Vernacular English Research Articles

THE COMMUNICATIVE METHOD IN TEACHING SPEAKING IN ENGLISH

THE COMMUNICATIVE METHOD IN TEACHING SPEAKING IN ENGLISH

Problems Faced by Pashto Speaking Community in the Articulation of English Fricative Consonants at Undergraduate Level in Swabi

The present research study aims at exploring the phonological errors with regard to the segmental features committed by the Pashtun ESL learners in Swabi (Khyber Pakhtunkhwa). In this research study, the researchers have used an audio recording as a tool to collect the data from the respondents. Both males and females were included in the data collection to fulfil the ethics of the research. The data was analysed and presented in a tabulated form. The results of the research show that Pashto speakers at Distt Swabi are significantly affected by the first language (Pashto) in the speaking of English, especially in terms of pronunciation. It is hoped that the findings of this research will present a set of general ideas to EFL teachers about the possible problems that the Pashto speakers of English in the area may face in pronunciation. Furthermore, English language teachers being aware of these problems of the students, like lack of familiarity with certain phonemes, and lack of concentration, can accommodate these problems by giving more time to focus on the phonemes that are creating a problem.

Laughing at English

AbstractThis contribution explores the stances of speakers of Romance languages towards the use of English as a lingua franca in a business context. Grounding on an audio-visual corpus collected in a wine fair in France, the analysis focuses on three extracts where participants comment in a playful way (i.e. through laughing, joking and humorous enactments) upon the fact that they arenotspeaking English. Through a sequential and multimodal analysis, the study will highlight the participants’ ambivalent stance: on the one hand, through these playful practices they display a local resistance towards the mainstream language choice; on the other hand, these same practices reveal their vulnerability to the social pressure concerning the speaking of English.

Conventional Teaching and an Interactive-Based Teaching Methods to adjust Learners’ Grammar and Speaking Competence in English Classrooms: A Comparative Study for effectiveness methods in learning

The study discusses the effectiveness of Conventional Teaching Method utilizing whole-class member group and an Interactive-based Teaching Method employing small group works for improving both learners’ Grammar and Speaking competences in English Grammar classrooms. Data were taken from 68 first-year students of English Education Department of UNIDAYAN University, Bau-Bau, South-East Sulawesi province, who sit in a pre-test and post-test of two English competences; Grammar and Speaking in English. The research design is quasi experimental assigning 5 group works as the independent variables and 2 English competences; Grammar and Speaking in English as the dependent variables. The group works consist of various number of students. The treatment of all group works were reduplicated twice. The study reveals that the interactive-based teaching method utilizing small group works is far more effective for improving both learners’ Grammar and Speaking competences compared to those of conventional teaching method employing whole-class member group work in English Grammar classroom. The learners’ mean achievement is 25.04 points and 8.8 points respectively. The t-test confirms that there is a significant difference between the two methods. Moreover, the less the number of group members the more effective to the achievement of the learning target of the classrooms.

Introduction: Black Laughs Matter

Introduction: Black Laughs Matter

The Folk Medicine Concept in Vernacular English of the XIX Century

The research is devoted to studying the Folk Medicine concept in English based on British ethnographic and folklore materials, as well as dictionaries of dialects published in the XIX and early XX centuries. The work aims to analyse the Folk Medicine concept and its representation as a component of the folk world picture, verbalised in that time’s medical language, the core of which is a set of folk nominations used to denote folk names of diseases associated with ancient medical practices. On the periphery, folk texts represent superstitions as necessary constituents of folk medical practices connected with the mentioned nominal units. A comprehensive methodology of conceptual analysis allowed identifying the basic ideas about Folk Medicine. Based on the statement that the meaningful component of the Folk Medicine concept is realised in the folk consciousness, the key verbalised nominations’ definitions denoting the disease names, and their compatibility with adjectives and verbs, were analysed. The influence of medical rites and rituals on the semantics of lexical units was proved. The analysis identified the basic semantic features of the Folk Medicine concept, including ethnonymic, colourative, anthroponymic, mythological, spatial and temporal components.

