There had been many studies conducted to investigate the benefits of Mind Mapping (MM) in the writing process and Three-Step-Interview (TSI ) in the speaking process, this study set out to investigate the effectiveness of an integrated technique which was the combination of MM and TSI in teaching writing. This technique was intended to facilitate the students with individual and group brainstorming practice and to help create another teaching procedure which could effectively solve the students’ writing problem, especially in generating and organizing ideas in the pre-writing process. The subject of this study was 29 students who took Intermediate Writing subject at English Department Faculty of Education, Lampung University-Indonesia . The pretest and posttest were administered before and after the treatment. The data was analyzed by means of the paired sample t-test. The result shows that the students' writing ability significantly improved subsequent to the treatment. It also reveals that the most significant improvements were those of the writing content and organization aspects. The results are discussed in relation to relevant previous research findings.
{"title":"Integrating Mind Mapping (MM) and Three-Step-Interview (TSI) in Enhancing Students’ Writing Process in Foreign Language Setting","authors":"Flora Flora","doi":"10.30845/ijll.v6n4p18","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p18","url":null,"abstract":"There had been many studies conducted to investigate the benefits of Mind Mapping (MM) in the writing process and Three-Step-Interview (TSI ) in the speaking process, this study set out to investigate the effectiveness of an integrated technique which was the combination of MM and TSI in teaching writing. This technique was intended to facilitate the students with individual and group brainstorming practice and to help create another teaching procedure which could effectively solve the students’ writing problem, especially in generating and organizing ideas in the pre-writing process. The subject of this study was 29 students who took Intermediate Writing subject at English Department Faculty of Education, Lampung University-Indonesia . The pretest and posttest were administered before and after the treatment. The data was analyzed by means of the paired sample t-test. The result shows that the students' writing ability significantly improved subsequent to the treatment. It also reveals that the most significant improvements were those of the writing content and organization aspects. The results are discussed in relation to relevant previous research findings.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"5 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":"133528924","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}
Kenya Airways is the flag carrier and the largest airline in Kenya. It prides itself as the African airline. Kenya Airways underwent a major economic crisis during the 2015/16 financial year, amounting to a total of 29.7 billion losses in March 2015 leading the carrier to be rated as the highest loss-making company in East Africa. This crisis tarnished the image of Kenya Airways leading the airline board of management to engage in an aggressive image restoration campaign. The aim of this study was to examine the dominant image restoration strategies employed by Kenya Airways in its communication during the 2015/16 crisis. The study was guided by two theories namely; Image Restoration Theory by William Benoit and Situational Crisis Communicational theory by Coombs Timothy. Benoit’s image restoration theory propounds the image repair strategies and options that are directly applicable to a specific crisis cluster which an organization experiences. The Situational Crisis Communicational theory provides a situational and contextual understanding of a crisis which can help an organization to assess the crisis type, frame a crisis, and place responsibility before they decide on response strategy. The study compiled data from magazines and press releases from Kenya Airways addressing the financial crisis between the period of March 2015 and September 2016. Using the entire population sampling, the researcher analyzed the data qualitatively through textual analysis. The study provides insights into future crisis communication management in the airline sector and other corporate sectors undergoing similar crises.
{"title":"Kenya Airways Dominant Image Restoration Strategies during the 2015/16 Financial Crisis","authors":"Chemutai Leona, Bartoo Phylis, Gakero Sammy","doi":"10.30845/ijll.v6n3p9","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p9","url":null,"abstract":"Kenya Airways is the flag carrier and the largest airline in Kenya. It prides itself as the African airline. Kenya Airways underwent a major economic crisis during the 2015/16 financial year, amounting to a total of 29.7 billion losses in March 2015 leading the carrier to be rated as the highest loss-making company in East Africa. This crisis tarnished the image of Kenya Airways leading the airline board of management to engage in an aggressive image restoration campaign. The aim of this study was to examine the dominant image restoration strategies employed by Kenya Airways in its communication during the 2015/16 crisis. The study was guided by two theories namely; Image Restoration Theory by William Benoit and Situational Crisis Communicational theory by Coombs Timothy. Benoit’s image restoration theory propounds the image repair strategies and options that are directly applicable to a specific crisis cluster which an organization experiences. The Situational Crisis Communicational theory provides a situational and contextual understanding of a crisis which can help an organization to assess the crisis type, frame a crisis, and place responsibility before they decide on response strategy. The study compiled data from magazines and press releases from Kenya Airways addressing the financial crisis between the period of March 2015 and September 2016. Using the entire population sampling, the researcher analyzed the data qualitatively through textual analysis. The study provides insights into future crisis communication management in the airline sector and other corporate sectors undergoing similar crises.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"22 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":"114229758","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}
Everything students learn, is highlighted by some sort of strategy. This includes students and their vocabulary learning.Vocabulary learning is an essential part in foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language learner. There are many factors that can potentially influence vocabulary learning, which makes research on this topic as it relates to English as a foreign language (EFL) vocabulary learning diverse and abundant. This study aims to investigate the effect of a group of Umm Al-Qura University preparatory year (first year) learners’ attitude and evaluation of some strategies on their L2 vocabulary learning. It also discusses the effect of the usage of these strategies on EFL learners’ learning process.
