This study will present the results of neurobiological research, in the light of which an intersubjective vision of language learning takes shape. In the field of language teaching, synchronization of the right hemisphere between two brains in communication helps to shift the focus from an individual or subjective vision of learning onto an interpersonal and dynamic one. Therefore, after highlighting the neurobiological and interpersonal mechanisms inside communication in the first part of the article, an analysis of the edu-linguistic repercussions will follow, so that selected teaching strategies can activate more effective ways of working for language acquisition.
{"title":"From an Individual to an Intersubjective Perspective: Reflections for Foreign Language Acquisition","authors":"Giuseppe Maugeri","doi":"10.5296/ijl.v15i5.21358","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21358","url":null,"abstract":"This study will present the results of neurobiological research, in the light of which an intersubjective vision of language learning takes shape. In the field of language teaching, synchronization of the right hemisphere between two brains in communication helps to shift the focus from an individual or subjective vision of learning onto an interpersonal and dynamic one. Therefore, after highlighting the neurobiological and interpersonal mechanisms inside communication in the first part of the article, an analysis of the edu-linguistic repercussions will follow, so that selected teaching strategies can activate more effective ways of working for language acquisition.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134909151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Media Arabic is a linguistically independent genre of Modern Standard Arabic. There are a number of explanatory reasons accounting for a characterized, integrally structured media Arabic form. Much within our scientific grasp is the overall combination of lexico-grammatical traits, constituting a major part of the internal textual ecology. Within our reach, again, there is parsimonious literature hardly informing, or predicting, what situationally and linguistically a media Arabic text is. The vast body of research is intuition-governed and prescriptive. This paper is a concise exposition of a work endeavoring to fill out such a gap in research. It summarizes the findings of a large-scale project in Arabic corpus linguistics that empirically investigates media Arabic genre from a functional lexico-grammatical perspective, by using Multi-Dimensional framework. The model uncovers the parameters of variation in media Arabic and explores underlying co-occurring functions. In documenting MSA textual similarities and differences among ten written media subgenres: Politics, Economics, Society, Sports, Science, Culture & Arts, Technology, Women, Health & Medicine, and Religion, Exploratory Factor Analysis was run and resolved within a six-factorial structure, the raw output to be subsequently interpreted as six-dimensional basis for the variable use of Arabic across the ten subgenres.
{"title":"The Lexico-grammatical Ecology of Media Arabic Genre: A Multi-dimensional Analysis","authors":"Zakariae Azennoud","doi":"10.5296/ijl.v15i5.21376","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21376","url":null,"abstract":"Media Arabic is a linguistically independent genre of Modern Standard Arabic. There are a number of explanatory reasons accounting for a characterized, integrally structured media Arabic form. Much within our scientific grasp is the overall combination of lexico-grammatical traits, constituting a major part of the internal textual ecology. Within our reach, again, there is parsimonious literature hardly informing, or predicting, what situationally and linguistically a media Arabic text is. The vast body of research is intuition-governed and prescriptive. This paper is a concise exposition of a work endeavoring to fill out such a gap in research. It summarizes the findings of a large-scale project in Arabic corpus linguistics that empirically investigates media Arabic genre from a functional lexico-grammatical perspective, by using Multi-Dimensional framework. The model uncovers the parameters of variation in media Arabic and explores underlying co-occurring functions. In documenting MSA textual similarities and differences among ten written media subgenres: Politics, Economics, Society, Sports, Science, Culture & Arts, Technology, Women, Health & Medicine, and Religion, Exploratory Factor Analysis was run and resolved within a six-factorial structure, the raw output to be subsequently interpreted as six-dimensional basis for the variable use of Arabic across the ten subgenres.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134906572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research paper aims to explore the obstacles to acquiring English as a second language within the public high schools of the Raparin Area. The study was conducted within these public high schools, involving a total of 40 students spanning grades 10 through 12. The investigation revealed that the use of the mother tongue constitutes a crucial impediment to the enhancement of students' proficiency in their second language. Furthermore, the learning environment plays a pivotal role in shaping the journey of language acquisition. Significantly, the presence of large class sizes exerts a notable impact on their ability to fully engage in classroom activities and collaborate effectively with their peers. Additionally, the teaching methods and conduct of instructors emerged as significant factors, with the results indicating students' dissatisfaction with the Grammar Translation Approach employed by their teachers. Conversely, students' motivation to learn English and the prestige associated with the language were identified as positive factors facilitating their English language learning.
