English Questions Research Articles

Chamling and English Question Words: A Comparative Stud

This study aims to explore the questions words of Chamling and analyze the question words of Chamling and English. For this purpose Chamling and English data related to the question words are used. The comparative and contrastive study of data reveals that the position of question words is different in Chamling—initial, middle, and final—and in English—only initial. The position of Chamling question words contrasts with English question words in interrogative sentence. The finding of study shows that question words are used to ask open questions in both languages.

절대평가 실시 이후 수능 영어 영역 문항 유형별 언어적 특성 및 난이도 비교

The present study examines the different linguistic characteristics and the text difficulty of the College Scholastic Ability Test (CSAT) among English reading question types. The study first focused on comparing the linguistic features of the different question types in the CSAT English reading test. Second the study examined whether the consistency of each linguistic features was maintained over a period of five years (2017-2021). CSAT reading passages conducted from 2017 to 2021 (for 2018-2022 college entrance) were collected. The types of each question were classified into four groups (identifying the main idea, identifying the details, identifying the context and discourse, indirect writing). Corpus analysis was conducted using Coh-Metrix 3.0. The indices were selected for descriptive analysis, lexical diversity, cohesion and connectives; and syntactic complexity. A one-way ANOVA and Kruskal-Wallis H test were conducted to analyze the Coh-Metrix results. The result showed the statistical differences in cohesion and coherence and lexical indices among the question types. In addition, the fluctuation of the coherence and cohesion indices was evident over five years (2017-2021). The implications and limitations of the study were discussed.

The Item Analysis of English Linguistics in the Public Secondary School English Teacher Employment Exams: 2019-2022

The study aimed at examining the number of English linguistics questions, question formats, and test trends of the Public Secondary School English Teacher Employment Exam (PSSETEE) from 2019 to 2022. The results of the study revealed that the proportion of English linguistics questions had the highest proportion on the exam, comprising more than 26 percent in the PSSETEE. When analyzing the ratio by sub-field, phonology/ morphology and syntax/semantics showed the largest proportion in English linguistics questions, comprising more than 90 percent of the items. In particular, the ratio of phonology/morphology was more than that of syntax/semantics in the recent 4 years. This was different from the fact that syntax/semantics had the largest proportion in English linguistic questions from 2014 to 2018. Regarding question formats, the English linguistics questions tended to show more extended-response essay formats (n=16) than short-answer formats (n=10). Finally, the discrepancy between the rate of English linguistics courses in the Teachers College curriculum and that of English linguistics questions on the exam was discussed with future suggestions.

Medical Radiation Safety and COVID-19 Knowledge and Awareness among UAE Residents: A Cross-Sectional Study.

: BackgroundRadiologic examinations are valuable tools in the evaluation of COVID-19. A patient-centered care approach encourages patient involvement in decision-making related to their health management. Therefore, patients should have basic knowledge about their disease and its evaluation tools. Therefore, the purpose of this prospective study is to evaluate the public level of knowledge and awareness regarding COVID-19 and radiation safety in the UAE. Methods: A cross-sectional survey study was conducted using an online questionnaire (Google platform). The data collection instrument contained close-ended questions in both Arabic and English. The questions aimed to collect demographic information and to measure the level of knowledge and awareness of COVID-19 and radiation safety. The questionnaire was distributed online using different social media platforms. Results: A total of 1548 participants have completed the questionnaire; 84% were females and 16% were males. The participants’ average age was 24 years. Sixty-eight percent of the participants showed a high level of awareness of the COVID-19 pandemic, while most of the participants (51%) only showed a low level in the radiation safety awareness section. Factors such as Emirates of residence and passively receiving awareness information were shown to predict knowledge and awareness level. Conclusions: The UAE public was found to have a high level of knowledge and awareness about the COVID-19 disease. However, the same could not be said about radiation safety. More effort should be put towards raising the public’s knowledge and awareness about the risk of radiation in order to enable them to participate actively in decisions regarding the radiologic management of their disease.

