Thi Anh Nguyen, Thao Thanh Le, Mai Dong Vang, Y. H. Phuong, Thu Thi Anh Huynh, T. H. Nguyen, T. T. Phạm
This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers’ perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.
{"title":"Vietnamese EFL high school teachers’ perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions","authors":"Thi Anh Nguyen, Thao Thanh Le, Mai Dong Vang, Y. H. Phuong, Thu Thi Anh Huynh, T. H. Nguyen, T. T. Phạm","doi":"10.59400/fls.v5i2.1863","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1863","url":null,"abstract":"This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers’ perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128584937","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}
The paper attempts interrogation of theoretics in the present: “theory in its selective tradition” (Williams, 1989), to highlight major departures of the said genre from the past writings in the domain, which were liberal, democratic, egalitarian, dialogic, and interacted to continue extended dialogue with earlier prevailing thought. Such writings interacted by attempting to comprehend the earlier insights and negotiated amendments, elaborations, and even transformations, where needed. However, in the “selective tradition” such features have receded and combative politics, coupled with irresolution, dissembling, with insurrectionary core are present predominantly. Eschewing telos, with mere negotiations, always (!) in the interstices, to proclaim genesis through rupture, wherein abstention from former insights is the prominent feature. This is not restricted to one or two theorists, but extends across the spectrum. There is recursivity and reflexivity, turning regressive, severed from praxis, wherein political remains restricted only to its articulation, without connecting with organization(s) so as to be transformative and melioristic. Here, there is theoretical rigour, per se. The intention in the paper is as Brandom (1994) says, to make it “explicit”.
{"title":"Regressus ET reflexivity: Belletristic semantique problematique, ET dissimulare","authors":"Sharanpal Singh, Shilpi Goyal","doi":"10.59400/fls.v5i2.1658","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1658","url":null,"abstract":"The paper attempts interrogation of theoretics in the present: “theory in its selective tradition” (Williams, 1989), to highlight major departures of the said genre from the past writings in the domain, which were liberal, democratic, egalitarian, dialogic, and interacted to continue extended dialogue with earlier prevailing thought. Such writings interacted by attempting to comprehend the earlier insights and negotiated amendments, elaborations, and even transformations, where needed. However, in the “selective tradition” such features have receded and combative politics, coupled with irresolution, dissembling, with insurrectionary core are present predominantly. Eschewing telos, with mere negotiations, always (!) in the interstices, to proclaim genesis through rupture, wherein abstention from former insights is the prominent feature. This is not restricted to one or two theorists, but extends across the spectrum. There is recursivity and reflexivity, turning regressive, severed from praxis, wherein political remains restricted only to its articulation, without connecting with organization(s) so as to be transformative and melioristic. Here, there is theoretical rigour, per se. The intention in the paper is as Brandom (1994) says, to make it “explicit”.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125223213","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}
Proficiency in English as a foreign language (EFL) holds significant importance in various professional domains, including the field of logistics. However, not all individuals proficient in EFL possess effective English communication skills. Hence, the objective of this research is to investigate the English communication strategies employed by Thai professionals working in the logistics industry. To receive participants’ perspectives, a comprehensive approach involving questionnaires and focus-group interviews was employed. The survey results revealed that the most frequently utilized strategies encompassed rechecking, revising, identifying key concepts, and employing dictionaries, while the least commonly used strategies were self-development, guessing, word coinage, and the use of all-purpose words, respectively. Furthermore, the in-depth insights derived from the interviews revealed that participants employed English communication for diverse purposes, including email correspondence, meetings, ordering processes, and purchasing, thereby necessitating the utilization of distinct strategies for each of the four language skills. Remarkably, website translation tools emerged as vital resources for Thai logistics professionals, forming an integral component of their digital strategy. Ultimately, the findings of this study bear relevance to both pedagogical practices and business English training programs, with specific implications for the logistics industry.
