Mastery Of Language Research Articles

THE IMPORTANCE OF STUDENT’S SOCIOCULTURAL COMPETENCE DURING THEIR FOREIGN LANGUAGE STUDIES

The article analyzes the social component of the updated speech portrait of a university specialist. The sociocultural dominant of intercultural speech interaction is determined by the position of the individual in the social system, the situation of communication, his profession, region of origin, and age. In this regard, the subjects of communication are faced with various features of communication: this is communicative behavior, the cultural space of communication, the linguistic personality of a foreign language with an individually formed picture of the world. English language instruction at the Language Pedagogical Institute is governed by educational standards that call for a move to higher level of foreign language skill as measured by the mainstream European scale of non-native language proficiency. When learning a foreign language, particular focus should be placed on the practical aspects of mastering the language while taking into account contemporary linguistic trends, motivating factors, and the psychology-pedagogical aspects of oral speaking. Learning a foreign language becomes a creative process that opens up the culture and mindset of the nation where it is being learned. If a sociocultural aspect of learning foreign language content is fully realized, this will encourage students' interest in the subject and lead to more fully realized language mastery. The sociocultural field of research concerned with instructing the interpretation of foreign language speech is taken into consideration at the junction of competency-based and intercultural approaches. Emphasis is placed on the value of learning how to identify and evaluate the significance of social elements' influences on a speaker's speech behavior.

Exploring parental language ideology and language enrichment in Indonesian children’s translingual practices

There is an increased urgency of acquiring a lingua franca in this era of industrial revolution 4.0 and society 5.0 as language mastery plays a crucial role in meeting the 21st-century’s demand to compete globally. To this end, family literacy practices have become the keys for the family to socialize their children into the languages they think will benefit their children’s future. Despite the increasingly abundant research on bilingual/multilingualism, research on family English bilingual practice in Indonesian contexts is still limited. This paper is aimed to discuss family literacy practices and language enrichment used to acquire English in two Indonesian families in South Sumatra. A case study design was used to examine translingual practice. Interviews and observations were conducted to collect the data from the two families. Categorizing strategies (coding and thematic analysis) were accomplished to analyze the data. The findings of this study highlight translanguaging, code-switching, and code-mixing as the families’ common literacy practices at home. Another finding reveals the critical role of digital media, such as TV programs, YouTube videos, online games, and books, in supporting children’s English acquisition. Implications of this study include the need to pay attention to the family literacy practice as important component of understanding how second language socialization occurs outside of formal schooling and the role of digital media in mediating this socialization process.

The Importance of Pragmatics in Teaching a Foreign Language

This article examines the importance of pragmatics in language teaching, because the pragmatic aspect of learning is related to the formation of certain skills and competencies in students, the commonality of which allows for successful linguistic communication in the language being studied. In this case, the requirements for a specific type of speech activity and the level of mastery are different: it includes processes from teaching oral speech within a certain topic to comprehensive mastery of a foreign language.

Lessons from exceptional language learners who have achieved nativelike proficiency: Motivation, cognition and identity

Work in ‘ultimate attainment’ attests to an adult learner’s ability to pass for a native speaker in a second language (L2) community (e.g. Moyer 2021). There are, however, several questions inviting further enquiry into the late L2 learners’ approach to advanced attainment, including ‘how do they marshal different resources—often complex and shifting—to achieve remarkable learning outcomes?’, and ‘can their success be repeated by other students?’ With such questions in mind, the book under review is concerned with life experiences and learning practices of carefully sourced individuals who have reached advanced mastery of a second language. It not only explores these individuals’ language learning trajectories in a systematic fashion but also examines the sources of exceptionality and the factors that intersect in the process of exceptional language learning. In contrast to earlier work, which modelled exceptionality through quantitative surveys and experiments, the book adopts a narrative approach to help demystify the developmental and experiential dimensions of exceptional language learning, unlock the approach such individuals adopt to engage with language learning, and uncover unique insights that are currently overlooked by research and practice in the area of nativelike language learning. The volume, through its 12 chapters, explores diverse themes (e.g. the motivational capacity of vision, the motivation–cognition interaction, and professional identity development) which are of theoretical and applied value to researchers in second language acquisition, language teachers, and scholars working in the psychology of language learning.

