Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.385904.1007
Wang Jian, Zhang Tengyao
Introduction: Boredom is a negative psychological and emotional experience prevalent in foreign language classrooms. However, it has long been neglected by researchers and foreign language teachers. In this context, the present study investigated boredom experienced by college English majors in a blended English reading course. Research efforts revolved around students’ overall boredom level, gender differences, and dynamic changes in boredom. Methodology: This study adopted a quantitative research method, and the instrument was a quantitative questionnaire adapted from the Foreign Language Learning Boredom Scale. A total of 174 EFL learners (60 males and 114 females) in the second year of English majors from a private university in Southwest China filled out the online version of FLLBS in weeks 3, 9, and 15 during the fall semester of 2022-2023 academic year. Results: The findings demonstrated that participants’ boredom was at a moderate level. Moreover, except in foreign language class boredom at Time 2 and over-challenging or meaningless task boredom at Time 3, there existed no significant gender differences. Finally, a complicated picture was painted regarding the dynamic changes in boredom levels over time, and different patterns were found. Conclusion: College EFL learners do feel bored in the learning process, which should not be neglected by language teachers and researchers. This study enriched the research on foreign language boredom and can provide enlightenment to EFL teaching.
{"title":"A Longitudinal Study of Foreign Language Boredom Experienced by English Major Students in a Blended English Reading Course","authors":"Wang Jian, Zhang Tengyao","doi":"10.58803/jclr.2023.385904.1007","DOIUrl":"https://doi.org/10.58803/jclr.2023.385904.1007","url":null,"abstract":"Introduction: Boredom is a negative psychological and emotional experience prevalent in foreign language classrooms. However, it has long been neglected by researchers and foreign language teachers. In this context, the present study investigated boredom experienced by college English majors in a blended English reading course. Research efforts revolved around students’ overall boredom level, gender differences, and dynamic changes in boredom. Methodology: This study adopted a quantitative research method, and the instrument was a quantitative questionnaire adapted from the Foreign Language Learning Boredom Scale. A total of 174 EFL learners (60 males and 114 females) in the second year of English majors from a private university in Southwest China filled out the online version of FLLBS in weeks 3, 9, and 15 during the fall semester of 2022-2023 academic year. Results: The findings demonstrated that participants’ boredom was at a moderate level. Moreover, except in foreign language class boredom at Time 2 and over-challenging or meaningless task boredom at Time 3, there existed no significant gender differences. Finally, a complicated picture was painted regarding the dynamic changes in boredom levels over time, and different patterns were found. Conclusion: College EFL learners do feel bored in the learning process, which should not be neglected by language teachers and researchers. This study enriched the research on foreign language boredom and can provide enlightenment to EFL teaching.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124479737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.168988
Thuong T Nguyen
Introduction: Since its outbreak, the COVID-19 pandemic has affected the worldwide education systems, leading to school closures in many countries as well as changes in the whole educational system. Therefore, there has been a rapid shift from face-to-face education to emergency online teaching. English language teaching and learning is an integral flow in this stream of online processes. Hence, this study aimed to explore both teachers’ and students’ perspectives on English language teaching and learning during COVID-19 pandemic. Methodology: The participants included 23 English as Foreign Language learners and 18 teachers. The respondents took part in semi-structured interviews and filled out the questionnaire. Thematic analysis was performed to analyze the obtained data. Results: The findings from qualitative data revealed that all the participants, as learners, agreed upon the positive influences of online English learning in terms of skill development. Besides, they also considered the flexibility of class schedules and a variety of online assignments as the biggest advantages while bothering with some disadvantages such as internet/technical and health problems. As for English language teachers, speaking skill was the most challenging skill to help students; moreover, some of their concerns included difficulties in class management, online interaction, facilitation, assessment, and digital literacy. Nevertheless, they confirmed the advantages of online resources, new knowledge of technological issues, and development of learner autonomy. Conclusion: Overall, the research appeals to more support from university officials to improve the quality of online English teaching and learning. It also contributes to making both teachers’ and learners’ voices heard during the coronavirus quarantine.
