Бидний тухай
Багш ажилтан
Abstract In the academic record of any scientific discipline, the terminology specific to that field and the theoretical concepts it encompasses are crucial in relevance and priority. This lexicon is continually enriched through scientific achievements, new knowledge, and the outcomes of research endeavors within the domain. Indeed, the necessity to assign new terms in one's language and clarify associated concepts arises particularly as a result of each master's and doctoral thesis work, as well as innovative research works. The purpose of this article is to consider the terminological issues within the scope of the thesis work "The Comparative Study of English-Mongolian Phonology". Firstly, we address assigning terms to phenomena inherent to English phonology but absent within Mongolian phonological structures. Secondly, we aim to designate terminologies that exist with different names within Mongolian linguistic dictionaries. In the context of the aforementioned thesis work, we selected the terms related to English phonology and assessed their inclusion in Mongolian dictionaries and their treatment in research. Where these terms were found, we conducted a comparative analysis to understand their respective assignments in Mongolian within each dictionary. As a general practice, if the same terms had consistent definitions across most previous dictionaries and had already been entrenched in teaching and research, we opted to maintain continuity by adhering to those established terms. Additionally, terms established in "Phonetics and Phonology", Volume VIII of "Mongolian Language Studies," authored by Urtnasan et al. (2022), were adopted, given their foundation in empirical research. However, for the terms sampled from the selection, those that belong to English phonological phenomena not translated into Mongolian, as well as terms typically rendered into Mongolian in various ways in previous research, were subjected to theoretical definitions and explanations. Examples were provided to illustrate the application of these terms. Accordingly, phonological terms of the English language were categorized into four parts. It is important to note that it is not feasible to discuss every term in this article; therefore, only some of the key terms were selected, and one to two examples were provided in each section for clarification. By providing such detailed explanations and proposed translations, we aim to ensure clarity and accuracy in the assignment and understanding of scientific terms within the English-Mongolian phonological context.
Abstract: Individuals across all languages often encounter the challenge of recognizing various words or phrases in their reduced forms daily, particularly during the swift or casual communication process. This phenomenon, characterized by the reduction or contraction of sounds and occasional omission of entire lexical units, aligns with the foundational principle of linguistic economy. Consequently, this research aims to investigate the complex phenomenon of speech sound omission, or elision, specifically focusing on native speakers of Standard British English and the Ulaanbaatar Speech of Mongolia—a recognized form of contemporary Standard Mongolian. It underscores the dynamic nature of phonology in spoken language. The primary objective of this study is to shed light on the nuanced mechanisms involved in the simplification of spoken language through the deliberate exclusion of specific sounds. Through a comparative analysis between English and Mongolian, this research seeks to explore commonalities and divergences in the patterns of sound elision. This modest approach ensures a careful examination of the processes contributing to speech sound omission, providing insights into the comparative phonological dynamics within the unique linguistic contexts of each language.
Upper-intermediate English-level students at the National University of Mongolia often exhibit inadequacies in both speaking and writing, stemming from a limited understanding of diverse international topics. This deficiency arises due to the narrow subject range taught in high school English textbooks, which lacks depth in exploring the reasons and details of controversial global issues. Despite the potential of language lessons to impart knowledge on crucial topics, foreign language teaching in our country tends to prioritize language skills and grammar over broader content. In response, during the spring semester of the academic year 2022-2023, we attempted to supplement the Academic Reading course with two Sustainable Development Goals (SDGs). Integrating SDGs into Teaching English as a Second Language (TESL) can be an engaging and effective way to improve students' vocabulary while fostering a sense of global awareness and responsibility. This endeavor aims to enhance students' knowledge about and engagement with significant global issues. In this presentation, we will share our experiences and findings from this approach, with the goal of addressing the inadequacies observed in students' speaking and writing abilities.