A Narrative Inquiry of Student’s Public Speaking Ability by Bilingual (English & Arabic) at Boarding School of the Al-Mashduqiyah Kraksaan

A narrative inquiry of students' public speaking, ability using bilingual, English, and Arabic. This research aims to explore the story of the experience of public speaking, students during students studying at Al-Mashduqiyah. More specifically, the study aimed to understand the difficulties and coping strategies that students face when speaking in public using a foreign language. The method used by the qualitative approach is narrative inquiry. A Junior High student participated in the study. To collect data valid information researcher use questionnaires, interviews, dairy, and documentation obtained from participants and a teacher. As a result, this narrative investigation shows the problems of public speaking in two languages, individual factors, and implementing them into public speaking. To overcome difficulties in public speaking, participants apply strategies with repetition and habituation. This study shows that the mastery of language, accent, and manner of delivery is important because it affects the audience's understanding of the communication.

JENGA DOS ALCANOS: UMA ADAPTAÇÃO PEDAGÓGICA E LÚDICA PARA ENSINAR QUÍMICA PARA ALUNOS SURDOS

There are several contents of complex nature in chemistry teaching. Teaching such contents to deaf students requires re-signification, in addition to the Cultural-Historical Theory, the appropriation of these concepts demands the development of voluntary attention, perception, memory and thought. So, is possible to consider that the adapted games are mediating tools for the appropriation and generalization of Chemistry concepts by deaf students? The development and application of the Jenga Game resulted from studies developed in the subjects "Instrumentation for Teaching Chemistry II" and "Brazilian Sign Language (LIBRAS) II" at the Federal University of Latin American Integration (UNILA). The research of qualitative approach, is participatory with intervention and occurred in a Bilingual Education school for the deaf, located in western Paraná, in a high school class, with a sample of 12 deaf students over 18 years. The qualitative analysis revealed that: i) the stimuli that induced the voluntary attention of students occured only after the second round of the game ; ii) the proposed game led them to perception, because building structures, recognizing the correct pieces to be removed, was determinant; iii) the game promoted memorization, demanding from students, the structures building with the correct number of bonds for each compound; iv) the presence of the Translator and Interpreter of Sign Language (TILS) and the mastery of sign language, were essential for the access and appropriation of scientific concepts. As for the generalization of the concepts, this study would demand more time and conditions to fully explore the proposed content.

Simplification of Arabic Preparatory Classes through Daurah Mukatsafah in Higher Education

This research aimed to probe into the implementation of Daurah Mukatssafah program. As in introductory lens, the mastery of Arabic language competence is the primary basis for students taking study programs at tertiary institutions with Arabic as the language of instruction, both in Arab countries and abroad. Meanwhile, not all students have sufficient basic Arabic skills as an initial state to understand the materials presented in the classroom. As a solution, several tertiary institutions provide language preparation programs for students, but these must be completed within 1 to 2 years. The intensive learning model carried out for three months at the As-Sunnah Islamic College as a pilot program is thought to be able to replace the language preparation program with equally effective results. This research used a qualitative naturalistic approach where the research was carried out naturally following the program implemented in the field without manipulating the existing variables. Furthermore, the data were described and compared objectively with data from existing language preparation programs. Daurah Mukatssafah was carried out in two main activities. First, learning the Arabic book Baina Yadaik starting from volume 1 to 6, intensively in classes guided by several lecturers in each class. Second, language mastery used a language immersion model outside the classroom. The results found a significant increase in students' Arabic proficiency, equivalent to 1-year learning outcomes in the Language Preparation Class.

