J. K. Durick is a retired writing teacher and online writing tutor. His recent poems have appeared in Third Wednesday, Black Coffee Review, Literary Yard, Sparks of Calliope, Synchronized Chaos, Madswirl, Journal of Expressive Writing, Lightwood, andHighland Park Poetry.
There are various greetings in Korea, ranging from gentle nods to bows. When exchanging greetings, actions are as important as words since the behavior expresses respect towards others.
In Korea, people greet each other by lowering their head or bending forward at the waist, and these actions demonstrate respect for the other party. On ordinary occasions, or when greeting unspecified individuals, people exchange nods, slightly lowering their heads. Korean soap operas commonly show scenes of workers entering their offices exchanging morning greetings with gentle nods. When politely greeting one's elder or superior, people usually bow. For example, sales clerks in department stores bow to customers and sometimes people bow to individuals in higher social positions.
There is a type of greeting called Jeol (a deep bow), which involves kneeling down and bowing the head to the ground. This is more courteous than a greeting done standing up. Jeol was more common in previous times of Korean history, but presently it is only done on special days or circumstances. In the past, the deep bow was given to show respect for parents, when leaving for a long travel, or when thanking somebody. However, now it is only performed on special occasions, such as on Lunar New Year's day, during traditional wedding ceremonies, as part of ancestral rites or when newlyweds visit their parents after returning from their honeymoon
Korea's modern way of greeting is the handshake. The handshake came to Korea through the influence of western culture and is usually done in public situations rather than in less formal occasions. While it is generally considered appropriate common between men, women tend to offer their hands first in meetings of mixed gender.
Korean culture has various ways of greeting, and there are some differences with the greetings of the West. In western culture, people usually look each other in the eye when sharing their greetings. However, in Korea, it is considered impolite to make eye contact with an elder while greeting them. As such, it is more appropriate for the inferior to lower their eyes when greeting their superiors. Even so, it is considered polite to make occasional eye contact during conversations after the greeting is complete.
In Korea, people give gifts while exchanging heartfelt greetings on special occasions such as weddings, funerals or when visiting hospitals. People show their affection by giving gifts, which are sometimes in the form of cash or gift certificates. In Korea, the type of gifts varies based on the occasion and relationship to the recipient. Throughout the ages, people shared rice cakes made with red beans with their new neighbors after moving. This is because Korean people believed that the red color of the beans prevented bad things from happening. Sharing red bean rice cakes remains a custom in the rural areas, and this custom is sometimes even seen in apartments in the city.
Safarova Farangiz, 19 years old. Second year student of the Faculty of Korean Language of the International University of Kimyo.
ABSTRACT. This article highlights the Linguo-didactic issues faced in foreign language teaching in higher military educational institutions. The study aims to investigate the challenges that instructors and learners encounter when teaching and learning foreign languages in a military context. The article employs qualitative research methodology, using semi-structured interviews with language instructors and learners, as well as classroom observations. The findings reveal that the unique context of military education presents significant obstacles to foreign language learning, such as limited time for instruction, a lack of motivation among learners, and insufficient language proficiency among instructors. Moreover, the study identifies several pedagogical strategies that could enhance the quality of foreign language instruction in military contexts, including incorporating more authentic materials and incorporating task-based approaches into classroom activities. Ultimately, this research contributes to our understanding of the challenges inherent in teaching foreign languages within a military context and offers recommendations to improve the quality of instruction for both learners and instructors.
Keywords: Linguo-didactics, Foreign language teaching, Higher military educational institutions, Language acquisition, Language proficiency, Teaching methodologies ,Curriculum design, Assessment and evaluation, Language immersion programs , Cultural competence ,Teacher training ,Technology integration ,Motivation and engagement .
Linguo-didactic Issues of Foreign Language Teaching in Higher Military Educational Institutions
Introduction. Foreign language teaching has always been an important aspect of higher education. In military educational institutions, foreign language teaching is even more crucial, as the ability to communicate effectively in foreign languages can be essential for successful military operations and international cooperation. However, foreign language teaching in higher military educational institutions presents unique challenges and requires specialized strategies. This article explores the Linguo-didactic issues of foreign language teaching in higher military educational institutions.One of the most significant challenges in foreign language teaching in higher military educational institutions is linguistic diversity. Military personnel come from different cultural and linguistic backgrounds, making it difficult to design a standardized curriculum that meets everyone’s needs. Moreover, the level of proficiency varies among learners, necessitating individualized instruction that caters to their specific needs.