{"title":"Barriers to Learning English as a Second Language in the Public High Schools of Raparin Area","authors":"Rizgar Muhammad Ameen, Aso Baiz Mahmood","doi":"10.5296/ijl.v15i5.21297","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21297","url":null,"abstract":"This research paper aims to explore the obstacles to acquiring English as a second language within the public high schools of the Raparin Area. The study was conducted within these public high schools, involving a total of 40 students spanning grades 10 through 12. The investigation revealed that the use of the mother tongue constitutes a crucial impediment to the enhancement of students' proficiency in their second language. Furthermore, the learning environment plays a pivotal role in shaping the journey of language acquisition. Significantly, the presence of large class sizes exerts a notable impact on their ability to fully engage in classroom activities and collaborate effectively with their peers. Additionally, the teaching methods and conduct of instructors emerged as significant factors, with the results indicating students' dissatisfaction with the Grammar Translation Approach employed by their teachers. Conversely, students' motivation to learn English and the prestige associated with the language were identified as positive factors facilitating their English language learning.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135219091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This contribution focuses on teachers’ perspectives on ways of motivating students in multilingual education settings where a local minority language co-exists with a State majority language, English as a lingua franca and additional immigrant languages. The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community in Spain and of the Autonomous Region Friuli Venezia Giulia in Italy. Semi-structured interviews were carried out with 42 primary and secondary school teachers from both contexts, and data were analysed by means of content analysis following Dörnyei’s (2001) and Henry et al.’s (2018) taxonomies. Motivational activities described by teachers were categorised based on the language/s in which they were carried out. Empirically supporting Dörnyei’s and Henry et al.’s proposals, findings show that activities with authentic and teacher-created materials are prevalent, whatever the language, while textbooks appear to be almost never used. Designing activities that involve the use of authentic materials requires that teachers possess solid pedagogical and linguistic skills, a circumstance which makes the development of language awareness and motivational skills a priority in teacher education and professional development courses. Based on such findings, implications for future research are discussed.
{"title":"What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective","authors":"Ada Bier, David Lasagabaster","doi":"10.5296/ijl.v15i5.21293","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21293","url":null,"abstract":"This contribution focuses on teachers’ perspectives on ways of motivating students in multilingual education settings where a local minority language co-exists with a State majority language, English as a lingua franca and additional immigrant languages. The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community in Spain and of the Autonomous Region Friuli Venezia Giulia in Italy. Semi-structured interviews were carried out with 42 primary and secondary school teachers from both contexts, and data were analysed by means of content analysis following Dörnyei’s (2001) and Henry et al.’s (2018) taxonomies. Motivational activities described by teachers were categorised based on the language/s in which they were carried out. Empirically supporting Dörnyei’s and Henry et al.’s proposals, findings show that activities with authentic and teacher-created materials are prevalent, whatever the language, while textbooks appear to be almost never used. Designing activities that involve the use of authentic materials requires that teachers possess solid pedagogical and linguistic skills, a circumstance which makes the development of language awareness and motivational skills a priority in teacher education and professional development courses. Based on such findings, implications for future research are discussed.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135616135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Purpose: This work studied the phenomenon of linguistic insecurity among colleges’ of education students in South-Western Nigeria to determine its impact on their English oral productivity. Casual observation has shown that a good number of colleges’ of education students in South-Western Nigeria are usually not at ease communicating in the English language. So, they seldom communicate in the English language when they interact with one another.
