Writing is an intricate process in the first language and its intricacy increases when writing in the targeted language. Although Kurdish students of English study English writing at most levels of their education in Kurdistan Region of Iraq (KRI), it has been observed that they commit serious errors even in the basics of writing. These errors may influence their writing in English and their overall English language proficiency level. Nevertheless, meticulous research in the arena of error analysis is scanty in the KRI context compared to the body of research conducted in this area in the Arab world. This study was undertaken to analyze the errors committed by English-as-a-foreign-language (EFL) undergraduate students to recognize the most and the least prevalent errors committed by students and present and explain some possible causes and sources of those errors. The study investigated errors in a collection of 57 argumentative essays. Four categories of errors were taken into consideration, namely, grammatical, lexical, spelling, and punctuation as well as their subcategories. Frequencies and percentages of errors were first recognized, and then the common subcategories of each of the errors were tabulated, explained, and described with examples from the corpus. The reported results showed that the overall frequency and percentage of the errors were high and grammatical errors were the most common. Lexical errors were found to be the least common errors in students’ written productions. Additionally, the most prevalent subcategories of the errors were presented and interpreted. The study concluded that the major causes of written errors in the KRI context were both interlingual and intralingual errors.
用母语写作是一个复杂的过程，而用目标语言写作则更加复杂。虽然伊拉克库尔德地区（KRI）的库尔德英语专业学生在大部分教育阶段都学习英语写作，但据观察，他们甚至在写作的基础知识上都会出现严重错误。这些错误可能会影响他们的英语写作和整体英语水平。然而，与阿拉伯世界在这一领域开展的大量研究相比，克什米尔地区在错误分析领域开展的细致研究还很少。本研究旨在分析英语为外语（EFL）的本科生所犯的错误，以识别学生所犯的最普遍和最不普遍的错误，并提出和解释这些错误的一些可能原因和来源。本研究调查了 57 篇议论文中的错误。研究考虑了四类错误，即语法错误、词汇错误、拼写错误和标点符号错误及其子类别。首先确认了错误的频率和百分比，然后对每个错误的常见子类别进行了列表、解释，并用语料库中的例子进行了描述。报告结果显示，错误的总体频率和百分比都很高，语法错误最为常见。词汇错误是学生书面表达中最不常见的错误。此外，还介绍并解释了最常见的错误子类别。研究得出结论，在 KRI 语境中，书面错误的主要原因是语际错误和语内错误。
{"title":"An analysis of English as a foreign language undergraduate students’ written errors","authors":"Sarkawt M. Qadir, H. B. Bostanci","doi":"10.59400/fls.v5i3.1881","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1881","url":null,"abstract":"Writing is an intricate process in the first language and its intricacy increases when writing in the targeted language. Although Kurdish students of English study English writing at most levels of their education in Kurdistan Region of Iraq (KRI), it has been observed that they commit serious errors even in the basics of writing. These errors may influence their writing in English and their overall English language proficiency level. Nevertheless, meticulous research in the arena of error analysis is scanty in the KRI context compared to the body of research conducted in this area in the Arab world. This study was undertaken to analyze the errors committed by English-as-a-foreign-language (EFL) undergraduate students to recognize the most and the least prevalent errors committed by students and present and explain some possible causes and sources of those errors. The study investigated errors in a collection of 57 argumentative essays. Four categories of errors were taken into consideration, namely, grammatical, lexical, spelling, and punctuation as well as their subcategories. Frequencies and percentages of errors were first recognized, and then the common subcategories of each of the errors were tabulated, explained, and described with examples from the corpus. The reported results showed that the overall frequency and percentage of the errors were high and grammatical errors were the most common. Lexical errors were found to be the least common errors in students’ written productions. Additionally, the most prevalent subcategories of the errors were presented and interpreted. The study concluded that the major causes of written errors in the KRI context were both interlingual and intralingual errors.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139002436","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}
Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner’s Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students’ academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners’ creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.
