Suchergebnisse

Research problem is how to formulate, ground and validate the basis and methods of intensive Lithuanian military teaching to the Standard English language course referring to already practiced and new nonstandard methods and verify their efficiency. The research object is: intensive and short-termed teaching of English to Lithuanian military. The research aim: to construct the content and the practical model of intensive Lithuanian military teaching to the English language and asses the acquisition of the Standard course. The aim of the article was to find out the effectiveness of non-traditional and traditional language teaching method agreement in teaching the military. The method agreement had to be used on the principles of psycho didactics. The methods which were used in the evaluation all four language skills (reading, speaking, writing and listening), by which the results were measured, proved the effectiveness of teaching military the intensive English language course. All those who participated in the research showed good results as it had been expected before starting the research. Language learning results were evaluated via four language skills. Learning was improved as the result of new challenging method combination based on psycho didactical principles. The investigation has also proved that the research teaching is not only memorization, but the understanding and creative solution in language learning based on communicative method usage in traditional and non-traditional method coordination. The method has claimed that it works equally well whether the object of the research is gifted or not. The optimal mental and psycho states have proved the importance in reaching good language learning results and thus accelerating the learning of the military. The result of all used and mentioned aspects has showed the effectiveness of the chosen method agreement.

Research problem is how to formulate, ground and validate the basis and methods of intensive Lithuanian military teaching to the Standard English language course referring to already practiced and new nonstandard methods and verify their efficiency. The research object is: intensive and short-termed teaching of English to Lithuanian military. The research aim: to construct the content and the practical model of intensive Lithuanian military teaching to the English language and asses the acquisition of the Standard course. The aim of the article was to find out the effectiveness of non-traditional and traditional language teaching method agreement in teaching the military. The method agreement had to be used on the principles of psycho didactics. The methods which were used in the evaluation all four language skills (reading, speaking, writing and listening), by which the results were measured, proved the effectiveness of teaching military the intensive English language course. All those who participated in the research showed good results as it had been expected before starting the research. Language learning results were evaluated via four language skills. Learning was improved as the result of new challenging method combination based on psycho didactical principles. The investigation has also proved that the research teaching is not only memorization, but the understanding and creative solution in language learning based on communicative method usage in traditional and non-traditional method coordination. The method has claimed that it works equally well whether the object of the research is gifted or not. The optimal mental and psycho states have proved the importance in reaching good language learning results and thus accelerating the learning of the military. The result of all used and mentioned aspects has showed the effectiveness of the chosen method agreement.

Research problem is how to formulate, ground and validate the basis and methods of intensive Lithuanian military teaching to the Standard English language course referring to already practiced and new nonstandard methods and verify their efficiency. The research object is: intensive and short-termed teaching of English to Lithuanian military. The research aim: to construct the content and the practical model of intensive Lithuanian military teaching to the English language and asses the acquisition of the Standard course. The aim of the article was to find out the effectiveness of non-traditional and traditional language teaching method agreement in teaching the military. The method agreement had to be used on the principles of psycho didactics. The methods which were used in the evaluation all four language skills (reading, speaking, writing and listening), by which the results were measured, proved the effectiveness of teaching military the intensive English language course. All those who participated in the research showed good results as it had been expected before starting the research. Language learning results were evaluated via four language skills. Learning was improved as the result of new challenging method combination based on psycho didactical principles. The investigation has also proved that the research teaching is not only memorization, but the understanding and creative solution in language learning based on communicative method usage in traditional and non-traditional method coordination. The method has claimed that it works equally well whether the object of the research is gifted or not. The optimal mental and psycho states have proved the importance in reaching good language learning results and thus accelerating the learning of the military. The result of all used and mentioned aspects has showed the effectiveness of the chosen method agreement. ; Straipsnyje aptariama tradicinių ir netradicinių anglų kalbos mokymo metodų sąsajos bei jų derinimo ir taikymo veiksmingumas mokant Lietuvos karius. Apžvelgiama panaudota metodologija, tyrimo ir mokymo programa, kurią taikant galima pagreitinti anglų kalbos išmokimą.

