Search results for: English as a global language

Authors: Ahmed Al-Awthan

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This study addresses the prevalence of English terminology in published Arabic documentation on social media. Although the problem of using English terms in translation instead of existing native ones has been addressed in general by researchers around the world, to the best of the author’s knowledge the attitude of the translators as professionals to this phenomenon in Qatar and Yemen has not received a detailed study. This study examines the impact of the use of English, social media terms in the Arab world on aspiring and professional translators; it explores the benefits and drawbacks of linguistic borrowing as identified by the translators and investigates whether translators consider any means of resisting linguistic borrowing and prioritizing Arabic. It also aims to answer the following questions: i. Is there any prevalence of English, social media terms in Arabic translation? Why or why not? ii. Do Arabic translators prefer using English, social media terms to their equivalents in Arabic? If so, why? iii. Which measures could be adopted to help reduce the frequently observed borrowing of English terms? In particular, how do translators see the role of the Arabic Language Academies in preserving Arabic? iv. This research is descriptive, comparative and analytical in nature. It is both qualitative and quantitative. To validate the problem, the researcher will analyze articles published by Al-Jazeera in 2016-2018 that refer to the use of social media in diplomacy. It will be examined whether the increased international discussion of political events in social media increased the amount of transliterated English terminology referring to this mode of communication.To investigate whether the translators recognize the phenomenon of borrowing, the researcher proposes to use a survey. This survey will use multiple choice questions. It will target 20 aspiring translators from Yemen and 20 participants from Qatar. It will offer 15 English, social media terms used in discourse in 15 sentences. For each sentence, the researcher will provide three different translations and will ask the translators to rate them and offer their rendition. After collecting all the answers online, the researcher will analyze the data. The results are expected to confirm whether there is a prevalence of English terms in translating into Arabic. It is also expected to show what measures the translators used to render the English, social media terms, and it raises awareness of borrowing English terms. It will guide the translator toward using Arabicization methods in order to contribute to preserving Arabic.

Keywords: Arabicization, trans lingual borrowing, social media terms, terminology

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Authors: Luo Xi

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Taking the English translation of Yu Hua's To Live as an example, this paper makes a quantitative description and qualitative analysis of its overseas dissemination and acceptance from the perspective of the actual audience -- readers. It is found that the English translation of To Live has been widely disseminated and accepted overseas. The book has been well received overseas. With the English version of To Live, overseas readers have an in-depth understanding of Chinese history, politics, and culture. At the same time, the work shows the admirable qualities of Chinese people. It also conveys the core human values. And thus, overseas readers have gained a deeper understanding of life and are spiritually inspired. From the perspective of readers, this paper studies the successful overseas dissemination of the English translation of Yu Hua's To Live to provide a reference for the further overseas dissemination of Chinese culture.

Keywords: to live, english translation, overseas dissemination and acceptance, readers’ comments

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Authors: Aleksandra Jonas, Aleksandra Gronowska, Maciej Ścigacz, Szymon Jadczak

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Exact Data is a smart tool which helps with meaningful marketing content creation. It helps marketers achieve this by analyzing the text of an advertisement before and after its publication on social media sites like Facebook or Instagram. In our research we focus on four areas of natural language processing (NLP): grammar correction, sentiment analysis, irony detection and advertisement interpretation. Our research has identified a considerable lack of NLP tools for the Polish language, which specifically aid online marketers. In light of this, our research team has set out to create a robust and versatile NLP tool for the Polish language. The primary objective of our research is to develop a tool that can perform a range of language processing tasks in this language, such as sentiment analysis, text classification, text correction and text interpretation. Our team has been working diligently to create a tool that is accurate, reliable, and adaptable to the specific linguistic features of Polish, and that can provide valuable insights for a wide range of marketers needs. In addition to the Polish language version, we are also developing an English version of the tool, which will enable us to expand the reach and impact of our research to a wider audience. Another area of focus in our research involves tackling the challenge of the limited availability of linguistically diverse corpora for non-English languages, which presents a significant barrier in the development of NLP applications. One approach we have been pursuing is the translation of existing English corpora, which would enable us to use the wealth of linguistic resources available in English for other languages. Furthermore, we are looking into other methods, such as gathering language samples from social media platforms. By analyzing the language used in social media posts, we can collect a wide range of data that reflects the unique linguistic characteristics of specific regions and communities, which can then be used to enhance the accuracy and performance of NLP algorithms for non-English languages. In doing so, we hope to broaden the scope and capabilities of NLP applications. Our research focuses on several key NLP techniques including sentiment analysis, text classification, text interpretation and text correction. To ensure that we can achieve the best possible performance for these techniques, we are evaluating and comparing different approaches and strategies for implementing them. We are exploring a range of different methods, including transformers and convolutional neural networks (CNNs), to determine which ones are most effective for different types of NLP tasks. By analyzing the strengths and weaknesses of each approach, we can identify the most effective techniques for specific use cases, and further enhance the performance of our tool. Our research aims to create a tool, which can provide a comprehensive analysis of advertising effectiveness, allowing marketers to identify areas for improvement and optimize their advertising strategies. The results of this study suggest that a smart tool for advertisement analysis can provide valuable insights for businesses seeking to create effective advertising campaigns.

