Use Of English Language Research Articles

EFL TEACHERS' PERCEPTIONS ABOUT THE EIGHTH AND NINTH GRADES ENGLISH TEXTBOOKS USED IN PALESTINIAN SCHOOLS

Investigating teachers' perspectives on language materials could help in developing them (Ellis, 1998). Based on Gaza EFL teachers' complaints about the English textbooks of eighth and ninth grades, the present study aimed to explore the teachers' perceptions about such textbooks. The researcher administered a quantitative questionnaire to 63 teachers teaching English to Gaza eighth and ninth graders in 31 schools. She also conducted focus-group interviews with 18 teachers selected from the 63 teachers. The results of the questionnaire indicated that the participants had positive perceptions of the textbooks. However, the interview analysis showed the problematic aspects of such textbooks, such as the irrelevance of some topics to students' interests and needs, irrelevance of some reading topics to students' content background knowledge, irrelevance of speaking exercises and activities to authentic use of English language, and lack of gradation in writing activities included in the eighth grade English textbooks. Finally, the researcher provided relevant implications<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0205/a.php" alt="Hit counter" /></p>.

Emergence of Nepalese English: A Case of Short Stories

The wide use of English language around the globe in the recent decades has generated different varieties of English language with their own distinctive features; one of such varieties is Nepalese English. Several English literary texts written by Nepalese writers along with different other factors are contributing to establish Nepalese English as a different variety of English. Analyzing six English short stories written by three Nepali writers, this article examined the Nepalese English used in the short stories to find out their distinctive features. The stories were analyzed and interpreted using interpretative research paradigm. After the analyses, it was found that there is code mixing and code switching (Nepali and English) in the stories; Nepali names are given to the characters to give real flavor of Nepaleseness and the short stories reflect the Nepalese societies in terms of the condition of women, development, education and employment.

Problems Faced in English by the Second Language Speakers

This research article examines the second language speakers and their problem areas. Learning and speaking a new language after the age of five or passed the adolescence age can be a big issue for most L2 speakers. The reason is that by this time, they have already mastered their L1 in form, syntax, and phonology. In this study the L2 speakers in general are of different levels; such as, students, teachers, and professors (young and old; males and females). However, the speakers commit mistakes in English more or less the same. The writer has classified their mistakes in three categories; namely: vocabulary, grammar, and pronunciation. In using words some L2 speakers commit malapropism. For example, there is a mixed up of words having similar sounds such as, ‘suffocated’ and ‘sophisticated’; ‘immaculate’ and ‘emasculate’. These words surfacely look and sound similar but they are very different semantically. In grammar, some languages have some similarities while others have very different rules. When we talk in English some of the rules that are in English are either absent or different in other languages or native tongue of the speakers; therefore, because of these differences, mistakes make roads when an L2 speaker speaks in English. Similarly in pronunciation if the sound is present in the native tongue of the speakers, they pronounce it correctly, they are already familiar with that sound. On the other hand, there are some unfamiliar sounds in English which do not exist in the native tongue of the speakers. It is important to note here that the writer is talking about the 44 distinctive sounds of the English language and not letters. Other factors are, English is a stressed language, whereas, many languages have no stress. For instance, we Indians give equal stress to all syllables in a word. We also pronounce a good percentage of time according to how we spell the words; whereas, in English the consonants and vowels can have more than one sound. L2 speakers have issues using the right words and structure in English but there seems to be a more complicated issue in pronunciation. It is hoped that this article will help the L2 speakers and (English) teachers to be aware of these limitations and focus on ways of remedying them. The purpose of this article is to help the second language speakers to improve their speaking skills and to solve their difficulties that crop up in everyday conversation in the use of English language particularly in pronunciation.