{"title":"English communication strategies among Thai logistics professionals","authors":"Prathomwat Suraprajit, Kusuma Piriyapun","doi":"10.59400/fls.v5i2.1799","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1799","url":null,"abstract":"Proficiency in English as a foreign language (EFL) holds significant importance in various professional domains, including the field of logistics. However, not all individuals proficient in EFL possess effective English communication skills. Hence, the objective of this research is to investigate the English communication strategies employed by Thai professionals working in the logistics industry. To receive participants’ perspectives, a comprehensive approach involving questionnaires and focus-group interviews was employed. The survey results revealed that the most frequently utilized strategies encompassed rechecking, revising, identifying key concepts, and employing dictionaries, while the least commonly used strategies were self-development, guessing, word coinage, and the use of all-purpose words, respectively. Furthermore, the in-depth insights derived from the interviews revealed that participants employed English communication for diverse purposes, including email correspondence, meetings, ordering processes, and purchasing, thereby necessitating the utilization of distinct strategies for each of the four language skills. Remarkably, website translation tools emerged as vital resources for Thai logistics professionals, forming an integral component of their digital strategy. Ultimately, the findings of this study bear relevance to both pedagogical practices and business English training programs, with specific implications for the logistics industry.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122704058","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}
This study aimed to investigate the impact of role-play on the vocabulary learning and retention of Iranian intermediate-level EFL learners. A quasi-experimental design with a pretest-posttest control group was employed to achieve this objective. The study consisted of 50 male intermediate students who were conveniently selected as participants. The research instruments included an Oxford Placement Test (OPT), a pretest, an immediate posttest, and a delayed posttest. During the treatment period, the experimental and control groups attended 12 classes at the institute. The conditions were identical for both groups, except that role-play was incorporated into the instructional approach for the experimental group while it was omitted for the control group. The findings indicated that role-play positively and significantly influenced the learners’ vocabulary acquisition and long-term retention.
{"title":"The effect of role-play on vocabulary learning and retention in Iranian EFL learners","authors":"Afshin Soori, Reza Kafipour, Taif Abdulhussein Dakhil, Laleh Khojasteh, Behnam Behrosi","doi":"10.59400/fls.v5i2.1835","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1835","url":null,"abstract":"This study aimed to investigate the impact of role-play on the vocabulary learning and retention of Iranian intermediate-level EFL learners. A quasi-experimental design with a pretest-posttest control group was employed to achieve this objective. The study consisted of 50 male intermediate students who were conveniently selected as participants. The research instruments included an Oxford Placement Test (OPT), a pretest, an immediate posttest, and a delayed posttest. During the treatment period, the experimental and control groups attended 12 classes at the institute. The conditions were identical for both groups, except that role-play was incorporated into the instructional approach for the experimental group while it was omitted for the control group. The findings indicated that role-play positively and significantly influenced the learners’ vocabulary acquisition and long-term retention.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133547006","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}
This study aims to examine interpreting students’ perceptions of using tablets for interpreting note-taking (INT). A mixed-method approach was adopted, including quantitative methods based on Gile’s two-phase effort model of consecutive interpreting (CI) to investigate respondents’ experiences and perceptions, as well as qualitative methods to explore differences between professionals and beginners regarding their preferences and user experiences with note-taking tools. Additionally, factors within the Technology Acceptance Model (TAM) framework that significantly impacted the acceptance of tablet-based interpreting were analyzed. Our research findings reveal valuable insights into students’ attitudes towards integrating technology into interpreter training programs while highlighting key factors influencing tablet-based note-taking adoption or rejection among participants. Moreover, this study emphasizes the importance of developing an application specifically designed for INT to meet the unique needs of interpreters and stresses that training plays an essential role in facilitating the adoption of tablet-based INT. Teachers are suggested to take the initiative to try tablet-based INT themselves before they make their decisions on whether to introduce the technology to their students.