Keywords: NLP, AI, IT, language, marketing, analysis

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Authors: Maria Lina Garrido

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This paper aims to reflect upon instruction in English classes with the specific purpose of reading comprehension development, having as its paradigm the considerations presented by William Grabe, in his book Reading in a Second Language: Moving from theory to practice. His concerns regarding the connection between research findings and instructional practices have stimulated the present author to re-evaluate both her long practice as an English reading teacher and as the author of two reading textbooks for graduate students. Elements of the reading process such as linguistic issues, prior knowledge, reading strategies, critical evaluation, and motivation are the main foci of this analysis as far as the activities developed in the classroom are concerned. The experience with university candidates on postgraduate courses with different levels of English knowledge in Bahia, Brazil, has definitely demanded certain adjustments to this author`s classroom setting. Word recognition based on cognates, for example, has been emphasized given the fact that academic texts use many Latin words which have the same roots as the Brazilian Portuguese lexicon. Concerning syntactic parsing, the tenses/verbal aspects, modality and linking words are included in the curriculum, but not with the same depth as the general English curricula. Reading strategies, another essential predictor for developing reading skills, have been largely stimulated in L2 classes in order to compensate for a lack of the appropriate knowledge of the foreign language. This paper presents results that demonstrate that this author`s teaching practice is compatible with the implications and instruction concerning the reading process outlined by Grabe, however, it admits that each class demands specific instructions to meet the needs of that particular group.

Keywords: classroom practice, instructional activities, reading comprehension, reading skills

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Authors: Hazel P. Atilano

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Contrastive rhetoricians working on L2 writing are often unfamiliar with the theories and research of scholars in translation studies. Publications on translation studies give little or no attention to describing the translation strategies of translators, with a focus on the influence of their L1 on the language they produce. This descriptive qualitative study anchored on Eugene Nida’s Translation Theory employed stylistic, lexico-semantic, and grammatical analyses of the stylistic devices employed by poets across nine language cultures to reveal the translation strategies employed by translators and to establish the type of equivalence manifested in the translated texts. The corpus consists of 27 poems written in Bahasa Indonesia, Hiligaynon, Tagalog (Malayo-Polynesian languages), French, Italian, Spanish (Romance languages), German, Icelandic, and Norwegian (Germanic Languages), translated into English. Stylistic analysis reveals that both original texts and English translations share the same stylistic devices, suggesting that stylistic devices do not get lost in translation. Lexico-semantic and grammatical analyses showed that translators of Malayo-Polynesian languages employed idiomatic translation as a compensatory strategy, producing English translations that manifest Dynamic Equivalence or transparency; translators of Romance languages resorted to synonymous substitution or literal translation, suggesting Formal Equivalence or fidelity; and translators of Germanic languages used a combination of idiomatic and literal translation strategies, with noticeable preference for Dynamic Equivalence, evidenced by the prevalence of metaphorical translations as compensatory strategy. Implications on the intricate relationship between culture and language in the translation process were drawn based on the findings.

Keywords: translation strategy, dynamic equivalence, formal equivalence, translation theory, transparency, fidelity

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Authors: Sharon Truter, Ann B. Shuttleworth-Edwards

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South Africa is a developing country with significant diversity in languages spoken and quality of education available, creating challenges for fair and accurate neuropsychological assessments when most available neuropsychological tests are obtained from English-speaking developed countries. The aim of this research was to compare normative data on a spectrum of commonly used neuropsychological tests for English- and Afrikaans-speaking South Africans with relatively high quality of education and South Africans with relatively low quality of education who speak Afrikaans, Sesotho, Setswana, Sepedi, Tsonga, Venda, Xhosa or Zulu. The participants were all healthy adults aged 18-60 years, with 8-12 years of education. All the participants were tested in their first language on the following tests: two non-verbal tests (Rey Osterrieth Complex Figure Test and Bell Cancellation Test), four verbal fluency tests (category, phonemic, verb and 'any words'), one verbal learning test (Rey Auditory Verbal Leaning Test) and three tests that have a verbal component (Trail Making Test A & B; Symbol Digit Modalities Test and Digit Span). Descriptive comparisons of mean scores and standard deviations across the language groups and between the groups with relatively high versus low quality of education highlight the importance of using normative data that takes into account language and quality of education.

