Use Of Natural Language Research Articles

National language dilemma and its potential role in nation building: Academicians’ perception in Pakistan

Background: Pakistan inherits a multilingual heritage. Along with Urdu, 70 different languages are spoken. The 1973 Constitution officially recognizes Urdu as Pakistan's only national language. Purpose: Until today, the adoption and promotion of Urdu as a medium of educational instruction has remained a point of controversy. Existing research lacks the voice of academicians on the issue. Research Design: The present investigation focused on the voice of 100 university professors selected randomly. As part of the Ph.D. Data analysis: Research, data was gathered using a standardized Likert Summative Ranking Scale. Result: Data analysis revealed that there is a highly significant positive relationship ( p = 0.000) between the use of national language and nation-building. Conclusion: This means, academicians across Pakistani universities strongly believe in the use of national language in all lifestyles to realize the dreams of nation-building. It will help to achieve socio-cultural, developmental, strategic, academic, and identity goals amicably.

Языки народов России в теории и практике перевода: история, современное состояние и перспективы

The authors of the paper focus on the opportunities that translation activity opens up in the development and preservation of the languages of Russia, reviving the interest in the study and use of native languages in professional activities, including translation. The significance of translation activity as one of the most effective tools for the preservation of languages is substantiated. A concept of the periodization of the history of national translation in Russia is offered. The researchers have reviewed the literatures of the peoples of Russia and studied literary translation as a form of intercultural communication. New ideas on the formation of specific theories of translation using the languages of the peoples of Russia have been introduced. An attempt is made to provide a comprehensive definition of the term "translation with the languages of the peoples of Russia" along with the formation of a system of its basic categories. A model of specific theories of translation using the languages of the peoples of Russia is presented, and the principles of its variability are determined depending on the pairs of contacting languages. The prospects for the development of areas of translation activity using the languages of the peoples of Russia have been outlined, and a concept of translators' training with the languages of the peoples of Russia has been presented. Some aspects of the current state of translation in Tatarstan have been characterized.

EFL Teachers’ Opinions on the Use of L1 in L2 Classrooms: Role of Experience and Context

The use of native language (L1) in foreign language classrooms (L2) has been studied from various perspectives, and it is important to investigate teachers’ opinions about the use of L1 to better understand their practice. This study investigates the role of experience on the attitudes of language teachers towards the use of L1 in L2 classes. The participants of this research were pre-service and in-service teachers, and research questions aimed to reveal the language teaching areas that they agreed and/or disagreed with the use of L1 in. The role of experience was clearly seen in the results of both quantitative and qualitative analyses in that the pre-service and in-service teachers differed significantly in their views about some areas where they use L1. While pre-service teachers showed a tendency to support English only, experienced teachers were more moderate towards the use of L1 in all their practices. Discussion of findings revealed that both experience and the L2 teaching and learning context were influential on teachers’ practices and beliefs. The study will provide insights into pre-service and in-service teachers’ attitudes in different educational settings and implications for pre- and in-service teacher education programs.

EXPERT COMMUNITY’S OPINION ON SOME PROBLEMS OF NATIONAL POLICY IN CHUVASHIA

The article presents the views of 30 experts on a number of national policy problems in the Chuvash Republic. According to experts, friendly, conflict-free interethnic and interconfessional relations prevail in Chuvashia, rare cases of negative interethnic contacts are characteristic of everyday situations, most often related to the use of native languages. The possibility of interethnic conflicts is considered as unlikely. They may be associated with potentially ill-conceived actions in the sphere of linguistic and other ethno-cultural interests of representatives of individual peoples. According to experts, preservation and improvement of good-neighborly relations between representatives of certain ethnic groups are greatly influenced by the verified national policy and successful economic development of the republic. Some experts support the opinion which prevails among the republic population on the negative impact of labor migrants on the labor market opportunities for the old-age population, although statistics data do not confirm such attitudes. From experts’ viewpoint, successful implementation of national policy in the republic could be facilitated by organization of a special state management structure (ministry, committee), active involvement of enthusiasts in national cultural associations in various management issues, regular ethnological monitoring, dissemination of positive practices in the field of interethnic relations, etc. In general, experts believe that there is no noticeable influence of the ethnic factor on real politics in Chuvashia.

