Pub Date : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53197
L. Ojha
As English continues to spread as an international lingua franca, there is a growing diversity in its use around the world. As a result, there are calls for embracing the diversity in the teaching, learning and assessment of the language. At the same time, there is a growing criticism against the widely taken language tests such as the Test of English as a Foreign Language (TOEFL) and The International English Language Testing System (IELTS) for being guided by the pervasive ideology of monolingual native speakerism and devaluing the multilingual speakers and the multiple varieties of Englishers. Against this backdrop, this conceptual paper focuses on the influence of the World Englishes movement on these so-called standardized tests and critically examines how the existing assessment practices fail to represent the multilingual repertoires and actual language practices of the diverse range of test-takers around the world. Based on the critical analysis of relevant literature on World Englishes, the paper highlights the progress, challenges and possibilities for incorporation of more diverse models of language tests in a translingual world that we live in today.
{"title":"World Englishes, Monolingual Bias, and Standardized Tests in a Multilingual World: Ideologies, Practices, and the Missing Link","authors":"L. Ojha","doi":"10.3126/nelta.v27i1-2.53197","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53197","url":null,"abstract":"As English continues to spread as an international lingua franca, there is a growing diversity in its use around the world. As a result, there are calls for embracing the diversity in the teaching, learning and assessment of the language. At the same time, there is a growing criticism against the widely taken language tests such as the Test of English as a Foreign Language (TOEFL) and The International English Language Testing System (IELTS) for being guided by the pervasive ideology of monolingual native speakerism and devaluing the multilingual speakers and the multiple varieties of Englishers. Against this backdrop, this conceptual paper focuses on the influence of the World Englishes movement on these so-called standardized tests and critically examines how the existing assessment practices fail to represent the multilingual repertoires and actual language practices of the diverse range of test-takers around the world. Based on the critical analysis of relevant literature on World Englishes, the paper highlights the progress, challenges and possibilities for incorporation of more diverse models of language tests in a translingual world that we live in today.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"845 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128460285","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}
Pub Date : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53199
B. Khadka
English language teaching (ELT) journey in Nepal needs to be explored from its historical perspective as there is only few literature available in this area. In this respect, there is a need of analysing historical development of ELT from various dimensions in chronological order. Therefore, this paper aims at presenting an overview of the development in terms of the policies and practices of ELT reviewing and analysing the available literature collected from different sources. After analysing the data, the research claims that English language teaching has been an integral part of education system in Nepal from nursery to tertiary level as a subject and/or medium of instruction throughout the history. Furthermore, the trends of development of ELT in Nepal seem to continue both in its quantity and quality in future due to the increasing use of English in multiple sectors.
{"title":"Development of ELT in Nepal: An Overview","authors":"B. Khadka","doi":"10.3126/nelta.v27i1-2.53199","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53199","url":null,"abstract":"English language teaching (ELT) journey in Nepal needs to be explored from its historical perspective as there is only few literature available in this area. In this respect, there is a need of analysing historical development of ELT from various dimensions in chronological order. Therefore, this paper aims at presenting an overview of the development in terms of the policies and practices of ELT reviewing and analysing the available literature collected from different sources. After analysing the data, the research claims that English language teaching has been an integral part of education system in Nepal from nursery to tertiary level as a subject and/or medium of instruction throughout the history. Furthermore, the trends of development of ELT in Nepal seem to continue both in its quantity and quality in future due to the increasing use of English in multiple sectors.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129988336","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}
Pub Date : 2022-12-31DOI: 10.3126/nelta.v27i1-2.53194
Prakash Rai
This paper aims at exploring the perceptions, and practices of University EFL teachers in Nepal, particularly the challenges found and strategies adopted to deal with teaching English through online instruction during the pandemic. The in-depth unstructured interview as a research tool under narrative inquiry has been employed to collect the data while the concept of thematic analysis by Riessman has been exploited to analyze and interpret the collected data. The research finding reveals that despite technological inefficiency, social barriers, and psychological fear teachers underwent through the initial phase, the subsequent online classes with some of the coping strategies such as self-initiation, self-discovery, and cooperative approach have been found profoundly effective and productive both for EFL teachers and students. It also is found that online classes truly materialized the theoretical idea-ELT with ICT into the application to make English language teaching proceed ahead with IT. Such classes in EF during the pandemic lockdown forcefully shifted the paradigm of teaching from chalk-and-talk instructor-centered to a digtal interactive learner-centered.
