In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.
{"title":"English Teachers’ Perceptions of the Role of Lesson Planning in Classroom Management","authors":"R. Alghamdy","doi":"10.5296/ijl.v15i4.21260","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21260","url":null,"abstract":"In the present article, the researcher aims to identify the relationship between lesson plans and classroom management and attempt to determine the effect of English teachers’ lesson preparation on the implementation of those lessons. Further, we seek to explore English teachers’ perceptions toward the role of lesson planning in classroom management in Saudi English as a first language (EFL) classroom. We collect data from 87 English teachers in secondary schools in Al-Baha City via electronic questionnaire, and our findings demonstrate the importance of lesson planning in classroom management, revealing that Saudi English teachers prepare their lessons effectively to sufficiently manage classrooms. In addition, our results indicate that lesson planning is an essential skill that English teachers must cultivate to create a successful classroom environment. Moreover, the outcomes of the present study highlight most Saudi English teachers’ attitudes toward the role of lesson planning in classroom management are positive. Finally, we find a significant and positive relationship between effective lesson preparation and teachers’ abilities to create a successful EFL classroom environment.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89222449","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 influence of neoliberal ideology in the educational literature has widely been discussed recently. Yet relatively little critical attention has been paid to the ways these hegemonic agendas have shaped and influenced the development of ELT curriculum and published teaching materials. This theoretical paper reviews literature on how neoliberal ideology influences ELT curriculum, namely published teaching materials. Also, it argues that ELT curriculum contents are essentially political and ideologically constructed to fulfil the politico-economic interests of ELT international publishers, located in the centre (e.g., UK and US). These neoliberal ideological constructions are preparing our students to become neoliberal citizens, consumers, or customers of English language learning, who can become apt members of callous marketization. This theoretical paper recommends that TESOL professionals need to play their role by demystifying and resisting these ideologies by redesigning the ELT curricula, such as course books. In addition, scripted curriculum and one-size-fits-all policy reflected in global course books contents do not fulfil the needs of diverse learners in various EFL/ESL contexts. Therefore, TESOL professionals, in particular teachers and academics need to be aware of current and potential educational policies and advocacies driven by western neoliberal educational ideologies. In practice, ESL/EFL teachers, academics and curriculum developers are required to consider their contextual local realities, such as students' English language learning constraints and teaching perspectives from teachers stand points in designing the EFL/ ESL curriculum contents.
{"title":"Reflections on Ideologies Underpinning ELT Curriculum and Nature of Global Course Books Used in Saudi Arabia","authors":"Muhammad Mansoor Anwar, Hussain Alhoussawi","doi":"10.5296/ijl.v15i4.21251","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21251","url":null,"abstract":"The influence of neoliberal ideology in the educational literature has widely been discussed recently. Yet relatively little critical attention has been paid to the ways these hegemonic agendas have shaped and influenced the development of ELT curriculum and published teaching materials. This theoretical paper reviews literature on how neoliberal ideology influences ELT curriculum, namely published teaching materials. Also, it argues that ELT curriculum contents are essentially political and ideologically constructed to fulfil the politico-economic interests of ELT international publishers, located in the centre (e.g., UK and US). These neoliberal ideological constructions are preparing our students to become neoliberal citizens, consumers, or customers of English language learning, who can become apt members of callous marketization. This theoretical paper recommends that TESOL professionals need to play their role by demystifying and resisting these ideologies by redesigning the ELT curricula, such as course books. In addition, scripted curriculum and one-size-fits-all policy reflected in global course books contents do not fulfil the needs of diverse learners in various EFL/ESL contexts. Therefore, TESOL professionals, in particular teachers and academics need to be aware of current and potential educational policies and advocacies driven by western neoliberal educational ideologies. In practice, ESL/EFL teachers, academics and curriculum developers are required to consider their contextual local realities, such as students' English language learning constraints and teaching perspectives from teachers stand points in designing the EFL/ ESL curriculum contents.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72930312","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}
Changes in the word's position and the structure's construction are a system by which some words move from one position to another due to linguistic factors such as morphology and syntax. This movement is not limited to words alone; it is also possible in phrases. Constraints that regulate the movement process also govern these changes. The syntactic structure is a commonly influenced linguistic aspect in dialect languages. The sentence structure, including all types of sentences, varies according to dialect. The study of interrogatives, whether in Iraqi dialects or not, is significant. One of the two dominant dialects, Mosuli or Baghdadi, can serve as an excellent representative for the remaining subdialects. This paper will contribute to our understanding of the structure of interrogatives in the Iraqi dialect and the movement that occurs in various sentence positions.
