secondly, students must conduct their own self-study using tools like books, language apps, LMS, software, or an online tutor. There is seldom any exchanges between students; the majority of communication is mainly between students and instructors. However, it is believed that students must converse with and learn from language in order to function. We have interactive sessions with the conventional system. Successful implementation of using internet resources in learning English is conditioned by available staff and methodological support.

Conclusion

Using internet resources in learning English opens a lot of possibilities for students as they contribute to develop language skills successfully. This study demonstrated that students of Kazakhstan and Kyrgyzstan use the same internet resources in their learning process. The study showed that teachers use internet resources every lesson. However, we think that explaining the importance of internet resources as well as applying them into teaching process will increase students’ understanding and encourage them to benefit from the materials of internet resources.

REFERENCES

NYSHANOVA, S.T., 2022. Modern approaches to use of information technologies in foreign language teaching. Bulletin of Russian University of Friendship of people, p. 123 – 127

KALIBEKOVA, K.S., 2011. Archive of scientific papers. Philological sciences. Issues of theory and practice, p. 75 – 78.

SYSOEV, P.V.; EVSTIGNEEV, M.N., 2008. Modern Internet resources in teaching foreign languages. Foreign languages at school, no. 6, p. 78 – 82.

POLAT, E.S., 1999. Some conceptual provisions of the organization of distance learning foreign languages on the basis of a computer. IYASH, no. 6, pp. 144 – 149.

CRYSTAL, D., 2006. Language and Internet. Cambridge: Publishing house of Cambridge University, – Cambridge, Issue 2, p. 12–18.

WARSHAUER, M., 2007. Internet for teaching English: Recommendations for teachers. Methodology of teaching foreign languages: Anthology of existed practice, pp. 119 – 127. Cambridge: Publishing house of Cambridge University.

SHARYPOVA, N.V.; MEZENTSEV, A.V., 2015. Use of educational Internet resources in teaching school course. International Journal of Experimental Education, no 9, pp. 68 – 81.

DEVTEROVA, Z.R., 2009. New educational technologies: computer telecommunications in foreign language teaching. Bulletin of the Maikop State Technological University, no 1, pp. 56 – 59.

SOKOLOV, E.Ya., 2015. Analysis of potential of Internet resources in teaching a foreign language. International journal of applied and fundamental studies, no 5, pp. 607 – 610.

JIAN TAO & XUESONG(ANDY) GAO, 2022. Teaching and learning languages online: Challenges and responses. System, Vol 107. ISSN 0346-251X. https://doi.org/10.1016/j.system.2022.102819.

WONG, K.M. & MOORHOUSE, B.L., 2021. Digital competence and online language teaching: Hong Kong Language teacher practices in primary and secondary classrooms. System, 103, article 102653. https:// doi.org/10.1016/j.system.2021.10265

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LA DIDACTIQUE DU FLE À LA CROISÉE DES SCIENCES COGNITIVES ET DISCURSIVES

Elena G. Tareva, Elena Porshneva, Indira Abdulmianova

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ЕЗИК, ВЛАСТ, МЕДИЯ

Мариана Георгиева

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ЛИНГВОДИДАКТОЛОГИЧНИ АСПЕКТИ НА ПРИСЪСТВЕНОТО ОБУЧЕНИЕ В ЕЛЕКТРОННА СРЕДА

Предизвикателствата пред съвременната лингводидактология през новата 2021 г. без съм- нение са свързани с необичайната обстановка, в която се озова световната образователна система под въздействието на неочакваната епидемична ситуация. Пандемичната вълна предизвика по- врат в хода на естественото развитие на лингво- дидактологичните изследвания. Информацион- но-комуникационните технологии се оказаха в центъра на образователните промени и логично се превърнаха в търсената панац

2020 година
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ЮРИЙ ЛОТМАН КАК ОБЪЕКТ И МЕТАЯЗЫК

Татьяна Цвигун, Алексей Черняков

К ВОПРОСУ О ПРИЗНАКАХ КВАЗИСИМВОЛА

Григорий Токарев, Надя Чернева

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ЦИФРОВЫЕ СРЕДСТВА В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ: ОТБОР И ТИПОЛОГИЗАЦИЯ