{"title":"Perspectives on English Language Teaching and Learning during COVID-19 Pandemic","authors":"Thuong T Nguyen","doi":"10.58803/jclr.2023.168988","DOIUrl":"https://doi.org/10.58803/jclr.2023.168988","url":null,"abstract":"Introduction: Since its outbreak, the COVID-19 pandemic has affected the worldwide education systems, leading to school closures in many countries as well as changes in the whole educational system. Therefore, there has been a rapid shift from face-to-face education to emergency online teaching. English language teaching and learning is an integral flow in this stream of online processes. Hence, this study aimed to explore both teachers’ and students’ perspectives on English language teaching and learning during COVID-19 pandemic. Methodology: The participants included 23 English as Foreign Language learners and 18 teachers. The respondents took part in semi-structured interviews and filled out the questionnaire. Thematic analysis was performed to analyze the obtained data. Results: The findings from qualitative data revealed that all the participants, as learners, agreed upon the positive influences of online English learning in terms of skill development. Besides, they also considered the flexibility of class schedules and a variety of online assignments as the biggest advantages while bothering with some disadvantages such as internet/technical and health problems. As for English language teachers, speaking skill was the most challenging skill to help students; moreover, some of their concerns included difficulties in class management, online interaction, facilitation, assessment, and digital literacy. Nevertheless, they confirmed the advantages of online resources, new knowledge of technological issues, and development of learner autonomy. Conclusion: Overall, the research appeals to more support from university officials to improve the quality of online English teaching and learning. It also contributes to making both teachers’ and learners’ voices heard during the coronavirus quarantine.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133445511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.385313.1006
Xuehan Jiang, Lin Yu
{"title":"Pragmatics Online, Kate Scott. Routledge: New York (2022), ix+168pp","authors":"Xuehan Jiang, Lin Yu","doi":"10.58803/jclr.2023.385313.1006","DOIUrl":"https://doi.org/10.58803/jclr.2023.385313.1006","url":null,"abstract":"","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121274175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.168992
Shirin Kamali Khalavi, Mitra Zeraatpishe
Introduction: Recent years have witnessed a growing interest in investigating L2 English productive and receptive vocabulary knowledge in writing. Previous inquiries focused heavily on the pedagogical effects of teaching vocabulary on writing. A less investigated area is learners’ lexical competence involvement in the complicated writing process regarding their subcomponents. To bridge the research gap, the present study examined the alleged relationship between the elements of vocabulary depth (collocation and synonym) and the writing skill’s subcomponents (vocabulary use, content, and organization). Methodology: Thirty intermediate English as a foreign language (EFL) learners’ writing scores on the Preliminary English Test were compared and correlated to the depth of vocabulary knowledge (DVK). The writing texts were given a holistic score, and several lexical measures were calculated. Results: The results indicated significant relationships between DVK and writing, synonym and vocabulary use, synonym and content, collocation and vocabulary use, and collocation and writing scores. The result of multiple linear regression revealed the double impact of collocation as a predictor of writing scores. Conclusion: The findings showed the predictable pedagogical value of practicing collocation in EFL writing enhancement.
{"title":"On the Relationship of Iranian EFL Learners’ Vocabulary Depth with Their Writing Vocabulary Use, Fluency, and Organization","authors":"Shirin Kamali Khalavi, Mitra Zeraatpishe","doi":"10.58803/jclr.2023.168992","DOIUrl":"https://doi.org/10.58803/jclr.2023.168992","url":null,"abstract":"Introduction: Recent years have witnessed a growing interest in investigating L2 English productive and receptive vocabulary knowledge in writing. Previous inquiries focused heavily on the pedagogical effects of teaching vocabulary on writing. A less investigated area is learners’ lexical competence involvement in the complicated writing process regarding their subcomponents. To bridge the research gap, the present study examined the alleged relationship between the elements of vocabulary depth (collocation and synonym) and the writing skill’s subcomponents (vocabulary use, content, and organization). Methodology: Thirty intermediate English as a foreign language (EFL) learners’ writing scores on the Preliminary English Test were compared and correlated to the depth of vocabulary knowledge (DVK). The writing texts were given a holistic score, and several lexical measures were calculated. Results: The results indicated significant relationships between DVK and writing, synonym and vocabulary use, synonym and content, collocation and vocabulary use, and collocation and writing scores. The result of multiple linear regression revealed the double impact of collocation as a predictor of writing scores. Conclusion: The findings showed the predictable pedagogical value of practicing collocation in EFL writing enhancement.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116353384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.388400.1012
