This study considered the recognition of persons' gender through the differences of the discoursal features and stylistic choices of their Arabic Facebook comments. Three hundred comments on different topics were collected from same-/cross-sex interactions of friends, acquaintances and relatives having similar educational and social backgrounds and with an age range 20- 50. Some research questions were raised as to whether males and females differed in terms of the discoursal features of their comments as well as the ability to recognize the person's gender on the basis of these features. Accordingly, some hypotheses were formulated, viz. males' and females' comments involved distinguished gendered discoursal features and styles, females behaved in line with maintenance roles while males behaved in line with task- oriented roles, and the persons' gender could be predicted through applying the gendered features they had. The study came up with various conclusions that, to some extent, confirmed the hypotheses stated.
{"title":"Does Anonymity Matter? A Discoursal Study of Gender Recognition on Arabic Facebook Comments","authors":"Nashwan Mustafa Al-Sa’ati","doi":"10.33736/ils.1771.2019","DOIUrl":"https://doi.org/10.33736/ils.1771.2019","url":null,"abstract":"This study considered the recognition of persons' gender through the differences of the discoursal features and stylistic choices of their Arabic Facebook comments. Three hundred comments on different topics were collected from same-/cross-sex interactions of friends, acquaintances and relatives having similar educational and social backgrounds and with an age range 20- 50. Some research questions were raised as to whether males and females differed in terms of the discoursal features of their comments as well as the ability to recognize the person's gender on the basis of these features. Accordingly, some hypotheses were formulated, viz. males' and females' comments involved distinguished gendered discoursal features and styles, females behaved in line with maintenance roles while males behaved in line with task- oriented roles, and the persons' gender could be predicted through applying the gendered features they had. The study came up with various conclusions that, to some extent, confirmed the hypotheses stated.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":"8 1","pages":"13-31"},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44845381","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}
Self-mention used by university-level Yemeni writers is regarded as a challenging task. The overuse use of this feature is often considered as less formal and objective in academic writing. Despite the significance of this feature in academic writing, previous studies were mostly conducted in the Western cultural context. Research on self-mention produced by EFL learners of Arabic cultural background seems to be overlooked. Therefore, this study aimed to explore and compare the use of the first-person pronouns across three proficiency levels in an argumentative paragraph written by 80 third-year undergraduate students. Data were collected, assessed by ELT specialists, and then quantitatively analyzed. The results revealed that Yemeni EFL learners make extensive use of the first-person pronouns in their argumentative paragraphs. Differences were found in the occurrences of the first-person pronouns across three proficiency levels. The results also indicated that learners with a high proficiency level tend to use the first-person pronouns less than learners at low and intermediate proficiency levels. Since low-proficient learners rely more on the use of the first-person pronouns than those at higher levels, learners need to be exposed to a variety of strategies of how they can project their voice appropriately in their written texts.
{"title":"Exploring Self-Mention in The Yemeni EFL Argumentative Writing Across Three Proficiency Levels","authors":"Ali S. Alward","doi":"10.33736/ils.1693.2019","DOIUrl":"https://doi.org/10.33736/ils.1693.2019","url":null,"abstract":"Self-mention used by university-level Yemeni writers is regarded as a challenging task. The overuse use of this feature is often considered as less formal and objective in academic writing. Despite the significance of this feature in academic writing, previous studies were mostly conducted in the Western cultural context. Research on self-mention produced by EFL learners of Arabic cultural background seems to be overlooked. Therefore, this study aimed to explore and compare the use of the first-person pronouns across three proficiency levels in an argumentative paragraph written by 80 third-year undergraduate students. Data were collected, assessed by ELT specialists, and then quantitatively analyzed. The results revealed that Yemeni EFL learners make extensive use of the first-person pronouns in their argumentative paragraphs. Differences were found in the occurrences of the first-person pronouns across three proficiency levels. The results also indicated that learners with a high proficiency level tend to use the first-person pronouns less than learners at low and intermediate proficiency levels. Since low-proficient learners rely more on the use of the first-person pronouns than those at higher levels, learners need to be exposed to a variety of strategies of how they can project their voice appropriately in their written texts.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":"8 1","pages":"48-60"},"PeriodicalIF":0.0,"publicationDate":"2019-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46629012","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 use of computer-mediated communication (CMC) in the classroom is common nowadays. The bulk of literature produced so far has done little in informing us the factors that facilitate the role of CMC in language writing, and the nature of the interaction that takes place via CMC in a systematic manner. This paper examines what empirical research has found out about the factors that facilitate the use of CMC in second/ foreign language writing instruction and learning, and the nature of interaction that takes place via CMC in an educational context. 60 peer-reviewed published primary studies from 2007-2017 were reviewed. The key findings are as follows. First, instructor support plays a critical role in ensuring the successful implementation of a CMC tool in the classroom. Second, the affordances of CMC in enhancing the writer’s identity and the presence of an audience can increase learners’ motivation to write. Third, both asynchronous and synchronous CMC have shown to be beneficial, and the provision of training can further enhance the effectiveness of peer reviews. Last, the participatory patterns of CMC in writing are influenced by factors such as task type, personal goals, native-speaker status, and self-perceived competencies. Pedagogical implications are suggested.
