Semantic prosody is the co-occurrence of words with other words that belong to a particular semantic set. A related concept is semantic preference, which is the relation, not between individual words, but between a lemma or word-form and a set of semantically related words. Previous interlinguistic studies on semantic prosody show that EFL learners often make semantic prosodic errors in communication as they rarely notice the semantic prosody of the items they learn. The study investigates the semantic prosody and semantic preference found in EFL Saudi students’ writings in relation to the use of four maximizers: completely, entirely, totally, and utterly.The results are compared to findings obtained from a study by Partington (2004) in which the same maximizers were investigated utilizing data obtained from the Cobuild corpus. Results regarding semantic prosody show a significant difference. In Partington’s study, utterly had an unfavorable implication whereas the other three maximizers appeared to have an even balance between favorable and unfavorable items. All the four maximizers used in the students’ writings had a favorable prosody. In relation to semantic preference, many items found in the students’ writings belong to a semantic set related to emotions and states of mind, which is not the case with the results in Partington’s study. Another difference is that all the four maximizers exhibited a tendency to occur in the corpus with words related to absence, whereas the data collected from students’ writings shows that students barely used words that relate to absence with maximizers. The similarities in collocational behavior include using the maximizers with collocations related to change, dependency and independency.
{"title":"The Semantic Prosody and Semantic Preference of Maximizers in Saudi EFL Writings","authors":"Mashael Alrajhi","doi":"10.30845/ijll.v6n3p5","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p5","url":null,"abstract":"Semantic prosody is the co-occurrence of words with other words that belong to a particular semantic set. A related concept is semantic preference, which is the relation, not between individual words, but between a lemma or word-form and a set of semantically related words. Previous interlinguistic studies on semantic prosody show that EFL learners often make semantic prosodic errors in communication as they rarely notice the semantic prosody of the items they learn. The study investigates the semantic prosody and semantic preference found in EFL Saudi students’ writings in relation to the use of four maximizers: completely, entirely, totally, and utterly.The results are compared to findings obtained from a study by Partington (2004) in which the same maximizers were investigated utilizing data obtained from the Cobuild corpus. Results regarding semantic prosody show a significant difference. In Partington’s study, utterly had an unfavorable implication whereas the other three maximizers appeared to have an even balance between favorable and unfavorable items. All the four maximizers used in the students’ writings had a favorable prosody. In relation to semantic preference, many items found in the students’ writings belong to a semantic set related to emotions and states of mind, which is not the case with the results in Partington’s study. Another difference is that all the four maximizers exhibited a tendency to occur in the corpus with words related to absence, whereas the data collected from students’ writings shows that students barely used words that relate to absence with maximizers. The similarities in collocational behavior include using the maximizers with collocations related to change, dependency and independency.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"205 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124607406","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}
Web conferencing as an online instructional tool is becoming widely used in many literacy programs in graduate education. However, little is known about how faculty combines asynchronous and synchronous web conferencing technology to enhance pedagogical content knowledge. Thus, the purpose of this study was to determine the impact of a graduate reading methods course offered via synchronous web conference tools combined with an asynchronous component that supports graduate literacy candidates working as literacy coaches and reading specialists.The data indicated a paradigm shift in the way online courses should be taught via two types of online instruction (asynchronous text-based materials and synchronous web conferencing lectures) to emulate traditional face-to-face lectures. Results suggested 93% of graduate students would prefer to take an online course that uses both synchronous web conferencing lectures and asynchronous text-based instruction. Eighty-seven percent of graduate students felt that participating in synchronous web conferencing lectures in addition to using the asynchronous text-based lecture materials increased their understanding of the course material. For more than a decade, distance learning has been a part of higher education in every postsecondary institution. Administrators who thought that an instructor’s physical presence in a classroom contributed to the success of the students and the program pedagogically and economically are now encouraging their academic faculty members to teach via video conferencing—a viable alternative (Peterson & Slotta, 2009).To expand offerings, bolster enrollment and revenue streams, and reach remote students, many administrators are willing to offer web-enhanced courses because they think technology-based classrooms can produce better results than the conventional classroom. Such views are supported by many researchers who suggest distance teaching and learning can be equal to or better than inperson teaching in a traditional classroom (Karabulut & Correia, 2008).A web-enhanced course is classified as an online class wherein face-to-face instruction is integrated, with a substantial amount of “seat time” in the traditional classroom being substituted with internet-based activities. Ultimately, the goal of hybrid instruction is the creation of synchronous and asynchronous learning communities that enable students to create networks of interactions in which deep learning takes place (Li & Atkins, 2005; Wang & Newlin, 2000). Web conferencing as an online instructional tool is becoming widely used in many literacy programs in graduate education. However, it is difficult to find a systematic empirical study of how the collaborative competencies of graduate students and course instructors impact literacy learning in any online environment (Bodzin & Park, 2016). The purpose of this study was to determine the impact of a graduate reading methods course offered via synchronous web conference tools