{"title":"The acceptance of tablet for note-taking in consecutive interpreting in a classroom context: The students’ perspectives","authors":"Yuying Wang, Yuan Tian, Yunxiao Jiang, Zhonggen Yu","doi":"10.59400/fls.v5i2.1862","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1862","url":null,"abstract":"This study aims to examine interpreting students’ perceptions of using tablets for interpreting note-taking (INT). A mixed-method approach was adopted, including quantitative methods based on Gile’s two-phase effort model of consecutive interpreting (CI) to investigate respondents’ experiences and perceptions, as well as qualitative methods to explore differences between professionals and beginners regarding their preferences and user experiences with note-taking tools. Additionally, factors within the Technology Acceptance Model (TAM) framework that significantly impacted the acceptance of tablet-based interpreting were analyzed. Our research findings reveal valuable insights into students’ attitudes towards integrating technology into interpreter training programs while highlighting key factors influencing tablet-based note-taking adoption or rejection among participants. Moreover, this study emphasizes the importance of developing an application specifically designed for INT to meet the unique needs of interpreters and stresses that training plays an essential role in facilitating the adoption of tablet-based INT. Teachers are suggested to take the initiative to try tablet-based INT themselves before they make their decisions on whether to introduce the technology to their students.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116152611","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}
The article considers the language means of realizing the quantitative aspect of foregrounding in the short stories by Chopin and contemporary flash fiction. The major technique of the quantitative aspect of foregrounding in Chopin’s stories is stylistic convergence. Stylistic convergences in her stories normally include extended metaphors and phonetic repetitions. They are usually located in such a strong position as the beginning (in 8 out of the 10 analyzed stories) where the writer describes the personality and appearance of the main character. The use of alliterations makes the stories very poetical. Stylistic convergences in contemporary flash fiction stories are also used in the most foregrounded fragments in the texts, similar to Chopin’s stories. The difference lies in the place of convergences: in the analyzed stories they are placed in another strong position, in the ending. Thus, the writers give or suggest their own conclusions about the importance of such values as family, tolerance, and sympathy to other people. The convergences in flash fiction contain two major components-metaphors and syntactic repetitions. Also, the convergences in the analyzed flash fiction stories are smaller in size than in Chopin’s texts and include such stylistic devices as play for words, oxymorons.
{"title":"The quantitative aspect of foregrounding in the classical and contemporary short stories","authors":"I. Bloshchynskyi, Yu. S. Boyko, O. Yemets","doi":"10.59400/fls.v5i2.1675","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1675","url":null,"abstract":"The article considers the language means of realizing the quantitative aspect of foregrounding in the short stories by Chopin and contemporary flash fiction. The major technique of the quantitative aspect of foregrounding in Chopin’s stories is stylistic convergence. Stylistic convergences in her stories normally include extended metaphors and phonetic repetitions. They are usually located in such a strong position as the beginning (in 8 out of the 10 analyzed stories) where the writer describes the personality and appearance of the main character. The use of alliterations makes the stories very poetical. Stylistic convergences in contemporary flash fiction stories are also used in the most foregrounded fragments in the texts, similar to Chopin’s stories. The difference lies in the place of convergences: in the analyzed stories they are placed in another strong position, in the ending. Thus, the writers give or suggest their own conclusions about the importance of such values as family, tolerance, and sympathy to other people. The convergences in flash fiction contain two major components-metaphors and syntactic repetitions. Also, the convergences in the analyzed flash fiction stories are smaller in size than in Chopin’s texts and include such stylistic devices as play for words, oxymorons.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"361 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126696669","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}
This is a preliminary study of research development for creating a dictionary of high-frequency words (HFW). Thus, this study tries to analyze the need of the ILF learners as the users of a dictionary of HFW for their ILF learning. A list of high-frequency words should be used in ILF learning so that the learning objectives can be achieved effectively. Unfortunately, the word list is not yet available. The ILF learners, especially those at the beginner level, still have difficulty using the Great Dictionary of the Indonesian Language (KBBI). They prefer using translation apps to obtain the meaning of a word, even though these apps do not always help. Employing a descriptive survey, this study involved a total of 183 ILF teachers and learners. The data were gathered through Google-form questionnaires. In addition, interviews were administered with selected ILF teachers who had a teaching experience of more than 15 years. The findings revealed that the teachers and learners had different beliefs on the vocabulary forms needed for making a dictionary of HFW. The learners still did not understand the concepts of high-frequency words. According to the teachers, HFW was more needed for ILF learning. Meanwhile, for the learners, general words were more needed. Besides, digital dictionaries were more in demand than printed dictionaries. Bilingual dictionaries were more needed than monolingual dictionaries. Both the teachers and learners believed that the dictionary of HFW should comprise sentence examples. They both agreed that the dictionary of HFW should provide information about the use of words in sentence examples, affixes, synonymous phrases, antonyms, word classes, and phonetics. Therefore, the results of this research analysis can be used as a basis for developing a dictionary that fits the needs of ILF-1 learners.