The Effect of Self-Video Recording on the Development of Students’ Speaking skill in Higher Education

The purpose of learning a foreign language is communication, which can be through speaking or writing. That is to say, the mastery of a foreign language can be ensured by being able to speak that language. Thus, this paper investigates the impact of self-video recording on the development of students’ speaking skill in an engineering school. To examine the cause/ effect relationship between the two variables, a quasi-experimental study was conducted relying on a pre- and post-tests. Two intact groups were selected and assigned to control and experimental groups. The data were analysed using descriptive and inferential statistics including the mean, standard deviation, independent sample t-test, and effect size. The results of the experiment indicated that there is an effect of self-video recording on the development of students’ speaking skill and 6.43% of difference to the treatment. This implies that self-video recording has an effective role in enhancing students’ speaking skill. Therefore, it is recommended to use self-video recording as a teaching practice to improve students’ speaking skill. It is also recommended to use and test other ICT tools to help students to learn foreign languages in general and speaking in particular.

First Language Interfere in EFL Classes: Revealing Students’ Perspectives and Teachers’ Reasons in ELL

Multilingualism is a common phenomenon among Indonesian students who are proficient in both national and local languages. However, the use of the first language (L1) in English as a Foreign Language (EFL) classrooms has been a subject of ongoing debate. This study explores the use of the first language (L1) in English as a Foreign Language (EFL) classrooms by investigating the perspectives of Indonesian students and teachers’ reasons. The study used a qualitative approach with a in-depth semi-structured interviews conducted with teachers, and questionnaire for the students, convenience sampling was used to select 105 participants from grade 12 of IPA, IPS, and Bahasa. Results showed that the majority of students had a positive perspective on the use of L1 by their English teachers during lessons. However, there was no significant difference in the students' perspectives based on gender and major classes. Teachers' reasons for using L1 included bridging students' knowledge, motivating students, and creating an active learning atmosphere. However, the overuse of L1 was found to be a potential problem, as it could lead to a lack of mastery of the target language. The findings suggest that the use of L1 in EFL classrooms can be beneficial but should be used in moderation to avoid students becoming too reliant on it. Teachers should use L1 as a means to facilitate learning, not as a substitute for the target language. This study provides important insights into the use of L1 in EFL classrooms from the perspectives of both students and teachers. These findings have important implications for language teaching practices and policies, not only in Indonesia but also in other multilingual contexts worldwide. Further research is needed to explore the long-term effects of L1 use on language acquisition and to develop effective strategies to minimize its negative impact.

Huseyn Javid’s language and Dramatik craftsmanship

The article deals with the Javid’s mastery of language and drama. Javid is one of the representatives of the romantic trend. The various opinions about his language and style are given here. When we address to his creativity, we witness how the writer uses the word as a wordsmith. In his multifaceted activities in the field of dramaturgy, the drama artistry of the playwright was reflected in all its subtleties.

Rhetorical Functions of Articles in SINTA Accredited Journal

Background: 
 In the past ten years or so, the publication of research journal articles has been increasing and growing. The development is even more significant when the Higher Education in Circular Letter No.152 / E / T / 2012 requires article writing for students of all levels as one of the graduation requirements. The publication of articles, especially in English-language journals, is a challenge for Indonesian authors to be able to produce scientific papers that not only meet scientific rules but also linguistic rules in English.
 Methodology: 
 This study aims to see the function of rhetorical moves in English journal articles published in SINTA-accredited journals. The part of the article to be studied is focused on the Introduction which has the main role of providing general information about the research background. The rhetoric function of this article will show a series of texts that have a specific function in the Introduction. The sample of this study was taken from articles in the SINTA-accredited journals level 2 and written in English written by authors of non-English-language disciplines. Two articles were randomly selected from each journal so in total it amounted to 16 articles.
 Findings: 
 This study looks at what rhetorical functions were used, and the textuality of the rhetorical functions used in the Introduction to articles written and published in SINTA-accredited journals level 2. “Indicating the Structure of the Research Paper” and “Announcing Principal Findings” were the least two rhetorical functions stated by the authors in the Introduction section. Two articles in this study fulfil the textuality components but the rests fail to fulfill the textuality components.
 Conclusion: 
 Writing journal articles in English is a great challenge for Authors with an English as a foreign language (EFL) background. Language proficiency, academic language mastery, academic writing convention and mechanics awareness which include rhetorical functions and textuality might distract their content writing competence.
 Originality: 
 Many studies searched the rhetorical functions of postgraduate theses, journal articles, and thesis abstracts in English written by non-native English; however, research on journal articles by Indonesian journal publishers is limited.

