alc journal sept 2014

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MODERN TRENDS AND

RESOURCES FOR TEACHERS OF

FOREIGN LANGUAGES

Journal

Published by

American Councils Moldova

September 2014Issue VI


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Message from the editing team

Dear readers,

We are proud to present the sixth edition of the American

Councils Moldova Teacher Journal. Conceived in 2013 to celebrate

our 20th anniversary in Moldova and offer Moldovan teachers and

university professors the opportunity to learn from our expertise, in

2014 the publication aims to connect educators around the world and

publish methodology articles and lesson plans on a variety of issues.

The Journal is designed to serve as a practice-oriented quarterly

publication for all those involved in the field of teaching English as a

foreign language devoted to publishing practical papers in various

aspects, fields and scope of the English Language, such as but not

limited to teaching and learning English as a Foreign Language (EFL).

It encourages a variety of practical cross-disciplinary interests,

especially in the following areas: psychology and sociology oflanguage learning and teaching, testing and evaluation, professional

preparation, curriculum design and development, instructional

methods, materials, and techniques and professional standards.

We are grateful to all authors who contributed original content to

the sixth edition to be published in 2014. We value your expertise and

hope that the electronic version of the publication will keep you

informed of the most recent developments in the field of teachingmodern languages.

Kindest regards,

Journal Editing Committee

Daniela Munca-Aftenev

Marina Chirnitcaia


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Inside this issue:

Corina CEBAN

Engaging students with technology.....4

Dumitru MELENCIUC

The Synchronic and diachronic social-linguistic

modification of lexical units in closely and distantly

related languages..7

Ina VERETINA-CHIRIACLearning strategy training, cooperative learning and

multiple intelligences....12

Ina VERETINA-CHIRIAC

Two different approaches of a classroom interaction..15

Nataliya BOZHOK

The importance of the basic principles of rational emotive

behavioral therapy in the educational process..17

Liudmila VLASENKO, Nataliya BOZHOK

Advantages and disadvantages of distance learning..20

Oxana BASHIROV

The audio-lingual method in teaching English..25

Oxana BASHIROV

Communicative approach to language teaching.29

Irina POMAZANOVSCHILesson Plan: Semasiology: the power of words..33

Liliana NEDERITA

Lesson Plan: Famous People from English Speaking

Countries...36

Liliana NEDERITA

Lesson Plan:Health Hazards Web Quest...46


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ENGAGING STUDENTS WITH TECHNOLOGY

Corina CEBAN

Superior didactic degree

Vasile Alecsandri Lyceum, Bli

Republic of Moldova

Teachers have a lot to do with their students' motivational level. A student may arrive in class with a certaindegree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the

assignments and informal interactions with students all have a large effect on student motivation.

First of all, its important to clear the air by dispelling a fallacy: More technology does not, necessarily makesa better class. However, the Internet is, increasingly, how the world communicates information and ideas; ignoringthat shift is tantamount to rejecting books as inferior to storytelling. But when we do introduce new technology into aclass, it is very important to always consider, as we always do regardless of the tool or activity or assigned reading,

whether that tech is truly necessary.

Key words: technology, blogs, web tools, motivation, assignment.

THINGS YOU SHOULD KNOW ABOUT BLOGS

What is it?

A bloga shorthand term that means Web logis an online, chronologicalcollection of personal commentary and links. Easy to create and use fromanywhere with an Internet connection, blogs are a form of Internet publishingthat has become an established communications tool. Blogs may be updated on aregular basis by their author. They can contain information related to a specifictopic. In some cases blogs are used as daily diaries about people's personal lives,

political views, or even as social commentaries.

Where did blogs

come from?

The roots of blogging can be traced back to the mid 1990's. Who the very first

blogger was is actually unclear, as the art of blogging did not really take holduntil 1999. The original "weblogs" were link-driven sites with personalcommentaries. The very first blogs were human guided Internet web tours.While initially thought of as diaries or online journals, blogs have evolved into

the latest fresh web content[1].

Whos doing it?

Although online journals have been around longer than the term blog, theygained momentum with the introduction of services that allow users to publish

blogs easily, without needing to code HTML. Today, thousands of people useservices including Blogger and Moveable Type to simplify, automate, andaccelerate the online publishing process. There are group blogs, family blogs,community blogs, and corporate blogs. In educational settings, schools oruniversities are using blogs to express their opinions, to promote dialogue in thediscipline, and as an instructional tool, and students are increasingly using blogs

both as personal commentaries and as a required part of certain courses.

How does it work?

A blog can be thought of as an online journal, and maintaining a blog is assimple as using an online e-mail program. Bloggers enter posts into a bloggingapplication, add formatting or hyperlinks, and save the post. The applicationadds the entry to the blog, making the content available online and alerting userswho have subscribed to that blogs content. Entries can include text, hyperlinks,images, or multimedia. Visitors can read postings, submit comments, find blogentries by date, and search the site by keyword. Effective blogs tend to be

updated on a regular basis. Most bloggers solicit feedback, fostering two-waycommunication between readers and authors. Readers can provide feedback byleaving comments on the blog page itself or by posting a response on their own

blogs and linking back to the original posta feature called trackback.


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Student Blogs in the Classroom

Using blogs has been a good way to engage students:

It raises the bar. When students start seeing the work of the peers, it generally elevates the level of the

presentations after the first few assignments.

It provides real life feedback. Some of my students have received comments from the living artists

that they featured. How cool is that?

Music, plays and films. The ability to imbed videos from YouTube has allowed students to present

the performing arts in a much more vivid format [5].

Video blogs. Although these are frequently not very professional, it does give students another way topresent what they know while getting away from having to write. This works well for students who arent

good writers.

Why is it

significant?

Because blogs engage people in knowledge sharing, reflection, and debate, theyoften attract a large and dedicated readership. Blogs are becoming an importantcomponent of the Internet landscape, providing authors and readers with anavenue for unedited expression, reaction, and connection, without the censorshipof mediated chat rooms or formal media outlets. The simplicity of creating andmaintaining blogs means that open discussions can be established almostimmediately, making blogs an ideal venue for far-reaching discussions among

the Internet community on new or timely topics[2].

What are the

downsides?

Because blogs are often produced and maintained by individuals, they caninclude biased or inaccurate information. Users visiting a blog might see it asfactual or authoritative when, in fact, it is the online equivalent of a soap box: a

place to speak and to be heard. Unlike chat rooms, blogs are unmediated andtherefore offer a different type of venue for individuals to express themselvesand air their opinions, ideas, and attitudes. While this may be acceptable for a

personal blog, it might be inappropriate for a blog hosted on an institutionalserver. Intellectual property is another area of concern for higher education,given the implications of hosting blogs that might include content that has been

used without proper attribution.

Where is it going?

Blogs are proliferating at an exponential rate. Estimates suggest as many as 50million people are now blogging. Because blogs are easy to create and modify,they occupy a unique niche in cyberspacethat of highly personalizeddiscussion forums that foster communities of interest. Blogs are public and long-lived, and they weave themselves into close relationships with other blogs. Assuch, they may serve as an educational tool for reflection, knowledge building,and sharing. Blogs continue to benefit from several years of experimentation andevolution, both within and outside of education. By carefully evaluating theirstrengths and weaknesses, educators are learning to set guidelines andexpectations to maximize the benefits of blogs. Structured exercises and clear

goals are further enhancing the value of blogs in education.

What are the

implications for

teaching and

learning?

Put into practice with an understanding of their benefits and limitations, blogsare an increasingly accepted instructional technology tool. Blogs can be used forreflection about classes, careers, or current events; they can also capture anddisseminate student- and faculty-generated content. Blogs offer students, staff,and others a high level of autonomy while creating a new opportunity forinteraction with peers.[1] Blogs provide a forum for discussion that goes beyondcoursework to include culture, politics, and other areas of personal exploration.Students often learn as much from each other as from instructors or textbooks,and blogs offer another mechanism for peer-to-peer knowledge sharing and

acquisition.


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Visual appeal and artistic creativity can be included in the blog format.Discussion Boards werent

nearly as visually stimulating, nor are they very personal.

Blogging is a skill that has real life applications. Blogs can be monetized and several of my students

have done that while taking the class. In addition to the course content, the students learn a real-life skill.

Easy access to internet references. Most students are utilizing online sources for their presentations, and

they are required to cite them. If the reader wants to learn more, they can[3].

References

1. Bartlett, J. E., II, K. A. Reynolds, and M. W. Alexander. (2000) A tool for online learning.Journal of Online Learning 11 (34), pp.2224.

2. MacKinnon, G. R. (2002). Practical advice for first time online instructors: A qualitative study.Journal of Instructional Delivery Systems 16 (1), pp.2125.

