English Language Speakers Research Articles

How do attention-shift and foreign language anxiety interact with objective and subjective measures of fluency?

The present study investigated whether a distinct link exists between attention-shift, foreign language anxiety (FLA) and both a subjective and an objective measure of oral fluency. Participants were 34 French first language (L1) English second language (L2) speakers. Oral production data were collected through a picture-cued narration task and analysed using both oral fluency measures. We used a measure of attention-shift capacity and a measure of FLA. Results first show strong correlations between both fluency measures. Additionally, both measures of fluency were negatively correlated with FLA and attention-shift. However, multiple regression analyses indicated that only the subjective measure was explained by both attention-shift capacity and FLA, the objective one only being explained by FLA. The results suggest that subjective measures, while highly correlated with objective ones, may detect qualities of oral fluency not detected by objective measures.

A critical multimodal discourse analysis of drawings to ascertain identity and self-concept

Background: Within the multilingual context of KwaZulu Natal (KZN), learners in Grades 1–3 are taught in their native language which is isiZulu. From Grade 4, English or Afrikaans becomes the medium of instruction. Yet, many parents prefer that their children be taught in English. It is the assumption that young learners’ self-concept and identity affect English language learning and academic achievement.Aim: The study analysed the interplay between self-concept, and identity in Grade 1’s literacy practices.Setting: The study was conducted in a Grade 1 class in KZN, South Africa.Methods: The study drew on Critical Multimodal Discourse Analysis (CMDA) to collect, analyse and interpret data. Four participants were purposefully chosen to participate in the study. Data were generated from children’s drawings and online interviews.Results: The findings showed how learners’ self-concept and identity were influenced by their family contexts, and feelings experienced in homes. This study suggests that primary caregivers and teachers create spaces for literacy practice to increase learners’ self-concept and identity as speakers and writers of English. Using alternative communication strategies allow learners to (1) think more deeply about what they value, (2) gain an understanding of who they are in relation to their family members and (3) reveal what their cultural preferences are.Conclusion: The study argues that besides peripheral factors, including family, teachers, and the community, children’s self-concept and identity are influenced by their experiences within their social sphere, including school. The study recommends further research to explore teachers influence on young children’s self-concept as English Second Language speakers.Contribution: The study’s contribution towards knowledge is captured through CMDA to discover and understand learners’ self-concept and identity as English language speakers and writers.

Web use remains highly regional even in the age of global platform monopolies.

The Internet, since its inception, has been imagined as a technology that enables information to overcome barriers of language and geography. As a handful of social media platforms now dominate globally, removing most barriers of distribution; this has created unprecedented opportunities for content to gain worldwide traction, regardless of its country of origin. Yet historically with few exceptions, people generally consume content that is from or for their region. Has the Internet or social media really altered this trait? Analyzing the extent of similarities between a hundred countries' web use patterns simultaneously across their most popular websites, and country specific trends from YouTube and Twitter respectively, we find that countries which share borders or where people speak the same languages have the most similar web use patterns. Global social media usage on both YouTube and Twitter is even more heterogeneous and driven to a larger extent by language and geography than global website traffic. Neither does high prevalence of English language speakers in the two countries, nor does one of them being the United States contributes substantially to web use similarity. Global web use remains highly regional. The technical affordances of the Internet alone are thus insufficient to render a cosmopolitan world.

Educational Card Games: One Way of Assisting the Communication Skills Development of Nursing Students Whose First Language is Not English