探索伊朗医科学生的学习成绩、创造力、多元智能和学习动机之间的关系，可以为了解他们的教育经历提供有价值的见解，并为制定提高学习成绩的有效策略提供信息。本研究通过相关-描述性设计调查了伊朗医科学生之间的关系。参与者包括伊朗伊斯兰阿扎德大学所有 200 名本科生。研究使用了波斯语的态度/动机测验（AMTB）、波斯语的托伦斯创造性思维测验（TCTT）和波斯语的加德纳多元智能问卷来收集数据。学校将学生的平均学分绩点（GPA）存档，以确定学生的学业进步情况。研究人员采用了科尔莫哥罗夫-斯米尔诺夫拟合优度检验、描述性统计、皮尔逊乘积相关检验和独立样本 t 检验来检验所获得的数据。数据分析显示，伊朗 EFL 学习者的创造力、多元智能、学习动机和学业成功之间存在显著相关；创造力学习者的学业成绩优于非创造力学习者；外在学习者的学业成绩优于内在学习者；最高的学业成绩与人际智能相关，而最低的学业成绩与内在智能相关。这些研究结果可以为该领域的相关人员，如课程规划者、辅导教师和政策制定者，提供有关创造力、多元智能、学习动机和学业成绩之间关系的见解，以及在英语语言教学课程设计中考虑这种关系的重要性。
{"title":"Academic achievement, creativity, multiple intelligences, and motivation in Iranian medical students","authors":"Reza Kafipour, Daviq Rizal, Farzaneh Faramarzizad","doi":"10.59400/fls.v5i3.1620","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1620","url":null,"abstract":"Exploring the relationship between academic achievement, creativity, multiple intelligences, and motivation among Iranian medical students can provide valuable insights into their educational experiences and inform the development of effective strategies to enhance learning outcomes. This study investigated the relationship among Iranian medical students through a correlational-descriptive design. Participants included all 200 BA-level students of Islamic Azad University, Iran. The Attitude/Motivation Test Battery (AMTB) in Persian, the Torrance Creative Thinking Test (TCTT) in Persian, and Gardner’s Multiple Intelligences Questionnaire in Persian were used to collect data. The university archived their grade point averages (GPAs) to determine students’ academic progress. The Kolmogorov-Smirnov Goodness-of-Fit Test, descriptive statistics, Pearson product-moment correlation tests, and independent samples t-tests were used to examine the acquired data. The data analysis revealed a significant correlation between Iranian EFL learners’ creativity, multiple intelligences, motivation, and academic success; creative learners outperformed non-creative learners in terms of academic achievement; extrinsic learners outperformed intrinsic learners in terms of academic achievement; the highest academic achievement was associated with the interpersonal intelligence profile, while the lowest academic achievement was associated with the intrinsic intelligence profile. The findings may provide insight to stakeholders in the field, such as curriculum planners, tutors, and policymakers, regarding the relationship between creativity, multiple intelligences, motivation, and academic achievement, as well as the importance of factoring this relationship into ELT program design.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"549 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138974145","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}
Goddess, as the inchoation of Chinese New Poetry, has significant meaning and always attracts the attention of researchers. However, there is a lack of a practical understanding of the ontological characteristics of the goddess in modern Chinese poetry (MCP). Guo Moruo consciously uses the rich grammatical functions and means of modern Chinese to construct the textual space of poetry. The subjective, dramatic, and rich modality system of modern Chinese has created the intense lyricism and dramatic, poetic aesthetic style of goddess, which makes goddess the anthology that genuinely practices the writing of MCP. Re-examining the goddess from the perspectives of language consciousness and poetic reconstruction is of excellent enlightenment significance for understanding the linguistic properties of early new poetry.