3. Marshall, M. (2003) Approaches of outstanding teachers. Retrieved from:http://www.marvinmarshall.com/articles/promotinglearning/ outstandingteachers.htm

4. http://saundz.com/10-best-blogs-on-learning-english-pronunciation/

5. http://www.skilledup.com/blog/

10 best ways to learn English 10 best blogs to learn English

1

http://americanenglish.state.gov/

1

http://www.rachelsenglish.com/blog

2

http://learningenglish.voanews.com/ 2

http://grammar.quickanddirtytips.com/

3http://www.bbc.co.uk/worldservice/

learningenglish/3 http://blog.lingualia.com/

4 http://lang-8.com/ 4http://www.espressoenglish.net/english-tips-blog/

5 http://livemocha.com/ 5 http://esltutorblog.com/blog/index.php

6 http://www.busuu.com/enc 6 http://blog.wiziq.com/

7

http://www.britishcouncil.org/

7

http://www.speaklikeastar.com

8 http://www.languageforexchange.com/ 8 http://learnrealenglish.com/category/blog

9 http://www.englishclub.com/ 9 http://blog.duolingo.com/

10 http://www.vocabsushi.com/ 10 http://saundz.com/blog/
http://www.marvinmarshall.com/articles/promotinglearning/http://www.marvinmarshall.com/articles/promotinglearning/http://saundz.com/10-best-blogs-on-learning-english-pronunciation/http://www.skilledup.com/blog/http://americanenglish.state.gov/http://americanenglish.state.gov/http://www.rachelsenglish.com/bloghttp://www.rachelsenglish.com/bloghttp://learningenglish.voanews.com/http://learningenglish.voanews.com/http://grammar.quickanddirtytips.com/http://grammar.quickanddirtytips.com/http://www.bbc.co.uk/worldservice/learningenglish/http://www.bbc.co.uk/worldservice/learningenglish/http://www.bbc.co.uk/worldservice/learningenglish/http://blog.lingualia.com/http://blog.lingualia.com/http://lang-8.com/http://lang-8.com/http://www.espressoenglish.net/english-tips-blog/http://www.espressoenglish.net/english-tips-blog/http://www.espressoenglish.net/english-tips-blog/http://livemocha.com/http://livemocha.com/http://esltutorblog.com/blog/index.phphttp://esltutorblog.com/blog/index.phphttp://www.busuu.com/enchttp://www.busuu.com/enchttp://blog.wiziq.com/http://blog.wiziq.com/http://www.britishcouncil.org/http://www.britishcouncil.org/http://www.speaklikeastar.com/http://www.speaklikeastar.com/http://www.languageforexchange.com/http://www.languageforexchange.com/http://learnrealenglish.com/category/bloghttp://learnrealenglish.com/category/bloghttp://www.englishclub.com/http://www.englishclub.com/http://blog.duolingo.com/http://blog.duolingo.com/http://www.vocabsushi.com/http://www.vocabsushi.com/http://saundz.com/blog/http://saundz.com/blog/http://saundz.com/blog/http://www.vocabsushi.com/http://blog.duolingo.com/http://www.englishclub.com/http://learnrealenglish.com/category/bloghttp://www.languageforexchange.com/http://www.speaklikeastar.com/http://www.britishcouncil.org/http://blog.wiziq.com/http://www.busuu.com/enchttp://esltutorblog.com/blog/index.phphttp://livemocha.com/http://www.espressoenglish.net/english-tips-blog/http://www.espressoenglish.net/english-tips-blog/http://lang-8.com/http://blog.lingualia.com/http://www.bbc.co.uk/worldservice/learningenglish/http://www.bbc.co.uk/worldservice/learningenglish/http://grammar.quickanddirtytips.com/http://learningenglish.voanews.com/http://www.rachelsenglish.com/bloghttp://americanenglish.state.gov/http://www.skilledup.com/blog/http://saundz.com/10-best-blogs-on-learning-english-pronunciation/http://www.marvinmarshall.com/articles/promotinglearning/http://www.marvinmarshall.com/articles/promotinglearning/


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THE SYNCHRONIC AND DIACHRONIC SOCIAL-LINGUISTIC

MODIFICATION OF LEXICAL UNITS IN CLOSEDLY

AND DISTANTLY RELATED LANGUAGES

Dumitru MELENCIUC

PhD Associate Professor

English Philology Chair, Moldova State University

Republic of Moldova

In the process of teaching and learning the vocabulary of the English language in general, and in the courseof lexicology, in particular, we should also pay attention to the diachronic origin of the word-stock. Analyzing lexical

units of common origin in many Indo-European languages we take into consideration the fact that the level ofscience and technology in the distant ancient times was quite different and practically favored the breaking awayfrom the main population of large groups of people, in order to survive. Many of them succeeded to survive invarious unfavorable conditions. Breaking away from their people they went on developing their society and language

in various conditions, new words have been formed.

Key words: modification, semantic, linguistic, word-stock, diachronic

The factors accounting for semantic change are extra-linguistic and linguistic ones. By extra-linguistic causes we mean various changes in the life of the speaking communities.Confronting lexemesfrom related languages, we try to find out elements of common origin and differences. The borrowedwords continue to modify their semantic structures under the influence of the new extra-linguistic reality ofthe given linguistic community. The social-linguistic approach can be used in the research of manylinguistic problems connected with the evolution of languages. The Indo-European languages originatefrom a common parent language. In prehistoric times the economic, political, ecological situation, therelatively low level of development of the society and other extra-linguistic reasons imposed the separation

of population into smaller groups, migrating to other territories, in order to survive.

The isolation from the original people brought to thedevelopment of new related languages. Now the process ofglobalization is practically destroying the territorial andcommunicational isolation, stopping the process of formationof new languages. There is a struggle in the framework of theexisting languages for survival. New internationalcommunication languages have appeared. Latin had thisfunction up to the XVIth century, and then French took over.In the second half of the XX-th century English became thefirst among a number of international and regional languagesas French, Russian, Spanish, Chinese, Hindi, and Arabic. Some languages are getting out of usage and even

become extinct. People learn prestigious languages. An international vocabulary is formed in mostlanguages. In case of distantly related languages recognizable common origin lexemes represent a goodmaterial to establish the degree of their diachronic semantic change. Hindi is distantly related to theGermanic, Romance and Slavonic, etc. languages, but analyzing the existing dictionaries we still find

many recognizable equivalents.

Thus, in case of numerals from 1 to 10 we can see coincidences in Hindi and Sanskrit: dviduo; tri,tri-; catur, char/chau; paca panci/paci(to compare withpentein Greek, in Russian); -at(cf.Romanian ase). The Arabic and Hebrew: seis and ei are explained by the borrowing from Hindi: ,

at, sex exi, six,, ase, sechs, six, sei, seis, and eva-sabaa with sapt, sat, septem, epta, seven,

apte, sieben, sept, sette, siette, . The Arabs borrowed the figures from Hindi in the IXth century, and

the Europeans borrowed the written system of the numerals from the Arabs in the XIIth century, includingthe term sifr (zero) coming from the Hindi/Sanskrit sunya. Sifr changed in the European languages into

zero, cifre, cifru, , , cipher, cypher; Chiffre, chiffre, chiffre, cifra, cifrario, cifra, cifrada, etc.

Hindi and Arabic also exchanged many words now common for both languages but with differences in the


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semantic structure and form:almariwardrobe, (Cf. armarioin Spanish and armoirein French) dresser;imam imam, spiritual leader. Allahgod; ilahi - divine, godlike; god; ad, idin Arabic aida - holiday

(aida borrowed into Spanish). The Sanskrit juvah and the Avestian jivo can be traced to the Latin vivo,

vividus, vivus, vita; the English life, live, alive, vivid, vivacity, vividness, the French vivre, vie, vivant, vif;

the Italian vivere, vivo, vivente, vita; the Spanish vivit, vivo, vida; the German Leben, leben, lebendig; the

Russian , , , , , , , ,

, , etc., the Ukranian , i, , , , i, i,

i, , etc. [2], the Romanian viu,(colloq. jiu), vivace, vioi, vivacitate, vital, vit via, a veui,a conveui, etc. They are relatively close in form and meaning with the Modern Hindi derivatives and wordcombinations with jivan [dZivan] (life, existence) [1, p. 432]: jivandata the giver of life, god;

jivandaiygiving life. A closer resemblance is preserved in case of Slavonic and Hindi.

