This paper delves into the identity constructions of Japanese young adults as users of English as a lingua franca on social media, with a specific focus on Instagram, a widely utilized platform among this demographic. Grounded in the premise that social media serves as a space for self-presentation, drawing from the social constructivist idea that the self is a performative act, the study centers on three Japanese young individuals with overseas experiences. It explores how they employ English as a communicative lingua franca in a transnational space while remaining highly conscious of their Japanese followers, endeavoring to portray idealized English-speaking selves. An ethnographic approach (Netnography) to the participants’ online practices involves prolonged online observations and interviews, seeking not only screen-based linguistic data but also uncovering the speakers’ voices behind the online screen. The findings illuminate that their identities as experienced English users evolves into a distinct aspiration to present themselves as competent English users. This aspiration is intricately attached to English ideologies, including native speakerism and the social status of English. The study provides valuable insights into the importance of scrutinizing the complex identity construction and language negotiation among speakers in ELF contexts, particularly within the realm of everyday online discourse. It sheds light on how young online users navigate between identities as English users and learners in the dynamic context of both global and local friendships.
{"title":"Self-presentation as an ELF user in social media: an analysis of Japanese young adults’ online language practices","authors":"Aina Tanaka","doi":"10.1515/jelf-2023-2016","DOIUrl":"https://doi.org/10.1515/jelf-2023-2016","url":null,"abstract":"This paper delves into the identity constructions of Japanese young adults as users of English as a lingua franca on social media, with a specific focus on Instagram, a widely utilized platform among this demographic. Grounded in the premise that social media serves as a space for self-presentation, drawing from the social constructivist idea that the self is a performative act, the study centers on three Japanese young individuals with overseas experiences. It explores how they employ English as a communicative lingua franca in a transnational space while remaining highly conscious of their Japanese followers, endeavoring to portray idealized English-speaking selves. An ethnographic approach (Netnography) to the participants’ online practices involves prolonged online observations and interviews, seeking not only screen-based linguistic data but also uncovering the speakers’ voices behind the online screen. The findings illuminate that their identities as experienced English users evolves into a distinct aspiration to present themselves as competent English users. This aspiration is intricately attached to English ideologies, including native speakerism and the social status of English. The study provides valuable insights into the importance of scrutinizing the complex identity construction and language negotiation among speakers in ELF contexts, particularly within the realm of everyday online discourse. It sheds light on how young online users navigate between identities as English users and learners in the dynamic context of both global and local friendships.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139460629","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}
Alice Gruber, Angela C. Bailey, Jeries H. Eady, Linda R. Weinberg, Brigitte Brath, Jorge Carroza
Mentored online intercultural and international collaboration projects using English as a lingua franca (ELF) in tertiary curricula are a valuable pedagogical approach to develop intercultural communicative competence. However, students’ perceptions of ELF in virtual exchange (VE) projects remain largely unexplored. This mixed-methods study investigates students’ attitudes towards ELF interactions in the context of online collaborations involving four countries in the Global North and South. The students participated in a six-week VE and collaboratively completed tasks set by their teachers. Results of the qualitative and quantitative data show that the students’ attitudes towards ELF interactions varied in different contexts and that the experience encouraged reflections, for instance, on students’ linguistic effectiveness in intercultural situations. The findings show a (re)evaluation of native and non-native English and attitudinal shift for some students. The results indicate that online intercultural exchanges can be a catalyst for students to reflect on international English usage and global ownership. The article provides implications for setting up ELF-VE projects regarding its potential to (trans)form ELF identities and gives advice for ELF practitioners.