{"title":"A need analysis of the high-frequency words (HFW) dictionary for the Indonesian language for foreigners (ILF)-1 learning","authors":"E. Siagian, Liliana Muliastuti, E. Boeriswati","doi":"10.59400/fls.v5i2.1694","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1694","url":null,"abstract":"This is a preliminary study of research development for creating a dictionary of high-frequency words (HFW). Thus, this study tries to analyze the need of the ILF learners as the users of a dictionary of HFW for their ILF learning. A list of high-frequency words should be used in ILF learning so that the learning objectives can be achieved effectively. Unfortunately, the word list is not yet available. The ILF learners, especially those at the beginner level, still have difficulty using the Great Dictionary of the Indonesian Language (KBBI). They prefer using translation apps to obtain the meaning of a word, even though these apps do not always help. Employing a descriptive survey, this study involved a total of 183 ILF teachers and learners. The data were gathered through Google-form questionnaires. In addition, interviews were administered with selected ILF teachers who had a teaching experience of more than 15 years. The findings revealed that the teachers and learners had different beliefs on the vocabulary forms needed for making a dictionary of HFW. The learners still did not understand the concepts of high-frequency words. According to the teachers, HFW was more needed for ILF learning. Meanwhile, for the learners, general words were more needed. Besides, digital dictionaries were more in demand than printed dictionaries. Bilingual dictionaries were more needed than monolingual dictionaries. Both the teachers and learners believed that the dictionary of HFW should comprise sentence examples. They both agreed that the dictionary of HFW should provide information about the use of words in sentence examples, affixes, synonymous phrases, antonyms, word classes, and phonetics. Therefore, the results of this research analysis can be used as a basis for developing a dictionary that fits the needs of ILF-1 learners.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124332811","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}
In this high-technology era, students are increasingly inclined to use digital services such as Facebook, Instagram, and YouTube. Unsurprisingly, most of them are becoming more addicted to using their digital devices. Unfortunately, the accessed contents are not always suitable and reliable for their needs and ages. Therefore, they absorb all information directly without filtering the messages. This study scrutinizes the implementation of Higher-Order Thinking Skills (HOTS)-based media literacy to promote the critical social awareness of junior high school students in an EFL classroom. A case study was employed as a research design involving one eighth-grader class and one EFL teacher as participants. The data were gathered via classroom observations, interviews with the teacher and the students, and document analysis. The data were then analyzed qualitatively by referring to the principles of teaching media literacy, Higher-Order Thinking Skills, and social awareness. The findings of this study revealed that the teacher applied some principles in teaching media literacy, namely introducing general concepts, making generalizations, analyzing information, evaluating the content of information, and drawing a conclusion from the students’ actions. These principles consequently promoted the students’ critical social awareness, including emotional awareness, self-regulation, empathy, active listening, cooperation, and respect. Considering such benefits, HOTS-based media literacy can be used as an alternative learning strategy to promote the students’ critical social awareness in EFL classrooms.