Keywords: cross-cultural, language, multi-lingual, neuropsychological testing, quality of education

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Authors: Adil Ishag

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Diglossia emerges in a situation where two distinctive varieties of a language are used alongside within a certain community. In this case, one is considered as a high or standard variety and the second one as a low or colloquial variety. Arabic is an extreme example of a highly diglossic language. This diglossity is due to the fact that Arabic is one of the most spoken languages and spread over 22 Countries in two continents as a mother tongue, and it is also widely spoken in many other Islamic countries as a second language or simply the language of Quran. The geographical variation between the countries where the language is spoken and the duality of the classical Arabic and daily spoken dialects in the Arab world on the other hand; makes the Arabic language one of the most diglossic languages. This paper tries to investigate this phenomena and its relation to learning Arabic as a first and second language.

Keywords: Arabic language, diglossia, first and second language, language learning

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Authors: Aye Pa Pa Myo

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Writing in English is accounted as a complex process for English as a foreign language learners. Besides, committing errors in writing can be found as an inevitable part of language learners’ writing. Generally, academic writing is quite difficult for most of the students to manage for getting better scores. Students can commit common errors in their writings when they try to write academic writing. Error analysis deals with identifying and detecting the errors and also explains the reason for the occurrence of these errors. In this paper, the researcher has an attempt to examine the common errors of undergraduate students in their academic writings at Pathein University. The purpose of doing this research is to investigate the errors which students usually commit in academic writing and to find out the better ways for correcting these errors in EFL classrooms. In this research, fifty-third-year non-English specialization students attending Pathein University were selected as participants. This research took one month. It was conducted with a mixed methodology method. Two mini-tests were used as research tools. Data were collected with a quantitative research method. Findings from this research pointed that most of the students noticed their common errors after getting the necessary input, and they became more decreased committing these errors after taking mini-test; hence, all findings will be supportive for further researches related to error analysis in academic writing.

Keywords: academic writing, error analysis, EFL learners, mini-tests, mixed methodology

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Authors: Z. M. T. Lim, W. Q. Yow

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Diversity in individual problem-solving approaches, culture and nationality have been shown to have positive effects on collaborative creative processes in organizational and scholastic settings. For example, diverse graduate and organizational teams consisting of members with both structured and unstructured problem-solving styles were found to have more creative ideas on a collaborative idea generation task than teams that comprised solely of members with either structured or unstructured problem-solving styles. However, being different may not always provide benefits to the collaborative creative process. In particular, speaking different languages may hinder mutual engagement through impaired communication and thus collaboration. Instead, sharing similar languages may have facilitative effects on mutual engagement in collaborative tasks. However, no studies have explored the relations between language diversity and adults’ collaborative creative problem solving. Sixty-four Singaporean English-speaking bilingual undergraduates were paired up into similar or dissimilar language pairs based on the second language they spoke (e.g., for similar language pairs, both participants spoke English-Mandarin; for dissimilar language pairs, one participant spoke English-Mandarin and the other spoke English-Korean). Each participant completed the Ravens Progressive Matrices Task individually. Next, they worked in pairs to complete a collaborative divergent thinking task where they used mind-mapping techniques to brainstorm ideas on a given problem together (e.g., how to keep insects out of the house). Lastly, the pairs worked on a collaborative insight problem-solving task (Triangle of Coins puzzle) where they needed to flip a triangle of ten coins around by moving only three coins. Pairs who had prior knowledge of the Triangle of Coins puzzle were asked to complete an equivalent Matchstick task instead, where they needed to make seven squares by moving only two matchsticks based on a given array of matchsticks. Results showed that, after controlling for intelligence, similar language pairs completed the collaborative insight problem-solving task faster than dissimilar language pairs. Intelligence also moderated these relations. Among adults of lower intelligence, similar language pairs solved the insight problem-solving task faster than dissimilar language pairs. These differences in speed were not found in adults with higher intelligence. No differences were found in the number of ideas generated in the collaborative divergent thinking task between similar language and dissimilar language pairs. In conclusion, sharing similar languages seem to enrich collaborative creative processes. These effects were especially pertinent to pairs with lower intelligence. This provides guidelines for the formation of groups based on shared languages in collaborative creative processes. However, the positive effects of shared languages appear to be limited to the insight problem-solving task and not the divergent thinking task. This could be due to the facilitative effects of other factors of diversity as found in previous literature. Background diversity, for example, may have a larger facilitative effect on the divergent thinking task as compared to the insight problem-solving task due to the varied experiences individuals bring to the task. In conclusion, this study contributes to the understanding of the effects of language diversity in collaborative creative processes and challenges the general positive effects that diversity has on these processes.