Research problem is how to formulate, ground and validate the basis and methods of intensive Lithuanian military teaching to the Standard English language course referring to already practiced and new nonstandard methods and verify their efficiency. The research object is: intensive and short-termed teaching of English to Lithuanian military. The research aim: to construct the content and the practical model of intensive Lithuanian military teaching to the English language and asses the acquisition of the Standard course. The aim of the article was to find out the effectiveness of non-traditional and traditional language teaching method agreement in teaching the military. The method agreement had to be used on the principles of psycho didactics. The methods which were used in the evaluation all four language skills (reading, speaking, writing and listening), by which the results were measured, proved the effectiveness of teaching military the intensive English language course. All those who participated in the research showed good results as it had been expected before starting the research. Language learning results were evaluated via four language skills. Learning was improved as the result of new challenging method combination based on psycho didactical principles. The investigation has also proved that the research teaching is not only memorization, but the understanding and creative solution in language learning based on communicative method usage in traditional and non-traditional method coordination. The method has claimed that it works equally well whether the object of the research is gifted or not. The optimal mental and psycho states have proved the importance in reaching good language learning results and thus accelerating the learning of the military. The result of all used and mentioned aspects has showed the effectiveness of the chosen method agreement.

Research problem is how to formulate, ground and validate the basis and methods of intensive Lithuanian military teaching to the Standard English language course referring to already practiced and new nonstandard methods and verify their efficiency. The research object is: intensive and short-termed teaching of English to Lithuanian military. The research aim: to construct the content and the practical model of intensive Lithuanian military teaching to the English language and asses the acquisition of the Standard course. The aim of the article was to find out the effectiveness of non-traditional and traditional language teaching method agreement in teaching the military. The method agreement had to be used on the principles of psycho didactics. The methods which were used in the evaluation all four language skills (reading, speaking, writing and listening), by which the results were measured, proved the effectiveness of teaching military the intensive English language course. All those who participated in the research showed good results as it had been expected before starting the research. Language learning results were evaluated via four language skills. Learning was improved as the result of new challenging method combination based on psycho didactical principles. The investigation has also proved that the research teaching is not only memorization, but the understanding and creative solution in language learning based on communicative method usage in traditional and non-traditional method coordination. The method has claimed that it works equally well whether the object of the research is gifted or not. The optimal mental and psycho states have proved the importance in reaching good language learning results and thus accelerating the learning of the military. The result of all used and mentioned aspects has showed the effectiveness of the chosen method agreement.

The article scrutinizes the problem of writing a specialized manual for a particular target group such as the military. The aim of the article is to determine the conceptual platform for the creation of a new-generation Russian language manual for military personnel, and to determine the specifics of its content. The objectives of the study also include determining the scope and principles of the selection of teaching material, in particular linguocultural, which ensures adequate communication in Russian. The research is based on the descriptiveanalytical method. Translated with www.DeepL.com/Translator (free version)It comprises many issues that are related to the linguistic particularities of designing a manual. Thus, a textbook on the Russian language for military personnel should ensure that students develop a whole range of competencies related to oral and written language proficiency, which are combined into a general communicative competence. Communicative competence is based on the knowledge, skills and abilities acquired in the course of training, providing the opportunity to participate in speech communication in its different types: receptive (listening, reading) and productive (speaking, writing). Therefore, the content of communicative competence consists of the following types of competence, such as linguistic (language) competence, which implies a set of knowledge about language elements and the ability to use them to express individual thoughts and comprehend them to others. Moreover, speech competence implies knowledge that is important to express numerous ideas through quite a few language means, which make possible to organize and implement them into a speech action so that to realize communicative intention. In addition, the concept of communicative competence can also include social competence. For instance, desire and ability to enter into communication with other people and discursive competence (knowledge of the rules of constructing a coherent oral and written message - discourse), subject and strategic competence (ability to choose the most effective ways to master the material and use it in solving communicative tasks). All of these types of competence need to be taken into account when creating textbooks, study books, and manuals designed to teach the Russian language to military personnel. Consequently, all texts, tasks, and materials presented in them should be aimed at creating all of the aforementioned competencies. Naturally, the material placed in a textbook should be multi-layered - it should contain linguacultural, social, professional, etc. aspects in addition to purely linguistic information.