Past Tense for Non-past : A Contrastive Study

Understanding Past tense is closely related to the notions of time, tense, and verb-form. Syntactically, it is claimed that most of the verb forms expressing past and present tenses tend to show a somehow correspondence with past and present times respectively. Yet, in the very nature of language use, this is not always the case. Future time, for instance, can be expressed by more than a form, none of which is specifically used for future tense. This behaviour of the verb phrase is common to both Arabic and English languages Past tense, similarly, might refer to past, present, or future times; furthermore, it might refer to simple, progressive, or non-progressive aspects. The present paper attempts to shed some light-beams on these notions in both languages theoretically and practically. Theoretically, it attempts to explicate areas where past verb-forms can easily be used to indicate, past, present, and future, if possible to call them so, tenses. Practically, the two languages tend to show similarities as well as differences that chracterise them or each of them. It is hypothesised that past verb-forms in English and Arabic tend to show certain similarities in relation to the ways these verbs are formed and used to express past and non-past tenses. Besides, what might be syntactically similar could be completely different from the viewpoint of language use. Conclusions and recommendations of the present paper might be of significant to linguisticans, teachers of Arabic and English, and translators to and fro the two languages.

ANALYSIS OF TEACHERS’ MANAGEMENT AND INSTRUCTIONAL TALK IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM AT SMA NEGERI 1 BOMBANA

This study aims were to determine the context of teacher management and instructional talks in senior high schools, especially in Senior High Schools of 1 Bombana and the frequency of use of teachers' native language (NL) and target language (TL). The study subjects were two Indonesian English teachers. The descriptive qualitative method was used to obtain and analyze data. Our study results showed four contexts of utterance related to management talk while three contexts were related to the instructional talk. Teachers prefer to use the native language than the target language in either management talk term or instructional talk term. The frequency of using the native language was much higher both in management and instructional talk. It indicated by 86.9% average used in management talk, while 77.1% in the instructional talk. In addition, the reason for the domination of the native language was to reach the effectiveness of learning in EFL classes. However, it was also implied that the teacher's competence to use English in the classroom was inadequate.

Dominant-language Use in Foreign-language Academic Writing Processes

The present pilot study compares the use of the native language during foreign- language writing processes of two students enrolled in a Translation degree program to that of two students enrolled in an English Language and Literature degree program who had not received training in translation or interpreting. Across a range of sub-processes of source-based academic writing, native language use was found to be more frequent in the Translation students’ than in the English students’ think-aloud protocols. Possible relationships between the participants’ patterns of language use and their academic socialization are discussed, as well as the potential that native language use in foreign-language academic writing processes can have to help students improve their foreign-language texts.

NATIONAL LANGUAGE DILEMMA AND ITS POTENTIAL ROLE IN NATION BUILDING: ACADEMICIANS’ PERCEPTION IN PAKISTAN

Pakistan inherits a multilingual heritage. Along with Urdu, 70 different languages are spoken. The 1973 Constitution officially recognizes Urdu as Pakistan's only national language. Till today, the adoption and promotion of Urdu as a medium of educational instruction has remained a point of controversy. Existing research lacks the voice of academicians on the issue. Present investigation focused on the voice of 100 university professors selected randomly. Part of PhD research, data was gathered using a standardized Likert Summative Ranking Scale. Data analysis revealed that there is a highly significant positive relationship (p = 0.000) between use of national language and nation-building. This means, academicians across Pakistani universities strongly believe in the use of national language in all walks of life to realize the dreams of the nation building. It will help to achieve socio-cultural, developmental, strategic, academic and identity goals amicably.