Aim/Purpose. This study seeks to determine the impact of a card game intervention in improving the English verbal communication of nursing students from culturally and linguistically diverse backgrounds. Background. Many international students studying in Australia experience setbacks in their university studies due to English language difficulties. This paper outlines how an educational card game designed can be played by nursing students from culturally and linguistically diverse (CALD) backgrounds as an intervention for their English verbal communication development. Methodology. The study used a descriptive qualitative approach to analyse the learning experiences of forty-five (N=45) nursing students from CALD backgrounds undertaking their second semester at a metropolitan university in Victoria, Australia after being introduced to an educational card game developed by the first author. The card game was designed to explore the use of English pragmatic markers, which are words, phrases, or verbal cues that signal or emphasise the intentions of the speaker. Following the intervention, participants were queried in a survey about their experiences with English language speaking and how the game improved their verbal communication skills. Contribution. This paper provides knowledge about how a game can be designed to enhance the English verbal communication skills of nursing students from CALD backgrounds which could help them in their clinical placements and their adjustment into Australian society. Findings. Three intertwining themes that emerged from the data analysis were education content, skills development, and fun and creativity. These themes signify the importance of providing opportunities for learners to creatively practise the educational content in simulative contextualised situations within a safe, comfortable, and inclusive learning environment. Recommendations for Practitioners. Educators still need to consider the importance of inclusivity of students from culturally and linguistically diverse (CALD) backgrounds as part of successful integration into the culture of their host countries. Recommendations for Researchers. The findings emphasise the need for educators and researchers to understand the challenges facing these students in relation to marginalisation and discrimination and how they can design an intervention that is engaging and inclusive. Impact on Society. The findings also put forward the awareness of pragmatics as part of both English language learning and integration into the society of a host country as students learn how to express intention appropriately in various interactions. Furthermore, the themes presented in this paper suggest that not only should an educational game or an intervention contain relevant educational content and practical activities for skills development, but they must also be enjoyable by encouraging creativity and social interaction. Future Research. The results of this study also open possible future studies that involves the adaptation of a digital version of the card game or possible implementation of the game in other health professional programs in universities and other educational institutes.

A framework for pronunciation error detection and correction for non-native Arab speakers of English language

This paper examines speakers’ systematic errors while speaking English as a foreign language (EFL) among students in Arab countries with the purpose of automatically recognizing and correcting mispronunciations using speech recognition, phonological features, and machine learning. Accordingly, three main steps are implemented towards this purpose: identifying the most frequently wrongly pronounced phonemes by Arab students, analyzing the systematic errors these students make in doing so, and developing a framework that can aid the detection and correction of these pronunciation errors. The proposed automatic detection and correction framework used the collected and labeled data to construct a customized acoustic model to identify and correct incorrect phonemes. Based on the trained data, the language model is then used to recognize the words. The final step includes construction samples of both correct and incorrect pronunciation in the phonemes model and then using machine learning to identify and correct the errors. The results showed that one of the main causes of such errors was the confusion that leads to wrongly utilizing a given sound in place of another. The automatic framework identified and corrected 98.2% of the errors committed by the students using a decision tree classifier. The decision tree classifier achieved the best recognition results compared to the five classifiers used for this purpose.

Communicative Language Teaching Strategies to Develop Senior High School Students’ English Language Speaking Skill

Communicative Language Teaching Strategies to Develop Senior High School Students’ English Language Speaking Skill

The Delivery of Speaking Tests in Traditional or Online Proctored Mode: A Comparability Study

This paper investigates the comparability of test scores recorded for high-stakes English language Speaking Tests administered face-to-face in either a traditional centre-based mode (TM) or in an online proctored mode (OLP). The data comprise a large sample of test takers taking English language Speaking Tests at four CEFR (the 'Common European Framework of Reference for Languages') levels – B1 to C2 – via TM or OLP. The data were analysed using descriptive statistics, effect size differences and equivalence tests. While a degree of difference in scores obtained between modes was apparent at C2 level, the differences were not found to be statistically significant. The paper concludes that whether Speaking Tests are delivered in online proctored mode or in traditional face-to-face mode, test takers receive similar scores. The study confirms that mode of test delivery does not significantly affect test taker scores.

EXPLORING FACTORS AFFECTING QASSIM UNIVERSITY EFL STUDENTS’ ACQUISITION OF ENGLISH LANGUAGE SPEAKING SKILLS

This qualitative study was conducted to explore the factors affecting Qassim University EFL students’ acquisition of English language speaking skills. Thirty students enrolled in the Intensive Course Program (ICP) in the English Language and Translation Department of the Sciences and Arts College in Unaizah, Saudi Arabia, participated in this study. Information on the factors affecting students’ acquisition of English Language speaking skills was gathered using semi-structured interviews with students who were usually active participants in the classroom. A qualitative content analysis was used to analyze the interview-generated data. The qualitative data was interpreted using manual coding, which requires thoroughly in-depth reading of the transcripts and assigning codes and themes. The findings of the study revealed that Qassim University EFL students’ acquisition of English language speaking skills is affected by a variety of factors including psychological factors such as motivation, lack of confidence, second language anxiety, shyness and introversion, pedagogical factors like classmates’ behaviors, teaching methods and materials, instructor’s feedback, classroom atmosphere, topical knowledge and interest, class size, and linguistic factors such grammatical understanding, vocabulary knowledge, and correct pronunciation. It can therefore be assumed that the factors affecting English language speaking acquisition among EFL students have to be considered within multidimensional aspects rather than simply originating from students themselves. In light of the findings, some pedagogical implications were offered, as well as suggestions for future research.

