Word Coinage Research Articles

The Communication Strategies Used in English Classroom Presentation by the English Education Students of UNIMUDA Sorong

The study attempts to analyze the types of communication strategies used in English classroom presentation by the English education students of UNIMUDA Sorong and the reasons why they used the strategy. The study took place at UNIMUDA Sorong in TEFL class where 30 students were participated and observed during their presentation activity in this subject. The study employed descriptive method, where the data obtained through open interviewed and video recording. The result showed that from twelve features of communication strategies, there are six of them that the students used during presentation. They are appoximation, circumlocation, examplification, word coinages, code switching and use fo fillers. Circumlocation was used because the students wanted to make direct contact to the students in order to make the successful teaching and learning process. Examplification was used because it can reflect the meaning of the concept. Word coinages was used because they might forget the appropriate words/term. Code switching was used because they felt more comfortable in case she combined between Bahasa Indonesia and the English language. Use of fillers was used because the strategy was very significant particularly second or foreign language speaker. The most frequently communication strategy that the students used is use of fillers.

Translation as an indispensable weapon in the fight against HIV and AIDS in Lesotho

HIV and the AIDS pandemic were introduced in the African continent as Western medical concepts that had no functional equivalence in the African cultures. It was in this context that African health authorities had to decrypt HIV/AIDS scientific processes in order to come up with a translation that captures the essence of these concepts and that decodes them in a manner that is understandable to the common man. In this regard, Lesotho was no exception. As a result, the government of Lesotho, the Ministry of Health, NGOs, health institutions and youth clubs undertook a mass-translation project to raise awareness among people of the same age group throughout the country. The present paper undertakes morpho-semantic and lexico-semantic analyses and employs the optic of hermeneutics of suspicion to explore or investigate the impact of translation on word coinage and the terminology used in the field of HIV/AIDS awareness and prevention. Translation’s impact on the development of language at large, as well as the meanings that are implied in some of these neologisms are also explored.

Communication Strategies Employed by The ELT Students in Speaking Class

This study was aimed at identifying the communication strategies employed by the students in Speaking class and their reasons in employing communication strategies. The design of the research was descriptive case study. The result of the study shows that the students employed twelve communication strategies, namely, approximation strategy which was employed by the students 65 times, stalling for time-gaining 44 times, appeal for help 19 times, literal translation 15 times, code switching 13 times, message abandonment 10 times, topic voidance 7 times, word coinage twice, foreignizing once, use of non-linguistic signals once, repetition 25 times, and self-correction 5 times. Based on the data obtained from the interview, the researcher found that the students who used communication strategies said that they used communication strategies because of their nervousness, lack of vocabulary, lack of language structures, the influence of their L1. Moreover, the students said that they wanted to avoid the silence of speaking, to make the word clear to the listener and to correct their own mistakes.

COMMUNICATION STRATEGIES USED BY THE ENGLISH LEARNERS OF SATURDAY DISCUSSION AT THE CENTRE FOR LANGUAGE AND CULTURE (CLC)

There are some factors influence someone in expressing the language, such as experiences, knowledge, age and cultural background. Yet, since the communication must go on with any limitedness, the learners should employ some strategies in order to keep holding communication. The strategies used in communication are identified as communication strategies. This present study analyses on an investigations into communication strategies used by the learners of Saturday discussion at the Centre for Language and Culture (CLC) Surabaya. The learners are the participants of Saturday Discussion at CLC Surabaya. In this study, the researcher wanted to find out kinds of communication strategies used by the learners, differences and similarities between young and adult learners in applying communication strategies, and how they apply communication strategies in their discussions. In her study, she applied communication strategies typology proposed by Tarone and Faerch and Kasper which consist of transfer from native language, overgeneralization, prefabricated pattern, overelaboration, epenthesis or vowel insertion, avoidance which can be subdivided into topic avoidance, semantic avoidance, appeal to authority, message abondanment and language swicth. Appeal to authority can be subdivided into paraphrase, word coinage, and circumlocution. Tarone, divided the communication strateies as formal reduction strategies, functional reduction strategies, and achievement strategies. To answer the research questions, she used descriptive qualitative approach. In collecting the data she carried out observation, and interview. In her study she found out that there were ten communication strategies used by the learners, they are message abondanment, appeal to authoriy, and language switch, paraphrase, transfer from native language, overgeneralization, and overelaboration.