The Use of Native Language in Yowis Ben The Series Episode 01

The study aims to discover how Javanese social behaviour is represented on Yowis Ben movie espisode 01 through the use of native language. This study uses sociolinguistic as theoretical framework and a qualitative descriptive research approach. The findings have revealed that the usage of native language in Yowis Ben the Series Episode 01 represents Javanese social behaviour which can be seen from the conversation occurs among the communicators. From the conversations, know that they use several form of Javanese language ethics, known as unggah ungguh which is the source of Javanese language variations. Researchers have noted that this phenomenon occurs because of the position of the language and structure that is shown when we are using certain language. Cultural and social factors that exist in society attached until now one of them is what determine the use of language as a social behaviour.

Впровадження елементів предметно-інтегрованого навчання для розвитку усного мовлення студентів

The article considers the possibilities of using the CLIL methodology for the development of oral speech of students of non-linguistic faculties during English classes. The main problems that students have when speaking are identified (insecurity, insufficient vocabulary and grammar knowledge, reluctance to be criticize d by the teacher and other students, the use of native language during pair work). It is established that an effective tool for the development of students' oral skills and overcoming these difficulties is the introduction of CLIL elements in the educational process . The essence of this technique is highlighted. It is found out that p edagogical activity is aimed at forming students' communication skills, development of mental processes (cognition), providing new knowledge in the specialty (content), development of speech culture and communication (culture). The main characteristics of this technique are defined (study of educational material on the principle from "simple to complex"; use of demonstration materials and presentations; support of feedback with students; combination of learning a foreign language with mastering knowledge in the specialty, etc.). Students' own experience in the development of oral speech is presented . It is found out that the development of students’ oral skills can be both as warming up activities and as the main topic of the class. As a warming up activity, students can be asked what they studied at major subjects, what were the most difficult, incomprehensible or interesting moments. It can result in an interesting and informative discussion in English. However, such activities are effective if the level of English proficiency is not less than B1+, otherwise there can be some problems with the expression and understanding of explanation. In order to develop students’ oral skills such activities as work on presentations and cross-section exercises can be used as well. It is suggested that the defense of presentations by all students in a group during one lesson is not effective from the point of view of organizing oral speech and memorizing new information. This is due to a big number of students in academic groups. In the case when the defense of presentations is evenly distributed throughout the semester, students have the opportunity not only to give the presentation, but also to discuss the topic. Usually, after the presentation, the speakers ask questions to other classmates in order to get feedback. From the point of view of the development of oral speech, this activity is also useful, because students often have problems with building questions in English. Cross-sense activities can be considered as a part of CLIL methodology as well. They are aimed at the establishing logical connections with the help of images. These activities can be used both as a warming up activity and the main topic of the class.

Teacher Education: Revamping Professionalism in the Teaching Profession through ICT and Socio-cultural Approaches

Education is known to be a lifelong process capable of transforming positively the behaviors of individual members of the society. It therefore becomes imperative for Information and Communication Technology (ICT) as well as social-cultural factors to be harnessed in meeting the desired goals of education. No doubt, since the past few decades, ICT has become an essential component of the education system used in building skills and competencies of students as well as the use of native languages, signs and symbols. Unfortunately, review of various research findings has shown the poor utilization of ICT and social-cultural approaches such as native languages, cultural tools, as well as Zone of Proximal Development (ZPD) in the education system which has in turn affected education. This is due to poor knowledge on the use of ICT devices and programmes as well as the inability of most teachers in the application of social-cultural theory in education. This paper discusses the integration of ICT and socio-cultural factors in teacher education. The contribution of this paper to knowledge is on the current debates on bridging the gap between qualified and unqualified teachers which has become a bane for future development of knowledge by harnessing ICT and socio-cultural opportunities. The paper recommends among others the introduction of professional programmes specifically designed in batches to help equip teachers on the best way to influence learners’ cognitive development through ICT, use of native language, as well as how various cultural practices and norms in the educational environment can be managed in meeting the goals of education.

Situating Language in the Real-World: The Role of Multimodal Iconicity and Indexicality.