{"title":"Coping Strategies of University EFL Teachers for Online Instruction during COVID-19 in Nepal","authors":"Prakash Rai","doi":"10.3126/nelta.v27i1-2.53194","DOIUrl":"https://doi.org/10.3126/nelta.v27i1-2.53194","url":null,"abstract":"This paper aims at exploring the perceptions, and practices of University EFL teachers in Nepal, particularly the challenges found and strategies adopted to deal with teaching English through online instruction during the pandemic. The in-depth unstructured interview as a research tool under narrative inquiry has been employed to collect the data while the concept of thematic analysis by Riessman has been exploited to analyze and interpret the collected data. The research finding reveals that despite technological inefficiency, social barriers, and psychological fear teachers underwent through the initial phase, the subsequent online classes with some of the coping strategies such as self-initiation, self-discovery, and cooperative approach have been found profoundly effective and productive both for EFL teachers and students. It also is found that online classes truly materialized the theoretical idea-ELT with ICT into the application to make English language teaching proceed ahead with IT. Such classes in EF during the pandemic lockdown forcefully shifted the paradigm of teaching from chalk-and-talk instructor-centered to a digtal interactive learner-centered.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"225 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116768193","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}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45212
R. Thakur
The growing interests of college students towards using Facebook (FB) features have invented newer texts for a faster online communication. Such unique textese and digitalese reside in their minds and hearts. Many scholars, therefore, currently advocate for exploring a new avenue to adapt certain linguistic contents (LCs) of FB in promoting and developing a language. Amidst, the LCs of such social networking sites allow users to entertain better interactions. Nevertheless, their indiscriminate use exerts threats to the existing body of the English Language (EL). In this context, this qualitative study tries to reconnoitre typical characteristics of textese based on purposively selected observation data from FBs of 20 college students and documentary data from published journals or books. It further analyzes how such contents affect phonological, morphological, syntactic and semantic levels of the EL. The study concludes that the LCs impose problems to the EL; however, they require integrations into current form of the EL without causing serious problems because of their influences on netizens.
{"title":"Textese and its Impact on the English Language","authors":"R. Thakur","doi":"10.3126/nelta.v26i1-2.45212","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45212","url":null,"abstract":"The growing interests of college students towards using Facebook (FB) features have invented newer texts for a faster online communication. Such unique textese and digitalese reside in their minds and hearts. Many scholars, therefore, currently advocate for exploring a new avenue to adapt certain linguistic contents (LCs) of FB in promoting and developing a language. Amidst, the LCs of such social networking sites allow users to entertain better interactions. Nevertheless, their indiscriminate use exerts threats to the existing body of the English Language (EL). In this context, this qualitative study tries to reconnoitre typical characteristics of textese based on purposively selected observation data from FBs of 20 college students and documentary data from published journals or books. It further analyzes how such contents affect phonological, morphological, syntactic and semantic levels of the EL. The study concludes that the LCs impose problems to the EL; however, they require integrations into current form of the EL without causing serious problems because of their influences on netizens.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115190346","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}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45214
P. Giri
English as a Medium of Instruction (EMI) has become an important academic issue for further discussion in the context of Nepalese education system. Many parents and community members believe it gives children a viable route toward Socio-economic mobility and global citizenship, although researchers have mixed opinions about its effectiveness. In south Asian countries such as Nepal, EMI has been adopted as a mandatory practice as early as possible, particularly in the private schools and also increasingly in government schools. Based on a small-scale action research on teachers and students of a private school situated in the Western Nepal, this article examines the conditions in which the school level decision-makers are forced to adopt EMI as a school’s language-of-education policy. In this article, I analyze both students’ and teachers’ views and reflections on EMI to argue that it can be effective and relevant if conducted in a way that suits the local context and enables participants to recognize its value.
