Browsing by Author "Csajbok-Twerefou, I."
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Item A comparative study of English loans in Russian and Swahili In: Cross – Cultural Studies, vol. 24, pp.169 -189., Center for Cross-Cultural Studies, Kyung Hee University. 2011(2011) Dzahene-Quashie, J.; Csajbok-Twerefou, I.This paper is a comparative study of English loans in Russian and Swahili. In the twenty first century, due to the advantage of English as a global language, a language of technology and business, it has had contact with many languages of the world and has become a major source of loans to many languages. Though very different from each other, both Russian and Swahili currently have English as their main source of loanwords. This study reports the extensive adaptation of English loans by Russian and Swahili and examines how this loan items are assimilated into the two languages. It concludes that beside the adaption of pure English loans they have both employed other strategies such as loan translation, semantic extensions and loanblends for vocabulary expansion.Item The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution(System, 2023) Lomotey, B.A.; Csajbok-Twerefou, I.; Husein, A.A-R.; Diabah, G.This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language programmes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Participants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical significance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.Item The gender enrolment gap in foreign language education revisited: Contemporary issues in a Ghanaian higher education institution(System, 2023) Lomotey, B.A.; Csajbok-Twerefou, I.; Husein, A.A-R.; Diabah, D.This paper investigates the intersection between gender and foreign language education with specific reference to subject choice, motivation, and achievement. The study was carried out at a Ghanaian public university, amongst students of the following Bachelor of Arts foreign language programmes: Arabic, Chinese, French, Kiswahili, Russian and Spanish. Through a thematic analysis of transcribed focus group discussions and desk-research of relevant administrative documents, the authors inquire why a gender enrolment gap exists in the foreign language pro grammes and if indeed, certain languages are perceived as more masculine than others. The findings of the study confirm the existence of a gender gap in foreign language education. Par ticipants also considered some languages such as Spanish and French as more feminine. Regarding their motivation, participants noted both integrative and instrumental factors that motivated them to study the foreign language. Additionally, the study found no statistical sig nificance between the performance of females and males. However, males performed slightly better than females in Arabic, French, Kiswahili and Russian whereas females performed better in Spanish and Chinese.Item Humour in foreign Language Teaching, In: Journal “Practice and Theory in Systems of Education (P.T.S.E.)” ISSN 1788-2591 (Online), ISSN 1788-2583 (Printed) Vol. 6, Number 4 2011, Budapest, Hungary. pp. 327-336.(2011) Csajbok-Twerefou, I.In this work we discuss humour and its uses in second language teaching citing examples from some European and African languages,more specifically Russian and Ghanaian humours. Our analysissuggest that there exist a common thread running through culture and humour in foreign language teaching since understanding humour is knowledge of the culture of the studied language. We conclude that humours should be used in foreign language classes as teachingmaterial, especially at the advanced levels and should be one of the goals of teaching and learning. This is due largely to the motivational role that it plays in the teaching process. The type of humour to use in the teaching process depends on the level, age, culture of the learners as well as the pedagogical goals. For different traditions and countries there is different sense of humour. Although, there are some similarities in Russians and Ghanaians humour, many cross cultural humour differences can be observed in these cultures. A major challenge encountered in the use of humour in the teaching process is the sense of humour of the learner and inadequate knowledge of the culture of the studies language. General and specific recommendations aimed at finding out how and what kinds of humour can be used in foreign language teaching are also made.Item Language Etiquette and Culture in Teaching of Foreign Languages(2017-04-19) Csajbok-Twerefou, I.; Dzahene-Quarshie, J.People learn foreign languages for communication - to be able to speak and understand. In the early stages of the teaching of any foreign language, teachers introduce language etiquette of the studied language for better understanding and appreciation of aspects of the culture. This is partly due to the fact that in many cases language learning starts from “Hello”, or “My name is…” etc., and also there are major differences between the studied and native languages which describe these languages and their speakers. This indicates that language etiquette should be a part of any language teaching and learning process. The learning of foreign languages at any level is characterized by the interplay of many factors such as mother tongue, culture, educational background, psychological factors, among others. A difficult task that faces an instructor is the development of the socio-cultural competence in teaching a foreign language. In the University of Ghana, students have the