Use Of English Language Research Articles

Teachers’ self‐reported L1 and L2 use and self‐assessed L2 proficiency in primary EFL education

This study investigates teachers’ first language (L1, German) and second language (L2, English) use in the primary English as a foreign language (EFL) classroom in two federal German states. It particularly focuses on the question of whether a more frequent, (self-reported) use of the L2 is positively correlated to teachers’ professional qualification as well as (self-assessed) L2 proficiency. To this end, data was collected in 2017 through an online survey among German primary teachers teaching EFL in year 4 (N = 844). L2 use was assessed through a 4-point Likert scale comprising 16 items on various classroom situations. L1 use was surveyed with an open question on situations of L1 use in the L2 classroom. Moreover, teachers self-assessed their L2 proficiency with a 4-point Likert scale and adapted CEFR descriptors for speaking. Findings indicate that teachers claim to use the L2 more in L2-related situations and the L1 more in classroom management situations. The study shows that teachers with a higher formal qualification tend to assess their L2 proficiency higher and claim to use the L2 more often in the primary EFL classroom. In contrast, teachers with a lower formal qualification tend to assess their L2 proficiency lower and claim to use the L1 more frequently in the L2 classroom.

Ragging and Its Impacts on the English Language Use of the First Year Undergraduate Community: Sri Lankan Perspective

Ragging is a form of teasing introduced into Sri Lankan universities with an alleged aim of assimilating new students to the university culture. The origin of ragging is not known and over the years ragging has become a form of violent action and bullying, which harms junior students physically as well as mentally. It is generally accepted that classroom interaction would help develop students’ English language proficiency, especially speaking skills. Among some of the reasons for students not to involve in interaction with lecturers, ragging (hazing) in universities seems to play a significant role.
 The study focused on the effects of ragging on students’ participation in language classes and their involvement in classroom discussions with lecturers, especially in the English medium content classes. Classroom discussion in the English medium classes is believed to be effective in improving the comprehension of content matters while offering a platform to develop language skills as well. Data were collected through focus group discussions and personal interviews with students and the staff of the university. The study revealed that multi-faceted sub-set of factors influenced students' behaviour in class. Students’ perception and justification of the said behaviour affect classroom interaction. Among the significant sub-set of factors, culturally embedded behavioural patterns perpetuated by senior students that come in the form of ragging seem to restrict the classroom interaction of the students in English. The study stresses the importance of examining the influence of culturally embedded behavioural factors on classroom interaction of the undergraduate community.

Relationship between Translation Students’ Grade Point Average Scores and Grammatical and Sociocultural Competencies at King Saud University

The current study is motivated by the dearth of studies regarding English translation students' grammatical and sociocultural competencies and their relationship with their Grade Point Averages (GPAs). To fill this gap, this study sought to find if there is a statistically significant relationship between the respondents' GPAs and their levels of grammatical and cultural knowledge. To do this, a multiple-choice test with four sections was developed and validated by experts in the field to examine the respondents' levels of grammatical and sociocultural knowledge. The first two sections examined respondents' knowledge levels of the functions of the key elements of English language tense and aspect (FELTA) and Acceptable Forms of English Language Tense and Aspect (AFELTA). The other two sections examined their knowledge levels of aspects of the culture of American English native speakers (AspCNS) and culturally appropriate American English language use (AppLU). The sample for this study were selected randomly from the department of English Language and Translation at King Saud University. Seventy-five male English translation students from different college levels responded to the questionnaire test. Using descriptive statistics, the responses were coded and analyzed, and thereafter, the respondents' scores on each single section of the test were compared with their GPA scores to determine the statistical significance of differences and correlation. It was found that there was a statistically significant relationship between the GPA scores, the respondents' knowledge of AFELTA, and the knowledge of AppLU. However, no significant relationships were found between the GPA scores and the respondents' knowledge of FELTA or knowledge of AspCNS.

English Fricative Rendition of Educated Speakers of English from a North-Central City of Nigeria

This paper examines the influence of ethnicity on the realization of the English fricatives articulated by selected educated speakers of English from four ethnic groups of Ebira, Igala, Hausa and Okun-Yoruba residing in Lokoja, a North-Central city of Nigeria. Data for the study consist of 1080 tokens elicited from 120 informants. Guided by a synthesis of the theoretical frameworks of Honey’s (1997) Sociophonology and Azevedo’s (1981) Contrastive Phonology, perceptual and acoustic analyses of the data reveal that, although speakers have a tendency to not articulate sounds absent in their phonemic inventory with the dexterity expected of their level of education, co-habitation seems a factor that has robbed off on the speakers’ level of performance in this study: 80% overcame their linguistic challenges to correctly articulate the test items while 30% generally found it difficult to articulate the interdental fricatives /P/ and /D/ and the voiced palato-alveolar fricative /Z/; perhaps, because these sounds are absent in their respective phonemic inventories. The paper submits additionally that, phonology is still resistant to input (cf. Fajobi, 2013), level of education notwithstanding. However, positive social relations could impact positively on language use and competence in any pluralinguistic English as a second language (ESL) environment.

