Shugufta Khurram, S. T. Palpanadan, Zulfiquar Ali Chachar
Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social media-based English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger’s potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app’s possible benefits for undergraduate EFL learners’ writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp’s impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators’ perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.
{"title":"Analyzing the contribution of WhatsApp in enhancing English writing skills among undergraduate English as a Foreign Language (EFL) learners: A systematic review","authors":"Shugufta Khurram, S. T. Palpanadan, Zulfiquar Ali Chachar","doi":"10.59400/fls.v6i2.1174","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1174","url":null,"abstract":"Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social media-based English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger’s potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app’s possible benefits for undergraduate EFL learners’ writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp’s impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators’ perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"266 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140704215","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}
In many linguistic studies, many studies have been conducted on the work “Hilyetü’l-insan” and “Halbetü’l-lisan”, which was mentioned as Ibn Muhanna’s Dictionary, whose real name was revealed when the Istanbul copy was found, and which belongs to Jamaladdin Ibn Muhanna. In the middle of the century, the Persian, Turkic and Mongolian languages gained influence and were widely used in Iraq as well as in the entire Elkhanid territory. Ibn Muhenna wrote his dictionaries “Hilyetü’l-insan” and “Halbetü’l-lisan” in this scientific environment. It is estimated that it was written in Meraga or Baghdad in the second half of the century. Despite the fact that the official language of the Elkhanid state is Turkic, Ibn Muhanna wrote his work in Arabic based on the main features of these three languages, considering that Arabic, Persian and Mongolian languages are also used in cultural, administrative, commercial and public life. According to the Istanbul copy of the introduction and the three-part dictionary, pages 5–111 were devoted to Persian, pages 113–310 to Turkic, and pages 311–371 to Mongolian. The part of the work related to the Persian language consists of an introduction and twenty-eight chapters where general grammatical rules are explained. In this research study, we will try to compare the linguistic features of Ibn Muhanna’s Dictionary.
{"title":"Researching Ibn Muhanna’s dictionary in terms of linguistic features","authors":"Khuraman Asgarova","doi":"10.59400/fls.v6i2.1145","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1145","url":null,"abstract":"In many linguistic studies, many studies have been conducted on the work “Hilyetü’l-insan” and “Halbetü’l-lisan”, which was mentioned as Ibn Muhanna’s Dictionary, whose real name was revealed when the Istanbul copy was found, and which belongs to Jamaladdin Ibn Muhanna. In the middle of the century, the Persian, Turkic and Mongolian languages gained influence and were widely used in Iraq as well as in the entire Elkhanid territory. Ibn Muhenna wrote his dictionaries “Hilyetü’l-insan” and “Halbetü’l-lisan” in this scientific environment. It is estimated that it was written in Meraga or Baghdad in the second half of the century. Despite the fact that the official language of the Elkhanid state is Turkic, Ibn Muhanna wrote his work in Arabic based on the main features of these three languages, considering that Arabic, Persian and Mongolian languages are also used in cultural, administrative, commercial and public life. According to the Istanbul copy of the introduction and the three-part dictionary, pages 5–111 were devoted to Persian, pages 113–310 to Turkic, and pages 311–371 to Mongolian. The part of the work related to the Persian language consists of an introduction and twenty-eight chapters where general grammatical rules are explained. In this research study, we will try to compare the linguistic features of Ibn Muhanna’s Dictionary.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"28 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140747476","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}
Recent scientific research has emphasized that reading fluency is an important component of foreign language learning. The long-term goal of foreign language learning is directed towards reading prosody, fluency, and comprehension. The research was conducted among undergraduate students of German studies at the Faculty of Humanities and Social Sciences in Split from May to the end of June 2022. The research examined students’ attitudes on the frequency of using paired reading techniques, as well as the differences regarding the application of reading techniques in language and literature courses. The results of the research show that the majority of students believe that the paired reading technique can help in the development of reading habits in a foreign language, in the acquisition of new vocabulary, as well as in the development of reading fluency.