Аливаа хэлэнд эгшиг, гийгүүлэгч хоёрыг дураараа залган урт, ямар нэг бүтэцгүй, санамсаргүй хэлхээнүүдийг бий болгоогүй. Харин үүнийг зохицуулдаг хуульд захирагдан дотоод бүтэц болон байрлалтай, илүү том нэгжүүдийг үүсгэдэг. Эдгээр дээд нэгжүүдийн хамгийн эхний, хамгийн жижиг нэгж нь үе юм. Үг бүхэн үеэс бүтдэг. Үеийг таньж, ойлгох нь зарим авиалбар зүйн хувьслыг илүү нарийн тодорхойлон гаргаж ирэхэд тусална. Авиалбарын байр нь нэг үеийн доторх авианы зохицол, мөн нэг үгийн бүтцэд тохиолдож буй үеүдийн дараалан орох байрын зохицол болдог. Үе болон дараагийн нэгж болох үндэс нь үгийн өргөлтийн байрыг тодохойлон шинжлэхэд мөн чухал. Цаашлаад өгүүлбэр болон үүнээс цаадах нэгжээс бүтэх ярианд авиалбар зүйн хувьсал үгсийн хооронд үйлчилж, хэмнэл, аялгуу нь үргэлжилсэн урт ярианы хөг аялгууг ч бий болгодог. Залгамал болон нугармал хэлний үеийн бүтэц, түүнд хамаатах авиалбарын хувьслын асуудлыг бүртгэн зэрэгцүүлэх нь заах арга зүй, хоёрдогч хэлийг эзэмших зэрэг хэрэглээний чухал ач холбогдолтой. Мөн сүүлийн үед анхаарал татан яригдах болсон гадаад хэлний үгийг аль нэг үсгийн тэмдэгт (IPA, кирилл г.м)-ээр галиглан буулгахад энэ сэдэв нь арга зүйн чухал асуудал болох юм. Тиймээс энэ удаагийн илтгэлд, англи, монгол хэлний үеийн бүтэц, түүнд хамаарах авиалбарын хувьсал, сегментийн хувьслын асуудлуудыг зэрэгцүүлэн судалж, тэдгээрт холбогдох арга зүйн асуудлыг авч үзэхээр зорилоо.
Korean names of people and places are inconsistently spelled with Mongolian Cyrillic letters. The reason for this is the lack of comparative study results on the phonology of Korean-Mongolian languages. Comparative phonological study to date has tabulated the basic phonemes of the two languages side by side. However, the phonological patterns that develop as a result of the mutual influence of sounds, such as how Korean consonants that are pronounced at the beginning of words correspond to Mongolian sounds and why they are pronounced voiced or voiceless, have not been clarified. For example, 조선 → It is written as Чусон (Chuson), Жусон (Juson), Джусөн (Djusön), etc. Vowels have only been matched by ear. A system that determines how to spell Korean vowels in Cyrillic based on a comparison study of the differences between the places of articulation and the size of the oral cavity, and which phonological environments are similar or the opposite in the two languages, has not been established. For example, 서울 → It has been written as Сөүл (Söül), Сеүл (Syeül), Сэүл (Seül), Соул (Soul), etc. Until the 1990s, English words were introduced into the Mongolian language through Russian. Moreover, since the 1990s, there have also been relatively few comparison studies between the phonology of the English and Mongolian languages. As a result, the same English term has been spelled in several ways. For instance, the English name William is written in Mongolian as Уиллиам, Уилиам, Вилиам, or Вилльям. On the other hand, the method of writing proper names of Korean in English and English words in Hangul is consistent and follows the regulation of “Foreign language notation” (외래어 표기법). Therefore, in this paper, we compare the phonology of Mongolian and Korean languages in tandem with the main phonological principles of "Korean, English" and "English, Mongolian" and make a comparative phonological research proposal that can serve as a foundation for denoting Korean words with Mongolian Cyrillic letters and Mongolian words with Hangul letters. Of course, the core source materials will be comparative experimental research in phonetics and trilingual IPA. Until now, researchers have concentrated on how to pronounce and mark sounds in terms of the sound distribution and formation manner in a language, but in this article, we will discuss how one sound affects another sound when one syllable follows another syllable, when saying a compound word, as well as in morpho phonemics from the perspective of phonological system and also, we will propose a comparative suggestion. For example, there is no stress in Mongolian, but it is considered that the rhythm regulates the vowels in a Mongolian word. This serves as a basis for marking Korean two-syllable words in Cyrillic and determining which suffixes are attached to those words. Because there is no single phoneme as it is the smallest unit that makes up morphemes and words and each word's sound appear in its distinctive version since the beginning and ending with some sounds are always coherently articulated. In other words, the beginning and the ending of a particular sound in both Mongolian and Korean languages are affected by the mutual influence of adjacent sounds. This "reciprocal influence" is expressed by devoicing of voiced consonants, the dissimilation and the assimilation of similar sounds, being governed by the law of closed syllables and open syllables at the beginning and end of the word in terms of the manner of articulation, and by palatalization, non-palatalization, labialization, and non-labialization in terms of the place of articulation. Therefore, the same phoneme that occurs in different words and different syllables appears in different versions. However, its system can be defined based on the general laws of phonetics and the principles of orthography.