Thus, jivandataand jivandaiydataand daiyare identical in meaning and form with equivalents inmany European languages: Russian , theRomanian (a da, dat,etc.). See alsoJita [dZita]in Hindi - alive and compare withvit, viu (jit, jiu colloq.) in Romanian, cf.jivand - living - ,

;jio [dZio] - ; ; ; jivapath - ;jivani -;jivi - , . In jivapaththe second element resembles the English path and

the Russian . [1, p. 437-442] Other equivalents: Latin oculus - oculi; Romanian ochi ochii,Spanish - ojos, German -Auge,-n;French

il, des yeux, Russian - o-, , , ,

, o, , [2] are related to the Hindi akhaki akan; [1, p. 106] chaku[1,p. 366] cham[1, p. 374]. The Hindida, din (day), ada (today),pratidin (every day, dayily); [1, p.734]anudin (daily) [1, p. 54] have the same origin with the Lat. - dies, Romanianzi, ziua (colloq. dziua),

ziar, diurne, cotidian, jurnal; Spanish - dia in buenos dias, Italian - bon giorno, giornata, giornale,

cotidian, quotidianit, English - day, daily, German - Tag, French - jour, journal, Russian - , ,

, , . [2]

The Hindi units ab, abi, oda (ap, ), udic (), oda (umed) [1, p. 97] are related to theRomanian - ap, acvatic, ud, udeal, umed, umiditate; Russian - , , see also: ,

, ; German wasser, English water, humid, humidity, aquatics, aqueous; Celtic

avon (river, water); French eau, humide, Italian -acqua, umidit, umidezza, umido, umidire, Spanish agua, hmedo. hmido, humedad. [2] It is unusual todiscover similar affixes in the confronted l-ges:cangrsi (non-congress),nnam (nameless);dandia,dant (toothless); [1, p.39] (immortal, eternal); (immortality), amrit (immortal), mritatv

(immortality);abhagti (atheism);ahindi(non-Hindi), manushikt(inhumanity), mmt(indifference).

The negative prefix a- and the negative affix dur-are used, in many European languages as well. [1,p.76-78] especially in Slavonic languages: dur (away, off; begone) ! Durabhiman (arrogance);

duragrahi (stubborn, having bad intentions); durachar (misbehavior) - ;durachari(immoral) - ; duratma (mean, coward) - ; durashai (bad intentions) - ;durgati (misfortune) ; durmati (stupid). [1, p. 559-561] Cf.: durmad - ;; durvasn - ; durvritti - ();

. [1, p. 562] The Hindi negative affix dush- is very productive: dushman (enemy);

dushmani (enmity). Cf. the Rom.duman, a se dumani, dumnie.

In Hindi many lexemes with dush- possess mainly pejorative meanings like in: dushmanipurna(hostile); dushcarma (evil deed, sin, crime); dushcalpana (bad intention); dushta (wicked, evil;malicious, mean). [1, p. 563] Another productive affix and root morpheme is the Hindi word badand theaffix bad-: bad - , ; ; In this meaning the Hindi lexeme has common semes withthe English bad in the meanings: worthless, wretched, miserable, immoral, wicked, vicious,

amoral, dissolute, injurious, hurtful, dangerous, unpleasant, offensive , etc.

The English equivalent possesses a wider semantic structure, while the Hindi bad can be usedin compound or derivatives with various pejorative connotations: bad-kida (skeptic(al)); bad-l


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(imbecile, stupid); bad-mli (disorder); bad-hdi (treason; treachery; betrayal); bad-intazami (ill-organized); badhvak (hostile); badgoi (slander, calumny); badzat (mean, low; badnam (bad name, badreputation); badbu (stench, stink), etc. [1, p. 789-790] The kinship terms in Hindi have also much incommon with most of the European languages. The English man is confronted in Hindi with several units:nar, manav, manushia, . Nar means: man, human being, husband, male, people; ,

, ; , ; . The lexememanin Hindi has the meanings of soul, spirit, mind;

brains, intelligence, wit, intellect.

It does not exactly correspond to man in Germanic languages, but it is used in derivation and word-composition, where we find a certain degree of resemblance in form and content: manushia (man, human;om; ; manushia-ganna (homicide,omucidere); manushia-djati (humanity,

umanitate); manushiata (humaneness,

humanity, ; umanism);manushiochit (manlike, humanoid; ,; omenesc, omenos, umanoid).

Manav (man, human being) is used to formmany derivative and compound words: manav-itihas (history of mankind), manavk (dwarf;scoundrel); manav-djivan (human life); manavi(human, uman, omenesc), etc. Cf. also the unitmanas (spirit, soul, mind; suflet, spirit, minte).

[1, p.889]

The kinship terms pardada, dada, prapitamah - strbunel; ; abba, pitri, pita (father, tat,, ); nata - natalitate, nrudire, ; natinnepoat, ; natinepot, , namname; nume, ;mother; mam; , ;motherland;;

motherly, maternal; ; [1, p. 889] Cf. also: mmt - , -; ; ; ; ; ;-. [1,p.875] We can singleout terms close to those in the target language like pardada, dada. Some terms are polysemantic:

uncle, unchi,, and- ; mami - , mtu. [1, p. 601]

Kinship terms display various semantic modifications in the cognate languages. Taking the Sanskritpita(Greek and Latinpater, Goticfadar) and comparing them with the Hindi abba, pitri, pita we find thecorresponding terms and derivatives in English father, dad, daddy, paternalism, paternal, paternity; inRussian , , (); the Romanian tata, see also patern, paternalism, paternitate;Spanish padre, paternidad, paternal; Frenchpre, paternal, paternalisme, paternit;Italian padre, pap

papa (father), (Pope) papa, paternale, paternita, paternalismo; German Vater, Vati, Pater, Paternitat.

Abbais relatively identical topapa, the Rus. .

The rest of the variants go back to pita. [2] (Cf. the Japanese toto, Turkic babai, ata.). In theRomance languages there is a significant evolution from the Latin pater. We find it less changed in the

lexeme patriot in most European languages. Cf. some derivatives of the Hindi pitri (father): pitricpaternal, fatherly, pitritantrapatriarchat, pitridash, pitrinishtha, pitribhumi - fatherland, pitrimulak -patriarchal,pitrivat -fatherly, pitrihin fatherless, paitric paternal, fatherly, ancestral; 2) patrimonial,inherited. [1, p. 702] We easily recognize the relation of most units to the Sanskritpita, Greek and Latinpater.The Hindi madar(madari- maternal) is very close in form to mter(mtris) in Latin, motherin English,Mutter(diminutive Mutti, Mutting) in German, , in Russian. The Hindi madar is partiallysynonymous with mama (and amma), which is polysemantic: mamaMama in German; mamma, mammum, mom, ma, mother in English; mama, mamma, maman in French; mama in Spanish, mama,mam in Romanian; mama, madre in Italian; , , in Russian. As to the Latin -dies, Romanian,ziziua(in colloquial speech one can still hear buna dziua),ziar, diurne, cotidian, jurnal;Spanish - dia in buenos dias, Italian - bon giorno, giornata, giornale de bordo, cotidian, quotidianit,French -jour, journal, Russian - , , , , ;[2]we find they all have much

in common with the Hindida -zi, ada- azi (today). [1]

The common origin is also easily observed in the Hindi words ab, abi, udic, which have equivalents in


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most European languages:Romanian apa, acvatic, ud, udeal, umed, umiditate; Russian - , ,, ; Germanwasser,Aquarium; Englishwater, humid, humidity, aquarium;Frencheau, humide, humidement, humidier, humidificateur, humidification, humidifier, humidifuge, humidigne,

humidimtre, humidit; Italian - acqua, umidit, umidezza, umidiccio, umidetto, umido, umidificante,umidificatore, umidificazione, umidire; Spanish agua, hmedo. hmido, humedad, humectacin,humectador.[2] In most cases we find many recognizable forms in spite of thousands of years of separate

development of Hindi and the European languages.

Both Hindi and its European relatives have contributedto the enrichment of the vocabulary of other language

families.

In Hindi we find several synonymous units to theEnglish god, deity, divinity, godhead. The Latin deuscorresponds to the Hindi do, dai. In Romaniandumnezeu goes back to the Latin domine deus, bothelements originally had the meaning of god. In Hindithere are several other terms in the field: khudaresembles god, Gott in Germanic languages;

the Russian. and its variants in the Slavonic languages are related to the Hindibhag

ta

, abhagti- . [1, p. 70], prabhu.[1,p. 781]. Cf. also jivandatathe giver oflife, dttor de via, dumnezeu. [1, p. 437-442] There other terms used in this semantic field in Hindi

connected with various religions, which have been attested on the Hindustani peninsula since ancient times.