Foreign language competences for the military personnel of Lithuania and NATO are essential in sustaining National Security of the alliance especially by effectively performing their military duties that include not only specific military art but also administrative and managemental. The Military Academy of Lithuania is a unique higher educational institution that prepares specialists in administration, management, and other fields. Therefore, being a cadet of the Academy, he/she acquires all the necessary competences to obtain proficiency in these fields. However, the cadets of the Academy considerably need foreign language competences so that they could actively, successfully, and professionally conduct their duties not only locally but also participating internationally in various military organizations and missions. Thus, in many cases military's success in multinational operations very often depends on soldiers' ability to communicate and express themselves in English or any other foreign language. In this "global village" it is practically inconceivable to make career without the knowledge of the English or any other foreign language. Thus, the aim of the research is to analyze the role of foreign language competencies acquired at the Lithuanian Military Academy where cadets obtain qualifications and foreign language competences needed for successful career making, National and International security. Therefore, the objective of the research is how theoretically and practically resolve the issue of developing new linguistic competences in foreign languages necessary for MAL cadets through analyses of the results of the questionnaire.

The article scrutinizes the problem of writing a specialized manual for a particular target group such as the military. The aim of the article is to determine the conceptual platform for the creation of a new-generation Russian language manual for military personnel, and to determine the specifics of its content. The objectives of the study also include determining the scope and principles of the selection of teaching material, in particular linguocultural, which ensures adequate communication in Russian. The research is based on the descriptiveanalytical method. Translated with www.DeepL.com/Translator (free version)It comprises many issues that are related to the linguistic particularities of designing a manual. Thus, a textbook on the Russian language for military personnel should ensure that students develop a whole range of competencies related to oral and written language proficiency, which are combined into a general communicative competence. Communicative competence is based on the knowledge, skills and abilities acquired in the course of training, providing the opportunity to participate in speech communication in its different types: receptive (listening, reading) and productive (speaking, writing). Therefore, the content of communicative competence consists of the following types of competence, such as linguistic (language) competence, which implies a set of knowledge about language elements and the ability to use them to express individual thoughts and comprehend them to others. Moreover, speech competence implies knowledge that is important to express numerous ideas through quite a few language means, which make possible to organize and implement them into a speech action so that to realize communicative intention. In addition, the concept of communicative competence can also include social competence. For instance, desire and ability to enter into communication with other people and discursive competence (knowledge of the rules of constructing a coherent oral and written message - discourse), subject and strategic competence (ability to choose the most effective ways to master the material and use it in solving communicative tasks). All of these types of competence need to be taken into account when creating textbooks, study books, and manuals designed to teach the Russian language to military personnel. Consequently, all texts, tasks, and materials presented in them should be aimed at creating all of the aforementioned competencies. Naturally, the material placed in a textbook should be multi-layered - it should contain linguacultural, social, professional, etc. aspects in addition to purely linguistic information.

Foreign language competences for the military personnel of Lithuania and NATO are essential in sustaining National Security of the alliance especially by effectively performing their military duties that include not only specific military art but also administrative and managemental. The Military Academy of Lithuania is a unique higher educational institution that prepares specialists in administration, management, and other fields. Therefore, being a cadet of the Academy, he/she acquires all the necessary competences to obtain proficiency in these fields. However, the cadets of the Academy considerably need foreign language competences so that they could actively, successfully, and professionally conduct their duties not only locally but also participating internationally in various military organizations and missions. Thus, in many cases military's success in multinational operations very often depends on soldiers' ability to communicate and express themselves in English or any other foreign language. In this "global village" it is practically inconceivable to make career without the knowledge of the English or any other foreign language. Thus, the aim of the research is to analyze the role of foreign language competencies acquired at the Lithuanian Military Academy where cadets obtain qualifications and foreign language competences needed for successful career making, National and International security. Therefore, the objective of the research is how theoretically and practically resolve the issue of developing new linguistic competences in foreign languages necessary for MAL cadets through analyses of the results of the questionnaire.