Abstract: One of the most difficult challenges to overcome for teachers is students’ passive engagement in learning. And we have found that learners make more success in the learning process when they can take charge of their educational objectives. As a result, we have practiced metacognitive strategies to help students develop their self-regulation skills, which has improved our students’ academic performance and attitudes toward learning.
Academic writing is a formal style of writing used in universities and scholarly publications. It is the most difficult part of lanugage leaerning skill as a recptive skill. We encounter challenges in inspiring student in writing on academic topics, and students are expected to write paragraph, essay, research papers, and dissertation in academic style. Academic writing follows the same writing process as other types of texts, but it has specific conventions in terms of content, structure and style. We have found that learners can develop their writing skills and inspiration through world famous paintings as analyzing and researching on them. As a result, we have practiced writing with masterpieces of world` s famous artists and comparing the result with previous data.
This article reports the findings of a study exploring the effectiveness of applying a peer feedback technique in the L2 literacy skills development instruction at the academic level. A total of 126 students learning Academic English at the upper-intermediate level at the National University of Mongolia participated in our study. The participants were involved in three phases of peer-review activities and asked to submit a portfolio including their first drafts, peer-review sheet, and final essay along with teacher feedback at the end of the course. The results showed that applying the peer feedback technique to L2 writing activities helped reduce the teacher’s workload, developed and sharpened students’ critical thinking skills which are important in university-level work, and promoted students’ L2 literacy skills in a collaborative learning setting. The authors discuss the pedagogical implications with the goal of developing the students’ critical thinking, literacy, and collaborative skills and reducing teachers’ working load as well.
This article reports the findings of a study exploring the effectiveness of applying a peer feedback technique in the L2 literacy skills development instruction at the academic level. A total of 126 students learning Academic English at the upper-intermediate level at the National University of Mongolia participated in our study. The participants were involved in three phases of peer-review activities and asked to submit a portfolio including their first drafts, peer-review sheet, and final essay along with teacher feedback at the end of the course. The results showed that applying the peer feedback technique to L2 writing activities helped reduce the teacher’s workload, developed and sharpened students’ critical thinking skills which are important in university-level work, and promoted students’ L2 literacy skills in a collaborative learning setting. The authors discuss the pedagogical implications with the goal of developing the students’ critical thinking, literacy, and collaborative skills and reducing teachers’ working load as well.
Most educators experienced a number of difficulties when transitioning from a traditional face-to-face classroom to a virtual environment during the covid pandemic. One of the most important difficulties to overcome was students' passive engagement in online classrooms, which indicated that traditional classroom practice was in some ways inappropriate for online classes. As a result, as educators, we must have been on the lookout for creative strategies for teaching and engaging students during the global pandemic. Trying out and employing a range of strategies to encourage students was especially important for teachers who wanted to reduce dropout rates and help students build necessary abilities by instilling a passion for studying. We noticed that learners make progress in an online learning process if they have the ability to study independently without teacher supervision and can take control of their educational goals. Thus, we designed a four-part strategy for increasing student autonomy, through which we have been able to increase our students' academic performance and attitudes toward learning. Based on our accomplishments and failures over the past two years of online instruction, this paper aims to share our experiences and approaches for engaging our online learners.