Tasnim A. Swaitti, K. Yeshoda
Introduction: Phonology is one of the core subfields of linguistics that involves the organization and use of human speech sounds, or phonemes, in a language. Over time, the pronunciation principles of a language may change, resulting in a phenomenon called phonological change. Phonological change occurs when language users modify the distribution of phonemes in a language. The current study aimed to explain the phonological changes that occur in Hebrew words borrowed into Palestinian Arabic in Hebron city, using a borrowing scale and to explain the differences in phonological forms between Hebrew and Palestinian Arabic by comparing the original Hebrew words with the borrowed Hebrew words in terms of the phonetic modifications made in Palestinian Arabic. Methodology: The study involved 100 Arabic-speaking Palestinians of both genders residing in Hebron city, most of whom spoke Hebrew and worked with Jews regularly. Face-to-face interviews were conducted with each participant to achieve the objectives of the study. The interviews were recorded, and the questions focused on their profession, favorite meals, daily routines, frequently visited places, education, and technology. A total of 32 hours of conversations were recorded and analyzed. Results: The results indicated that the most common types of phonological changes in Palestinian Arabic were the substitution phenomenon (consonant substitution and vowel substitution), epenthesis, and deletion. Conclusion: It can be concluded that the lexical borrowing of Hebrew words by Palestinian Arabic has led to various phonological changes to the Palestinian Arabic lexicon in Hebron.
{"title":"The Phonological Change in Hebrew Words Borrowed into Palestinian Arabic in Hebron City","authors":"Tasnim A. Swaitti, K. Yeshoda","doi":"10.58803/jclr.2023.388400.1012","DOIUrl":"https://doi.org/10.58803/jclr.2023.388400.1012","url":null,"abstract":"Introduction: Phonology is one of the core subfields of linguistics that involves the organization and use of human speech sounds, or phonemes, in a language. Over time, the pronunciation principles of a language may change, resulting in a phenomenon called phonological change. Phonological change occurs when language users modify the distribution of phonemes in a language. The current study aimed to explain the phonological changes that occur in Hebrew words borrowed into Palestinian Arabic in Hebron city, using a borrowing scale and to explain the differences in phonological forms between Hebrew and Palestinian Arabic by comparing the original Hebrew words with the borrowed Hebrew words in terms of the phonetic modifications made in Palestinian Arabic. Methodology: The study involved 100 Arabic-speaking Palestinians of both genders residing in Hebron city, most of whom spoke Hebrew and worked with Jews regularly. Face-to-face interviews were conducted with each participant to achieve the objectives of the study. The interviews were recorded, and the questions focused on their profession, favorite meals, daily routines, frequently visited places, education, and technology. A total of 32 hours of conversations were recorded and analyzed. Results: The results indicated that the most common types of phonological changes in Palestinian Arabic were the substitution phenomenon (consonant substitution and vowel substitution), epenthesis, and deletion. Conclusion: It can be concluded that the lexical borrowing of Hebrew words by Palestinian Arabic has led to various phonological changes to the Palestinian Arabic lexicon in Hebron.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129916611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-25DOI: 10.58803/jclr.2023.386107.1008
Lin Zhu
Introduction: The third person pronoun and demonstrative resolution are influenced by multiple factors in Mandarin Chinese. The factors influencing reference choice and the relations between discourse prominence and pronoun resolution are discussed. It suggests discourse prominence is an essential organizational principle in reference resolution. The factors that influence pronoun resolution in Mandarin Chinese might be studied and explained from the perspective of discourse prominence. Methodology: A formal operational scheme with conditional inference recursive partitioning tree and random forest analysis analyzing discourse data collected from a picture-sequence-based narrative elicitation method is provided. Results: The results confirmed the idea that the discourse prominence-lending cues, including thematic role, animacy, grammatic role, topic, referential distance, and mentioned number, influence pronoun resolution in Mandarin Chinese. Animacy and reference distance might be involved in the important variances, and reference distance relates to topic maintenance, discourse dynamicity, and structural attraction. Conclusion: The findings demonstrated that the discourse prominence-lending cues influence pronoun resolution in Mandarin Chinese. The third person pronouns often signal topic maintenance and high discourse prominence, while demonstratives often signal topic shift and low discourse prominence. Moreover, demonstratives often signal focus reinforcement. Therefore, topic and focus are also considered as the two crucial elements affecting pronoun resolution in Mandarin Chinese.