{"title":"Language consciousness and poetic reconstruction: A re-examination of goddess as a modern Chinese poetry anthology","authors":"Jiantao Li, Wenhao Hong, Ying Hu","doi":"10.59400/fls.v5i3.2060","DOIUrl":"https://doi.org/10.59400/fls.v5i3.2060","url":null,"abstract":"Goddess, as the inchoation of Chinese New Poetry, has significant meaning and always attracts the attention of researchers. However, there is a lack of a practical understanding of the ontological characteristics of the goddess in modern Chinese poetry (MCP). Guo Moruo consciously uses the rich grammatical functions and means of modern Chinese to construct the textual space of poetry. The subjective, dramatic, and rich modality system of modern Chinese has created the intense lyricism and dramatic, poetic aesthetic style of goddess, which makes goddess the anthology that genuinely practices the writing of MCP. Re-examining the goddess from the perspectives of language consciousness and poetic reconstruction is of excellent enlightenment significance for understanding the linguistic properties of early new poetry.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"16 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138972884","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}
With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly selected from three different classrooms in a public kindergarten in Chongqing, China. These participants were again assigned to electronic and printed book reading groups according to their pretest scores. During the four-week reading intervention period, each preschooler read a picture book once a week, for a total of two books. The results indicate that the incorporation of screen-based reading for preschoolers holds promise in reducing reading fatigue and fostering interest in reading. In addition, there was a notable disparity in story comprehension levels, even though varying reading mediums were used in the two groups.
{"title":"A comparative study on the effects of e-picture books and printed books on story comprehension and reading motivation among Chinese preschoolers","authors":"Zhaoqi Wu, Fadzilah Amzah","doi":"10.59400/fls.v5i3.1954","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1954","url":null,"abstract":"With the development of multimedia technology, the electronic reading method has greatly increased the enthusiasm for reading among initially less motivated children. This form of reading exhibits considerable potential, underscoring the necessity of determining the impact of employing such novel software on the emergent reading of young children in China. The aim of this research investigation is to contrast the influences of electronic books and printed book reading on story comprehension and reading motivation in Chinese five-year-olds. Preschoolers participating in this study were randomly selected from three different classrooms in a public kindergarten in Chongqing, China. These participants were again assigned to electronic and printed book reading groups according to their pretest scores. During the four-week reading intervention period, each preschooler read a picture book once a week, for a total of two books. The results indicate that the incorporation of screen-based reading for preschoolers holds promise in reducing reading fatigue and fostering interest in reading. In addition, there was a notable disparity in story comprehension levels, even though varying reading mediums were used in the two groups.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"109 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135345465","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}
Indarwati Indarwati, Nurhayati Nurhayati, Lukman Lukman, Harlinah Sahib
Language attitudes are beliefs, preconceptions, and opinions that speakers have about a language. Additionally, it has been demonstrated that linguistic attitudes affect social interaction’s behavioral cooperativeness. In general, behavioral cooperativeness is increased by favorable attitudes toward another person’s language diversity, while behavioral cooperativeness is decreased by negative attitudes. Therefore, this study examines the positive or negative the language attitudes of the Konjo language in South Sulawesi. This research aims to analyze the language attitudes of the Konjo Community toward the Indonesian: a sociolinguistics study. A mixed-methods quantitative-qualitative approach was employed using the results of questionnaires and interviews. The data was collected from 135 respondents from various age and education groups. The results showed that most Konjo people in Gantarang have a positive attitude towards Indonesian as the national language. This indicates that Indonesian has been accepted as an official language essential to the Konjo community. However, although Konjo people have a positive attitude towards Indonesian, they still use the Konjo language as their identity language. This shows that the Konjo language is essential to their identity and culture. In addition, using the Konjo language can also strengthen social relations and togetherness among the Konjo people.
