Language learning cannot be separated from philosophy because philosophy is the mother of science. In its development, language learning was influenced by the philosophy that developed at its time, including analytic philosophy. The influence of Analytic Philosophy is felt in language teaching, especially in semantic and pragmatic research. And Russell's theory of Logical Atomism opens new horizons for scientific research, including linguistics. On the other hand, semantics is an image which is then continued by the theory of meaning used by Wittgenstein as an early study of semantics and pragmatics. Furthermore, the analytical philosophy developed by The Oxford School develops a theory of speech acts that naturally influence language learning, learning is a speech act of language learning. Keywords: Philosophy, analytic, English, pragmatics
{"title":"EFFECT OF ANALYTIC PHILOSOPHY ON ENGLISH LANGUAGE EDUCATION","authors":"Desi Nosita, Setia Rini","doi":"10.35897/eltj.v3i1.905","DOIUrl":"https://doi.org/10.35897/eltj.v3i1.905","url":null,"abstract":"Language learning cannot be separated from philosophy because philosophy is the mother of science. In its development, language learning was influenced by the philosophy that developed at its time, including analytic philosophy. The influence of Analytic Philosophy is felt in language teaching, especially in semantic and pragmatic research. And Russell's theory of Logical Atomism opens new horizons for scientific research, including linguistics. On the other hand, semantics is an image which is then continued by the theory of meaning used by Wittgenstein as an early study of semantics and pragmatics. Furthermore, the analytical philosophy developed by The Oxford School develops a theory of speech acts that naturally influence language learning, learning is a speech act of language learning.\u0000Keywords: Philosophy, analytic, English, pragmatics\u0000 ","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"2014 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86637705","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}
Feedback is crucial for assisting EFL writers since writing in English is challenging for them. Although numerous research studies have been done on the usefulness of peer and teacher feedback in EFL writing, studies that show the differences between the effectiveness of teacher's feedback versus peer's feedback and the student's reactions to mixing feedback are generally rare. This study was thus conducted on the peer and teacher feedback and both feedback model in three writing paragraphs for twenty students at an intermediate school in Buraydah, Saudi Arabia, where English is taught as a foreign language. To identify the students' reactions in the pre-post application of the questionnaire and the pre-post test design for one group of students, the study used a semi-experimental approach. The findings indicated no significant differences at a significance level of less than 0.05 between the mean scores of the peers and the teacher feedback. The experiment had success in terms of students’ positive attitudes towards mixing feedback models, the usefulness of peer comments, high percentages of feedback incorporations, and high overall writing scores. Therefore, based on the study results, the researcher confirms the usefulness of mixed feedback and recommends using it to improve student's' English writing skills.
{"title":"EFL Students' Reactions to Peer versus Teacher Feedback to Improve Writing Skills: A Study at Intermediate School Level","authors":"Raghad T. Almutairi","doi":"10.5539/elt.v16n4p88","DOIUrl":"https://doi.org/10.5539/elt.v16n4p88","url":null,"abstract":"Feedback is crucial for assisting EFL writers since writing in English is challenging for them. Although numerous research studies have been done on the usefulness of peer and teacher feedback in EFL writing, studies that show the differences between the effectiveness of teacher's feedback versus peer's feedback and the student's reactions to mixing feedback are generally rare. This study was thus conducted on the peer and teacher feedback and both feedback model in three writing paragraphs for twenty students at an intermediate school in Buraydah, Saudi Arabia, where English is taught as a foreign language. To identify the students' reactions in the pre-post application of the questionnaire and the pre-post test design for one group of students, the study used a semi-experimental approach. The findings indicated no significant differences at a significance level of less than 0.05 between the mean scores of the peers and the teacher feedback. The experiment had success in terms of students’ positive attitudes towards mixing feedback models, the usefulness of peer comments, high percentages of feedback incorporations, and high overall writing scores. Therefore, based on the study results, the researcher confirms the usefulness of mixed feedback and recommends using it to improve student's' English writing skills.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78969458","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}
Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023
《英语语言教学》第16卷第4期，2023年
{"title":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023","authors":"G. Yu","doi":"10.5539/elt.v16n4p109","DOIUrl":"https://doi.org/10.5539/elt.v16n4p109","url":null,"abstract":"Reviewer acknowledgements for English Language Teaching, Vol. 16, No. 4, 2023","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"15 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84812527","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 research aims to analyze the types and the meaning of interjection in the WhatsApp group. The research employs descriptive qualitative approach pragmatic since this research is conversation analysis the data were collected from the dialog or conversation student in WhatsApp group. The result of the research that The types of interjection that found in this group namely, the interjection of wonder, interjection of gratitude, interjection of hope, interjection of invitation, interjection of surprise, interjection of admiration or satisfaction and interjection of annoyance. The most frequently found part of interjection of wonder. There are three word of interjection wonder namely, haduh, loh kok bisa and leh. There are several meanings of interjection found by researchers, namely, the meaning of sadness, the meaning of wonder, the meaning of annoyance, the meaning of hope, the meaning of surprise, the meaning of invitation, the meaning of gratitude and the meaning of admiration. Keywords: pragmatics, types and meanings of interjection, whatsapp group.
