Vernacular English Research Articles

Improving Student’s Speaking Ability Through Role Play to Teach the Tenth-Grade Students

The objective of this research was to improve the Tenth Grade students speaking ability of SMA Negri 3 Pontianak in the academic year 2021/2022 with the use of Role Play technique. It was a classroom action research which consisted of three cycles. The subjects of this research were students of Tenth Grade B Class. The data were qualitative data, it was collected by observing the teaching and learning process. The data were in the form of observation checklist and field note. The procedures of the research were planning, acting, observing and reflecting. The result of this research showed that use of Role Playing technique, it found that the speaking abilty of the student had singnificant improved, it helped the student to be more braver and confident to speak in English. The fluency and the elements of Role Play itself also helped them to enrich their speaking in English. Keywords: Role Play, Classroom Action Research, Speaking

Perangkat Lunak Perhitungan Hereditas Pada Tumbuhan

Deadlock Metode codominant marker data is often carried out with the assumption that the marker is dominant, an approach that can oversimplify results and lead to erroneous conclusions. The aim of this paper is to provide a practical guide to conducting codominant data analysis and selecting appropriate software. We provide an overview of the computational methods and basic principles required for statistical analysis of codominant molecular markers to evaluate genetic diversity and molecular characterization of germplasm collections. Each software package is evaluated by analyzing the same set of data. Differences between parameters are detailed, and comments are provided regarding the software output. This paper aims to provide a better understanding of the differences among available software packages, so that researchers can make a choice that suits their codominant genetic analysis needs. spoken in English.

The effect of talker intelligibility on adaptation to an unfamiliar accent

Listening effort, as indexed by task-evoked pupil response, increases as the intelligibility of second language (L2) speech decreases, and this processing cost is mitigated by experience with talkers of the same accent (Porretta and Tucker, 2019). Prior research has shown that listeners can adapt to unfamiliar L2-accented speech and generalize the adaptation to different L2-accented talkers with the same L1 (Bradlow and Bent, 2008). The current study investigates what type of L2-accented speech exposure (high or low intelligibility) best reduces later listening effort to a novel talker of the same accent. We hypothesize that exposure to highly intelligible L2 speech supports adaptation to the features of an accent because it allows listeners to map accented tokens to the talker’s intended lexical representations. Alternatively, adaptation to a less intelligible talker may require exposure to other low-intelligibility speech, which is characterized by features that deviate more significantly from L1 norms. To test this, participants were exposed to simple sentences spoken in English by either L1 talkers, highly intelligible L2 talkers, or less intelligible L2 talkers. At test, all participants listened to different sentences spoken by a previously unheard L2 talker while listening effort was measured via pupillometry. Data collection is ongoing.

GAMES AS AN EFFECTIVE WAY OF DEVELOPING YOUNG LEARNERS’ COMMUNICATIVE SKILLS

Teaching English to young learners is a rapidly growing field around the world and the main goal of teaching young learners is to encourage children to use the target language in their life and improve their communicative skills, competency and culture using different effective ways of teaching English. Therefore, at the lessons of foreign languages the teachers are using some strategies, which encourage pupils to be active participants of the lessons, focusing on developing their communicative skills, forming their interest and motivation to study the language, as well as trying to have their language learners speak proficiently and independently in various situations.So, this article deals with the ways and role of using different types games in teaching speaking in English to young learners. As young children are very imaginative and learn more if they are enjoying what they are doing, games are considered a very effective and beneficial way of learning a foreign language.

The Representation of Earlier African American Vernacular English by Charles W. Chesnutt

This article examines the validity of regional speech represented in the writings of an African American short story writer, essayist, lawyer, and stenographer Charles W. Chesnutt (1858–1932) with a corpus of dialogues extracted from his literary works (approximately 40,000 words). As a touchstone for exploring its accuracy, the Atlas data from Fayetteville, North Carolina, and the surrounding regions in Cape Fear and Pee Dee Valley− a region where the author spent his youth and his stories are set−are compared with the speech of his African American characters. The result reveals that the Atlas records and Chesnutt’s dialogues share many expressions in their regional lexicons ranging from single words to phrases. Considering the difficulty of recording all the synonyms and semantically related words from the same informant during the interview, the overall agreement between the two provides further evidence that as an African American writer who spent his formative years in a rural community in North Carolina, Chesnutt’s literary dialect offers a glimpse of earlier AAVE spoken in the region in the mid-nineteenth century. Furthermore, this article touches on Chesnutt’s racial identity and what led him to enter the literary world as it is pertinent to his linguistic background and the motive behind the use of literary dialect.