{"title":"Application of English as a Medium of Instruction Policy in a Private School in Nepal: An Examination","authors":"P. Giri","doi":"10.3126/nelta.v26i1-2.45214","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45214","url":null,"abstract":"English as a Medium of Instruction (EMI) has become an important academic issue for further discussion in the context of Nepalese education system. Many parents and community members believe it gives children a viable route toward Socio-economic mobility and global citizenship, although researchers have mixed opinions about its effectiveness. In south Asian countries such as Nepal, EMI has been adopted as a mandatory practice as early as possible, particularly in the private schools and also increasingly in government schools. Based on a small-scale action research on teachers and students of a private school situated in the Western Nepal, this article examines the conditions in which the school level decision-makers are forced to adopt EMI as a school’s language-of-education policy. In this article, I analyze both students’ and teachers’ views and reflections on EMI to argue that it can be effective and relevant if conducted in a way that suits the local context and enables participants to recognize its value.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124495219","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}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45370
Md. Abdur Rouf, Harun Rashid
The study explored the challenges faced by secondary and higher secondary English language (EL) teachers in Bangladesh while teaching their learners online during the COVID-19 pandemic. Like teachers in most countries across the world, Bangladeshi EL teachers had to abruptly switch to online mode of teaching from in-person classes without much preparation. Following the constructivist research paradigm and a qualitative multiple case study approach, four secondary and four higher secondary EL teachers were interviewed to gather in-depth data on the challenges they encountered. The findings showed that the main challenges for the teachers included: unavailability of devices, falling interest, poor attendance of learners, less interaction in classes, lack of technological skills and training, financial hardship, unstable internet connections, almost no practice of language skills, lack of online testing schemes, negative mental and physical impacts, and the overall perceived inefficacy of online EL classes. The paper also discusses the implications of the main findings and proposes some recommendations for the teachers and other stakeholders concerned.
{"title":"Online Teaching during COVID-19 in Bangladesh: Challenges Faced by the EL Teachers","authors":"Md. Abdur Rouf, Harun Rashid","doi":"10.3126/nelta.v26i1-2.45370","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45370","url":null,"abstract":"The study explored the challenges faced by secondary and higher secondary English language (EL) teachers in Bangladesh while teaching their learners online during the COVID-19 pandemic. Like teachers in most countries across the world, Bangladeshi EL teachers had to abruptly switch to online mode of teaching from in-person classes without much preparation. Following the constructivist research paradigm and a qualitative multiple case study approach, four secondary and four higher secondary EL teachers were interviewed to gather in-depth data on the challenges they encountered. The findings showed that the main challenges for the teachers included: unavailability of devices, falling interest, poor attendance of learners, less interaction in classes, lack of technological skills and training, financial hardship, unstable internet connections, almost no practice of language skills, lack of online testing schemes, negative mental and physical impacts, and the overall perceived inefficacy of online EL classes. The paper also discusses the implications of the main findings and proposes some recommendations for the teachers and other stakeholders concerned.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126227616","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}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45196
J. Paudel
Teachers’ experiences prove that second language writing (L2 writing) is a challenging task. Embracing a phenomenological approach to research, this study unpacks teachers’ lived experiences of teaching English as a second language (ESL) writing at the undergraduate (bachelor) level in Nepal. Specifically, it explores how teachers teach writing, what kind of assignments they assign to their students, what they feel comfortable and uncomfortable with teaching writing, what they want to improve in their teaching, and what their students struggle with in carrying out their assignments. For collecting data, I used a written open-ended questionnaire as a research tool and I analyzed the resulting data thematically. The study reveals that, out of nine teachers, only four strove to embrace a process approach to writing. The findings show that, as reported by the teachers, students most often react negatively to writing assignments and struggle in their writing. The teachers assign several long and short assignments, and, by their responses, it can be understood that all intended to improve their teaching, ranging from coherence and cohesion to contextualizing their teaching.
