English Literature Students Research Articles

An Empirical Examination of the Association between Individual Differences Variables and Writing Performance of Iranian EFL Learners

The present study was designed to initially test a model of the role of a set of cognitive (namely, aptitude and working memory) and motivational (namely, language learning goals, self-efficacy beliefs and self-regulation strategy use) individual differences variables in writing performance of a group of Iranian undergraduate EFL learners and, subsequently, to identify the possible differences in the writing quality and composing behavior of learners with different individual characteristics. A convenient sample of 125 BA level students of English Language Teaching and Literature from three state universities in Iran took part in the study. As for the data collection procedure, these participants, in various time intervals, wrote an argumentative essay, responded to the composing process scale, completed the aptitude and working memory measures and filled in the questionnaires exploring their motivational propensities, self-efficacy beliefs and self-regulatory strategy use in writing. The collected data were analyzed by using Path Analysis and Multivariate Analysis of Variance (MANOVA). Due to some problems like small sample size and idiosyncratic nature of the data, the model did not give satisfactory fit indexes. However, it was found that cognitive variables were more strongly correlated with the writing competence of the learners than the motivational ones. More specifically, the construct of foreign language aptitude had the highest potential to account for the writing competence of the learners and the learners having different levels of this construct were different from each other in terms of writing quality and composing processes employed while writing.

The Word Detective: Searching for the Meaning of It All at the Oxford English Dictionary—A Memoir by John Simpson

Reviewed by: The Word Detective: Searching for the Meaning of It All at the Oxford English Dictionary—A Memoir by John Simpson Enid Pearsons (bio) The Word Detective: Searching for the Meaning of It All at the Oxford English Dictionary—A Memoir by John Simpson. New York: Basic Books, 2016. Pp. xvi + 364. $27.99. ISBN: 978-0-465-06069-6. Anyone who thinks that the longtime chief editor of the revered Oxford English Dictionary (OED) might have written a stuffy or plodding autobiography will be happily disappointed. John Simpson’s The Word Detective comes alive from the very first sentence of the introduction, in which the author makes known his desire, since his earliest days as a “cub lexicographer,” to “pick away at the stereotypes imposed on lexicographers” by the general public, the media, and even lexicographers themselves. From an American perspective, it could be said that Simpson actually fits the stereotype of a British lexicographer: A student of English literature “at university” (when not engaged in such classic English pursuits as cricket and field hockey), he gravitated to literature of the Old, Middle, and Early Modern English periods, and in graduate school became a full-fledged medievalist. In this he was much like the chief editor of the OED at the time, the medievalist and college rugby player Robert Burchfield, whom Simpson was destined to succeed. But the book begins even earlier, with Simpson’s first encounter with Hilary, a young woman likewise bound for university to study English literature, who years later—and in retrospect, inevitably—would become his wife. It is the proper beginning for a book that, as one might almost guess from the tripartite title, is really three books in one: an introduction to lexicography for the uninitiated, a history of the OED during the most crucial period in its existence since completion of the first edition in 1928, and a personal memoir of a life in language and (though Simpson is not one to show emotion, at least in print) in love. Lexicographic professionals may be drawn to this book primarily as the ultimate insider’s account of a crucial transitional period for the Oxford English Dictionary, and indeed for the entire field of lexicography. When Simpson arrived from graduate school in 1976 to work on the Supplement to the first edition of the OED under Burchfield, lexicographic methods had scarcely changed since the nineteenth century. Old timers like me might even feel a twinge of nostalgia at his description of the process of sorting through citation cards, looking up references, drafting entries by hand, and marking up galleys. By the time [End Page 134] Simpson retired, both the writing of dictionaries and the using of them had become largely a matter of sitting at a computer screen—though with the oceans of data that now exist, more intellectually absorbing and challenging than ever. From the outside this might look like a simple and inevitable matter of adopting new technology as it came along. But it was neither simple nor inevitable. There were times when, but for vigorous and forward-looking leadership by Simpson and others, the OED might simply have been left to sit on the shelf as a monument to the scholarship of previous centuries. Guiding this massive work through a period of rapidly evolving technology could be compared—though this is not how Simpson puts it—with steering a supertanker through constantly shifting shoals. The risk of running aground was great. From 1985 to 1993, Simpson and his longtime OED comrade Edmund Weiner (yet another medievalist) served as co-editors of the dictionary. Among other things, they coordinated production of its second edition (OED2), in which novel computer techniques and tens of thousands—probably hundreds of thousands—of hours of keyboarding and proofreading were marshaled to synthesize the first edition with the four-volume Supplement and 5,000 entirely new words and senses. In 1993, at Weiner’s instigation, Simpson became chief editor. It was the dawn of the Internet age, and over the next twenty years Simpson, with Weiner as his deputy, oversaw the transition of the OED to that medium and the launching of the next grand plan...