{"title":"The Third Person Pronoun and Demonstrative Resolution in Mandarin Chinese and Discourse Prominence","authors":"Lin Zhu","doi":"10.58803/jclr.2023.386107.1008","DOIUrl":"https://doi.org/10.58803/jclr.2023.386107.1008","url":null,"abstract":"Introduction: The third person pronoun and demonstrative resolution are influenced by multiple factors in Mandarin Chinese. The factors influencing reference choice and the relations between discourse prominence and pronoun resolution are discussed. It suggests discourse prominence is an essential organizational principle in reference resolution. The factors that influence pronoun resolution in Mandarin Chinese might be studied and explained from the perspective of discourse prominence. Methodology: A formal operational scheme with conditional inference recursive partitioning tree and random forest analysis analyzing discourse data collected from a picture-sequence-based narrative elicitation method is provided. Results: The results confirmed the idea that the discourse prominence-lending cues, including thematic role, animacy, grammatic role, topic, referential distance, and mentioned number, influence pronoun resolution in Mandarin Chinese. Animacy and reference distance might be involved in the important variances, and reference distance relates to topic maintenance, discourse dynamicity, and structural attraction. Conclusion: The findings demonstrated that the discourse prominence-lending cues influence pronoun resolution in Mandarin Chinese. The third person pronouns often signal topic maintenance and high discourse prominence, while demonstratives often signal topic shift and low discourse prominence. Moreover, demonstratives often signal focus reinforcement. Therefore, topic and focus are also considered as the two crucial elements affecting pronoun resolution in Mandarin Chinese.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124595572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
K. Jalilzadeh, Azizeh Chalak, Alireza Sabzehparvar
Introduction: Positive psychology has been a buzzword in language learning and teaching practices recently. Among different concepts, grit, a tendency to maintain stamina to tackle long-term challenges, has received significant but inadequate consideration. Therefore, the current study aimed to investigate the role of grit in learning English as a foreign language (EFL) by Iranian, Turkish, and Iraqi learners. Methodology: Using a non-experimental and descriptive design, the present study explored three cohorts from Iranian, Turkish, and Iraqi learning contexts to compare EFL learners’ grit to examine whether language played a role in their perseverance of effort combined with passion. A total of 684 EFL learners participated in the study from three different cultures. The data for the study were collected via Google form employing the domain-specific L2 grit scale designed by Teimouri et al. (2020). Results: The findings revealed that Persian learners’ grit in language learning was higher than the other two groups in terms of proficiency level. Moreover, regardless of the EFL learners’ first language, learners at advanced levels had the highest mean, followed by the intermediate and elementary groups. However, there was no significant interaction between the first language and proficiency. Conclusion: In conclusion, grit can act as a strong predictor of EFL learners’ achievement as their level of English proficiency increases. The findings could benefit material developers and teachers and help them consider grit as a predictor of achievement for EFL learners.