{"title":"Exploring Vocabulary Learning Strategies of Saudi Female University Students: Perspectives and Use","authors":"Seham Elashhab","doi":"10.30845/ijll.v6n3p7","DOIUrl":"https://doi.org/10.30845/ijll.v6n3p7","url":null,"abstract":"Everything students learn, is highlighted by some sort of strategy. This includes students and their vocabulary learning.Vocabulary learning is an essential part in foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language learner. There are many factors that can potentially influence vocabulary learning, which makes research on this topic as it relates to English as a foreign language (EFL) vocabulary learning diverse and abundant. This study aims to investigate the effect of a group of Umm Al-Qura University preparatory year (first year) learners’ attitude and evaluation of some strategies on their L2 vocabulary learning. It also discusses the effect of the usage of these strategies on EFL learners’ learning process.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"166 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":"116552692","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 central aim of this paper is to investigate whether the internet accessories like the You Tube can really help in improving the process of teaching English in TESOL settings.This is because we all know that the use of the internet has considerable potential for encouraging learning and teaching with a fun factor away from classical andtraditional teaching. Definitely, we investigate the effect of the You Tube on the speaking and skills-integration. To serve the purpose of this paper, we established two research groups: a control group where traditional teaching was employed and an experimental group where fresh You Tubes clips were employed. The TESOL learners in both groups were then subjected to oral presentations and tests which were compared and contrasted to investigate any significant statistical difference. The tabulation of results revealed that the experimental group where the You Tube clips were used performed better than the control group, developed confidence, used idiomatic English and proper pronunciation, became more fluent and culturally aware. Moreover, the experimental group showed open mindedness of how to use English effectively and managed to make skill-integration which in turn created a classroom language centred approach where the teacher’s role was minimized, and the TESOL learner’s role was maximized. Our study is concluded with a number of research and practical recommendations related to the use of the You Tube in learning English at home without going to any academic institution as the You Tube enters our houses everyday.
{"title":"E-Learning & Education: A Case Study of the Use of the You Tube in Teaching Skills-Integration","authors":"Abdullah A. Khuwaileh, Tariq Khwaileh","doi":"10.30845/IJLL.V6N2P3","DOIUrl":"https://doi.org/10.30845/IJLL.V6N2P3","url":null,"abstract":"The central aim of this paper is to investigate whether the internet accessories like the You Tube can really help in improving the process of teaching English in TESOL settings.This is because we all know that the use of the internet has considerable potential for encouraging learning and teaching with a fun factor away from classical andtraditional teaching. Definitely, we investigate the effect of the You Tube on the speaking and skills-integration. To serve the purpose of this paper, we established two research groups: a control group where traditional teaching was employed and an experimental group where fresh You Tubes clips were employed. The TESOL learners in both groups were then subjected to oral presentations and tests which were compared and contrasted to investigate any significant statistical difference. The tabulation of results revealed that the experimental group where the You Tube clips were used performed better than the control group, developed confidence, used idiomatic English and proper pronunciation, became more fluent and culturally aware. Moreover, the experimental group showed open mindedness of how to use English effectively and managed to make skill-integration which in turn created a classroom language centred approach where the teacher’s role was minimized, and the TESOL learner’s role was maximized. Our study is concluded with a number of research and practical recommendations related to the use of the You Tube in learning English at home without going to any academic institution as the You Tube enters our houses everyday.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"60 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":"121946542","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}
Today Unified Basque, a standardised written version of Basque created by the Academy of the Basque Language from the 1960s onwards and which is now widely codified, coexists alongside the Northern Basque Country's dialects (NBC, France). Understanding the relationship between these different forms of the Basque language is necessary in order to implement an appropriate language policy. In this paper we present the answers to the open-ended questions of a survey and accompanying comments. Based on Perceptual Dialectology, the questionnaire was completed by 40 people working in Basque in the NBC: writers, teachers, journalists, translators and language technicians. The main objective was to gather their opinions regarding Unified Basque and the dialects. The respondents were chosen according to the following criterion: they are all language prescribers, working in the language and providing a model of the Basque language for society. The main results of the survey are as follows: 95% of respondents think that Unified Basque is necessary in the NBC, 92.5% believe that the specificities of the NBC's linguistic varieties should be preserved, 80% that Unified Basque does not harm the NBC's dialects and more than half that there is now a form of Unified Basque specific to the NBC.