The role of pharmaceutical side-effects in depression among immigrants

ABSTRACT Objectives This study explores the role of pharmaceuticals with depression or suicidality as a side-effect in explaining the immigrant depression paradox. Immigrants generally report less depression than their native-born peers, despite the socio environments that are less conducive to well-being. This immigrant advantage in mental health tends to recede with time in the US and more acculturation. To date, an explanation for this pattern has remained elusive, partly because acculturation is also associated with many desirable outcomes, suggesting less depression with more acculturation. Design Data came from seven two-year waves (2005–2006 to 2017–2018) of the National Health and Nutrition Examination Survey (NHANES). Depression was measured using the Patient Health Questionnaire (PHQ-9). Linear and logistic regressions were used to estimate the immigrant differences in depression, while controlling for sociodemographic characteristics, healthcare access, health conditions, and the use of medications with depression or suicidality as a side-effect. Results 30.3% and 22.7% of US-born adults used at least one medication with depression or suicidality as a side-effect, compared to 16.4% and 9.2% of foreign-born adults. Access to healthcare improved with time in the US and with acculturation, and both of these factors were also positively associated with the use of medications with depression or suicidality as a side-effect. The magnitude of the mediation associated with medication side-effects was significant, in many cases sufficient to eliminate the relationship between acculturation – whether expressed in terms of time in the US, English-language use, or nativity – and depression. Conclusion Exposure to medications with depression or suicidality as a side-effect helped explain part of the relative mental health advantage of foreign-born residents, as well as the diminishing advantage associated with time in the US and with acculturation.

The effects of task complexity on L2 English rapport-building language use and its relationship with paired speaking test task performance

Abstract Although task complexity effects on L2 oral production have been widely studied in teaching contexts, their application to task-based language assessment and pragmatic language use remains underexplored. Since pragmatic competence is part of effective communication and interactional abilities and is context-dependent, an investigation of the relationships among task complexity, pragmatic language use, and paired speaking test performance is needed. This study examined the effect of the resource-directing and resource-dispersing dimensions (the number of elements, causal reasoning demand, and planning time) of Robinson’s task complexity construct on fifty-two intermediate-level English as a Second Language (ESL) learners’ rapport-building language use during two decision-making tasks as the achievement test in an EAP program, and the relationships between rapport language use and three dimensions of paired speaking test performance: collaboration, task completion, and style. The results showed that frequency and variety of rapport-building language use did not significantly differ between the two tasks. However, the study found that only in the simple task did different types of rapport-building language have statistically significant positive or negative relationships with different dimensions of paired speaking test scores. Specifically, greeting language use had a strong or close to strong positive relationship with collaboration and style scores, whereas agreeing language had a strong negative relationship with collaboration scores. Additionally, thanking language had a strong negative association with task completion scores. The findings further suggest that task complexity effects learners’ production of rapport-building language in terms of alignment with their peer interlocutors and formality of style, and also impacts raters’ perceptions of paired speaking task performance. The findings highlight the importance of task effects, paired oral assessment rubrics development, and rapport-building language instruction.

292 Spanish Versus English Language Use of Stroke Evaluation Process

Emergency departments (ED) use stroke screening tools and processes to rapidly triage patients who may need immediate imaging and physician decision making to treat stroke in a time dependent manner. Current research suggests patient language preference does not affect quality of care, but little investigation has been done specific to stroke evaluation. By measuring for an association between preferred language and the conversion rate from stroke screening at presentation, to further comprehensive stroke evaluation, we aim to evaluate possible process differences in care by language.

Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum

This study aimed to absorb the narratives from the parents on the using of the English Language in terms of utilizing their stories in the different levels of curriculum development, such as teaching activities and strategies. The study analyzed the narratives on their diverse experiences with the English Language and how these stories can contribute to the development of the English Language Teaching (ELT) curriculum. This study was exploratory research that used narratives of bilingual parents from Zamboanga City, Philippines, as the foundation for real-life application of the English language. Forty (40) bilingual parents, who have children as learners of the English Language, were interviewed extensively to navigate their experiences in their real professional lives to extract important stories where the use of the English Language was important for many purposes. Results revealed that the narratives of the bilingual parents, which included real-life examples of using the English Language, can contribute to a better curriculum design for ELT, relevant and timely production of learning materials, and better training programs for teachers on activities and teaching strategies. These narratives are collaborative materials for the schools to consider in designing the English Language Teaching Curriculum. The real-life applications of the English language increase the authenticity and practical value of specific ELT strategies and other teaching-learning styles