{"title":"Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research","authors":"Linda Tay, Y. L. Cheung","doi":"10.33736/ils.1477.2019","DOIUrl":"https://doi.org/10.33736/ils.1477.2019","url":null,"abstract":"The use of computer-mediated communication (CMC) in the classroom is common nowadays. The bulk of literature produced so far has done little in informing us the factors that facilitate the role of CMC in language writing, and the nature of the interaction that takes place via CMC in a systematic manner. This paper examines what empirical research has found out about the factors that facilitate the use of CMC in second/ foreign language writing instruction and learning, and the nature of interaction that takes place via CMC in an educational context. 60 peer-reviewed published primary studies from 2007-2017 were reviewed. The key findings are as follows. First, instructor support plays a critical role in ensuring the successful implementation of a CMC tool in the classroom. Second, the affordances of CMC in enhancing the writer’s identity and the presence of an audience can increase learners’ motivation to write. Third, both asynchronous and synchronous CMC have shown to be beneficial, and the provision of training can further enhance the effectiveness of peer reviews. Last, the participatory patterns of CMC in writing are influenced by factors such as task type, personal goals, native-speaker status, and self-perceived competencies. Pedagogical implications are suggested.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":"8 1","pages":"79-95"},"PeriodicalIF":0.0,"publicationDate":"2019-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47560980","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 explores the human being metaphors in Ekegusii pop songs (EPS). Composers of EPS use human being metaphors to convey their message in different perspectives. It is possible for the meaning of the human being metaphors to elude the audience of EPS because language is both embodied and situated in a specific environment. Therefore, the meaning of the metaphors need to be objectively interpreted to reveal the message of the composers. The study purposively sampled Christopher Mosioma’s (Embarambamba) EPS amasomo (education) and the late Ontiri Bikundo’s obwanchani (love) based on the songs’ richness in metaphors. The Metaphor Identification Procedure Vrije Universiteit was used to identify 54 metaphors in the EPS by four coders (including the researchers). The concept of conceptual mapping, which is a fundamental tenet of the Conceptual Metaphor Theory, was employed to understand the source domains in terms of the target domains. The identified metaphors were classified into four conceptual domains of human being, animal, plant and object using the principle of the Great Chain of Being Metaphor. The paper then identified eight human being metaphors for the present study. The research found that human being metaphors are important ways of conceptualizing other human beings in society. In addition, metaphors are important tools of communication and should be explained using a cognitive semantics framework. The findings of the study will benefit the audience of the EPS, ethnographers and metaphor theorists to conceptualise EPS and culture.