Negotiating African American Language, Identity, and Culture in the Urban Classroom

The dominant privilege that is ascribed to Standard American English within American classrooms presents socio-cultural challenges for many Black students who speak African American Vernacular English (AAVE). This study will examine the ways in which race, language, and power intersect in the classroom to shape Black students’ academic performance and self-concept. Grounded in critical race theory, this study includes qualitative interviews with Black students at two urban high schools in south Los Angeles. A thematic analysis of these interviews will reveal how the stigmatization of AAVE in urban schools compels Black students to adopt dominant ideologies and practices that isolate them from their cultural subjectivities. Findings from this study call educators to develop a culturally relevant pedagogy that empowers Black students to utilize and access their socio-cultural capital in and out of the classroom.

Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities

Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities

Pelatihan Public Speaking dan Bahasa Inggris Duta Wisata Kabupaten Ponorogo

This article is a report of Community Service Program aiming at giving understanding and learning experience to Ponorogo tourism ambassador in improving Public Speaking and English competency to promote tourism. The participants of this program are 20 finalists of Ponorogo tourism ambassador 2021. This one-day-training program is carried out in form of presenting, practicing directly, doing demonstration, and simulation. Furthermore, Public Speaking materials presented are the basic technique of Public Speaking, solving anxiety in Public Speaking, the breathing technique of Public Speaking, the vocal technique of Public Speaking, Public Speaking preparation, the opening technique of Public Speaking, the material delivering of Public Speaking, and the closing technique of Public Speaking. English materials covered greeting expressions, asking and giving information, and explaining tourism object. After the materials presentation, all the participants should get throughdirect practice on delivering Public Speaking in English about tourism. Generally, the participants are active and enthusiastic. All participants can follow and perform direct demonstration related to the materials given. There are still mistakes they have done in using grammar and pronouncing some English words. However, they show their best efforts understanding the material. At the end of this program, the participants are expected to have learning experience as one of their asset to sharpen Public Speaking ability and foreign language proficiency, especially English.

Using Digital Storytelling to Improve Pupils’ Speaking Skills in the Age of COVID 19

Speaking in English is one of the most important skills that students must learn in school, and it is a pertinent tool for communicating in the real world. However, pupils in rural schools often faced difficulty in conversing in the English language, as they did not have adequate opportunities or an engaging environment to practice the language, especially during the COVID-19 pandemic. It was observed though School-Based Assessment (SBA) that pupils had limited levels of fluency, accuracy, and pronunciation. Hence, this quasi-experimental study aims to investigate the use of Toontastic 3D, a digital storytelling app, to improve pupils’ speaking skills. In this study, a pre- and post-test and a questionnaire were used as methods for data collection. The findings revealed that the potential benefits of digital storytelling had a beneficial impact on pupils’ speaking skills. The findings also demonstrated that digital storytelling engaged students in the story’s content not just by encouraging motivation and curiosity but also by instilling confidence in their ability to speak in English. The results from the questionnaire indicate that digital storytelling facilitates 21st-century learning by allowing interactive and collaborative learning that encourages pupils to speak English. Moreover, pupils were more engaged, confident, and motivated to converse in English. Hence, digital storytelling, especially in the age of COVID 19, can be utilised as an effective teaching repertoire to create a dynamic learning environment that stimulates students to participate actively during speaking classes.

THE COMMUNICATIVE METHOD IN TEACHING SPEAKING IN ENGLISH

THE COMMUNICATIVE METHOD IN TEACHING SPEAKING IN ENGLISH

UNDERGRADUATE STUDENTS PERCEPTIONS’ ANALYSIS ABOUT DIFFICULTIES IN ENGLISH SPEAKING

<p>English as the most widely used language in the world is learned by undergraduate students, both who are majoring in English and those who are not majoring in English. English speaking skill is an important skill because it is needed in order to have a conversation to communicate but mastering English speaking skills is not easy. The purpose of this research was to determine undergraduate students' perceptions of difficulties in speaking English, especially undergraduate students majoring in non-English languages.This study used a qualitative descriptive method with data analysis techniques based on the results of interviews with informants and through a questionnaire conducted to 67 undergraduate students. The results of the study indicate that there are psychological, social, lecturer, and linguistic factors that cause students to have difficulty speaking in English. If the undergraduate students have a perception of what difficulties they face to be able to master English speaking skills then they will be able to find solutions to overcome these difficulties. This will help them in improving their English speaking abilities</p>

