Бидний тухай
Багш ажилтан
Abstract: The number is one of the most common classifications of nouns that identifies whether the noun refers to singular or plural and the languages of the world serve with diverse grammatical nuances and linguistic peculiarities. Among those, Russian and Mongolian stand as representatives of their respective language families Indo-European and Altaic, each bearing distinct grammatical features. As we started the exploration of the categories of numbers in Russian and Mongolian nouns, we studied the structures that shape how these languages express quantity/ numbering and plurality. While both languages share certain fundamental features, they also show unique characteristics that illustrate the richness and complexity of their linguistic peculiarities. This comparative analysis seeks to unravel the threads of similarities and differences and find ways of conceptualizing and articulating numerical distinctions within their nouns in both Russian and Mongolian languages. Key words: noun; the category of noun, number, the category of number, similarity, difference
This paper is a report on a three-month observation of the efforts of students learning English as a second language to improve their speaking skills. The study focuses on the linguistic and personal characteristics of the learners as well as their oral and written skills and efforts. The study was conducted by evaluating their prepared presentations, peer interviews, individual meetings, and written samples. During the study, we found that learners’ listening and speaking skills have been developing rapidly. The motivation of becoming scholarship holders to study abroad forces the rapid development of their oral language skills. Their written language skills have not progressed as much.
In this presentation, we describe how we have group discussions, the common problems with students’ participation, and how using roles can improve group work in English classes including several collaborative learning techniques and a set of workable activities that derive disparate groups and individuals together, and the student feedback survey results we conducted on participating in teamwork in academic English classes, College Oral Communication 3, College Writing 3, and College Reading 3.
How can classroom teacher engage in teacher research and why should they? This poster session shows that inquiry processes that two teachers used to investigate questions they had about learning and teaching in their academic reading, writing and communication classrooms. The presenters discuss findings and implications from their studies.
“ Motivating online learners” Caused by the COVID-19 pandemic, all educationаl institutions faced decisions how to continue teaching and learning, while keeping their faculty members and students safe. Schools and universities had to cancel face-to face classes and change the mode of teaching from a traditional system to an online learning. Many of them have started using different alternative channels, learning platforms and, supporting the faculty in various ways by technical assistance and organizing webinars.However, this sudden transition in educational system must have some challenges for educators and learners. Both teachers and students are missing the importance of group classroom activities. Spending all time at home in front of the screen is creating its negative impact, which all of us are trying to overcome using a lot of other activities to cope with this condition arising from the current pandemic situation. Our job as teachers is to encourage students’ active participation in online class discussions, offer choices in terms of collaborative tasks such as group work in oral presentations and essay assignments, and give lots of constructive feedback. Comparative studies between online and on-campus students are common using this approach (Wighting, Liu, & Rovai, 2008) and findings indicate that online students are more intrinsically motivated than their on-campus counterparts.
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.
Student centered instruction promotes student involvement in the learning process. While students have become more active in monitoring their learning, ways to better engage them in the evaluating and assessment processes-namely, peer assessment and self assessment are crucial. How can students contribute to their own assessment?Student-involved assessment helps learners identify the criteria for assessment that has been assumed by teachers as well as the strengths and weaknesses in their own practice. Teachers implement student involved assessment practices in which learners evaluate themselves and others on their performances on classroom tasks, such as peer reviews, presentations, quizzes and homework assignments.
1990 он хүртэлх Монголын Дээд Боловсролын зорилго нь мэргэжилтэн бэлтгэх, багш төвтэй сургалт явагдаж байсан. Гэвч эдийн засгийн хямрал ба нийгмийн эмх замбараагүй байдлаас болж боловсролын хямрал бий болсон. Нийгмийн давхаргын ихэнх хүмүүс ядуу давхарга руу шилжиж, тэдгээр хүмүүс нь боловсрол эзэмших боломжгүй болсон. 1990 оноос хойш хувийн их дээд сургуулиуд байгуулагдаж, боловсрол суралцагч төвтэй болж өөрчлөгдсөн. Боловсролын хувьчлалаар хувь хүмүүс болон байгууллага боловсролын салбарт орж ирснээр тус секторын хямралыг нэмэгдүүлэхэд хүргэсэн. Түлхүүр үг: дээд боловсрол, дээд боловсролын зорилго, оюутан төвтэй сургалт, боловсролын хууль, эдийн засгийн хямрал