Keywords: bilingualism, diversity, creativity, collaboration

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Authors: Seyedeh Khadijeh Amirian, Seyed Mohammad Reza Amirian, Narges Hekmati

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The current study aims at examining the relationship between English as a foreign language (EFL) students' self-concept and their willingness to communicate (WTC) in EFL classes. To this effect, two questionnaires, namely 'Willingness to Communicate' (MacIntyre et al., 2001) and 'Self-Concept Scale' (Liu and Wang, 2005), were distributed among 174 (45 males and 129 females) Iranian EFL university students. Correlation and regression analyses were conducted to examine the relationship between the two variables. The results indicated that there was a significantly positive correlation between EFL students' self-concept and their WTC in EFL classes (p < .0.05). Moreover, regression analyses indicated that self-concept has a significantly positive influence on students’ WTC in language classes (B= .302, p < .0.05) and explains .302 percent of the variance in the dependent variable (WTC). The results are discussed with regards to the individual differences in educational contexts, and implications are offered.

Keywords: EFL students, language classes, willingness to communicate, self-concept

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Authors: Fatima Muhammad Shitu

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In language learning, Second language learners like their native speaker counter parts, commit errors in their attempt to achieve competence in the target language. The realm of Collocation has to do with meaning relation between lexical items. In all human language, there is a kind of ‘natural order’ in which words are arranged or relate to one another in sentences so much so that when a word occurs in a given context, the related or naturally co -occurring word will automatically come to the mind. It becomes an error, therefore, if students inappropriately pair or arrange such ‘naturally’ co – occurring lexical items in a text. It has been observed that most of the second language learners in this research group commit collocational errors. A study of this kind is very significant as it gives insight into the kinds of errors committed by learners. This will help the language teacher to be able to identify the sources and causes of such errors as well as correct them thereby guiding, helping and leading the learners towards achieving some level of competence in the language. The aim of the study is to understand the nature of these errors as stumbling blocks to effective essay writing. The objective of the study is to identify the errors, analyse their structural compositions so as to determine whether there are similarities between students in this regard and to find out whether there are patterns to these kinds of errors which will enable the researcher to understand their sources and causes. As a descriptive research, the researcher samples some nine hundred essays collected from three hundred undergraduate learners of English as a second language in the Federal College of Education, Kano, North- West Nigeria, i.e. three essays per each student. The essays which were given on three different lecture times were of similar thematic preoccupations (i.e. same topics) and length (i.e. same number of words). The essays were written during the lecture hour at three different lecture occasions. The errors were identified in a systematic manner whereby errors so identified were recorded only once even if they occur severally in students’ essays. The data was collated using percentages in which the identified number of occurrences were converted accordingly in percentages. The findings from the study indicates that there are similarities as well as regular and repeated errors which provided a pattern. Based on the pattern identified, the conclusion is that students’ collocational errors are attributable to poor teaching and learning which resulted in wrong generalisation of rules.

Keywords: collocations, errors, second language learning, ESL students

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Authors: Dinesh Kumar Yadav

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Short stories for language development are deeply rooted elsewhere in any language syllabus. Its relevance is manifold. The short stories have the power to take the students to the target culture directly from the classroom. It works as a crucial factor in enhancing language skills in different ways. This article is an outcome of an experimental study conducted for a month on the 12th graders where they were engaged in different creative and critical-thinking activities along with various tasks that ranged from knowledge level to application level. The sole purpose was to build up their confidence in speaking in the classroom as well as develop all their language skills simultaneously. With the start of the class in August 2021, the students' speaking skill and their confidence in speaking in the class was tested. The test was abruptly followed by a presentation of a short story from their culture. The students were engaged in different tasks related to the story. The PowerPoint slides, handouts with the story, and tasks on photocopy were used as tools whenever needed. A one-month class exclusively on speaking skills through sharing stories was found to be very helpful in developing confidence in the learners. The result was very satisfactory. A large number of students became responsive in the class. The proficiency level was not satisfactory; however, their effort to speak in class showed a very positive sign in language development.

Keywords: short stories, relevance, language enhancement, language proficiency

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Authors: Mohsine Jebbour

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Motivation and classroom interaction are of prime significance for second/foreign language learning to take place effectively. Thus, a considerable amount of motivation and classroom interaction helps ensure students’ success in and continuation of learning the TL. One way to enhance students’ motivation and classroom interaction in the Moroccan EFL classroom then is through the use of self-disclosure. For the purposes of this study, self-disclosure has been defined as the verbal communication of positive personal information including opinions, feelings, experiences, family and friendship stories to classmates and teachers. This paper is meant to demonstrate that positive self-disclosure can serve as an effective tool for helping students develop favorable attitudes toward the EFL classroom (i.e., English courses, teacher of English, and classroom activities) and promoting their intrinsic motivation (IM to know and IM toward stimulation). A further objective is that since self-disclosure is reciprocal, when teachers of English reveal their personal information, students will uncover their personal matters in return. This will help ensure effective classroom participation, foster teacher-student communication, and encourage students to practice and hence improve their oral proficiency (i.e., the speaking skill). A questionnaire was used to collect data in this study. 164 undergraduate students (99 females and 65 males) from the department of English at the faculty of letters and humanities, Dher el Mehraz, Sidi Mohammed Ben Abd Allah University completed a questionnaire that assessed self-disclosure in relation to motivation (i.e., attitudes toward the learning situation and intrinsic motivation) and classroom interaction (i.e., teacher-student interaction, participation, and out-of-class communication) on a 1 to 5 scale with (1) Strongly Disagree and (5) Strongly Agree. The level of agreement on the positive dimension of self-disclosure was ranked first by the respondents. The hypothesis set at the very beginning of the study, which posited that positive self-disclosure is essential to enhancing motivation and classroom interaction in the EFL context, was confirmed. In this regard, the findings suggest that implementing self-disclosure in the Moroccan EFL classroom may serve as an effective tool to have positive affect of teacher, class and classroom activities. This in turn will encourage the learners to attend classes, enjoy the language learning activity, complete classroom assignments, participate in class discussions, and interact with their teachers and classmates. It is hoped that teachers benefit from the results of this study and hence encourage the use of positive self-disclosure to develop English language learning in the Moroccan context where opportunities of using English outside the classroom are limited.