{"title":"Cross-cultural Study of Grit among Iranian, Turkish, and Iraqi EFL Learners","authors":"K. Jalilzadeh, Azizeh Chalak, Alireza Sabzehparvar","doi":"10.58803/jclr.v1i2.6","DOIUrl":"https://doi.org/10.58803/jclr.v1i2.6","url":null,"abstract":"Introduction: Positive psychology has been a buzzword in language learning and teaching practices recently. Among different concepts, grit, a tendency to maintain stamina to tackle long-term challenges, has received significant but inadequate consideration. Therefore, the current study aimed to investigate the role of grit in learning English as a foreign language (EFL) by Iranian, Turkish, and Iraqi learners. \u0000Methodology: Using a non-experimental and descriptive design, the present study explored three cohorts from Iranian, Turkish, and Iraqi learning contexts to compare EFL learners’ grit to examine whether language played a role in their perseverance of effort combined with passion. A total of 684 EFL learners participated in the study from three different cultures. The data for the study were collected via Google form employing the domain-specific L2 grit scale designed by Teimouri et al. (2020). \u0000Results: The findings revealed that Persian learners’ grit in language learning was higher than the other two groups in terms of proficiency level. Moreover, regardless of the EFL learners’ first language, learners at advanced levels had the highest mean, followed by the intermediate and elementary groups. However, there was no significant interaction between the first language and proficiency. \u0000Conclusion: In conclusion, grit can act as a strong predictor of EFL learners’ achievement as their level of English proficiency increases. The findings could benefit material developers and teachers and help them consider grit as a predictor of achievement for EFL learners.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125131449","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: The role of productive skills in social interactions is becoming more and more evident in modern communities. This study aimed to determine the effect of scaffolding on EFL learners’ speaking skills. Methodology: A total of 60 EFL students were recruited in the current study. The subjects were divided into two equal groups, namely experimental and control. Teaching speaking in the experimental group was centered on activities that offered the most aid to the students. To enhance their motivation, they were given tunes, a casual setting, and the opportunity to converse while taking turns and waiting. The control group attended a regular speaking class. Results: After conducting the pre-tests and post-tests, it was found that scaffolding could significantly improve EFL learners’ foreign language speaking skills. Scaffolding was beneficial to language learning as it aided the learning process by providing learners with linguistic support in genuine circumstances, linking their prior knowledge to the texts, and promoting interaction among learners. Conclusion: Based on the findings, EFL teachers are encouraged to employ digital games in a flipped instruction mode to enhance EFL learners’ willingness to communicate.
{"title":"Developing the Speaking Ability of EFL Learners through Scaffolding","authors":"Azam Pishadast","doi":"10.58803/jclr.v1i2.8","DOIUrl":"https://doi.org/10.58803/jclr.v1i2.8","url":null,"abstract":"Introduction: The role of productive skills in social interactions is becoming more and more evident in modern communities. This study aimed to determine the effect of scaffolding on EFL learners’ speaking skills. \u0000Methodology: A total of 60 EFL students were recruited in the current study. The subjects were divided into two equal groups, namely experimental and control. Teaching speaking in the experimental group was centered on activities that offered the most aid to the students. To enhance their motivation, they were given tunes, a casual setting, and the opportunity to converse while taking turns and waiting. The control group attended a regular speaking class. \u0000Results: After conducting the pre-tests and post-tests, it was found that scaffolding could significantly improve EFL learners’ foreign language speaking skills. Scaffolding was beneficial to language learning as it aided the learning process by providing learners with linguistic support in genuine circumstances, linking their prior knowledge to the texts, and promoting interaction among learners. \u0000Conclusion: Based on the findings, EFL teachers are encouraged to employ digital games in a flipped instruction mode to enhance EFL learners’ willingness to communicate.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116784536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: The issue of culture has been a controversial topic in foreign language teaching. One of the best resources for familiarizing foreign language learners with another language culture is textbook. Therefore, the current study aimed to investigate the culture-specific items in in terms of Kachru’s (1985) concentric circles in English textbooks used in state-run schools and private language institutes in Iraq. Methodology: Two textbooks of New Interchange series and English for Iraq series were analyzed in terms of their culture-specific items using Newmark’s (1988) framework. Cultural items related to categories of ecology, material culture, social culture, organizations, customs and ideas, gestures and habits as well as anthroponyms, were identified, and their frequency counts were computed. The Chi-square test was run to test the significance of each category. Results: The results of a Chi-square test indicated that there were no significant differences between New Interchange and English for Iraq series in terms of culture-specific items related to “the expanding circle”. However, a significant difference was found between the two series of textbooks as to the culture-specific items related to “the inner circle”. With regard to cultural items related to the Iraqi native culture, Organizations, Customs, Activities, Procedures, and Concepts were found to be the most frequent items, while Anthroponyms turned out to be the least frequent cultural items reflected in English for Iraq series of textbooks. Conclusion: It can be concluded that English textbooks published in English speaking countries (inner circle) and those published in non-native countries, such as Iraq, include items from expanding circle countries.