opportunity to study Russian language and literature as part of the course content. This paper discusses some challenges in the teaching Russian language in the University of Ghana. Analysis shows that irrespective of the fact, that many Ghanaians speak one other Ghanaian language in addition to their mother tongue, and English which is the official language, and some people also speak French, there is a major challenge in teaching Russian in Ghana as a foreign language. Thus, multilingualism is a useful but not sufficient condition for the effective learning of a language. The paper argues that one reason that makes it difficult to teach Russian as a foreign language is the social and cultural differences and the wide geographical distance between Ghana and Russia.Item Language Etiquette and Culture in Teaching of Foreign Languages. In: Journal “Practice and Theory in Systems of Education (P.T.S.E.)” ISSN 1788-2591 (Online), ISSN 1788-2583 (Printed) Vol. 5, Number 3 2010, Budapest, Hungary. pp. 205-218.(2010) Csajbok-Twerefou, I.Most of the time people learn foreign languages for communication – to be able to speak and understand. In the early stages of the teaching of any foreign language, teachers introduce language etiquette of the studied language for better understanding and appreciation of aspects of the culture. This is partly due to the fact in many cases language learning starts from “Hello”, or “My name is…” etc., and also there are major differences between the studied and native languages which describe these languages and their speakers. This indicates that language etiquette should be a part of any language teaching and learning process. The learning of foreign languages at any level is characterized by the interplay of many factors such as mother tongue, culture, educational background, psychological factors, among others. A difficult task that faces an instructor is the development of the socio-cultural competence in teaching a foreign language. In the University of Ghana, students have the opportunity to study Russian language and literature as part of the course content. This paper discusses some challenges in the teaching Russian language in the University of Ghana. Analysis shows that irrespective of the fact, that many Ghanaians speak one other Ghanaian language in addition to their mother tongue, and English which is the official language, and some people also speak French, there is a major challenge in teaching Russian in Ghana as a foreign language. Thus, multilingualism is a useful but not sufficient condition for the effective learning of a language. The paper argues that one reason that makes it difficult to teach Russian as a foreign language is the social and cultural differences and the wide geographical distance between Ghana and Russia.Item Language practices of francophone students in the University of Ghana(2017-04-27) Chachu, S.; Csajbok-Twerefou, I.Several middle class francophones have migrated to Ghana for economic, political and social educational reasons. This research project aims at exploring how these category of francophone migrants in Accra, the capital city, manage their language repertoire and the reasons underlying their choices. Most studies in migration have focused on migration outside the African continent (Billiez, 1985; Dustmann, 1999; Haque, 2011). These have mainly been carried out within the domains of sociology, geography and economics with little attention given to the linguistic and sociolinguistic aspects of migration. However, research shows that language plays an important role in the migration process as it contributes to identity, adapting to a new linguistic space, and modifying ones verbal repertoire and even the economic success of the immigrants. This presentation, which is part of a wider study will focus on the language practices of students from francophone countries who are here for their tertiary education. We explore their language choices in relation to school, work, family, and friends and their perceptions and rating of the French and English languages in relation to the local languages that they speak.Item Motivations and Perceptions of Students of Russian and French towards the Languages at the University of Ghana(Oxforshire:Ayebia Clarke Publishing Limited, 2014) Csajbok-Twerefou, I.; Chachu, S.; Viczai, P.T.Although many countries have multilingual citizens, learning a foreign language is a challenge for most people. In this article we examine the attitude of students towards studying Russian and French in the University of Ghana; how they cope with the difficulties of the languages which they find interesting but quite different from their various mother tongues and English – the official language of the country; how they appreciate Russian and French culture; what motivates them and how to motivate other Ghanaian students to learn these languages. We also consider how to improve the quality of teaching the Russian and French languages. The University of Ghana has been offering Russian studies for over four decades and French studies for over six. The number of students admitted every year to the Russian and French Sections depends on many factors, but more importantly on the University’s policy on admission such as quotas for admitted students in a department, number and variation of offered subjects, etc.Item The Role of Films in the Teaching of Foreign Languages. In: Legon Journal of the Humanities, Accra, Ghana, pp. 51-75.