The Romanian lexemeDumnezeu (Dominus Deus) has the equivalents in English, DutchGod, French -Dieu, Spanish.- Dios, Italian - Dio; Portuguese Deus, German Gott, Swedish, Danish, Norwegian Gud, Russian, Serbian , Croatian, Polishbog, Yiddishgot, GreekTheos, [2]. In the biblical times theword danai was used by Moses as a euphemism to substitute the lexeme god. Danaiwas used insteadand in Latin it turned into dominus/domini, which developed a rich thematic group in the Europeanlanguages. The Latin deus (god) corresponds to the Hindi do in the meaning of god, English, French,SpanishZeus, Russian,It. Giove.Cf. also the Hindi daiv1. divine, godlike; 2.fate; fortune; destiny;

2) god, creator; 3) heavens (see alsodiu asheavens); daivi- divine, godlike. Some derivatives: dota -god, deity; dotulia - godlike; divine; dodas - minister of religion; ecclesiastic; dodut - angel;messenger; herald; doloc -paradise; dovani - oracle; dosthan or dvlai 1) heavens; 2) temple;

dvasur - gods and demons; dvi 1) goddess, lady; 2) addressing smb as doamn, ,lady, doa, duea, Seora Doa, etc [1;2] In the Latin domine deus, both elements had and still have themeaning of god, InHindi we find related words to the Biblical danaisuch as dana wise, clever, wiseman; grain, corn; seed; danaiwisdom. Both danaand danaiin Hindi are related to dangift, talent, and

dai - gift; inheritance; money to be given away, danigenerous.

We attest many equivalent relatives in the European languages: in Russian - , (give), (tribute, levy, homage) and the word combination (Greek gift - a gift made with the

intention to deceive).[5]. Very close to the Hindi meaning is the Romanian danieexplained as faptul dea drui (avere, bani, donaie, donator, donor, etc.); dar (obiect primit de la cineva fr plat, donaie,avantaj, binefacere, har divin, etc. [3, pp. 259-260]. The Latin verb dare (to give) corresponds to theRomanian a da, a drui, Italian dare, Spanish dar, Russian , , , . In Frenchdonner, donne, donn, donnes, donneur, donneusewith their corresponding semantic structures are being

used. In English donate, donation, donator, donative, have appeared under the French influence. [2].

Spanish has several lexemes of the same origin with rich semantic structures: don(gift, donation, talent,capability, in polite address), Don Piedro; dar (give). Rom. mndru (proud), of the same origin as theRus. (wise) and possessing now completely different semantic structures. The lexeme mndru,according to DEX, was borrowed from the Slavonic mondru. [2] In Modern Russian (like in other Slavoniclanguages) there is an extended semantic field of the lexeme.In Hindi we attest that mad and mdhave the meanings of arrogance, conceit, haughtiness, content, satisfaction, pleasure, joy, dizziness. A

variation of this root mudar (cf. with the Rus. )is widely spread: mudarris professor, teacher,madrasa school. Madrasa is found in many languages, including Arabic. In the Gagauz language thelexical unit mudric(wise) is also used. Its semantic structure is close to the Russian .Mndruand


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possess semantics fields with only some semes expressing partial pejorative meanings. [1] In thewords of common origin there exist new meanings in the result of the development of the corresponding

linguistic communities.

We have made an attempt to prove the fact that in distantly related languages a certain common layer oflexemes can still be identified. At the same time the extralinguistic reality contribute to massive borrowingsfrom more prestigious languages. Thus, English borrowed a considerable amount of lexical units fromLatin, French and some other languages and in its turn it is generously used by many languages of the

world to actively borrow many lexical units from various fields of activity identical in form and content,what has been created specifically by the linguistic communities of the same origin. We have analyzedseveral lexemes to demonstrate the evolution of their semantic structure in different related languages invarious historical conditions. What we are interested in here is also what has remained apparently

common, and what kinds of lexemes have still preserved similarity of forms and contents.

References

1. - : 2 . / . . . . (2002) -: 21 : .

2. Dicionarul explicativ al limbii romne. Retrieved from: http://www.dexonline.ro.Copyright (c) 2004-2014 DEX

online
http://www.dexonline.ro/http://www.dexonline.ro/


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LEARNING STRATEGY TRAINING, COOPERATIVE LEARNING, and

MULTIPLE INTELLIGENCES

Ina VERETINA-CHIRIAC,

University Lecturer, MA, PhD Student

Moldova State University, Chisinau

Republic of Moldova

The article is about learning strategy training, cooperative learning and multiple intelligences. All these threemethods reflect interesting and enduring teachers methodological practices. At the heart of these ways of teaching alanguage is an appreciation of each individual for his or her uniqueness. The aim of this article is to show that to be

effective, strategies should not be taught in isolation, but rather as part of the content-area or language curriculum.

Key words:Learning strategy training, cooperative learning, multiple intelligences, learner, interaction.

Beginning in the early 1970s, language learners were seen to be more actively responsible for their

own learning. In keeping with this perception, in 1975 scientists investigated what good language

learners did to facilitate their learning. From this investigation, they identified some of their learningstrategies, the techniques or devices which a learner may use to acquire knowledge. Good languagelearners, according to them, are willing to study and have a strong desire to communicate. They willattempt to do so even at the risk of appearing foolish. Learners attend to both: the meaning and the form of

their message. They also practice and monitor their own speech as well as the speech of others. [2, p.36]

While early research went toward identifying just these kinds of learning strategies, it was not longbefore language educators realized that simply recognizing learners contributions to the process was not

sufficient. In order to maximize their potential and contribute to their autonomy, language learners andespecially those not among the group of so-called good learners needed training in learning strategies.They observed that language teachers time might be profitably spent in learner training, as much as inlanguage training. Such suggestions led to the idea of learning strategy trainingtraining students in the

use of learning strategies in order to improve their learning effectiveness.

Let us imagine that we enter into a secondary school. There are 32 students in the class atintermediate-level target language proficiency. Prior to the lesson, the teacher has read the studentslearning journals and has interviewed the students. One of the problems that students have been

complaining about is that their reading assignments are lengthy. There isa lot of new vocabulary in the readings and it takes a long time for themto look up all the new words in the dictionary. Based on thesecomments, the teacher has decided to teach the strategy of advance

organization.

He begins the class with a presentation. He tells students that they are

going to work on a learning strategy called advance organization. Theywill be working on improving their reading by learning to preview and

to skim to get the gist of a reading passage. Learning this strategy will improve their comprehension andthe speed at which they read, he explains. He begins by modeling. He uses the think-aloud technique,telling students what he is doing as he is modeling. An added benefit of learning strategy training is that itcan help learners to continue to learn after they have completed their formal study of the target language.The goals of strategy training are: 1) Self-diagnose their strengths and weaknesses in language learning 2)Become aware of what helps them to learn the target language most efficiently 3) Develop a broad rangeof problem-solving skills 4)Experiment with familiar and unfamiliar learning strategies 5) Make decisionsabout how to approach a language task 6) Monitor and self-evaluate their performance 7) Transfer

successful strategies to new learning contexts. [1, p. 122]We can distinguish some metacognitive strategies, which are strategies used to plan, monitor and

evaluate a learning task. The metacognitive strategies can be cognitive and social/affective strategies:


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Cognitive strategies: Learners interact and manipulate what is to be learned. (repetition,

summarizing, using keywords)

Social/affective strategies: cooperation: working with fellow-students on language. (group

working)

Cooperative or collaborative learning essentially involves students learning from each otherin groups. But it is not the group configuration that makes cooperative learning distinctive; it is the

way that students and teachers work together that is important. As we have just seen, with learningstrategy training, the teacher helps students learn how to learn more effectively. In cooperative

learning, teachers teach students collaborative or social skills so that they can work together more

effectively. It is a successful teaching strategy in which small teams, each with students of differentlevels of ability, use a variety of learning activities to improve their understanding of a subject. Incooperative learning, each member of a team is responsible not only for learning what is taught butalso for helping teammates learn. This situation creates an atmosphere of achievement. Students workthrough the assignment until all group members successfully understand and complete it. Thestudents work for a mutual benefit so they take care of each others efforts. We can say that the motto

of this method is: Your success benefits me and my success benefits you. The students recognizethat all group members share a common fate. (We all sink or swim together here.) The students know

that one's performance is mutually caused by oneself and one's team members. (We can not do itwithout you.) The students feel proud and commonly celebrate when a group member is recognizedfor achievement. (We all congratulate you on your accomplishment!). When applying this method in

teaching and learning a foreign language, we should take into consideration some elements:

A) Positive Interdependence (sink or swim together): Each group member's efforts are required andobligatory for group success. Each group member has a unique contribution to common effort

because of his or her resources and task responsibilities.

B) Face-to-Face Interaction (promote each other's success): This element of cooperative learningincludes orally explaining how to solve problems , teaching one's knowledge to other , checking for

understanding, discussing concepts being learned, connecting present with past learning

C) Individual and Group Accountability: This includes keeping the group small as possible, givingan individual test to each student, examining students orally, observing each group and recording thefrequency with which each member-contributes to the group's work. It includes also assigning onestudent in each group the role of checker. (The checker asks other group members to explain group

answers) and having students teach what they learned to someone else.