The influence of the United Kingdom Independence Party on english national identity at the present stage

The article analyzes how the activities of the United Kingdom Independence Party (UKIP) influenced the development of English national identity in the years leading up to the British vote on Britain's membership in the European Union. A brief history of the creation and electoral success of the party is given. The focus is on the period when Nigel Farage held the post of head of UKIP. The factors that determined the current state of English national identity and its relationship with British identity are investigated. The article explains how the connection between these identities was reflected in the policy of UKIP. The article examines the attitude of the party leadership to the problems of the establishment of English parliament and celebrating St. George's Day in England. UKIP has always been viewed as a haven for the oppressed, disaffected and disillusioned people. This image was used by the party leadership to secure its support in England. Emphasizing the theme of unfair treatment of England by the British government and Brussels and the need to respect specific English national identity bore fruit. By 2014, the largest share of English people began to perceive UKIP as the party that best defended English interests. The strengthening of the existing eurosceptic sentiments in England ensured the decision to end Britain's membership in the EU in the 2016 referendum thereby contributing to the implementation of the UKIP's key mission. Thanks to the active appeal to the English question, UKIP was able to acquire a very significant weight in the British political arena.

How Tone, Intonation and Emotion Shape the Development of Infants' Fundamental Frequency Perception.

Fundamental frequency (ƒ0), perceived as pitch, is the first and arguably most salient auditory component humans are exposed to since the beginning of life. It carries multiple linguistic (e.g., word meaning) and paralinguistic (e.g., speakers’ emotion) functions in speech and communication. The mappings between these functions and ƒ0 features vary within a language and differ cross-linguistically. For instance, a rising pitch can be perceived as a question in English but a lexical tone in Mandarin. Such variations mean that infants must learn the specific mappings based on their respective linguistic and social environments. To date, canonical theoretical frameworks and most empirical studies do not view or consider the multi-functionality of ƒ0, but typically focus on individual functions. More importantly, despite the eventual mastery of ƒ0 in communication, it is unclear how infants learn to decompose and recognize these overlapping functions carried by ƒ0. In this paper, we review the symbioses and synergies of the lexical, intonational, and emotional functions that can be carried by ƒ0 and are being acquired throughout infancy. On the basis of our review, we put forward the Learnability Hypothesis that infants decompose and acquire multiple ƒ0 functions through native/environmental experiences. Under this hypothesis, we propose representative cases such as the synergy scenario, where infants use visual cues to disambiguate and decompose the different ƒ0 functions. Further, viable ways to test the scenarios derived from this hypothesis are suggested across auditory and visual modalities. Discovering how infants learn to master the diverse functions carried by ƒ0 can increase our understanding of linguistic systems, auditory processing and communication functions.

Evaluation of English Subjective Questions Based on Deep Neural Networks

In the background of artificial intelligence (AI) era, deep neural networks (DNNs) also have a far-reaching impact on all walks of life. For the field of education, the integration of deep neural network technology and language teaching is more in-depth. Targeting at the problems of high costs and low efficiency of manual evaluation, this paper aims to study the evaluation of the English subjective questions by using deep neural networks. Firstly, the surface features of the English character information, including English antisense, negative information, semantic features, word frequency, sentences length, and words order, are combined; and the calculation method of the English sentence similarity based on multifeature fusion is established through the analytic hierarchy process (AHP). Secondly, the English text recognition is composed of long and short memory lost by aggregation cross entropy. The introduction of aggregation cross entropy can effectively improve the accuracy of text recognition. Finally, the evaluation model based on deep neural network is used to evaluate the English subjective questions. The experimental results, in terms of accuracy, recall rate, and effectiveness of the automatic recognition, show that the proposed method has high accuracy and can effectively improve the quality of the English teaching and realize a personalized teaching approach.

<em>Meh</em> contributes VERUM: A study of biased questions in colloquial Singapore English

This paper analyzes the contribution of the meh particle in biased questions in Colloquial Singapore English (CSE). Canonical CSE questions can be formed with inversion, or with declaratives with rising intonation (maintaining neutrality), while non-canonical questions typically require discourse particles. Meh occurs clause-finally (It’s raining meh?) and has been described to mark questions and express skepticism, encoding the opposite of what the speaker thinks to be true. Drawing from Romero and Han (2004), I propose that meh contributes the meta-conversational operator verum, which triggers the existence of an epistemic implicature.

Using Praat for EFL English Pronunciation Class: Defining the Errors of Question Tags Intonation

Expecting students to be able to speak English with proper pronunciation and intonation like native speakers is not an easy thing. So far, teaching English at the school level has focused on mastering grammar without focusing on language pronunciation (Silalahi, 2016, p. 163). Students in English Department, Faculty of Humanities, Universitas Dian Nuswantoro are required to take English Pronunciation course in their first semester. Based on the researchers’ teaching experience, one of the most common pronunciation errors was found in the intonation for question tags. This research aims to investigate students’ question tag pronunciation errors by using Praat software. It also tries to get the students’ perspective on the use of Praat as a teaching and learning aid for English Pronunciation course. This research employed qualitative descriptive method and used Dehe and Bettina (2013) research on English question tags as the analytical framework. The results showed that errors commonly occur on the pronunciation of down tags, both in conversation and sentences (68% and 53%). Meanwhile, the up tags errors were relatively lower (43%). It is most probably because the students were influenced by the intonation of Bahasa Indonesia, where questions were pronounced with rising intonation. However, after the students were introduced to Praat, the errors decreased significantly i.e., 7% for down tag in conversation, 13% for down tag in sentences, and 3% for up tags. The questionnaire reveals that students gave positive evaluation on the use of Praat in the classroom as it helped them evaluate their own pronunciation.

