Mastery Of Language Research Articles

PROMOTING ENGLISH LANGUAGE LEARNING AMONG LIMITED ENGLISH PROFICIENCY LEARNERS THROUGH MOVIES

English language learning in a non-native environment is always a challenge. This is especially so among limited English proficiency (LEP) learners. Despite having eleven years of instructions in English in primary and secondary school, there are still quite a number of LEP learners entering the university. This may be attributed to lack of exposure to the language, as classroom instruction alone is not sufficient for mastery of a second language. Although English is widely spoken in Malaysia, this does not apply to all communities, especially in rural areas. In such circumstances, watching movies in the target language can provide the necessary exposure, the ample amount of listening and reading in the target language, which provides the comprehensible input essential for language acquisition. Movies also come with closed captions, which not only help the learner recognize the words but also enable them to look up the words in a dictionary. An action research was conducted to investigate the effectiveness of using movies in a Foundation English course. This paper details the implementation of movie viewing in the course and presents the usability and appropriateness of using English movies in the acquisition of English language skills and creating cultural awareness among LEP learners. Finally, this paper highlights the learners’ responses regarding their experience in watching the movies. These responses provide invaluable insights into the impetus for future use of movies in the ESL classroom. Keywords: Comprehensible input; Cultural awareness; Limited english proficiency (LEP) learners; Language skills; Movies.

Technologies, Methods and Techniques of Organizing a Foreign Language Learning Process

The use of new technologies in the educational process has become increasingly controversial in recent years. It is not just new technical tools, but also new instructional styles and methods, as well as a new learning orientation. The main goal we set for ourselves in using modern technologies in foreign language learning is to demonstrate how technology can be effectively used to improve the quality of teaching foreign language students, the formation and development of their communicative culture, and the learning of practical mastery of a foreign language. The purpose of this article is to emphasize the use of modern technologies in teaching English as a second language. It discusses different approaches and techniques which can assist English language students to improve their learning skills by using technology.

Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene?

A staple issue in English language teaching is the fact that individual students in formal classrooms usually have minimal opportunity to speak due to large class sizes. Recent studies have vouched language laboratories to be capable of overcoming this barrier. As far as the researchers know, no study has launched a wide investigation whether a language laboratory exists and is used to optimise the English learning in the Islamic schools in Majene, Indonesia. This research applies descriptive quantitative design, involving 22 Islamic schools in the level of junior high school. 22 English teachers that represents all the schools filled a questionnaire to provide the data. It is found that the Islamic schools at Majene do not yet have a language laboratory even though the English teachers consider it important. Its absence is influenced by the lack of support from leaders. As a result, listening practice activities are rarely carried out. English teachers only carry out practical activities in the classroom with limited tools and materials. This research illuminates a concern for policy makers in the Ministry of Religious Affairs in the field of Islamic school education and the principals to hold a language laboratory at Islamic Schools. To improve English learning activities, the existence of a language laboratory in Islamic schools is matter, so that students at Islamic schools can show their quality in foreign language mastery and compete with others.

Study of psycho-correction discourse in community correction under restorative justice from the perspective of individuation

study of psycho-correction discourse in community correction under restorative justice from the perspective of individuation

Primitive Reflexes and Dementia in Adults With Down Syndrome.

To determine whether primitive reflexes serve as an indicator of dementia in adults with Down syndrome (DS), we collected neurologic examination data, cognitive and behavioral assessments, and clinical consensus diagnoses of dementia from 92 adults with DS. In a cross-sectional, observational study of a regional cohort, χ2 and Fisher exact tests examined individual reflexes across the diagnostic group (no, possible, or probable dementia). In 64 participants with all 8 reflexes assessed, the number of primitive reflexes was assessed as a predictor of diagnosis using age-controlled multinomial logistic regression and of performance on clinical assessments (Brief Praxis Test [BPT], Severe Impairment Battery [SIB], and the Dementia Questionnaire for People with Learning Disabilities [DLD]) using age-adjusted linear regression. Primitive palmomental, grasp, snout, and suck reflexes were more frequent in individuals with probable dementia, but all participants showed at least 1 primitive reflex. Multiple primitive reflexes in combination served as a better indicator of dementia, with each additional abnormal reflex tripling probability of the probable dementia group membership controlling for age. Abnormal reflex count was not associated with direct assessment of cognition and praxis (SIB and BPT) but associated with informant ratings of cognitive and behavioral functioning (DLD). The presence of multiple reflexes serves as an indicator of dementia status in DS as a supplement to direct assessment of cognition and praxis. The reflex examination may serve as a tool in the multimethod evaluation for dementia in DS, as it appears unaffected by intellectual disability and language mastery.

