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The Tsagaan Sar (Mongolian Lunar New Year) of the Mongols is a complex culture that has evolved over time while enriching various practices like traditional food and drinks, games, clothing, and sharing and exchanging gifts from various cultures. In our opinion, the contemporary practice of ‘exchanging gifts’ among Mongols during Tsagaan Sar contains two communication senses of a diverging nature: on the one hand, it was initially rooted in ancient hunting culture, whilst on the other hand, it started from the ‘wedding gift’ and ‘offering gift’ practice that derived from the relation between the state and religion. In this article, we aim to compare the similarities of the symbolic relationship between two traditional practices of ‘giving a share’ and ‘exchanging gifts’ and then to provide a new idea on how people symbolize and classify gifts as a system on the categorical level.
Nature conservation is a set of practices aimed at protecting and preserving the natural environment, including ecosystems, wildlife, and natural resources, for future generations. This term originated in the late nineteenth century and can be traced back to the conservation movement that emerged during the Industrial Revolution. Researchers began to study the period and reasons for the formation of Mongolians' nature conservation consciousness, traditional methods of nature conservation, and the impact of Mongolian worldview, worship, lifestyle, and traditions on nature conservation much later, in the 1970s and 1980s. Mongolians' tradition of interacting with nature and the animals that inhabit it is closely linked to their nomadic lifestyle and religion. There is an ancient tradition of nomadic Mongols who learned the meaning of what they saw and tried to understand it, then spread it and recorded it in their source documents. If one of the many aspects of the natural world affects the other and disrupts the precious relationship, the consequences for others are enormous, so the primary principle of an intelligent person is to observe nature. When new scientific knowledge and research areas emerge, they are based on prior knowledge, facts, oral and written sources. There is a wealth of valuable information and facts about Mongolians' understanding, concept, and worship of nature conservation preserved in folklore, books of scripture, reports written by Mongolian scholars, and the records of Western and Eastern travelers. This presentation examines a manuscript source titled "Sutra on the Ritual of Ant Feeding" (sirgulji-dur qogula ugku yosu kiged uggugsen-u tusa erdem-I nomlagsan sudur ene bolai). The source is a 12-page manuscript measuring 25 x 8 cm and written in black ink and Mongolian script which is kept in the Division of Mongolian source documents, Oriental Treasury Fund at the National Library of Mongolia. In this research, we will discuss how Mongolians reflected in their sources on the timing and method of feeding ants, the customs and rituals associated with feeding ants, and the virtues and benefits of doing so. Lately, Mongolians have been doing a ritual to feed ants during mid of spring (the fifth of the solar terms). Due to a lack of scientific and traditional knowledge in performing this ritual, they are fed with wrong food, which has a negative impact on ants, other animals, and plants causing an ecological imbalance. Human error poses a threat to the ant colony's survival. Ants play a significant role in natural ecosystems. The decline or extinction of ants will result in food shortages for many of the species that rely on them, including birds, insectivorous mammals, and other invertebrates. It will also influence the number of plant species pollinated by ants. Some species of forest ants release formic acid or methanoic acid (H−C(=O)−O−H) from their bodies, and because of its acidic nature, they use it to protect themselves and their nests. The main food of ants is other species of arthropods, their larvae and worms, so the number of plants, such as forest pests, is relatively low in forests with many ants. Therefore, ants are "doctors" that ensure the health of trees. there is prior experience using ants to control agricultural pests. Large ant colonies consume approximately 100,000 other arthropods per day. They also feed on the remains of dead animals, so they contribute significantly to the forest's health. As a result of our good deeds, which we believe are contributing to the loss of ecological balance and a variety of negative effects on nature. Therefore, we aimed to explain the issue of ant feeding in the source documents based on biological science.
People’s perceptions on any culture vary because of their different beliefs, experiences and approaches on describing and understanding cultures. In other words, some people describe cultures through ‘etic’ perspectives which see and understand cultures from outside not from inside by making comparisons with other cultures while others consider both “etic” and “emic” concepts. Both emic and etic level findings are very important for describing and understanding a culture. In other words, etic frameworks are created based on emic observations, and emic perspectives including similarities and differences across cultures are discovered and compared with the help of etic knowledge. In this paper, comparative analysis of these two different perspectives will be discussed, focusing on a specific culture and society.