{"title":"Wh-Movement in Iraqi Dialect","authors":"S. Khudhur","doi":"10.5296/ijl.v15i4.21248","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21248","url":null,"abstract":"Changes in the word's position and the structure's construction are a system by which some words move from one position to another due to linguistic factors such as morphology and syntax. This movement is not limited to words alone; it is also possible in phrases. Constraints that regulate the movement process also govern these changes. The syntactic structure is a commonly influenced linguistic aspect in dialect languages. The sentence structure, including all types of sentences, varies according to dialect. The study of interrogatives, whether in Iraqi dialects or not, is significant. One of the two dominant dialects, Mosuli or Baghdadi, can serve as an excellent representative for the remaining subdialects. This paper will contribute to our understanding of the structure of interrogatives in the Iraqi dialect and the movement that occurs in various sentence positions.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87085996","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}
A meme is a caption image that consists of an image and a witty message which reflects worldwide current incidents. Since the outbreak, Covid19 has received its own share of memes by fueling a pile – on excuses to promote racism on Asian's and particularly the Chinese community as being the major cause of the pandemic. The present study aims to investigate racial memes of (24) English memes and (10) Arabic memes. To achieve this, a pragmatic multimodal approach has been adopted to find answers to the following questions:1- To what category does the speech act “racialize” belong to?2- Are racial intentions expressed equally in English and Arabic memes?3- Is there any difference in the frequency of racial humor in English and Arabic memes?4- Which category of text – image combination is more frequently used in English and Arabic memes?The findings of the study, show that the speech act of racialize belongs to expressive illocutionary acts since it expresses a negative psychological state of mind and has down face since it is not accepted by everyone. Although, Covid19 memes in English and Arabic sometimes share the same caption and image but the racial intention in English memes are reflected through dark humor unlike Arabic memes which are mostly humorous.
{"title":"The Speech Act of English and Arabic Racial Memes of Covid19","authors":"Dunia Ali Hussein","doi":"10.5296/ijl.v15i4.21249","DOIUrl":"https://doi.org/10.5296/ijl.v15i4.21249","url":null,"abstract":"A meme is a caption image that consists of an image and a witty message which reflects worldwide current incidents. Since the outbreak, Covid19 has received its own share of memes by fueling a pile – on excuses to promote racism on Asian's and particularly the Chinese community as being the major cause of the pandemic. The present study aims to investigate racial memes of (24) English memes and (10) Arabic memes. To achieve this, a pragmatic multimodal approach has been adopted to find answers to the following questions:1- To what category does the speech act “racialize” belong to?2- Are racial intentions expressed equally in English and Arabic memes?3- Is there any difference in the frequency of racial humor in English and Arabic memes?4- Which category of text – image combination is more frequently used in English and Arabic memes?The findings of the study, show that the speech act of racialize belongs to expressive illocutionary acts since it expresses a negative psychological state of mind and has down face since it is not accepted by everyone. Although, Covid19 memes in English and Arabic sometimes share the same caption and image but the racial intention in English memes are reflected through dark humor unlike Arabic memes which are mostly humorous.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83138919","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 article describes three applicative prefixes of Umónhon (Omaha, Siouan) and the syntactic constructions they contribute to form using a dataset of 130 example sentences. It includes a descriptive account of their meanings and of their syntactic features. Special emphasis is given to the various types of applied constituents: noun phrases, postpositional phrases, and clauses. The latter two are seldom mentioned or commented on in descriptions of applicative constructions, although they are by no means unique to Umónhon. I exemplify and discuss applied clauses in other Siouan languages and in several unrelated languages. Cross-linguistically, applied clauses seem to be restricted to circumstantial applicatives (introducing motives, purposes, etc.). The question of whether they are embedded into the main clause is probably language specific. When they are, they illustrate a change from an adverbial clause in the non-applied sentence to a complement clause in the applied sentence.