“Wait, How Do I Say that in English?” Communication Strategies for English as a Foreign Language Learners

This research aimed to investigate communication speaking skill strategies applied by two groups of English foreign language learners in two boarding senior high schools in Aceh, Indonesia. Of the successful group, there were 52 learners and of the less successful group 24 learners. To collect the data, this study employed the observation sheet adapted by Tarone(1978), which determined nine categories of communication strategies; approximation, word coinage, circumlocution, literal translation, language switch, mime, appeal for assistance, topic avoidance, and message abandonment. The students were observed during their speaking class. The result of this research is the literal translation, approximation, and language switchbecome the most frequent strategies used by the less successful learners. It implies that the students have had difficulties communicating in the target language. On the other hand, successful learners prefer to use approximation, literal translation, and appeal for assistance strategies. It implies that the students tend to speak and communicate well, if not yet fluently. Based on the findings, it is suggested that English teachers should introduce several communication strategies for both groups of learners to improve their effective communication.

Типы социально-сетевого дискурса в автоматической классификации текстов по тональност

В работе описывается опыт классификации тональности текстов социально-сетевого дискурса экологической тематики. В рамках подхода машинного обучения с учителем используется модель нейронных сетей Doc2vec. Подтверждается эффективность применения метода нейронных сетей для обработки текстов на русском языке. Обосновывается значимость системы параметров ССД, созданной Р.К.Потаповой . Вводятся понятия личностной и стратифицирующей деприваций, и подтверждается практическая ценность этого разделения. В статье показано, как при минимальном аннотировании данных экспертом возможно достигнуть значительных показателей классификации неинституциональных текстов по тональности.

Влияние интернета на современный китайский язык

Усиливающееся влияние информационных технологий и англоязычной лексики на современный китайский язык и письменность проявляется не только в многочисленных заимствованиях англицизмов и акронимов, но и в лингвоспецифичных явлениях, которые обнаруживаются практически на всех уровнях языковой системы, но ярче всего в массовом обновлении лексики. Свойственная китайскому языку омонимия активно использовалась на протяжении всей истории его развития в силу такой особенности менталитета китайцев, как стремление к симметрии и парности, любовь к ассоциациям и аналогиям. На современном этапе, учитывая большую вероятность ввода неправильного иероглифа, языковая игра на основе омонимии получила новый виток в развитии, и креативные интернет-пользователи продолжают древнюю традицию словотворчества, одновременно расширяя арсенал способов передачи информационных сообщений в онлайн-коммуникации за счет различных фонетических и графических уловок для обхода контент-фильтрации. Иероглифическая письменность, подвергшаяся в ХХ в. серьезному реформированию и упрощению, в связи с популярностью в интернет-общении языковой игры обогащается новыми графическими знаками, созданными путем комбинирования уже существующих иероглифов. Массовый характер онлайн-коммуникации в КНР, характеризующийся сниженными требованиями к нормативности языка, приводит к постепенному проникновению элементов интернет-языка и принципов онлайн-коммуникации в другие сферы социальной жизни Китая.

Citizen Sociolinguistics: Making Connections in the Foreign Language Classroom

The current study explores implementing the Connections Standards in language curriculum. To foster learners' critical thinking abilities, we suggest engaging students in interpreting and analyzing information available in open-source media. In our experiment in a fourth-year Korean class at a university in the northeastern United States, as “citizen sociolinguists,” students carried out a sociolinguistic exploration on Korean language uses in a wide array of Internet-based media and share their interpretation of their social meanings. The data come from the students' final presentations, which covered a range of sociolinguistic issues such as Konglish, neologism (word coinage), and gendered speech. The results showed that students applied their critical thinking skills to analyzing various language uses in contemporary Korean and developed informed perspectives on diverse sociolinguistic issues.

THE EFFECTS OF USING THE WHATSAPP MESSAGES ON ENGLISH LANGUAGE

The purpose of this paper is to find out the effect of using the Whatsapp messages on the English language. This is the age of social networking site. The researcher will discuss the effect of Whatsapp messages on English from a structure, grammar, punctuation, code language, symbol usage, emoticon usage, abbreviation, acronym, fusion, coinage of new words, vowel usage etc. The researcher sums-up and reports findings based on the data analysis and interpretation. Along with this, the researcher also enunciates the favourable and adverse effects of Whatsapp messages on English.