Keywords: EFL classroom, classroom interaction, motivation, self-disclosure

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Authors: Nalin Simasathiansophon

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This research aims to study English communication of Thai travel agencies and the impact of the ASEAN Economic Community (AEC) on Thai travel industry. A questionnaire was used in this research. The multi-stage sampling method was also utilized with 474 respondents from 79 Thai travel agencies. Descriptive statistics included percentage, average, and standard deviation. The findings revealed that English communication for most travel agencies was between the poor and intermediate level and therefore improvement is needed, especially the listening and speaking skills. In other words, the majority of respondents needed more training in terms of communicating in English. Since the age average of travel agencies was around 30-39 years, the training technique should integrate communicating skills together, such as stimulating technique or cooperating technique that could encourage travel agencies to use English in communicating with foreigners.

Keywords: travel agencies, English communication, AEC, Thai

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Authors: Evgeny Pyshkin, Maxim Mozgovoy, Vladislav Volkov

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The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert.

Keywords: computer-assisted instruction, language learning, natural language grammar models, HCI

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Authors: Sara T. K. Li, Belinda H. J. Chung, Jeffery C. N. Yip, Janet H. Hsiao

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Music notation and text reading both involve statistical learning of music or linguistic structures. However, it remains unclear how music reading expertise influences text reading behavior. The present study examined this issue through an eye-tracking study. Chinese-English bilingual musicians and non-musicians read English sentences, Chinese sentences, musical phrases, and sentences in Tibetan, a language novel to the participants, with their eye movement recorded. Each set of stimuli consisted of two conditions in terms of structural regularity: syntactically correct and syntactically incorrect musical phrases/sentences. They then completed a sentence comprehension (for syntactically correct sentences) or a musical segment/word recognition task afterwards to test their comprehension/recognition abilities. The results showed that in reading musical phrases, as compared with non-musicians, musicians had a higher accuracy in the recognition task, and had shorter reading time, fewer fixations, and shorter fixation duration when reading syntactically correct (i.e., in diatonic key) than incorrect (i.e., in non-diatonic key/atonal) musical phrases. This result reflects their expertise in music reading. Interestingly, in reading Tibetan sentences, which was novel to both participant groups, while non-musicians did not show any behavior differences between reading syntactically correct or incorrect Tibetan sentences, musicians showed a shorter reading time and had marginally fewer fixations when reading syntactically correct sentences than syntactically incorrect ones. However, none of the musicians reported discovering any structural regularities in the Tibetan stimuli after the experiment when being asked explicitly, suggesting that they may have implicitly acquired the structural regularities in Tibetan sentences. This group difference was not observed when they read English or Chinese sentences. This result suggests that music reading expertise facilities reading texts in a novel language (i.e., Tibetan), but not in languages that the readers are already familiar with (i.e., English and Chinese). This phenomenon may be due to the similarities between reading music notations and reading texts in a novel language, as in both cases the stimuli follow particular statistical structures but do not involve semantic or lexical processing. Thus, musicians may transfer their statistical learning skills stemmed from music notation reading experience to implicitly discover structures of sentences in a novel language. This speculation is consistent with a recent finding showing that music reading expertise modulates the processing of English nonwords (i.e., words that do not follow morphological or orthographic rules) but not pseudo- or real words. These results suggest that the modulation of music reading expertise on language processing depends on the similarities in the cognitive processes involved. It also has important implications for the benefits of music education on language and cognitive development.