{"title":"Higher education students’ attitudes towards English as a lingua franca in virtual exchange settings","authors":"Alice Gruber, Angela C. Bailey, Jeries H. Eady, Linda R. Weinberg, Brigitte Brath, Jorge Carroza","doi":"10.1515/jelf-2023-2013","DOIUrl":"https://doi.org/10.1515/jelf-2023-2013","url":null,"abstract":"Mentored online intercultural and international collaboration projects using English as a lingua franca (ELF) in tertiary curricula are a valuable pedagogical approach to develop intercultural communicative competence. However, students’ perceptions of ELF in virtual exchange (VE) projects remain largely unexplored. This mixed-methods study investigates students’ attitudes towards ELF interactions in the context of online collaborations involving four countries in the Global North and South. The students participated in a six-week VE and collaboratively completed tasks set by their teachers. Results of the qualitative and quantitative data show that the students’ attitudes towards ELF interactions varied in different contexts and that the experience encouraged reflections, for instance, on students’ linguistic effectiveness in intercultural situations. The findings show a (re)evaluation of native and non-native English and attitudinal shift for some students. The results indicate that online intercultural exchanges can be a catalyst for students to reflect on international English usage and global ownership. The article provides implications for setting up ELF-VE projects regarding its potential to (trans)form ELF identities and gives advice for ELF practitioners.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139460744","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 : 2023-09-07DOI: 10.37680/lingua_franca.v2i2.2422
John Michael Sasan
This research aims to explain Filipinos' English language proficiency through a Multimedia Approach Based on Constructivist Learning Theory. This research is qualitative with a library research approach. The research data is in the form of Filipino English language proficiency with data sources accessed from several recent journal studies. Data collection techniques using documentation. While data analysis with content analysis techniques. The research results show in the context of English study, multimedia has provided learners with unique features and benefits. Constructivist learning theory, on the other hand, has had a considerable impact on students' learning processes and progress as one of the most fundamental teaching theories in the field of education. This study looks at a wide range of sources to support the claim that integrating multimedia and constructivism theory improved students' overall English learning experience. While the authors of this study thought it would help students improve their English learning, they also wanted to give teachers a better method to help them reduce stress in the classroom while still providing an effective teaching-learning process.
{"title":"Enhancing English Proficiency for Filipinos Through a Multimedia Approach Based on Constructivist Learning Theory","authors":"John Michael Sasan","doi":"10.37680/lingua_franca.v2i2.2422","DOIUrl":"https://doi.org/10.37680/lingua_franca.v2i2.2422","url":null,"abstract":"This research aims to explain Filipinos' English language proficiency through a Multimedia Approach Based on Constructivist Learning Theory. This research is qualitative with a library research approach. The research data is in the form of Filipino English language proficiency with data sources accessed from several recent journal studies. Data collection techniques using documentation. While data analysis with content analysis techniques. The research results show in the context of English study, multimedia has provided learners with unique features and benefits. Constructivist learning theory, on the other hand, has had a considerable impact on students' learning processes and progress as one of the most fundamental teaching theories in the field of education. This study looks at a wide range of sources to support the claim that integrating multimedia and constructivism theory improved students' overall English learning experience. While the authors of this study thought it would help students improve their English learning, they also wanted to give teachers a better method to help them reduce stress in the classroom while still providing an effective teaching-learning process.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135098691","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 : 2023-08-28DOI: 10.37680/lingua_franca.v2i2.2569
Marcell Ghangsar Putri, Fitri Yulianti, Tarcisia Sri Suwarti
This research was focused on investigating the effectiveness of students' vocabulary mastery using the comic "Donald Duck" for 7th-grade students in SMP N 25 Semarang. This research aimed to compare the findings of students' vocabulary mastery before and after being taught Donald Duck comic media and to see if there was a significant difference in student achievement in their vocabulary mastery taught before and after using Donald Duck comic media. This research used a quasi-experimental design with two classes: experimental and control. This study's population consisted of 261 students in the seventh grade at SMP N 25 Semarang, and the sample consisted of 64 students from two classes, VIG and VID. Data was collected by giving a pre-test and a post-test and then analyzed in the SPSS program using the t-test formula. The analysis results show that students not taught to use comics have a "poor" ability, as seen from their post-test average score of 60.13. Students taught to use comics had "good" abilities, as seen from their post-test average score of 75.50. So, a t-test of 13,054 is obtained with a t-table of 2,042 at a significance level of 5%. It can be concluded that the t-test is higher than the t-table (13.054>2.042). This shows that there is a significant difference in vocabulary mastery between students who are taught using Donald Duck comics and those who are not taught using Donald Duck comics. This means the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. Learning vocabulary mastery using Donald Duck comics is effective.