{"title":"Students’ attitudes on the importance of reading habits as a vital factor for L2 development: An example from higher education practice","authors":"Mirela Müller, Mirjana Matea Kovač","doi":"10.59400/fls.v6i2.1256","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1256","url":null,"abstract":"Recent scientific research has emphasized that reading fluency is an important component of foreign language learning. The long-term goal of foreign language learning is directed towards reading prosody, fluency, and comprehension. The research was conducted among undergraduate students of German studies at the Faculty of Humanities and Social Sciences in Split from May to the end of June 2022. The research examined students’ attitudes on the frequency of using paired reading techniques, as well as the differences regarding the application of reading techniques in language and literature courses. The results of the research show that the majority of students believe that the paired reading technique can help in the development of reading habits in a foreign language, in the acquisition of new vocabulary, as well as in the development of reading fluency.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"257 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140760431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study focuses on the phenomena of consonant substitution and strategies for remediation or development for Cantonese primary school students in China. 8 students from the graduating classes of Dongguan Haide Bilingual School were randomly selected as participants, of whom the pronunciation samples were collected after finishing the optional course (fun reading) which lasted for 15 weeks. Focusing on segmental features (consonant substitutions), each audio was recorded by computer, followed by analyzing transcriptions, marking pronunciation errors, and categorizing error types. The result presented that the pronunciation of letters th, pronunciation of the initial consonant cluster and the final consonant cluster, pronunciation of the letter l, substitution of voiceless consonant for the corresponding voiced consonant, substitution of phonemes /w/ for /v/ and /r/ and confusion between phonemes /n/ and /m/ were the common types of errors in consonant substitution of learners in primary school on English learning. By analyzing the phenomena of consonant substitution in the English pronunciation of specific primary school students in Guangdong and exploring its developmental strategies, this paper attempts to provide predictable focus and teaching guidance for primary school English teachers, aiming at exploring and innovating English pronunciation teaching methods, stimulating students’ learning interest and promoting the development of primary school English language teaching (ELT).
{"title":"An analysis of phenomena of consonant substitution and strategies for development for Cantonese EFL elementary learners: A case study","authors":"Xiaoxin Chen","doi":"10.59400/fls.v6i2.1227","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1227","url":null,"abstract":"The present study focuses on the phenomena of consonant substitution and strategies for remediation or development for Cantonese primary school students in China. 8 students from the graduating classes of Dongguan Haide Bilingual School were randomly selected as participants, of whom the pronunciation samples were collected after finishing the optional course (fun reading) which lasted for 15 weeks. Focusing on segmental features (consonant substitutions), each audio was recorded by computer, followed by analyzing transcriptions, marking pronunciation errors, and categorizing error types. The result presented that the pronunciation of letters th, pronunciation of the initial consonant cluster and the final consonant cluster, pronunciation of the letter l, substitution of voiceless consonant for the corresponding voiced consonant, substitution of phonemes /w/ for /v/ and /r/ and confusion between phonemes /n/ and /m/ were the common types of errors in consonant substitution of learners in primary school on English learning. By analyzing the phenomena of consonant substitution in the English pronunciation of specific primary school students in Guangdong and exploring its developmental strategies, this paper attempts to provide predictable focus and teaching guidance for primary school English teachers, aiming at exploring and innovating English pronunciation teaching methods, stimulating students’ learning interest and promoting the development of primary school English language teaching (ELT).","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"183 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140761364","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}
Mohammed Al-Raimi, B. Mudhsh, Yasir Al-Yafaei, Salim Al-Maashani
The way that language is learned now needs to be innovative and creative due to changes in educational demands as a result of the unprecedented advancement in technology. Since artificial intelligence (AI) has become an integral part of education to support everyday tasks like teaching and learning languages, this study inspects the Omani EFL learners’ perceptions and practices towards utilizing artificial intelligence tools for enhancing their writing skills. To answer the research questions, a number of 61 students from the General Requirements Unit at the Preparatory Studies Centre, University of Technology and Applied Sciences, Salalah, Sultanate of Oman, answered a 5-point Likert questionnaire. After analyzing the collected data statistically using SPSS (0.26), the results showed that Omani EFL students have positive perceptions towards utilizing artificial intelligence writing tools. The findings showed that translating words, phrases, and sentences is where Omani EFL students most frequently use AI tools. In order to verify spelling and grammar, they also employ AI techniques. The participants also report using AI writing tools to generate ideas for their writing and to assist them in composing essays and paragraphs. Findings showed that there were no significant differences between male and female students, and there was no correlation concerning the students’ perceptions and practices in utilizing AI tools. The study’s recommendations and implications were presented in accordance with this.