Keywords: eye movement behavior, eye-tracking, music reading expertise, sentence reading, structural regularity, visual processing

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Authors: Hafiz Muhammad Fazalehaq

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This paper documents the results of a longitudinal study done on two bilingual children who speak English and Punjabi simultaneously. Their father is a native English speaker whereas their mother speaks Punjabi. Their mother can speak both the languages (English and Punjabi) whereas their father only speaks English. At the age of six, these children have difficulty in creative thinking and of course creative writing. So, the first task for the researcher is to impress and entice the children to think creatively. Various and different methodologies and techniques were used to entice them to start thinking creatively. Creative thinking leads to creative writing. These children were exposed to numerous sources including videos, photographs, texts and audios at first place in order to have a taste of creative genres (stories in this case). The children were encouraged to create their own stories sometimes with photographs and sometimes by using their favorite toys. At a second stage, they were asked to write about an event or incident. After that, they were motivated to create new stories and write them. Length of their creative writing varies from a few sentences to a two standard page. After this six months’ study, the researcher was able to develop a ten steps methodology for creating and improving/enhancing creative thinking and creative writing skills of the subjects understudy. This ten-step methodology entices and motivates the learner to think creatively for producing a creative piece.

Keywords: bilinguals, creative thinking, creative writing, simultaneous bilingual

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Authors: Christian Uchechukwu Gilbert

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Generativism in language design investigates the framework on which varying sentence structures are built in the English language. Propounded by Noam Chomsky in 1965, the theory transforms sentences from an active structure to a passive one by the application of established rules of the theory. Resident in the body of syntax, the rules include movement, insertion, substitution, and deletion rules. Using the movement rule, the analysis is armed with the qualitative research method, on which the works of scholars were duly consulted for more insight and in line with the academic practice in research activities. The investigation showed that the rules of competent grammar explain the formulation of sentences in a language and how transformation takes place among sentences from a deep structure to a surface structure with accurate results. The structural differences that could be got through dative movement and the deletion of the preposition; passivisation got from an active sentence by the insertion of the preposition “by” a “be verb” and the aspect tense marker “–en”, held as the creative aspect of language vocabulary and the subject-auxiliary inversion that exchanges the auxiliary of a sentence with the subject of the same sentence thereby transforming a kennel sentence to a polar question, viewed as an external argument under θ-theory. Generativism in language design, therefore, changes available types of sentences and relates one form of linguistic category with others in language design.

Keywords: language, generate, transformation, structure, design

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Authors: Thi Phuong Lan Nguyen

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Alongside technical skills, the employability is crucial for any graduates in the fast-evolving 21st century. It is reported that 78% of Australian students believe soft skills give advantages in the changing workforce due to technological automation (Oxford, 2020), which motivated to investigate how students whose English as a foreign or second language (EFL/ESL) are ready for the employability requirements in the new normal. Literature review, document analysis, and Interviews with EFL teachers are used in this research. The results of this research are helpful in preparing international EFL/ESL students to achieve the best preparation for currently increasing demanding employment markets, which are also meaningful for students themselves to be ready of being global citizens in the new normal.

Keywords: readiness, employability, EFL, ESL

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Authors: Rose Shayeghi, Pejman Hosseinioun

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The Multiple Intelligences theory characterizes human intelligence as a multifaceted entity that exists in all human beings with varying degrees. The most important contribution of this theory to the field of English Language Teaching (ELT) is its role in identifying individual differences and designing more learner-centered programs. The present study aims at investigating the relationship between different elements of multiple intelligence and grammar scores. To this end, 63 female Iranian EFL learner selected from among intermediate students participated in the study. The instruments employed were a Nelson English language test, Michigan Grammar Test, and Teele Inventory for Multiple Intelligences (TIMI). The results of Pearson Product-Moment Correlation revealed a significant positive correlation between grammatical accuracy and linguistic as well as interpersonal intelligence. The results of Stepwise Multiple Regression indicated that linguistic intelligence contributed to the prediction of grammatical accuracy.

Keywords: multiple intelligence, grammar, ELT, EFL, TIMI

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Authors: Mohammad Hadi Mahmoodi, Azam Ghonchepoor, Sheilan Sohrabi

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The present study was conducted to investigate the effect of foreign language classroom anxiety and ambiguity tolerance on EFL Learners’ listening proficiency. In so doing, 442 EFL learners were randomly selected form Azad University and some accredited language institutions in Hamaden, and were given the Foreign Language Classroom Anxiety Scale (FLCAS) (1983), and Second Language Tolerance of Ambiguity Scale (SLTAS) (1995). Participants’ listening proficiency level was determined through listening scores gained in standardized exams given by university professors or institutes in which they studied English. The results of two-way ANOVA revealed that listening proficiency was significantly affected by the interaction of anxiety and AT level of the participants. Each of the two variables were categorized in three levels of High, Mid, and Low. The highest mean score of listening belonged to the group with low degree of anxiety and high degree of ambiguity tolerance, and the lowest listening mean score was gained by the group with high level of anxiety and low level of tolerance of ambiguity. Also, the findings of multiple regressions confirmed that anxiety was the stronger predictor of listening comprehension in contrast with tolerance of ambiguity. Furthermore, the result of Pearson correlation coefficient showed that there was a significant negative relationship between the participants’ foreign language classroom anxiety and their ambiguity tolerance level.