{"title":"Using Web Conferencing Tools for Preparing Reading Specialists: The Impact of Asynchronous and Synchronous Collaboration on the Learning Process","authors":"Chhanda Islam","doi":"10.30845/ijll.v6n3p1","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p1","url":null,"abstract":"Web conferencing as an online instructional tool is becoming widely used in many literacy programs in graduate education. However, little is known about how faculty combines asynchronous and synchronous web conferencing technology to enhance pedagogical content knowledge. Thus, the purpose of this study was to determine the impact of a graduate reading methods course offered via synchronous web conference tools combined with an asynchronous component that supports graduate literacy candidates working as literacy coaches and reading specialists.The data indicated a paradigm shift in the way online courses should be taught via two types of online instruction (asynchronous text-based materials and synchronous web conferencing lectures) to emulate traditional face-to-face lectures. Results suggested 93% of graduate students would prefer to take an online course that uses both synchronous web conferencing lectures and asynchronous text-based instruction. Eighty-seven percent of graduate students felt that participating in synchronous web conferencing lectures in addition to using the asynchronous text-based lecture materials increased their understanding of the course material. For more than a decade, distance learning has been a part of higher education in every postsecondary institution. Administrators who thought that an instructor’s physical presence in a classroom contributed to the success of the students and the program pedagogically and economically are now encouraging their academic faculty members to teach via video conferencing—a viable alternative (Peterson & Slotta, 2009).To expand offerings, bolster enrollment and revenue streams, and reach remote students, many administrators are willing to offer web-enhanced courses because they think technology-based classrooms can produce better results than the conventional classroom. Such views are supported by many researchers who suggest distance teaching and learning can be equal to or better than inperson teaching in a traditional classroom (Karabulut & Correia, 2008).A web-enhanced course is classified as an online class wherein face-to-face instruction is integrated, with a substantial amount of “seat time” in the traditional classroom being substituted with internet-based activities. Ultimately, the goal of hybrid instruction is the creation of synchronous and asynchronous learning communities that enable students to create networks of interactions in which deep learning takes place (Li & Atkins, 2005; Wang & Newlin, 2000). Web conferencing as an online instructional tool is becoming widely used in many literacy programs in graduate education. However, it is difficult to find a systematic empirical study of how the collaborative competencies of graduate students and course instructors impact literacy learning in any online environment (Bodzin & Park, 2016). The purpose of this study was to determine the impact of a graduate reading methods course offered via synchronous web conference tools ","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128696480","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}
There is no doubt that the human beings were blessed by God to have different languages. There are those who speak Semitic languages such as Arabic, Hebrew and Aramaic and there are those who speak Indo-European languages such as Hindi, English, German, etc. This multiplicity normally leads to diversity of the cultures, arts, literatures, and philosophies. Because language is regarded as the means of expressing all these matters, it is necessary to find a way of communication between the different communities. Thus, there has been a need to know and be acquainted with the different languages through the establishment of translation that occurred in the Umayyad and Abbasid eras, especially during the rule of the 5th Umayyad caliph ‘Abd al-Malik ibn Marwān, (646–8 October 705). That is because translation was considered a way of the cultural and social communication. Thus, this research is conducted in three parts to discuss the problems of intermediary translation of German literary text into Arabic. The first part talks about the beginning of the Arabic acquaintance with the famous translations of German literary works, especially in Iraq and Egypt to determine the characteristics of this reception. In the second part we will discuss the most famous German novel which translated into Arabic several times and has gained a lot of resonance in the Arab world. It is Die Leiden des jungen Werthers [The Sorrows of young Werther]. Hereby we refer to their translations, in order to see the influence of the intermediary translation on the original text. The third part is talking about the feature of intermediary translation. It must be investigated which problems causes such translation.