Vocabulary Acquisition Techniques to Learn Second Language English Speakers: A Literature Review

This review paper investigated past studies on techniques for acquiring vocabulary to learn second language English speakers. The research in this study was picked to look into and comprehend language acquisition, its meanings and related topics, its categories, vocabulary learning techniques (VLT), historical research on using VLTs in English second language education, and the connection between effective language learners and VLT usage. The deliberate use of VLS in both official and casual settings and an accidental acquisition of VLS have all been examined in previous studies. The results demonstrated that the application of techniques significantly increased the vocabulary of ESL learners, underscoring the value of vocabulary to language proficiency. Proficient language users used VLS to enhance their vocabulary acquisition. At the end of this study, many research gaps identified in prior studies were highlighted. It was found that little study had been done on ESL students' efficiency of VLS usage. There isn't much research on LLS training models, as well. Future research is anticipated to use this review as a starting point to examine the knowledge gaps identified and concentrate on the application of vocabulary learning strategies in ESL instruction, the relationship between these strategies and users of proficient languages, and the effectiveness of LLS learning algorithms that can be utilized to teach vocabulary learning techniques to ESL students.

Subjective age of acquisition norms for 1604 English words by Spanish L2 speakers of English and their relationship with lexico-semantic, affective, sociolinguistic and proficiency variables

Psycholinguistic studies have shown that there are many variables implicated in language comprehension and production. At the lexical level, subjective age of acquisition (AoA), the estimate of the age at which a word is acquired, is key for stimuli selection in psycholinguistic studies. AoA databases in English are often used when testing a variety of phenomena in second language (L2) speakers of English. However, these have limitations, as the norms are not provided by the target population (L2 speakers of English) but by native English speakers. In this study, we asked native Spanish L2 speakers of English to provide subjective AoA ratings for 1604 English words, and investigated whether factors related to 14 lexico-semantic and affective variables, both in Spanish and English, and to the speakers’ profile (i.e., sociolinguistic variables and L2 proficiency), were related to the L2 AoA ratings. We used boosted regression trees, an advanced form of regression analysis based on machine learning and boosting algorithms, to analyse the data. Our results showed that the model accounted for a relevant proportion of deviance (58.56%), with the English AoA provided by native English speakers being the strongest predictor for L2 AoA. Additionally, L2 AoA correlated with L2 reaction times. Our database is a useful tool for the research community running psycholinguistic studies in L2 speakers of English. It adds knowledge about which factors—linked to the characteristics of both the linguistic stimuli and the speakers—affect L2 subjective AoA. The database and the data can be downloaded from: https://osf.io/gr8xd/?view_only=73b01dccbedb4d7897c8d104d3d68c46.

Decision Making in English as an Additional Language: Surprises and Advantages

Do adult learners of English make different and sometimes better decisions in English than their monolingual peers and teachers? It is likely, possible, and probable. Using evidence from classroom decision making studies, with over 500 participants, we demonstrate that often adult English learners (henceforth adult Active Bilingual Learners/Users of English [ABLE]) make more accurate decisions in English than first language English speakers, when given time and the ability to utilize their whole linguistic repertoire (i.e., translanguaging). We specifically look at differences in decisions that involve 1) common adverbs of frequency (rare, possible, likely, frequently, etc.) and 2) system 1 (implicit) vs. system 2 (analytical) thinking in cognitive reflection tests, such as math story problems. Understanding these surprising differences and advantages in decision making in English as an Additional Language (EAL) has important practical implications for test preparation and daily instruction for adult ABLE students, and potentially as well for ABLE youth in K-12 schools.