Keywords: Foreign Language Classroom Anxiety, Second language tolerance of ambiguity, Listening proficiency

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Authors: C. Brierley, H. El-Farahaty, A. Farhan

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The Leeds Parallel Corpus of Arabic-English Constitutions is a parallel corpus for the Arabic legal domain. Analysis of legal language via Corpus Linguistics techniques is an important development. In legal proceedings, a corpus-based approach to disambiguating meaning is set to replace the dictionary as an interpretative tool, and legal scholarship in the States is now attuned to the potential for Text Analytics over vast quantities of text-based legal material, following the business and medical industries. This trend is reflected in Europe: the interdisciplinary research group in Computer Assisted Legal Linguistics mines big data collections of legal and non-legal texts to analyse: legal interpretations; legal discourse; the comprehensibility of legal texts; conflict resolution; and linguistic human rights. This paper focuses on ‘dignity’ as an important aspect of the overarching concept of human rights in current constitutions across the Arab world. We have compiled a parallel, Arabic-English raw text corpus (169,861 Arabic words and 205,893 English words) from reputable websites such as the World Intellectual Property Organisation and CONSTITUTE, and uploaded and queried our corpus in Sketch Engine. Our most challenging task was sentence-level alignment of Arabic-English data. This entailed manual intervention to ensure correspondence on a one-to-many basis since Arabic sentences differ from English in length and punctuation. We have searched for morphological variants of ‘dignity’ (رامة ك, karāma) in the Arabic data and inspected their English translation equivalents. The term occurs most frequently in the Sudanese constitution (10 instances), and not at all in the constitution of Palestine. Its most frequent collocate, determined via the logDice statistic in Sketch Engine, is ‘human’ as in ‘human dignity’.

Keywords: Arabic constitution, corpus-based legal linguistics, human rights, parallel Arabic-English legal corpora

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Authors: Albatool Al Abdulwahid, Bayan Shakally, Mariam Mohamed, Wed Almokri

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Artificial intelligence has infiltrated every part of our life and every field we can think of. With technical developments, artificial intelligence applications are becoming more prevalent. We chose ELSA speak because it is a magnificent example of Artificial intelligent applications, ELSA speak is a smartphone application that is free to download on both IOS and Android smartphones. ELSA speak utilizes artificial intelligence to help non-native English speakers pronounce words and phrases similar to a native speaker, as well as enhance their English skills. It employs speech-recognition technology that aids the application to excel the pronunciation of its users. This remarkable feature distinguishes ELSA from other voice recognition algorithms and increase the efficiency of the application. This study focused on evaluating ELSA speak application, by testing the degree of effectiveness based on survey questions. The results of the questionnaire were variable. The generality of the participants strongly agreed that ELSA has helped them enhance their pronunciation skills. However, a few participants were unconfident about the application’s ability to assist them in their learning journey.

Keywords: ELSA speak application, artificial intelligence, speech-recognition technology, language learning, english pronunciation

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Authors: Sreerakuvandana Vandana

Abstract:

Although the term third gender is relatively new, the language that is in use has already made its way to the concept of identity. With the vast recognition and the transparency in expressing their identity without a tint of embarrassment, it is highly essential to take into account the idea of “identity” and “language”. The community however picks up language as a tool to assert their presence in the “mainstream”, albeit contradictory practices. The paper is an attempt to see how Koti claims and tries to be a language just like any other language. With that, it also identifies how the community wants to be identified as a unique group, but yet want to remain grounded to the ‘mainstream’. The work is an attempt to bring out the secret language of the LGBT community and understand their desire to be recognized as "main stream." The paper is also an attempt to bring into light this language and see if it qualifies to be a language at all.

Keywords: identity, language, queer, transgender

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Authors: K. G. Adeosun, K. Osunaiye, E. C. Chinaguh, M. A. Aliyu, C. A. Onifade

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This study examined the effects of incompetence in the use of the mother tongue on the spoken English of selected Primary School pupils in Abeokuta South Local Government, Ogun State, Nigeria. The study used a structured questionnaire and interview guide as data collection instruments. The target population was 110 respondents. The sample was obtained by the use of simple random and stratified sampling techniques. The study samples were pupils from Government Primary Schools in Abeokuta South Local Government. The result revealed that the majority of pupils exhibited mother tongue interference in their oral production stage and that the local indigenous languages interfered with the pronunciation of English words to a large extent such that they pronounced ‘people’ as ‘fitful.’ The findings also revealed that there is no significant difference between inadequate teaching materials, shortage of funds towards the promotion of the mother tongue (Yoruba) and spoken English of Primary school pupils in the study area. The study recommended, among other things, that government should provide the necessary support for schools in the areas of teaching and learning materials, funds and other related materials that can enhance the effective use of the mother tongue towards spoken English by Primary School pupils. Government should ensure that oral English is taught to the pupils and the examination at the end of Primary school education should be made compulsory for all pupils. More so, the Government should provide language laboratories and other equipment to facilitate good teaching and learning of oral English.