D) and Small Group Skills: Social skills must be taught: Leadership, decision-making,trust-

building ,communication, conflict-management skills

E) Group Processing: Group members discuss how well they are achieving their goals andmaintaining effective working relationships. They describe what member actions are helpful and not

helpful, and make decisions about what behaviors to continue or change. [3, p. 51-53]Cooperative learning groups can easily work on tasks from a task-based approach to language

instruction, for instance. Yet cooperative learning is similar to learner strategy training as well in that both

require language to teach other skills in addition to teaching language.

The last methodological innovation we will consider in this paper ismultiple intelligences. Teachers who adopt this approach expand beyondlanguage, learning strategy, and social skills training, to address other qualities of

language learners. We can distinguish some types of intelligences:

Verbal/Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart") Visual/Spatial intelligence ("picture smart")

Bodily-Kinesthetic intelligence ("body smart")


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Interpersonal intelligence ("people smart")

Intrapersonal intelligence ("self smart")

Musical/Rhytmic intelligence ("music smart"). [4. p. 12]

a) Each person possesses all seven intelligences. In each person the sevenintelligences function together in unique ways. Some people have highlevels of functioning in all or most of the seven intelligences; a few

people lack most of the basic aspects of intelligence. Most people aresomewhere in the middle, with a few intelligences highly developed,

most modestly developed, and one or two underdeveloped.

b) Intelligences can be developed. Linguists suggest that everyone has thecapacity to develop all eight intelligences to a reasonably high level of performance with

appropriate encouragement, enrichment, and instruction.

c) Intelligences work together in complex ways. No intelligence really exists by itself in life.Intelligences are always interacting with each other. For example, to cook a meal, one must read arecipe (linguistic), perhaps double it (logical-mathematical), and prepare a menu that satisfies

others you may cook for (interpersonal) and yourself (intrapersonal).

By applying Multiple intelligences theory we can help students learn better:

Students begin to understand how they are intelligent. When students understand the balance oftheir own multiple intelligences they begin to manage their own learning and value their

individual strengths .

Teachers understand how students are intelligent as well as how intelligent they are. Knowingwhich students have the potential for strong interpersonal intelligence, for example, will help youcreate opportunities where the strength can be fostered in others. However, multiple intelligence

theory is not intended to provide teachers with new IQ-like labels for their students.

Students approach understanding from different angles. The problem, "What is sand?" has

scientific, poetic, artistic, musical, and geographic points of entry.

Students that exhibit comprehension through rubrics, portfolios, or demonstrations come to have

an authentic understanding of achievement.

All these three methods further our understanding and appreciation of students' uniqueness andprovide the rationale for expanding our curriculum to develop the many ways to be smart. We haveunderstood that Learning Strategy training is based on the belief that learning will be facilitated by makingstudents aware of the range of strategies from which they can choose during language learning anduse.The Cooperative learning strategy promotes student learning and academic achievement, increasestudent retention, enhance student satisfaction with their learning experience, help students develop skillsin oral communication, develop students' social skills, promote student self-esteem, and help to promote

positive race relation.The implication of Multiple intelligences theory is that learning/teaching should

focus on the particular intelligences of each person.

References

1. Auerbach, E. (1992). Making Meaning, Making Change: A Guide to Participatory Curriculum Development forAdult ESL and Family Literacy.McHenry, IL: Center for Applied Linguistics and Delta Systems.

2. Legutke, M. (1991) Process and Experience in the Language Classroom.Harlow, UK: Longman.

3. Nash, A. (1992) Talking Shop: A Curriculum Sourcebook for Participatory ESL.McHenry, IL: Center forApplied Linguistics and Delta Systems.

4. Nunan, D. (1989) Designing Tasks for the Communicative Classroom.Cambridge, Cambridge University Press.


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TWO DIFFERENT APPROACHES OF A CLASSROOM INTERACTION

Ina VERETINA-CHIRIAC

University Lecturer, MA, PhD Student

Moldova State University, Chisinau

Republic of Moldova

This study investigates the effects of classroom interactions between students and students. The aim of thispaper is to emphasize that classroom interaction has a positive effect on improving the learning of a foreignlanguage. Most teachers do not strictly stick to one teaching method or strategy, but rather combine different aspectsof several strategies to create effective classroom interaction. It provides learners with opportunities for successful

language learning.

Key words: Approach, teaching, pair work, whole class interaction, class.

As we know, teachers have different approaches to teaching. Some of them prefer whole classinteraction; others prefer the work in pairs and groups. They favour in a way one approach or the other intheir class work. For example, many teachers prefer to teach the whole class together, at least for most of

the time. You can often hear these teachers say things like this:

I have to teachmy students the language-grammar, vocabulary, pronunciation. They cant learnthatin groups!;

Ive got too many students in the class. How could I do pairwork and groupwork?! I couldnt

controlthem!;I dont have enough timefor things like pairwork and groupwork!;

I need to be able to correctmy students!. [1, p. 116]

That is one point of view-a very common one, in fact.And teachers are right to make sure that their students learnthe language-particularly if they are going to be tested onthis in the examination. But we need to ask ourselves somequestions. Is whole class work the only way of making surethat our students learn the language? Do we need to correctour students all the time? And is it really impossible to do pair

work and group work if you have a very large class?

What, then, about those teachers who take the oppositepoint of view? These teachers believe that students shouldspent most of their time working in pairs or groups becausethis is how they learn best-when they are interacting with one

another. Of course the students will need preparation andguidance for this kind of work but, according to this approach,what they need most is opportunities to use the language for themselves. You will often hear these teachers

say things like this:

I still teachmy students. I just dont spend a lot of time working with the whole class, thats all.My students learnbecause they really enjoy this kind of work.My students dont need to spend a lot of timelearning grammar.

When my students make mistakes, then I know what they needto learn! [3, p.12]

Generally, teachers who take this point of view work in classrooms where they do not have manyproblems. Their classes are not too large and their students are well motivated-they want to learn. So they

do not have to worry about discipline, about controlling their students, like many teachers with largeclasses.

Once again, however, we need to ask ourselves some questions. If students enjoy pair work andgroup work-and generally they do-will not help them to learn? And do not students need opportunities to


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use language in the classroom-not just to practice grammar and vocabulary? If this is the case, can even

teachers with large classes afford to neglect this approach?

We know that, in practice, in most average teaching situations, we will probably need to use boththese approaches: to give the students practice in grammar and vocabulary (accuracy work) andopportunities to use the language (fluency work) through a combination of class work, pair work and groupwork. But to do this effectively, we will need to organize our class work, pair work and group work so that

the students really benefit from them, and to use a wide range of activities which will really motivate them.

We can distinguish four areas of interaction:a) Accuracy activities-controlled by the teacher and done with the whole class.

b) Accuracy activities directed by the learners and done in pairs (or occasionally in groups)c) Fluency activities controlled by the teacher and done with the whole class

d) Fluency activities directed by the learners and done in groups (or occasionally in pairs). [2, p. 55]

If you make use of these four different types of activity in our teaching, we can reasonably be surethat our students will get a balanced diet. We can also be sure that we and the learners will be making the

best contribution to the lesson.

If to give some examples of accuracy activities, we can

say that apart from drills, most traditional language games belonghere. They are easy to do with the whole class (perhaps dividedinto teams, though) and they are usually intended to provide

practice in specific bits of language. Mini-dialogue practice alsobelongs here. The students work in pairs, using a model providedby the teacher. The dialogue is intended to provide practice ingrammar and vocabulary. The students can vary the dialogue or

even go on to change it altogether.

From fluency activities, we can put here any activity which encourages the students to use language

freely. For example, discussion.

We can probably ask ourselves how we can divide the time between accuracy and fluency work. Atan elementary level (lets say the first 100 or so hours of language learning), we will probably want to

spend more time on accuracy work, in order to build up the learners knowledge of grammar and

vocabulary as quickly as possible. At an intermediate or advanced level, on the other hand, we will be able

to spend much more time on fluency work.

Although we are teachers, we can not just say that our job is only to teach! Like an actor, we willhave to play different roles at different times. We can have the role of conductor (like a person in charge ofthe orchestra). Here our job is to make sure that the students know what they have to practice and to seethat they practice it effectively. We also want to check what they are doing. Another role of a teacher is thatof organiser and monitor. Here we have to organize the activities so that the students can practice in pairs.

We also have carry out some checking while they are doing it. Stimulator-is another main role of a teacher.We should remember that the main reason for taking part in fluency activities is to get the students tointeract. The role of a manager and consultant supposes that our main job is to set up the activities and to

be available for help and advice if the students need and ask for it. We should keep all these roles in mind

as we teach. They will help to make all our classroom work more effective.