Abstract: The research purpose is to study Mongolian dialects within the framework of the language-saving policy and to define their language vitality and endangerment based on some of the international criteria. In this research, we used several sociolinguistics methodologies such as sociological survey, collecting and developing the materials, investigative and statistical methods, comparing logical, correlation, analytic, synthetic methods, induction, and deduction. Here the authors tried to study the Language Vitality and Endangerment/Language Vitality Assessment (UNESCO 2003), which is used more commonly and frequently at the international level, to define Mongolian dialects’/languages’ vitality, Finally, our research was made on eighteen Mongolian dialects such as khotong, darkhad, khalkh, Kazakh, bayad, uzemchin, torguud etc…. As a result of the research, most of the Mongolian dialects included in the categories such as don’t heritage their languages to the next generation or severely endangered. During the research, we observed that several factors such as demography, politics, geography, social and economic situation, psychology, population movement, government policy on language, and others are influencing the extinction of the minority languages of the nations and ethnic groups. Eventually, it is necessary to study, save, revitalize, and document the dialects and pass them to on the next generation.
This paper emphasizes the current usage of the Mongolian and Cyrillic scripts – two writing systems being used in Mongolia today, and their graphemic features. At present, Cyrillic is used for all official documents nationwide, but the use of Mongolian digraphia in some legal documents has been approved. Moreover, according to the “Mongolian Language Law”, both scripts will be used in official documents from 2025. Analyzing the graphemic system of the two scripts, there are few inconsistencies in the Mongolian script, while there are some doubts in the Cyrillic script. This is related to the time period in which they were used as well as the graphemic principles. The development of the Mongolian script system is based on the reflection of Mongolian-like phonemes and the phonetic alteration of local dialects, whereas linguistic and political factors influenced the development of the Cyrillic graphemic system.
Since the English language is a means of communication today, it is important for English language teachers to improve their students’ language fluency rather than accuracy in order to make their students confident users of this language in real-life communications. For any language learner, motivation becomes a key factor for learning languages. In order to motivate learners, it is crucial for language teachers to use appropriate classroom tasks which would encourage them to have a real-world communication with each other. Hence, using Communicative Language Teaching (CLT) in the language classroom can be very beneficial for English Language Teaching (ELT) because this approach (CLT) offers learner-centred, task-based, and fluency-oriented language teaching that aims at improving learners’ language fluency with the help of various interactive tasks and activities. In this study, the CLT approach was used in the speaking class with 30 students at the National University of Mongolia (whose major is not English). The result of the study shows that there is significant improvement in the students’ speaking skills after the experiment, and the students’ attitudes towards the use of CLT are noticeably positive.
Abstract This joint key-note presentation provides some background and the history of English language teaching practice at NUM in parallel with the government policies. Here, a “collaborative approach” will be highlighted as the main strategy in the professional development of the teachers at the Foreign Language Center, NUM, for non-English majoring students. The biggest evidence of partnership and the long-term contribution of the Institute of Education and Training, Mongolia (IETM) will be co-presented addressing some results from the 2016 needs analysis of teacher development and student needs, current practice, pre-and-post-Covid challenges and the emergence and relevance of digital technology in teaching programs. Serving the role of diplomacy, business language and cross-cultural communication tools in non-Anglophone countries, English language and teaching practice in Mongolia has its roots from when the first English teacher was invited from Britain in 1915 by the Ministry of Foreign Affairs, followed by the founding of the English Language Department at the National University of Mongolia in 1956. The Mongolian education system’s policy was to teach only Russian as a foreign language when the country had close ties with the former Soviet Union. During the socialist period, it was mandatory for all students, regardless of their fields, to learn Russian for 3-4 years continuously and to take a state examination in Russian. Meanwhile, the department of English Language at NUM built the reality of English in communist Mongolia in line with the foreign language policy. Upon the transition to a free-market economy that enabled the country to enter the competitive arena of global, higher education and the economic marketplace, the demands for English language education significantly increased. In this regard, as you can see in the slides, the development of English language has accelerated including the environment enabled for private schools, accreditation for higher education in place and adoption of English programs in secondary schools requiring more English language professionals and the re-training of Russian language teachers for English teaching. From the late 1990s, the government seriously addressed the Foreign Language Policy and priorities including the first standard and the National Programs initiated for improvement of the quality of English language teaching. The curriculum of the language laboratory schools was approved in 2011 and further developments include the latest government commitment-Measures to Promote English Language Learning for All (GoM resolution#372, 2021).