Methodology: The Deficit Hypothesis as postulated by Bernstein (1971) provided the theoretical underpinning. It used purposive sampling to sample three colleges of education in South-Western Nigeria. Random sampling technique was employed to sample 120 respondents from each of the colleges; yielding a study sample of 360. A self-constructed questionnaire tagged “Impact of Linguistic Insecurity on English Oral Productivity Questionnaire (ILIEOPQ)” was the instrument employed. Data generated were analysed using frequency counts and simple percentages.
Findings: The results showed that majority of colleges’ of education students in South-Western Nigeria did experience linguistic insecurity whenever they communicated with their friends and course-mates in English language; a phenomenon which is not unconnected with their deficiency in English language. Lack of confidence was found to be a major factor for this. Linguistic insecurity in English language also had negative effects on the English oral productivity of students of colleges of education in South-Western Nigeria resulting in many of them speaking their first language more than they did speak English language while in school. Findings also showed that colleges’ of education students in South-Western Nigeria employed some strategies to cope with their linguistic insecurity in English language. This notwithstanding, the standard or quality of the English language they spoke was not good enough.
Unique Contribution to Theory, Practice and Policy: The findings have shown linguistic insecurity as a major cause of the poor oral performance of Nigerian learners in English language. The findings could help stimulate the initiation of appropriate measures by concerned stake-holders. Such measures could include learners of English as a second language endeavouring to speak the English language more regularly at school. Similarly, teachers should lay more emphasis on the spoken English of their pupils/students.
{"title":"Impact of Linguistic Insecurity on the English Oral Productivity of Students of Selected Colleges of Education in South-Western Nigeria","authors":"Ogunniyi Okedigba, Abiodun Omowon, Dapo Adelowo","doi":"10.47604/ijl.2150","DOIUrl":"https://doi.org/10.47604/ijl.2150","url":null,"abstract":"Purpose: This work studied the phenomenon of linguistic insecurity among colleges’ of education students in South-Western Nigeria to determine its impact on their English oral productivity. Casual observation has shown that a good number of colleges’ of education students in South-Western Nigeria are usually not at ease communicating in the English language. So, they seldom communicate in the English language when they interact with one another.
 Methodology: The Deficit Hypothesis as postulated by Bernstein (1971) provided the theoretical underpinning. It used purposive sampling to sample three colleges of education in South-Western Nigeria. Random sampling technique was employed to sample 120 respondents from each of the colleges; yielding a study sample of 360. A self-constructed questionnaire tagged “Impact of Linguistic Insecurity on English Oral Productivity Questionnaire (ILIEOPQ)” was the instrument employed. Data generated were analysed using frequency counts and simple percentages.
 Findings: The results showed that majority of colleges’ of education students in South-Western Nigeria did experience linguistic insecurity whenever they communicated with their friends and course-mates in English language; a phenomenon which is not unconnected with their deficiency in English language. Lack of confidence was found to be a major factor for this. Linguistic insecurity in English language also had negative effects on the English oral productivity of students of colleges of education in South-Western Nigeria resulting in many of them speaking their first language more than they did speak English language while in school. Findings also showed that colleges’ of education students in South-Western Nigeria employed some strategies to cope with their linguistic insecurity in English language. This notwithstanding, the standard or quality of the English language they spoke was not good enough.