Triggering effect of CLIL practice on English as a lingua franca awareness

AbstractThe present study explores whether/how CLIL practice at primary English language classrooms raises English language teachers’ awareness towards their language use from an English as a lingua franca (ELF)-aware perspective. English language teachers in a CLIL program completed a survey about their classroom practice and their opinions about their English language use in the classroom. They also shared their lesson plans to showcase their everyday teaching. The findings revealed that although CLIL practice presented challenges for language teachers, their experience enabled participants to conceptualize themselves as ‘competent English language users’ instead of non-native English language teachers. Moreover, the findings suggested that teachers’ CLIL experience enabled them to become aware of the three major components of ELF awareness; namely, awareness of language and language use, awareness of instructional practice, and awareness of learning.

Identifying English Language Use and Communication Challenges Facing \u201cEntry-Level\u201d Workplace Immigrants in Canada

Canada has one of the world’s largest immigrant populations, with one in five people in Canada born outside the country. Among these immigrants, a great majority started their lives in Canada working in entry-level jobs. This study examined the English language use and communication challenges among these new Canadian immigrants in entry-level workplace settings. Fourteen participants were interviewed. The results showed four distinct patterns of categories: topical knowledge, language knowledge, personal attributes, and communication strategies. These patterns of language use and communication challenges were narrated in each workplace where these immigrants survive and thrive using English. This study addresses the research gap of entry-level workplace immigrants in Canada and provides a nuanced understanding through work and life stories in reference to their English language ability.

CAMPUR KODE BAHASA INGGRIS DALAM TUTURAN BERBAHASA INDONESIA PADA PROGRAM PW BANGET RADIO ELRIA BUANA JAMBI

This research is aimed at describing two things, 1) the forms of English code-mixing in the Indonesian utterance on the program PW Banget by Radio announcer Elria Buana Jambi, 2) the factors of code-mixing of English into Indonesian language by Radio announcer Elria Buana Jambi. This research is qualitative descriptive with content analysis technique. The data of this research was acquired from the broadcast record of Radio Elria Buana Jambi and interview with announcer of Radio Elria Buana Jambi. The result of this research are. 1) the forms of code-mixing in the form of word, phrase, and clause are as follows: there are 38 quotations in the form of word pieces; there are 15 quotations in the form phrase pieces; there are 2 quotations in the form of clause pieces; and the most dominant of code-mixing code occured is word pieces. 2) The dominant factor which causes the code-mixing by announcer of Radio Elria Buana Jambi is the identification of role which covers social and registral which is derived from three causes: a) the choice of language is adjusted with the condition of broadcasting program; b) the lack of English language ability of the announcer; c) the use of uncommon English language by the youth (unconventional).

Framing US-Mexican Borderlands: Phillip Rodriguez' visual aesthetics

As cidades fronteiriças dos Estados Unidos e do México são geralmente definidas como multiculturais e cidades transnacionais relativamente recentes, as quais se afastaram apesar de seu passado histórico comum. A política de fronteira, que começou efetivamente durante a administração de Eisenhower, parece favorecer outras diferenças. Cidades fronteiriças, assim como a (construção) da identidade de seus habitantes – estejam eles de passagem ou não – agora parecem mudar mais drasticamente. O presente artigo analisa como o documentarista Phillip Rodriguez traduz o imaginário urbano e as mudanças etnográficas para as telas, especialmente em Mixed Feelings: San Diego/Tijuana (2002) e Los Angeles Now (2003). Será dada muita atenção às estratégias multimodais e outras práticas discursivas, assim como para o dominante uso da Língua Inglesa e ao enfoque de alguma forma enviesado dos atores sociais envolvidos na zona de fronteira. Nós argumentamos que, em seu retrato das cidades fronteiriças, Rodriguez convida sua audiência a considerar essas cidades a partir de uma perspectiva do norte, desejando representar mundos multifacetados e conectados, enquanto se visualiza espaços duais e divididos. Procuramos, dessa forma, responder a questão de em que medida o discurso nas cidades fronteiriças enriquece o polissistema socio-cultural em termos de transmissão de conhecimento e dos efeitos relacionados às experiências de vida em fronteiras urbanas.