A Quasi-experimental Study on the Impact of BlendedLearning on EFL Students’ Language Proficiency

The study aimed at examining the effect of adopting blended learning on Moroccan high school students’ English language proficiency. This has been essentially achieved through relying both on face-to-face classroom interactions and using “Google classroom”, which is a free online learning platform. The researcher opted for a quasi-experimental design to gauge the impact of implementing a blended learning model on the research sample. This study enlisted the participation of 79 Moroccan first-year Baccalaureate students who were divided into two separate but homogenous groups. The experimental group was taught using the blended learning model, and the control group was tutored in a traditional learning environment. The mean scores’ differences of the pre-test and the post-test asserted that, in comparison to the face-to-face learning, the blended learning model adopted was significantly impactful in improving the language proficiency level of the treatment group. However, no significant gender differences were observed in this regard. In essence, this piece of research has placed much emphasis on the idea that the efficient incorporation of ICT, particularly blended learning, into the learning/teaching process can help satisfy students’ needs, increase their motivation, and eventually enhance their language mastery.

VOCABULARY OF FOREIGN ORIGIN: PROBLEMS OF NORM IN THE CONTEXT OF THE HISTORICAL DEVELOPMENT OF UKRAINIAN LITERARY LANGUAGE

The article presents a multifaceted analysis of the dynamics of spelling and pronunciation of words of foreign origin in the Ukrainian literary language. The research expanded the range of knowledge about the phases of formation of the Ukrainian orthography, in particular, the part devoted to the orthography of foreign tokens and made it possible to explain the changes in the rules of spelling and pronunciation in diachrony. Linguistic and extralinguistic factors that influenced linguistic evolution are identified and the processes of normalization of borrowed vocabulary taking into account the historical context are highlighted. The views of Ukrainian linguists on the norms of spelling and pronunciation of words of foreign origin are generalized. It was stated that although there are few foreign words (approximately 10 percent), compared to other Ukrainian lexical collections, foreign words have provoked and are causing many discussions among linguists about their mastery of the Ukrainian literary language. After all, the legalization of the language norm, its written reflection and its organization in Ukraine is very difficult, which causes heterogeneity of spelling and pronunciation of words of foreign origin. Transformations in borrowed tokens over a long historical period are traced. A chronological description of all editions of the Ukrainian orthography is made and the most typical changes and establishments in the spelling and pronunciation of foreign words are systematized. It is proved that the lack of clearly formulated and formed rules for spelling borrowed words has led to variable spelling and pronunciation. After all, the phonetic system of the Ukrainian language can not fully reflect the peculiarities of the sound system of a foreign language, which indicates a complex process of stabilization of pronunciation and spelling norms of words of foreign origin in the Ukrainian literary language.

Readiness to Learn English for Early Childhood

Teachers need to understand the factors that influence the readiness of early childhood to learn their new language, especially English, to avoid inappropriate stimulation practices. This study aimed to examine early childhood English learning readiness factors based on relevant theories and research results. This research method was a qualitative literature review study. The literature review consists of 70 references related to the topic of early childhood English. This research method is a qualitative literature review study. As a result, children's readiness to learn is influenced by internal and external factors. Internal factors include cognitive abilities, mastery of the initial language, mastery of a new language, namely English, emotional maturity, and intrinsic motivation. At the same time, the external factors that influence include extrinsic motivation, family, social culture environment, and stimulation by playing.The novelty is to identify the influence of children's readiness factors in learning English both inside and outside the child. As a result, the teacher can consider the readiness of the child to avoid mistakes in introducing English as a new language for early childhood.