{"title":"Language attitudes of the Konjo community toward the Indonesian language: A sociolinguistics study","authors":"Indarwati Indarwati, Nurhayati Nurhayati, Lukman Lukman, Harlinah Sahib","doi":"10.59400/fls.v5i3.1613","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1613","url":null,"abstract":"Language attitudes are beliefs, preconceptions, and opinions that speakers have about a language. Additionally, it has been demonstrated that linguistic attitudes affect social interaction’s behavioral cooperativeness. In general, behavioral cooperativeness is increased by favorable attitudes toward another person’s language diversity, while behavioral cooperativeness is decreased by negative attitudes. Therefore, this study examines the positive or negative the language attitudes of the Konjo language in South Sulawesi. This research aims to analyze the language attitudes of the Konjo Community toward the Indonesian: a sociolinguistics study. A mixed-methods quantitative-qualitative approach was employed using the results of questionnaires and interviews. The data was collected from 135 respondents from various age and education groups. The results showed that most Konjo people in Gantarang have a positive attitude towards Indonesian as the national language. This indicates that Indonesian has been accepted as an official language essential to the Konjo community. However, although Konjo people have a positive attitude towards Indonesian, they still use the Konjo language as their identity language. This shows that the Konjo language is essential to their identity and culture. In addition, using the Konjo language can also strengthen social relations and togetherness among the Konjo people.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136261820","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}
Tricia Magne De Leon, Jovannie Sarona, Arvin Casimiro, Helengrace Lao, Kent Adnil Lao, Cimon Pantaleon, Ericson Alieto
This research focuses on exploring the aftermath and diverse impacts of writing anxiety experienced by prospective nonlanguage teachers. The study primarily delves into the levels and types of writing anxiety that disrupt the academic performance and personal pursuits of future educators. The participants in this study encompassed 165 students pursuing majors unrelated to language, such as Bachelor of Secondary Education Major in Mathematics (BSED Math), Bachelor of Culture and Arts Education (BCAED), and Bachelor of Special Needs Education (BSNED). To ensure accurate data collection, the study employed assessment tools, namely, the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI), both exhibiting high-reliability scores of .757 and .936, respectively. Employing one-way ANOVA, the collected data were subjected to statistical analysis. The findings of the study indicated that the participants consistently experienced heightened anxiety levels in writing. The investigation also revealed that among the various types of writing-related anxiety, cognitive anxiety emerged as the most prominent, followed by somatic anxiety and avoidance behavior. Furthermore, the study identified time constraints and the pressure to achieve perfection as the two most prevalent causes of writing anxiety among the participants. The conclusions drawn from these findings are extensively discussed within the study, shedding light on the implications for both educators and students in a nonmetropolitan state university.
{"title":"Writing anxiety among prospective nonlanguage teachers: A quantitative study of a nonmetropolitan state university","authors":"Tricia Magne De Leon, Jovannie Sarona, Arvin Casimiro, Helengrace Lao, Kent Adnil Lao, Cimon Pantaleon, Ericson Alieto","doi":"10.59400/fls.v5i3.1933","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1933","url":null,"abstract":"This research focuses on exploring the aftermath and diverse impacts of writing anxiety experienced by prospective nonlanguage teachers. The study primarily delves into the levels and types of writing anxiety that disrupt the academic performance and personal pursuits of future educators. The participants in this study encompassed 165 students pursuing majors unrelated to language, such as Bachelor of Secondary Education Major in Mathematics (BSED Math), Bachelor of Culture and Arts Education (BCAED), and Bachelor of Special Needs Education (BSNED). To ensure accurate data collection, the study employed assessment tools, namely, the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI), both exhibiting high-reliability scores of .757 and .936, respectively. Employing one-way ANOVA, the collected data were subjected to statistical analysis. The findings of the study indicated that the participants consistently experienced heightened anxiety levels in writing. The investigation also revealed that among the various types of writing-related anxiety, cognitive anxiety emerged as the most prominent, followed by somatic anxiety and avoidance behavior. Furthermore, the study identified time constraints and the pressure to achieve perfection as the two most prevalent causes of writing anxiety among the participants. The conclusions drawn from these findings are extensively discussed within the study, shedding light on the implications for both educators and students in a nonmetropolitan state university.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"31 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908159","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}