毫无疑问，上帝保佑人类拥有不同的语言。有些人说闪米特语，如阿拉伯语、希伯来语和阿拉姆语，有些人说印欧语，如印地语、英语、德语等。这种多样性通常导致文化、艺术、文学和哲学的多样性。因为语言被认为是表达所有这些事情的手段，所以有必要在不同的社区之间找到一种沟通的方式。因此，有必要通过在倭马亚王朝和阿巴斯王朝时期建立的翻译来了解和熟悉不同的语言，特别是在第五任倭马亚哈里发' Abd al-Malik ibn Marwān(646 - 705年10月8日)的统治期间。这是因为翻译被认为是一种文化和社会交流的方式。因此，本研究分为三个部分来探讨德语文学文本在阿拉伯语翻译中的中介问题。第一部分论述了阿拉伯人开始熟悉德国文学作品的著名译著，特别是在伊拉克和埃及确定了这种接受的特点。在第二部分，我们将讨论最著名的德国小说，它多次被翻译成阿拉伯语，并在阿拉伯世界引起了很大的共鸣。它是《少年维特的烦恼》。在此我们参考他们的译文，以了解中间翻译对原文的影响。第三部分是中介翻译的特点。必须调查是哪些问题导致了这种翻译。
{"title":"The Problem of German intermediary Translation into Arabic (Goethe's Novel The Sorrows of Young Werther as a model)","authors":"Assist. Prof. Dr. Najat Essa Hassen","doi":"10.30845/IJLL.V6N1P8","DOIUrl":"https://doi.org/10.30845/IJLL.V6N1P8","url":null,"abstract":"There is no doubt that the human beings were blessed by God to have different languages. There are those who speak Semitic languages such as Arabic, Hebrew and Aramaic and there are those who speak Indo-European languages such as Hindi, English, German, etc. This multiplicity normally leads to diversity of the cultures, arts, literatures, and philosophies. Because language is regarded as the means of expressing all these matters, it is necessary to find a way of communication between the different communities. Thus, there has been a need to know and be acquainted with the different languages through the establishment of translation that occurred in the Umayyad and Abbasid eras, especially during the rule of the 5th Umayyad caliph ‘Abd al-Malik ibn Marwān, (646–8 October 705). That is because translation was considered a way of the cultural and social communication. Thus, this research is conducted in three parts to discuss the problems of intermediary translation of German literary text into Arabic. The first part talks about the beginning of the Arabic acquaintance with the famous translations of German literary works, especially in Iraq and Egypt to determine the characteristics of this reception. In the second part we will discuss the most famous German novel which translated into Arabic several times and has gained a lot of resonance in the Arab world. It is Die Leiden des jungen Werthers [The Sorrows of young Werther]. Hereby we refer to their translations, in order to see the influence of the intermediary translation on the original text. The third part is talking about the feature of intermediary translation. It must be investigated which problems causes such translation.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128741699","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 action research aimed to determine the students’ level of speaking skill before and after instructional scaffolding and to ascertain the most helpful scaffolding strategy for the students.Participants in this study were the students from four ESL classes. Four scaffolding strategies were used and an evaluation sheet was given to the students at the end of the four sessions. The results revealed that the students have medium level speaking skill before and after instructional scaffolding. However, an increase in the students’ average score after the instructional scaffolding sessions was evident. Making conversation from the question cards is the most helpful scaffolding strategy for the students. This study concluded that instructional scaffolding is an effective way to improve students’ speaking skill. It is a recommendation to continue using instructional scaffolding in teaching all language skills. Specifically, the use of questions cards for speaking tests and activities should be maintained and encouraged. Vocabulary learning should also be allocated more time during ESL classes.