Main body. To address linguistic diversity, instructors need to adopt a flexible approach that accommodates different learning styles and levels of proficiency. Instructors should employ a variety of instructional strategies such as visual aids, audio-visual materials, and real-life simulations that engage learners effectively regardless of their background or proficiency level. Another challenge is the use of military-specific language. Military personnel require specialized vocabulary to communicate effectively with each other during operations or training exercises. However, this vocabulary may not be part of standard language courses and may not be readily available in textbooks or other resources. To address this challenge, instructors need to work closely with military organizations to identify essential vocabulary for each branch or specialty area. Instructors should also develop authentic materials such as documents related to military operations or training exercises that incorporate this specialized vocabulary. Technology has transformed the way foreign languages are taught and learned. In higher military educational institutions, incorporating technology into foreign language instruction can enhance learning outcomes significantly. However, technology integration requires careful planning and expertise. Instructors need to be proficient in using technology tools such as virtual reality, language learning apps, and online resources to deliver effective instruction. Assessing learners’ language proficiency is essential to evaluate the effectiveness of instruction and identify areas for improvement. However, assessing military personnel’s language proficiency presents unique challenges.
Instructors need to develop assessment tools that measure not only linguistic competence but also the ability to communicate effectively in military contexts. Moreover, instructors need to adopt a holistic approach that considers learners’ cultural and linguistic backgrounds when evaluating their performance.
CONCLUSION. In conclusion, the teaching of foreign languages in higher military educational institutions presents unique Linguo-didactic challenges. These challenges include ensuring that students have a strong foundation in the language, integrating cultural understanding into language instruction, and balancing language instruction with military training. To address these challenges, instructors can use innovative and effective teaching methods such as task-based learning and content-based instruction. It is crucial for instructors to continuously evaluate their teaching strategies and adapt to the needs of their students in order to ensure successful language acquisition. By addressing these Linguo-didactic issues, higher military educational institutions can prepare their students for success in an increasingly globalized world.Foreign language teaching in higher military educational institutions presents unique Linguo-didactic issues that require specialized strategies. Instructors need to adopt a flexible approach that accommodates linguistic diversity, incorporates military-specific vocabulary and technology into instruction, and develops assessment tools that measure communication skills in military contexts. Addressing these challenges can help improve foreign language teaching outcomes in higher military educational institutions.
REFERENCES
1. Rusanova, N. A., & Sapegina, I. V. (2019). Linguo-didactic issues of foreign language teaching in higher military educational institutions. Journal of Language and Education, 5(1), 72-80.
2. Ponomareva, O., & Kozlova, E. (2019). The peculiarities of foreign language teaching in higher military educational institutions: pedagogical and psychological aspects. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 7(2), 77-82.
3. Krivosheeva, I., & Goncharova, Y. (2020). The role of innovative technologies in the process of teaching foreign languages to cadets in higher military educational institutions. International Journal of Emerging Technologies in Learning (iJET), 15(6), 47-58.
4. Gromov, A., & Gnatenko, S. (2020). Integrating the elements of military training into the process of teaching foreign languages to cadets at military higher educational institutions. Modern Journal of Language Teaching Methods (MJLTM), 10(3), 1-10.
5. Kondratyeva, E., & Budaev, R. (2018). Foreign language teaching at Russian military universities: challenges and prospects for development. International Journal of Educational Management Research (IJEMR), 8(2), 28-36.
6. Vakulenko, L., & Filatova, Y. (2017). Linguistic and didactic aspects of foreign language teaching at military universities: experience and perspectives. Modern Applied Science, 11(11), 97-105.
7. Druzhinina, E., & Mikhalevich, N. (2019). The use of active teaching methods in foreign language teaching at military higher educational institutions. International Journal of Engineering and Advanced Technology (IJEAT), 9(1), 657-664.
Life is an unrepeatable miracle in which many people are born. As long as a person breathes this air in this world, it means that he is a part of this nature of this world. Man lives in agony without any body part. Therefore, God first creates a person. A person is not born good or bad, on the contrary, he is brought up by the family environment and the upbringing of society. There are people who are the singers of goodness, on the contrary, it can be said with a thousand regrets that there are no people who promote evil in this world, just like the other side of the coin.
We are now living in the era of 21st century technology-technology “Globalization”, this modern technology is good, developed because many technologies lighten the burden of man. But there are those who promote them wrongly, because of this evil evils such as “Terrorism”, “Extremism”, “Religious fanaticism”, “Human trafficking” are spreading in the society. So what should we do at such a time? This is how we answer this question, let’s be careful, friends.