THE USE OF INDONESIAN FOLKLORES TO DEVELOP YOUNG LEARNERS’ ANALYTICAL AND CRITICAL REASONING SKILLS

This study explored the way in which Elementary School teachers used Indonesian folklore in their English classes to help students improve their analytical and critical reasoning skills. Visual culture theory was employed to examine data from interviews through the use of pictures. Moreover, Kress’ (1991) social-constructionist method was applied to investigate the additional realities of folktales as a cultural reality. A descriptive qualitative research method was implemented. The data used were the five English teachers’ teaching strategies. The study revealed that the teachers’ final goal was for students to understand the moral message in the folklore. The teachers were innovative in their teaching materials and approach in their EFL classes by integrating illustrations and other visual media related to folklore in language teaching. Visual media was believed to help language development and vice versa. The strategies included the use of videos with English subtitles, reading texts, questions and examples from real life. The teachers’ efforts were aimed at sharpening students’ analytical reasoning skills. Students needed to answer questions that strengthened their critical reasoning skills, identifying inequities and providing feasible solutions. Teachers, who had a crucial role in maximizing the advantage of using folklore, needed to tailor the story’s discussion to the students’ level of understanding. The outcome of the study inferred that the use of English translations of Indonesian folktales in the classroom potentially affected students’ English language development.

Interlanguage Pragmatics: An Investigation of Pragmatic Transfer in Responses to English Tag Questions by L1 Thai Learners

The research investigated pragmatic transfer in responses to English tag questions by L1 Thai learners based on Interlanguage Pragmatics, specifically pragmatic transfer (Kasper & Blum-Kulka, 1993). The L1 Thai learners were categorized into two groups according to their English proficiency levels: advanced and intermediate. Oral and written discourse completion tasks (Blum-Kulka, 1982) were employed to elicit the participants’ responses to English affirmative and negative tag questions in two modalities, speaking and writing. The major findings cast light on the L1 Thai learners’ problems of responding to English negative tag questions, rather than positive ones, as a result of their strong reliance on the Thai pragmatic norm. The results also suggested that the responses to English negative tag questions by the intermediate group were less native-like than the advanced group’s responses and manifested a higher degree of pragmatic transfer. Concerning pragmatic transfer in the two modalities, responses to English negative tag questions in writing showed a greater degree of pragmatic transfer than those in speaking. The results of the study are expected to elucidate the performance of the L1 Thai learners’ responses to English tag questions in both modalities and their dependence on the Thai pragmatic norm in responding to English tag questions.

Research on the Relationship between Intelligent Analysis and Weight of Keywords in English Test Questions

With the rapid development of educational informationization, Internet of Things, and other technologies, English education has been paid special attention to, and all aspects such as educational model, learning behavior, teaching philosophy, and teaching evaluation have been greatly influenced by educational informationization. Based on the experience of practical education, this paper explores and studies the connotation and characteristics of English test questions and its influence and application on modern English test questions. This paper constructs a systematic method to extract keywords from English test questions. It perfects the fair and reasonable index of English keywords, establishes the weight system, discusses the relationship of keywords, and conducts academic research on vocabulary, word frequency and word position, emphatically adopts BayesNet algorithm to extract keywords, and realizes the evaluation system of English test keywords based on intelligent analysis and weight relationship. The results show that (1) selecting the calculation method and weight relationship suitable for the text system to carry out intelligent analysis, the weight ratio exceeds 65%; that is, the text keyword retrieval is successful. (2) The average accuracy (%), average recall (%) and average F -measure (%) in weighted names are almost less than 70%. Only the BayesNet algorithm has 72.3% weight analysis in keyword extraction in reading comprehension. (3) KEA algorithm, PAT TERR algorithm, and BayesNet algorithm take 0-2.8 s, 0-2.6 s, and 0-2.1 s, respectively, and the BayesNet algorithm takes the shortest time. The calculation time of users is greatly saved. (4) According to the calculation results of CPT model, the sum of the weights of the three algorithms is equal to 1, and the BayesNet algorithm is dominant in extracting keywords with a weight analysis of 0.529 in verb translation.