The global pandemic COVID-19 virus has had a disturbing and overwhelming impact on all fields especially on education and English-language teaching. The pandemic has had such a huge impact on the global education sector. Conventional face to face teaching and learning have shifted to online learning due to the educational institutions’ closure during pandemic lockdown. This led to the widespread adoption of synchronous and asynchronous online teaching not only in Mongolia but also in the world. Obviously, this period has brought huge challenges for teachers, students, and educational institutions in Mongolia, but it has also provided a unique opportunity to understand the potential affordances of online teaching in English-language teaching. Our study focuses on these issues which consists of 3 different sections including challenges of English language learning in Mongolian higher education institutions due to COVID 19, particularly taking an example of National University of Mongolia, which is the first and leading university; evaluating and redesigning online language learning: and opportunities of this shift.
Neurolinguistics is a scientific discipline with a significant role of studying the relationship between brain and language. Scientific researches, articles, books and related studies in the field of neurolinguistics is relatively scarce in Mongolian language which results in the inadequacy of its scientific terms translated and used in Mongolia. Hence arises the need to acquaint students, researchers and the public with basic knowledge and terms of neurolinguistics. Translating the most common terms of this scientific field, as well as giving explanation and providing information about the concept is not only crucial for further development of neurolinguistics in Mongolia but also the field of linguistics in general. This paper deals with the translation of most common used terms of neurolinguistics followed by the concept and basic knowledge of the terms. Some detailed definitions and explanations of the translation are also provided to certain terminologies. Furthermore, the translated terms have classified regarding to its methods of translation and types of the terminologies.
The effectiveness of power-point presentations (PPTs) on language learning has been controversial, even if it is widely used in language teaching and learning today. PPTs are being criticised for its ineffectiveness on students’ learning performance, especially in terms of its pedagogical weaknesses. Therefore, this study aims to investigate whether the use of concept mapping (CM) in PPTs will increase the effectiveness of PPTs in language classrooms by minimising its pedagogical weaknesses. In this study, 60 students at National University of Mongolia (NUM), were divided into two groups, one of which was an experimental group where PPTs were used with CM, and the other one was a control group where basic/conventional PPTs were used. A pre-test and post-test, followed by a fact-gathering questionnaire were used to determine the effectiveness of this combined method (CM + PPTs). This study will be beneficial for the Mongolian language teachers who use, or are going to use PPTs in their classrooms. In other words, language teachers will be able to identify PPTs’ weaknesses, and learn how to use PPTs effectively in their classrooms. The research result shows that students who attended a class with the combination of CM graphics and PPTs had higher test performance and positive attitudes towards this combined approach.
Abstract: The research purpose is to study Mongolian dialects within the framework of the language saving policy, and to define their language vitality and endangerment based on some of the international criteria. In this research, we used several sociolinguistics methodologies such as sociological survey, collecting and developing the materials, investigative and statistical method, comparing logical method, correlation method, analytic and synthetic method, induction, and deduction. Here the authors tried to study the Language Vitality and Endangerment/Language Vitality Assessment (UNESCO 2003), which is used more commonly and frequently at the international level, to define Mongolian dialects’/languages’ vitality, Finally, our research was made on eighteen Mongolian dialects such as khotong, darkhad, khalkh, Kazakh, bayad, uzemch, torguud an etc…. As a result of the research, most of the Mongolian dialects included in the categories such as don’t heritage their languages to the next generation or severely endangered. During the research, we observed that several factors such as demography, politics, geography, social and economic situation, psychology, population movement, the government policy on language, and others are influencing the extinction of the minority languages of the nations and ethnic groups. Eventually, it is necessary to study, save, revitalize, and document the dialects and inherit them to the next generation.
Англи, Америкийн 10 гаруй их дээд сургуулиудын орчуулгазүйн докторын хөтөлбөрт харьцуулалт хийснээр МУИС-д орчуулгазүйн чиглэлээр докторантурын сургалт явуулах, хөтөлбөр боловсруулах суурь судалгаа болох юм.
The 1st AEJ-UKI International Conference is hosted by English Education Department, Faculty of Letters and Languages, Universitas Kristen Indonesia in collaboration with TESOL ASIA. The purpose of this international conference is to give the thoughts to wider community, which can also promote the study program, faculty, as well as the university. This International Conference brings together English language professionals from around the world to share, learn, and further English language teaching and research related to the theme, which is “English SLA in the Asian Context and Culture post Covid 19”.