Explorando la identidad y la agencia a través de la inversión de los hablantes mexicanos de inglés como lengua extranjera

This article explores identity and agency through the concept of investment as it pertains to Mexican speakers of English as a second language. In this study, I revisit Bonny Norton’s concept of investment, and I claim that the concept of investment provides unique insights into local Mexican foreign-language learning practices. In this article, I argue that participants in my study are successful in their English language learning and language use when they take control of their own learning and use it for their own purposes. I conducted this research in a qualitative study employing semi-structured interviews using narrative analysis. This article will explain the concepts of investment and agency, articulate the overall methodology, and analyze the results of the five participants providing key conclusions to this study. By studying when and why Mexican speakers of English as a foreign language invest in English, this research can help educators understand these learners better. According to the study’s results, when English language learners take control of their own learning and language, using it for their own purposes, they are successful on their own terms.

A Causal Study of Role Play Technique and Drilling Vocabulary to the Students’ Speaking Ability

In this era of Globalization, English Language is important for our lives. In fact, it is the second most spoken language in the world. Globalization made the use of English language more widen. The ability to speak and to write English property has been one essential benchmark skills in the professional world. The teacher can use some methods in teaching and learning process to help the students’ understanding. In this research, the researcher used role play technique and drilling vocabulary to enhance speaking skill. This research problems were; (1) Is there any influence of role play technique to the students’ speaking ability at SMA MUHAMMADIYAH TANJUNG REDEB?, (2) Is there any influence of drilling vocabulary to students’ speaking ability at SMA MUHAMMADIYAH TANJUNG REDEB?, (3) Is there any influence of role play technique and drilling vocabulary to the students’ speaking ability at SMA MUHMAMMADIYAH TANJUNG REDEB?. The method of this research is partial correlation method, The statistic value performed in level good correlation among Role play technique and drilling vocabulary to the students’ speaking ability during conducted for twelve at SMA Muhammadiyah Tanjung Redeb.

Content and Language Integrated Learning (CLIL) Approach across Curriculum in Science Classrooms: Are the English Language Use and Learning Reveal?

The study aims to reveal the implementation CLIL approach in improving students’ English language use and learning in the science classroom. A descriptive study was employed where data were collected using observation and interview to two classes at of Private Islamic Boarding in West Sumatera. The students for CLIL Strategy are the first grade of junior high school at science classrooms. The result of the research revealed that the use of the CLIL strategy across the curriculum is an effective strategy to develop English language use and learning. The pedagogical implications of the study for the EFL students in science classrooms include the need for teachers to consider underlying theories of teaching English in EFL context taking into account students’ constraints; a focus on the various types of students’ English ability and consider students’ interest in topic selection; teachers to be aware of the significance of the relationship between their attitude and background in classroom practice; teachers to be trained formally on the implementation of the CLIL Strategy.

Technical and economic terms translation based on metaphors

This study has been designed to reveal the metaphorical language use both in English and Turkish based on translations of technical and economic texts. In so doing, the three categories of metaphors developed by Lakoff and Johnson (1980) were used to analyse the data obtained from various online news agencies and platforms in which technical analysis are provided. These three metaphors are: structural, orientational, and ontological metaphors. Approximately 50 words and phrases were collected from these platforms and agencies to conduct an analysis regarding how translations of these metaphors are done into Turkish and whether these metaphors have equivalent words and phrases in Turkish. Following an analysis of these metaphors based on the three categories of Lakoff and Johnson (1980), it was concluded that the advantage of the English-speaking world in having a language which is lingua franca all over the world makes it possible to make use of a plethora of metaphors, whereas Turkish language has a more standardized metaphorical use not because the Turkish language is not fitted but because English is the first language that draws upon emerging words and phrases that may have undergone change in terms of meaning.

English-mediated oral presentations in pharmacy:exploring literacy practices among Saudi female undergraduates

