Lithuanian

Ramonienė, Meilutė; Pribušauskaitė, Joana; Ramonaitė, Jogilė Teresa; Vilkienė, Loreta

doi:10.4324/9781315160900

Cited by 9 publications

(7 citation statements)

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“…In addition to the age variable, other significant correlations for acquisition of English emerged. Significantly higher numbers of self‐assessed use of English — speaking, writing, reading periodicals and books, consuming media — were recorded in urban areas (Surveys, 2008–2010; for a more detailed account on particular cities see Ramonienė & Vilkienė, 2016; see also similar observation from other communities in Petzold & Berns, 2000, p. 114; Przygoński, 2016, p. 122; Special Eurobarometer, 2012). Another universal tendency (see, among others, Block, 2016, pp.…”

Section: Self‐reported Proficiency and Media Consumption In English A...mentioning

confidence: 83%

The sociolinguistic dynamics of Russian and English in post‐1990 Lithuania

Vaicekauskienė

2022

World Englishes

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The paper describes the sociolinguistic history of English in one of the post‐Soviet Eastern European countries ‐ Lithuania ‐ covering three post‐1990 decades. The aim is to examine the dynamics of the spread of English in relation to the ‘non‐native’ Russian, the main lingua franca and L2 in this region after WWII until 1990. Based on a set of attitudinal, educational and self‐assessment data as well as mixed language use for identity construction, the study shows that English was not accepted as rapidly as is sometimes claimed. With lower English scores and additional Russian, the ‘periphery’ of the Expanding Circle remains noticeably distinct from the European context. In demographic terms, however, the end of the third post‐1990 decade can be considered a turning point in the sociolinguistic development of the community, led by the youth generations born around 1990 and after.

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Section: Self‐reported Proficiency and Media Consumption In English A...mentioning

confidence: 83%

The sociolinguistic dynamics of Russian and English in post‐1990 Lithuania

Vaicekauskienė

2022

World Englishes

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“…Pradėti rengti pirmieji lietuvių kalbos vadovėliai ir kita mokymo medžiaga tiek suaugusiesiems, tiek nelietuviškų mokyklų moksleiviams (pavyzdžiui, Ramonienė, Vilkienė "Po truputį" ( 1 1998, 2 2008). Tvirtus pamatus lietuvių kalbos kaip svetimosios mokymui padėjo išsamūs daugiasluoksniai lietuvių kalbos mokymo turinio aprašai skirtingiems mokėjimo lygiams: "Slenkstis" (Ramonienė et al 1997), "Pusiaukelė" (Ramonienė et al 2006), "Aukštuma" (Ramonienė et al 2000), parengti pagal bendrą nuo 1974 m. pradėtos ruošti Europos kalbų mokymo, mokymosi ir vertinimo serijos modelį. Atsižvelgiant į kelių dešimčių Europos šalių svetimųjų kalbų mokymo patirtį, pasinaudojant vertingomis žinomų svetimųjų kalbų mokymo specialistų Johno L. M. Trimo, Joee Sheilso, Miguelio Lloberos konsultacijomis, pirmuoju anglų kalbos "Slenksčiu" (Van Ek 1975), jo atnaujintu variantu (Van Ek, Trim 1990), buvo parengta lietuvių kalbos kaip svetimosios mokymui, mokymuisi ir vertinimui skirta sistema komunikacinei kompetencijai ir visų keturių kalbinės veiklos rūšių gebėjimams ugdyti.…”

Section: Lietuvių Kalba Kaip Svetimoji: Mokymas Mokymasis Vertinimasunclassified

Development of Applied Linguistics

Ramonienė

2024

Self Cite

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The aim of the article is to review the development of applied linguistics in Lithuania, analyse the general tendencies of the development of this science, and present the more prominent groups of researchers in applied linguistics, the schools that have been formed or are being formed, and the contribution of some researchers to the research of different branches of applied linguistics. The article focuses on the work started after the restoration of independence of the Republic of Lithuania in 1990, because only from that time onwards did the work of Lithuanian applied linguistics enter the international mainstream of this science. It discusses some of the research and practical work related to the research that helps or has helped in certain periods to solve problems related to language in life. First of all, the article introduces the works on teaching Lithuanian as a foreign language, which are connected with the beginning of applied linguistics in Lithuania, and which have laid the appropriate methodological foundations for the formation of communicative competence, for the development of a new type of textbooks, pedagogical grammars of the Lithuanian language, and for the creation of a system of assessment of competences. After discussing the origins of applied linguistics in Lithuania, the paper discusses the further development of this science. Research in the field of language acquisition, sociolinguistics, language attrition, cognitive linguistics, pragmatics, politeness and impoliteness, corpus and forensic linguistics, and other branches of applied linguistics is presented, and the real-life linguistic issues, analysed by Lithuanian researchers, are highlighted. The final section of the article describes the most important works of dissemination of applied linguistics and presents the research journal Taikomoji kalbotyra (“Applied Linguistics”), the international conferences on applied linguistics that have taken place in Lithuania, and the networks of researchers.

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“…It signifies "the functional (theme-rheme) sentence perspective and, to a much lesser degree, the syntactic relations between sentence constituents" (Ambrazas et al, 1997, p. 690). The position of the lexical item in the sentence can change because its syntactic function is shown by its grammatical form (Ramonienė et al, 2019). Thus, word order can be variable and structurally fixed.…”

Section: A Brief Description Of the Lithuanian Languagementioning

confidence: 99%

An overview of the adaptation of MAIN to Lithuanian and research using the Lithuanian MAIN

Dabašinskiené¹,

Kamandulytė-Merfeldienė²

2023

Zaspil

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This paper describes the Lithuanian version of the Multilingual Assessment tool for Narratives (MAIN) and presents research that used MAIN for narrative analysis of Lithuanian-speaking monolingual and bilingual typically-developing children and children with a language disorder. Our target group is preschool and primary school children, as we believe that narrative and general language skills at preschool and early school age should be investigated to establish the tendencies or even standards of this age group and to identify children who need language therapy or help in the learning process. This study is a contribution to the international network of MAIN by reinforcing a better understanding of narrative studies and the use of MAIN in Lithuanian research.

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Lithuanian

Cited by 9 publications

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The sociolinguistic dynamics of Russian and English in post‐1990 Lithuania

The sociolinguistic dynamics of Russian and English in post‐1990 Lithuania

Development of Applied Linguistics

An overview of the adaptation of MAIN to Lithuanian and research using the Lithuanian MAIN

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