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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Riddle File

Date of Publication

2015-2021

Target Group

Lecturers

Domain Area

Teacher Education

Learning Scenario

Autonomous learning

Target Language

Lithuanian

Language of Instruction

Lithuanian

CEFR level

C1

Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features

Vocabulary

Skills

Speaking
Critical Thinking

Description

Skaitmeninė mįslių kartoteka yra sudedamoji Lietuvių tautosakos elektroninių išteklių dalisMįslių skaitmeninė kartoteka kuriama kortelinės lietuvių mįslių sisteminės kartotekos pagrindu. Kartotekos kūrimą maždaug prieš 30 metų sumanė ir pradėjo akademikas prof. habil. dr. Leonardas Sauka.
Pagrindiniai skaitmeninės Mįslių kartotekos elementai yra objektas su jo fiksacija. Objektas – yra apibrėžiamas kaip tam tikro folkloro vieneto apibendrinta informacija. Fiksacija yra apibrėžiama kaip konkretus folkloro vieneto, galinčio turėti ne vieną versiją, užrašymas, pvz., teksto originalas, redaguota / adaptuota versija ir kt. Tekstinė fiksacija – tai tokia informacijos perteikimo forma, kuri kartotekos objektą fiksuoja teksto rašmenimis.

Case study

The resource provides rich material for Lithuanian teachers in preparing for classes: riddles and sayings can be used for various purposes in a language class, for example as starters, as vocabulary expansion means, in developing linguistic insight and guessing abilities; they can also be used in the lectures in semantics or lexicology.

Guidelines

The resource is best used for self-studies, as a source of handy material for preparing a lesson. Riddles are fun, they raise interest and engagement, creativity and critical thinking. In teacher training riddles and sayings motivate teacher trainees to look for innovative ways of raising students’ interest and motivation; they also bring forward the richness and beauty of the language.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

2

Added value
The provided tangible improvements

3

Motivation enhancement
The capacity to motivate students to improve their language skills

3

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

3

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

2

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

1

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

3

Usability
Assess the technical usability from the point of view of the lecturer and the student

4

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The search tool is quick and easy to use.
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