The Use Of Word Coinage In Students’ Daily Conversation

Abstract This research discusses about an analysis of word. In linguistics, study of word is analysed under morphology. To specify the research, this research focuseson the use of word coinage in daily conversation of third semester students of English study program. The aims of this research to describe and find out some words of word coinage that used by the students in their daily conversation. This research uses descriptive qualitative method. There are three kinds of word coinage that explained in this research; Invention, blend and clipping. Invention is word processes that create a word by adapting a name of commercial product. Blend is a merge or combine two words become a new word. And Clipping is create a new word by shorter the original word. Key words: linguistics, morphology, word coinage

THE CONSEQUENCES OF USING THE FACEBOOK MESSAGES IN ENGLISH LANGUAGE

The purpose of this paper is to find out the consequences of using the Facebook messages in the English language. Social networking site plays a significant role in our daily life. It depicts a comprehensive and unbiased view of previous researchers on the topic. It includes with Research papers/dissertations/theses, Newspaper and web articles, Books and other sources review for research and a systematic and well-structured arrangement and compilation of the contents of previous researches in the target area of research. It also throws light on research gaps. The researcher will discuss the impact of Facebook messages on English from a structure, grammar, punctuation, code language, symbol usage, emoticon usage, abbreviation, acronym, fusion, coinage of new words, vowel usage etc. The researcher sums-up and reports findings based on the data analysis and interpretation. Along with this, the researcher also enunciates the favourable and adverse consequences of Facebook messages in English.

The Investigation of the Relationship between EFL Learners' Use of Oral Compensation Strategies and their Personal Stamina

The Investigation of the Relationship between EFL Learners' Use of OralCompensation Strategies and their Personal Stamina AbstractThe current study aimed at investigating the compensationstrategies used by EFL learners and the relationship between ofthese strategies and learners' personal stamina. Sample of the studyconsisted of 30 third year English section students at the Faculty ofEducation, Fayoum University. Data collection instruments included:(1) personal stamina sub-scale, and (2) an oral interview. Thequantitative and qualitative methods were applied in the current study:the quantitative method was used for counting the frequency of andpercentages of compensation strategies, and finding out the correlationbetween learners' frequency of of these strategies and personalstamina (Pearson Co-efficient was used for correlation analysis). Thequalitative method was used in transcribing the recorded data obtainedfrom the oral interview, in order to identify the compensation strategiesused by the study sample while doing the oral tasks. Results of thestudy showed that (1) the most frequently used compensation strategywas use of pause fillers (53.7 %), followed by use of repetition(15.06 %), of false starts (8.08 %), Self-repair (7.8 %),circumlocution (7.4 %), substitution (3.54 %), word coinage (1.7%), and literal translation (1.2 %). The least frequently usedstrategies were exemplification (0.11 %), generalization (0.66 %),and message abandonment (0.78 %), and (2) there was a positivestatistically significant correlation at (0.01) level between learners'frequency of of compensation strategies and personal stamina.Some recommendations and suggestions for further research weregiven.

The Anglicisation of word formations: cross-linguistic blends in Spanish

Whereas the influence of English in form of Anglicisms has attracted considerable attention, little has been written on how English is interacting with autochthonous word-formation processes in modern languages. The present paper attempts to shed some light on a phenomenon that has been very recently attested in Spanish: the coinage of blend words involving overlap and combination of material from both English and the recipient language (in this case Spanish). I argue that thesead hocwords give us important insights into the state and status of English in what Kachru (1982) called the ‘Expanding Circle’.

Communication Strategies Used by Students of English Conversation Club of Sragen Bilingual Boarding School

This study was aimed to find out the types of communication strategies used by the learners of one Bilingual Boarding School at Sragen year X and to figure out the most types used by the learners. The subject of the study was 20 members of ECC Students (English Conversation Club). Interview was conducted to collect art of in this research. The interview was used to help the researcher set the classroom with debate classroom, recorded, and then transcript the conversation. The researcher recorded the conversation. The result of the study shows that there are eleven types of communication strategies used by the learners; circumlocution, approximation, word coinage, code switching, use of nonlinguistic means, appeal for help, use of all-purpose words, using fillers, using wrong terms, self-correction, and repetition. Fillers, Circumlocution and Repetition are the strategies mostly used by the learners. Based on the result of the study, the researcher inferred that the learners of Sragen Bilingual Boarding School (SBBS) face difficulties in their communication. The higher number of learning using fillers, indicates that they hesitate too much in delivering their opinion. They are also nervous, afraid to make mistakes, and not confident enough to give their opinion.