This paper discusses the use of lettering and typeface in the linguistic landscape in Italy during the Fascist period (1922–1943), focusing on inscriptions on public buildings and the lettering used in propaganda posters and other materials. After a general introduction, some definitions, and an overview of Italian Fascism, the paper introduces the methodology employed, which consists first of an analysis of the lettering used in Fascist public writings and their link to ancient Rome on the one hand and modernity on the other, and second of a simple test carried out among a sample of students at Universiti Malaya (Malaysia) to investigate their perception of ‘Fascist’ fonts. There follows an analysis and discussion of the data, which leads to the conclusion that some of the ideas behind this right-wing movement seem to be portrayed by the specific lettering and fonts used. Finally, these conclusions are compared to those arrived at in previous research on fonts
{"title":"The significance of typography in the linguistic landscape during the Fascist period in Italy (1922–1943)","authors":"Paolo Coluzzi","doi":"10.59400/fls.v5i3.1885","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1885","url":null,"abstract":"This paper discusses the use of lettering and typeface in the linguistic landscape in Italy during the Fascist period (1922–1943), focusing on inscriptions on public buildings and the lettering used in propaganda posters and other materials. After a general introduction, some definitions, and an overview of Italian Fascism, the paper introduces the methodology employed, which consists first of an analysis of the lettering used in Fascist public writings and their link to ancient Rome on the one hand and modernity on the other, and second of a simple test carried out among a sample of students at Universiti Malaya (Malaysia) to investigate their perception of ‘Fascist’ fonts. There follows an analysis and discussion of the data, which leads to the conclusion that some of the ideas behind this right-wing movement seem to be portrayed by the specific lettering and fonts used. Finally, these conclusions are compared to those arrived at in previous research on fonts","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"144 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134908468","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}
This article presents a semantic, syntactic, and contextual analysis of the language means of self-presentation, conceptualized as the dominant speech strategy in the job-hunting discourse. The scope of our research is limited to the written variety of texts expressed via the genres of CVs/resumes and cover letters. The material was taken from English-language job-hunting resources: Balance, Career Addict, Career Blog, Indeed, Resume.io, StandOut CV, and Zety. It is stipulated that self-presentation can be viewed as a system of interrelated speech tactics: self-nomination, self-description, presentation of professional achievements, description of professional responsibilities, and identification with an ideal candidate type. Each tactic has its unique semantic profile. All self-presentation tactics roughly fall into two major categories—nominative and verb-centered. The latter category, which incorporates the tactics of presentation of professional achievements and description of professional responsibilities, was the primary focus of this research. A careful semantic and syntactic analysis revealed that active verbs with two-complement (in some cases, three-complement) valency are the core of the aforementioned tactics. This leads us to believe that the actant situation almost always includes the agent and theme, sometimes the benefactive. As a result of semantic analysis, lexical units were classified according to their sentimental modality—positive, negative, or neutral. Our research documented the prevalence of positive evaluation semantics in self-presentation units. A syntactic analysis was employed to identify the formal aspects of sentences containing self-presentation. The analysis showed that most sentence structures fall into three basic types of syntax reduction: a) subject omission ([I] perform regular check-ups); b) omission of the subject and the link verb ([I am] professionally trained); c) the omission of the subject and the verb of possession ([I have] numerous awards). The authors conclude that the self-presentation blueprint of verb-centered constructions identified in this article persists across all verb-centered tactics proving to be an effective means of constructing written job-hunting discourse.