English Language with Reference to African American Vernacular English and Creating Cultural Attitude in a Multicultural Setting

Language is one of the crucial factors that have developed in humans since ancient times. It is one such source that enables one to communicate with another person and maintain once existence. This language gradually changed its pattern, and now it has become one of the most important factors for not only communication but also survival and English being one of them. The English language today is the language of development, as it is one of the major languages of commerce. In this part, one needs to understand and learn the English language according to the prescribed rules and regulations. But, then, could it be possible to make this language learning process better with more understanding and the inclusion of vernacular language? The paper tries to present the origin and cultural consequences of the use of African-American vernacular English. Also, the paper tries to present that AAVE is no different language than SAE.

CONVERGENCES AND DIVERGENCES BETWEEN AN EFL TEACHER’S BELIEFS AND CLASSROOM PRACTICES IN TEACHING SPEAKING

Revealing teachers’ beliefs about teaching in EFL speaking contexts may help better teaching practice. This research was conducted to investigate a teacher’s belief about teaching speaking focusing on convergences and discrepancies between the beliefs and the practices in the classroom. Grounded in a qualitative case study with interviews and classroom observations, an experienced English teacher with more than 10 years of teaching speaking in English participated in the study. The results of the study indicated that the teacher paid more attention to fluency and gave practical speaking tips when the students encountered communication breakdowns. Further, the teacher generally practiced her belief in the classroom, even though she encountered some discrepancies. It was due to some students’ factors including students’ language proficiency and their affective factors. Therefore, it is essential for EFL teachers to systematically and regularly monitor the relations between their beliefs and practices through reflective practices in order to improve their everyday practice of teaching speaking in particular. It is further suggested that teachers get engaged in some reflective practices to bridge their beliefs and teaching practices and find out how the reflection can benefit their beliefs and instructional decisions.

Book review: Akshya Saxena, Vernacular English: Reading the Anglophone in Postcolonial India

Akshya Saxena, Vernacular English: Reading the Anglophone in Postcolonial India (Princeton: Princeton University Press, 2022), xiii + 206 pp.

Are Rape Myths ‘Myths’?

Abstract Little attention has been paid to what the word ‘myth’ contributes to the concept of rape myths. Rape myths tend to be regarded as widely believed falsehoods that need to be debunked in order to address patriarchal injustices. This account draws upon a long-standing vernacular English association between myth and falsehood which originated in the Enlightenment. But it is not the only possible definition of myth. This article draws upon mythological studies across a range of disciplines to argue that rape myths should be considered authentically mythic; that is, rape ‘myths’ are culturally significant folk narratives about sexual wrongdoing. This reappraisal enables a shift in our understanding of what rape myths are, what they could be—and what we can do to reduce their pernicious influence on the criminal justice system. It also enables legal scholars to more generally reassess how the concept of ‘myth’ is used across our discipline(s).

Examining Obstacles that Impede the Speaking of English in Literacy Classrooms: A case of two Primary Schools in the Eastern Cape Province, South Africa

Examining Obstacles that Impede the Speaking of English in Literacy Classrooms: A case of two Primary Schools in the Eastern Cape Province, South Africa

Factors That Influence Automatic Recognition of African-American Vernacular English in Machine-Learning Models

Factors That Influence Automatic Recognition of African-American Vernacular English in Machine-Learning Models