Language teaching and learning have been associated with interaction as collaborative learning of students in the classroom is an effective way to cater to both the teacher’s needs of implementing teaching objectives while saving labor and engaging students in an active learning process. However, in today’s pandemic situation, the prevalence of the infectious disease among students, as well as the adherence to the infection control rules, are major obstacles to the implementation of interactive approaches in the classroom. Consequently, it is no longer possible to see the desired results from the classroom interactive activities, which were previously effective in the pre-covid era, in a situation with covid. Teachers and students have not experienced such disturbance in the instructional process in the history of the academic field. Therefore, we avoided group work in the classroom, and instead, we applied pair working which we consider less risky. In fact, our students were asked to work in groups at home with more members online. Through this presentation, we intend to share our experiences combining classroom with online teaching and our failures to employ the interactive activities in Post-Covid classrooms of last semester.
Abstract: When shifting from a traditional face-to-face classroom to a virtual setting, most educators confront various challenging problems. One of the main issues to be addressed is the students’ passive participation in online classes, which signifies that the traditional methodology used in the classroom setting is not appropriate for online classes to some extent. Therefore, we as educators have to be in search of new methods to teach and engage students during the global pandemic. In particular, trying out and using a variety of techniques to motivate students is fundamental for teachers’ goal to minimize dropout from their courses and help them succeed by having them feel passion for successful learning. In the last two semesters of online teaching, we have been able to make our students' attitudes towards their learning positive and improve their academic performance by using the refreshing approach with three essential functions. This paper intends to share our experiences and methods to motivate our online learners based on our successes and failures of these past two semesters.
Abstract Академик англи хэлний харилцах дадлын хичээлийн гол зорилго нь оюутнуудад тухайн сурч байгаа академик төвшний харилцааны чадварыг эзэмшүүлэх явдал билээ. Харин оюутныг харилцах чадварт сургахын тулд ярих, сонсох дадлагыг байнга хийлгэж байх нь чухал байдаг. Гэтэл нэг ангид сурч байгаа оюутнуудыг ажиглахад харилцах дадал бүхий даалгавар ажилд цөөн хэд нь давамгайлан оролцоод, дийлэнх нь оролцохгүй ард нь үлдэх хандлагатай байдаг. Ийнхүү бидний өдөр тутмын хичээлийн туршлагаас “Яагаад зарим оюутан байнга ярьж, хичээлд давамгайлан оролцдог байхад, нөгөө хэсэг нь үзэл бодлоо бусадтайгаа огт хуваалцдаггүй вэ?”гэсэн асуулт урган гарсан юм. Энэхүү өгүүлэлдээ бид энэ асуудлыг судлан, оюутны идэвхгүй оролцоог өөрчлөх арга замыг эрэлхийлэхийг зорилоо. Ингэхдээ бид оюутнуудынхаа оролцоог ажиглан, гурван хэсэг багц асуулган дээр суурилсан гурван үе шат бүхий аргыг туршин үзсэн бөгөөд үүний үр дүнд оюутнуудын өөрсдийн идэвх оролцоогоо танин мэдэх чадвар дээшилж, цаашид харилцах дадлын хичээл дээр оюутнуудын тэгш оролцоог дэмжих арга барилаа шинэчлэх боломжийг багш бидэнд олгов.