COVID-19 Pandemic

Context: The COVID-19 epidemic having produced a sudden and dramatic change in teaching and learning approaches, it is imperative to ascertain the effectiveness of these frequently used methods. Aims: The present study intends to examine the learning experience of dentistry students during the COVID-19 epidemic and to determine the perception of these students regarding learning. Settings and Design: A cross-sectional survey was done among the students (3rd year through internship) from all the four dental schools in Jeddah using a nonprobability convenience sample approach. Subjects and Methods: A Google Form comprising the pilot tested survey questionnaire with open-ended 20 questions in English was distributed to the dental students by personal E-mails or social media/messaging. As per the response, the participants' descriptive statistics were reported in frequencies and percentages. Statistical Analysis Used: The Chi-square test was performed to seek for correlations between variables using the (IBM) SPSS software version 22.0. Results: A total of 415 dental students across four dental colleges of Jeddah participated in the survey. The most opted virtual platform for carrying out teaching was Zoom (64.58%). Nearly 67.71% of them showed good proficiency in using various electronic devices (P = 0.016). They preferred online video demonstrations of dental procedures over live demonstrations (P = 0.004). Students preferred to work in a simulation setting in a laboratory than working on patients with either nonaerosol producing procedures or with limited patient exposures (P = 0.012). They believed that their confidence level acquired in practical/clinical skills was good (P = 0.022), but the pandemic had negatively affected their personal well-being/career growth (P < 0.001). Furthermore, they agreed that the COVID-19 pandemic would change the future of dental education (P = 0.002). Conclusion: The COVID-19 pandemic has undoubtedly changed the way of education and virtual online education has becoming the new norm. The traditional assessment method of focusing solely on examinations needs to be updated.

Gender Differences in the Use of Tag Questions in English

This paper investigates whether there are any gender related differences in the use of language by television hosts in American talk shows. It brings a concise overview of gender differences manifested in language usage through different theoretical approaches offered by Otto Jespersen, Labov, Lakoff, Zimmerman and West, Tannen, Coates, Holmes and Cameron, as well as short descriptions of the studies they conducted. The present study analyses the frequency and the most common types of tag questions used by female and male television hosts in American talk shows. Talk shows are one of the most popular and influential forms of television programming that have an effect on society in different ways. They are aired in countries all over the world and there seem to be an amazingly endless number of relevant topics, thus offering interesting corpora for various types of linguistic analysis. The aim of the paper is to investigate whether there are any significant differences between male and female hosts in their use of tag questions.

Multimodal Feedback Workshop for English Teachers in Designing Questions Based on Higher Order Thinking Skill

This study aimed to determine whether or not there is quality improvement of HOTS-based questions through multimodal feedback made by English teachers. Besides, this study intended to find out the forms of feedback given during the implementation of multimodal feedback and English teachers' perception of multimodal feedback in designing HOTS-based English questions workshops. This study used a mixed-method involving 30 English teachers willing to participate in the training. Furthermore, research data collection was done through the provision of tests, interviews, and observations. Several experts have validated the instruments used in this study. The data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using SPSS, while qualitative data in interviews and observation sheets were analyzed using several stages, including data reduction, data display, and concluding. The results of this study indicated a quality improvement of HOTS-based English questions that have been made by English teachers, which was evidenced by an increase in the results from pretest to posttest. The next finding is that three types of feedback helped teachers make HOTS-based English questions through multimodal feedback: peer feedback, oral conference, and written feedback. Another finding was that English teachers gave a positive perception towards designing HOTS-based English questions through multimodal feedback because these activities provided positive input on their ability to make HOTS-based English questions. In conclusion, the findings of this study benefit English teachers in designing HOTS-based questions, so that teachers can implement the result of the workshop in the teaching and learning process.

An Analysis of Prosodic Features of Chinese EFL Majors’ English Questions

Drawing on the Auto-segmental Metrical theory in intonational phonology, this paper reveals the phonological structure of English interrogatives between Chinese EFL majors and native speakers from a syntactic pragmatic perspective, based on reading documents of eight English majors with Praat being its research tool. Findings show that the prosodic characteristics of interrogatives of English majors are obviously different from those of native speakers, which are mainly reflected in the segmentation of tone groups, boundary tone, intonation nucleus, and stress distribution. It purports to help English majors clarify the important pragmatic functions of intonation in information transmission and interpersonal communication, and foster strengths and circumvent weaknesses so as to better develop "Chinglish pronunciation" with Chinese characteristics; meanwhile, to bring enlightenment to English intonation teaching.