{"title":"Improving ESL Students’ Speaking Ability through Instructional Scaffolding","authors":"LelanieBasco LelanieBasco, Thomas Nickle","doi":"10.30845/ijll.v6n3p2","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p2","url":null,"abstract":"This action research aimed to determine the students’ level of speaking skill before and after instructional scaffolding and to ascertain the most helpful scaffolding strategy for the students.Participants in this study were the students from four ESL classes. Four scaffolding strategies were used and an evaluation sheet was given to the students at the end of the four sessions. The results revealed that the students have medium level speaking skill before and after instructional scaffolding. However, an increase in the students’ average score after the instructional scaffolding sessions was evident. Making conversation from the question cards is the most helpful scaffolding strategy for the students. This study concluded that instructional scaffolding is an effective way to improve students’ speaking skill. It is a recommendation to continue using instructional scaffolding in teaching all language skills. Specifically, the use of questions cards for speaking tests and activities should be maintained and encouraged. Vocabulary learning should also be allocated more time during ESL classes.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133008366","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 Pronunciation is very important in the learning of English and has equally attracted the attention of teachers and researchers. In this respects, the aim of this paper is to provide EFL teachers with some methodological guidelines that may help them facilitate the teaching of segmental features. The study shows that pronunciation is important for oral communication and is also closely linked with other aspects of language such as grammar, vocabulary, listening comprehension, etc. This work also justifies the choice of using RP rather than GA when teaching pronunciation to EFL learners in the Democratic Republic of Congo for it takes into account both aspects of oral communication, i.e., understanding what you are listening and making understood.Furthermore, in DRC, most available materials in English Language teaching are presented in RP although GA is the most powerful and widespread around the world. As for the teaching of segmental features, the author suggests that the teacher present the sound feature in words put in a context, using the teaching aid, insisting on the production of the sound, and asking learners to interact as they do in a vocabulary or grammar lesson.
{"title":"Teaching Segmental Features to EFL Learners","authors":"Guillaume Marie Kanyandu Betu","doi":"10.30845/ijll.v6n4p6","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p6","url":null,"abstract":"English Pronunciation is very important in the learning of English and has equally attracted the attention of teachers and researchers. In this respects, the aim of this paper is to provide EFL teachers with some methodological guidelines that may help them facilitate the teaching of segmental features. The study shows that pronunciation is important for oral communication and is also closely linked with other aspects of language such as grammar, vocabulary, listening comprehension, etc. This work also justifies the choice of using RP rather than GA when teaching pronunciation to EFL learners in the Democratic Republic of Congo for it takes into account both aspects of oral communication, i.e., understanding what you are listening and making understood.Furthermore, in DRC, most available materials in English Language teaching are presented in RP although GA is the most powerful and widespread around the world. As for the teaching of segmental features, the author suggests that the teacher present the sound feature in words put in a context, using the teaching aid, insisting on the production of the sound, and asking learners to interact as they do in a vocabulary or grammar lesson.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"30 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133292150","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}
Different translators employ different strategies in translation. The translation of culture-specific elements is particularly challenging to translators. Some translators prefer a domesticating strategy, which is characterized by the replacement of foreign cultural elements with TL ones. Other translators opt for a foreignizing strategy, which enables the translator to preserve the values of SL culture. It is true that globalization has turned our universe into a small village where people have become more and more familiar with the cultures of other people. Thus peoples of different countries may share most of the cultural elements: food, clothing, sports, entertainment etc. Only religion remains resistant to change. Religion is one of the three axes that Mahfouz’s novels revolve around. This study aims at identifying the strategies the translators of Naguib Mahfouz’s Sugar Street have employed in rendering religious words and religious expressions. This requires examining both the source text and the target text. Having identified the religious words and expressions in the novel, I traced them in the translated text. It turned out that the translators have used three major types of strategies: foreignizing strategy, domesticating strategy, and a mixture of these two. However, the investigation of these strategies has shown that the foreignizing strategy is the most frequent in the translation of this novel.