Language anxiety of English language and literature students

Language anxiety of English language and literature students

The Dense Use of Lexicalization in Dialogues by EFL Students at Jordan University-Aqaba

This qualitative and quantitative analysis, researching language and social interaction, is one of its kinds, to examine the current ESL pedagogical strategies in native and residential Jordanian college students. It uses lexicalization in spoken dialogues produced by English language and literature students at the Department of English Language and Literature at Jordan University/Aqaba branch. It includes 30 participants selected randomly. The study uses Hoey’s (1991) Matrix of Lexical Cohesion and a Semi-structured Interview to collect data from the participants. The findings indicated that the density of lexicalization has a significant contribution in the creation of cohesion of the spoken dialogues. This research recommends that further research be conducted to investigate other types of spoken dialogues

Língua e cultura no curso de graduação em Letras: uma reflexão sobre as concepções de alunos, Projeto Político Pedagógico e programas de ensino

Este artigo apresenta os resultados de uma pesquisa qualitativa e quantitativa que visou investigar as concepções de cultura de alunos de graduação em Letras-inglês de uma universidade pública do interior do estado de São Paulo, relacionando-as às concepções de cultura presentes no Projeto Político Pedagógico e nos programas de ensino de língua inglesa do referido curso. Os resultados mostram a necessidade de se problematizar o foco em identidades nacionais por meio de conceitos-chave, como competência intercultural, competência simbólica, essencialismo cultural e alteridade, entre outros, na base de conhecimentos do curso de graduação em Letras. Desse modo, o curso poderá mais bem atender às demandas criadas para a educação de línguas na contemporaneidade, com a expansão da mobilidade e comunicação atuais como transformadoras da realidade local.

Enhancing Literary Competence Through Critical Oriented Reading Strategies

This study investigates the impact of critical oriented reading strategies on Iranian EFL male and female students’ literary competence (LC). In so doing, 109 homogenized male and female college students of English Literature were screened out of 160 participants due to administering Oxford Placement Test (OPT) among them. The selected participants were randomly assigned into critical (experimental) and non-critical (control) group. They were subsequently divided into male and female groups. All groups were given a novel, Jane Eyre, to read. Then the subjects were given the same pre-post test in the form of LC questionnaire aimed to determine their level of LC before and after the intervention. During the intervention, participants in the critical group were taught and encouraged to use critical reading strategies (CRSs). However, the non-critical group was taught the conventional method of reading. The results indicated a significant difference between learners’ LC before and after the intervention. However the LC difference was not statistically significant in term of gender. This study provides more evidence for the importance of CRSs that apparently empower students to know, explain, analyze and answer the questions that arise in a text which leads eventually to a progress in LC of the learners.

Analysis of Language Needs of English Literature Majors: A Non-native Context Study

The present research was conducted to investigate the language needs of English literature students in Iran. In this study two groups of participants filled in the related questionnaires which dealt with the investigation of their language needs. The first group (N=224) was junior and senior students of English literature from Shahid Bahonar University of Kerman, Razi University of Kermanshah, and Azad University of Kerman. The second group (N=52) was former English literature students who were teachers and/or translators in Kerman and Kermanshah at the time. The second group was chosen to verify if the expectations of the current students as regards their future needs were realistic. The results of the analysis of the data revealed that the current English literature students used English for academic purposes mostly. The most important future function of English language for current English literature students was for teaching purposes. Results revealed that the future expectations of the current English literature students were in accord with reality.