{"title":"Effectiveness of Students’ Vocabulary Mastery Using the Comic “Donald Duck” in Junior High School","authors":"Marcell Ghangsar Putri, Fitri Yulianti, Tarcisia Sri Suwarti","doi":"10.37680/lingua_franca.v2i2.2569","DOIUrl":"https://doi.org/10.37680/lingua_franca.v2i2.2569","url":null,"abstract":"This research was focused on investigating the effectiveness of students' vocabulary mastery using the comic \"Donald Duck\" for 7th-grade students in SMP N 25 Semarang. This research aimed to compare the findings of students' vocabulary mastery before and after being taught Donald Duck comic media and to see if there was a significant difference in student achievement in their vocabulary mastery taught before and after using Donald Duck comic media. This research used a quasi-experimental design with two classes: experimental and control. This study's population consisted of 261 students in the seventh grade at SMP N 25 Semarang, and the sample consisted of 64 students from two classes, VIG and VID. Data was collected by giving a pre-test and a post-test and then analyzed in the SPSS program using the t-test formula. The analysis results show that students not taught to use comics have a \"poor\" ability, as seen from their post-test average score of 60.13. Students taught to use comics had \"good\" abilities, as seen from their post-test average score of 75.50. So, a t-test of 13,054 is obtained with a t-table of 2,042 at a significance level of 5%. It can be concluded that the t-test is higher than the t-table (13.054>2.042). This shows that there is a significant difference in vocabulary mastery between students who are taught using Donald Duck comics and those who are not taught using Donald Duck comics. This means the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected. Learning vocabulary mastery using Donald Duck comics is effective.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135135503","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 : 2023-08-17DOI: 10.37680/lingua_franca.v2i2.1675
Adinda Choirunnisa, Esti Yulandari, Muhammad Arif Alamsyah Tanjung, Riski Aprilia Nur Afifah, Zanida Kusnasari
This study aims to test the effectiveness of Canva and Powtoon learning media in learning poetry material to improve student learning outcomes in class X IPA 1 SMAN 1 Kelapa Kampit. The research subjects were class X IPA 1 students at Kelapa Kampit State Senior High School. The method used in this research is research and development. The application of information technology-based learning materials is expected to improve teaching standards in the classroom. The study results show that the Canva and Powtoon learning media are appropriate for learning Indonesian for class X IPA 1 SMA Negeri 1 Kelapa Kampit. This is because it meets the requirements for media validation, material validation, and evaluation validation. The pretest and posttest results found that Canva and Powtoon media helped class X IPA 1 SMA Negeri 1 Kelapa Kampit understand the material needed to recognize the atmosphere, themes, and meaning in the poetry anthology. Based on this, the Canva and Powtoon learning tools can be developed in teaching Indonesian, especially when teaching students how to recognize the atmosphere, themes, and meaning of poetry anthologies.
本研究旨在检验Canva和Powtoon学习媒体在学习诗歌材料方面的有效性，以改善X班学生的学习成果。研究对象为克拉帕坎皮州立高中X班IPA 1学生。本研究采用的方法是研究与开发。信息技术为基础的学习材料的应用有望提高课堂教学水平。研究结果表明，Canva和Powtoon学习媒体适合学习印度尼西亚语X级IPA 1 SMA Negeri 1 Kelapa Kampit。这是因为它满足了介质验证、材料验证和评价验证的要求。前测和后测结果发现，Canva和Powtoon媒体帮助X IPA 1 SMA Negeri 1 Kelapa Kampit学生理解诗歌选集中识别氛围、主题和意义所需的材料。在此基础上，可以开发Canva和Powtoon学习工具来教授印尼语，特别是教学生如何识别诗歌选集的氛围、主题和意义。