{"title":"The Dynamics between Unified Basque & Dialects in the Northern Basque Country: A Survey Based on Perceptual Dialectology","authors":"Jean-Baptiste Coyos","doi":"10.30845/ijll.v6n1p13","DOIUrl":"https://doi.org/10.30845/ijll.v6n1p13","url":null,"abstract":"Today Unified Basque, a standardised written version of Basque created by the Academy of the Basque Language from the 1960s onwards and which is now widely codified, coexists alongside the Northern Basque Country's dialects (NBC, France). Understanding the relationship between these different forms of the Basque language is necessary in order to implement an appropriate language policy. In this paper we present the answers to the open-ended questions of a survey and accompanying comments. Based on Perceptual Dialectology, the questionnaire was completed by 40 people working in Basque in the NBC: writers, teachers, journalists, translators and language technicians. The main objective was to gather their opinions regarding Unified Basque and the dialects. The respondents were chosen according to the following criterion: they are all language prescribers, working in the language and providing a model of the Basque language for society. The main results of the survey are as follows: 95% of respondents think that Unified Basque is necessary in the NBC, 92.5% believe that the specificities of the NBC's linguistic varieties should be preserved, 80% that Unified Basque does not harm the NBC's dialects and more than half that there is now a form of Unified Basque specific to the NBC.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"68 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":"130329424","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 aim of this study was to develop a reliability and validity instrument to assess Omani parents' involvement in reading. The items of the instrument were built from different recourses such as, literature rives, philosophy of educational system in Oman, in additional to Omani culture and the researchers; experience. 219 Omani parents participated in this study. A factor analysis was conducted and reveled two dimensions: the parents’ role in encouraging their children to read, and their role in modeling positive attitudes toward reading. The final draft of questionnaire of parental involvement in reading included 24 items that employed five Likert responses (5=very much/ 4= much/ 3= slightly/ 2= little/ 1= very little). The Alpha coefficients for this questionnaire ranged from .85 to .92, The Questionnaire ready for implementation.
{"title":"Developing a Questionnaire for Assessing Parental Involvement in Reading in Sultanate of Oman","authors":"S. Alazri","doi":"10.30845/IJLL.V6N1P7","DOIUrl":"https://doi.org/10.30845/IJLL.V6N1P7","url":null,"abstract":"The aim of this study was to develop a reliability and validity instrument to assess Omani parents' involvement in reading. The items of the instrument were built from different recourses such as, literature rives, philosophy of educational system in Oman, in additional to Omani culture and the researchers; experience. 219 Omani parents participated in this study. A factor analysis was conducted and reveled two dimensions: the parents’ role in encouraging their children to read, and their role in modeling positive attitudes toward reading. The final draft of questionnaire of parental involvement in reading included 24 items that employed five Likert responses (5=very much/ 4= much/ 3= slightly/ 2= little/ 1= very little). The Alpha coefficients for this questionnaire ranged from .85 to .92, The Questionnaire ready for implementation.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"11 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":"127494910","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}
Research in names and naming practices is gaining more grounds globally and the outcomes have been diverse. Despite this, there seems to be a consensus viewpoint that the primary reason for assigning names to people, places and things is to give them identity. While this well-known fact is recognized, the purpose of the present article is to examine the phenomenon of worldview as expressed in personal names. The article looked at the questions: Does the study of the internal structure of personal names in any way add to our understanding of the meaning and motive of such names? Or does it reveal any significant information about the bond between language, thought, and sociocultural practices? Data were drawn from oral and literature sources and analyzed descriptively. The approach involved critically examining the syntactic and semantic features of sampled personal names and making informed observations about them. The outcome of the analysis showed that Tiv philosophy and worldview are expressed in personal names and other oral genres of language such as proverbs and wise sayings.