Энэхүү “Хүүхдийн эрхийг хамгаалах тухай” Монгол Улсын хууль, Засгийн газрын 2002 оны 245 дугаар тогтоолоор батлагдсан “Хүүхдийн хөгжил, хамгааллыг сайжруулах үндэсний хөтөлбөр”-ийн хэрэгжилтийг эрчимжүүлэх зорилгоор “Бага насны хүүхдийн хөгжлийг дэмжих цогц бодлого” (2005)-ыг БСШУСЯ, ЭМЯ болон Нийгмийн хамгаалал, хөдөлмөрийн яам хамтран баталсан. Уг бодлогод бага насны хүүхдийн хөгжлийг дэмжих цогц бодлогоос гадна бага насны хүүхдийн хөгжилд эцэг эх, гэр бүл, олон нийтийн оролцоог нэмэгдүүлэх тухай заасан байснаас улбаалан бага насны хүүхдийн эрт үеийн хөгжлийг дэмжих боломжийг эрэлхийлэн энэхүү судалгааг хийсэн. Олон улсын түвшинд гадаад хэлийг бага наснаас нь (2 +) зааж, олон хэлээр чөлөөтэй ойлгож, ярьдаг, уншдаг хүүхдүүд төрөн гарсаар байна. Үүний нэг жишээ бол ОХУ-ын 8 настай 8 хэлээр чөлөөтэй ярьж, ойлгож, уншдаг Белла Девьяаткина гэх охин бий. Тэгвэл генийн болон бусад талаараа энгийн төрсөн боловч бага наснаас нь хөгжүүлэн эцэг эхийггэр бүлийн хүрээнд гадаад хэлийг зааж сургахад идэвхтэйгээр татан оролцуулбал хүүхдэд зөвхөн хэлний чадамжийн хувьд төдийгүй бусад чадваруудыг хөгжүүлэх боломжтой юу гэдгийг давхар судалсан билээ. 2020 оны 11 сарын 28- 2021 оны 1 сарын 5-ны хооронд 2-5 насны хүүхэдтэй нийт 115 эцэг эхэд зөвлөгөө мэдээлэл, чиглүүлэг өгөн, материал болон заах аргазүйгээр ханган ажиллаж, ажиглалт судалгааг явууллаа. Судалгааны үр дүнд 62 эцэг үр дүн өндөртэй, сэтгэл хангалуун, мөн хүүхдүүд бүгд ажилласан хөтөлбөрийнхөө нэвтэрхий толины картуудын зурган мэдээллүүдийг таних нэрлэх, таавар тоглоом тоглуулахад хариулах, маш бага алдах буюу алдаагаа засах, бусдад тайлбарлах чадамжтай болсон байв. Иймд флашкартын арга нь хүүхэд эцэг эхэд гадаад хэл сургах, сурахад тохиромжтой бөгөөд хэрхэн илүү 220 боловсронгуй арга замаар бага насны хүүхдэд нэвтэрхий толины мэдлэг олгон танин мэдэхүйн хөгжлийг дэмжих боломж байгааг эрэлхийлэн судаллаа. Энэ удаагийн судалгаа нь эцэг эх нь нэвтэрхий толины мэдлэгийг бүх хүрээнд эзэмшээгүй боловч флашкарт болон зааварчилгааны тусламжтайгаар хэрхэн ажиллахыг чиглүүлэн явуулснаараа онцлог байсан.
Техник технологи хөгжсөн орчин үед бид дан танхмийн сургалтаар оюутнуудад гадаад хэлний боловсрол олгодог уламжлал улиран өнгөрчээ. Бид оюутны хувь хүний хөгжлийг анхаарч, өнөөгийн нийгэмд эзэмшсэн байвал зохих уян чадваруудад сургахын зэрэгцээ тэдний хэрэгцээ шаардлага, сонирхол, өдөр тутмын нийгмийн сүлжээний хэрэглээ зэргийг анзаарч, сургалтын үйл ажиллагаатайгаа уялдуулан явуулах зайлшгүй шаардлага бий болжээ. Академик англи хэл заах, тэр дундаа оюутны академик бичих чадварыг хөгжүүлнэ гэдэг цаг хугацаа, хичээл зүтгэл их шаарддаг хүнд хөдөлмөр бөгөөд уг чадварыг оюутанд эзэмшүүлэхэд долоо хоногт нэг удаа ордог танхмийн хичээл хангалтгүй юм. Энэхүү өгүүлэлдээ бид танхмийн хичээлээ оюутны өдөр тутмын хэрэглээ болсон Нүүрномтой нь хослуулан ашигласан заах арга зүйн туршлага, үр дүнгээсээ хуваалцахыг зорилоо.
The objective of this paper is to share our teaching experience of blending conventional instruction with online instruction via social networking website, Facebook. Especially, teaching and learning academic writing is a time-consuming and labor intensive process. Therefore, classroom time is always not enough to implement what we intend to. Yet, we are enhancing students’ interactions and continuing the teaching process outside the classroom owing to Facebook.
The objective of this paper is to share our teaching experience of blending conventional instruction with online instruction via social networking website, Facebook. Especially, teaching and learning academic writing is a time-consuming and labor intensive process. Therefore, classroom time is always not enough to implement what we intend to. Yet, we are enhancing students’ interactions and continuing the teaching process outside the classroom owing to Facebook.
World language usage has changed dramatically. English is the dominant language of information technology – meanwhile many languages are in danger of disappearing. This presentation will briefly discuss the causes and consequences of endangered languages, and possible solutions for their preservation.