The New National Education Policy and Teaching of English as a Second Language: Revisiting Grammar Translation Method

Even as the implementation of the New Education Policy gets underway in India, with its radical paradigm changes such as imparting instruction in mother tongue/ home language/ local language/regional language until at least Grade 5, and its emphasis on multilingualism, the subject of Teaching English as a second language calls for a fresh perspective and approach. This paper argues that, given the unsuccessful course of the communicative model of TEOSL in India, The Grammar Translation Method (GMT), in a modified form which incorporates spoken English and a few other features of the communicative method, can prove highly efficacious in making our students proficient in the use of English language.

Investigating Causes of a Reluctance to Speak English in the Classroom – The Case of Botswana Junior Secondary Schools

This study discusses the factors underlying the phenomenon in which, often, students in Botswana Junior Secondary Schools (JSSs) seem reticent towards speaking English during lessons, in order to develop their proficiency in English as a second/ foreign language ESL/EFL. The implications of this disjuncture were also examined. Further, possible measures that could be emplaced to encourage students to speak English willingly were explored. A multi-method research (MMR) approach was used to unearth the state of English language (EL) use in Botswana’s JSSs through questionnaires for students and interviews with teachers. The conclusion was that students are not entirely averse to speaking English. Instead, they are primarily inhibited from adhering to the ‘English-Only Policies’ (EOPs) for fear of possible ridicule by their peers. Additionally, the study established that some students preferred communicating in their mother tongues (L1), since these were natural and easy to produce. Furthermore, it was determined that currently, no concrete rules exist for enforcing EOPs during school time.

The Influence of Cartoons on Children’s English Language Use and Development in Kenema City, Sierra Leone

This study, which was done in Kenema City, Sierra Leone, examined the influence of cartoons on children’s English Language use and development. It suggests that children watch cartoons and, as a result, they are able to learn vocabulary or new words in the English Language through television, newspapers, magazines, and books. The study also revealed that children are interested in toys and costumes; learn lessons about “Love” and “Honesty,”; and learn the English Language from common channels such as channel XYZ TV, Video Cassette, Cine Plus, and GTV. The study further revealed that fighting and ways of speaking the English Language, together with the use of new vocabulary and dress codes, are some of the values of cartoons.

A gender-based investigation into the required English language policies in Saudi higher education institutions.

The Saudi Arabian higher education system is yet to address specific issues concerning language planning and policy. Policies concerning English language use in Saudi academia remain ungoverned, thus leading to implicit personal policies (i.e., self-directed policies). Such freedom in language use may generate concerns among stakeholders, especially if differences emerge between men and women in the same workplace. Current literature does not offer insights into how English is used by each gender in academic settings or outside the classroom in Saudi Arabia; this study seeks to address this gap. A six-item online survey was distributed among higher education English language departments in Saudi Arabia. The questionnaire was completed by 210 faculty members (67 men and 143 women). Responses from men and women were compared using the Mann-Whitney test. The main findings include significant differences in language use between the two genders, suggesting different levels of commitment to English use. These findings imply that future English language policies may need to incorporate divergent views between the two genders. The recommendations include the need for micro-level policies and the involvement of both genders in designing policies to ensure their successful application.

Words that Archaeologists Choose

Writing is the means by which archaeological knowledge is produced, shared and negotiated, which is why, as part of a wider reflexive archaeology, writing within the discipline has come under scrutiny. When writing, archaeologists make choices about what words to use to express their ideas about the past (even if these choices are sometimes subconscious). This study examines such choices via the application of methods from two linguistic subdisciplines, corpus linguistics and discourse analysis, to a case study of Maltese archaeological texts and terms for a specific yet problematic type of Maltese artifact (axe-amulets/pendants). Using these methods, we connect political and theoretical shifts to changes in English-language use and terminology across three periods of Maltese archaeological history, demonstrating how authors choose words that reflect the broader assumptions and understandings that inform their work. In sum, this paper contributes to an increasingly critically aware understanding of the history of colonial and postcolonial archaeology in Malta and other Mediterranean islands and encourages writers to have a heightened awareness of the taken-for-granted but fundamental part that language plays in their poetics and politics.