The World View at the Reflection of Russian and English Paroemias

The article is dedicated to a research and signification of particularities of Russian and English world view through a prism of paroemiac units. The subject of the study is paroemias in Russian and English languages, reflecting the intellection of two comparative cultures. The goal of the work consists in disclosure of functional abilities of paroemias for understanding the way of thinking of Russian and English informants. At the process of paroemias’ analysis there were used several methods of linguistic research: comparative – historical, the method of opposition, distributive analysis and also psycholinguistic methods of the research. It is effectual to consider the results of the study as determination of the fact, that a world view, expressed at the language by functionating separate paroemaic structures, allows to disclose main national features of different nations in a more detailed way. As the sphere of usage of the results, first of all, can be observed a pedagogical work, when at the process of analysis, study and practical usage of paroemias at the speech the learners recognize the relation between language and thinking, that reflects their perception of a world afterwards. Secondly, the understanding of Russian and English paroemias’ meaning helps the establishment of cultural and language connections between different national groups, indicative of the realization of the cultural communication. The novelty of this study is that there was made the first trial to deduce the process of monitoring the perception of paroemias by Russian and English language speakers from the moment of their initial analysis at level of their acquaintance with a research material (reading, translation and understanding of the meaning) to the moment of perception of their influence on thinking (how paroemias reflect the world view of a concrete nation). The conclusions made from work point to the fact, that the determinant to the search of similarities and comparatives between Russian and English paroemias is at the existence of a particular problematics connected with cultural values, reflected at the compared languages.

PELATIHAN TOEFL-LIKE DENGAN MEDIA E-LEARNING BAGI PESERTA DIDIK DI SMAN 5 MADIUN

TOEFL which stands for Test of English as a Foreign Language is a test used to measure the English proficiency of those who are non-native English language speakers. This test is usually becoming one of the requirements to enrol on domestic and foreign universities and apply to the state-owned enterprise (BUMN) and to some other companies. SMAN 5 Madiun has not given any TOEFL introduction lessons to its students. This program aimed at providing the participants with the ability to solve every question in TOEFL. This society service program was done through e-learning due to the covid-19 pandemic's unable us to have offline meetings. The methods used in this program are demonstration, exercising, and lecturing. The evaluation done by comparing the result of pre and post-tests showed that there is a significant increase in participants’ ability to solve the TOEFL questions.

The influence of practice contexts on L2 learners’ compliment responses: telecollaborative video-based practice versus face-to-face practice

The role of practice has been largely overlooked in second/foreign (L2) pragmatics research. Furthermore, very few studies have directly compared the effects of different practice contexts (e.g. practice in a telecollaborative context versus practice in a face-to-face context) on L2 learners’ pragmatic competence (e.g. in compliment responses [CRs]). Adopting the Skill Acquisition Theory (DeKeyser, 2015), the current study is the first to compare the influence of telecollaborative video-based practice and traditional face-to-face practice on L2 learners’ pragmatic competence in CRs. Sixty-five third-year college students from a university in China received instruction on CRs. After the instruction, they were randomly assigned to a telecollaborative video-based group or a face-to-face group. Thirty-three learners participated in three-week video-based telecollaboration with first language (L1) speakers of English via WeChat (a multi-purpose application including making video calls), whereas 32 students engaged in three-week face-to-face communication with the L1 speakers of English in a classroom. The results from multi-modal discourse completion tasks on the immediate and delayed post-tests revealed that the telecollaborative video-based group outperformed the face-to-face group in pragmalinguistic accuracy, fluency, and diversity of CR strategies, demonstrating a facilitative and long-term influence of telecollaborative video-based practice on L2 pragmatic development. Pedagogical implications for L2 instructors are discussed (e.g. incorporating deliberate, authentic, and engaging telecollaborative activities into curricula).

Impact of reduced idea density on pharmacy students' attainment in pharmaceutical calculations: A study protocol for a single-blind multicentre randomised controlled trial

IntroductionTo register as a pharmacist in the United Kingdom, an exam set by the General Pharmaceutical Council must be undertaken. It involves pharmaceutical calculations and shows variable pass rates. Linguistic factors, such as idea density, affect and predict comprehension time. This trial will evaluate the effect of lowering question idea density on attainment in a pharmaceutical calculations exam aligned to that of the General Pharmaceutical Council MethodsThis is a single-blind, parallel 2-arm multicentre randomised controlled trial conducted in 14 Universities across the United Kingdom. A 1:1 randomisation and a sample size of 198 pharmacy students will be sufficient to detect a 1-point difference in the mean scores between the intervention and control group during a pharmacy calculation test with two-tails, 80% power and 5% significance level. Each school will recruit a minimum of 14/15 students. Participants will sit two 12-question pharmaceutical calculation tests. All students will take the same baseline test; then, will be randomised and undertake a second test 2-week after, with standard idea density for the control group and lower idea density for the intervention. Primary outcome: the scores obtained by the students undertaking the second calculation test 2-week after the baseline. Secondary outcomes: percentage of students achieving a pass during the second test; effect of demographic characteristics (first or not-first English language speakers, age, ethnicity, year of study, specific learning disability) on students' attainment when lowering idea density ConclusionResults could inform the development of new standards in pharmaceutical calculations exams. Trial registration numberNCT05526365 (registered 31/08/2022)