DEVELOPING EFL LEARNERS’ ACHIEVEMENT COMMUNICATION STRATEGIES IN A SPEAKING CLASS

Communication strategies should be included in a speaking class in order to enable learners have strategies to cope with the communication problems both as message delivers (speakers) and as message receivers (listeners) in taking turns speaking. When the learners face problems in taking turns speaking, they may employ achievement/compensatory strategies as an attempt to deal with problems in communication directly by using alternative in order to get the message across. The use these strategies are regarded as good learners’ behaviors because they are able to maintain communication, such as use of word coinage, language switch, paraphrase, circumlocution, cooperative strategies, non-linguistic strategies, and so forth. Otherwise, the learners may rely on the avoidance/reduction strategies if they are not able to convey or understand the message to or from the interlocutors. These behaviors affect interaction negatively and are common among low proficiency learners. The avoidance message as such topic avoidance, message abandonment, replace the message, reduce the content of the intended message, and so forth. Learners as message delivers (speakers) and message receivers (listeners) may use verbal communication strategies to cope with communication problems, such as topic avoidance, message abandonment, approximation, word coinage, circumlocution, literal translation (interlingual transfer), language switch, appeal for assistance, foreignizing (interlingual transfer), paraphrase, self-correction, self-repetition, asking for repetition, asking for clarification, and so forth. Meanwhile, nonverbal CSs which may be employed by learners as message senders (speakers) and message receivers (listeners) are smiling, head nodding, head shaking, hand raising, hand moving, thumb up, drawing something, and so forth.

DEVELOPING EFL LEARNERS’ ACHIEVEMENT COMMUNICATION STRATEGIES IN A SPEAKING CLASS

Communication strategies should be included in a speaking class in order to enable learners have strategies to cope with the communication problems both as message delivers (speakers) and as message receivers (listeners) in taking turns speaking. When the learners face problems in taking turns speaking, they may employ achievement/compensatory strategies as an attempt to deal with problems in communication directly by using alternative in order to get the message across. The use these strategies are regarded as good learners’ behaviors because they are able to maintain communication, such as use of word coinage, language switch, paraphrase, circumlocution, cooperative strategies, non-linguistic strategies, and so forth. Otherwise, the learners may rely on the avoidance/reduction strategies if they are not able to convey or understand the message to or from the interlocutors. These behaviors affect interaction negatively and are common among low proficiency learners. The avoidance message as such topic avoidance, message abandonment, replace the message, reduce the content of the intended message, and so forth. Learners as message delivers (speakers) and message receivers (listeners) may use verbal communication strategies to cope with communication problems, such as topic avoidance, message abandonment, approximation, word coinage, circumlocution, literal translation (interlingual transfer), language switch, appeal for assistance, foreignizing (interlingual transfer), paraphrase, self-correction, self-repetition, asking for repetition, asking for clarification, and so forth. Meanwhile, nonverbal CSs which may be employed by learners as message senders (speakers) and message receivers (listeners) are smiling, head nodding, head shaking, hand raising, hand moving, thumb up, drawing something, and so forth.

COMMUNICATION STRATEGIES IN THE CONVERSATIONS BETWEEN INDONESIAN UNIVERSITY STUDENTS AND A NATIVE SPEAKER

Practicing conversations or dialogues in various context or situation is as the essential aspect for students because it smoothen their skill in communication and their English mastery. Whenever people use language to interact, one of the things people are do- ing with it is establishing a relationship between them; between the speaker speaking now and the person who will probably speak next. It means, strategies in communicating put an important role to reach the goal of the interaction or the communication.This study is to identify the communication strategies of In- donesian university students, especially students of the English De- partment Education Faculty of Muria Kudus University and native speaker used in communication in natural conversation and to find out the possible factors cause the choice of the strategies in the conversation. The method applied in this study is descriptive qualitative. The subjects of this study are fourth semester students of English De- partment of Muria Kudus University and one native speaker. The data were obtained by inviting and asking the students and the na- tive speaker to have a conversation for around one hour. Then, the conversation was recorded by using camera. The recorded data were transferred into the printed one as a script. The data analysis was conducted in several ways, among other transcribing the recorded data, identifying each utterance and displaying the result in the table, classifying the utterances based on the type of strategies, and inter- preting the communication or the conversation.The results showed that there were 306 turns in the conver- sation between the students and the native speaker. The types of strategies used in the conversations were Circumlocution (C) for 38.98 % (23), followed by Language Switch (LS) for 15.3 % (9) and Topic Avoidance (TA) for 14.6 % (8), Literal Translation (LT) for 6.8 % (4), Mime (M) for 8.5 % (5), Word Coinage (WC) and Mes- sage Abandonment (MA) for 6.8 % (4), Appeal for Assistance (AA) for 5.6 % (3), and Approximation (A) for 3.39 % (2). The last find- ing showed that there were two main factors that cause the choice of the strategies in the conversations. They were proficiency of the speaker and features of the communicative situation. In the use of communication strategies, both students of Eng- lish Department Muria Kudus University and the native speaker try to have a relative balance of power relation without the domination of one person to others. Some factors which cause the use of the strategies are lack of meaning, social use aspect, speech, voice, and fluency. To improve students’ strategies in communication, they should practice their English more, so their speaking and their strategies will be improved. Besides, lecturers also should apply the contextual teaching in which the environment and culture are inserted into the topic.