IMPACTS OF USING INSTAGRAM TO PRACTICE SPEAKING IN ENGLISH: PERSPECTIVES OF INDONESIAN NON-ENGLISH MAJOR LEARNERS

The present study was the continuation of a preceding survey study involving 102 Indonesian non-English major learners who were active Instagram users. The preceding survey study revealed that the participants had generally positive attitudes towards using Instagram to practice English speaking. Nonetheless, they were slightly less motivated to use it for learning purposes. Of the 102 survey participants, four were randomly selected to be invited for interviews for the present study. The interview data were analysed using Thematic Analysis and three recurring themes emerged on the perceived impacts of using Instagram to practice speaking. First, Instagram impacted learners’ learning at different magnitudes. Second, Instagram allowed for an interesting and flexible learning of speaking. Third, Instagram motivated learners to develop their speaking fluency. Despite the seemingly positive results, some excerpts indicated that some learners’ learning experiences using Instagram were somewhat superficial, unstructured, incidental, and fairly minimal. Based on the findings, teachers are suggested to capitalise on the popularity of Instagram among learners by incorporating it in explicit second/foreign (L2) language instruction. Possible limitations are stated alongside suggested directions for future studies.

EFL SUCCESSFUL LEARNERS’ PERCEPTION ON THE USE OF COGNITIVE STRATEGIES IN SPEAKING PERFORMANCE

EFL learners adopt various strategies to speak effectively. Cognitive learning strategies assist them to speak easily and comfortably. The aim of this research was to explore the most frequently used cognitive strategies which were employed by the successful learners of the Department of English, Jagannath University, Dhaka, Bangladesh, in their speaking class. In this study, a mixed-methods approach was used to collect the data. The subjects of this research were eighteen (six males and nine females) successful learners. Oxford’s (1990) SILL (“Strategy Inventory for Language Learning”) questionnaire was employed to collect the data. The interview provided answers to the questions, which was helpful to comprehend the learners’ perceptions better and to validate the quantitative data. The completed questionnaires were collected and analyzed descriptively. The result showed that the most frequently used cognitive strategy which the successful learners employed to develop their speaking skills was “I say or write new English words several times” (60%). The next most frequently used strategy was a cognitive strategy “I watch English language TV shows spoken in English or go to movies spoken in English” (46.66%). This was followed by the cognitive strategies “I practice the sounds of English” (40%) and “I find the meaning of an English word by dividing it into parts that I understand” (40%). The data will assist learners, teachers and researchers for the improvement of future teaching-learning processes.

Elaboration of Transactional Conversation for Middle-School Students: Speaking Skills Through "COIN-SPA" Learning

COIN-SPA learning is one of the learning models that will be used in this research to improve speaking skills in transactional conversations. Considering that the speaking skills of class VII-A students at SMP Negeri 1 Pati are not yet optimal due to the poor learning process and the low level of student activity in practicing speaking in English, it is necessary to have learning that can create opportunities for students to do more practice, speaking, namely COIN-SPA learning. This research aims to: (a) determine the implementation of the transactional conversation learning process; (b) increase student activity; and (c) improve speaking skills in transactional conversation through COIN-SPA learning for class VII-A students of SMP Negeri 1 Pati, which was carried out in two cycles with a time allocation of 6 x 40 minutes each (three meetings). The results of the research show that the implementation of the transactional conversation learning process with COIN-SPA learning can be carried out with category C (fair) in cycle I and increased to category B (good) in cycle II. The results of observations of student activities showed an increase in the average percentage from 59.9% to 78.4% or a percentage gain of 18.5%. The results of observing learning outcomes showed an increase in the average score from 73.68 to 76.44 or an increase of 2.76, and further increasing to 78.55, or an increase of 2.11, in the last cycle. Based on these results, it can be concluded that COIN-SPA learning has gone well so that it can be used to improve speaking skills in transactional conversations, and through COIN-SPA learning, it can increase student activity and student learning outcomes in transactional conversation learning in class VII-A SMP Negeri 1 Pati.

Community of Practice in the Mercers of the City of London

This article tests the applicability of the community-of-practice framework to the process of vernacularisation of the earliest extant account book written by the Mercers’ guild of London between 1347–1348 and 1463–1464. Its records have been informative of the satisfactory applicability of social constructs from the two early sociolinguistic waves, such as time and age and social networks, to related multilingual phenomena, such as codemixing and language maintenance and shift. My analysis shows that the replacement of Latin and French by English as the main language for the different sections of that earliest extant account book began, developed, and ended when the administration of the Mercers’ guild of London was being controlled and recorded –at least partially– by warden-bookkeepers connected through regular and strong contact with each other. Furthermore, their use of the English vernacular was influenced by the previous and simultaneous contact with other records in the same vernacular.