{"title":"The Translation of Religious Words and Expressions in Naguib Mahfouz’s Sugar","authors":"Ahmed Sokarno Abdel-Hafix","doi":"10.30845/ijll.v7n2p8","DOIUrl":"https://doi.org/10.30845/ijll.v7n2p8","url":null,"abstract":"Different translators employ different strategies in translation. The translation of culture-specific elements is particularly challenging to translators. Some translators prefer a domesticating strategy, which is characterized by the replacement of foreign cultural elements with TL ones. Other translators opt for a foreignizing strategy, which enables the translator to preserve the values of SL culture. It is true that globalization has turned our universe into a small village where people have become more and more familiar with the cultures of other people. Thus peoples of different countries may share most of the cultural elements: food, clothing, sports, entertainment etc. Only religion remains resistant to change. Religion is one of the three axes that Mahfouz’s novels revolve around. This study aims at identifying the strategies the translators of Naguib Mahfouz’s Sugar Street have employed in rendering religious words and religious expressions. This requires examining both the source text and the target text. Having identified the religious words and expressions in the novel, I traced them in the translated text. It turned out that the translators have used three major types of strategies: foreignizing strategy, domesticating strategy, and a mixture of these two. However, the investigation of these strategies has shown that the foreignizing strategy is the most frequent in the translation of this novel.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125345647","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 purpose of this paper is to investigate the construct of concept maps as well as the relationship between conceptual maps and foreign language (FL) Arabic speaking learners. It also aims at connecting the previous research to the classroom implementation and FL students’ benefits when using this tool to improve their language learning. The researcher demonstrates some examples of conceptual maps from first year students at Umm Al-Qura University in Saudi Arabia. Furthermore, this paper presents an overview of the main trends of thought that have led to the interest in concept mapping as an instructional and learning tool to facilitate the development of Arabic speaking learners’ reading, critical thinking, understanding, and remembering the new language words, ideas and facts.
{"title":"Conceptual Mapping Importance in EFL learning of Arabic Speaking University Students","authors":"Seham Elashhab","doi":"10.30845/IJLL.V6N2P14","DOIUrl":"https://doi.org/10.30845/IJLL.V6N2P14","url":null,"abstract":"The purpose of this paper is to investigate the construct of concept maps as well as the relationship between conceptual maps and foreign language (FL) Arabic speaking learners. It also aims at connecting the previous research to the classroom implementation and FL students’ benefits when using this tool to improve their language learning. The researcher demonstrates some examples of conceptual maps from first year students at Umm Al-Qura University in Saudi Arabia. Furthermore, this paper presents an overview of the main trends of thought that have led to the interest in concept mapping as an instructional and learning tool to facilitate the development of Arabic speaking learners’ reading, critical thinking, understanding, and remembering the new language words, ideas and facts.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124269189","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 explore students’ engagement and interaction with m-learning activities in EFL(English as a foreign language) within the Algerian context at Teaching Training Institute. Three mobile applications were used to achieve the aim, these are: Padlet, Kahoot, and Sli.do. This research project isa qualitative case study that engages 10 undergraduate students (18-20 years) who took part in eight sessions (two sessions held in each week). The findings were collected through reflective journals. The findings have fundamental implications for EFL teachers and institutional leaders who aim to provide an opportunity for students to engage with the English context. The results were thematically analysed. It was evident that students provided positive attitudes towards m-learning activities. It is not only motivating but also engaging in learning processes; the m-learning apps were well received and thus research can be taken further to examine their possible impact within the Algerian context .