{"title":"Unusual Properties of Applicative Constructions in Umónhon","authors":"Julie Marsault","doi":"10.1086/724984","DOIUrl":"https://doi.org/10.1086/724984","url":null,"abstract":"This article describes three applicative prefixes of Umónhon (Omaha, Siouan) and the syntactic constructions they contribute to form using a dataset of 130 example sentences. It includes a descriptive account of their meanings and of their syntactic features. Special emphasis is given to the various types of applied constituents: noun phrases, postpositional phrases, and clauses. The latter two are seldom mentioned or commented on in descriptions of applicative constructions, although they are by no means unique to Umónhon. I exemplify and discuss applied clauses in other Siouan languages and in several unrelated languages. Cross-linguistically, applied clauses seem to be restricted to circumstantial applicatives (introducing motives, purposes, etc.). The question of whether they are embedded into the main clause is probably language specific. When they are, they illustrate a change from an adverbial clause in the non-applied sentence to a complement clause in the applied sentence.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42554928","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 paper provides a detailed description and analysis of the prosodic phonology of Panãra (ISO code: kre), a Northern Jê language spoken in Central Brazil. Panãra exhibits culminative stress, which always falls on the last lexical vowel of a root or stem. This property gives rise to two stress patterns, namely ultimate and penultimate stress, where the latter arises from a process of vowel epenthesis that resolves a ban on word-final obstruent and approximant codas. Furthermore, the grammar exhibits a word-minimality requirement, where CRV and CVC roots are considered heavier than both CV and CV ː roots. Finally, segmental and prosodic well-formedness interact in complex ways in the grammar of Panãra, resulting in patterns of word-initial and morpheme-final [i] epenthesis.
本文对巴西中部北部Jê语言pan ra (ISO代码:kre)的韵律音韵学进行了详细的描述和分析。pan ra表现出高潮重音，它总是落在词根或词干的最后一个元音上。这一特性产生了两种重音模式，即终极重音和倒数重音，后者源于元音的放大过程，从而解决了对词尾阻碍和近似尾音的禁止。此外，语法表现出单词最小化的要求，其中CRV和CVC根被认为比CV和CV的根重。最后，在pan ra语法中，段性和韵律的格式良好性以复杂的方式相互作用，导致词头和语素尾[i]的扩展模式。
{"title":"The Phonology of Panãra: A Prosodic Analysis","authors":"M. Lapierre","doi":"10.1086/724988","DOIUrl":"https://doi.org/10.1086/724988","url":null,"abstract":"This paper provides a detailed description and analysis of the prosodic phonology of Panãra (ISO code: kre), a Northern Jê language spoken in Central Brazil. Panãra exhibits culminative stress, which always falls on the last lexical vowel of a root or stem. This property gives rise to two stress patterns, namely ultimate and penultimate stress, where the latter arises from a process of vowel epenthesis that resolves a ban on word-final obstruent and approximant codas. Furthermore, the grammar exhibits a word-minimality requirement, where CRV and CVC roots are considered heavier than both CV and CV ː roots. Finally, segmental and prosodic well-formedness interact in complex ways in the grammar of Panãra, resulting in patterns of word-initial and morpheme-final [i] epenthesis.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46212351","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}
La reduplicación ha sido motivo de múltiples discusiones teóricas. En esta investigación se describe la reduplicación en el tepehuano del sureste, así como sus implicaciones en la teoría fonológica, particularmente en el modelo completo y modelo básico que plantean McCarthy y Prince (1995). Se muestra que en esta lengua la variedad de formas del reduplicante se debe a restricciones en la formación de la palabra reduplicada, sobre todo aquellas que regulan la elisión de vocales, la posición del acento y la prohibición de inicios y codas complejos. Además, en esta lengua no se favorece la identidad entre la base y el reduplicante, más bien el reduplicante mantiene la fidelidad con la raíz y es la base la que se disimila de ambos. Con base en estos datos se discute la pertinencia de revalorar las relaciones de correspondencia entre la entrada y el reduplicante.