Дэлхий даяарчлагдахын хэрээр гадаад болон дотоодод чанартай боловсрол эзэмших, эрэлттэй ажилд орох, бизнес эрхлэх, аялах зэрэг янз бүрийн шалтгаан, зорилгоор дэлхийн хэлүүд, нэн ялангуяа олон улсын хэл болох англи хэлийг сурах, эзэмших хэрэгцээ шаардлага өндөр хэвээр байна. Иймээс англи хэлийг төрөлх хэлээ болгон ярьдаг (NEST) эсвэл ярьдаггүй (NNEST) багшийн хэн нь илүү сайн багш вэ гэсэн маргаан судлаачид төдийгүй суралцагчдын дунд байсаар байгаа бөгөөд бид энэхүү өгүүлэлдээ NNEST ба NEST-н мэргэжлийн давуу болон сул талыг онолд суурилсан судалгаагаар тогтоохыг эрмэлзлээ. Судалгаанд МУИС-ийн мэргэжлийн бус ангийн академик англи хэлийг ахисан дунд түвшинд судалж буй 75 оюутныг хамруулсан болно. NEST болон NNEST -ийн талаар судалгаанд оролцогчдын хандлага ямар байгааг өөр өөр хичээлийн хүрээнд (англи хэлний дүрэм, дуудлага, үгийн сан, унших, бичих, сонсох, ярих чадвар) асуумжаар тодрууллаа. Судалгаанаас дүгнэн үзэхэд суралцагчдын хандлага хичээлийн агуулга, эзэмших ур чадвараас хамааран ялгаатай байгаа нь энэхүү хоёр төрлийн багш аль аль нь давуу болон сул талтайг харуулж байна.
Different cultures of humankind influence their views and perceptions of society. This principle is vital in the translation process, and the translator aims at conveying the message of the source text (ST) to the target text (TT) accurately and understandably for the readers. Therefore, every translator should have some theoretical knowledge about how to deal with different strategies of translating Culture-Specific Items (CSI) and use appropriate methods. In translation, CSI are common to all languages, nevertheless they are unique to the culture of the source text (ST). In this paper, some CSI in the Mongolian translation of Dubliners by James Joyce, which comprises of 15 short stories, have been analyzed by using Newmark’s model of CSI. In translation, universal words do not cause any particular issues because it is usually easy to find their equivalents in the TT. On the other hand, cultural vocabularies are difficult to translate and therefore they belong to the group of non-equivalent lexis.
Different cultures of humankind influence their views and perceptions of society. This principle is vital in the translation process, and the translator aims at conveying the message of the source text (ST) to the target text (TT) accurately and understandably for the readers. Therefore, every translator should have some theoretical knowledge about how to deal with different strategies of translating Culture-Specific Items (CSI) and use appropriate methods. In translation, CSI are common to all languages, nevertheless they are unique to the culture of the source text (ST). In this paper, some CSI in the Mongolian translation of Dubliners by James Joyce, which comprises of 15 short stories, have been analyzed by using Newmark’s model of CSI. In translation, universal words do not cause any particular issues because it is usually easy to find their equivalents in the TT. On the other hand, cultural vocabularies are difficult to translate and therefore they belong to the group of non-equivalent lexis.
Translation was a significant part of the communicative language teaching for a long time. But it was not a positive learning experience for many because communicative approach involved learners translating whole literary or historic texts word for word. Modern translation activities in classroom usually move from L1 to L2 and vice versa, have clear communicative approaches and real cognitive depth, show high motivation levels and can produce impressive communicative results. In this paper, authors discuss the strategic use of literary translation and its impact on language learning process. The ancient sources - the 13thcentury ancient Mongolian sources including the Secret History of the Mongols, the doctrinal book Key to Knowledge, and the 19th century book the Kite have been chosen as study resources. Lexicological aspects of translation and word semantics will be considered in the practical context of translating specific texts.