{"title":"Interpreting the Human Being Metaphors in Ekegusii Pop Songs Using the Cognitive Semantics Framework","authors":"V. Ntabo, N. Nyarigoti, Moses Gatambũki Gathigia","doi":"10.33736/ILS.1612.2018","DOIUrl":"https://doi.org/10.33736/ILS.1612.2018","url":null,"abstract":"The paper explores the human being metaphors in Ekegusii pop songs (EPS). Composers of EPS use human being metaphors to convey their message in different perspectives. It is possible for the meaning of the human being metaphors to elude the audience of EPS because language is both embodied and situated in a specific environment. Therefore, the meaning of the metaphors need to be objectively interpreted to reveal the message of the composers. The study purposively sampled Christopher Mosioma’s (Embarambamba) EPS amasomo (education) and the late Ontiri Bikundo’s obwanchani (love) based on the songs’ richness in metaphors. The Metaphor Identification Procedure Vrije Universiteit was used to identify 54 metaphors in the EPS by four coders (including the researchers). The concept of conceptual mapping, which is a fundamental tenet of the Conceptual Metaphor Theory, was employed to understand the source domains in terms of the target domains. The identified metaphors were classified into four conceptual domains of human being, animal, plant and object using the principle of the Great Chain of Being Metaphor. The paper then identified eight human being metaphors for the present study. The research found that human being metaphors are important ways of conceptualizing other human beings in society. In addition, metaphors are important tools of communication and should be explained using a cognitive semantics framework. The findings of the study will benefit the audience of the EPS, ethnographers and metaphor theorists to conceptualise EPS and culture.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44107491","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}
Peribahasa Tamil merupakan cabang seni sastera lisan dalam budaya masyarakat India. Peribahasa juga dicipta hasil daripada pengamatan lapisan masyarakat terhadap keistimewaan alam semula jadi ciptaan Tuhan yang juga mempunyai makna tersurat dan tersirat. Sehubungan dengan itu, kajian ini bertujuan untuk mengenal pasti makna implisit di sebalik peribahasa Tamil yang menggunakan imej tumbuhan, khususnya imej rumput serta pengaruh budaya yang menyebabkan lahirnya peribahasa yang melibatkan imej tumbuhan di samping mengenali makna harfiah peribahasa Tamil yang menggunakan imej tumbuhan. Kajian ini bukan sahaja dilaksanakan untuk mengenal pasti dan menganalisis makna implisit di sebalik penggunaan 25 peribahasa Tamil yang menggunakan imej tumbuhan malah juga untuk menganalisis pengaruh budaya dan akal budi dari aspek semantik inkuisitif dalam peribahasa Tamil yang mempunyai imej tumbuhan. Di samping itu, kajian ini juga dilaksanakan mengikut kaedah kualitatif iaitu melalui temu bual terhadap empat orang informan dan ulasan yang dibuat terhadap peribahasa Tamil yang menggunakan imej tumbuhan. Dapatan kajian ini menunjukkan bahawa masyarakat India mencipta setiap peribahasa menggunakan alam semula jadi di sekeliling mereka. Selain itu, setiap peribahasa yang dicipta mempunyai makna implisit di sebaliknya dan setiap makna itu mempunyai satu ikatan yang kukuh dengan budaya serta akal budi masyarakat tersebut. Kesimpulannya, penelitian terhadap peribahasa Tamil telah menyerlahkan ketinggian pemikiran dan akal budi masyarakat India dalam penciptaan peribahasa Tamil yang menggunakan imej tumbuhan.