References

1. Krause, A. (1916). The Direct Method in Modern Languages. New York: CharlesScribner.

2. Palmer, P. (1998). The Courage to Teach. San Francisco: Jossey-Bass.

3. Tarone, E. (1995). Situational context, variation, and second language acquisition theory. In G. Cook and B.Seidhofer (eds.)Principles and practise in applied linguistics.Oxford, Oxford University Press


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THE IMPORTANCE OF THE BASIC PRINCIPLES OF RATIONAL

EMOTIVE BEHAVIORAL THERAPY IN THE EDUCATIONAL PROCESS

Nataliya BOZHOK

University Lecturer

National University of Food Technologies

Ukraine

In the article the principles of rational emotive behavioural therapy are studied. This paper presents analysisof REBT in the educational process. The paper also outlines the peculiarities of ABC theory presented by REBT and

shows its importance in developing students rational thinking and coping strategies with stresses and frustrations.

Key words: teacher, student, rational emotive behavioural therapy, rational thinking, ABC theory.

Students often experience numerous stresses and frustrations in their every day life. It is desirablefor teachers to be not only the facilitators of the educational process but also the promoters of students

psychological health. We think that only psychologically healthy students are able to perceive theeducational material the most effectively. In our opinion, theeducational process is closely linked with students psychological

experience.

Thats why, the elegant methods of REBT are highly preferable

in helping students not only feel better and psychologicallycomfortable but also get better in a profound philosophic sense. Itis hypothesized that an active-directive, Rational EmotiveBehavioral approach will help young people make basic

personality changes and enhance their tolerance to frustrations

more than will any of the other therapeutic approaches. Theconception of REBT is represented by such scientists as AlbertEllis, J. Brodie, D. Wilde, W. Knaus, W. Dryden and so on. We

would like to analyze this approach more precisely. This complex approach reveals the emotional andbehavioral aspects of persons functioning in frustrating circumstances and focuses attention on the

importance of mental component in coping with them.

Albert Ellis stated Emotion, like thinking and sensori-motor processes, we may define as anexceptionally complex state of human reaction which is integrally related to all the other perception andresponse processes. It is not one thing, but a combination and holistic integration of several seemingly

diverse, yet actually closely related, phenomena [2, p.9].

As a result, the essential premise of rational emotive behavioral therapy is that people causethemselves distress and dysfunction by their habitual irrational beliefs and these maladaptive thinking

patterns can be changed, with resultant improvement in emotional states and functioning. So, thementioned above approach is based on the scientific method. According to this method, thoughts, beliefs

and values directly affect our senses and perception [4].

REBT theory stresses that people have almost innumerable Beliefs (B's) (cognitions, thoughts, orideas about their Activating events (A); and these B's importantly exert strong influences on their cognitive,emotional, and behavioral Consequences (C's).So, it is logical for the majority people to automaticallyconclude, for the most part, that when an Adversity (A) occurs in their lives and they (usually quickly)experience dysfunctional Consequences (C), that A directly causes C. Perhaps they are biologically prone

to do so, because if they make this assumption and quickly try to change, they will save their lives andprotect their progeny, thats why, they usually resist making what REBT calls the BC connection. Itmeans they resist seeing that their Beliefs (Bs) importantly accompany the As they encounter andtherefore contribute strongly to their Cs. REBT says, somewhat uniquely, that Adversity (A) accompanied

by Beliefs (B) about A result in Consequences (C) of emotional-behavioral disturbance [1;2;3:4].


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To summarize all mentioned above, we have singled out the most important points:

1. As noted above, Bs (individuals Belief Systems), which are heavily stressed in REBT

practically always include important aspects of emotions and behaviours.

2. Feelings and behaviors, especially disturbed ones, include As, Bs, and Cs. People feel andbehave, in the final analysis, the way they perceive and think; but they do so within environmentalsituations. So theyd better, when they feel and act disturbingly, try to see the situation, see their Beliefs

about it (Bs), and observe their emotional and action-oriented Consequences (Cs).Thus, people often have secondary As, Bs, and Cs. If they feel depressed (C), they make their

depression into a secondary A, I am unfortunately depressed. Then they easily tell themselves at B, I

must not be depressed! Its awful to be depressed! and they experience the Consequences (C) ofdepressing themselves about their original depression. Or, in the case where they become endogenouslydepressed (C) they can tell themselves at B, Its terrible that I have to take medication for my depression.

Im a weakling for having to take it! Then again at C they may depress themselves about their depression.

3. Using REBT, people change their dysfunctional and unhealthy emotions to functional andhealthy ones, such as disappointment, sorrow, regret, or annoyance. Besides, they discover what thoughts

they used to create the healthy instead of the unhealthy emotion.

4. Humans virtually never experience A without B and C, but they also rarely experience B and Cwithout A.

It is important to analyze humans beliefs as the core element of REBT. We have stressed that B's

take many different forms because people have many kinds of cognitions.

In REBT, however, we are mainly interested in their rational Beliefs (RBs), lead to their self-helping behaviors, and in their irrational Beliefs (IBs), which, we theorize, lead to their self-defeating (and

societal-defeating) behaviors. We can list some of the main (but not the only) B's as follows :

1. Nonevaluative Observations. Such observations do not go beyond the available data. They arenonevaluative because they are not relevant to our goals. When such observations are relevant to our goals,

they become evaluative.2. Nonevaluative Inferences. Such cognitions are called "inferences" because they go beyond the

available data. As such, inferences may be viewed as hypotheses aboutour observations that may or may not be correct. These inferences arenonevaluative when they are not relevant to our goals. When suchinferences are relevant to our goals, they become evaluative. It is helpfulto realize, for assessment purposes, that inferences are frequently chainedtogether and that it is often important to find the most relevant inferencein the chain, that is, the one that overlaps with the person's"musturbatory" evaluations (i.e., events that are dogmatic in nature and

couched in the form of must's, should's, ought's, and have-to's, etc.).

3. Negative Preferential Evaluations. These cognitions are termed "negative preferentialevaluations" because, once again, (1) they are flexible and nonabsolute (statements like "but theres noreason why they must not..." are also rarely stated but are again implicit in such Beliefs); and (2) they referto what the person evaluates as negative"people disapproving of me." They are also termed "rational" in

REBT theory because they tend to aid and abet a person's basic goals and purposes.

4.Negative Musturbatory Evaluations. Such cognitions are termed "negative musturbatoryevaluations" because (1) they are absolute and dogmatic and (2) they refer to what the person evaluates asnegative in a devout manner. They are further examples of irrational Beliefs in that they tend to impede the

achievement of a person's basic goals and purposes [2].

The above mentioned are all examples of negative absolute inferences because (1) they go beyondthe data at hand, (2) they tend to sabotage the person's goal, and (3) they are held with absolute conviction.C's (cognitive, affective, and behavioral Consequences) follow from the interaction of A's and B's. We cansay, mathematically, that A x B=C, but this formula may actually be too simple, and we may require a


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more complex one to express the relationship adequately. C is almost always significantly affected orinfluenced but not exactly "caused" by A, because humans naturally react to some degree to stimuli in theirenvironments. Moreover, when A is powerful (e.g., a set of starvation conditions or an earthquake), it tends

to affect C profoundly [2;3].

When C consists of emotional disturbance (e.g., severe feelings of anxiety, depression, hostility,self-deprecation, and self-pity), B usually (but not always) mainly or more directly creates or "causes" C.Emotional disturbance, however, may at times stem from powerful As (for example, from environmental

disasters such as floods or wars). Emotional disturbance may also follow from factors in the organism (forexample, hormonal, disease, or biochemical factors -that are somewhat independent of, yet may actually"cause" C's. When strong or unusual As significantly contribute to or "cause" C's or when physiologicalfactors "create" C's, they are usually accompanied by contributory B's too. C's usually consist of feelingsand behaviors but may also consist of thoughts (e.g., obsessions). C's (Consequences) that follow from As

and B's are virtually never pure or monolithic but also partially include and inevitably interact with A and

B [2].

Thus if A is an obnoxious event (e.g., a job refusal) and B is, first, a rational Belief (e.g., "I hope Idon't get rejected for this job!") as well as, second, an irrational Belief (e.g., "I must have this job! I'm nogood if I don't get it"), C tends to be, first, healthy feelings of frustration and disappointment and, second,

unhealthy feelings of severe anxiety, inadequacy, and depression.

So, A x B=C. But people also bring feelings (as well as hopes, goals, and purposes) to A. Theywould not keep a job unless they desired or favorably evaluated it or unless they enjoyed some aspect of it.Their A therefore partially includes their B and C. The three, from the beginning, are related rather than

completely disparate [2].

In the system of education the formation of students rational thinking on the basis of REBT is thetool that allows to maintain a positive self-concept and enhance adaptive capacity to stresses and frustrationsin their age. In a conclusion, we would like to emphasize that the development of rational thinking in theeducational process will be the most effective and constructive when taking account all psychologicalfactors and conditions, including the peculiarities of

ABC theory presented by REBT:

1. Our attitudes, our belief, our thoughts - the way wethink about events and the meanings we give to them- directly affect how we feel and behave. This iscommon sense to most people, making REBT more

user-friendly than other therapies.