 Unique Contribution to Theory, Practice and Policy: The findings have shown linguistic insecurity as a major cause of the poor oral performance of Nigerian learners in English language. The findings could help stimulate the initiation of appropriate measures by concerned stake-holders. Such measures could include learners of English as a second language endeavouring to speak the English language more regularly at school. Similarly, teachers should lay more emphasis on the spoken English of their pupils/students.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135569954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wan Khadijah Wan Shaifuddin, Zaemah Abdul Kadir, Faizah Mohamad, Elia Johar
In a competitive marketplace, effective persuasion sets a brand apart. Companies that can persuade customers effectively tend to outperform their competitors by capturing a larger share of the market. This study delves into the application of the Elaboration-Likelihood Model on TikTok, a dual-process theory elucidating cognitive processes during persuasion, encompassing central and peripheral processing routes. The aims of this study are to investigate how the Elaboration-Likelihood Model is incorporated in sellers’ TikTok videos, and the types of language of persuasion used. A qualitative descriptive method was employed to analyse three TikTok videos from three selected TikTok seller accounts. A documentary technique will be used to collect data for the study, and a content analysis method will be carried out for the data analysis. Findings show that there are 17 types of language of persuasion employed throughout the sample, with Simple Solutions having the highest frequency, employed by all the TikTok posts. The implications of this study are twofold. Firstly, it will illuminate the profound influence of persuasion techniques on message reception, thereby aiding digital marketers in comprehending their audience's cognitive processes and facilitating the utilization of the most effective strategies. Secondly, it will contribute to the academic field of linguistics by expanding knowledge in the realm of persuasion and negotiation. Additionally, it will foster media literacy within society, empowering individuals to make informed decisions.
{"title":"Crafting Persuasive Language Strategies: An Analysis of Malaysian Cosmetic Brands' TikTok Marketing","authors":"Wan Khadijah Wan Shaifuddin, Zaemah Abdul Kadir, Faizah Mohamad, Elia Johar","doi":"10.5296/ijl.v15i5.21402","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21402","url":null,"abstract":"In a competitive marketplace, effective persuasion sets a brand apart. Companies that can persuade customers effectively tend to outperform their competitors by capturing a larger share of the market. This study delves into the application of the Elaboration-Likelihood Model on TikTok, a dual-process theory elucidating cognitive processes during persuasion, encompassing central and peripheral processing routes. The aims of this study are to investigate how the Elaboration-Likelihood Model is incorporated in sellers’ TikTok videos, and the types of language of persuasion used. A qualitative descriptive method was employed to analyse three TikTok videos from three selected TikTok seller accounts. A documentary technique will be used to collect data for the study, and a content analysis method will be carried out for the data analysis. Findings show that there are 17 types of language of persuasion employed throughout the sample, with Simple Solutions having the highest frequency, employed by all the TikTok posts. The implications of this study are twofold. Firstly, it will illuminate the profound influence of persuasion techniques on message reception, thereby aiding digital marketers in comprehending their audience's cognitive processes and facilitating the utilization of the most effective strategies. Secondly, it will contribute to the academic field of linguistics by expanding knowledge in the realm of persuasion and negotiation. Additionally, it will foster media literacy within society, empowering individuals to make informed decisions.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136182568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study intends to demonstrate by using the lyrics of ‘Ayo Africa’ by Longue Longue that indigenous languages and other voices are rising and asserting their relevance to singularise themselves and at the same time, questioning the ideology of the heretofore ‘dominant’ language and discourse by giving it a Cameroonian rendition. The fact that every language carries with it an ideology and owing to the fact that there exist an intimate link between language and literature – in both written and oral forms, this study also demonstrates that the Cameroonian singer-Longue Longue, through language appropriation and resilience to mother tongue evoke sentiments of nationalism that suggest a rethinking of what ideology and language should govern the Cameroonian postcolonial space in this globalised era. Resistance and deconstruction are dominant practices of colonial and postcolonial discourses with the one fighting to assert herself in the face of the other in the global context of today characterised by the collapse of national boundaries, challenges in governance, conflict, proliferation of languages and the unpopularity of the dominant language and discourse. New historicism is employed in this study because it transcends; cultural, sociological, linguistic and anthropological disciplines, and also because pop music is part of the culture of the people. This study through the observation and interview methods, will lean on the hypothetical contention that; in Longue Longue’s ‘Ayo Africa’, indigenous language(s) (pidgin and/ Douala) that singularises the Cameroonian person, is indispensable to govern the Cameroonian postcolonial space.