In the last decade, a growing body of work has convincingly demonstrated that languages embed a certain degree of non-arbitrariness (mostly in the form of iconicity, namely the presence of imagistic links between linguistic form and meaning). Most of this previous work has been limited to assessing the degree (and role) of non-arbitrariness in the speech (for spoken languages) or manual components of signs (for sign languages). When approached in this way, non-arbitrariness is acknowledged but still considered to have little presence and purpose, showing a diachronic movement towards more arbitrary forms. However, this perspective is limited as it does not take into account the situated nature of language use in face-to-face interactions, where language comprises categorical components of speech and signs, but also multimodal cues such as prosody, gestures, eye gaze etc. We review work concerning the role of context-dependent iconic and indexical cues in language acquisition and processing to demonstrate the pervasiveness of non-arbitrary multimodal cues in language use and we discuss their function. We then move to argue that the online omnipresence of multimodal non-arbitrary cues supports children and adults in dynamically developing situational models.

ELT Prospective Teachers’ Beliefs About Target Language Use in EFL Classrooms

This sequential explanatory mixed methods design study aimed to investigate the beliefs of English Language Teaching (ELT) prospective teachers about using the target language (L2) at macro and micro-levels in English as a foreign language (EFL) classrooms in addition to some scaffolding strategies to minimize their native language (L1) use. Furthermore, whether being experienced in language teaching and being abroad made differences in the beliefs of prospective teachers (PTs) were examined. The study was conducted with 128 ELT PTs enrolled in a state university in Turkey by administering a questionnaire as a quantitative instrument and a semi-structured interview as a qualitative instrument. The results of the descriptive statistics revealed that the PTs were in favour of using students’ native language whenever it is required rather than following English-only policy. Accordingly, they agreed on the use of L2 mostly to give feedback, information and instructions besides greeting students and later to encourage students, check their understanding, and to provide them supportive talk. They became hesitant to use L2 to manage classrooms, crack jokes, and to give instructions of new and complex types of activities. The dependent variables in the study indicated few differences in their beliefs as to using L2 in EFL classrooms. The results were discussed and some implications for ELT teacher education were suggested.

Discovering the Impact of National Language use in L2 learning on the Proficiency of Learners

Discovering the impact of national language use in L2 learning on the proficiency of learners at degree level was the focus of this research; in order to find out a clear comprehension of the current subject matter, the research aimed at 577 learners who were learning English at graduation level in different public sector colleges and universities of the Southern Punjab, Pakistan. For this study, the researcher used a questionnaire as a data collection tool. The data analysis was done using SPSS (statistical package for social sciences) version 23. The researcher analyzed the data using descriptive analysis, analysis of variance (ANOVA), T-Test and Cronbach's alpha. The findings of the present research depicted that the students exhibited extremely positive and constructive perceptions regarding the use of national language in the second language classroom. The majority of the respondents gave preference using Urdu in specific situations for enhancing their proficiency in specific reasons such as while discussing course policies, learning about grammar and its usage in L2 classroom, attendance, and other administrative information.

Exploring the Influence of Teachers' Experience on the Responses about L1 use in L2 Teaching

The focus of the current research was to explore the influence of teachers' experience on the responses about L1 use in L2 teaching. To investigate an evident and contemplative comprehension of this topic or subject matter, the available research targeted the 156 teachers who were practising teaching English at graduation level in different public sector colleges and universities of the Southern Punjab, Pakistan. The data collection source applied for the study was a questionnaire. Data were examined using SPSS (statistical package for social sciences) 23 version. Data was examined with the help of different data analysis techniques such as descriptive analysis, analysis of variance (ANOVA), T-Test and Cronbach's alpha. The outcome of the immediate study showed that the teachers displayed a highly positive sense about the use of native language in the foreign language classroom. Most of the teachers adopted using L1 in certain occurrences for solid reasons, such as while teaching grammar and its usage in the target language classroom. Foreign language teachers were extremely inspired to use L1 while teaching short questions and summaries, letter writing and paraphrasing the text in different classes of graduation.