The reception and critique of literature in translation: Ahmad Shāmlū, the Poet-Translator and the case of Margot Bickel

Abstract Ahmad Shāmlū (1925–2000), modern Persian poet, is among those creative writers who showcase their mastery of language in translation as well. Among his translated works, which encompass both verse and prose, his translation of Margot Bickel’s Pflücke den Tag (1982) and Geh deinen Weg! (1989) is specifically noteworthy for tremendous success and high reception in the TL context, which is arguably beyond that of the original from a literary and critical perspective. As the analysis of sample poems from the two collections reveals, Shāmlū’s skilful rendition has actually produced poetry in the TL. Away from marginalizing the pivotal role of translation in cross-cultural literary exchanges, this study reflects on the critique of literature in translation and literary reception as prone to downplaying or magnifying the significance of SL text in TL critical and receptive evaluations. The paper initiates with an overview of the status of literary translation and its interface with comparative literature, and then briefly reviews two world-famous works of poetry translation and their reception in host cultures to set them as the background for the argument to be made about Shāmlū’s translation of Bickel’s works.

Collaboration Between Parents and Teachers in Overcoming Arabic Language Learning Difficulties Among Children at Min Paya Seunara Sabang

The mastery of the Arabic language is essential for Indonesia's individuals to meet global challenges. While formal Arabic language programs in Madrasah serve as a primary means for Indonesian children, students at MIN Paya Seunara, Sabang City, face difficulties in learning Arabic. This research explores the collaborative strategies employed by parents and teachers to address these challenges. The study aims to understand the approaches used by parents and teachers in overcoming Arabic language learning difficulties among students. It investigates whether parents and teachers provide attention, guidance, and necessary resources to alleviate and prevent learning obstacles, especially in Arabic language studies. The research, utilizing a descriptive methodology involving literature review and field research, includes 50 students, 1 principal, 1 Arabic language teacher, and 40 parents at MIN Paya Seunara. Findings suggest that positive collaboration between parents and teachers significantly influences students' academic progress. Efforts such as providing support, sufficient learning resources, and guidance play a crucial role. The study concludes that effective collaboration between parents and teachers is instrumental in addressing Arabic language learning challenges. Recommendations include increasing the number of teachers and fostering closer collaboration between school staff and parents for an enhanced educational process.

Sustaining English Language Education with Social Networking Sites (SNSs): A Systematic Review

Mastery of the English language has always been major impediment to many educators and learners around the world. In this rapidly globalising world, social networking sites (SNSs) have risen to the top, especially during the unprecedented advent of the COVID-19 pandemic. Nevertheless, the review of SNSs regarding the English education field is scant, in spite of its significance for sustainability education. On that account, this systematic literature review highlights the potential benefits of using SNSs for educational practices. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement, 23 articles from 2018 to 2022 were accessed from three databases, particularly Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC). First, the reviewed articles manifest that Facebook is the most frequently used SNSs for English educational purposes. Second, the findings indicated that SNSs have shown a positive impact in enhancing English language competency and improving learning attributes. Third, this review addressed the challenges of using SNSs in the English education field. These findings inferred that there are still research gaps related to the use of SNSs in sustaining English language education. Substantially, this review is advantageous for prospective researchers in identifying the research gaps regarding the use of SNSs for English teaching and learning.