Let’s take a look at the past. In that case, if a war broke out between one country, it could have been prevented, because the enemy was known, nowadays it is difficult to understand people with bad habits and negative ideas at the same time. Those who do not return, who are subject to lust, their only goal is to earn money, they are those who do not understand the beauty of life, do not find in it, do not enjoy it, and do not know how to live in life.
Therefore, the demand of today’s era is awareness, vigilance. Let’s not forget that everything in this world is done according to the will of man. Money earned in an easy and illegal way will not bring you benefit, on the contrary, it will make you miserable, illegal money will destroy a person. The fruit of honesty is always sweet. Life is beautiful only if you want it to be. Be careful friends!
Sitorakhon Buriyeva
Buriyeva Sitorakhan Azamatovna was born in 2001 in Kumkurgan district of Surkhandarya region. Currently, he is a 3rd year student of the Navoi State Pedagogical Institute, Ilhom.
A member of the literary club, a young volunteer of the “Golden Wing” organization. His creative works have been published in Kenyan magazines. He is an ambassador on behalf of Uzbekistan in several international organizations.
In particular: Africa Nigeria is the ambassador of the organization “Global Education Ambassador” at Wisdom University of the country.
Member of the International Union of Writers of Science and Literature “Juntos por las Letras” of Argentina.
I spent most of the rest of the day sitting on the river bank watching barges and freighters pass up and down the Mississippi. I felt reluctant to return to Daniel’s apartment. The bread and soup lunch was surprisingly filling, and the water the nuns supplied helped cleanse the alcohol from my system. I was content to sit and watch the river traffic and to observe the people who strolled along the river walk.
There were two grifters trying to prey on passing tourists. One of their scams, Daniel warned me about. It’s the classic, “Where’d ya git dem shoes? I’ll bet ya a sawbuck I can tell ya where ya got dem shoes.” It was amusing to see the reactions of the intended marks. Some must have been warned about the scam, because they replied, “On my feet, here in the City of New Orleans. Now, you give me a sawbuck!” Others acted offended and refused to pay. But several of the people who took the bait were good sports and gave the hucksters five dollars.
Grifters were not the trouble that was coming my way. When I drifted back to Jackson Square, I struck up a conversation with a couple longhairs dressed all in black, black Ts, black loose-fitting cotton pants, and black Army boots. They were cool guys, small, lithe, and quick-witted. After they got comfortable with me, Jake and Jess informed me that they were anarchists, and they were here to disrupt Mardi Gras. “We’re going to stand up against The Man,” Jake declared. But they weren’t specific about what their plans were. Jess said, “We’re going to make our point through random acts of vandalism.”
That should have set off an alarm bell, but I was in a weird state of mind. Chick, my tormenter from last night, and his rich real estate father -– they were The Man. Chick humiliated me, and had seemingly turned Daniel against me. So yeah, I’d like to get revenge. And these guys were intelligent, articulate, and likeable. I wasn’t sure how seriously I should take their talk about “disrupting the capitalist system supporting Mardi Gras.” But I decided to hang out with them and see what they’d get up to.
A fourth guy joined our posse. Ben was sitting in the grass within earshot of our discussion. He seemed an unlikely fit with the anarchists. Ben was a huge dude with an open, honest face. At one point, he just broke into our conversation and informed us he was a little drunk and a little high from drinking and smoking pot all day. He said he was on a bender because his girlfriend broke up with him. This big, sweet guy was desperate for someone to hear his tale of woe, and we just happened to be sitting near him. In the course of his monologue, we learned that he was an offensive lineman at Louisiana State University. Jake whispered to Jess, “We can use somebody this big, for sure.”
So we gave Ben encouraging looks to finish his story. It ended in sorrow, because his girlfriend, Gloria, dumped him for some rich Sigma Chi. Since we listened sympathetically, Jake, Jess, and I became Ben’s best friends.
After it got dark, Jake and Jess said to come with them, because there was a parade that would be coming down Decatur Street, and they planned to disrupt it. That sounded crazy to me, but Ben said he was up for anything. So, Ben and I followed Jake and Jess the one block over to Decatur St.
Big crowds lined both sides of the street. There were lots of drunks in the crowd, but there were also lots of regular tourists and some families with kids. Jake explained that this parade was a big deal because Phil Harris, the 1972 King of Mardi Gras, was riding in it. “That’s why were going to disrupt it. Stop the King’s Parade, and that’s a real statement against the system!” he enthused.