Association of Linguistic Barriers and Survival in Allogeneic Hematopoietic Cell Transplantation

Introduction: In complex treatment programs such as allogeneic hematopoietic stem cell transplant (alloHCT), clear and effective communication between patients and providers is critical. Language and literacy skills are known to impact health outcomes, but the effect of primary language on allogeneic HCT outcomes is unclear. We hypothesized that differences in primary language (English versus non-English) would be associated with differences in outcome among recipients of allogeneic HCT. Methods: This was a retrospective analysis of patients who underwent allogeneic HCT at a single center between 2010 and 2020. Patients were included regardless of graft source or conditioning regimen. Primary language preference was based on patient self-report documented in electronic health records. The relationship between primary language, and overall survival (OS) and progression-free survival (PFS) were univariably analyzed via Kaplan-Meier and log-rank tests. To adjust for age and graft source, a Cox proportional hazards model was used to quantify the hazard of mortality for non-English primary language versus English primary language transplant recipients. Results: A total of 1833 patients were included in the analysis. Median age in our cohort was 57 years (range: 18-79) with 41% females (755) and 59% males (1078). There were 86 non-English primary language patients and 1747 English primary language patients. A total of 18 languages were included in the non-English primary language cohort: Spanish, Mandarin, Arabic, Cantonese, Russian, Korean, Portuguese, Sign Language, Albanian, Haitian Creole, Hindi, Italian, Lao, Persian, Hebrew, Romanian, Old Norse, and Twi. Leukemia was the most common indication for transplant with 63% of non-English primary language speaking patients and 54% of primary language English speaking patients. OS for non-English primary language speaking patients was significantly lower than for English primary language speaking patients at 62% (95% confidence interval (CI) 53-74%) versus 76% (95%CI 74-78%) at 1 year post alloHCT(p=0.006). After adjusting for age and graft source, non-English primary language speaking patients remained at higher risk of death than their counterparts (hazard ratio: 1.51, 95% CI 1.13-2.03). Median PFS was longer for English primary language patients than for non-English primary language patient: 3.5 years (95%CI 2.7, 5.6) vs 0.78 years (95%CI 0.59, 2.0) respectively (p<0.001). Conclusion: In this single-center analysis, non-English primary language was significantly associated with poorer OS and PFS for allogeneic HCT recipients. Larger studies are needed to confirm these findings and to better understand the underlying factors contributing to differences in survival. Most importantly, this highlights the urgent need for practical interventions to improve outcomes among traditionally marginalized populations. Figure 1View largeDownload PPTFigure 1View largeDownload PPT Close modal

English Language Speaking Anxiety among Afghan University Students

Background/purpose: English language plays an important role in Afghanistan higher education. Proficiency in English as the language of communication is becoming progressively important for the development of higher education. However, speaking in English is one of the anxiety provoking skills for most of Afghan learners. This study therefore aims to investigate Afghanistan undergraduate English and literature students’ perceptions on foreign language speaking anxiety, and its components of communication apprehension (CA), fear of negative evaluation (FNE) and test anxiety (TA). Method: An adapted version of Foreign Language Classroom Anxiety Scale (FLCAS) and an interview protocol were used to investigate 302 Afghan students’ foreign language anxiety. Results/conclusion: The findings suggested that the students experienced a moderate level of anxiety. The female students had higher level of foreign language anxiety (FLA) than male students. The study further revealed that CA was the highest factor which contribute to students’ FLCAS. The study found no statistically significant differences between the university location and components of FLA. This means that the students either from Kabul as the capital or from Bamyan as a central province experienced FLA. Furthermore, the components of FLA significantly correlated to each other. The findings suggest facilitating short and long-term training for both teachers and students to employ effective strategies on reducing the level of anxiety in English language classes.