Exploring the non-substantive aspect of translation through a translanguaging lens

ABSTRACT “Translanguaging” refers to the dynamic language practice of multilingual users that transcends the boundary between languages and other semiotic resources used in the meaning-making process. This paper explores how “Translanguaging” can be a useful framework for (1) considering the creative use of multifaceted languages as a space of a dynamic embodiment of creative assemblage comprising various distributed linguistic and semiotic elements; and (2) examining how translation can be regarded as a translanguaging practice showing generative interaction between languages and cultures. The Taiwanese novel Tanch’ê shihch’ieh chi and its English translation The Stolen Bicycle offer illuminating locales for such an investigation for its distinctiveness in the original writer’s use of multifaceted languages, including Chinese, Taiwanese, Japanese, English, and indigenous language. Through a qualitative textual analysis, this paper focuses on the consistent appearance of the direct textual approach and the deployment of non-textual semiotics. These textual and non-textual practices illustrate how the translanguaging acts of multifaceted languages and their translations in a fictional world make such texts visually and acoustically cacophonous. This research argues translanguaging as a conceptual framework can elucidate the non-substantive aspect of translation as a composite of transculturation and inter-linguistic/-semiotic interplay.

THE CHALLENGES OF LEARNING ENGLISH AS A FOREIGN LANGUAGE IN COMMUNICATIVE APPROACHES IN HIGHER EDUCATION

The purpose of this study was to look at the difficulties students have when learning English as a foreign language in higher education. This paper reports on the results of an interview of 30 randomly selected students and four professors of the Faculty of Philology and English language department, respectively, at the University “Ukshin Hoti” Prizren. It is critical to provide learners with the best possible support in terms of a helpful learning environment and adequate and meaningful language experience when learning a second language. Furthermore, students of English language can work to enhance their English skills, making language teaching and learning more effective and relevant for both lecturers and students. After identifying some of the challenges in English language learning and use in higher education in the Kosovar context, this study will attempt to address some of the critical issues identified and suggest some measures to deal with them more efficiently than what is currently being done. One of the first principles to consider when planning and designing English language programs is the need to identify the goals of teaching English in the sociocultural context in which the learning is taking place in no uncertain terms. Finally, this research has recommended overcoming these challenges and future research.

Effect of COVID- 19 on Learning English Language of Students in Jalgaon District

The present research paper aims to find out the effect of the Covid-19 problem on learning English language of students in the Jalgaon District. English is the most important language in the world. In India, use of English language from daily transaction to the Indian constitution is notable. Due to Covid-19, the whole world suffered. Because of this pandemic people from the entire world were badly impacted, they suffered a lot economically, socially, and also educationally. COVID-19 is a viral disease so, it can be spread from one person to another through touch. To prevent this COVID-19 there was a lockdown in the whole world. The impact of this lockdown education was provided by the government on the online mode. Students could learn all subjects online but they have difficulty to learning English language because to learn any new language or English there should be social contact and a proper atmosphere to learn that language. Still, In the time of the pandemic, there was no proper atmosphere to spoken English at home, some students faced a problem in learning the English language because they could not afforded a mobile which is important for learning English, and some students were from the rural areas faced network issues, lack of discipline, time table of the study were disturbed, Social distance, and lack of interaction with teachers and friends in English language. Now lockdown is over so all schools and colleges are opening so teachers have to give more attention to their students, they should teach them English from a basic level. Students also need to be focused on improving their English to speak fluent English.