Unjust Adjustment: Dispelling the Myth of English Superiority within Kuwaiti STEM Studies

In the scientific community, mastery of the English language has become vital to publishing discoveries, communicating with other scientists, and obtaining employment at multinational corporations, among other activities. In response to this need, universities in Kuwait and elsewhere in the Arabian Gulf have adopted an English-only policy for their science, technology, engineering and mathematics (STEM) programmes, forcing local students to abandon their education in Modern Standard Arabic. This article discusses the effects of the English-only approach by questioning whether it truly corresponds to the needs of the market and offers the optimal educational experience. This work further affirms that the current policies create linguistic dualism between English as a language of modernity and professionalism, and Arabic as a language of tradition and emotions. This analysis suggests the necessity of further reflection on how this approach affects the self-representation of the Kuwaiti people. Finally, this article discusses the issue of linguistic rights, namely, whether students should be allowed to study in the official national language. This micro-study of the actual effects of the spread of English in the scientific community aspires to give a voice to those who are often dehumanized by large studies of the advantages of an international language.

Variability of the Linguistic Consciousness development of an Individual in the Artificial Bilingualism Conditions

Purpose. The purpose of this study was to outline the variable markers of the individual linguistic awareness/consciousness development in the conditions of artificial bilingualism.
 Methods. The main method of the study was the method of selective observation with the fixation of markers of the linguistic awareness development and qualitative indicators of respondents' mastery of English as a foreign language in the artificial bilingualism conditions. Potential standards of passive-mechanical (imitation) and active (cognitive-communicative) models of artificial bilingualism were used for comparison. Markers of the respondents’ linguistic awareness were subject to monitoring: language knowledge, culture and speaking skills (at a level sufficient for formulating and expressing thoughts in the process of interpersonal communication in a foreign language), manifestations of language socialization (mastering the norms of listening, perceiving and speaking in a foreign language at a level sufficient for communication and coordination of semantic codes of communication subjects).The obtained data were subjected to content analysis, which made it possible to evaluate the markers of the development of the respondents’ linguistic awareness in the artificial bilingualism conditions and to reveal the level of using a foreign language in communication. In order to statistically confirm the significance of the obtained data, the method of one-factor variance analysis (Fisher’s φ-criterion) was used. A multidimensional procedure of cluster analysis (K-means clustering) was also used, which made it possible to distinguish subsets of the levels of the linguistic awareness development among the respondents of the research project.
 Results. The results of the data analysis of the research project proved that the differences between the experimental and control groups of junior high school students in identifying markers of linguistic awareness are reliably significant relative to individual predictors of the logical ordering of speech-thinking dimensions of language awareness (at p ≤ 0.05).Respondents of the experimental group demonstrate better results in listening, understanding the content of oral expression in a familiar everyday context and in communicative competences. The dominance of markers of an average level of linguistic awareness development among younger schoolchildren was also recorded.
 Conclusions. In the realities of permanent transformations of the modern information society, bilingualism appears as a predictor of foreign language mastery at a level sufficient for communication and exchange of ideas with other subjects of linguistic activity. Language (and foreign language in particular) is not only a communication tool, but also a way of perceiving, organizing and encoding (or decoding) the surrounding reality. In this context, linguistic awareness is interpreted as an invariant of possible schemes of mastering reality, which is most suitable for the purposes of communication between people. The analysis of markers of the junior high school students’ linguistic awareness development proved that when an active (cognitive-communicative) model of artificial bilingualism is implemented, the respondents demonstrate statistically better results in listening, understanding the content of oral expression in a familiar everyday context and in identifying communicative competences.

Fazlur Rahman: Esensi Pendidikan Islam

Islamic education should not only be a process of transmitting material, but far from it, integrated into the personality and become a guide in the activities of daily life. Fazlur Rahman is one of the reformers of Islam who incised his thoughts on the modernity of Islamic education. His ideas include the basics of Islamic education, namely the Qur'an and Sunnah, the goal of Islamic education is to form a morally and intellectually intact human being, the education system integrates general knowledge and religion. Education curriculum with a double movement and mastery of language. The method of writing is descriptive analysis with a library research approach. Analyze the data collected through books or scientific journals, then describe them. The result of his research is that the essence of Islamic education from Fazlur Rahman's perspective is the growth of original and adequate Islamic thought. Then, Fazlur Rahman said that the most important thing about Islamic education is its essence and as Islamic intellectualism, because for him this is what is meant as the essential essence of Islam itself.