The Contribution of Language Supportive Teaching in Facilitating the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College, Tanzania

This study explored the Contribution of Language Supportive Teaching (LST) in the Transition from Kiswahili to English Medium of Instruction in Form One: The Case of Morogoro Teachers’ College. This study had four specific objectives; To assess the success of LST training in Morogoro Teachers’ College, to find out how LST works in secondary schools where graduates from the LST training in Morogoro are teaching, to determine how LST contributes to the transition from Kiswahili to English medium instruction, and to examine challenges which leaners experience after making the transition between primary and secondary schools. The study involved a sample of 8 respondents (i.e., 5 teacher educators) from Morogoro Teachers’ College and 3 secondary school teachers from the college; the researcher used descriptive design which used qualitative research approaches. Nonprobability sampling techniques such as purposive sampling was used to get the sample for this study. Data collection involved both primary and secondary sources and instruments such as interview guides were used. The study revealed that LST has contributed more towards the language of teaching, the training led to additional teaching skills to teachers, improved students’ English proficiency, improved English practices, strengthened students’ self-confidence in group discussion, teaching English language has been strengthened, pedagogical skills enhanced, and English Language Speaking Enhanced in Classroom Strengthened Students’ Ability to Communicate in English without Fear of Errors. Also, the study found that LST in secondary schools is implemented through the following ways; group discussion, collegial partnership, sentence structure and pronunciation, teaching aids and the use of students’ thinking language. The study also found that LST has improved students’ vocabulary, improved students’ reading in English language, improved students’ writing in English language, helped teacher’s new ways of supporting the mastery of subject content language, and helped to engage students in learning process.

The Role of Long Noncoding RNAs on Male Infertility: A Systematic Review and In Silico Analysis.

Simple SummaryMale infertility is a health problem affecting a huge number of couples worldwide. For many years, scientists have focused on protein-coding genes to explore the causes and mechanisms of male infertility. In addition, noncoding regions that are transcribed but do not lead to protein production have also been proven to play an important role in many cellular processes and diseases. The exact role of long noncoding RNAs on male infertility is not well understood. In order to address this gap, we performed a systematic review of the literature using two databases, and then a bioinformatics analysis to identify the most important long noncoding RNAs in male infertility, as well as their mechanism of action. At first, we identified 625 articles, but after selecting some of them according to the criteria that we defined, our final sample comprised 20 articles. After analyzing them, many long noncoding RNAs were found to be deregulated in male infertility or specific subtypes of it, paving the way for a better understanding of the molecular mechanisms behind male infertility, or even for the improvement of diagnosis and therapy. Finally, an association was found between male infertility and cancer that requires further investigation in the future.Male infertility is a complex disorder affecting many couples worldwide. Long noncoding RNAs (lncRNAs) regulate important cellular processes; however, a comprehensive understanding of their role in male infertility is limited. This systematic review investigates the differential expressions of lncRNAs in male infertility or variations in lncRNA regions associated with it. The PRISMA guidelines were used to search Pubmed and Web of Science (1 June 2022). Inclusion criteria were human participants, patients diagnosed with male infertility, and English language speakers. We also performed an in silico analysis investigating lncRNAs that are reported in many subtypes of male infertility. A total of 625 articles were found, and after the screening and eligibility stages, 20 studies were included in the final sample. Many lncRNAs are deregulated in male infertility, and interactions between lncRNAs and miRNAs play an important role. However, there is a knowledge gap regarding the impact of variants found in lncRNA regions. Furthermore, eight lncRNAs were identified as differentially expressed in many subtypes of male infertility. After in silico analysis, gene ontology (GO) and KEGG enrichment analysis of the genes targeted by them revealed their association with bladder and prostate cancer. However, pathways involved in general in tumorigenesis and cancer development of all types, such as p53 pathways, apoptosis, and cell death, were also enriched, indicating a link between cancer and male infertility. This evidence, however, is preliminary. Future research is needed to explore the exact mechanism of action of the identified lncRNAs and investigate the association between male infertility and cancer.

The discourse of persuasion: An analysis of students' communicative tasks

This discourse analysis aimed to investigate the different propaganda techniques used by students in their communicative tasks. This study utilized qualitative method with discourse analysis as an approach to identify and understand the discourse of persuasion manifested by students in their speaking performance. The researcher analysed the linguistic corpora using the theory of Gambril on propaganda techniques. Data revealed that students exhibited different propaganda techniques such as transfer, testimonial, glittering generalities and bandwagon. These communicative tasks in the language classroom focusing on the discourse of persuasion allow the non-native Speakers of English language to acquire communicative competence on the use of the target language. Having exposed to various communicative activities provides students an opportunity to explore the different use of language specifically in persuading other people. The activities provided by the teacher enable students to evaluate what specific area of language they have to improve and practice in order for them to acquire the target language with native like proficiency and sophistication.