Бартош Дана, Гальскова Наталья, Харламова Мария, Стоянова Елена

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СИНТАКСИС НА МЕТАЕЗИКА

Мариана Георгиева

BURNOUT LEVELS OF ENGLISH LANGUAGE TEACHERS

Suzan Kavanoz, Yasemin Kırkgöz

КЪМ ИСТОРИЯТА НА ПРЕДЛОГА ОСВЕН

Марияна Цибранска-Костова

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A SEMANTIC DESCRIPTION OF THE COMBINABILITY BETWEEN VERBS AND NOUNS (ON MATERIAL FROM BULGARIAN AND ENGLISH)

Svetlozara Leseva, Ivelina Stoyanova, Maria Todorova, Hristina Kukova

В ПАМЕТ НА ДОЦ. Д-Р ЙОРДАНКА СИМЕОНОВА 28.08.1946 – 25.07.2018

Павлинка Стефанова, Димитър Веселинов

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НОВИ ПРЕДИЗВИКАТЕЛСТВА ПРЕД СЪВРЕМЕННАТА ЛИНГВОДИДАКТОЛОГИЯ

Третото десетилетие на ХХІ век поставя пред лингводидактологията нови предизвикателства. Утвърденото във времето историко-теоретико- практическо разглеждане на тази наука като из- следователско направление, обединяващо всички аспекти на езиковото образование, продължава да поставя във фокус проблема с оптимизиране на акционалността в условията на глобализира- щия се свят. Интерактивността между участни- ците в образователния процес по чужд език из- исква ново преосмисляне на ролит

СИНТАКТИЧНО ОТНОШЕНИЕ

Мариана Георгиева

АКАДЕМИК ЮРИЙ ДЕРЕНИКОВИЧ АПРЕСЯН НА 90 ГОДИНИ

Димитър Веселинов, Надя Делева

2019 година
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TOWARDS CONCEPTUAL FRAMES

Svetla Koeva, Tsvetana Dimitrova, Valentina Stefanova, Dimitar Hristov

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ПЕДАГОГИЧЕСКАЯ ИННОВАТИКА В ДЕЙСТВИИ

Галина Шамонина, Леонид Московкин

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НАУЧНОЕ НАСЛЕДИЕ ЗОЛОТОГО ВЕКА ИСЛАМА

Сулейменов И.Э., Молдажанова А.А., Копишев Э.Е., Егембердиева З.М., Ниязова Г.Б.

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КОГНИЦИЯ И ПУНКТУАЦИЯ

Мариана Георгиева

КРЪГЛА МАСА „ЕЗИК И ПРЕВОД“

Маргарита Гергинова

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ИЗСЛЕДОВАТЕЛСКИ АСПЕКТИ НА СЪВРЕМЕННАТА ЛИНГВОДИДАКТОЛОГИЯ

Списанието „Чуждоезиково обучение“ е един епистемолого-културологичен монумент на лингводидактологията, която постоянно търси и обновява своя изследователски профил, за да го подложи на опита на времето, преди да се пре- върне в класика. Списанието е барометър на бъл- гарската методическа наука, фиксиращ нейните творчески търсения през годините, проектиращ нови визии и поставящ теоретико-практически ориентири. Текстовете на публикуваните ста- тии са елементи от историята

2018 година
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PUBLIC AWARENESS OF DYSLEXIA IN BALKAN COUNTRIES

Mirela Duranović, Dobrinka Georgieva, Mirjana Lenček, Tatjana Novović, Muljaim Kačka

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СЕМАНТИЧНИ РЕЛАЦИИ В РАМКИТЕ НА МНОГОКРАТНАTA ХИПЕРОНИМИЯ В УЪРДНЕТ

Светла Коева, Валентина Стефанова, Димитър Христов

МИФЫ О РУССКОМ ЯЗЫКЕ: ON-LINE

Валерий Ефремов

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БЪЛГАРСКИЯТ „MAÎTRE DE LANGUES“

Димитър Веселинов

ДОЦ. Д-РУ ИЛИАНЕ ВЛАДОВОЙ 80 ЛЕТ

Валентина Аврамова

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THE FEAR TO TALK

Adriana Sotirova

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ПРОБЛЕМИТЕ НА ЛИНГВОДИДАКТОЛОГИЯТА В ПРОСТРАНСТВЕНО-ВРЕМЕВАТА СИТУАЦИЯ НА ХХI ВЕК