{"title":"Format Imej Rumput dalam Peribahasa Tamil: Suatu Kajian Semantik Inkuisitif","authors":"Tangaprabu Murthy, Mary Fatimah Subet","doi":"10.33736/ILS.1616.2018","DOIUrl":"https://doi.org/10.33736/ILS.1616.2018","url":null,"abstract":"Peribahasa Tamil merupakan cabang seni sastera lisan dalam budaya masyarakat India. Peribahasa juga dicipta hasil daripada pengamatan lapisan masyarakat terhadap keistimewaan alam semula jadi ciptaan Tuhan yang juga mempunyai makna tersurat dan tersirat. Sehubungan dengan itu, kajian ini bertujuan untuk mengenal pasti makna implisit di sebalik peribahasa Tamil yang menggunakan imej tumbuhan, khususnya imej rumput serta pengaruh budaya yang menyebabkan lahirnya peribahasa yang melibatkan imej tumbuhan di samping mengenali makna harfiah peribahasa Tamil yang menggunakan imej tumbuhan. Kajian ini bukan sahaja dilaksanakan untuk mengenal pasti dan menganalisis makna implisit di sebalik penggunaan 25 peribahasa Tamil yang menggunakan imej tumbuhan malah juga untuk menganalisis pengaruh budaya dan akal budi dari aspek semantik inkuisitif dalam peribahasa Tamil yang mempunyai imej tumbuhan. Di samping itu, kajian ini juga dilaksanakan mengikut kaedah kualitatif iaitu melalui temu bual terhadap empat orang informan dan ulasan yang dibuat terhadap peribahasa Tamil yang menggunakan imej tumbuhan. Dapatan kajian ini menunjukkan bahawa masyarakat India mencipta setiap peribahasa menggunakan alam semula jadi di sekeliling mereka. Selain itu, setiap peribahasa yang dicipta mempunyai makna implisit di sebaliknya dan setiap makna itu mempunyai satu ikatan yang kukuh dengan budaya serta akal budi masyarakat tersebut. Kesimpulannya, penelitian terhadap peribahasa Tamil telah menyerlahkan ketinggian pemikiran dan akal budi masyarakat India dalam penciptaan peribahasa Tamil yang menggunakan imej tumbuhan.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43676606","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 establish the genre status of the Bidayuh oral folk narrative, known as dondan, with a focus on the Bau-Jagoi Bidayuh group. In order to analyse the genre status of the dondan, the Generic Structure Potential (GSP) is used. The analyses revealed that the dondan has a similar GSP to English Fairy Tales but differs in terms of one of the elements, the Placement, which is an obligatory element in the dondan. The study also revealed that the Semantic Attributes which realises these GSP elements are more culturally based. Although the GSP of the dondan is similar to English Fairy Tales, it is the optional elements that reflect the culturally related elements of the dondan especially the communicative purpose to educate and disseminate cultural knowledge. Future work on oral folk narrative should include in-depth analysis of lexicogrammatical items.
{"title":"Establishing the Generic Structure Potential of Bidayuh Bau-Jagoi Oral Folk Narratives, Dondan","authors":"Yvonne Michelle Campbell, Kamila Ghazali, Sakina Sahuri Suffian Sahuri","doi":"10.33736/ILS.1611.2018","DOIUrl":"https://doi.org/10.33736/ILS.1611.2018","url":null,"abstract":"This study aimed to establish the genre status of the Bidayuh oral folk narrative, known as dondan, with a focus on the Bau-Jagoi Bidayuh group. In order to analyse the genre status of the dondan, the Generic Structure Potential (GSP) is used. The analyses revealed that the dondan has a similar GSP to English Fairy Tales but differs in terms of one of the elements, the Placement, which is an obligatory element in the dondan. The study also revealed that the Semantic Attributes which realises these GSP elements are more culturally based. Although the GSP of the dondan is similar to English Fairy Tales, it is the optional elements that reflect the culturally related elements of the dondan especially the communicative purpose to educate and disseminate cultural knowledge. Future work on oral folk narrative should include in-depth analysis of lexicogrammatical items.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45790886","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}
Blended learning, the instructional approach integrating online learning into face-to-face learning, is one of the approaches gaining widespread acceptance among educational practitioners. One of its advantages is to promote student engagement, which is viewed beneficial to ensure deep learning among students and address some educational issues. Although there is no specific formula for engaging all students into a course, blended learning is believed to enable student engagement further away than what is possible in a face-to-face instruction. This paper reports a case study conducted at a university in Indonesia. The purpose of the study was to investigate the implementation of blended learning in a paragraph writing course to promote student engagement. Data were collected through observations, interviews, and document analysis, and analysed using Miles, Huberman and Saldana’s (2014) interactive model. It was revealed that the instructional strategies in the course focused on the benefits of face-to-face learning as the main instructional method while the online learning was the supplementary to reinforce students’ knowledge and understanding. The implementation of blended learning in the course was able to promote student engagement particularly through the activities of uploading course materials, online writing assignments, online quizzes, student-teacher conferencing, class discussion, and group work.