{"title":"Utilizing artificial intelligence tools for improving writing skills: Exploring Omani EFL learners’ perspectives","authors":"Mohammed Al-Raimi, B. Mudhsh, Yasir Al-Yafaei, Salim Al-Maashani","doi":"10.59400/fls.v6i2.1177","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1177","url":null,"abstract":"The way that language is learned now needs to be innovative and creative due to changes in educational demands as a result of the unprecedented advancement in technology. Since artificial intelligence (AI) has become an integral part of education to support everyday tasks like teaching and learning languages, this study inspects the Omani EFL learners’ perceptions and practices towards utilizing artificial intelligence tools for enhancing their writing skills. To answer the research questions, a number of 61 students from the General Requirements Unit at the Preparatory Studies Centre, University of Technology and Applied Sciences, Salalah, Sultanate of Oman, answered a 5-point Likert questionnaire. After analyzing the collected data statistically using SPSS (0.26), the results showed that Omani EFL students have positive perceptions towards utilizing artificial intelligence writing tools. The findings showed that translating words, phrases, and sentences is where Omani EFL students most frequently use AI tools. In order to verify spelling and grammar, they also employ AI techniques. The participants also report using AI writing tools to generate ideas for their writing and to assist them in composing essays and paragraphs. Findings showed that there were no significant differences between male and female students, and there was no correlation concerning the students’ perceptions and practices in utilizing AI tools. The study’s recommendations and implications were presented in accordance with this.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224050","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}
Social media (SM) influences social interaction in the age of digital media, impacting how languages develop. Since these networks play a role in daily life, they create new words and conceptual frameworks that define our contemporary society. The current investigation investigates Twitter, Facebook, and Reddit SM posts applying textual extraction. The seven-year temporal sample demonstrates significant semantic change caused by society and technology. The analysis notices the importance of new words, phrase meaning evolving, and sentiment changes in SM users’ English usage, proving their adaptability. The growing popularity of phrases like eavesdropping and doom-scrolling indicated how SM and daily life impact. This investigation distinguishes each platform’s unique linguistic features and digital developments by understanding language flow and leading research in the future.
社交媒体（SM）影响着数字媒体时代的社会互动，也影响着语言的发展。由于这些网络在日常生活中扮演着重要角色，它们创造了新的词汇和概念框架，定义了我们的当代社会。目前的调查采用文本提取法对 Twitter、Facebook 和 Reddit SM 帖子进行了研究。七年的时间样本显示了社会和技术带来的重大语义变化。分析注意到了新词的重要性、短语含义的演变以及 SM 用户英语使用中的情感变化，证明了其适应性。窃听和末日滚动等短语的日益流行表明了 SM 与日常生活之间的影响。这项调查通过了解语言流来区分每个平台独特的语言特点和数字发展，并引领未来的研究。
{"title":"Impact of social media on the evolution of English semantics through linguistic analysis","authors":"Yu Shen","doi":"10.59400/fls.v6i2.1184","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1184","url":null,"abstract":"Social media (SM) influences social interaction in the age of digital media, impacting how languages develop. Since these networks play a role in daily life, they create new words and conceptual frameworks that define our contemporary society. The current investigation investigates Twitter, Facebook, and Reddit SM posts applying textual extraction. The seven-year temporal sample demonstrates significant semantic change caused by society and technology. The analysis notices the importance of new words, phrase meaning evolving, and sentiment changes in SM users’ English usage, proving their adaptability. The growing popularity of phrases like eavesdropping and doom-scrolling indicated how SM and daily life impact. This investigation distinguishes each platform’s unique linguistic features and digital developments by understanding language flow and leading research in the future.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"74 S332","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140224337","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}
Vowels are a fundamental component of Mandarin Chinese syllables. Accurate pronunciation of Mandarin Chinese relies on the distinct articulation of different vowels, especially the visually similar “ü” and “u”. Korean-speaking learners of Chinese Mandarin as a second language commonly exhibit non-standard pronunciation or errors in articulating “ü”, leading to confusion, particularly in non-low vowels centered around this sound. Using Praat to analyze the Formant values of non-low vowel sounds from six participants, a comparison between Korean L2 Chinese speakers and native Chinese speakers revealed vowel spaces differentiated through F2 values for /u/ and /o/, while /ɣ/ and /o/ are distinguished by F1 values. The sound similar to Korean “ㅟ” differs from /y/ in that the former is a gliding sound transitioning from low to high. The distinction between /y/ and /u/, /o/, /ɣ/ was found to be unclear, with /y/ often merging into sounds like “iu” and “io”. This aligns with historical vowel changes in Chinese “ü”, noted in previous linguistic studies, showing variations like “iu” and “io” over different periods. Korean L2 Chinese speakers tend to substitute /ɯ/ for /u/ and “ㅟ” (/ɯ/+/i/) for /y/, avoiding rounded lip movements in pronunciation, thus reducing effort and the need for additional phonemes. Furthermore, the F3 value for Korean L2 Chinese /y/ is notably lower, suggesting that the correct articulation should closely resemble the tongue position of /i/, combined with rounded lips.