In today’s modern educational environment, the use of technology has become a significant area of study relating to various aspects of teaching and learning. Teachers in the workforce today often find themselves in a scenario of having to incorporate more technologically efficient methods of teaching to meet the demands of students’ learning in a technological environment. However, some argue that teachers tend to use technologies ineffectively in their classrooms because of some influential factors that include external and internal factors. Nowadays, internal factors relating especially to teachers’ beliefs attract more attention and more research work. Although there are many studies on the relationship between teachers’ beliefs and technology integration, they show different findings that are both consistent and inconsistent between teachers’ beliefs and their practices of technology integration. Thus, this study investigates the relationship between the English language teachers’ beliefs and technology integration in an EFL context, and explores an appropriate professional development program for the English language teachers in this context which can help improve their teaching through technology integration. A quantitative research was carried out at the National University of Mongolia (NUM) to investigate the English language teachers’ beliefs regarding technology integration and their classroom practices. Forty-six English language teachers out of sixty-five at NUM participated in this research. The result of the study shows that it is useful for improving technology integration at NUM as well as in other educational institutions across Mongolia.
In today’s modern educational environment, the use of technology has become a significant area of study relating to various aspects of teaching and learning. Teachers in the workforce often find themselves in a scenario of having to incorporate more technologically efficient methods of teaching to meet the demands of students’ learning in a technological environment. However, some argue that teachers tend to use technologies ineffectively in their classrooms because of some influential factors that include external and internal factors.
In the first half of the 20th century, complete lists of Mongolian bird species were mostly the work of Russian scientists, but from the 1960’s Mongolian ornithologists began compiling bird lists using Latin names following the Russian avian taxonomy and classification. The first complete bird list in Mongolian was that of Bold (1966). Since then, Russian and Mongolian bird taxonomists have released several checklists based on different taxonomic approaches. Bold et al. (2001 and 2007) completed comprehensive lists of birds in Mongolia based on the Russian avian taxonomy and classification. At the Red List Workshop in 2009, all Mongolian ornithologists agreed to use the internationally adopted BirdLife International avian taxonomy and classification, which was followed from 2009 to 2019. In 2014, a Mongolian Bird Rarity and Taxonomy Committee was established in Ulaanbaatar at the initiative of Gombobaatar Sundev and the Mongolian Ornithological Society, with the support of most well known ornithologists in Mongolia. The Committee decided to follow the bird taxonomy and classification of the International Ornithologists’ Union, compiled by Gill and Donsker (2018), for the Mongolian bird list. This is the first comprehensive English-language review of the taxonomic and nomenclatural treatment of birds in Mongolia over the past century, covering the complete list of 513 species occurring in Mongolia. It contains species names in Latin, English, and Mongolian; changes in species names; terminological explanations of Mongolian names; a full list of subspecies and their distribution; ecological status and analyses; and taxonomic remarks. We note reasons for changes in Mongolian and English names, taxonomic changes at the specific and generic level based on recent molecular taxonomic and morphological approaches, and subspecies occurring in Mongolia. The 513 species listed belong to 236 genera, 69 families, and 23 orders following the avian classification of Gill and Donsker (2018). In the last 116 years, the bird species count in Mongolia has Mongolia, birds, species, taxonomy, nomenclature, review, non-passerines, passerines increased from 206 to 513. Since recent complete lists by Bold et al. (2007) and Gombobaatar et al. (2011), the generic names of 66 species have been changed based on molecular taxonomic studies and morphological characteristics, and 25 subspecies have been promoted to species status by various authors. The English common names of 51 species have also changed since Gombobaatar et al. (2011). The Mongolian descriptors of 121 species have been modified or completely changed based on recent taxonomic changes by Gill and Donsker (2018) and new taxonomic principles for Mongolian bird name changes by Bold et al. (2007), further developed by the MBTRC and Gombobaatar and Tseveenmyadag (2019). The majority of the avifauna of Mongolia are Passage Migrant (PM) 291 species (36%), Breeding Visitor (BV) 277 (34%), Vagrant (VA) 95 (12%), Resident Breeder (RB) 81 (10%), Partial Migrant (PRM) 41 species (5%), Winter Visitor (WV) 15 (2%), and Non- Breeding or Summer Visitor (NB) 8 (1%). This complete species list and review of the taxonomy and nomenclature of the birds of Mongolia will be an essential reference for further bird taxonomy and classification in Mongolia, conservation policies and practices, and other scientific aspects relating to Mongolian birds.
Mongolian children had been playing the game of stone ''ger'' until recently. The game reflects all aspects of nomadic lifestyles, the household labor of assembling the ''ger'' and grazing the livestock. it also introduces the division of household labor between family members to children from early ages. Traditional games should be, by no means , ignored by parents and teachers with the advent of modern games. Only through traditional games can children ensured and positive and healthy skills learning process.