{"title":"Investigating the Implementation of Blended Learning in a Paragraph Writing Course in Promoting Student Engagement: The Case of Introductory Writing Course","authors":"Anggri Muhtia, Suparno, Sumardi","doi":"10.33736/ILS.1613.2018","DOIUrl":"https://doi.org/10.33736/ILS.1613.2018","url":null,"abstract":"Blended learning, the instructional approach integrating online learning into face-to-face learning, is one of the approaches gaining widespread acceptance among educational practitioners. One of its advantages is to promote student engagement, which is viewed beneficial to ensure deep learning among students and address some educational issues. Although there is no specific formula for engaging all students into a course, blended learning is believed to enable student engagement further away than what is possible in a face-to-face instruction. This paper reports a case study conducted at a university in Indonesia. The purpose of the study was to investigate the implementation of blended learning in a paragraph writing course to promote student engagement. Data were collected through observations, interviews, and document analysis, and analysed using Miles, Huberman and Saldana’s (2014) interactive model. It was revealed that the instructional strategies in the course focused on the benefits of face-to-face learning as the main instructional method while the online learning was the supplementary to reinforce students’ knowledge and understanding. The implementation of blended learning in the course was able to promote student engagement particularly through the activities of uploading course materials, online writing assignments, online quizzes, student-teacher conferencing, class discussion, and group work.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69674067","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 present study was carried to investigate the realisation of verbs in problem statement of English Language Teaching (ELT) theses. To reach this objective, 40 ELT theses, were chosen from reliable databases (ProQuest). The corpus was read carefully to identify the grammatical verbs. Then, the identified verbs were classified based on tenses, aspects and voices. Tenses comprise three tenses of present, past and future. Aspects consist of simple, progressive and perfect. Voices can be either active or passive. To analyse the data for the semantic meanings of the identified verbs, Biber et al.’s (1999) classification was used. After scrutinising the problem statements of forty theses, the data, it was found that the verbs of different tenses, aspects, voices and semantic meanings were used. The findings were discussed to give a clear picture of how verbs are used in problem statements of theses written by native writers of English. The findings may help instructors to equip their students with the ability to use the verbs appropriately in writing the problem statement of their theses.
{"title":"The Study of Syntactic and Semantic Features of Verbs In Problem Statement Section of Master Theses","authors":"S. F. Ebrahimi, Mansoor Hosseinzadeh","doi":"10.33736/ILS.1614.2018","DOIUrl":"https://doi.org/10.33736/ILS.1614.2018","url":null,"abstract":"The present study was carried to investigate the realisation of verbs in problem statement of English Language Teaching (ELT) theses. To reach this objective, 40 ELT theses, were chosen from reliable databases (ProQuest). The corpus was read carefully to identify the grammatical verbs. Then, the identified verbs were classified based on tenses, aspects and voices. Tenses comprise three tenses of present, past and future. Aspects consist of simple, progressive and perfect. Voices can be either active or passive. To analyse the data for the semantic meanings of the identified verbs, Biber et al.’s (1999) classification was used. After scrutinising the problem statements of forty theses, the data, it was found that the verbs of different tenses, aspects, voices and semantic meanings were used. The findings were discussed to give a clear picture of how verbs are used in problem statements of theses written by native writers of English. The findings may help instructors to equip their students with the ability to use the verbs appropriately in writing the problem statement of their theses.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48395283","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}
Kamus hanya memberikan definisi kata cantik secara umum. Bagi memperoleh makna kata cantik, domain semantik kata cantik akan dianalisis. Analisis domain semantik ini akan memperlihatkan kolokasi kata yang berlaku. Analisis yang dilakukan berfokus pada kolokasi kata cantik yang dirujuk pada wanita dan menggunakan iklan tempatan produk kecantikan wanita sebagai data. Data diperoleh daripada pelbagai bentuk media. Analisis yang dilakukan menggunakan empat metod, iaitu kajian pustaka, syot layar, analisis teks dan kuantitatif. Dapatan analisis antaranya memperlihatkan definisi kata cantik untuk wanita tempatan: kulit – cerah, gebu, putih, Ø parut jerawat, Ø kering; bentuk badan – langsing; bibir – berwarna merah, Ø kering; rambut – lebat, hitam, harum; kuku - kuat, iaitu tidak mudah patah; dan telapak kaki dan tumit – lembut, Ø kering, harum. Sifat-sifat yang bertentangan pula dianggap sebagai tidak cantik. Dapatan ini memperlihatkan bahawa makna cantik berkaitan dengan tiga deria, iaitu rasa, lihat dan bau. Analisis ini menunjukkan definisi kata "cantik" diterangkan dari perkataan yang digunakan secara bersama - kolokasi.