This study advocates for the central quality of the language tests and their validity and aims to investigate the content validity of the use of the English part of the achievement tests administered to the first- and second-year students of General Jonas Žemaitis Military Academy of Lithuania. The tests were given in the form of the final examination of the English language course in order to find out if the papers' content corresponded to the descriptors of the European language levels specified in the Common European Framework of Reference for Languages and the Europass on which the course syllabus was based. Seeking to examine the content validity, the study analyses the papers in terms of the task types and linguistic – grammatical and lexical – knowledge tested. The analyses of the papers revealed that although both open and semi-open tasks and closed tasks were present in the papers and specifications, the former were dominating for being more effective. Some of the papers lacked certain grammatical and lexical aspects to be tested which were mentioned in the specifications, such as pronouns, relative clauses, conditional clauses, modals, derivatives and collocations. The syntactic competence was tested in all the papers. As a result, the content validity of these papers can be partially supported, though in a general view, it can be inferred that the papers had the content validity, i.e. they measured what is supposed to be measured. Therefore, these findings suggest that the content of the achievement tests might be revised and may contribute to further research of validity in language testing.

This study advocates for the central quality of the language tests and their validity and aims to investigate the content validity of the use of the English part of the achievement tests administered to the first- and second-year students of General Jonas Žemaitis Military Academy of Lithuania. The tests were given in the form of the final examination of the English language course in order to find out if the papers' content corresponded to the descriptors of the European language levels specified in the Common European Framework of Reference for Languages and the Europass on which the course syllabus was based. Seeking to examine the content validity, the study analyses the papers in terms of the task types and linguistic – grammatical and lexical – knowledge tested. The analyses of the papers revealed that although both open and semi-open tasks and closed tasks were present in the papers and specifications, the former were dominating for being more effective. Some of the papers lacked certain grammatical and lexical aspects to be tested which were mentioned in the specifications, such as pronouns, relative clauses, conditional clauses, modals, derivatives and collocations. The syntactic competence was tested in all the papers. As a result, the content validity of these papers can be partially supported, though in a general view, it can be inferred that the papers had the content validity, i.e. they measured what is supposed to be measured. Therefore, these findings suggest that the content of the achievement tests might be revised and may contribute to further research of validity in language testing.

This study advocates for the central quality of the language tests and their validity and aims to investigate the content validity of the use of the English part of the achievement tests administered to the first- and second-year students of General Jonas Žemaitis Military Academy of Lithuania. The tests were given in the form of the final examination of the English language course in order to find out if the papers' content corresponded to the descriptors of the European language levels specified in the Common European Framework of Reference for Languages and the Europass on which the course syllabus was based. Seeking to examine the content validity, the study analyses the papers in terms of the task types and linguistic – grammatical and lexical – knowledge tested. The analyses of the papers revealed that although both open and semi-open tasks and closed tasks were present in the papers and specifications, the former were dominating for being more effective. Some of the papers lacked certain grammatical and lexical aspects to be tested which were mentioned in the specifications, such as pronouns, relative clauses, conditional clauses, modals, derivatives and collocations. The syntactic competence was tested in all the papers. As a result, the content validity of these papers can be partially supported, though in a general view, it can be inferred that the papers had the content validity, i.e. they measured what is supposed to be measured. Therefore, these findings suggest that the content of the achievement tests might be revised and may contribute to further research of validity in language testing.