{"title":"Unpacking Teachers’ Experiences of Teaching Writing at the Undergraduate (Bachelor) Level in Nepal","authors":"J. Paudel","doi":"10.3126/nelta.v26i1-2.45196","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45196","url":null,"abstract":"Teachers’ experiences prove that second language writing (L2 writing) is a challenging task. Embracing a phenomenological approach to research, this study unpacks teachers’ lived experiences of teaching English as a second language (ESL) writing at the undergraduate (bachelor) level in Nepal. Specifically, it explores how teachers teach writing, what kind of assignments they assign to their students, what they feel comfortable and uncomfortable with teaching writing, what they want to improve in their teaching, and what their students struggle with in carrying out their assignments. For collecting data, I used a written open-ended questionnaire as a research tool and I analyzed the resulting data thematically. The study reveals that, out of nine teachers, only four strove to embrace a process approach to writing. The findings show that, as reported by the teachers, students most often react negatively to writing assignments and struggle in their writing. The teachers assign several long and short assignments, and, by their responses, it can be understood that all intended to improve their teaching, ranging from coherence and cohesion to contextualizing their teaching.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132529630","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}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45379
S. Dawadi
Despite a growing body of research on language test impact, little is known about the impacts of a high-stakes test on students in the Nepalese context. This paper reports on a study that explored the impact of an English as a foreign language (EFL) test on students in Nepal. The data generated through a student survey (n=247), oral diaries (n=72) and semi-structured interviews (n=24) with students and parents indicate severe impact of the English test on students. The majority of students reported that they were under tremendous pressure to perform well on the test and they had a high level of anxiety associated with the test. There were several indications that students had test related anxiety mainly because of their perception that poor performance on the test has negative effects on their social prestige and on career prospects. Additional reasons of their anxiety included high expectations from their parents and teachers. Finally, some of the pressing policy, pedagogical and research implications of the findings are discussed.
{"title":"High-Stakes Test Pressure and Anxiety in the Nepalese English as a Foreign Language (EFL) Learners","authors":"S. Dawadi","doi":"10.3126/nelta.v26i1-2.45379","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45379","url":null,"abstract":"Despite a growing body of research on language test impact, little is known about the impacts of a high-stakes test on students in the Nepalese context. This paper reports on a study that explored the impact of an English as a foreign language (EFL) test on students in Nepal. The data generated through a student survey (n=247), oral diaries (n=72) and semi-structured interviews (n=24) with students and parents indicate severe impact of the English test on students. The majority of students reported that they were under tremendous pressure to perform well on the test and they had a high level of anxiety associated with the test. There were several indications that students had test related anxiety mainly because of their perception that poor performance on the test has negative effects on their social prestige and on career prospects. Additional reasons of their anxiety included high expectations from their parents and teachers. Finally, some of the pressing policy, pedagogical and research implications of the findings are discussed.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134068359","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}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45197
Shotaro Ueno, Jonathan Aliponga
One of the many recent research interests in English language teaching in Japan is to develop student’s language skills through vocabulary learning, especially focusing on vocabulary learning strategies (VLSs). Our study examined the different vocabulary learning strategies (VLSs) that proficient and non-proficient Japanese university students used to accomplish the learning tasks in the English language classrooms. It also sought to find out the significant difference between the two groups of students in vocabulary learning strategy use. The findings revealed that as many non-proficient students as proficient students used the same various VLSs in their English language classes. There were significant differences found between the two groups of students in their use of VLSs, specifically in four kinds of VLSs. These differences in VLSs use included social, memory, cognitive and metacognitive VLSs. In fact, there were instances when non-proficient students used VLSs more than proficient students. Implications for EFL as well as further research directions are discussed.