{"title":"Names as Repositories of Worldview: Empirical Evidence from the Morphological and Semantic Analysis of Tiv Personal Names","authors":"T. T. Udu","doi":"10.30845/ijll.v6n4p12","DOIUrl":"https://doi.org/10.30845/ijll.v6n4p12","url":null,"abstract":"Research in names and naming practices is gaining more grounds globally and the outcomes have been diverse. Despite this, there seems to be a consensus viewpoint that the primary reason for assigning names to people, places and things is to give them identity. While this well-known fact is recognized, the purpose of the present article is to examine the phenomenon of worldview as expressed in personal names. The article looked at the questions: Does the study of the internal structure of personal names in any way add to our understanding of the meaning and motive of such names? Or does it reveal any significant information about the bond between language, thought, and sociocultural practices? Data were drawn from oral and literature sources and analyzed descriptively. The approach involved critically examining the syntactic and semantic features of sampled personal names and making informed observations about them. The outcome of the analysis showed that Tiv philosophy and worldview are expressed in personal names and other oral genres of language such as proverbs and wise sayings.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"19 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":"123386289","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 categorization of motion verbs in THINKING-FOR-SPEAKING (TfS) research paradigm entails some theoretical problems that need to be addressed. This conclusion is motivated by the examination of motion verb types listed in Berman &Slobin (1994, p. 198) for Spanish and English narrators of ‘the frog story’ (Mayer, 1969). These lists show a range of semantically different verb types including verbs describing MANNER VIA MOTION (e.g., climb), CAUSE VIA MOTION (e.g., push), PATH VIA MOTION (e.g., come), SOUND-EMISSION (e.g., buzz), and ACTION (e.g., knock). We argue that in the absence of any clear theoretical framework for why, how and whether these verbs should be categorized as motion verbs, TfS research runs the risk of slipping into inconsistency. To this end, interdisciplinary insights about the behavior of motion verbs in English suggest that SEMANTIC COERCION – the process whereby non-motion verbs are coerced into the expression of motion meanings – merits more attention in TfS research than it currently receives. The notion of MOTIONIZATIONis offered as a first step in this direction.
换句话说研究范式中动作动词的分类存在一些理论问题需要解决。这一结论是由Berman和slobin (1994, p. 198)对“青蛙故事”(Mayer, 1969)的西班牙语和英语叙述者所列出的动作动词类型的研究得出的。这些列表显示了一系列语义上不同的动词类型，包括描述动作方式(例如，爬)，动作原因(例如，推)，动作路径(例如，来)，声音发射(例如，嗡嗡声)和动作(例如，敲门)的动词。我们认为，由于缺乏任何明确的理论框架来解释这些动词为什么、如何以及是否应该被归类为运动动词，TfS研究有陷入不一致的风险。为此，关于英语运动动词行为的跨学科见解表明，语义强迫——非运动动词被强迫表达运动意义的过程——在运动动词研究中值得比目前得到更多的关注。motionization概念是朝着这个方向迈出的第一步。
{"title":"Semantic coercion: Rethinking motion verbs in Thinking-For-Speaking","authors":"Imed Louhichi","doi":"10.30845/ijll.v6n2p13","DOIUrl":"https://doi.org/10.30845/ijll.v6n2p13","url":null,"abstract":"The categorization of motion verbs in THINKING-FOR-SPEAKING (TfS) research paradigm entails some theoretical problems that need to be addressed. This conclusion is motivated by the examination of motion verb types listed in Berman &Slobin (1994, p. 198) for Spanish and English narrators of ‘the frog story’ (Mayer, 1969). These lists show a range of semantically different verb types including verbs describing MANNER VIA MOTION (e.g., climb), CAUSE VIA MOTION (e.g., push), PATH VIA MOTION (e.g., come), SOUND-EMISSION (e.g., buzz), and ACTION (e.g., knock). We argue that in the absence of any clear theoretical framework for why, how and whether these verbs should be categorized as motion verbs, TfS research runs the risk of slipping into inconsistency. To this end, interdisciplinary insights about the behavior of motion verbs in English suggest that SEMANTIC COERCION – the process whereby non-motion verbs are coerced into the expression of motion meanings – merits more attention in TfS research than it currently receives. The notion of MOTIONIZATIONis offered as a first step in this direction.","PeriodicalId":409958,"journal":{"name":"International Journal of Language & Linguistics","volume":"36 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":"129327681","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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