Upaya Pesantren Mempersiapkan Kemandirian Ekonomi Santri di Era Revolusi Industri 4.0

This article discusses the breakthroughs made by Islamic boarding schools in order to equip students in the Industrial Revolution 4.0 era so they are not left behind in the economic field. Although the Ar-Risalah Lirboyo Islamic Boarding School still adheres to salafiyah teachings, this pesantren prepares its students to be able to survive in today's era. This paper will discuss the background of efforts to prepare student economic independence, the implementation of student independence preparation programs, and student readiness to face the Industrial Revolution 4.0. This research uses a qualitative approach with a case study type. In this study, data were obtained from two sources, namely humans and non-humans. Humans as informants in this study were caregivers, teacher, and students. While non-humans are documentation of Islamic boarding schools. The results of this study are caregivers who have a far-reaching vision to empower their students to live in their era. This vision is then realized by equipping students with IT teaching and mastery of foreign languages ??in the form of Arabic, English, Mandarin and Japanese. Apart from IT, students are also provided with life skill training. Ar-Risalah Islamic boarding school students are very ready to compete in the global world because they have mastered technology and foreign languages.

THE FORMATION OF COMMUNICATION SKILLS BY INTERNALLY DISPLACED PERSONS IN THE PROCESS OF UKRAINIAN LANGUAGE LEARNING

Abstract. The article presents an algorithm for learning the Ukrainian language by internally displaced persons, which consists of introductory, main and final parts. The methodology of each structural stage of training by the teacher is represented in detail. The types of tasks for the rapid and effective formation of communication skills by internally displaced persons have been developed and analyzed, in particular, a set of exercises aimed at learning vocabulary, the correct pronunciation of Ukrainian words and their correct emphasis, the ability to build monologue and dialogic statements, the development of the ability to communicate with an unknown person, memorization phrases, sentences and questions most often used in everyday life, construction of grammatically correct constructions. The proposed system of tasks will contribute to mastering the skills and abilities to communicate in oral and written form in accordance with the goals and social norms of speech behavior in typical areas and situations. The scientific intelligence provides a number of tips for independent mastery of the Ukrainian language, such as fifteen-minute daily reading, listening to audiobooks, setting the Ukrainian language as the default language in your own gadgets, using the Ukrainian language when shopping on the Internet. It was recommended the Internet portals to improve language culture and the richness of one’s own vocabulary. Taking into account the different methods and forms of work, the following tasks were singled out, with the help of which it was possible to interest internally displaced persons, create comfortable learning conditions and ensure the active participation of each participant in the class. The materials described in the article are intended for teachers who work with internally displaced persons, for people who want to improve and increase their level of Ukrainian linguistic and communicative competence. The task was created on the basis of four main types of speech activity: listening, speaking, reading, writing.

Development and Validation of an Instrument to Evaluate Technology-Enhanced Learning and Teaching Sustainability in Teaching Spelling

(1) Background: The current advancement in technology-enhanced learning and teaching sustainability has extended its progression in teaching spelling. Teaching spelling is paramount as is the impetus for English language mastery. However, a burgeoning paucity in technology-enhanced learning and the teaching of spelling has led to the purpose of this study, which is to undertake a pioneering preliminary study in the development and validation of an instrument (initially with 43 developed items under six constructs) based on the unified theory of acceptance and use of technology (UTAUT) model to evaluate its sustainability. (2) Methods: There are two stages of content-validity determination: Stage 1: the instrument development stage, and Stage 2: the instrument validation stage. (3) Results: The first research question demonstrated 40 agreed items (I-CVI = 1) and three items with contradicting agreements (FC7 = 0.40; BI7 = 0.40; UB6 = 0.60) from five experts, which validated the instrument of this study. The second research question revealed the remaining 40 items (S-CVI(Average) = 1) and (S-CVI(Universal Agreement) = 1). (4) Conclusions: The final 40-item instrument is content-valid and could contribute to the evaluation of technology-enhanced learning and teaching sustainability in teaching spelling in a separate study, ultimately forwarding English language mastery.