A Backward Glance over Some Leading Citizens in the Poe World

Having grown up, academically speaking, in the shadow of Arthur Hobson Quinn, who lived roughly half an hour from my college, Ursinus, and with so many of my college teachers having studied their American literature at the University of Pennsylvania, where Quinn was supreme when American literature was still a fairly new subject in university instruction, and now with myself looking like I might well be a contemporary of Quinn, or even Poe and John Greenleaf Whittier, and being from a family in which genealogy was important, it may be natural that I should represent historical memory and share my recollections of some persons who pioneered in and opened up Poe studies. Some may be surprised to learn that Professor Quinn was, first and foremost, not a Poe specialist, but that his preeminent scholarly love was American drama. For pre-twentieth-century American plays, Quinn’s studies typically remain, after nearly a century, almost the only informed commentaries. Many have become increasingly aware that William Dunlap, America’s first major playwright, and the novelist Charles Brockden Brown, might each properly be deemed the Adam to American literary Gothicism. To return to Professor Quinn: when I began my own academic studies, he was in his eighties, ill, and housebound. He spent most of his time nestled in a chair, swathed in blankets and quilts, and wearing a sun shade, claiming that reading so many early American plays had ruined his eyesight. Before such ills befell him, Quinn was active in having established the Clothier Collection of American Drama at the University of Pennsylvania, which remains one of the foremost collections of early American plays. The Poe interest emerged from Quinn’s own work in American drama—Poe’s parents being actors—and from his aim to furnish an accurate biographical portraiture of Poe which would demolish the long-standing depiction by Rufus Griswold. Spending more than twenty years in preparing that biography, which appeared first in 1941 but has stood the test of time well enough to go through several reprintings, Quinn achieved a solid narrative account, though many of his critical opinions have been modified or superseded in the work of others. A Quinn student, J. Albert Robbins, followed his mentor’s practices in determining to present factually accurate scholarship, as some early volumes in the American Literary Scholarship journal attest. Robbins often recounted to me anecdotes of his days as Quinn’s student. Those who know Quinn primarily for

Student response to e-books: study of attitude toward reading among elementary school children in Kuwait

Purpose – The paper aims to investigate the impact of e-books on attitude towards reading among elementary school students. The paper also reflects on issues related to readings and e-books. Design/methodology/approach – Experimental method of research was used to carry out the study. Experiment was conducted on fourth-grade students in an international school in Kuwait. The control group consisted of nine students. The experimental group had 16 students: eight read the book under the “read-to-me” feature and the other half read the book alone. Students in the two groups were assigned readings randomly and their reactions were studied and compared using different methods. Findings – The experiment demonstrated that students enjoyed reading the electronic medium more than the paperback alternative. The difference, however, was not significant. In addition, difference between the comprehension levels of the three conditions was also insignificant. Students did, however, finish reading the paperback book in a significantly shorter time. Research limitations/implications – A pilot study would have been desirable and also the number of questions asked in the comprehension test could have been expanded. The authors were also not able to explore the possibility of using an automated tool to record the reading time. The two reading instruments used (iPads and iPods) might have affected the students’ understanding and enjoyment of the book, although no noticeable differences were found. Practical implications – The experiment indicted that one of the apparent benefits of reading the e-book was its built-in picture dictionary, as the book used in the study incorporated a lot of word coinage in his texts. Lessons learnt from the study can benefit in enhancing features of e-books and designing reading programmes to help build more positive attitude towards reading among children. Originality/value – Little research has been reported in the literature on investigation of e-books towards reading attitude particularly using empirical studies or experimental research. Most literature focuses on availability of e-books and their features. This study makes a good contribution to the literature on this important aspect of research and makes available useful practical information as well.

Nigerian English: Identifying Semantic Features As Variety Markers

In this paper, the authors examine Nigerian English in the light of its unique characteristics emanating from the mode of acquisition of the language by Nigerians, and the socio-cultural environment in which English is now used. Using Uriel Weinreich‟s theory of language contact to explicate the phenomenon of language variation, they observe that the English language in Nigeria has been cultivated and re-domesticated as well as indigenized to accommodate the culture and tradition of the people and as such, has acquired local colour and distinguished itself from the native speaker variety with features reflected at the semantic level. The paper identifies meaning narrowing, semantic extension, semantic reduplication, semantic shift, coinage of new words with new meanings, the Nigerianisation of idioms and proverbs, ambiguity resulting from omission of articles among other semantic issues as marking off the Nigerian English and posing a challenge to the notions of international intelligibility and acceptability.