(2010) Csajbok-Twerefou, I.The use of films in the teaching of a foreign language is very important. However, many instructors hardly use any in the teaching of foreign languages mainly because of the lack of methodology, time needed to prepare among others. In this work we analyze the use of movies in the foreign languages teaching paying particular attention to the importance and methodology. Our research and experience indicate that using films in teaching provides an opportunity for students to learn new words, new terminologies, new phraseology as well as practicing the language in class through discussions, especially at the advanced level. The success of using movies in the teaching process depends on many factors including the preparedness of the instructors and the right approach - pre-watching, watching and post watching stages with the film being watched thrice at the watching stage. Our analysis reveal that developing socio-cultural competence to interpret different verbal and non-verbal aspects of a movie, making the right choice of film and the avoidance of imposition of own opinions and views on students presents the most important challenge to instructors. General and specific recommendations aimed at helping instructors to improve language education using movies are made.Item : A többnyelvű család. In: Létünk, Újvidék: Forum Könyvkiadó Intézet. 103-121. Multilingual Family. In: Létünk, Novisad (Serbia), Forum Press, pp. 103-121. ISSN 0350-4158(2010) Csajbok-Twerefou, I.Mother tongue, first language or native language? In English, these are the terminologies used for the Hungarian word “anyanyelv”. In Hungarian, mother tongue, first language and native language describe the same thing in most cases. In a multilingual family the languages can characterize both the father’s and mother’s country. Through a language one can study the culture and tradition of a nation, as well as his or her own family. A child who knows both the father’s and mother’s languages may have two ‘motherlands’. This can expand his or her understanding of the world and their international social interactions, especially in situations where the parents come from different continents. In this article we assess a Ghanaian-Hungarian family where the children can speak three languages paying attention to the advantage and disadvantages of multilingualism in such families. We also stress on the efforts needed to raise children in multilingual families.Item Использование кинофильмов на практических занятиях по РКИ, «Русский язык за рубежом» №4/2010, стр. 96-100, М. The Use of Feature Films in Oral Classes of Russian as Foreign Language. In: Journal “Russkii Yasik Za Rubezhom” №4/2010, Moscow, Russia, pp. 96-100.(2010) Csajbok-Twerefou, I.Статья посвящена описанию процесса использования научно-популярных и художественных фильмов в рамках практических занятий по РКИ. Автор подробно останавливается на основных проблемах, с которыми может столкнуться преподаватель в такой ситуации: выбор тематики фильма, его продолжительности, недостаточная подготовленность студентов к просмотру, поиск правильной методики просмотра, подготовка дополнительных вопросов и заданий и т.д. The article is devoted to the description of popular science and feature films usage during Russian language lessons. The author in details dwells on the basic problems a teacher faces in such situation: choice of film subject, its length, insufficient students’ grounding for viewing, searching for the best methodology of viewing, preparation of supplementary questions and tasks and so on.Item К вопросу о содержании некоторых лингвистических терминов, Вестник ЦМО МГУ. Филология. Культурология. Педагогика. Методика. 2010. № 1. Стр. 28-31 – М: ЦМО МГУ 2010. On the Issue of the Meaning of some Linguistic Terms. In: Journal of the Centre of International Education, Moscow State University. Philology. Culturology. Pedagogy. Methodology. Moscow, Russia, pp. 28-31. ISSN 2074-8361(2010) Csajbok-Twerefou, I.В статье рассматриваются некоторые термины, употребляемые в русской и венгер-ской лингвистической науке для обозначения слов иностранного происхождения. Исследование показывает, что употребление этих терминов не однозначно и зависит от степени освоения языком данного слова. Ключевые слова: заимствования, проникновения, слова-пришельцы, иностранные слова, освоение, термины. The paper discusses the use of terminologies in representing “borrowings” and “loanwords” in Russian and Hungarian languages. Analysis indicates that in Russian, terminologies used for borrowed words are not monosemantic. In Hungarian, though the terminologies used are not monosemantic their use is less complex. Terminology used for a specific borrowed word depends on how useful the word is in Russian or Hungarian and the stage of its adoption.Item Русский язык набирает обороты в Гане. «Русский язык за рубежом» №3/2011, стр.100-104, М. Russian Language in Ghana. In: Journal “Russkii Yasik Za Rubezhom” №3/2011, Moscow, Russia, pp.100-104.(2011) Csajbok-Twerefou, I.; Viczai, P.In this article we discuss the teaching of foreign languages in Ghana paying particular attention to the teaching of Russian language in tertiary institutions There are presented main characteristics and some difficulties of teaching foreign languages, more specifically – the teaching of Russian language in the University of Ghana, where one of the authors has taught for more than a decade. We also analyze the teaching conditions of the teaching staff of the department as well as underlining the various activities of the Russian section, its possibilities and forms of co-operations with Russia, and its further plans.