{"title":"An Investigation of Culture Specific Items in English Textbooks Taught at Iraqi State-run High Schools and Private Institutes","authors":"Shahad Qays","doi":"10.58803/jclr.v1i2.11","DOIUrl":"https://doi.org/10.58803/jclr.v1i2.11","url":null,"abstract":"Introduction: The issue of culture has been a controversial topic in foreign language teaching. One of the best resources for familiarizing foreign language learners with another language culture is textbook. Therefore, the current study aimed to investigate the culture-specific items in in terms of Kachru’s (1985) concentric circles in English textbooks used in state-run schools and private language institutes in Iraq. \u0000Methodology: Two textbooks of New Interchange series and English for Iraq series were analyzed in terms of their culture-specific items using Newmark’s (1988) framework. Cultural items related to categories of ecology, material culture, social culture, organizations, customs and ideas, gestures and habits as well as anthroponyms, were identified, and their frequency counts were computed. The Chi-square test was run to test the significance of each category. \u0000Results: The results of a Chi-square test indicated that there were no significant differences between New Interchange and English for Iraq series in terms of culture-specific items related to “the expanding circle”. However, a significant difference was found between the two series of textbooks as to the culture-specific items related to “the inner circle”. With regard to cultural items related to the Iraqi native culture, Organizations, Customs, Activities, Procedures, and Concepts were found to be the most frequent items, while Anthroponyms turned out to be the least frequent cultural items reflected in English for Iraq series of textbooks. \u0000Conclusion: It can be concluded that English textbooks published in English speaking countries (inner circle) and those published in non-native countries, such as Iraq, include items from expanding circle countries.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128205193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Naniana N. Benu, Piter Baun, Norci Beeh, Seprianus A. Nenotek
Introduction: Cohesive devices are regarded as an important linking marker in organizing the sequence of the idea. The purpose of this study was to find out the cohesive English devices used by Indonesian EFL students in their writing. It also dealt with the factors affecting students’ writing ability with regard to English cohesive mastery. Methodology: Participants in the current study were 100 sixth-semester EFL students studying at universities in Kupang, Indonesia. The instruments used were fill-in-the-blank tests and a sequence of pictures. The analysis of collected data revealed that the respondents were able to use references and conjunction in the fill-the-blank writing tasks. Results: It was found that substitution and ellipsis were considered difficult cohesive devices for students. The findings also confirmed that the respondents had problems using an ellipsis based on a sequence of pictures in their writing. The obtained results indicated that the Indonesian students favored using reference and conjunction cohesive devices. Various factors, such as a lack of teachers’ knowledge in introducing cohesive devices to students, can affect Indonesian learners' use of cohesive devices. Conclusion: The results of this research provided a general understanding of cohesive devices in Indonesian EFL learners’ writing. This will help to identify students’ problems in using cohesive devices, such as overuse, underuse, or never use of certain cohesive devices. Teachers are suggested to introduce the devices, such as substitution and ellipsis, in writing class.
{"title":"English Cohesive Devices Used by Indonesian EFL Learners in Their Writing","authors":"Naniana N. Benu, Piter Baun, Norci Beeh, Seprianus A. Nenotek","doi":"10.58803/jclr.v1i2.9","DOIUrl":"https://doi.org/10.58803/jclr.v1i2.9","url":null,"abstract":"Introduction: Cohesive devices are regarded as an important linking marker in organizing the sequence of the idea. The purpose of this study was to find out the cohesive English devices used by Indonesian EFL students in their writing. It also dealt with the factors affecting students’ writing ability with regard to English cohesive mastery. \u0000Methodology: Participants in the current study were 100 sixth-semester EFL students studying at universities in Kupang, Indonesia. The instruments used were fill-in-the-blank tests and a sequence of pictures. The analysis of collected data revealed that the respondents were able to use references and conjunction in the fill-the-blank writing tasks. \u0000Results: It was found that substitution and ellipsis were considered difficult cohesive devices for students. The findings also confirmed that the respondents had problems using an ellipsis based on a sequence of pictures in their writing. The obtained results indicated that the Indonesian students favored using reference and conjunction cohesive devices. Various factors, such as a lack of teachers’ knowledge in introducing cohesive devices to students, can affect Indonesian learners' use of cohesive devices. \u0000Conclusion: The results of this research provided a general understanding of cohesive devices in Indonesian EFL learners’ writing. This will help to identify students’ problems in using cohesive devices, such as overuse, underuse, or never use of certain cohesive devices. Teachers are suggested to introduce the devices, such as substitution and ellipsis, in writing class.","PeriodicalId":270616,"journal":{"name":"Journal of Contemporary Language Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115212427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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