2. REBT is also the only cognitive-behavioraltherapy that encourages people to examine their

philosophy of life their goals, values, etc. and

how their philosophy affects their self-help efforts.

References

1.Ellis A.Early theories and practices of rational emotive behaviour therapy and how they have been augmented andrevised during the last three decades. Journal of Rational-Emotive & Cognitive-Behavior Therapy, Vol. 21, Nos. 3/4,Winter 2003. .p 219-143.

2. Ellis A., Bernard M. Emotive behavioral approaches to childhood disorders: Theory, Practice and Research. TheU.S.A: Springer Science + Business Media Inc., 2006.474 p.

3. Ellis A, W. Dryden. Practice of Rational Emotive behavioural therapy, 2nd edition. N.Y.:Springer Publishing

Company, 1997 .281 p.

4. Eileen M. Leuthe. The Development and maintenance of perceived control and active coping in children ofalcoholics. Thesis (Ph.D)Arizona State University., 2008, - p 98.


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ADVANTAGES AND DISADVANTAGES OF DISTANCE LEARNING

Liudmila VLASENKO

University Lecturer

National University of Food Technologies, Ukraine

Nataliya BOZHOK

University Lecturer

National University of Food Technologies, Ukraine

In the article the characteristics of distance learning are studied. It presents the overall analysis ofadvantages and disadvantages of distance learning and it also considers its main forms, types and its importance in

the educational process.

Key words: distance learning, advantages, disadvantages, students, the Internet.

Distance education is different from the traditional education. Distance education is that educationalinformation and instruction is taught to learners who are physically distant from the source of that

information and instruction. Distance education, also called distance learning, provides learning chances topeople who could not afford time or money for traditional classes or who lived in remote areas far fromschools. Because of the expansion of the Internet in recent years, the Internet has become the most

important tool for delivering distance education.

The main purpose of the article is to define the main advantages and disadvantages of distance

education.

So what exactly is distance learning? Distance learning occurs when there is a separation betweenthe teacherand the student, usually due to geographicalor time concerns that prevent the student from attendingan on-campus course. Often, electronic means are used

to bridge this gap and distribute educational materialthough distance learning programs using printed andmailed materials have existed for well over a hundredyears. These programs have usually been speciallydesigned to help best meet the needs and requirementsthat arise when learning is taking place outside of a

traditional classroom setting.

The majority of distance education today takes place using the Internet, now readily accessible forthe vast majority of students whether in their own homes or at facilities such as local libraries. Theseelectronic means are used to distribute the learning material, keep students in touch with teachers, and

provide access to communication between students. Of course, distance learning can use othertechnological formats as well including television, DVDs, teleconferencing, and printable material, but theimmediacy and functionality of Web learning has made it a first choice for many distance learners. Online

programs often take advantage of a number of emerging technologies to make keeping in touch andeffectively communicating ideas easier and more efficient than ever before and students may find

themselves using interactive videos, e-mail, and discussion boards to complete their lessons[2].

Distance learning makes it much easier for some students to complete a degree or get additional job-training while balancing work and family commitments. Because the hours when class work can becompleted are flexible, as most distance learning programs allow students to work at their own place andon their own time, many students can complete their work during times when they are free, rather thanscheduling their lives around a set classroom time. With more flexibility comes more responsibility on the

part of the learner. Students must learn to work well independently and without the constant guidance andmonitoring of an instructor, making distance learning a challenge for those who are not easily self-

motivated[2].


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Distance learning is also a great tool to help reach students who are in geographically remote areasand may not have readily available access to educational facilities or who want to explore opportunities notoffered by their local schools. Of course, schools are not the only people who are taking advantage ofdistance learning, as many businesses have found it a valuable tool in making employee education and

training quicker and more cost efficient.

Surrounding technologies and supporting the hunt of lifelong learning for all age-groups, distancelearning has become a growing vogue for many students who pursue higher education. It gives you the

chance to further your education in any stage of your life but like any other style of teaching, distancelearning has some advantages and disadvantages too.

Like any kind of educational program, distance learning comes with a host of pros and cons. Beforeyou enroll in any kind of distance learning program, make sure to carefully consider these in order to be

sure youll be getting an education that meets your personal needs, strengths and career goals.

Differing to what most of us feel, the advantages are much greater than the disadvantages in

distance learning.There are some advantages of distance education.

One of the primary advantages of distanceeducation is the flexibility it provides to students.

Distance education provides opportunities for people whomay have trouble attending a traditional institution suchas stay-at-home mothers, people working full time ormembers of the military. Many online educational

programs allow you to work at your own place, so youcan fit your education into your schedule. Flexibility indistance learning program gives chance to study withoutinterfering in your personal life. If are working then youcan always plan learning around other features of yourlife, without effecting any disturbing to personal nor professional life. With distance learning courses,students can complete their course work from just about anywhere, provided theres a computer and

internet connection. This allows students to work when and where it is more convenient for them withouthaving to squeeze in scheduled classes to an already busy life.

Choosing education of your choice and numerous choices for schools. The most significantadvantage of distance learning is that one can pursue his choice of education during any time of his life.There is no control about city, college, etc. One can live and study from anywhere while choosing fordistance learning programs. What is necessary is the most convenience to a computer and a good speedInternet connection. You may find online schools that specialize in your particular field or one that can

provide a great general education. Either way, your options for education will be greatly expanded.

Money saving as no commuting: This program did not require regular classes, it saves time in

commuting. It also saves money.

Attend classes at your suitability. In distance learning, one need not to attend class exact time and

place, so students can finished their classes at their own time and suitability.

Get more knowledge. One more advantage is that more knowledge of computer and Internet skills

that one gain in the process of distance learning experience can also be moved to other sides of life.

Availability. Many people while taking traditional classes come across physical availabilityproblem because of inadequate mobility issues. But through online classes overcome the problems and byusing own comfortable furniture in the home. Thus an ambition to further education can be satisfied whileenjoying free movement at home. For both slow and quick learners, options are available. This reduces

stress and increases learners' complete fulfillment.

Learn while working. As distance learning can usually be completed on your own schedule, it ismuch easier to complete distance learning courses while working than more traditional educational

programs. Keeping your job gives you more income, experience and stability while completing your degree

giving you less to worry about and more time to focus on your studies.


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Seeing the above mentioned advantages of distance learning, it becomes a little uncertain if this

method of learning has any disadvantage or not. But to be frank, there are some problems too.

One of the main disadvantages of distance education is the loss of interaction with other students inthe classroom. In distance learning, study in a group is difficult, one just have to do by himself which

becomes publicly one-off as there is no communication with other classmates. No chance forcommunicating with classmates and teachers orally. Though, a chat, e-mails, conferencing and bulletin

boards, this problem is lessening gradually.The interactions help to develop critical thinking and problem-

solving skills. Many distance eduction programs have developed online forums or chat rooms for studentsto share ideas and communicate, but it is only a partial substitute for the interaction you get in theclassroom with a teacher and other students. If the classroom environment is what you like most aboutlearning you may want to take a step back and reconsider distance learning. Youll likely get some

interaction on chat rooms, discussion boards and through email, but the experience will be quite different

than traditional courses.

Difficult technology and accessibility. It is true that distance education provides good chances tolearn new things and technologies but it is complicated. It comes as challenge for people who arefrightened of technology. A computer with continuous Internet facility is required for distance learning.Also, it needs careful planning and big costs to set up for tools and facilities like live video

communications which is a must in this form of education.

Unseen costs: Some unseen charges cannot be escaped. For instance, if a student lives or works in aoutside area where irregularsupply of things then the study material need to be mailed in advance. Therewill be sure extra charges and other costs which comes another point in bringing uneasiness to many. Indistance learning, student and instructor also need to make proper plan much in advance to get the goodand best result. Virtual courses can save money on constructing classrooms, dormitories and the overhead.However, starting a high-tech distance learning programs still can be expensive. Once the course or

program is operational, the costs for keeping the technology current, developing new materials, updatingcourses, and marketing the courses still must be figured into the annual budget. Therefore, the providerusually should have the funds and technical support readily available to meet todays needs, and also

should have the resources to expand their technical capabilities as the Internet expands its services [1, p.69].

No feedback immediately. Distance learning is not like a regular classroom. One does not get thefeedback immediately, instead they have to wait for their teacher's reviewing the task and send them for

comments.

Format isnt ideal for all learners. Not everyone is an ideal candidate for online learning. If youknow you have problems with motivation, procrastination and need lots of individual attention from a

teacher you may want to think long and hard before enrolling in an online learning program.