ON THE QUESTION OF NARRATIVE SENTENCES IN RUSSIAN AND CHINESE LANGUAGES

Comparison of two differently structured languages has both theoretical significance and practical significance, makes it possible to identify similar and distinctive features in them, find common points and specific phenomena, helps to penetrate deeper into the internal mechanism and understand their specifics. The subject of our comparative study is languages that are in different language families and belong to different groups, Russian and Chinese. Russian belongs to the group of inflectional languages, while Chinese belongs to the group of isolating languages. The research topic is relevant due to the fact that the number of people learning Chinese has increased. Comparison in this area contributes to a more accurate and deep mastery of a foreign language, moreover, this will allow more effective use of linguistic knowledge in translation and scientific activities.

More Sloppy Reasoning about Survival

In my writings on the evidence for postmortem survival. I’ve made no secret of the fact that I consider much of the literature on the subject to be very shabby, usually because the authors are empirically myopic or inferentially-challenged. That is, writers on survival notoriously ignore or treat very superficially relevant areas of research having their own extensive literatures (e.g., on dissociation, savantism, prodigies, gifted under-achievers, and language mastery), and too often they seem unable to formulate valid arguments. In Braude, 2003 I explored these deficiencies in great detail. Here, I’d like simply to comment on a particular class of confusions and a recent eruption of nonsequiturs.

Identification of Literacy Teaching Methods in Georgian Methodological Literature

One of the main and key issues of language mastery is the study of literacy in this language. The issues of identification and classification of literacy teaching methods have always been in the center of attention in the Georgian methodological literature. All methods used in teaching Georgian literacy can be conditionally divided into three groups: a) synthetic (modern terms: ascending, phonetic), b) analytical (ascending), c) analytical-synthetic (descending-ascending, balanced).Observation of the learning process shows that the selection and effectiveness of the teaching method of the alphabet is primarily determined by the nature-structure of this language. Thus, blindly transcribing it blindly from another language is totally unjustified.

L’apprentissage de la traduction comme chemin pour se perfectionner dans la maîtrise des langues étrangères

Language learning is the foundation of any translation business, especially for students admitted to translation courses. In our case, mastering the French language, in order to carry out a translation, requires a perfect knowledge of the linguistic workings, likely to come to the aid of students who are learning translation techniques. In the current state of affairs, learning to translate at the graduate level suggests a perfect mastery of languages, both at the start and at the end. We would like to develop our study from a didactic and linguistic point of view, calling on other interdisciplinary parameters, since the question of learning to translate is at the crossroads of several cogitos. Therefore, teaching the language, in this case French represents a step, sine qua non, for the students of the King Fahd Superior School of Translation of Tangier, knowing that in Morocco, the French language still occupies the place. of the first foreign language. As a result, our students are required to translate from and into the French language alongside Arabic and English. As such, we have chosen to approach the didactics of translation, first of all, by looking over the language teaching which embodies an essential place for the success of the act of translating. All the axes that we develop in this article have a degree of analysis that oscillates between theory and practice, since language and translation are two activities which have two sides of the same coin.

Students’ Awareness on Speaking Anxiety in English for Specific Purpose Speaking Project

This study aimed at finding out students’ awareness of speaking anxiety and the type of speaking anxiety occurring in English for the Specific Purpose speaking project. The study employed a qualitative approach with a case study design and used questionnaires and interviews to collect the data. The study was conducted in one vocational school in Denpasar, with a total of 51 students participating. The data were analyzed through data reduction, data display, and conclusion drawing. As a result, it was found that more than half of the students (58.82%) were being aware of their speaking anxiety during the voice recording. The panic attack and feeling worried become the type of anxiety that the students felt. In conclusion, the anxiety arose due to their lack of English language mastery and their fear of listeners’ comments toward their voice recording. Teachers and lecturers are required to support the students and motivate them to practice the language praxis.
 Keywords: English for Specific Purpose, Speaking Anxiety, Student’s Awareness

The Needs Analysis of English Learning on Nursing Students

The process of teaching and learning English in universities often encounters obstacles in their efforts to achieve learning objectives. The obstacle that often arises is the inadequate learning plan so that it affects the material and implementation of the learning process which is sometimes not in accordance with the field of science that is being studied by students. Seeing this, it is very important to plan learning by conducting a needs analysis based on students' needs for learning English. This study aims to analyse the need for learning English based on four basic skills and also to identify and describe the needs of nursing students’ mastery of the English language. This research was conducted using a qualitative descriptive approach. The object of this research is first year nursing students at STIKES NOTOKUSUMO. The data obtained illustrates that the purpose and motivation of students to learn English is to support academic development and be able to speak English. While their main obstacle is in terms of vocabulary mastery and understanding of grammar. The results of the analysis of English learning needs concluded that the importance of speaking and emphasis on grammar and vocabulary is needed to improve English language skills, especially for nursing students.