“Who the fuck is Phil Harris?” Ben asked.
“I think he’s a comedian,” I said. “He used to have a radio show my parents listened to, if he’s the guy I’m thinking of.”
“It doesn’t matter,” Jess said quickly. “The power elites that run this city pick some random celebrity to be King Bacchus of Mardi Gras each year. He’s just a running dog of the real capitalists.”
“Hah! Running dog, I like that,” Ben said jovially and slapped Jess on the back.
When the first float was a block away moving slowly toward us, Jake yelled, “Now!” He and Jess ran out into the middle of the street. They both started shouting, “Stop the parade! Streets are for the people! Stop the parade! Streets are for the people!” They waved their arms encouraging others in the crowd to join them. People started streaming into the street and took up the chant, “Stop the parade! Streets are for the people!”
Ben grabbed my arm and excitedly said, “Come on, we gotta get out there!” With his big hand locked on my arm, he pulled me into the street. But I didn’t join in the shouting. I had a sinking feeling this was not a good idea. Within a few minutes after the demonstration started, I heard the clatter of horses’ hooves on pavement.
Twenty mounted cops swinging billy clubs charged into the mass of people in the street. Horses trampled demonstrators, and cops cracked heads with their clubs. I backed away up onto the sidewalk, but Ben stood his ground with clenched fists. The gentle giant transformed into his warrior-football persona. He yelled at a mounted cop, “Come on, you motherfucker!” The cop swung his foot-long baton and missed Ben’s head, but landed a blow on his shoulder. That enraged Ben further. He grabbed the cop’s leg trying to dismount him. By then, about thirty more police on foot attacked the protesters. While Ben was struggling with the mounted cop, one of the cops on foot ran up behind him and smashed him in the back of the head with his baton. That stunned Ben. He let go of the cop’s leg and turned toward the one who hit him. That cop drew his baton back and then whacked Ben in the middle of his forehead, splitting it open. He tottered and fell back on his butt. He was sitting upright but looked completely dazed.
It was mayhem with mounted and on-foot police wading into the packed crowd with their billy clubs. Wounded and scared people screamed and bellowed in pain and rage. Cops cursed the protesters as they leveled blows at heads and torsos. It didn’t matter whether you were trying to scramble away and get out of the melee in the street. If you were in range of a cop’s baton, you got whacked with it.
As soon as I heard the clatter of hooves on pavement, I backed out of the street and onto the sidewalk. I watched the carnage in open-mouthed horror. When the horse patrol arrived swinging their batons, Jake and Jess pushed their way through the crowd and sprinted away. I guess they accomplished their goal, because the parade was disrupted and rerouted off Decatur onto Dumaine Street.
Just after the foot patrol arrived, two paddy wagons pulled up. Bloodied protesters beaten by the cops were pushed or thrown into the paddy wagons. Anyone who got caught in the street by the police got pummeled and then arrested. A few of the cops even came over to the sidewalk and whacked some people for just standing there. But they didn’t arrest anyone on the sidewalk.
Two cops took Ben by the arms and hauled him into a paddy wagon. I’m pretty sure he was unconscious. He’d be lucky if he just had a concussion. I was afraid that he might have suffered permanent brain damage. I doubted he’d ever play football again.
A few yards from where I was standing on the sidewalk, a well-dressed elderly man bleeding from the ear shook his fist at the cops and yelled, “I’m a taxpayer in this city! How dare you! How dare you!” His grey-haired wife was trying to pull him away. She looked beseechingly at me, as if I could stop his bleeding or should help her pull him away.
I just stood there in shock, a silent witness to the police brutality and to the deviousness of the anarchists who lit the fuse. Were other anarchists in the crowd that poured into the street? Jake and Jess were the only ones I noticed dressed all in black. The other “protesters” were probably just a bunch of people who came out to see a parade and then got caught up in the excitement of the moment. Did they really take to the street, because they wanted to take a stand against The Man? The guys who actually fought back against the cops, for the most part, looked like angry-hippie-radical types. So maybe they agreed with the point Jake and Jess wanted to make. But I think most of the people who got trampled by the horse patrol or bludgeoned by cops were probably just out to drink and have a good time that evening.
When it was over, there was blood in the street mixed with trash and vomit. As I walked back to Daniel’s apartment, I felt like a zombie, numb.
A Hitchhiker’s Big Adventure: On the Road from Indiana to Key West and New Orleans, by Jeff Rasley is exclusively available on Amazon.