本文对自我呈现的语言手段进行了语义、句法和语境分析，并将其定义为求职语篇中的主要言语策略。我们的研究范围仅限于通过简历和求职信的类型来表达的书面文本的多样性。这些材料摘自英语求职资源:Balance, Career Addict, Career Blog, Indeed, Resume。出色的简历和热情。自我呈现可以被看作是一个相互关联的演讲策略系统:自我提名、自我描述、专业成就的展示、职业责任的描述以及对理想候选人类型的认同。每种策略都有其独特的语义特征。所有的自我呈现策略大致可以分为两大类——主格和动词中心。后一类是本研究的主要重点，包括专业成就的展示和专业责任的描述。仔细的语义和句法分析表明，具有两补语(某些情况下是三补语)配价的主动动词是上述策略的核心。这使我们相信，施动情境几乎总是包括施动者和主位，有时还包括施动者和主位。在语义分析的基础上，根据情感形态对词汇单位进行了积极、消极和中性的分类。我们的研究记录了积极评价语义在自我呈现单元中的普遍存在。采用句法分析来识别包含自我呈现的句子的形式方面。分析表明，大多数句子结构可以分为三种基本的句法还原类型:a)主语省略([I]进行定期检查);b)省略主语和连接动词([I am] professional trained);c)主语和占有动词的省略([I have] many awards)。作者得出结论，本文确定的以动词为中心结构的自我呈现蓝图持续存在于所有以动词为中心的策略中，证明它是构建书面求职语篇的有效手段。
{"title":"Verb-centered means of expressing self-presentation in the English-language job-hunting discourse","authors":"Irina Kotova, Natalia Srebryanskaya, Irina Bakhmetieva, Natalia Ignatenko, Inessa Zlenko","doi":"10.59400/fls.v5i3.1842","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1842","url":null,"abstract":"This article presents a semantic, syntactic, and contextual analysis of the language means of self-presentation, conceptualized as the dominant speech strategy in the job-hunting discourse. The scope of our research is limited to the written variety of texts expressed via the genres of CVs/resumes and cover letters. The material was taken from English-language job-hunting resources: Balance, Career Addict, Career Blog, Indeed, Resume.io, StandOut CV, and Zety. It is stipulated that self-presentation can be viewed as a system of interrelated speech tactics: self-nomination, self-description, presentation of professional achievements, description of professional responsibilities, and identification with an ideal candidate type. Each tactic has its unique semantic profile. All self-presentation tactics roughly fall into two major categories—nominative and verb-centered. The latter category, which incorporates the tactics of presentation of professional achievements and description of professional responsibilities, was the primary focus of this research. A careful semantic and syntactic analysis revealed that active verbs with two-complement (in some cases, three-complement) valency are the core of the aforementioned tactics. This leads us to believe that the actant situation almost always includes the agent and theme, sometimes the benefactive. As a result of semantic analysis, lexical units were classified according to their sentimental modality—positive, negative, or neutral. Our research documented the prevalence of positive evaluation semantics in self-presentation units. A syntactic analysis was employed to identify the formal aspects of sentences containing self-presentation. The analysis showed that most sentence structures fall into three basic types of syntax reduction: a) subject omission ([I] perform regular check-ups); b) omission of the subject and the link verb ([I am] professionally trained); c) the omission of the subject and the verb of possession ([I have] numerous awards). The authors conclude that the self-presentation blueprint of verb-centered constructions identified in this article persists across all verb-centered tactics proving to be an effective means of constructing written job-hunting discourse.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135617173","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}
Automated writing evaluation is highly discussed in artificial intelligence for English learning. It is necessary to explore the effect of automated writing evaluation on learning English as a second language. This study combined bibliometric analysis and systematic review to explore the use of automated writing evaluation for learning English as a second language. VOSviewer was used to identify the highly discussed topics, the top ten cited authors, organizations, countries, references, and sources in the studies on automated writing evaluation. Fifty-six peer-reviewed articles were selected according to the Preferred Reporting Items for Systematic Review and Meta-analysis Protocols. The analysis revealed that automated writing evaluation is helpful, but its effectiveness varies according to the types of feedback, and it cannot replace the role of human feedback yet. Teachers’ roles are significant in integrating automated writing evaluation into the classroom. Future research could focus on the specific ways to integrate automated writing evaluation into the classroom better.