Innovative Teaching Technologies as a Way to Increase Students’ Competitiveness

The article presents an analysis of innovative teaching technologies as a way to increase students’ competitiveness. The author found that innovative technologies in education are information and communication technologies relying on computer-based learning. The structure, content of educational software, organization of Web-space are important when using innovative teaching technologies in English classes. We conducted the study in several stages: comparative analysis, synthesis, classification and systematization of the results of psychological and pedagogical, educational and methodological research; study of legislative acts, periodicals in order to identify the state of the research issue, and determining the directions of its solution, as well as subject, goal and objectives of the study. We used modelling to create situations of foreign language professional communication of future IT specialists. Empirical methods involved questionnaires used for identifying the motives of professional development and determining the features of the educational activities of future IT specialists in the process of training. The methods of mathematical statistics allowed to scientifically describe and systematize the obtained data, to identify the quantitative relationship between the studied phenomena, to analyse and summarize the results. We conducted a socio-psychological study during 2016 - 2019. It involved 255 first- and fourth-year students of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute.” Innovative information and communication technologies that improve the educational and cognitive activity of students, as well as increase the level of their knowledge have become important in teaching a foreign language in higher educational institutions. These technologies include MOODLE — Modular Object-Oriented Dynamic Learning Environment, business game, integrated pedagogical technology, case study technology. Thus, the information-rich learning process in combination with the use of innovative technologies, well-organized e-learning, interactive training courses, multimedia tools improves the program of teaching and learning foreign languages in general, and English in particular, improves the level of knowledge of future IT specialists and motivation to study and learn foreign languages, allows students to use a variety of authentic materials. We state that all these factors influence the process of individualization of learning and contribute to the successful mastery of a foreign language.

Making space: the natural, cultural, cognitive and social niches of human activity.

This paper is in two parts. Part 1 examines the phenomenon of making space as a process involving one or other kind of legal decision-making, for example when a state authority authorizes the creation of a new highway along a certain route or of a new park in a certain location. In cases such as this, a new abstract spatial entity comes into existence - the route, theboundaries of the area to beset aside for the park - followed only later by concordant changes in physical reality. In Part 2, we show that features identified in studying this phenomenon of legal spacemaking can be detected in other spheres of human activity, for example in planning (where spacemaking is projected into the future), and in reasoning about history (where spacemaking is projected back through time). We shall see that these features display themselves in especially complex ways in our everyday use of language, and we conclude by examining the implications of this complexity for attempts to create an artificial intelligence that would enjoy a mastery of language that would be equivalent to that of human beings.

PUSAT PELATIHAN BAHASA UNIVERSITAS TANJUNGPURA

Mastery of foreign languages is an important skill to compete in the international world in the future. The Language Unit of Universitas Tanjungpura also supports the mastery of foreign languages and has a vision and mission to become a center for international language education and services in West Kalimantan. With the development of Universitas Tanjungpura, Universitas Tanjungpura currently has BLU status, so educational facilities need to provide commercial areas to fulfill this BLU status. Therefore, an Universitas Tanjungpura Language Training Center is needed that can support foreign language learning and there is a commercial area. The design location is located on Daya National Street, Sea Bansir, Southeast Pontianak Subdistrict, Pontianak City, West Kalimantan, with an area of ±11,000 m2. The design uses a comparison method between the results of site observations, existing buildings, literature studies, with training center standards, as well as analyzing internal and external aspects of the site. The basic idea of interior and exterior spatial planning is to support foreign language learning and attract visitors to have activities at the Universitas Tanjungpura Language Training Center. This is realized by designing an educational space that meets the criteria for a training room, a commercial space that has a selling value, and a public zone that is free to be visited by the public. The appeal of the idea of a design building is a triangle which is the hallmark of the Universitas Tanjungpura building form. The building is covered with secondary skin with a typical pattern of the Universitas Tanjungpura.