Research within English for Academic Purposes (EAP) often focuses on textual analyses of specific linguistic features in written discourse to help develop relevant pedagogic materials (Lillis & Scott, 2008). Because of the decontextualized nature of these investigations (Dressen-Hammouda, 2013), calls have emerged for in-depth investigations that give greater attention to the social practices surrounding learners’ language use. Focusing on oral presentations as a common academic genre for knowledge dissemination, this study employs an ethnographically-oriented case study to examine how eight year-five undergraduates in a Pharmacy College in Saudi Arabia engage with seminar presentations. The study adopts a social view of literacy to explore its complexity in this context (Barton & Hamilton, 1998; Pahl & Rowsell, 2006; Street, 1984). It also utilizes a social semiotic understanding of meaning-making to examine the presenters’ communicative choices (Kress, 2010; Kress, Jewitt, Ogborn, & Tsatsarelis, 2001; Leeuwen, 2005; Matusiak, 2013). Data for this investigation includes semi-structured interviews with participants, observations of seminar sessions, informal conversations with teaching and administrative staff and various students in the college, artefacts’ collection and research journal. Emergent themes highlight the complex practices involved in students’ development as professionals in pharmacy and the need to reconsider common EAP understandings of English-language proficiency. While exploring how participants address the demands of English-language use, the analysis highlights how these multilingual learners engage with the full repertoire of their semiotic resources to represent and communicate their knowledge. The study concludes by considering the implications for EAP practice. It points out to the effect that a social account of literacy may hold for teaching students in similar contexts. In addition, it calls for the need to provide a deeper understanding of language learners’ needs which shape their engagement with academic activities.

A survey of gender politics and the use of English among students of the department of English studies, University of Port Harcourt

This study investigated feminist consciousness and the differences in the use of English language among undergraduates in the Department of English Studies (EST), University of Port Harcourt, Port Harcourt, Nigeria. The theoretical basis of the study is Radical Feminism and the researchers used a Focus Group Discussion (FGD) to collect data for the study. The researchers collected data from three groups each of which consisted of ten final year students who formed panels to discuss gender issues while the researchers moderated. The data was analysed with framework analysis, simple percentages, and significant ratios. The study revealed that the participants were actively engaged in gender politics, used English in significantly different styles, but tended to be equally divided on their total allegiance to their gender groups. The study concluded that EST students are actively engaged in gender politics and confirmed the existence of some of the differences between male and female speech identified by earlier studies. Therefore, it recommended, among others, that curriculum design on the subject should shift from aggression and divisiveness to integration and mutual respect for not just named gender groups, but also for all humans.
 Key Words: gender politics, Feminism, focal group discussion, gender and language, variation

An Investigation into the Attitudes and Practices of Nigerian Students towards the Use of English Language and Their Native Languages in a Culturally Diverse Society

The study investigated the attitudes and practices of Nigerian students towards the use languages (English and native) in a culturally diverse society as the native languages are endangered because the English language is taking over the world linguistic environment as a lingua franca. Ten students who speak different Nigerian native languages were selected randomly from an international university (pseudonym) in Turkish Republic of Northern Cyprus (TRNC). A qualitative research method was adopted for the study using multiple sources of data collection, which include unstructured interview, personal stories, field notes and informal chats. The findings indicated that they acquired their native languages from birth at home, while they learn additional languages in their environment. They have positive attitudes towards the native languages, indicated by the value accorded them while English enjoys its official position. It was found out that the native languages were used for solidarity, prayers, identity and heritage preservation, whereas English language pertains the status of official language. In summary, Nigerian students studying in a culturally diverse context aim at preserving their language, culture, and identity by using it in their daily lives while they prefer using English language only for official purposes.

English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception

The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.

Abstract MP03: The Association of the Parent-Child Acculturation Gap With Obesity and Cardiometabolic Risk in Hispanic/Latino Youth: Results From the Hispanic Community Children's Health Study/Study of Latino Youth (SOL Youth)

Introduction: Hispanic/Latino youth are disproportionately burdened by obesity and have a high prevalence of pre-diabetes and dyslipidemia. Acculturation may help explain this elevated cardiometabolic risk. Within immigrant families, parents and children acculturate at different rates. A difference in the degree of acculturation, known as the “acculturation gap”, between parents and their children has been associated with behaviors that may increase cardiometabolic risk in youth. However, no previous studies have investigated the association between the parent-child acculturation gap and cardiometabolic health. Hypothesis: We tested whether greater gaps in parent-child acculturation were associated with worse cardiometabolic health in Hispanic/Latino youth. Methods: Hispanic/Latino youth ( n =1466, 8-16-year-olds) and parents from the Hispanic Community Children’s Health Study/Study of Latino Youth (SOL Youth) were examined. Mean scores on the Brief Acculturation Rating Scale for Mexican Americans-II (ARSMA-II) Anglo and Latino Orientation Scales (AOS and LOS, respectively) were used to represent parent and youth acculturation. The Brief ARSMA-II primarily assesses language use patterns on a 5-point Likert-type scale, with higher scores on the AOS indicating a preference for English and higher scores on the LOS indicating a preference for Spanish. Cardiometabolic markers included youth body mass index (BMI) percentile, blood pressure percentiles, fasting glucose, HOMA-IR, HbA1c, cholesterol, triglycerides, and hsCRP. Missing data were addressed using multiple imputation. Survey-weighted multivariable linear regression examined associations of youth, parent, and youth x parent (the acculturation gap) scores for the AOS and LOS scales separately with each cardiometabolic marker. Results: On average, compared to their parents, youth reported a greater preference for English and a lower preference for Spanish (AOS=4.2 vs. 2.7; LOS=3.1 vs. 4.2, respectively). Greater discordance (i.e., an acculturation gap) in parent and youth AOS scores was associated with elevated BMI percentile only (p-for-interaction≤0.001). The LOS acculturation gap was not associated with any cardiometabolic measures. Adjustment for acculturative stress, family functioning and closeness, parenting style, and youth’s diet and physical activity did not alter the findings. Removal of non-significant acculturation gaps indicated an inverse association between parent AOS score and youth SBP percentile (β=-2.47, 95% CI: -4.73, -0.21) and between parent LOS score and youth total cholesterol (β=-2.87, 95% CI: -5.52, -0.21). Conclusions: Discrepancies in English language use in parent-child dyads may relate to increased obesity risk in Hispanic/Latino youth. Future studies are needed to identify mediators of this association, such as general stress and English language fluency.