Ако речникът е цялата Вселена, подредена по азбучен ред, то научното списание е хронология на науката, фиксирана в статии и съобщения, които с момента на своето отпечатване се превръщат в ав- тентични свидетелства за пътищата на познанието, трасирани от ревностни изследователи на непреход- ните теоретични истини в преходността на човешкия живот. Появяват се автори новатори, които маркират творческия подем на времето, и автори пазители на познанието, съграждано в продълж

ВСИЧКО ДА СТАВА ЗА ПОУКА

Радияна Дринова

2017 година
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LES RÔLES DES MOTS-CLEFS

Anélia Brambarova

НОВО ЗАВРЪЩАНЕ КЪМ МО

Бойка Илиева

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И НЕКА Д УМИТЕ ГОВОРЯТ. . . (Портрет на един бележит учен)

Димитър Веселинов, Екатерина Софрониева

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ЖИВОТЪТ НА КНИГАТА

Анна Ангелова

ИГРОВЫЕ ФОРМЫ ПОПУЛЯРИЗАЦИИ РУССКОГО ЯЗЫКА

Валерий Ефремов, Елена Петренко

ПОЕМ ПО-РУССКИ

Денис Букин

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НОВИ ОБРАЗОВАТЕЛНИ ХОРИЗОНТИ

Димитър Веселинов, Главен редактор

2016 година
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ДИАЛОГ НА КУЛТУРИТЕ

Анна Ангелова

СВЕТЪТ КАТО СЛОВО

Магдалена Костова-Панайотова, Любка Ненова

НЕЩАТА ОТВЪТРЕ

Анелия Бръмбарова

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РУССКИЙ ЯЗЫК СОВРЕМЕННОЙ РОССИИ

Вербицкая Людмила Алексеевна

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СТЕФАНА ДИМИТРОВА

Донка Мангачева

ТАТЯНА МИХАЙЛОВНА НИКОЛАЕВА

Стефана Димитрова

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УВАЖАЕМИ КОЛЕГИ

Димитър Веселинов

ЗАБАВЛЕНИЯ ПО ФРЕНСКИ

Цвета Тодорова

DE VITA BEATA НА ПРЕВОДАЧА

Владимир Сабоурин

2015 година
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SCIENCES ET GUERRE, SCIENCES EN GUERRE

Ioan Panzaru, Florin Turcanu, Simona Necula

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СБОРНИК В ЧЕСТ НА ПРОФ. МАРИЯ КИТОВА

Магдалена Караджункова

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ДО УЧАСТНИЦИТЕ В VII МЕЖДУНАРОДНА КВАЛИФИКАЦИОННА ШКОЛА ВАРНА, 2015

«Ñîâðåìåííûå ïåäàãîãè÷åñêèå òåõíîëîãèè »

МОСКОВКИН ЛЕОНИД ВИКТОРОВИЧ

доктор педагогических наук, профессор кафедры русского языка как иностранного и методики его преподавания

ПОЧЕКАНСКА-НИКОЛЧОВА СТОЯНКА ГЕОРГИЕВА

Мастер-класс «Обучение РКИ в контексте исторической памяти и на-, циональной идентичности (на материале русской литературы)»

БУКИН ДЕНИС ЮРЬЕВИЧ

Сфера научных интересов

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ЗА ДУМАТА ЦИВИЛИЗАЦИЯ

Мария Костова

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ФРАНКОФОНИЯ И ФРАНКОФОНИ

Димитър Веселинов

БИТИЕТО НА ОБРАЗИТЕ

Йосиф Каменов

IN MEMORIAM

Elena Alekova

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LA LANGUE DANS L’OEIL ET LA PEAU

Tzvétiléna Krasteva

ЗАЕДНО ПРЕЗ ВЕКОВЕТЕ

Сабина Павлова

НОВ УЧЕБНИК ПО МЕТОДИКА НА ЧУЖДОЕЗИКОВОТО ОБУЧЕНИЕ

Иванка Мавродиева, Димитър Веселинов

2014 година
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БИЛИНГВИЗЪМ В УСЛОВИЯТА НА НАРУШЕН СЛУХ