{"title":"Students’ Perceptions towards M-Learning Activities within the Algerian Context","authors":"Imane Tiahi","doi":"10.30845/ijll.v7n2p4","DOIUrl":"https://doi.org/10.30845/ijll.v7n2p4","url":null,"abstract":"This study aimed to explore students’ engagement and interaction with m-learning activities in EFL(English as a foreign language) within the Algerian context at Teaching Training Institute. Three mobile applications were used to achieve the aim, these are: Padlet, Kahoot, and Sli.do. This research project isa qualitative case study that engages 10 undergraduate students (18-20 years) who took part in eight sessions (two sessions held in each week). The findings were collected through reflective journals. The findings have fundamental implications for EFL teachers and institutional leaders who aim to provide an opportunity for students to engage with the English context. The results were thematically analysed. It was evident that students provided positive attitudes towards m-learning activities. It is not only motivating but also engaging in learning processes; the m-learning apps were well received and thus research can be taken further to examine their possible impact within the Algerian context .","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121604669","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 is conducted at White Nile state secondary schools in Sudan to discover the problems of English language grammar .It is inevitable that learners make mistakes in the process of foreign language learning. However what is questioned by the researcher is what are the types of grammatical errors made by the students at this stage? Yet not all mistakes are the same, sometimes they seem to be deeply ingrained but in other times students correct themselves with ease. Thus the researcher and teachers of foreign language at white Nile state came to realize that the mistakes a student made in the process of constructing a new system of language is needed to be analyzed carefully to represent keys for understanding English grammar . So , the aim of this study is to point out the significance of learners errors to provide evidence of how language is learned and what are the strategies or procedures the learners are employing in the discovery of the language grammatical errors.
{"title":"Students' Grammatical Errors as Corrected by English Teachers at Secondary Schools in Sudan","authors":"Elrayah Eltahir Adam","doi":"10.30845/ijll.v6n4p7","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p7","url":null,"abstract":"This study is conducted at White Nile state secondary schools in Sudan to discover the problems of English language grammar .It is inevitable that learners make mistakes in the process of foreign language learning. However what is questioned by the researcher is what are the types of grammatical errors made by the students at this stage? Yet not all mistakes are the same, sometimes they seem to be deeply ingrained but in other times students correct themselves with ease. Thus the researcher and teachers of foreign language at white Nile state came to realize that the mistakes a student made in the process of constructing a new system of language is needed to be analyzed carefully to represent keys for understanding English grammar . So , the aim of this study is to point out the significance of learners errors to provide evidence of how language is learned and what are the strategies or procedures the learners are employing in the discovery of the language grammatical errors.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114587314","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 analyses the depiction of men and women in proverbs in Ekegusii, a Bantu language spoken in the western part of Kenya. The analyzed proverbs show the perceptions held by the society about males and females. There are proverbs that show what is considered to be the appropriate character for males and the value of males. Conversely, there are proverbs that show the character/ nature of females and the value of females. In addition, there are proverbs that make reference to males and females when giving advice and warnings. Besides this symmetrical representation, there are proverbs that make reference to both genders (in the same proverb) with the aim of underscoring gender differences, as there are those proverbs that make reference to both genders (in the same proverb) but with the aim of downplaying the gender differences. While it may generally appear that women are represented negatively in some proverbs, the women can use the negativity in those proverbs to their advantage. That is, the proverbs which would have been a tool of silencing and subjugating the women can instead serve as a form of emancipation for them.
{"title":"Gender Portrayal in Ekegusii Proverbs","authors":"Zipporah K Otiso","doi":"10.30845/ijll.v6n2p11","DOIUrl":"https://doi.org/10.30845/ijll.v6n2p11","url":null,"abstract":"This paper analyses the depiction of men and women in proverbs in Ekegusii, a Bantu language spoken in the western part of Kenya. The analyzed proverbs show the perceptions held by the society about males and females. There are proverbs that show what is considered to be the appropriate character for males and the value of males. Conversely, there are proverbs that show the character/ nature of females and the value of females. In addition, there are proverbs that make reference to males and females when giving advice and warnings. Besides this symmetrical representation, there are proverbs that make reference to both genders (in the same proverb) with the aim of underscoring gender differences, as there are those proverbs that make reference to both genders (in the same proverb) but with the aim of downplaying the gender differences. While it may generally appear that women are represented negatively in some proverbs, the women can use the negativity in those proverbs to their advantage. That is, the proverbs which would have been a tool of silencing and subjugating the women can instead serve as a form of emancipation for them.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117033192","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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