I Can't Practice What I Preach – The Case of English Language Teachers

In 2013, Malaysia ranked first in the English Proficiency Index (EPI)[6]. However, a shocking discovery revealed that only 27.8% teachers met the minimum standards of the Cambridge Placement Test (CPT) [7],[8]. This was reflected on the students’ performance revealing a distinct failure in English language subjects in every major examination in Malaysia (UPSR= 25%, PMR= 23%, and SPM= 22%). 50% failed English 1119 and the performance of MUET revealed that 52% candidates getting only band 1 and band 2[7]. Language attrition is a phenomenon where one’s proficiency in a language deteriorates due to several factors. One of the most prominent factors is the disuse of the language itself. The phenomenon can be seen as a threat to teachers or instructors of a language as the quality of their instructions can be deemed questionable should they experience the phenomenon. The research aims to investigate factors that hinder teachers’ use of English in their workplace and daily lives. The study employing the qualitative method took place in the municipal of Machang, Kelantan, Malaysia. The decision to conduct the study in the municipal of Machang, Kelantan, was due to the uniqueness of the state itself for its prevalent EV[121],[13],[14]. The principal results revealed that the factors hindering the use of English language among informants were vastly related but not limited to EVT[25]. There were also factors related to policy. The study tapped into a new dimension linking language attrition, language maintenance, teaching and learning, sociolinguistics, and policy, where the results were inter-related to one another.

English – Its Place and Use as a Medium of Instruction at the Land Forces Academy of Sibiu

Abstract The process of European and international integration has led to an increase of the English language use, turning it into the main means of communication at a global level. Thus, having a good command of the English language has become a necessity for every person, being a student’s first option. It is a priority both for the military personnel and undergraduates. In this context, the curricula of the military higher education have included English as a foreign language (EFL) as a compulsory discipline. In addition to this, it has gained in importance with the introduction of an international semester for the cadets attending the Military Leadership program of study, where all the subjects are taught in English. The main issue in using English as a medium of instruction in the teaching of particular subject matters is that this must be done in a correct manner so that it does not result in failure in the educational process. This paper points to the way English is used in the Land Forces Academy and offers some guidelines for specialists in producing their own teaching materials. Some examples are provided from teaching English for specific purposes, in our case military basic English.

ФУНКЦІОНУВАННЯ ЗАПОЗИЧЕНИХ З АНГЛІЙСЬКОЇ МОВИ СЛІВ У СУЧАСНОМУ МОЛОДІЖНОМУ ДИСКУРСІ

The article deals with the peculiarities of the functioning of anglicisms and americanisms, lexical units borrowed from the English language, in youth discourse, which is defined as the speaker and the conditions of speech. The main areas of use of English language by youth are identified in the article, and they are technologies, business, economy, culture, sport, travelling, fashion and every day life as within the professional sphere and within interpersonal communication. The factors that influence the active use of the borrowings from the English-language in youth discourse are also identified. One of the main factors is the development of technologies and the ability to communicate online, as well as the efforts of young people to look up-to-dated and care of their own image. It is noted that many words borrowed from the English language are used in both the non-adapted original form and in the transliterated form with some degree of grammatical adaptation to the Ukrainian language. It is specified that in the process of the borrowings adaptation into Ukrainian language some words expand or change their semantics. It is foreseen in the article that due to the processes of globalization and the current status of the English language as well as with the development of new technologies the borrowings from English will continue.