{"title":"Bibliometrically and systematically analyzing automated writing evaluation for English learning","authors":"Tiantian Wu, Zhonggen Yu","doi":"10.59400/fls.v5i3.1907","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1907","url":null,"abstract":"Automated writing evaluation is highly discussed in artificial intelligence for English learning. It is necessary to explore the effect of automated writing evaluation on learning English as a second language. This study combined bibliometric analysis and systematic review to explore the use of automated writing evaluation for learning English as a second language. VOSviewer was used to identify the highly discussed topics, the top ten cited authors, organizations, countries, references, and sources in the studies on automated writing evaluation. Fifty-six peer-reviewed articles were selected according to the Preferred Reporting Items for Systematic Review and Meta-analysis Protocols. The analysis revealed that automated writing evaluation is helpful, but its effectiveness varies according to the types of feedback, and it cannot replace the role of human feedback yet. Teachers’ roles are significant in integrating automated writing evaluation into the classroom. Future research could focus on the specific ways to integrate automated writing evaluation into the classroom better.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993068","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}
This longitudinal research was conducted to investigate the effect of code-switching versus target language only on Saudi students’ written receptive vocabulary knowledge development in terms of breadth. A total of sixty male samples were randomly chosen from the population of Saudi EFL students at Jouf University in Saudi Arabia who enrolled in extensive English courses. This course is provided for those who scored less than the direct admission score of 2.5 out of 5 in the English replacement test. Samples were equally divided and allocated into two classrooms. In the first class (i.e., C1), thirty students were instructed by a non-native English speaker who employed code-switching as a pedagogical strategy. Students in the second class (i.e., C2) were instructed by non-native English speakers who employed the target language only as a pedagogical strategy due to the different language backgrounds between the instructor and participants. Data were collected from samples of both classes using the Vocabulary Size Test developed by Nation and Beglar (2007) at four different intervals and over four months (i.e., one academic semester). Results revealed that Saudi students’ vocabulary knowledge in terms of breadth had developed significantly at four different intervals in both classes. However, the development in C2 where the instructor employed the target language only, was significantly higher than in C1 where code-switching is employed. Moreover, results also indicated that samples in C1 where code-switching is employed experienced a newly coined linguistic status called Receptive Vocabulary Recission (RVR) which indicates the act of avoiding the acquisition of new English vocabulary since they were habituated to be given an additional explanation for new vocabulary using their first language knowledge. This rescission was very tangible from the mean difference between C1 and C2 score averages.
{"title":"A longitudinal investigation of the impact of code-switching versus target language only on Saudi EFL students’ written receptive vocabulary knowledge development in terms of breadth","authors":"Ahmad Ibrahim Mugableh, Talal F. Alruwaili","doi":"10.59400/fls.v5i3.1719","DOIUrl":"https://doi.org/10.59400/fls.v5i3.1719","url":null,"abstract":"This longitudinal research was conducted to investigate the effect of code-switching versus target language only on Saudi students’ written receptive vocabulary knowledge development in terms of breadth. A total of sixty male samples were randomly chosen from the population of Saudi EFL students at Jouf University in Saudi Arabia who enrolled in extensive English courses. This course is provided for those who scored less than the direct admission score of 2.5 out of 5 in the English replacement test. Samples were equally divided and allocated into two classrooms. In the first class (i.e., C1), thirty students were instructed by a non-native English speaker who employed code-switching as a pedagogical strategy. Students in the second class (i.e., C2) were instructed by non-native English speakers who employed the target language only as a pedagogical strategy due to the different language backgrounds between the instructor and participants. Data were collected from samples of both classes using the Vocabulary Size Test developed by Nation and Beglar (2007) at four different intervals and over four months (i.e., one academic semester). Results revealed that Saudi students’ vocabulary knowledge in terms of breadth had developed significantly at four different intervals in both classes. However, the development in C2 where the instructor employed the target language only, was significantly higher than in C1 where code-switching is employed. Moreover, results also indicated that samples in C1 where code-switching is employed experienced a newly coined linguistic status called Receptive Vocabulary Recission (RVR) which indicates the act of avoiding the acquisition of new English vocabulary since they were habituated to be given an additional explanation for new vocabulary using their first language knowledge. This rescission was very tangible from the mean difference between C1 and C2 score averages.","PeriodicalId":486618,"journal":{"name":"Forum for linguistic studies","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136112640","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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