This study advocates for the central quality of the language tests and their validity and aims to investigate the content validity of the use of the English part of the achievement tests administered to the first- and second-year students of General Jonas Žemaitis Military Academy of Lithuania. The tests were given in the form of the final examination of the English language course in order to find out if the papers' content corresponded to the descriptors of the European language levels specified in the Common European Framework of Reference for Languages and the Europass on which the course syllabus was based. Seeking to examine the content validity, the study analyses the papers in terms of the task types and linguistic – grammatical and lexical – knowledge tested. The analyses of the papers revealed that although both open and semi-open tasks and closed tasks were present in the papers and specifications, the former were dominating for being more effective. Some of the papers lacked certain grammatical and lexical aspects to be tested which were mentioned in the specifications, such as pronouns, relative clauses, conditional clauses, modals, derivatives and collocations. The syntactic competence was tested in all the papers. As a result, the content validity of these papers can be partially supported, though in a general view, it can be inferred that the papers had the content validity, i.e. they measured what is supposed to be measured. Therefore, these findings suggest that the content of the achievement tests might be revised and may contribute to further research of validity in language testing.

This study advocates for the central quality of the language tests and their validity and aims to investigate the content validity of the use of the English part of the achievement tests administered to the first- and second-year students of General Jonas Žemaitis Military Academy of Lithuania. The tests were given in the form of the final examination of the English language course in order to find out if the papers' content corresponded to the descriptors of the European language levels specified in the Common European Framework of Reference for Languages and the Europass on which the course syllabus was based. Seeking to examine the content validity, the study analyses the papers in terms of the task types and linguistic – grammatical and lexical – knowledge tested. The analyses of the papers revealed that although both open and semi-open tasks and closed tasks were present in the papers and specifications, the former were dominating for being more effective. Some of the papers lacked certain grammatical and lexical aspects to be tested which were mentioned in the specifications, such as pronouns, relative clauses, conditional clauses, modals, derivatives and collocations. The syntactic competence was tested in all the papers. As a result, the content validity of these papers can be partially supported, though in a general view, it can be inferred that the papers had the content validity, i.e. they measured what is supposed to be measured. Therefore, these findings suggest that the content of the achievement tests might be revised and may contribute to further research of validity in language testing.

The article analyses the notion of implementation of visual aids as a part of second language learning strategies (SLLS). Moreover, the article highlights the implementation of visual aids via multimedia in teaching the second language at the Military Academy of Lithuania (MAL) by applying the questionnaire for English language teachers and learners involved in English language learning and acquisition at the MAL. For this purpose of the research, the diagnostic questions were developed by using validated and reliable questionnaires such as the Revised Study Process Questionnaire (R-SPQ-2F) and the Learner-Teacher Motivation (STM) questionnaire in terms of the implementation of visual aids in the SL learning and acquisition curriculum process. The analysis of the advantages of this method implementation into learning process is presented in the article, as well as the requirements and recommendations for authentic audio-visual materials on the basis of multimedia applied for the realization of pedagogical case study in a regular academic curriculum content and the technology of methodological development of authentic video or audio material for the achievement tests. The objective of the research is presented and described on the basis of the research. The research showed the significance of effectiveness of implementation of visual aids methods into the second language learning for they economize teaching, learning and acquisition time and increase motivation of both teachers and learners necessary to stimulate and boost psychological traits of a learner, such as verbal memory, behavior, positive emotions and others indispensable for participating in the language learning process and acquisition. Thus, the object of the research is based on visual aids as a part of SLLS alleviating and facilitating SL learning and acquisition by implementing visual aids as a part of SL learning strategies. The aim of the research is to apply visual aids as direct strategy in the language learning process as a part of SLLS used in the acquisition of a SL. Based on the theoretical and methodological SL learning approach of direct and indirect learning strategies, the methods of visual aids were chosen as the best means to accomplish the aim: to achieve the best effect of the SL learning and acquisition via implementing visual aids as a part of the SL learning strategies. In order to conduct the already set objectives of the research and to test the hypotheses of the research, the questionnaire was used to collect the required data. Moreover, besides the questionnaire data, the data of log observation sheets, pull-out focus groups, checklists, achievement tests and surveys of learners were analyzed too.