{"title":"AN ANALYSIS OF INTERJECTION IN WHATSAPP GROUP","authors":"Fatimah Azzahro, Joko Wibowo","doi":"10.35897/eltj.v3i1.921","DOIUrl":"https://doi.org/10.35897/eltj.v3i1.921","url":null,"abstract":"This research aims to analyze the types and the meaning of interjection in the WhatsApp group. The research employs descriptive qualitative approach pragmatic since this research is conversation analysis the data were collected from the dialog or conversation student in WhatsApp group. The result of the research that The types of interjection that found in this group namely, the interjection of wonder, interjection of gratitude, interjection of hope, interjection of invitation, interjection of surprise, interjection of admiration or satisfaction and interjection of annoyance. The most frequently found part of interjection of wonder. There are three word of interjection wonder namely, haduh, loh kok bisa and leh. There are several meanings of interjection found by researchers, namely, the meaning of sadness, the meaning of wonder, the meaning of annoyance, the meaning of hope, the meaning of surprise, the meaning of invitation, the meaning of gratitude and the meaning of admiration. \u0000Keywords: pragmatics, types and meanings of interjection, whatsapp group.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77058563","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 research is aimed at investigating of improving vocabulary using Tik Tok Application at Mts Mambaul Ulum Gumukmas. The type of this research is classroom action research (CAR). Classroom action research is a study that consists of several stages in one cycle, namely preparing, acting, observing, and reflecting. In collecting data, researchers used three methods, namely observation, interviews, and tests. The result that can be conveyed are: (a)In the preliminary condition, the students' vocabulary ability is still below the minimum completeness criteria value with an average value of 61.19, (b) The application of video tiktok in learning in the classroom is known to have a positive effect on the development of students' vocabulary skills, in the first cycle it is known that after conducting two meetings on the final test it is known that the average score of children has increased to 75.38, and (c) The application of tiktok videos in the second cycle is known to have increased again from 75.38 in the first cycle, in the second cycle it has increased to 81.76, so it can be concluded that the application of tiktok videos has a good influence on the process and results of vocabulary learning. Keywords: Vocabulary, Tik Tok Application, and Classroom Action Research (CAR)
{"title":"IMPROVING VOCABULARY USING TIK TOK APPLICATION","authors":"Luluk Syifaul Fitriyah, Norma Ita sholichah","doi":"10.35897/eltj.v3i1.934","DOIUrl":"https://doi.org/10.35897/eltj.v3i1.934","url":null,"abstract":"This research is aimed at investigating of improving vocabulary using Tik Tok Application at Mts Mambaul Ulum Gumukmas. The type of this research is classroom action research (CAR). Classroom action research is a study that consists of several stages in one cycle, namely preparing, acting, observing, and reflecting. In collecting data, researchers used three methods, namely observation, interviews, and tests. The result that can be conveyed are: (a)In the preliminary condition, the students' vocabulary ability is still below the minimum completeness criteria value with an average value of 61.19, (b) The application of video tiktok in learning in the classroom is known to have a positive effect on the development of students' vocabulary skills, in the first cycle it is known that after conducting two meetings on the final test it is known that the average score of children has increased to 75.38, and (c) The application of tiktok videos in the second cycle is known to have increased again from 75.38 in the first cycle, in the second cycle it has increased to 81.76, so it can be concluded that the application of tiktok videos has a good influence on the process and results of vocabulary learning.\u0000Keywords: Vocabulary, Tik Tok Application, and Classroom Action Research (CAR)\u0000 ","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84667592","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 status of the discipline is the key to its development. This paper investigates the current status of the subject of English in high schools and argues that its reduced disciplinary status will have a profound impact on the development of English. From the perspective of an independent discipline, high school English teaching is a relatively independent discipline. The disciplinary position is both a matter of doctrine and jurisprudence. Because it has not been given its proper disciplinary status for a long time, high school English teaching used to be introduced as a flexible teaching mode in the profession of talent training. With the in-depth development of the reform of English teaching in high schools in China, the discipline construction of English teaching in colleges and universities needs more attention, and it is suggested that English is strengthened as a professional course, and the status of English discipline is continuously enhanced and upgraded.
