Relationship Of English Research Articles

A Model of Cognizing Supporting the Origination of Cognizing in Nature

Our model of cognizing roots in developmental psychology by Jean Piaget, follows researchers in modeling cognizing by solvers of combinatorial games, enriches object–oriented representatives of realities by input classifiers and relationships in English, while tends to be consistent with questioning the origination of cognizing in nature. Let us introduce the basics of the model, provide arguments for its adequacy, followed by those supporting the origination of cognizing.

Water as Metaphor of Human Beings in English and Vietnamese Poems

This study aims to investigate the conceptual metaphors of water, which are metaphorically used to describe human beings, emotions, behaviours and relationships in English and Vietnamese poems. Based on the theory of cognitive linguistics and conceptual metaphors of Kövecses (2002) and Lakoff and Johnson (1980), this study examined 200 English and Vietnamese samples from a collection of poems written in the nineteenth and twentieth centuries. Through the application of descriptive, quantitative, and qualitative approaches and contrastive analysis, the study reveals that there are 6 categories of water images which are metaphorically used to characterize human beings. The study also finds out the similarities and differences between conceptual metaphors of water symbolizing human beings in English and Vietnamese poems. This investigation is hoped to improve our understanding of how metaphorical phenomena are interpreted across languages and enhance the process of teaching and learning English.

World Englishes, secularisation, and de-secularisation: examining English language textbooks in a Muslim society from the perspective of language as situated practice

ABSTRACT The ideological role of English, beyond its instrumental value, is reported to be immense. British colonial rule deployed English as an ideological tool which facilitated colonial subjugation and religious conversion. Connections between English and evangelism have widened in the postcolonial and globalising world, leading to labelling English as a missionary language. Acknowledging the association of English with Christianity, scholars have called for examining relationships between English and other religions such as Buddhism, Hinduism, and Islam. The relationship of English with Islam is especially complex. While its global spread has encouraged Muslims to utilise it as an Islamic language, English has also been used by the post-9/11 West for moderating Islam. How have Muslim-majority societies responded to English in this complex ideological and geopolitical terrain? How do they manage English teaching in their secular and religious streams of education? This article examines how education policymakers in Bangladesh have dealt with the imperatives of secularisation for mainstream education and de-secularisation for religious education by localising English along the line of world Englishes. Taking the perspective of language as situated practice, I illustrate how the same English language textbooks are used for different ideological goals, with educational, social, and political implications.

Breaking all Moulds? Racialized Romance Between White/Yang Women and Chinese Men

ABSTRACT Following increased international migration to China, the number of relationships between foreign women and Chinese men has risen. This article studies how ‘white women’ are racialized in the Chinese context through analysing the meaning of the term yang. Based on an analysis of online content about these relationships in English and Chinese, this article demonstrates that different racial frameworks interact when the meaning of race is negotiated in romantic relationships that are not only racialized, but also international and multilingual. Finally, it shows how racial narratives are sometimes reproduced through white/yang women’s accounts aimed at negating negative stereotypes about their husbands.

Personification and relationships in English as a Medium of Instruction business discourse: Crossing paths in metaphorical constructions

In this paper we explore the presence of personification in the speech of participants in two academic seminars that were carried out in an English as a Medium of Instruction (EMI) course at a Swedish university with a multicultural group of students (17 people from 15 different countries) that focused on business and marketing topics. We analyse if the purposeful humanization of companies is present in university discourse interaction by examining these EMI participants' personification of companies and brands in the two selected seminars. Our data were analysed from a principally qualitative perspective in a small-scale case study that shows the multiple ways personification permeates EMI students’ language to treat companies as human-like entities, both for specific brands as well as for the concept of businesses in general. This was especially noteworthy in verbs of cognition in discussions on businesses and marketing. The presence of personification in the figurative uses of EMI students points to some of the pragmatic success of these EMI students in referencing well-established marketing strategies that attribute human-like characteristics and relationships to businesses and brands. It also reflects a natural tendency to employ personification and see a person behind a corporate entity. Unlike other figurative uses that have shown to be challenging for L2 speakers, these EMI students use personification in business English, a frequent device in their discourse community, naturally and appropriately, showing how they are part of that specific discourse community.

Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms.

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

Thai Undergraduate Student Awareness of Regular and Irregular Grapheme-Phoneme Correspondence

<p>Recent events in Thailand in reference to the teaching of phonics for better comprehension of English vocabulary have highlighted the overuse of identifying letter-sound relationships in English by utilizing the familiar Thai orthography to assist developing Thai EFL learners. This paper investigated the long-term effects of using such pedagogy on recognizing regular and irregular Grapheme-Phoneme Correspondences (GPC) in English by Thai undergraduate students. To address this matter, the study used a convenience sampling of 373 first-year university students from 11 general education English classes at a mid-sized private university near Bangkok, Thailand. The familiar English poem <em>I Take It You Already Know</em> was employed for data collection, for it consists of a practical ratio of frequent and infrequent English grapheme-phoneme correspondences. Extensive lists of recognized grapheme-phoneme correspondences were used to identify the frequent or regular, and the infrequent or irregular main phoneme present in each of the 60 most frequently queried content words of the poem. Point-Biserial Correlation was employed to measure the strength of association between the frequency occurrence of the most queried content words from the data set, and the examined weighted word frequency data. The findings suggest that, in general, the Thai undergraduate students demonstrated an overall lack of recognition of regular and irregular Grapheme-Phoneme Correspondences of English. </p>

Expressions of Interpersonal Relationships in Translated Business Annual Reports (English-Arabic)

Business annual reports are financial statements that contain significant information about a company’s activities. The reports are distributed to interested parties (e.g. stockholders, creditors, financial analysts and customers) in order to satisfy their information requirements (Friedlob & Welton 2008). In Oman, annual business reports are produced in English and translated into Arabic in order to provide Arab readers with vital information about the companies' operations and their financial positions. This article analyzes five titles and/or names, i.e. my lord, royal rank, presence, majesty, and glorified; these titles indicate interpersonal relationships in English and then are compared to Arabic in order to identify translation strategies and potential consequences for interpersonal relationships as expressed in the texts. In addition, this article attempts to answer the following question, are there any differences between English and Arabic versions, and whether these differences reveal aspects of sociocultural and ideological practices in Oman. Qualitative methods are applied, in this article, to compare, describe, and analyze the textual profiles of the two versions of the reports. This article contributes to the discipline of Translation Studies (TS) by investigating titles and/or names within sociocultural and ideological context in Oman, has not been given enough attention in TS. It concludes that the patterns of address (sukr form), which are followed by religious names in the Arabic translations enhance the status of Sulṭān Qābūs Ibn Sa’īd, thus reflecting power relationships. Finally, this article recommends to integrate textual analysis with sociological analysis to have more insight into translation agents and institutions.

The Spec-head vs head-Spec Asymmetry: Post-syntactic linearization and the embedded-topicalization paradox

This paper is a preliminary exploration of how English specifiers and heads are linearized at the PF interface. In particular, it argues that linearization may reflect underlying grammatical relationships of agreement and selection. To evaluate this proposal, it uses the theoretical lens of relational theory and empirically, topicalization constructions in English which have somewhat paradoxical properties with respect to the perceived relative positioning of the head and specifier of TopP. These paradoxes can be explained by the linearization proposal in this paper. However, before accepting the proposed solution it is necessary to ensure that the proposal can be consistently applied to other spec-head relationships in English; the paper therefore includes a discussion of double object constructions as well as the relative spec-head orders of CP, TP, vP, VP and PP.

Reconsidering Respect: Its Role in Her Majesty's Prison Service

Abstract:This article examines the meaning of respect in the interpersonal relationships within Her Majesty's Prison Service. It is argued that respect‐as‐esteem and respect‐as‐consideration are often confused and unequally emphasised in modern society. This confusion is especially evident within the prison context where, due to the prison service's ‘decency agenda’, the respectful treatment of inmates has become a topical issue. What does respect mean in prison? Why is it important? How can respectful relationships be established between staff and inmates? This article discusses these questions and proposes that there are different forms of respect possible between people. It is argued that there needs to be a recognition of the nuances of meaning when we use the word respect and that ‘respect‐as‐consideration’ may be the form of respect most consistently achievable, at the present time, within interpersonal relationships in English and Welsh prisons.