{"title":"Higher-Order Thinking Skills (HOTS)-based literacy media: An innovative learning strategy to promote the secondary students’ social awareness","authors":"S. Setyarini, Herli Salim, P. Purnawarman","doi":"10.59400/fls.v5i2.1706","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1706","url":null,"abstract":"In this high-technology era, students are increasingly inclined to use digital services such as Facebook, Instagram, and YouTube. Unsurprisingly, most of them are becoming more addicted to using their digital devices. Unfortunately, the accessed contents are not always suitable and reliable for their needs and ages. Therefore, they absorb all information directly without filtering the messages. This study scrutinizes the implementation of Higher-Order Thinking Skills (HOTS)-based media literacy to promote the critical social awareness of junior high school students in an EFL classroom. A case study was employed as a research design involving one eighth-grader class and one EFL teacher as participants. The data were gathered via classroom observations, interviews with the teacher and the students, and document analysis. The data were then analyzed qualitatively by referring to the principles of teaching media literacy, Higher-Order Thinking Skills, and social awareness. The findings of this study revealed that the teacher applied some principles in teaching media literacy, namely introducing general concepts, making generalizations, analyzing information, evaluating the content of information, and drawing a conclusion from the students’ actions. These principles consequently promoted the students’ critical social awareness, including emotional awareness, self-regulation, empathy, active listening, cooperation, and respect. Considering such benefits, HOTS-based media literacy can be used as an alternative learning strategy to promote the students’ critical social awareness in EFL classrooms.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123600246","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}
As an academic endeavor in an EFL setting especially in the field of reading comprehension, this study intended to examine intercultural communicative competence (ICC) and the effects of cultural familiarity on reading comprehension based on two specific ethnicities (Turk and Fars). To this end, participants, 130 EFL students majoring in English, were chosen from three universities in Iran. The effects of cultural familiarity on students’ reading comprehension were examined by utilizing two types of processes, providing relevant background knowledge and text nativization. These two processes were used as two separate treatments for the members of the experimental groups. Members of both control and experimental groups subsequently received reading comprehension tests. Then, to elicit ICC levels, the participants were asked to complete ICC Questionnaire. The statistical analysis of the data revealed the significantly positive effect of cultural familiarity on the reading comprehension performance of both Turk and Fars experimental groups and no significant difference was observed between the reading comprehension performance and ICC level of the ethnic groups of Fars and Turks. The present study emphasizes the facilitating and positive effect of cultural familiarity on the reading comprehension of specific ethnic groups and suggests that cultural familiarity can be a valuable tool for enhancing reading comprehension and promoting language performance and cultural competence of Iranian EFL learners. Therefore, due to the importance of teaching culture in the field of English language teaching, there should be much more attention to cultural and intercultural matters when designing a language curriculum.