Светослава Съева, Ангелина Бекярова

ТРАКИЙСКИЯТ ЕЗИК

Светлана Янакиева

ПЪРВОСТРОИТЕЛЯТ

Анна Ангелова

ПОМАГАЛО ЗА НОВИТЕ БУДИТЕЛИ ОТ КЛАСНАТА СТАЯ

Ана Клисарска, Константин Фиданчев

ДЕТАЛЬ МОЖЕТ СТАТЬ СИМВОЛОМ ЭПОХИ

Борис Тимофеевич Евсеев – поэт, прозаик, эссеист. Лауреат премии Правительства Российской Федера- ции в области культуры и премии «Ве- нец», Бунинской, Горьковской и многих других литературных премий. Получил музыкальное, литературное и жур- налистское образование. В советское время публиковался в Самиздате. Ав- тор 15 книг прозы. Переводился на английский, болгарский, голландский, испанский, итальянский, китайский, немецкий, эстонский, японский и др.

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MIGRATING MEMORIES

Irina Peryanova

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ЕЗИКЪТ – НАУКА И ПРАКТИКА

Павлина Стефанова

ВРЕМЕНАТА ОТЛИТАТ, НАПИСАНОТО ОСТАВА

Магдалена Караджункова

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ОЦЕНЯВАНЕТО ОТ РОДИТЕЛИТЕ – ВЪЗМОЖНОСТИ И ПРЕДИЗВИКАТЕЛСТВА

Галина Хитрова, Диана Миронова, Янка Банкова, Павлина Йовчева

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ПРЕВОДЪТ В ЕВРОПА

Ирена Кръстева

ОБЩОБАЛКАНСКИТЕ КОРЕНИ

Русана Бейлери

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ПАДНАЛИТЕ АНГЕЛИ

Мони Алмалех

ПРОФ. Д-Р БАГРЕЛИЯ БОРИСОВА СЪБЧЕВА (1955 – 2013)

Весела Белчева, Свилен Станчев

ПРОЕКТ НА НАЦИОНАЛНО ИЗДАТЕЛСТВО „АЗ БУКИ“ И ФОНД „РУССКИЙ МИР“

ПРОЕКТ НА НАЦИОНАЛНО ИЗДАТЕЛСТВО „АЗ БУКИ“ И ФОНД „РУССКИЙ МИР“

2013 година
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ИЗ ДЕБРИТЕ НА ПОРТУГАЛИСТИКАТА

Весела Чергова. (2012). Конюнктивният имперфект в съвременния пор-

МАТУРА ПО ФРЕНСКИ ЗА ОТЛИЧЕН

Ботева, С., Кръстева, Ж. & Железарова-Сариева, А. 100% успех. Матура по френски език. София: Просвета. 298 с. ISBN: 9789540126258

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ПОЛИТИЧЕСКАТА РЕЧ – МОДЕЛИ НА ПОВЕДЕНИЕ И КОМУНИКАЦИЯ

Владислав Миланов, Надежда Михайлова-Сталянова. (2012). Езикови портрети на български политици. Част първа. София: УИ „Свети Климент Охридски“. 230 с. ISBN 978-954-07-3323-4

ПРОЕКТ НАЦИОНАЛЬНОГО ИЗДАТЕЛЬСТВА „АЗ БУКИ“ И ФОНДА „РУССКИЙ МИР“

Идея проекта «Открытая линия» - популяризация современных тенденции, исследования и анализы ведущих ученых в сфере обучения русскому языку как иностранному, а также - обмен опыта между болгарскими учителями. Проект реализируется Национального издательства «Аз Буки» - часть Ми- нистерство образования и науки Болгарии, вместе с фондом «Русский мир». Сегодня – благодаря мастер-классов, у нас есть исключительная возможность познакомится с новейшими разработками ведущих ученых и мето

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ЧУЖДОЕЗИКОВО ОБУЧЕНИЕ МЕЖДУ ТРАДИЦИИ И ИНОВАЦИИ, МЕЖДУ ОБРАЗОВАТЕЛНА ТЕОРИЯ И УЧЕБНА ПРАКТИКА

Чуждоезиковото обучение в съвременната образователна парадигма – теория, практика, перспективи. Велико Търново: Ивис, 2011, 277 с.