{"title":"Vocabulary Learning Strategies of Japanese University Students","authors":"Shotaro Ueno, Jonathan Aliponga","doi":"10.3126/nelta.v26i1-2.45197","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45197","url":null,"abstract":"One of the many recent research interests in English language teaching in Japan is to develop student’s language skills through vocabulary learning, especially focusing on vocabulary learning strategies (VLSs). Our study examined the different vocabulary learning strategies (VLSs) that proficient and non-proficient Japanese university students used to accomplish the learning tasks in the English language classrooms. It also sought to find out the significant difference between the two groups of students in vocabulary learning strategy use. The findings revealed that as many non-proficient students as proficient students used the same various VLSs in their English language classes. There were significant differences found between the two groups of students in their use of VLSs, specifically in four kinds of VLSs. These differences in VLSs use included social, memory, cognitive and metacognitive VLSs. In fact, there were instances when non-proficient students used VLSs more than proficient students. Implications for EFL as well as further research directions are discussed.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117251354","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}
Pub Date : 2021-12-31DOI: 10.3126/nelta.v26i1-2.45198
Shafinaz Sikder, Nur Filzah Ahmad Nadzri, Laneesha Karunagaran
The following research work aimed to investigate the language change of learners through their usage of noun pattern in order to identify which words occur with which patterns and then create a repertoire of the three learners’ particular ways of using them. In order to do so, like previous studies, the study relied on the theoretical framework of Hunston’s Pattern Grammar Approach (1997) and the conceptual framework of Larsen-Freeman’s Complexity Theory (2006). This mixed method study adopted a longitudinal research approach into Chau (2015) students’ data to observe the commonly occurred noun pattern sequences within their writing tasks over three years. This helped to understand the changes on the noun pattern about language learning by associating meaning production via noun pattern sequences. Data collection and analysis method was adopted from Tashakkori & Teddlie, 2010. The codification of noun patterns were done quantitatively and then its frequency was quantified. The five nouns have been identified from the analysis at keyness cut-off of 25 via Keywords Extractor followed by a codification of noun pattern sequences done via the framework by Collins Cobuild English Dictionary and Francis et al. (1998). The result of the analysis shows that students do follow noun patterns yet they also tend to produce structures in their very unique ways. Likewise, the repetition of pattern over the years observed in learners suggests language could be both regressing and progressing simultaneously, unlike the developmental leader metaphor applied in most educational settings. In other words, the study suggests that students should be acquainted with patterns instead of words in isolation because their association with different words makes them a natural accompaniment to a lexical approach. This paves the way for unorthodox scoring or marking system, shifting the focus from error analysis to meaningful production of language.
{"title":"A Study of Written Noun Pattern Sequences among Secondary School Students in Malaysia","authors":"Shafinaz Sikder, Nur Filzah Ahmad Nadzri, Laneesha Karunagaran","doi":"10.3126/nelta.v26i1-2.45198","DOIUrl":"https://doi.org/10.3126/nelta.v26i1-2.45198","url":null,"abstract":"The following research work aimed to investigate the language change of learners through their usage of noun pattern in order to identify which words occur with which patterns and then create a repertoire of the three learners’ particular ways of using them. In order to do so, like previous studies, the study relied on the theoretical framework of Hunston’s Pattern Grammar Approach (1997) and the conceptual framework of Larsen-Freeman’s Complexity Theory (2006). This mixed method study adopted a longitudinal research approach into Chau (2015) students’ data to observe the commonly occurred noun pattern sequences within their writing tasks over three years. This helped to understand the changes on the noun pattern about language learning by associating meaning production via noun pattern sequences. Data collection and analysis method was adopted from Tashakkori & Teddlie, 2010. The codification of noun patterns were done quantitatively and then its frequency was quantified. The five nouns have been identified from the analysis at keyness cut-off of 25 via Keywords Extractor followed by a codification of noun pattern sequences done via the framework by Collins Cobuild English Dictionary and Francis et al. (1998). The result of the analysis shows that students do follow noun patterns yet they also tend to produce structures in their very unique ways. Likewise, the repetition of pattern over the years observed in learners suggests language could be both regressing and progressing simultaneously, unlike the developmental leader metaphor applied in most educational settings. In other words, the study suggests that students should be acquainted with patterns instead of words in isolation because their association with different words makes them a natural accompaniment to a lexical approach. This paves the way for unorthodox scoring or marking system, shifting the focus from error analysis to meaningful production of language.","PeriodicalId":416929,"journal":{"name":"Journal of Nelta","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126420900","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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