A research paradigm for international business communication

PurposeThis conceptual paper aims to present a research paradigm for international business communication research, with special reference to the problems of Japanese corporations.Design/methodology/approachTo develop a paradigm, international business communication first is defined, and the obstacles Japanese corporations face in international business are described, as are the methods used to deal with obstacles and foster better global management and intercultural communication. The key issue of developing training programs is emphasized. To systematize international business communication research with reference to Japanese companies, a research agenda is offered involving study of: correct usage of English, the meanings of international business terms, and the relationship of English as an international business language to its various users. The guiding theories in this research will come from semiology.FindingsEnglish will be the agent of globalization, and Japanese companies must accept this reality and deal with it. So far, they have not yet developed a satisfactory way of doing so. However, appropriate methodologies are available, as presented in the paper.Practical implicationsJapanese companies have lagged behind European and US companies in coping with the communication problems fostered by globalization. This paper sets out a methodology for developing the research needed to yield practical steps to solve the problem.Originality/valueThe paper offers a model of ways to systematize international business communication research so that Japanese companies can develop ways of coping with the communication problems of globalization.

Nativization of English in India and its effect on multilingualism

Multilingualism is defined by the functional relationship between languages. The relationship of English with Indian languages is legitimized by its nativization. English has been nativized in grammar, semantics and pragmatics acquiring the features of Indian languages, as well documented in sociolinguistic literature. It is also adopted as a tool in native politics by some non-Hindi speaking communities to keep the largest Indian language — Hindi — from becoming the sole official language of the Union and by the linguistic minorities to curtail the dominance of the majority language in the states. The oppressed social groups want to appropriate English to serve them in their battle against upper castes, who have come to control the major Indian languages and the benefits from them. While becoming a powerful cousin to help the disadvantaged, English has simultaneously acquired a native elite cutting across regions and castes, and has spread from cerebral domains to expressive domains, which have been exclusive to Indian languages, in the name of modernity and cosmopolitanism. Such extended functions of English have a profound effect on the nature of multilingualism in India.

Reading and Writing Descriptive and Persuasive Texts

surge of research and pedagogical examination of reading-writing relationships in English as a first or native language (24; 26; 28; 31). The importance of reading-writing connections has recently become the focus of research in English as a second language (10; 11; 14; 15; 16; 17). Thus far, however, the ESL research on the reading-writing connection has examined the relationship at only a general level. For example, no studies have addressed the influence of specific aims of reading texts and writing tasks, e.g., persuasive vs. descriptive texts, and none has attempted to control either for the previous reading and writing experiences of students (e.g., undergraduate vs. graduate students) or overall proficiency in the second language. The present study was designed to determine the relationships of intermediate-level (Michigan 70-90) ESL students' reading and writing of both persuasive and descriptive texts.

Simultaneous Communication: A Description by Deaf Professionals Working in an Educational Setting

Simultaneous communication (SC) was analyzed from the perspective of 36 professionals who are deaf and working in a post-secondary program for deaf students. A focus group methodology was used to generate discussion regarding features of effective SC. Comments generated during discussions were grouped into the following categories: (a) expressive sign production features, (b) body language and facial expression, (c) oral/aural and simultaneous features, (d) relationship of English and ASL, (e) communication strategies, and (f) the affective domain. In the hands of an experienced practitioner, SC involves the effective combination of aspects of both ASL and English. Deaf professionals in this study indicated that SC, when utilized by an experienced communicator and when “grounded” in effective signing can be an effective medium for communication.

Orthography and Phonology

1. List of Contributors 2. Preface 3. Towards a Theory of Phonemic Orthography (by Sgall, Petr) 4. The Description of Spelling-to-Sound Relationships in English, French, and Russian: Progress, Problems, and Prospects (by Derwing, Bruce L.) 5. The Automatic Phonetic Transcription of English Text (by Lawrence, S.G.C.) 6. Phonological Access to Data Bases (by Hitzenberger, L.) 7. On Linguistic Error (by Luelsdorff, Philip A.) 8. A Preliminary Report on a Pilot Investigation of Greenlandic School Children's Spelling Errors (by Jacobsen, Birgitte) 9. The Orthographic Representation of Nasal Vowels in Acehnese (by Durie, Mark) 10. Spelling and Dialect (by Melchers, Gunnel) 11. The Reflection of Linguistic Structure in Dutch Spelling (by Booij, Geert) 12. Zur alphabetischen Orthographie als Gegenstand der Sprachwissenschaft (by Penzl, Herbert)