{"title":"The Use of Canva and Powtoon Learning Media in Learning Poetry Materials to Improve Student Learning Outcomes for High School","authors":"Adinda Choirunnisa, Esti Yulandari, Muhammad Arif Alamsyah Tanjung, Riski Aprilia Nur Afifah, Zanida Kusnasari","doi":"10.37680/lingua_franca.v2i2.1675","DOIUrl":"https://doi.org/10.37680/lingua_franca.v2i2.1675","url":null,"abstract":"This study aims to test the effectiveness of Canva and Powtoon learning media in learning poetry material to improve student learning outcomes in class X IPA 1 SMAN 1 Kelapa Kampit. The research subjects were class X IPA 1 students at Kelapa Kampit State Senior High School. The method used in this research is research and development. The application of information technology-based learning materials is expected to improve teaching standards in the classroom. The study results show that the Canva and Powtoon learning media are appropriate for learning Indonesian for class X IPA 1 SMA Negeri 1 Kelapa Kampit. This is because it meets the requirements for media validation, material validation, and evaluation validation. The pretest and posttest results found that Canva and Powtoon media helped class X IPA 1 SMA Negeri 1 Kelapa Kampit understand the material needed to recognize the atmosphere, themes, and meaning in the poetry anthology. Based on this, the Canva and Powtoon learning tools can be developed in teaching Indonesian, especially when teaching students how to recognize the atmosphere, themes, and meaning of poetry anthologies.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136337522","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 : 2023-08-04DOI: 10.37680/lingua_franca.v2i2.2465
Ulfa Ulfa, Wiyaka Wiyaka, Sri Wahyuni
This study aims to determine 1) the effect of using the Hello English application in English teaching on improving students' ability in vocabulary mastery and 2) determine students' perceptions of the application of Hello English application in teaching English subjects at SMAN 1 Mayong, Jepara. This study used a type of quantitative research with a pseudo-experimental research design. This study used test data collection techniques and questionnaires to measure students' vocabulary mastery. The population of this study was grade X students of SMAN 1 Mayong, with a total of 72 students consisting of grades X 7 and X 9. The test result data in this study was calculated and analyzed automatically using SPSS. Based on the data analysis using the t-test, the test data shows that the result of t count (df = 70) = 9.881 and p-value or significant level of 0.000, which is smaller than 0.05. Researchers use α = 0.05 (5%) as a significant standard, so the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted because the p or sig (2-tailed) value of 0.000 is lower than α = 0.05 (5%). This means a significant difference exists between the results of using the Hello English Application in teaching vocabulary to grade X students of SMA Negeri 1 Mayong for the 2022/2023 school year. The results showed that the Hello English application significantly increased students' vocabulary mastery after treatment. The average score of experimental class students increased from 73 on the pre-test to 91 on the post-test.Moreover, the control class's average score was 74 on the pre-test to 79 on the post-test. This means that the average score of the students in the experimental class is higher than the average score in the control class. Researchers concluded that the Hello English Application is effective through mastery of student vocabulary, especially for tenth-grade students of SMA Negeri 1 Mayong for the 2022/2023 academic year. Based on the questionnaire, the results showed that using the Hello English application in teaching English has many positive impacts on students, including students being more motivated in learning and making it easier for students to understand the material.
本研究旨在确定1)在英语教学中使用Hello英语应用程序对提高学生词汇掌握能力的影响;2)确定学生对Hello英语应用程序在杰帕拉马永SMAN 1英语学科教学中的看法。本研究采用了一种定量研究和伪实验研究设计。本研究采用测试数据收集技术和问卷调查来测量学生的词汇掌握程度。本研究的人群为马勇一年级X年级学生，共72名学生，由x7年级和x9年级组成。本研究的测试结果数据采用SPSS软件自动计算和分析。采用t检验对数据进行分析，检验数据显示t计数(df = 70)结果为9.881,p值或显著水平为0.000，小于0.05。研究者使用α = 0.05(5%)作为显著性标准，因此拒绝零假设(Ho)，接受备择假设(Ha)，因为0.000的p或sig (2-tailed)值低于α = 0.05(5%)。这意味着在2022/2023学年，使用Hello英语应用程序对SMA Negeri 1 Mayong的X年级学生进行词汇教学的结果存在显著差异。结果表明，Hello英语应用程序在治疗后显著提高了学生的词汇掌握水平。实验班学生的平均分由前测的73分提高到后测的91分。此外，对照班的前测平均分为74分，后测平均分为79分。这意味着实验班学生的平均成绩高于对照组学生的平均成绩。研究人员得出结论，通过掌握学生词汇，Hello英语应用程序是有效的，特别是对于SMA Negeri 1 Mayong的2022/2023学年的十年级学生。通过问卷调查，结果显示，在英语教学中使用Hello英语应用程序对学生有很多积极的影响，包括学生学习的积极性更强，学生更容易理解材料。