BASIC PRINCIPLES OF VOCABULARY WORK

Vocabulary work covers the acquisition of new words and their meanings by schoolchildren in an accessible form. It complains the main stage of familiarization with the emotional and expressive coloring of the words and with the sphere of their use. It gives assimilation to the polysemy, the figurative meanings, synonyms, antonyms and paronyms concepts. Activation of the vocabulary in the class gives to students a capacity to use newly learned words in their own utterances that help them include these words in their constantly used vocabulary list. Vocabulary work also used in clearing the dictionary, in other words, to eliminate dialectal, vernacular and vulgar words from the active vocabulary of students. The correct and well-thought-out use of the students' native language has great importance for the successful teaching of the Russian language to non-Russian children.

Rare Use of National Languages in Europe for Communicating Scientific Information in Medicine.

For many decades English language was dominant in international scientific communications, but during the last decade it threatens to become the only language for communicating medical science at international level. The aim of this article was to make an overview of publication practices in regard to language of publication of MEDLINE-referenced articles from European countries in year 2020. Scientific publications referenced in MEDLINE database during year 2020 were chosen for analysis. The inclusion criteria were publications affiliated with one of European countries, published in either English or national languages of those countries. The countries with less than 100.000 inhabitants were excluded from the study. Only 11 of 38 European countries had any number of medical publications in national language that were referenced in MEDLINE; the authors from twenty-seven European countries completely stopped publishing in national language at international journals. While economic strenght of a country was strongly correlated with number of international publications per 100.000 inhabitants, the correlation with international papers published in national languages was much less pronounced. Researchers from majority of European countries are publishing their studies predominantly or only in international medical journals printed in English language. Additional efforts should be made in the future to promote publishing in national languages.

Code Mixing and Code Switching in the “Yowis Ben” Movie: Sociolinguistic Study

The use of native language in the Yowis ben movie by Fajar Nugros and Bayu Eko Moektito turns it into various language forms. Therefore, the research aims to identify the types of code-mixing and code-switching in the movie. This research uses a qualitative approach. The researcher also played a direct role in the data collection process by determining the data source, listening to and recording data. Based on the discussion of code switching and code mixing in the “Yowis Ben” movie, the conclusions drawn are as follows. First, the code-mixing used in the “Yowis Ben” movie occurred using Indonesian and Javanese language. There are three functions of code-mixing: respecting the addressee, providing information, and clarifying the speech. Second, the code-switching in the “Yowis Ben” movie occurred using the Javanese language. This is because the background of the screenplay depicted actors who are from Malang, East Java. Also, there are three functions of code-mixing: neutralizing the use of language, establishing humour, and getting an immediate response to the speech.

Xenophobia and anti-Semitism in the Concept of Polish Literature

In today’s Central Europe ethnolinguistic nationalism is the region’s standard normative ideology of statehood creation, legitimation and maintenance. This ideology proposes that in spatial terms, the area of the use of national language X should overlap with the territory of nation-state X, in which all members of nation X should reside. In terms of cultural policy, this means that only works written by “indubitable” members of nation X in language X can be seen as belonging to culture X. This self-limiting pattern of ethnolinguistic “purity” (homogeneity) excluded from 20th century Polish literature much of traditional Polish-Lithuanian culture and numerous authors writing in other post-Polish-Lithuanian languages than Polish. Democratization that followed the fall of communism in 1989 partly transcended this ethnolinguistic exclusion, but the old national policy has been back since 2015.

Exploring the Influence of Teachers' and Students' Mother Tongue on the Use of National Language in L2 Teaching/Learning

The purpose of the current study was to explore the influence of teachers' and students' mother tongue on the use of national language in L2 teaching and learning. For a comprehensive understanding of the issue, the study focused on 156 teachers and the 577 students who were teaching and learning English at graduation level in different public sector colleges and universities of Southern Punjab. Two questionnaires were used for data collection. The data were analyzed through SPSS (statistical package for social sciences). Data were analyzed using descriptive analysis, Analysis of variance (ANOVA), T-Test and Cronbach's alpha. The results of the study indicated that the teachers who have Saraiki as their mother tongue have a high inclination toward the use of it in their classroom setting due to the socio-cultural factor such as their multilingual aptitude and their emotional attachment with their mother tongue.