High School Students’ Awareness of Structural Relationships in English

TRADITIONAL English grammar occupies one of the largest blocks of time in the high school English curriculum. Through the years, it has been both praised and blamed for its alleged contribution to students' learning more precise use of language in writing and speaking. Most of the attitudes expressed have been based on per sonal opinion or prejudice rather than evidence related to pupil achievement. Many research studies have indicated that a knowledge of tradi tional grammar has little measureable effect on the expression of ideas accurately in writing or speaking.2 Yet, teaching of traditional grammar has continued. In recent years, its value has been questioned with regard to its accuracy in describ ing the English language. This reconsideration of traditional grammar has been fostered by the cognizance that its system and terminology may be unrelated to the English language as it is used. Recent concern about the teaching of grammar has been dramatized by the controversy over structural linguistics and the question as to which grammar should be taught.3 Many articles on this subject are speculative;4 a few have presented objective evidence and analyzed ideas tried in the classroom.5 The latter group of studies report findings favoring the use of a structural approach to language study and have advocated abandon ing conventional grammar to include structural approach. Little evidence is available to indicate the con tribution of traditional grammar to an awareness of the structure of the language. Such an under standing, surely, should be a reasonable objective of the study of English grammar. Since tradi tional grammar inadequately describes the struc ture of the language, according to the science of structural linguistics, conventional grammar study may not provide students with an under standing of the language's structure. Thus, it seems important to determine what students know about the structure of English as a result of their study of grammar as it is presently taught. Despite the shortcomings of traditional grammar as an accurate description of English, through its study students may have increased their awareness of the structure of English to a considerable degree. If this is the case, a change from traditional grammar to structural grammar would be difficult to justify on the basis of tradi tional grammar's failure to increase understand ing of the structure of English. However, if little or no increase in student's awareness of the structure of English has resulted from the study of traditional grammar, then some change, either in the type of grammar taught, in the methods used, or in some other factor, would seem dictated before this objective can be achieved. The present study was designed to obtain ob jective data about senior high school students' awareness of structural relationships in the Eng lish language. Two major questions were appar entais there a significant difference in students' awareness of structural relationships in English between the three grade levels of senior high school? Is there a significant difference between boys' and girls' awareness of structural relation ships in English?

Project English Notes

Does knowledge of grammar correlate significantly with ability in composition? A new Project English investigation has failed to discover such a correlation.' The study was predicated on the assumption the negative findings of earlier research were due to the tests employed, which measured knowledge of grammar rules and terminology as well as syntax. The hypotheses tested were that there is a statistically significant correlation between ability in written composition and awareness of structural relationships in English, and this correlation is significantly different from the correlation between ability in written composition and ability to verbalize knowledge of rules and terminology of traditional English grammar. Data were gathered from 200 college freshmen. A STEP Essay Test measured their writing ability; the Iowa Grammar Information Test, their knowledge of traditional grammar; and a new test constructed by the investigator, their awareness of syntax. The syntax test provided for recognition of grammatical structures

The Correlation of Awareness of Structural Relationships in English and Ability in Written Composition1

The Correlation of Awareness of Structural Relationships in English and Ability in Written Composition¹

A Study of the Correlation between Awareness of Structural Relationships in English and Ability in Reading Comprehension

IT HAS OFTEN been asserted that lack of gram] matical knowledge accounts for a great deal of in competence in reading, but the various studies in vestigating the correlation of knowledge of grammar and ability in reading have offered no conclusive j objective evidence to support the assertion. In fact, I most of the studies that have been made indicate that the two are not highly correlated. It should I be pointed out, however, that those who have inves tigated the relationship in question have not made a clear distinction between awareness of grammatical structure and knowledge of grammatical rules and terminology. They have generally based their find ings on measurements of the degree of mastery of the conventional English grammar course, which, in the opinion of many modern grammarians, does not adequately represent the essentials of gram matical structure.