{"title":"Teoría De La Correspondencia, Modelo Básico Y Completo Y Reduplicación En Tepehuano Del Sureste (O’dam)","authors":"Verónica Taboada","doi":"10.1086/724986","DOIUrl":"https://doi.org/10.1086/724986","url":null,"abstract":"La reduplicación ha sido motivo de múltiples discusiones teóricas. En esta investigación se describe la reduplicación en el tepehuano del sureste, así como sus implicaciones en la teoría fonológica, particularmente en el modelo completo y modelo básico que plantean McCarthy y Prince (1995). Se muestra que en esta lengua la variedad de formas del reduplicante se debe a restricciones en la formación de la palabra reduplicada, sobre todo aquellas que regulan la elisión de vocales, la posición del acento y la prohibición de inicios y codas complejos. Además, en esta lengua no se favorece la identidad entre la base y el reduplicante, más bien el reduplicante mantiene la fidelidad con la raíz y es la base la que se disimila de ambos. Con base en estos datos se discute la pertinencia de revalorar las relaciones de correspondencia entre la entrada y el reduplicante.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41436978","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 article presents, for the first time, a proposal for subclassification of the Pano family based on shared innovations, which justifies a subdivision into two branches: North and Principal. The work begins with a discussion about earlier proposals for a Principal and a North branch, followed by a discussion of the main works on Panoan family reconstruction. The shared innovations identified as criteria for subgrouping are presented, as required by the comparative historical method, the plausibility of the proposal is analyzed, and an independent parallel innovation is discussed. The work still presents some implications of the hypothesis, such as the reevaluation of the reconstructions presented in Oliveira (2014), an assessment of the final consonant’s reconstruction, some reflexes in Chákobo, the outcome of the proposal for the classification of Kaxarari and Kakataibo, and initial issues about the accent in Proto-Pano.
{"title":"Las Primeras Escisiones De La Familia Pano: Una Propuesta De Subagrupamiento En Una Familia De La Amazonia Occidental","authors":"Sanderson Castro Soares de Oliveira","doi":"10.1086/724987","DOIUrl":"https://doi.org/10.1086/724987","url":null,"abstract":"This article presents, for the first time, a proposal for subclassification of the Pano family based on shared innovations, which justifies a subdivision into two branches: North and Principal. The work begins with a discussion about earlier proposals for a Principal and a North branch, followed by a discussion of the main works on Panoan family reconstruction. The shared innovations identified as criteria for subgrouping are presented, as required by the comparative historical method, the plausibility of the proposal is analyzed, and an independent parallel innovation is discussed. The work still presents some implications of the hypothesis, such as the reevaluation of the reconstructions presented in Oliveira (2014), an assessment of the final consonant’s reconstruction, some reflexes in Chákobo, the outcome of the proposal for the classification of Kaxarari and Kakataibo, and initial issues about the accent in Proto-Pano.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45315224","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}
You know has a high frequency in English communication and it is mainly used as a discourse marker. People use it in many different contexts and occasions, and hereby it fulfills various pragmatic functions. Understanding these functions and usages can help English learners to participate better in communication by improving the expression and interpretation of the discourse between the speaker and the hearer. We have retrieved you know in authentic use from the financial magazines collected in Corpus of Contemporary American English (COCA) and analyzed the pragmatic functions of discourse marker you know based on the relevance theory. This research has identified five pragmatic functions that you know fulfills: information modification marker, turn shifting marker, attitude marker, mitigator marker and advising marker.
{"title":"A Pragmatic Study on the Functions of Discourse Marker You Know in Economic Magazines","authors":"Man Guo","doi":"10.5296/ijl.v15i3.21015","DOIUrl":"https://doi.org/10.5296/ijl.v15i3.21015","url":null,"abstract":"You know has a high frequency in English communication and it is mainly used as a discourse marker. People use it in many different contexts and occasions, and hereby it fulfills various pragmatic functions. Understanding these functions and usages can help English learners to participate better in communication by improving the expression and interpretation of the discourse between the speaker and the hearer. We have retrieved you know in authentic use from the financial magazines collected in Corpus of Contemporary American English (COCA) and analyzed the pragmatic functions of discourse marker you know based on the relevance theory. This research has identified five pragmatic functions that you know fulfills: information modification marker, turn shifting marker, attitude marker, mitigator marker and advising marker.","PeriodicalId":46577,"journal":{"name":"International Journal of American Linguistics","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81204143","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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