Creativity, Translation, and Teaching Old English Poetry

This article explores the benefits to undergraduate learning, and the broader critical significance of, the ‘creative translation’ of Old English literature. First-year students of English language and literature at Oxford University were encouraged to inhabit and understand poetic texts by producing creative, free modern versions that responded to the content, form, style, and sound of the source text. How far this approach helps students is analysed through their own perspectives on the process, gathered via interviews. Their writing is explored as a visible product of their learning, and as a creative-critical response to medieval texts: in particular, did the process of collaborative composition give the students a uniquely experiential insight into Old English poetic practice? Thus some broader conceptual issues in the fields Old English literary studies and translation studies are approached through teaching, learning, and creative-critical practice.

Literature in ELT Setting: Students⿿ Attitudes and Preferences Towards Literary Texts

Abstract This study analyses the importance and the role of literary texts in EFL (English as a Foreign Language) learning and teaching contexts. The study focuses on the theoretical assumptions and practical implications of using literary texts in the context of teaching and learning English as a foreign language. The study discusses the pedagogical benefits and potential drawbacks of using literary texts and it includes a survey of students⿿ attitudes towards using literary texts. The target population is a group of 53 students of English language and literature, who are non-native speakers of English and whose future career is teaching English as a second or foreign language. The survey examines students⿿ attitudes towards the criteria for text selection in EFL contexts, including the most appropriate genre and text type, the language used of literary texts, the relevance of literary texts and the impact on students⿿ beliefs and personal life, as well as representations of culture presented in literary texts. In addition, the survey also focuses on the aspects of the literary texts which present difficulties for the students. The analyses of the findings indicate that the majority of language learners prefer prose to poetic texts. It can be concluded from the findings that topics relevant to students also increase their interest and engagement. The study presents suggestions and recommendations related to text selection. The study offers recommendations related to teaching procedures and opportunities for language learning provided by the text.

Self-regulation Strategies and Vocabulary Size of EFL Turkish University Students

Abstract The present study attempted to investigate the relationship between Turkish EFL learners⿿ self-regulated learning components and vocabulary knowledge. The study examined the relationship between the participants⿿ proficiency level and vocabulary size. To fulfill this objective, a 150-item Schmitt vocabulary test administered to a sample of 149 students at Hacettepe University and 30 English Language and Literature students at Bulent Ecevit University. The Self- Regulation Questionnaire was administered to the same participants after they answered the vocabulary test. The results revealed that there is a strong positive correlation between high levels of self-regulation and high vocabulary size.

Transfer of Grammatical Knowledge into ESL Writing

Writing is a challenging productive skill that necessitates the input of grammar knowledge in the construction of intelligible and appropriate sentences. In the context of second language writing, ESL learners have to be aware of using the target language structures in their writing. The learners’ ability to transfer the metalinguistic knowledge, rhetorical devices, mechanics of writing and logic reasoning into L2 writing is called language transfer. Mikulecky et al. (1998) and Ormrod (1998) have stated the concept of language transfer as the extent to which the learned knowledge of grammatical structure, a subset of literacy skill can be transferred from the classroom to learners’ writing. According to their view form-focused pedagogical intervention assists the learners’ in developing metalinguistic knowledge to comprehend and produce the language in a better way. In this regard, this paper examines to what extent the learners are able to transfer the knowledge of grammar into their writing. Further, it has analysed the grammatical features that can/not be transferred into students’ writing. It has also explored the pedagogical factors that foster transfer of learning. The participants of this study are 58 second year B.A English Literature students of a rural Arts & Science College in Tamilnadu. The results of the study reveal that grammar instruction has enabled the transfer of learned grammar knowledge in their writing task.