{"title":"Improving Student's Vocabulary Mastery Through Hello English Application at Tenth-Grade Students of High School","authors":"Ulfa Ulfa, Wiyaka Wiyaka, Sri Wahyuni","doi":"10.37680/lingua_franca.v2i2.2465","DOIUrl":"https://doi.org/10.37680/lingua_franca.v2i2.2465","url":null,"abstract":"This study aims to determine 1) the effect of using the Hello English application in English teaching on improving students' ability in vocabulary mastery and 2) determine students' perceptions of the application of Hello English application in teaching English subjects at SMAN 1 Mayong, Jepara. This study used a type of quantitative research with a pseudo-experimental research design. This study used test data collection techniques and questionnaires to measure students' vocabulary mastery. The population of this study was grade X students of SMAN 1 Mayong, with a total of 72 students consisting of grades X 7 and X 9. The test result data in this study was calculated and analyzed automatically using SPSS. Based on the data analysis using the t-test, the test data shows that the result of t count (df = 70) = 9.881 and p-value or significant level of 0.000, which is smaller than 0.05. Researchers use α = 0.05 (5%) as a significant standard, so the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted because the p or sig (2-tailed) value of 0.000 is lower than α = 0.05 (5%). This means a significant difference exists between the results of using the Hello English Application in teaching vocabulary to grade X students of SMA Negeri 1 Mayong for the 2022/2023 school year. The results showed that the Hello English application significantly increased students' vocabulary mastery after treatment. The average score of experimental class students increased from 73 on the pre-test to 91 on the post-test.Moreover, the control class's average score was 74 on the pre-test to 79 on the post-test. This means that the average score of the students in the experimental class is higher than the average score in the control class. Researchers concluded that the Hello English Application is effective through mastery of student vocabulary, especially for tenth-grade students of SMA Negeri 1 Mayong for the 2022/2023 academic year. Based on the questionnaire, the results showed that using the Hello English application in teaching English has many positive impacts on students, including students being more motivated in learning and making it easier for students to understand the material.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136163381","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 : 2023-08-04DOI: 10.37680/lingua_franca.v2i2.2567
Andhita Hening Nurhandini, Wiyaka Wiyaka, Th. Cicik Sophia B
The objectives of this research are to find out the translation methods used in the dialogues, to find out the method that often appears in the subtitles of Maleficent movies, and to describe the quality level of English to Indonesian subtitles in Maleficent's translation. The theory used to analyze the translation method is the theory of Gottlieb (1992). This research is classified into qualitative descriptive research. The research data is from dialogue subtitles in the Maleficent film. The data source is obtained from the film Maleficent—data collection techniques with documentation. At the same time, data analysis is done by collecting, classifying, calculating, dominating, and drawing conclusions. The results of this research indicate that translators use six methods. These methods are paraphrasing (16,1%) and transfer (39,5%). Imitation (8,0%), condensation (8,0%), decimation (0,6%), and deletion (27,8%). From these results, it can be concluded that the translation method that translators dominantly use is the transfer method. Besides, subsequent research can provide knowledge that can be useful for readers and can be the next related research that will be reviewed. Further research is also needed to keep up with the development of translation studies.