Some employers dont accept online degrees. While a majority of employers will, there are somewho still see a stigma attached to distance learning. Realize that your online degree may not be the ideal

tool for some job fields or for future learning.

Requires adaptability to new technologies. If youve never been one to like working with

technology you will probably get less out of an online course than your more tech-savvy counterparts.Make sure you feel comfortable working with computers and with online programs before you sign up for a

class.

Depending upon one's own situations, one can match up anddecide what he should choose for providing the educational and

professional qualifications.For providing distance education the use of

the Internet is the best way.

Technology the Internet and World Wide WebDistance learning programs involve many kinds of technology.

The Internet and World Wide Web (WWW) are the primary means ofpresenting educational information. Once learners have subscribed to,


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or signed up for an Internet provider, they gain access to the educational materials and services designedfor the Internet and WWW. The educational information is stored electronically, thus learners with accessto the site can download or use the information as long as it is stored there. This makes it easy for learners

to work at their own place and to visit the site as frequently as they like.

The Web can provide learning information in many different interesting formats. It can presentinformation in sound bits, such as music, voice or special effects. Graphics may be also presented in aspecial type of artwork such as animation or video. In addition to working with the Web, the learners may

be asked to send e-mail messages, subscribe to mailing lists or participate in newsgroups, and onlinevideoconferencing.

How does distance education work.

First of all, the learner should decide what kind ofdistance learningprogram he wants to take. There are manyweb sites providing plentiful distance educationresources,andthe potential learners can link to each resource mentioned.When the learner links to the Web site that he is interested in, he can see the goal, content, policy, and tuition of theeducational programs.He also should notice the hardware andsoftware requirement and should set the equipment beforestarting his distance learning. The lectures are presented online,and teachers may pose questions to beginthe discussion. Teachers frequently place course readings on the Web enabling students to print entirelectures or take notes. Sometimes teachers also choose some books or journals as textbooks. Thesetextbooks are often supersedes by information available electronically on the Web sites. Teachers alsoassign homework, and students should complete it by scheduled deadlines,just as they would be oncampus.Sometimes students may be deviled to several groups to work together for a group project.At thattime,they can use e-mail,subscribe mailing list or participate in an electronic conferencing or a newsgroup

to seek for information and comments about their assignments.

When learners or faculty want to lean back or relax, they can meet via chat room, which serves as

an informal chat station. If learners need assistance, they can call or e-mail their teacher. Some teacherseven have teaching assistants assigned to each course to answer questions by e-mail (Ryan1997,p.76). Thiskind of interaction can lead to more personal help and attention than that afforded by a traditional lectureclassroom setup.Some teachers may also ask students to take online quizzes or exams to evaluate their

performance.Most educational computer systems can keep track of each students progress and can make

reports to the teacher [3,p. 143].

The Internet is one of the least costly approaches to provide interconnection. Furthermore, throughthe Internet, the distance learning community can access hundreds of libraries and databases. It is veryconvenient. Moreover, the educational material can be stored on a Web site. Students and teachers alsohave a written record of what everyone in the class says during the discussion. There is a greater potential

for sharing information through the Internet than through other means of transmitting and receivinginformation.

Not everyone can be well suited to distance learning programs. Successful participants must behighly motivated and self-disciplined. Because the course may be unmonitored, the learners themselveshave full responsibilities for proceeding with the course and evaluating their mastery of a skill or subject

[4,p. 142].

Although distance education is very flexible and convenient, it still cannot provide the collegeexperience.Working with other learners,being part of a total educational environment,and collaborateclosely with academic mentors is still valuable to many learners. In addition, some courses cannot be

taught on the Internet and this causes some limitations of distance learning .

There is another problem and it is related to technology. Not every student knows how to attendvirtual classrooms well. Most of them do not have the hardware and software capability to receive videovia the Web. Many teachers are also reluctant to switch from the traditional methods of teaching to

technology-oriented approaches.


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In addition, the performance of distance learning programs through the Internet cannot beguaranteed. Because the bandwidth for the average student is still low, while the requirements for audio

and video are high. These technological issues need to be resolved.

Thus, the role of the traditional academic institution is changing, colleges and universities will haveto compete with a growing number of other educational providers. This trend should promote more

collaboration among business, industry and academia to provide high-quality, innovative education.

The future of distance education depends primarily on the creative use and development of newtechnologies. As learners become more aware of the potential developing knowledge and skills more easily

and conveniently, the need for new materials and presentation media should continue to increase.

References

1. Porter, L.R. (1997) Creating the virtual classroom: distance learning with the Internet.New York: John Wiley &Sons, Inc.

2. Ryan, M. (1997) Education casts wide net. TechWeb News, October.

3. Moskowitz, R. (1995) Wired U.. Internet World, October.

4. Duffy, J.P. (1997) College online: how to take college courses without leaving home. New York: John Wiley &Sons, Inc.


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THE AUDIO - LINGUAL METHOD IN TEACHING ENGLISH

Oxana BASHIROV

University lecturer

MA, PhD student, Moldova State University

Republic of Moldova

The Audio-Lingual Method is an oral-based approach. This term ALM is used to denote a specificpedagogical orientation which grew out of language- teaching programmes for United States military personnelduring the Second World War. Its basic distinction from the traditional approaches is that language is to be taught

as speech rather than as writing and grammar.

Key words:Audio-Lingual Method, approach, grammatical pattern, conversational ability, drill.

The Audiolingual Method created a great revolution in teaching foreign languages several yearsago. It had its basis on mechanical learning that comes from behaviorism. The Audiolingualismmethodology expected students to be able to communicate in the target language through memorization ofgrammatical structures and word sounds. As the method, it is not concerned of the person; it uses the sametechniques to teach the language: memorization, substitution, and repetition. The teacher is the only onewho can provide relevant explanation and experiences during the class time. With the Cognitivism theory,methodologies are no longer a unique truth. Teachers can re-do any methodology to adapt it in benefit of

their students.

The Audio Lingual Method (ALM) is a method which was introducedin the United States of America (USA) in 1940s. Even though themethod is considered very old, many language teachers still like it and

believe that it is a powerful method. Audiolingualism came about as aresult of a number of developments in linguistics, psychology, and

politics. In the 1940s, linguists at the University of Michigan and other

universities were engaged in developing materials for teaching Englishto foreign students studying in the U.S. Their approach, based onstructural linguistics, relied on a contrastive analysis of the studentsnative language and the target language, which they believed would

identify potential problems in language learning. Lessons consisted of intensive oral drilling ofgrammatical patterns and pronunciation. The approach became known variously as the Oral Approach, theAural-Oral Approach, or the Structural Approach. At approximately the same time, the United States wasdrawn into World War II and needed personnel who were fluent in foreign languages. Upon finding a lackof Americans with sufficient language skills, in 1942 the U.S. government developed the Army SpecializedTraining Program, an oral-based program based on intensive drilling and study. The success of this

program convinced a number of prominent linguists of the value of an intensive oral approach to languagelearning. Most American schools and universities, however, continued to employ the Grammar-Translation

Method or the Reading Method well into the 1950s.

The Audiolingual Method was widely adopted in the U.S. and Canada and served as the principalapproach to foreign language teaching in the 1960s. The methods decline in the late 1960s and early 1970swas brought about by two factors. First, linguist Noam Chomsky questioned the theoretical basis for themethod, particularly the assumption that external conditioning could account for all language learning.Second, some language teachers and students experienced frustration with the methods avoidance ofgrammar explanations, its heavy emphasis on rote memorization and drilling, and its failure to produceconversational ability in the foreign language. These developments led to the eventual abandonment of themethod, although some of its practices, such as dialogue learning and pattern drills, continue to be used in

some foreign language programs.

Technically, the Audio Lingual Method (ALM) was supported by the appearance on the market of alarge variety of mechanical aids, such as tape recorder and language laboratories. Theoretically, the AudioLingual Method (ALM) was based on the findings of the structural linguists, who developed a psychology


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of language learning different from traditional methods. In Audio Lingual Method language learners areequipped with the knowledge and skill required for effective communication in a foreign language. Thelanguage learners also required to understand the foreign people whose language they are learning and theculture of the foreign people. The view of language in the Audio-Lingual Method has been influenced bydescriptive linguists. Every language is seen as having its own unique system. The system is comprised ofseveral different levels: phonological, morphological, and syntactic. Each level has its own distinctive

patterns.

Everyday speech is emphasized in the Audio-Lingual Method. The level of complexity of thespeech is graded, however, so that beginning students are presented with only simple patterns. Culture

consists of the everyday behavior and lifestyle of the target language speakers.

In teaching English with the help of the ALM the vocabulary is kept to a minimum while thestudents are mastering the sound system and grammatical patterns. A grammatical pattern is not the sameas a sentence. For instance, underlying the following three sentences is the same grammatical

alc journal sept 2014

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