{"title":"A Study on Strategies to Enhance the Status of English Subject","authors":"A. Guo","doi":"10.5539/elt.v16n4p81","DOIUrl":"https://doi.org/10.5539/elt.v16n4p81","url":null,"abstract":"The status of the discipline is the key to its development. This paper investigates the current status of the subject of English in high schools and argues that its reduced disciplinary status will have a profound impact on the development of English. From the perspective of an independent discipline, high school English teaching is a relatively independent discipline. The disciplinary position is both a matter of doctrine and jurisprudence. Because it has not been given its proper disciplinary status for a long time, high school English teaching used to be introduced as a flexible teaching mode in the profession of talent training. With the in-depth development of the reform of English teaching in high schools in China, the discipline construction of English teaching in colleges and universities needs more attention, and it is suggested that English is strengthened as a professional course, and the status of English discipline is continuously enhanced and upgraded.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77218477","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 at investigating speech act behind the slogan of "kuliah Sak Ngajine". Theory of speech act employed is the one belonged to Austin which consists of three kinds i.e. locution, illocution, and perlocution. Based on qualitative method used it is discovered that locutionary act of this slogan refers to having studying both common academic learning and Islamic courses. Illocution act of this slogan imply that Kuliah Sak Ngajine is having learning process followed by irfani values in order to make values of kepesantrenan emerge. Perlocutionionary act of Kuliah Sak Ngajine slogan indicates that not all the students implement learning process by irfani values properly. Keywords; slogan, speech act.
{"title":"SLOGAN OF “KULIAH SAK NGAJINE” IN PERSPECTIVE OF SPEECH ACT","authors":"Muyassaroh","doi":"10.35897/eltj.v3i1.924","DOIUrl":"https://doi.org/10.35897/eltj.v3i1.924","url":null,"abstract":"This study aims at investigating speech act behind the slogan of \"kuliah Sak Ngajine\". Theory of speech act employed is the one belonged to Austin which consists of three kinds i.e. locution, illocution, and perlocution. Based on qualitative method used it is discovered that locutionary act of this slogan refers to having studying both common academic learning and Islamic courses. Illocution act of this slogan imply that Kuliah Sak Ngajine is having learning process followed by irfani values in order to make values of kepesantrenan emerge. Perlocutionionary act of Kuliah Sak Ngajine slogan indicates that not all the students implement learning process by irfani values properly.\u0000Keywords; slogan, speech act.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90230376","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 article discusses how the humorous elements of the short animated film Once Upon a Snowman are conveyed to Indonesian by means of translation using subtitle media. The analysis in this study aims to find out whether humor in English is also considered funny in Indonesian. The results of the study show that there is complexity in translating humor using language features. The animated film Once Upon a Snowman adopts an interpretive-communicative translation method and in doing so several compromises are made. Especially through simplification which often results in a loss of humor Keywords: Humor, Translation
{"title":"HUMOR LOSS IN THE SHORT FILM ONCE UPON A SNOWMAN","authors":"Moh Kavin Lidinillah","doi":"10.35897/eltj.v3i1.932","DOIUrl":"https://doi.org/10.35897/eltj.v3i1.932","url":null,"abstract":"This article discusses how the humorous elements of the short animated film Once Upon a Snowman are conveyed to Indonesian by means of translation using subtitle media. The analysis in this study aims to find out whether humor in English is also considered funny in Indonesian. The results of the study show that there is complexity in translating humor using language features. The animated film Once Upon a Snowman adopts an interpretive-communicative translation method and in doing so several compromises are made. Especially through simplification which often results in a loss of humor\u0000Keywords: Humor, Translation","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"91 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73526394","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}