{"title":"The Translation Methods Used in the Subtitles of Dialogues in Maleficent Movie","authors":"Andhita Hening Nurhandini, Wiyaka Wiyaka, Th. Cicik Sophia B","doi":"10.37680/lingua_franca.v2i2.2567","DOIUrl":"https://doi.org/10.37680/lingua_franca.v2i2.2567","url":null,"abstract":"The objectives of this research are to find out the translation methods used in the dialogues, to find out the method that often appears in the subtitles of Maleficent movies, and to describe the quality level of English to Indonesian subtitles in Maleficent's translation. The theory used to analyze the translation method is the theory of Gottlieb (1992). This research is classified into qualitative descriptive research. The research data is from dialogue subtitles in the Maleficent film. The data source is obtained from the film Maleficent—data collection techniques with documentation. At the same time, data analysis is done by collecting, classifying, calculating, dominating, and drawing conclusions. The results of this research indicate that translators use six methods. These methods are paraphrasing (16,1%) and transfer (39,5%). Imitation (8,0%), condensation (8,0%), decimation (0,6%), and deletion (27,8%). From these results, it can be concluded that the translation method that translators dominantly use is the transfer method. Besides, subsequent research can provide knowledge that can be useful for readers and can be the next related research that will be reviewed. Further research is also needed to keep up with the development of translation studies.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136163382","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 : 2023-04-15DOI: 10.37680/lingua_franca.v2i1.2391
Murdianto Murdianto, Titin Nur Taidah
Novel Syahadat Cinta by Taufiqurrahman Al Azizy is to photograph how humans relate to nature in depth. This research seeks to reveal the relationship between humans and fellow humans and the universe in the novel Syahadat Cinta by Taufiqurrahman al-Azizy. This research is a literature study (library research) with a mimetic approach. The data of this research is the relationship between humans and the universe. The data source for this research is the novel Syahadat Cinta by Taufiqurrahman Al-Azizy. Data collection techniques use documentation. At the same time, the data analysis technique uses content analysis. The results of this study indicate that The novel Syahadat Cinta by Taufiqurrahman Al-Azizy has the content of educating human relations with fellow human beings by cultivating good manners, being devoted to both parents, loving each other, apologizing, being generous and sincere. Educating human relations with the universe in the novel Syahadat Cinta by Taufiqurrahman Al-Azizy includes maintaining beauty and cleanliness and preserving ecosystems.
Taufiqurrahman Al Azizy的小说《Syahadat Cinta》是一部深入拍摄人类与自然关系的作品。本研究旨在揭示陶菲库拉赫曼·阿齐齐的小说《辛塔》中人类与人类同胞和宇宙之间的关系。本研究是一项文献研究(图书馆研究)与模仿的方法。这个研究的数据是人与宇宙的关系。本研究的数据来源是Taufiqurrahman Al-Azizy的小说《Syahadat Cinta》。数据收集技术使用文档。同时，数据分析技术采用内容分析。本研究结果表明，陶菲库拉赫曼·阿齐齐的小说《辛塔》具有通过培养良好的礼仪、对父母双方的忠诚、彼此相爱、道歉、慷慨和真诚来教育人类与人类之间关系的内容。陶菲库拉赫曼·阿尔·阿齐兹的小说《辛塔》教导人类与宇宙的关系，包括保持美丽、清洁和保护生态系统。
{"title":"Human's Relation with Others and the Universe in the Novel Syahadat Cinta by Taufiqurrahman Al-Azizy","authors":"Murdianto Murdianto, Titin Nur Taidah","doi":"10.37680/lingua_franca.v2i1.2391","DOIUrl":"https://doi.org/10.37680/lingua_franca.v2i1.2391","url":null,"abstract":"Novel Syahadat Cinta by Taufiqurrahman Al Azizy is to photograph how humans relate to nature in depth. This research seeks to reveal the relationship between humans and fellow humans and the universe in the novel Syahadat Cinta by Taufiqurrahman al-Azizy. This research is a literature study (library research) with a mimetic approach. The data of this research is the relationship between humans and the universe. The data source for this research is the novel Syahadat Cinta by Taufiqurrahman Al-Azizy. Data collection techniques use documentation. At the same time, the data analysis technique uses content analysis. The results of this study indicate that The novel Syahadat Cinta by Taufiqurrahman Al-Azizy has the content of educating human relations with fellow human beings by cultivating good manners, being devoted to both parents, loving each other, apologizing, being generous and sincere. Educating human relations with the universe in the novel Syahadat Cinta by Taufiqurrahman Al-Azizy includes maintaining beauty and cleanliness and preserving ecosystems.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134999600","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}
Abstract Research into the pedagogical implications of English as a Lingua Franca (ELF) has seen important developments over the last decade, through investigation of how English Language Teaching (ELT) can, and should, respond to the challenges and issues connected to the global spread of English in terms of curricula, syllabi, materials and classroom practices. In this perspective, Language Teacher Education is a central factor to promote awareness of the necessity to respond to how English is used as a global lingua franca today, not least in terms of Language Awareness, multilingual practices and meaning negotiation through Communication Strategies. In this paper we aim at addressing aspects related to teacher awareness as to ELF, in terms of how ‘language’, ‘language teaching and learning’ and ‘language use’ are conceived within an ELF-aware perspective. We will look in particular at the role that Language Awareness, Communicative Competence especially as to its strategic dimension in pragmatic moves, and multilingual practices play in ELF, and at their relevance in raising teachers’ awareness of ELF and ELF-aware pedagogic practices. We will then examine how these aspects interrelate with the three components in Sifakis’ ELF awareness model – awareness of language and language use, awareness of instructional practices, awareness of learning – also providing exemplifications of activities that could be used in ELF-oriented Teacher Education, and in ELT practices, to foster reflection on how they can become part of English language teaching and learning.