A functional model for the tag question paradigm: The case of invariable tag questions in English and Portuguese

While research has mostly focused on the pragmatics of variable tag questions, fewer studies have explored invariable tags, either for their own sake or in contrast with other tag types within and across languages. It will be argued that invariable tag questions are as much part of the tag question system as variable tag questions, and that a unified functional model needs to consider both types in order to compare function-to-form mappings and reveal language variation, as well as the factors motivating their use. This study proposes one such model comprising eight functional types of tag questions, i.e., informational, affective, challenging, hortatory, facilitative, focusing, phatic and regulatory, in relation to four clusters of grammatical, dialogic, generic and sociolinguistic features. Based on the analysis of 539 invariable tag questions in British English and European Portuguese, results show that the constructions are more frequent and functionally varied in Portuguese (N = 397 vs. 142). In addition, based on statistical analyses, corresponding multi-feature prediction models are obtained for the proposed functional types of invariable tag questions in the two languages under inspection, thereby uncovering novel contributions to the pragmatics of invariable tag questions within the tag question paradigm.

DECLARATIVE CONSTANT POLARITY TAG QUESTIONS: AN ANALYSIS OF SYNTAX AND SEMANTICS

This research focused on the forms and meanings of the declarative constant polarity tag in spoken American English. Therefore, this study was conducted quantitatively in the form of a descriptive analysis of the use of form-tag questions in American English. The data was taken from the spoken component of the American television sitcom created by David Crane and Marta Kauffman, which aired on NBC from September 22, 1994, to May 6, 2004, lasting ten seasons. There are over 158 constant polarity tag questions in spoken English. The results concerning the form of the verb be and the subject it belongs to are mostly used in the tag question. The meanings of declarative constant polarity signify a higher use of "doubt" tags involving interlocutors in American English conversation. Declarative constant tag questions are interesting points to be researched on a wider scope by using more sorts of them in formal conversation.

Christian Liturgy: The Gift of Devotional Digressions

The article responds to a keynote address by David Brown from the 2021 Congress of Societas Liturgica hosted online from Notre Dame in July 2021. Brown's address explores liturgical constraints and freedom with regard to liturgical poesis, tradition, and art, with special attention to stained glass. The response argues for a more nuanced and panoramic view of liturgical meaning and history, especially given the twists and turns that established liturgical practices took as they came to be, such as Thomas Cranmer's Prayer of Humble Access and the Agnus Dei as mentioned by Brown. It also argues for more attention to be given to the contemporary trend of decline plaguing many congregations around the world for the sake of liturgical openness, hospitality, and suppleness. The response looks to the invention of the Common Era Time according to the liturgical calendar, the Christianization of leitourgia, and the long history of Crusade violence in order to support its recommendations for foregrounding in liturgical practice and expectations and a healthy sense of liturgical mystery and charity. The response also references the artwork of Arthur Jafa and Titus Kaphar as models for liturgists to consider in order to imagine new kinds of liturgical engagement with art that not only work within sacred genres such as stained glass, but also dare to consider the theological profundity of pieces not readily identifiable as conveying knowledge of God. The response aims to widen liturgical welcome and concludes by raising the question of English as a centralizing language for an international liturgical congress.

AN ANALYSIS OF INTERROGATIVE SENTENCES IN NOVEL “THE OLD MAN AND THE SEA” into the Indonesian Language

This research is an attempt to describe and analyze English and Indonesian focused on interrogative sentences of the novel “The Old Man and The Sea” by considering the similarities and differences in the shape and function of sentences in both languages. This research, including research on the translation and accuracy of English question sentences to Indonesian. This research aims to (1) to find out the differences and similarities between the form and function of the question sentence in English and the form and function of the question sentence in Indonesian, (2) To find out the results of the analysis of question sentences according to the “QUASM” pattern and (3) to find out the types of question sentences from the novel above. The research method used is qualitatively descriptive. Data was collected from English novels and their Indonesian translations. The number of question sentence data is 99 sentences of which only 24 sentences correspond to the structure and components of “QUASM”. In English the question word has 3 forms, namely: yes/ no question, tag question, and wh-question while in Indonesian only have one form that is to uses the question words what, who, when, why, where, and how. The results of the data analysis showed that not all question sentences in English have the right translation when viewed from the Indonesian translation. Some translations of question sentences in English novels are seen in Indonesian novels will be turned into statement sentences and otherwise