INVESTIGATION OF MIDDLE-SCHOOL STUDENTS' VOCABULARY MASTERY BY USING SPIDER WORD WEBBING

The goal of this study was to determine whether or not using the Spider Word Webbing approach could increase students' vocabulary proficiency in terms of form, meaning, and use. The researcher used a pre-experimental design. The sample for this study was 25 students in their second year of Middle School (MTs Muhajirin As'adiyah Kampiri in the academic year 2019/2020) drawn from a population of 95 students using purposive sampling. A vocabulary test was provided before and after treatment to determine the pupils' language mastery. This study found that using the Spider Word Webbing approach increased students' vocabulary mastery at MTs Muhajirin As'adiyah Kampiri. The t-test (9.050) has a higher value than the t-table (2.064), and the degree of freedom (df) is 24. The null hypothesis (H0) is rejected, while the alternative hypothesis (H1) is accepted. The Spider Word Webbing approach is found to be successful in improving students' vocabulary mastery in terms of form, meaning, and use.

Expert ethos and the strength of networks: negotiations of credibility in mediated debate on COVID-19.

SummaryFor public health promotion to succeed, popular support is necessary and the chosen policies and measures have to be perceived as legitimate by the public. In other words, health authorities need to build on and sustain established trust when they recommend a certain policy. When the policy is criticized, this trust is challenged, and the authorities enter into a negotiation of credibility (ethos). In this article, we research a particular instance of such negotiation, drawing lessons for health promotion and for COVID-19 communication. We study a Norwegian television debate in which an MD presented harsh criticism of the health authorities’ chosen crisis response in the early phase of the pandemic. Unpacking the rhetorical constitution of the expert ethos of the MD and of the health authorities, respectively, we find that representatives of the authorities are more open to participation and better at connecting to everyday experiences than the MD, who primarily builds her expert ethos on mastery of scientific language and methods, combined with alarmist rhetoric. Further, we identify main tenets of the public’s reception of the debate through an analysis of 1961 tweets that commented on the program. The analysis indicates that public health authorities might maintain high levels of trust by rhetorically cultivating their positions within institutional and (social) media networks of expertise.

Oral diadochokinetic rates across languages: Multilingual speakers comparison.

It is unclear whether oral diadochokinetic rate (oral-DDK) performance is affected by different languages within a multilingual country. This study investigated the effects of age, sex, and stimulus type (real word in L1, L2 vs. non-word) on oral-DDK rates among healthy Malaysian-Malay speakers in order to establish language- and age-sensitive norms. The second aim was to compared the nonword 'pataka' oral-DDK rates produced by Malaysian-Malay speakers on currently available normative data for Hebrew speakers and Malaysian-Mandarin speakers. Oral-DDK performance of 90 participants (aged 20-77years) using nonword ('pataka'), Malay real word ('patahkan'), and English real word ('buttercake') was audio recorded. The number of syllables produced in 8seconds was calculated. Mixed analysis of variance (ANOVA) was conducted to examine the effects of stimulus type (nonword, Malay, and English real word), sex (male, female), age (younger, 20-40years; middle, 41-60years; older, ≥61years), and their interactions on the oral-DDK rate. Data obtained were also compared with the raw data of Malaysian-Mandarin and Hebrew speakers from the previous studies. A normative oral-DDK rate has been established for healthy Malaysian-Malay speakers. The oral-DDK rate was significantly affected by stimuli (p<0.001). Malay real word showed the slowest rate, whereas there was no significant difference between English real word and nonword. The oral-DDK rate for Malay speakers was significantly higher than Mandarin and Hebrew speakers across stimuli (all p<0.01). Interestingly, oral-DDK rates were not affected by age group for Malay speakers. Stimuli type and language affect the oral-DDK rate, indicating that speech-language therapists should consider using language-specific norms when assessing multilingual speakers. What is already known on the subject Age, sex, and language are factors that need to be considered when developing oral-DDK normative protocol. It is unclear whether oral-DDK performance is affected by different languages within a multilingual country. What this paper adds to existing knowledge No ageing effect across real word versus nonword on oral-DDK performance was observed among Malaysian-Malay speakers, contrasting with current available literature that speech movements slow down as we age. Additionally, Malaysian-Malay speakers have faster oral-DDK rates than Malaysian-Mandarin and Hebrew speakers across all stimuli. What are the potential or actual clinical implications of this work? Establishing normative data of different languages will enable speech-language therapists to select the appropriate reference dataset based on the language mastery of these multilingual speakers.