A Brief Parent-Coaching Package for Tiered Language Interventions

This study utilized a brief coaching package to train parents to support their children’s language development in home environments. Two parents of dual language learners were trained to use naturalistic language strategies that ranged in complexity. Parents participated in individual training sessions targeting three strategies: narration, imitation, and environmental arrangement and responding. A multiple baseline design across behaviors replicated across parent–child dyads was used to evaluate the effectiveness of the brief coaching package. Therapeutically accelerating data in a baseline condition affected interpretation of results for one dyad, while the package demonstrated effectiveness for the other dyad. Concomitant increases in children’s use of English language during sessions was also observed. Multi-level models were used to estimate the moderating effect of parent engagement in naturalistic language strategies on children’s vocal initiations. Implications for home-based service providers are presented.

Gender and the Use of English Language Among Form 3 Secondary School Students in Malaysia

Gender and the Use of English Language Among Form 3 Secondary School Students in Malaysia

I Want but I Can’t: The Dilemma of EFL Learners in Practising English in the Saudi Context

The current literature suggests that learners in foreign English language learning contexts may suffer from the lack of opportunities to practise English. Language practice is regarded as fundamental for mastery of English. This study aimed to investigate Saudi EFL learners’ English language use outside the domain of the classroom. A mixed-method approach was adopted for data collection by employing an online survey with an open-ended section and conducting semi-structured interviews. The study participants were male and female students undertaking BA English programs at Saudi universities across the main five regions in the country. The study adopted a convenience sampling technique, and a total of 627 students responded to the survey (M = 291; F = 336), and eight students were interviewed (M = 5; F = 3). The data collection process went through two phases to obtain deeper insights into the investigated phenomenon: first, administering the online survey and conducting the analysis to extract the main themes of inquiry; and second, using these themes as a guide for conducting the interviews. The study’s main findings include learners finding themselves in a dilemma where they desire more practice of English outside the domain of the classroom and, at the same time, lack proper opportunities for practice. Implications of the study are also discussed.

Parental Involvement and Pupils’ Academic Performance in English Language

This cross sectional survey investigated the extent to which parental provision of required text and work books, expression of concern towards academic work, support with homework and level of literacy influenced pupil’s academic performance in English language in Tubah Sub-Division, North-West Region of Cameroon. The target population of this study consisted of the 631 class six pupils and their respective parents in the 20 state-approved primary schools within Bambili and Bambui in Tubah Sub-Division. Data were obtained from a sample of 80 parents of pupils of four primary schools obtained through purposive and simple random sampling techniques. The pupils’ scores in English language were used to compare with respective parental responses. The Chi Square test (χ2) was used to verify the hypotheses given that data were non parametric. The findings showed that a significant relationship exists between parental involvement and pupils’ academic performance in English language. It showed that the more parents provided the required text books (χ2=6.401; P=0.011), assist their children directly or indirectly in the completion of their homework (χ2 test P<0.001) and express concern towards their academic progress (493.84, P<0.001), the higher their academic performance. It was also found that illiteracy is not a limitation to parental involvement in pupils’ academic work (χ2=0.001; P=0.970). Significant recommendations were made from the findings. Parents should be proactive towards their pupils’ academic work, provide recommended text and workbooks, verify their books constantly, offer assistance in the completion of homework, attend parent-teacher association meetings and maintain contact with school to monitor pupils’ progress. Teachers and school authorities should encourage parents to set attainable standards for their children, reinforce their commendable achievements, encourage the use of English language at home, and regulate and monitor study time at home. The findings are meaningful within the theories of Lev Vygotsky (1978), Gonzalez-Pienda et al. (2002), Fan and Chen (2001) and Van Voorhis (2003).

Evaluating Fairness and Justice of External English Language Test Score Interpretation and Use for Japanese University Admission

ABSTRACT The study evaluated a recently postponed national test policy on the use of external agencies’ English tests measuring four skills for Japanese university admission purposes. Using Kunnan’s principles of fairness and justice, we generated and evaluated three claims regarding the test policy: vocabulary coverage of the tests, the justifiability of the Common European Framework of References for Languages (CEFR)-based concordance table, and tests’ impact on teaching and learning productive skills. Scrutinizing the backing and rebuttal evidence from the test agencies’ voices to the key literature, we arrived at a partial acceptance of all three claims with the need for further research, calling into question a optimistic outlook underlying the test policy.