{"title":"A study of the intercultural communicative competence and the effects of cultural familiarity on reading comprehension based on ethnicity","authors":"Elnaz Khataee, Hamidreza Dowlatabadi","doi":"10.59400/fls.v5i2.1699","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1699","url":null,"abstract":"As an academic endeavor in an EFL setting especially in the field of reading comprehension, this study intended to examine intercultural communicative competence (ICC) and the effects of cultural familiarity on reading comprehension based on two specific ethnicities (Turk and Fars). To this end, participants, 130 EFL students majoring in English, were chosen from three universities in Iran. The effects of cultural familiarity on students’ reading comprehension were examined by utilizing two types of processes, providing relevant background knowledge and text nativization. These two processes were used as two separate treatments for the members of the experimental groups. Members of both control and experimental groups subsequently received reading comprehension tests. Then, to elicit ICC levels, the participants were asked to complete ICC Questionnaire. The statistical analysis of the data revealed the significantly positive effect of cultural familiarity on the reading comprehension performance of both Turk and Fars experimental groups and no significant difference was observed between the reading comprehension performance and ICC level of the ethnic groups of Fars and Turks. The present study emphasizes the facilitating and positive effect of cultural familiarity on the reading comprehension of specific ethnic groups and suggests that cultural familiarity can be a valuable tool for enhancing reading comprehension and promoting language performance and cultural competence of Iranian EFL learners. Therefore, due to the importance of teaching culture in the field of English language teaching, there should be much more attention to cultural and intercultural matters when designing a language curriculum.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126700286","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}
This paper aims to analyze the English adjective “heavy” and its corresponding word in Chinese, “zhong”, using the framework of lexical typology as suggested by François (2008). Through this article, we gain a comprehensive understanding of the various semantic meanings associated with “heavy” in English. These semantic meanings are derived from empirical observations and functional properties. Moreover, we compare these meanings with their corresponding counterparts in Chinese, revealing both similarities and differences with the word “zhong”. In the English language, “heavy” is connected to several senses, as defined by the Oxford Dictionary. It can refer to something weighing a lot, being worse than usual, not delicate when modifying, being thick as a material, being full of something, being large and powerful when modifying machines, being busy, or being involved in physically demanding work (heavy digging/lifting). Additionally, “heavy” can modify actions like “fall” or “hit”, describe a substantial amount of food, indicate excessive use, modify sounds, imply seriousness or difficulty, describe large bodies of water (e.g., sea/ocean), and pertain to weather conditions, air, and soil. Furthermore, it can connote strictness in certain contexts. Several of these meanings find parallels in the Chinese word “zhong”, such as referring to something that weighs a lot, modifying machines to signify size and power, relating to physically demanding work (e.g., heavy digging/lifting), describing the fall or impact of objects, indicating a substantial amount of food, or denoting seriousness or difficulty. Moreover, both “heavy” and “zhong” share the function of modifying actions related to drinking, smoking, or sleeping. However, it is important to note that in Chinese, alternative words like “chen” or “si” can also be used to express similar ideas.
{"title":"A semantic study of “heavy” and its corresponding Chinese word “zhong”","authors":"P. Hu","doi":"10.59400/fls.v5i2.1642","DOIUrl":"https://doi.org/10.59400/fls.v5i2.1642","url":null,"abstract":"This paper aims to analyze the English adjective “heavy” and its corresponding word in Chinese, “zhong”, using the framework of lexical typology as suggested by François (2008). Through this article, we gain a comprehensive understanding of the various semantic meanings associated with “heavy” in English. These semantic meanings are derived from empirical observations and functional properties. Moreover, we compare these meanings with their corresponding counterparts in Chinese, revealing both similarities and differences with the word “zhong”. In the English language, “heavy” is connected to several senses, as defined by the Oxford Dictionary. It can refer to something weighing a lot, being worse than usual, not delicate when modifying, being thick as a material, being full of something, being large and powerful when modifying machines, being busy, or being involved in physically demanding work (heavy digging/lifting). Additionally, “heavy” can modify actions like “fall” or “hit”, describe a substantial amount of food, indicate excessive use, modify sounds, imply seriousness or difficulty, describe large bodies of water (e.g., sea/ocean), and pertain to weather conditions, air, and soil. Furthermore, it can connote strictness in certain contexts. Several of these meanings find parallels in the Chinese word “zhong”, such as referring to something that weighs a lot, modifying machines to signify size and power, relating to physically demanding work (e.g., heavy digging/lifting), describing the fall or impact of objects, indicating a substantial amount of food, or denoting seriousness or difficulty. Moreover, both “heavy” and “zhong” share the function of modifying actions related to drinking, smoking, or sleeping. However, it is important to note that in Chinese, alternative words like “chen” or “si” can also be used to express similar ideas.","PeriodicalId":285689,"journal":{"name":"Forum for Linguistic Studies","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129201560","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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