{"title":"Articulatory characteristics and vowel space analysis of Mandarin Chinese non-low vowels in Korean-speaking learners","authors":"Di Duan","doi":"10.59400/fls.v6i2.1171","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1171","url":null,"abstract":"Vowels are a fundamental component of Mandarin Chinese syllables. Accurate pronunciation of Mandarin Chinese relies on the distinct articulation of different vowels, especially the visually similar “ü” and “u”. Korean-speaking learners of Chinese Mandarin as a second language commonly exhibit non-standard pronunciation or errors in articulating “ü”, leading to confusion, particularly in non-low vowels centered around this sound. Using Praat to analyze the Formant values of non-low vowel sounds from six participants, a comparison between Korean L2 Chinese speakers and native Chinese speakers revealed vowel spaces differentiated through F2 values for /u/ and /o/, while /ɣ/ and /o/ are distinguished by F1 values. The sound similar to Korean “ㅟ” differs from /y/ in that the former is a gliding sound transitioning from low to high. The distinction between /y/ and /u/, /o/, /ɣ/ was found to be unclear, with /y/ often merging into sounds like “iu” and “io”. This aligns with historical vowel changes in Chinese “ü”, noted in previous linguistic studies, showing variations like “iu” and “io” over different periods. Korean L2 Chinese speakers tend to substitute /ɯ/ for /u/ and “ㅟ” (/ɯ/+/i/) for /y/, avoiding rounded lip movements in pronunciation, thus reducing effort and the need for additional phonemes. Furthermore, the F3 value for Korean L2 Chinese /y/ is notably lower, suggesting that the correct articulation should closely resemble the tongue position of /i/, combined with rounded lips.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"42 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140231416","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}
Shumani Eric Madima, Morris Thembani Morris Thembani Babane, Ernest Kwa Klu
This paper sought to investigate the challenges that Limpopo Provincial Legislature encounters implement the language policy in a postcolonial Anglophone South Africa. The Constitution of the Republic of South Africa, Act 108 of 1996, demands that each province should develop its own language policy (The Constitution of the Republic of South Africa, 1996). The Limpopo Provincial Legislature adopted its Language Policy, Act 7 of 2000, acknowledging Northern Sotho (Sepedi), Afrikaans, English, Tshivenda, Xitsonga, and IsiNdebele as the official languages. The Act provides more details on the use of official language in executive council meetings, in public communication and in service delivery. The main research question was to what are the challenges in the implementation of the language policy at Limpopo Provincial Legislature? The study employed qualitative research method and data collection tool that was utilized was semi-structured interview. The population of the study were all 48 Members of the Provincial Legislature (MPLs). Semi-structured interviews were conducted until saturation was reached after 13 (thirteen) members were interviewed. The data collected were analyzed using Thematic Analysis (TA) technique where research questions were used as themes. The study’s main finding revealed that Limpopo Provincial Legislature is partially implementing the language policy since English remains the main language used in debates, engagements, and written documents above other official languages.
{"title":"Language policy implementation challenges in postcolonial anglophone Africa: A case of Limpopo Provincial Legislature in South Africa","authors":"Shumani Eric Madima, Morris Thembani Morris Thembani Babane, Ernest Kwa Klu","doi":"10.59400/fls.v6i2.1164","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1164","url":null,"abstract":"This paper sought to investigate the challenges that Limpopo Provincial Legislature encounters implement the language policy in a postcolonial Anglophone South Africa. The Constitution of the Republic of South Africa, Act 108 of 1996, demands that each province should develop its own language policy (The Constitution of the Republic of South Africa, 1996). The Limpopo Provincial Legislature adopted its Language Policy, Act 7 of 2000, acknowledging Northern Sotho (Sepedi), Afrikaans, English, Tshivenda, Xitsonga, and IsiNdebele as the official languages. The Act provides more details on the use of official language in executive council meetings, in public communication and in service delivery. The main research question was to what are the challenges in the implementation of the language policy at Limpopo Provincial Legislature? The study employed qualitative research method and data collection tool that was utilized was semi-structured interview. The population of the study were all 48 Members of the Provincial Legislature (MPLs). Semi-structured interviews were conducted until saturation was reached after 13 (thirteen) members were interviewed. The data collected were analyzed using Thematic Analysis (TA) technique where research questions were used as themes. The study’s main finding revealed that Limpopo Provincial Legislature is partially implementing the language policy since English remains the main language used in debates, engagements, and written documents above other official languages.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"32 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140241943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The reduplication in the Indo-European languages has been studied quite thoroughly both in connection with the issues of the origin and development of the language, and with the issues of assessing their functional content. Regarding the latter, scientists are more inclined to believe that this is due to the reproduction of child’s or imperfect speech. The article examines the reduplicates in the Armenian language, which is central to the territory of settlement of the Indo-Europeans. Using the example of the translation of the Bible, the authors show that only in Armenian the reduplicates had a stylistic significance, fixed a high style. This conclusion is drawn on the basis of the fact that the synonyms of reduplicates in Armenian in the era of the Bible translation (V century AD) were used in folklore and historical works, that is, the translator used the reduplicates consciously, emphasizing the high importance of the Holy Scriptures. This is also indicated by comparisons of Armenian examples with reduplicates with corresponding examples from the original source and translations of the Bible into Latin, English, Old Bulgarian and German. This testifies to the fact that by the V century AD the Armenian language was not only finally formed, but also contained style awareness.