{"title":"Resistance and Resilience: (De) Constructing a Language Ideology in Longue Longue’s ‘Ayo Africa’","authors":"Tatang Banda","doi":"10.5296/ijl.v15i5.21390","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21390","url":null,"abstract":"This study intends to demonstrate by using the lyrics of ‘Ayo Africa’ by Longue Longue that indigenous languages and other voices are rising and asserting their relevance to singularise themselves and at the same time, questioning the ideology of the heretofore ‘dominant’ language and discourse by giving it a Cameroonian rendition. The fact that every language carries with it an ideology and owing to the fact that there exist an intimate link between language and literature – in both written and oral forms, this study also demonstrates that the Cameroonian singer-Longue Longue, through language appropriation and resilience to mother tongue evoke sentiments of nationalism that suggest a rethinking of what ideology and language should govern the Cameroonian postcolonial space in this globalised era. Resistance and deconstruction are dominant practices of colonial and postcolonial discourses with the one fighting to assert herself in the face of the other in the global context of today characterised by the collapse of national boundaries, challenges in governance, conflict, proliferation of languages and the unpopularity of the dominant language and discourse. New historicism is employed in this study because it transcends; cultural, sociological, linguistic and anthropological disciplines, and also because pop music is part of the culture of the people. This study through the observation and interview methods, will lean on the hypothetical contention that; in Longue Longue’s ‘Ayo Africa’, indigenous language(s) (pidgin and/ Douala) that singularises the Cameroonian person, is indispensable to govern the Cameroonian postcolonial space.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136113889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Salwa al Anqoudi, Cecile Gabarre, Serge Gabarre, Siham Al Aamri
Foundation students need to pass English proficiency courses before joining their Bachelor program. Omani students are English as foreign language (EFL) learners. Therefore, acquiring reading skills is crucial in unlocking their academic performance. The researchers implemented an online intensive reading club seeking to engage unmotivated students into improving their reading through task-based learning from the ReadTheory website. The objectives were twofold, first to identify factors of engagement in the online intensive reading club leading to improved reading skills, and second to explore how these factors could instill long-term reading motivation. A three-cycle action research was conducted over six months with 10 participants. The systematic thematic analysis of observations, discussions, semi-structured interviews, and artifacts resulted in an in-depth understanding of the demotivation, engagement, learning and acquisition processes. Participation to the intensive reading club resulted in heightened motivation and improved reading skills due to the students’ active engagement in the Readtheory enhanced intensive reading tasks. Authentic and meaningful materials, immediate individual performance reports on reading skills and progress contributed to increased engagement, yielding long-term intrinsic and extrinsic reading motivation. The resulting Online intensive reading model will benefit teachers, students, and stakeholders seeking to motivate EFL students to read in the target language.
{"title":"Improving EFL Learners’ Reading Motivation With Intensive Reading Using “ReadTheory”","authors":"Salwa al Anqoudi, Cecile Gabarre, Serge Gabarre, Siham Al Aamri","doi":"10.5296/ijl.v15i5.21389","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21389","url":null,"abstract":"Foundation students need to pass English proficiency courses before joining their Bachelor program. Omani students are English as foreign language (EFL) learners. Therefore, acquiring reading skills is crucial in unlocking their academic performance. The researchers implemented an online intensive reading club seeking to engage unmotivated students into improving their reading through task-based learning from the ReadTheory website. The objectives were twofold, first to identify factors of engagement in the online intensive reading club leading to improved reading skills, and second to explore how these factors could instill long-term reading motivation. A three-cycle action research was conducted over six months with 10 participants. The systematic thematic analysis of observations, discussions, semi-structured interviews, and artifacts resulted in an in-depth understanding of the demotivation, engagement, learning and acquisition processes. Participation to the intensive reading club resulted in heightened motivation and improved reading skills due to the students’ active engagement in the Readtheory enhanced intensive reading tasks. Authentic and meaningful materials, immediate individual performance reports on reading skills and progress contributed to increased engagement, yielding long-term intrinsic and extrinsic reading motivation. The resulting Online intensive reading model will benefit teachers, students, and stakeholders seeking to motivate EFL students to read in the target language.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main goal of this work is to offer an analysis concerning the distribution of Sentential final particles (SFP) in Mandarin Chinese in terms of the Symmetric Syntax formulated by Narita and Fukui (2022). We propose two alternatives of deriving the linear order of SFP that can satisfy the requirement of constructing Feature-Equilibrium (F-Equi), which is argued to play a significant role in narrow syntax computation by Narita and Fukui: (i) to construct {proposition}-equilibrium; (ii) to construct {k, R}-equilibrium.