Embracing inclusivity in the workplace by challenging discrimination

As a nurse in practice, I recall talking to a patient to establish what had happened leading up to his accident. He spoke in English in what I can only describe as a heavy foreign accent and I struggled to understand him, feeling embarrassed as I asked him to repeat himself. Communication is a key indicator of how we accommodate another person’s cultural difference.

A Chip Shop in Poznań: My Unlikely Year in Poland

A Chip Shop in Poznań: My Unlikely Year in Poland

AN INVESTIGATION INTO THE CHALLENGES FACED BY THE SECONDARY LEVEL STUDENTS IN SPEAKING ENGLISH IN DISTRICT KOHAT KPK PAKISTAN

Many studies were conducted in the area to uncover problems in Speaking English in various contexts because speaking of language is very important. It is one of the chief characteristics of language that it can be spoken (Barber C, 2000). Therefore this study was conducted on Challenges faced by the Secondary level students in speaking English in district Kohat. The main aim of this study was to investigate the specific challenges and problems faced by the Secondary level students in speaking English. The study hand sought out the challenges and difficulties faced by secondary level students in speaking English in district Kohat and provide possible solution for these problems. Class 10 the students were selected as Participants for this study from 5 Government High Schools in District Kohat namely, GHS Behzadi Chikarkot, GHS No 1 Kohat, GHS No 2 Kohat, Govt. Comprehensive High School Kohat and Govt. Centennial High School No 4 Kohat. The data were collected from 70 students i.e. 14 students were included from each school who were studying in class 10. Data were analyzed through SPSS software. In the present study, Questionnaire was used as a tool for data collection which contains 13 items. The study yielded important results. Some of the problems were highlighted by the study are Social, psychological, and cultural factors that hinder English language speaking proficiency at school level students in district Kohat. Keywords: Challenges in Speaking of English, Secondary level students, Social, psychological, and cultural factors, at government high schools.

Kyoo, This Word Sounds Weird: A Case Study of a Cajun English Interjection

The interjection kyoo/kaw is used in the English and French of Cajun heritage speakers in Louisiana to express surprise and has not been previously documented. Anecdotally, Cajuns and non-Cajuns alike comment that it sounds “weird,” as if the word is “not English.” A survey confirms that the interjection is perceived as atypical sounding when compared to mainstream English words, even more so for the palatalized pronunciation variant (kyoo) than the nonpalatalized variant (kaw). The authors hypothesize that this perception could stem from acoustic characteristics of the interjection consistent with linguistic identity markers in Cajun speakers, attributable to Cajun French influence or to the Cajun English vernacular. Acoustic analyses show that the interjection-initial/k/is not unaspirated, its vowel is not nasalized, and it has spectral quality similar to/O/in mainstream English words. These results suggest the perception of anomalous sounds in this interjection may not be attributed to acoustic characteristics indicative of French influence. An alternative explanation to the acoustic-phonetic characteristics of kyoo/kaw lies in social representations of Cajun English in a historically bilingual and multidialectal community, where perceived oddness of a nonstandard linguistic expression can be easily attributed to the influence of another language.

The role of social factors in the acquisition of vernacular English: A variationist study with pedagogical implications

AbstractThe study reported here explores the role of various social factors in the L2 acquisition of vernacular variation. In so doing, it investigates acquisition of probabilistic constraints on the use of a globally available innovation, quotative be like, as a diagnostic linguistic variable. Drawing on data obtained from 37 individuals from three age cohorts all living in Mannheim, Germany, and applying the variationist method of evaluation, I show that German learners managed to acquire the variable grammar of quotative be like. I also test for a diverse set of sociolinguistic and sociopsychological variables by way of exploring their relative contribution to the process of acquiring structured variation by adult learners. The results of mixed‐effects modeling (Johnson 2009) show that acquisition of quotative be like is mediated by age, gender, and learners’ linguistic identity. I conclude that EFL (English as a Foreign Language) learners’ (implicit) knowledge about structured variation is an inherent component of their sociolinguistic competence, while drawing English teachers’ attention to the general importance of the issue concerning learners’ knowledge about structured variability.