LITERATURE-BASED EXTENSIVE READING ACCOMPANIED BY READING LOGS: A CASE FOR DEVELOPING CRITICAL THINKING SKILLS OF ENGLISH LITERATURE STUDENTS

<p>This study attempted to examine the effects of an ER program accompanied by reading logs on the degree of critical thinking skills of sophomore English literature students at the University of Mazandaran. Two groups of English Literature majors formed the two experimental groups of the study in which only the former kept guided reading logs, while the latter group only read extensively. Participants were also divided by their proficiency in reading into two groups of high and low achievers to compare the differences, if any, in the critical thinking skills observed. The results of the Independent <em>t</em>-test indicated no significant difference between the groups regarding their critical thinking ability (sig= .900). Thus, it was concluded that although both groups showed a little progress after the treatment, the difference was not statistically significant whereupon to conclude that reading logs may not drastically affect learners' critical thinking development. </p>

Examining Five Behaviors Conducted by Two Groups of Novice and Experienced Raters in Two Rating Processes

This study aims at comparing five rating behaviors of 8 raters; four novice raters and four experienced raters. The five specific behaviors including number and frequency of referring to the rating scale (Jacobs’ et al. EFL Composition Profile), number of interpretation (justification), total rating time, total score, and number of pauses longer than 5 seconds are compared between the two groups. The 8 raters were asked to rate two essays written by two B.A. students of English Literature attending their 4 semester at Persian Gulf university of Bushehr, Iran. Using TAPs the behaviors conducted by the eight raters were transcribed, then analyzed. It was found that although a similar pattern was observed in both groups’ total scores assigned to the two essays, there was found no consistent trend in both the experienced and novice raters’ number of referring to the rating scale. In addition, we found that the novice raters’ number of referring to the rating scale, and number of pauses were higher than those of the experienced ones, while the experienced raters’ number of interpretation (justification) and total rating time were higher than the novices’. The findings while supporting the findings by the previous research, paves the way for future researchers in this regard.

Performing Musicalization Of Poetry And Uploading The Video On Youtube For Poetry Class Project

Musicalization of poetry is an intriguing class project for English Literature students. It enables them to dig into their creativity and talent in writing and performing poetry and at the same time speeding up their comprehension of English poetry, particularly from the aspect of musical device of a poem. Though not treated as the main activity of the course, such task is valuable, acommodating those interested more in producing literary work than merely criticizing it. Also, to make this project more fun, the students can be challenged to videotape their performance and share it on YouTube. The students are thus encouraged to pack it in a good video presentation because their videos, once uploaded and set public, become available for any viewers. This project may work best if assigned for a group work because the students could delegate jobs such as who is to write and recite the poem, to design the concept of their musicalization of poetry, to tape and edit the video, and finally to upload the video on YouTube and promote it on social media like Facebook and Twitter. Indeed, musicalization of poetry project could be taken as an extra assignment in poetry class by which the students practice employing the poetic devices at first hand. This paper will explain the why, what and how this class project should be conducted. Key words: musicalization of poetry, YouTube video upload, poetry class project

The Effect of Explicit Pronunciation Instruction on Undergraduate EFL Learners' Vowel Perception

Since English pronunciation errors are often caused by the transfer of the Persian language sound system, the present study investigated the effect of explicit pronunciation instruction on undergraduate English as a Foreign Language (EFL) learners’ vowel perception enhancement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. A 40-item minimal pair test was developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the test was estimated 0.75 through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG received the treatment regarding explicit pronunciation instruction. At the end of an eight-week training program, the pretest was used as the posttest. The results of the independent samples t-test from the posttest revealed that the EG had a better performance than the CG suggesting that EFL learners’ vowel perception can improve if they are explicitly made aware of their pronunciation errors.