{"title":"Deriving the Superficial Order of Mandarin Chinese Sentential Final Particles: A Feature-Equilibrium Perspective","authors":"Tao Xie","doi":"10.5296/ijl.v15i5.21174","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21174","url":null,"abstract":"The main goal of this work is to offer an analysis concerning the distribution of Sentential final particles (SFP) in Mandarin Chinese in terms of the Symmetric Syntax formulated by Narita and Fukui (2022). We propose two alternatives of deriving the linear order of SFP that can satisfy the requirement of constructing Feature-Equilibrium (F-Equi), which is argued to play a significant role in narrow syntax computation by Narita and Fukui: (i) to construct {proposition}-equilibrium; (ii) to construct {k, R}-equilibrium.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study presents its investigation into the perception towards English films as the second language acquisition tool and the effects of exposure to English language through English films on the development of productive and receptive skills. It was undertaken since little has been done particularly in the local setting examining associations between the said variables. Undergraduate students from a public university in Selangor, Malaysia were randomly selected and surveyed for their viewes. Employing a quantitative approach, data was collected through an adapted online questionnaire measured by the Likert’s scale. The amassed data underwent analysis utilizing descriptive statistics and Spearman’s rank correlation coefficient. The findings demonstrated positive effects of the English language exposure through English films and a favorable correlation between the English language exposure via films and the improvement of language skills particularly listening and speaking skills. These results illuminate the crucial role that film-based exposure plays in augmenting second language acquisition. This study provides insights into the significance of incorporating film-watching outside the classroom activities to reinforce the development of receptive and productive skills and advances the use of diverse multimedia platforms to enhance language learning beyond the classroom exposure to enhance language learning.
{"title":"English Films and Their Effects on Development of Productive and Receptive Skills: Beyond Classroom Exposure","authors":"Siti Uzma Syahmina Rashdan, Elia Md Johar, Faizah Mohamad, Zaemah Abd Kadir","doi":"10.5296/ijl.v15i5.21325","DOIUrl":"https://doi.org/10.5296/ijl.v15i5.21325","url":null,"abstract":"The study presents its investigation into the perception towards English films as the second language acquisition tool and the effects of exposure to English language through English films on the development of productive and receptive skills. It was undertaken since little has been done particularly in the local setting examining associations between the said variables. Undergraduate students from a public university in Selangor, Malaysia were randomly selected and surveyed for their viewes. Employing a quantitative approach, data was collected through an adapted online questionnaire measured by the Likert’s scale. The amassed data underwent analysis utilizing descriptive statistics and Spearman’s rank correlation coefficient. The findings demonstrated positive effects of the English language exposure through English films and a favorable correlation between the English language exposure via films and the improvement of language skills particularly listening and speaking skills. These results illuminate the crucial role that film-based exposure plays in augmenting second language acquisition. This study provides insights into the significance of incorporating film-watching outside the classroom activities to reinforce the development of receptive and productive skills and advances the use of diverse multimedia platforms to enhance language learning beyond the classroom exposure to enhance language learning.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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