{"title":"Promoting ELF awareness in Language Teacher Education and ELT practices: perspectives and challenges","authors":"Paola Vettorel, Monica Antonello","doi":"10.1515/jelf-2023-2005","DOIUrl":"https://doi.org/10.1515/jelf-2023-2005","url":null,"abstract":"Abstract Research into the pedagogical implications of English as a Lingua Franca (ELF) has seen important developments over the last decade, through investigation of how English Language Teaching (ELT) can, and should, respond to the challenges and issues connected to the global spread of English in terms of curricula, syllabi, materials and classroom practices. In this perspective, Language Teacher Education is a central factor to promote awareness of the necessity to respond to how English is used as a global lingua franca today, not least in terms of Language Awareness, multilingual practices and meaning negotiation through Communication Strategies. In this paper we aim at addressing aspects related to teacher awareness as to ELF, in terms of how ‘language’, ‘language teaching and learning’ and ‘language use’ are conceived within an ELF-aware perspective. We will look in particular at the role that Language Awareness, Communicative Competence especially as to its strategic dimension in pragmatic moves, and multilingual practices play in ELF, and at their relevance in raising teachers’ awareness of ELF and ELF-aware pedagogic practices. We will then examine how these aspects interrelate with the three components in Sifakis’ ELF awareness model – awareness of language and language use, awareness of instructional practices, awareness of learning – also providing exemplifications of activities that could be used in ELF-oriented Teacher Education, and in ELT practices, to foster reflection on how they can become part of English language teaching and learning.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42418477","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}
Abstract This paper examines the role that action research – including both academic studies and action research undertaken by teachers for the purposes of professional development – might play in helping to close the existing gap between the pedagogical implications of English as a Lingua Franca (ELF) research and the practical implementation of an ELF-oriented approach in the classroom. It is argued that the purposes and characteristic features of action research as a research methodology are particularly relevant and fitting to address the kinds of questions relating to pedagogy which remain at this stage of ELF research. To support this thesis, the heart of the paper presents findings from an applied linguistic study investigating the implementation of an ELF-oriented approach in a university-level pilot course in order to illustrate the kinds of insights which classroom-based action research studies can provide. Finally, the concluding section reflects on the role of action research as a part of teachers’ professional development, the potential contributions which such research might make to ELF research and the need for the wider ELF research community to pay more attention to findings from action research undertaken as part of teacher education programs.
{"title":"Examining ELF-aware teaching and learning: action research as a tool for ELF research and teacher education","authors":"Christie Heike","doi":"10.1515/jelf-2023-2007","DOIUrl":"https://doi.org/10.1515/jelf-2023-2007","url":null,"abstract":"Abstract This paper examines the role that action research – including both academic studies and action research undertaken by teachers for the purposes of professional development – might play in helping to close the existing gap between the pedagogical implications of English as a Lingua Franca (ELF) research and the practical implementation of an ELF-oriented approach in the classroom. It is argued that the purposes and characteristic features of action research as a research methodology are particularly relevant and fitting to address the kinds of questions relating to pedagogy which remain at this stage of ELF research. To support this thesis, the heart of the paper presents findings from an applied linguistic study investigating the implementation of an ELF-oriented approach in a university-level pilot course in order to illustrate the kinds of insights which classroom-based action research studies can provide. Finally, the concluding section reflects on the role of action research as a part of teachers’ professional development, the potential contributions which such research might make to ELF research and the need for the wider ELF research community to pay more attention to findings from action research undertaken as part of teacher education programs.","PeriodicalId":44449,"journal":{"name":"Journal of English as a Lingua Franca","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41331787","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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