Improving English Speaking Skill Through Video Call Conversation

Information and communication technology (ICT) has developed so rapidly and become an inseparable aspect of human life. The development of information and communication technology (ICT) has been used by many people to facilitate and help human activities, including in the educational aspect. Nowadays, many teachers and educators use technology to help them to deliver and to transfer teaching materials to students. One of the most frequently used technologies today is video call (VC) which is a means of communication where a person can communicate directly by looking at the other person. Therefore, this study aims to see the improvement of students' speaking skills in English when using video call conversation (VCC) as one of the learning media. The method used in this research is mix method. The research data was obtained by giving speaking test and questionnaires to 35 students who took English classes, then interviews about the use of video call conversations were conducted with 15 selected students. The results shows that students experienced increased confidence when speaking English by using video call conversation (VCC) when compared to not using video call conversation (VCC). Then, students feel more interested and comfortable speaking in English when using video call conversations (VCC).

The Effectiveness of the Combination of Quartet and Dart Games for Teaching Speaking

This study investigates the use of the combination of Quartet and Dart games for teaching speaking. The main problem in teaching speaking of English as foreign language is how to stimulate and motivate students to speak. There are some media to teach speaking. This study proposes an alternative way for minimizing some problems that make the students hesitant to speak by using the combination of Quartet and Dart games. Quartet is a card game. There are totally 32 cards divided into 4 theme cards. Every card provides a brief description that will make the students read the description while waiting for the turn. The goal of the game is to collect a set of cards as many as possible. Dart game is an activity that is designed to challenge students to engage with the texts. The students are supposed to speak and to interpret the information carefully based on the Dart game. By using Quartet game, students will be able to speak well. It makes them speak based on the Quartet card. Quartet cards facilitate them with spoken vocabularies, grammar and structure of the text. Therefore, Dart game makes the students ready when they are going to express their ideas based on the instruction of Dart board. The objectives of this research are to find out whether the combination of Quartet and Dart games is effective to teach speaking to Junior High School‟s students and to find out whether the students are able to speak well by using the combination of Quartet and Dart games. The population was the eighth grade students of SMPS Yayasan Johan Sentosa Kabupaten Kampar in the academic year of 2014/2015. The number of population was 312 and sample was 36 students of VIII B for the try-out class and 37 students of VIII A as the experimental class. I used pre-experimental design in this research. When conducting the research, I used oral performance test to collect the data. The study showed that after the students were given treatment by using the combination of Quartet and Dart game, there was an increasing score from the pre- test and the post- test result about 72.86%. The tvalue was 27.69 and t-table was 1.69. Since the t-value is higher than the t-table, it can be concluded that the working hypothesis is accepted. It means that the combination of Quartet and Dart games is effective to improve students‟ speaking skills.

Pelatihan English Speaking bagi Siswa dengan Model Pembelajaran Presentation Practice Produce (PPP)

This community service was aimed at improving English speaking ability using learning model of Presentation Practice Produce (PPP) for students of MA Al-Istiqomah Telaga Waru. This community service used learning model that is Presentation, Practice, Product (PPP) using cue response drill technique. Evaluation was conducted by giving speaking test to the participants to know whether or not the target of program is achieved. And to knowing whether this program has running well based on the procedure, observation rubric was also has been filled by the team when the program is in progress. The result of this training could increase students’ speaking ability. Based on the result of speaking test, students’ speaking ability have increased. The result of speaking test as the final evaluation, there are 15 out of 20 students got score ≥ 70 or (77.37%). Thus, it could be said that this program was successful because more than 75% students got target score ≥ 70. This community service could increase students’ motivation and also it became one of the learning model that could be used by English teacher. The response of the audience reveals that the program gave some good advantages for the participants as they have higher motivation in trying to speak in English. The participants also expected that the same program is conducted in the near future.