What students told us about their experiences and expectations of print and e-books

For the last 13 years at least, many of us have participated in the debate about the development of e-books to support education. Librarians, publishers and intermediaries all have a view about the format and the business models to support it and, of course, studies and surveys of students have informed that debate. However, it is not often that information professionals have the opportunity to sit down with a group of students, listen to their perspective and ask them questions. The UKSG One-Day Conference held in London in November 2015 offered such an opportunity with a panel session of students chaired by Jeremy Upton, Director of Library & University Collections at the University of Edinburgh. The debate uncovered the continued role of print alongside emerging e-book models. The students shared with us their frustrations in accessing the books they need, the financial challenges they face in terms of purchasing books and their expectations about library provision of books. This article is a summary for those readers who were unable to attend the session to hear for themselves the frank and eye-opening views from the student panel. As one member of the audience put it, the students provided us with gold dust. The students who so generously gave us their time were Tess McGovern, student of English literature and Cameron Myers, a law student, from King’s College London; Saleh Ahmed and Thomas Ash, who are postgraduates in library studies from City University London; and Lucy Hensher, a geography student and Lenart Celar, a psychology student, from the University of Sussex.

Code-mixing among Students of English Literature 2009 in Universitas Indonesia

<p>People today are more globalized than before, and most of them are now able to speak more than one language. It also happens among the English Literature students 2009 in Universitas Indonesia who are able to speak English in their daily conversation. This may lead to the phenomenon called codemixing. However, this code-mixing focuses more on written communication in their social media’s status. There are two major points that this paper attempts to make. First, the description of codemixing itself according to the theory given by Wardhaugh (1986) and Hoffman (1991) and how it can be reflected into daily communication, especially in written communication. Second, the reasons why those students tend to do code-mixing in their written communication. This will be supported by all the captured-pictures of their status in their social media. Using this theory, it attempts to dig deeper and analyze the students’ reasons forusing code-mixing in their social media’ status and what words are commonly used in certain topics of conversation.</p>

Sri Aurobindo as a Spiritual Optimist: An Over View from Savitri, The Life Divine and The Synthesis of Yoga

Reading, in general, refines the human mind. However, reading any piece of good literature ennobles the mind of man. A significant trait of either refinement or ennobling quality is that it transforms the very nature of a being. In this context the impact of such a literature on the human mind is explored in this paper with a special thrust on Sri Aurobindo's writings. He wrote poetry with a definite purpose-to transform the very being, to elevate the present state of consciousness to the psychic and spiritual consciousness. He believes in the transforming power of man's inner reality. The primary objective of his writings is to help man realize his spiritual destiny by living in the entire faith of an inner reality. Having been exposed to the writings of Sri Aurobindo as students of English Literature and the later associations with his Savitri, The Life Divine and The Synthesis of Yoga have shown him as an optimist in spiritual philosophy. The present study focuses Sri Aurobindo as a spiritual optimist with reference to a few of his magnificent literary works.

Does Attending an English-Language University Diminish Abilities in the Native Language? Data from Turkey

Does a native language suffer when students take all of their classes in a foreign language, even in their home country? Turkish students studying psychology, economics, or English literature with English as the language of instruction (N = 91) were studied across a three-year period. Test scores, word fluency measures, and self-ratings were broadly comparable with students enrolled in a standard Turkish curriculum (N = 74). However, differences were obtained among English literature students, many of whom anticipate careers as English teachers or translators. These students had lower Turkish entrance exam scores, and word fluency scores were higher in English than Turkish, while the reverse was found for all other students, including other English-medium instructed students. The self-assessed L1-Turkish writing abilities of the English literature students also declined slightly across the three-year study. We conclude that intense engagement with a foreign language may put the native language at risk for temporary attrition, but studying with a foreign-language as the medium of instruction does not.

The Challenges of World Wide Web in Teaching and Learning English Literature in Indonesia

This paper aims at identifying the challenges of World Wide Web to the process of teaching and learning English Literature for undergraduate students majoring in English Literature in Indonesia and promoting the solutions of how to coup it. While providing many advantages the World Wide Web serves some challenges in the process of teaching and learning English Literature, inviting serious thoughts of how deal with it and how to avoid the possibly existing negative impacts. The data were taken from her experience as a student of English Literature before the invention of World Wide Web and her experience as the lecturer after the invention. This study shows there are some challenges in the process of teaching and learning English Literature in the digitalization era concerning with such as, the provision of materials, the choice of theory, the practice of plagiarism and the maintenance of interpersonal relationship.