{"title":"Definisi Kata Cantik: Analisis Kolokasi","authors":"Indirawati Zahid","doi":"10.33736/ILS.1615.2018","DOIUrl":"https://doi.org/10.33736/ILS.1615.2018","url":null,"abstract":"Kamus hanya memberikan definisi kata cantik secara umum. Bagi memperoleh makna kata cantik, domain semantik kata cantik akan dianalisis. Analisis domain semantik ini akan memperlihatkan kolokasi kata yang berlaku. Analisis yang dilakukan berfokus pada kolokasi kata cantik yang dirujuk pada wanita dan menggunakan iklan tempatan produk kecantikan wanita sebagai data. Data diperoleh daripada pelbagai bentuk media. Analisis yang dilakukan menggunakan empat metod, iaitu kajian pustaka, syot layar, analisis teks dan kuantitatif. Dapatan analisis antaranya memperlihatkan definisi kata cantik untuk wanita tempatan: kulit – cerah, gebu, putih, Ø parut jerawat, Ø kering; bentuk badan – langsing; bibir – berwarna merah, Ø kering; rambut – lebat, hitam, harum; kuku - kuat, iaitu tidak mudah patah; dan telapak kaki dan tumit – lembut, Ø kering, harum. Sifat-sifat yang bertentangan pula dianggap sebagai tidak cantik. Dapatan ini memperlihatkan bahawa makna cantik berkaitan dengan tiga deria, iaitu rasa, lihat dan bau. Analisis ini menunjukkan definisi kata \"cantik\" diterangkan dari perkataan yang digunakan secara bersama - kolokasi.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48514868","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 present study investigates the nature of metalinguistic knowledge among intermediate-level adult Turkish EFL learners, and the relationship between their metalinguistic knowledge and L2 writing in terms of complexity, accuracy and fluency. The participants of the present study are a total of 78 intermediate-level adult Turkish EFL learners. The data collection instruments of the present study include Oxford Quick Placement Test (OQPT), Productive Metalinguistic Knowledge Test (PMKT), Receptive Metalinguistic Knowledge Test (RMKT) (adapted from Ellis, 2009) and opinion essays of a smaller group of the participants. The results revealed that intermediate-level adult Turkish EFL learners have moderate to high productive and metalinguistic knowledge. They are better at explaining why a L2 sentence is grammatically incorrect than referring to the exact grammar rule and using technical words for the grammatical features. The results also revealed that there is significant moderate correlation between metalinguistic knowledge and writing accuracy.
{"title":"Investigating the Relationship between Metalinguistic Knowledge and L2 writing among Intermediate-level adult Turkish EFL Learners","authors":"F. Aydin","doi":"10.33736/ILS.1246.2019","DOIUrl":"https://doi.org/10.33736/ILS.1246.2019","url":null,"abstract":"The present study investigates the nature of metalinguistic knowledge among intermediate-level adult Turkish EFL learners, and the relationship between their metalinguistic knowledge and L2 writing in terms of complexity, accuracy and fluency. The participants of the present study are a total of 78 intermediate-level adult Turkish EFL learners. The data collection instruments of the present study include Oxford Quick Placement Test (OQPT), Productive Metalinguistic Knowledge Test (PMKT), Receptive Metalinguistic Knowledge Test (RMKT) (adapted from Ellis, 2009) and opinion essays of a smaller group of the participants. The results revealed that intermediate-level adult Turkish EFL learners have moderate to high productive and metalinguistic knowledge. They are better at explaining why a L2 sentence is grammatically incorrect than referring to the exact grammar rule and using technical words for the grammatical features. The results also revealed that there is significant moderate correlation between metalinguistic knowledge and writing accuracy.","PeriodicalId":36177,"journal":{"name":"Issues in Language Studies","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41971455","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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