Children aged four and five served as the research subjects for the study "Vocabulary Acquisition of Children in Roudlotut Taaibin (Non-Formal Education)". The goal of this study was to compare the amount of vocabulary learned by four- and five-year-old children who were categorized based on the terms they used. This research is descriptive qualitative since it looks at linguistic phenomena across a certain time period. According to the findings of this study, four-year-olds acquire more vocabulary than five-year-olds do. On average, four- and five-year-olds acquire 100 more words in just eight minutes. Furthermore, the nouns that they occupied in the first sequence were the most typical words that four- and five- year-old children learned. Verb, adjective, and other words were the last terms they were able to master. Keywords: Psycholinguistics, Vocabulary, Acquisition
{"title":"VOCABULARY ACQUISITION FOR TODDLERS: IMPACTS OF INTERNAL AND EXTERNAL CIRCUMSTANCES","authors":"Qonita Naylilhusna","doi":"10.35897/eltj.v3i1.939","DOIUrl":"https://doi.org/10.35897/eltj.v3i1.939","url":null,"abstract":"Children aged four and five served as the research subjects for the study \"Vocabulary Acquisition of Children in Roudlotut Taaibin (Non-Formal Education)\". The goal of this study was to compare the amount of vocabulary learned by four- and five-year-old children who were categorized based on the terms they used. This research is descriptive qualitative since it looks at linguistic phenomena across a certain time period. According to the findings of this study, four-year-olds acquire more vocabulary than five-year-olds do. On average, four- and five-year-olds acquire 100 more words in just eight minutes. Furthermore, the nouns that they occupied in the first sequence were the most typical words that four- and five- year-old children learned. Verb, adjective, and other words were the last terms they were able to master.\u0000Keywords: Psycholinguistics, Vocabulary, Acquisition","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"112 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91013922","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}
English education in Japan has recently been changing to focus on communication skills. The purpose of this research was to identify how the emotional (foreign language enjoyment and foreign language classroom anxiety) and psychological (motivation and self-confidence) factors might differentially stimulate students’ attainment of higher English proficiency in student-centered communicative lessons. The classes included pair/group work with a point-addition system. A questionnaire was filled in by 108 EFL freshmen. A multiple linear regression analysis was calculated, and the results of the questionnaire exhibited that the students who had stronger motivation, self-confidence, and enjoyment could expect to receive higher TOEIC IP scores. The students' essay reports showed that the point-addition system introduced during the research might be a culprit for increasing the anxiety of even students with high English proficiency. Along with devising ways to lower students' anxiety (e.g. not using a stressful point-addition system), teachers are advised to use teaching methods that promote students’ positive emotions (FLE) that create more self-confidence and motivation through more communicative EFL activities.
{"title":"Factors in Becoming an Emotionally Positive English User in University Freshman Classes","authors":"Takako Inada","doi":"10.5539/elt.v16n4p62","DOIUrl":"https://doi.org/10.5539/elt.v16n4p62","url":null,"abstract":"English education in Japan has recently been changing to focus on communication skills. The purpose of this research was to identify how the emotional (foreign language enjoyment and foreign language classroom anxiety) and psychological (motivation and self-confidence) factors might differentially stimulate students’ attainment of higher English proficiency in student-centered communicative lessons. The classes included pair/group work with a point-addition system. A questionnaire was filled in by 108 EFL freshmen. A multiple linear regression analysis was calculated, and the results of the questionnaire exhibited that the students who had stronger motivation, self-confidence, and enjoyment could expect to receive higher TOEIC IP scores. The students' essay reports showed that the point-addition system introduced during the research might be a culprit for increasing the anxiety of even students with high English proficiency. Along with devising ways to lower students' anxiety (e.g. not using a stressful point-addition system), teachers are advised to use teaching methods that promote students’ positive emotions (FLE) that create more self-confidence and motivation through more communicative EFL activities.","PeriodicalId":30319,"journal":{"name":"Brazilian English Language Teaching Journal","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83179626","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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