Familiarity and Self-Perceived Competence to Communicate in a Second Language

Communicating in English as a second language spoken inside classroom, among friends and schoolmates, relies on comfort and proficiency. Viewed from an autoethnographic lens, this paper aims to explore and analyze pressing issues besetting a student from communicating fluidly in English as a second language in a classroom context. The methodology of the study consists of the autoethnographer’s self-reflections of classroom learning, analyzed using the interpretive paradigm of the self as located within the culture. The paper reveals that speaking in English as a second language largely depends on self-motivation, economic status, social background, and technological capacity. Moreover, self-perceived competence to communicate manifests in a person’s readiness and openness to communicate a foreign language that impact one’s individual and cultural identity.

Linguistic emancipation

Abstract: The term linguistic emancipation embraces various interpretations. One relates to occasions where linguists have helped people overcome problems that are attributable to various linguistic calamities. Another pertinent vector relates to methodological innovations that extricate linguistic research from methodological confinement and that embrace new technologies to help advance our collective scientific mission. These alternative perspectives are illustrated here in small measure through studies of African American Vernacular English (AAVE) and gender modification in the speech of a trans woman. The legacy of inventive methodological advances in linguistics is celebrated by emphasizing some liberating linguistic research trajectories in which experimental, self-generated data and descriptive investigations of endangered and underrepresented languages or dialects stand side by side, serving a comprehensive linguistic science in which alternative analytical procedures abound in harmonious complementarity.

Features of teaching speaking in english for students of 8th- 9 th grades

Speaking English is one of the important skills necessary for successful communication [1, p. 46]. Education at any age is inextricably linked with the age characteristics of students. Understanding what a teenager feels and needs will make his learning more effective. However, today there are no works that would conduct a comprehensive comparison of the age of a teenager and methods of teaching English speaking that are effective for this age

“Pseudo-dialect” or “role language”? Speech varieties in three Japanese translations of Gone with the Wind

Abstract This study considers the use of dialectal and distinctive language features in three Japanese translations of the 1936 novel Gone with the Wind by Margaret Mitchell, published in 1938, 2015, and 2015–2016. Previous studies have noted that these translations adopt various linguistic features originating in dialects from Japan’s Tōhoku region when rendering the African American Vernacular English–influenced eye dialect spoken by Black enslaved characters, and suggest that this translation strategy draws on and reinforces negative social perceptions of real-life Tōhoku-dialect speakers. Conversely, through a dual approach involving both a comparative textual analysis and a quantitative perceptual survey, this study argues that these speech styles should be viewed rather as an enregistered form of “role language”: a speech variety unique to fictional contexts serving to identify a character archetype that in the eyes of a majority of readers is disassociated from any historical origin.

The Effectiveness of Outdoor Learning to Improve English Skills at Aceh Islamic Nature School (AINS)

The existence of outdoor learning that began to be carried out by nature schools became an exciting learning method. This outdoor learning activity raises interest in students' enthusiasm for learning because students get new experiences and discover new things. This study used a qualitative method and was conducted at the Aceh Islamic Nature School (AINS) by examining students' understanding of English using outdoor learning. Data collection techniques were carried out by observing and interviewing English teachers at the school. As a finding, learning English with outdoor learning methods has various ways, such as inviting students to know directly in English. For each material, a song is sung together so they can remember the lesson and the material studied. Outdoor learning at AINS also has adequate supporting factors, such as the provision of vocabulary stickers on the walls of spaces/objects. The teacher gets used to speaking in English to improve students' listening so that they are used to it and can respond. Based on these results, From the data based on observations, interviews, and document analysis above, outdoor learning by inviting students to see material objects directly from nature is considered effective. What teachers apply with this method to students is successfully meeting all kinds of targets for each material, especially in increasing English language skills, which can be seen from their mastery of vocabulary. Apart from that, outdoor learning is also considered to prevent students from getting bored quickly and being enthusiastic about following all the material the teacher provides.