{"title":"Reduplication in old Armenian and its functional implementations (experience of comparative diachronic analysis)","authors":"L. M. Khachatryan, V. V. Madoyan","doi":"10.59400/fls.v6i2.1159","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1159","url":null,"abstract":"The reduplication in the Indo-European languages has been studied quite thoroughly both in connection with the issues of the origin and development of the language, and with the issues of assessing their functional content. Regarding the latter, scientists are more inclined to believe that this is due to the reproduction of child’s or imperfect speech. The article examines the reduplicates in the Armenian language, which is central to the territory of settlement of the Indo-Europeans. Using the example of the translation of the Bible, the authors show that only in Armenian the reduplicates had a stylistic significance, fixed a high style. This conclusion is drawn on the basis of the fact that the synonyms of reduplicates in Armenian in the era of the Bible translation (V century AD) were used in folklore and historical works, that is, the translator used the reduplicates consciously, emphasizing the high importance of the Holy Scriptures. This is also indicated by comparisons of Armenian examples with reduplicates with corresponding examples from the original source and translations of the Bible into Latin, English, Old Bulgarian and German. This testifies to the fact that by the V century AD the Armenian language was not only finally formed, but also contained style awareness.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"2005 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140246482","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}
In responding to the curriculum change in Indonesia to the Merdeka (Freedom) curriculum, the teaching and learning process should emphasize differentiated learning, including English Language Teaching (ELT). Despite the fact the teachers must implement it in their class, little research has examined the teachers’ readiness and its affecting factors in implementing differentiated learning. This study aims to address this gap by exploring teachers’ readiness in applying it and the factors affecting their readiness, by administering questionnaires and interviewing sixty public-school teachers of senior high schools who enrolled in the Subject Teacher Deliberation (STD) of English, in Central Java, Indonesia. The findings indicated that teachers were not ready in implementing content and process differentiation in ELT, but they just needed some improvements. Additionally, teachers had been ready in applying product and learning environment differentiation, but they still need a little enhancement. The factors affecting their readiness included insufficient training opportunities, limited time for planning and designing learning activities, difference of students’ readiness in learning English, and the large number of students in each class. Furthermore, the study recommends that the Indonesian government should provide additional training and workshops for teachers, establish a clear and consistent guideline for differentiated learning, and facilitating collaboration and communication among teachers to share their best practice.
{"title":"The implementation of differentiated learning in ELT: Indonesian teachers’ readiness","authors":"N. Sofiana, Santi Andriyani, Muh Shofiyuddin, Husni Mubarok, Olyvia Revalita Candraloka","doi":"10.59400/fls.v6i2.1178","DOIUrl":"https://doi.org/10.59400/fls.v6i2.1178","url":null,"abstract":"In responding to the curriculum change in Indonesia to the Merdeka (Freedom) curriculum, the teaching and learning process should emphasize differentiated learning, including English Language Teaching (ELT). Despite the fact the teachers must implement it in their class, little research has examined the teachers’ readiness and its affecting factors in implementing differentiated learning. This study aims to address this gap by exploring teachers’ readiness in applying it and the factors affecting their readiness, by administering questionnaires and interviewing sixty public-school teachers of senior high schools who enrolled in the Subject Teacher Deliberation (STD) of English, in Central Java, Indonesia. The findings indicated that teachers were not ready in implementing content and process differentiation in ELT, but they just needed some improvements. Additionally, teachers had been ready in applying product and learning environment differentiation, but they still need a little enhancement. The factors affecting their readiness included insufficient training opportunities, limited time for planning and designing learning activities, difference of students’ readiness in learning English, and the large number of students in each class. Furthermore, the study recommends that the Indonesian government should provide additional training and workshops for teachers, establish a clear and consistent guideline for differentiated learning, and facilitating collaboration and communication among teachers to share their best practice.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"8 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251160","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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