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COMPOUND VERBS FROM А COGNITIVE AND SEMANTIC PERSPECTIVE

Bagasheva, Alexandra. (2012). Refl ections on Compound Verbs and Com-

ТЕАТРАЛЬНАЯ АТМОСФЕРА В КЛАССЕ

Тодорова, Румяна В. Димитрова, Розалина И

ПРАЗНИК В МОЕТО УЧИЛИЩЕ

Анаит Киркорова

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ЗА УЧИТЕЛЯ И ЧОВЕКА ЧУДОМИР – АНАЛИЗ НА ЗАПИСКИТЕ МУ ЗА ЕДНО ПЪТУВАНЕ В ТУРЦИЯ

Мевсим, Хюсеин. Пътуването на Чудомир в Турция (1932). Пловдив: „Жанет 45“, 2012, 200 с. ISBN 978-954-491-785-2 Милена Йорданова

ФУНДАМЕНТАЛНИЯТ ТРУД НА МАРИЯ КИТОВА- ВАСИЛЕВА „ЛЮБОВТА КЪМ СЛОВОТО. ЗА ИЗВОРИТЕ НА НАУКАТА ЗА ЕЗИКА“

Китова-Василева, Мария. Любовта към словото. За изворите на науката за езика (От древността до края на Ренесанса). София: Колибри, 2012, 492 с. ISBN: 978-954-529-982-7x

БИЛИНГВАЛНО ПРЕДУЧИЛИЩНО ОБУЧЕНИЕ

Peter Doyé. Lernen in zwei Sprachen. Deutsch im bilingualen Kindergarten. Hildesheim – Zürich – New York: Georg Olms Verlag AG, 2012, 110 S. ISBN 978-3-487-08870-9

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LES MOYENS SYNTAXIQUES DU RHEME EN RUSSE

Anna Khaldoyanidi, Mary-Annick Morel

ИЗУЧАВАНЕ НА ЕЗИЦИ ОТ ЗРЕЛОСТНИЦИТЕ – НАГЛАСИ, ОЦЕНКИ, ПЕРСПЕКТИВИ1)

Албена Чавдарова, Росица Пенкова, Николина Цветкова

ВСИЧКИ РАЗБИРАТ ОСТИН

Донка Мангачева

ТВОРЕЦЪТ КАТО МОРЕПЛАВАТЕЛ

Аспарух Аспарухов

2012 година
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НА УЧИТЕЛЯ – ЛИЧНО

90 ГОДИНИ ОТ РОЖДЕНИЕТО НА ПРОФЕСОР ЖАНА МОЛХОВА

ПРОФЕСОР НИКОЛАЙ МИХОВ НА 70 ГОДИНИ

Даниела Кожухарова Николай Николов Михов е роден на 30 април 1942 г. в семейството на индустриалец. През 1956 г. заминава за София, за да учи в гимназия. Изу- чава руски и френски език, към които добавя факултативните латински, немски и английски. Учи неуморно и до днес. Професор-полиглот, който по време на кандидатстудентските кампа- нии, докато проверява работите по френски език, по време на кратката си почивка попълва тестовете по немски и по испански език, показвай

ЕВРОПЕЙСКИ ДЕН НА ЕЗИЦИТЕ

Цветанка Панова

РЕТРОСПЕКТИВНА БИБЛИОГРАФИЯ RETROSPECTIVE BIBLIOGRAPHY

Преди 50 години Симеонов, Йосиф. Някои трудности при изучаване на френски език. С., Наука и изкуство, 1962, 84 с. Методика на обучението по френски език в средния курс на общообра- зователните училища: Учебник за учит. инст. за прогимназ. учители / Валерия Карабаджева. София: Народна просвета, (1962), 192 с. Нагледна граматика на немски език / Жана Николова-Гълъбова. Со- фия: Народна просвета, 1962, 243 с. : с табл., 2 л. табл. Българско-немски речник / Александър Дорич, Герда Минкова, Стефан

КНИГИ И ПЕРИОДИЧНИ ИЗДАНИЯ, ПОЛУЧЕНИ В РЕДАКЦИЯТА BOOKS AND PERIODICALS RECEIVED

Ботева, С., Ж. Кръстева, А. Железарова-Сариева. 100% успех. Матура по френски език. София, Просвета, 298 с. Легурска, П. Семантичен речник на типологичните характеристики на вторичното назоваване в руския и българския език. София, Изда- телство „Ето“, 2011, 312 с. Легурска, П. Съпоставителни лексикални анализи и основа за съпос- тавка. София, Издателство „Ето“, 2011, 228 с. Мавродиева, Ив. Политическа реторика в България: от митингите до онлайн социалните мрежи (1989–2011 г.). Автореферат н

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