Keywords: education, effective, government, learning, teaching

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Authors: Ali Zefeiti

Abstract:

There has always been a debate on critical versus pragmatic approach to learning English. Different elements of teaching take different shapes in the two approaches. This study concerns itself with the students who are the main pillar of the teaching/learning operation. Students have always been placed into classrooms to learn what the curricula of different courses offer. There is little room for students to state their own learning needs as they often have to conform with the group requirement. This study focuses on an extra-curricular activity students did alongside their mainstream learning. The students come from different colleges and different EAP courses. They are united by their passion for the task and learning many things along the way. The data are collected through interviews and students' journals. The study was concerned with the effect of this extra-curricular activity on students' main learning trajectory. The students were engaged in the task of film production over the period of their English Language course. The findings show that students are able to set their own agenda for learning and have actually had a lot of skills and vocabulary to take to class.

Keywords: critical EAP, pragmatic EAP, self-directed learning, teaching methods

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Authors: Elena Ginghina

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There are two major categories of language acquisition: first and second language acquisition, which distinguish themselves in their learning process and in their ultimate attainment. However, in the case of a bilingual child, one of the languages he grows up with receives gradually the features of a second language. This phenomenon characterizes the successive first language acquisition, when the initial state of the child is already marked by another language. Nevertheless, the dominance of the languages can change throughout the life, if the exposure to language and the quality of the input are better in 2L1. Related to the exposure to language and the quality of the input, there are cases even at the simultaneous bilingualism, where the two languages although learned from birth one, differ from one another at some point. This paper aims to see, what makes a 2L1 to become a second language and under what circumstances can a L2 learner reach a native or a near native speaker level.

Keywords: bilingualism, first language acquisition, native speakers of German, second language acquisition

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Authors: Aisha Siddiqa

Abstract:

The knowledge of pragmatic practices in a particular language is considered key to effective communication. Unlike one’s native language where this knowledge is acquired spontaneously, more conscious attention is required to learn second language pragmatics. Traditional foreign language (FL) classrooms generally focus on the acquisition of vocabulary and lexico-grammatical structures, neglecting pragmatic functions that are essential for effective communication in the multilingual networks of the modern world. In terms of effective communication, of particular importance is knowledge of what is perceived as polite or impolite in a certain language, an aspect of pragmatics which is not perceived as obligatory but is nonetheless indispensable for successful intercultural communication and integration. While learning a second language, the acquisition of politeness assumes more prominence as the politeness norms and practices vary according to language and culture. Therefore, along with focusing on the ‘use’ of politeness strategies, it is crucial to examine the ‘acquisition’ and the ‘acquisitional development’ of politeness strategies by second language learners, particularly, by lower proficiency leaners as the norms of politeness are usually focused in lower levels. Hence, there is an obvious need for a study that not only investigates the acquisition of pragmatics by young FL learners using innovative multiple methods; but also identifies the potential causes of the gaps in their development. The present research employs a cross sectional design to explore the acquisition of politeness by young English as a foreign language learners (EFL) in France; at three levels of secondary school learning. The methodology involves two phases. In the first phase a cartoon oral production task (COPT) is used to elicit samples of requests from young EFL learners in French schools. These data are then supplemented by a) role plays, b) an analysis of textbooks, and c) video recordings of classroom activities. This mixed method approach allows us to explore the repertoire of politeness strategies the learners possess and delve deeper into the opportunities available to learners in classrooms to learn politeness strategies in requests. The paper will provide the results of the analysis of COPT data for 250 learners at three different stages of English as foreign language development. Data analysis is based on categorization of requests developed in CCSARP project. The preliminary analysis of the COPT data shows that there is substantial evidence of pragmalinguistic development across all levels but the developmental process seems to gain momentum in the second half of the secondary school period as compared to the early period at school. However, there is very little evidence of sociopragmatic development. The study aims to document the current classroom practices in France by looking at the development of young EFL learner’s politeness strategies across three levels of secondary schools.

Keywords: acquisition, English, France, interlanguage pragmatics, politeness

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Authors: Jingsong Ma

Abstract:

In political translation, ideology plays an important role in conveying implications accurately. Ideological collisions can occur in political translation when there existdifferences of political environments embedded in the translingual political texts in both source and target languages. To reach an accurate translationrequires the translatorto understand the ideologies implied in (and often transcending) the texts. This paper explores the conditions, procedure, and purpose of processingideological collision and resolution of such issues in political translation. These points will be elucidated by case studies of translating English and Chinese political texts. First, there are specific political terminologies in certain political environments. These terminological peculiarities in one language are often determined by ideological elements rather than by syntactical and semantical understanding. The translation of these ideological-loaded terminologiesis a process and operation consisting of understanding the ideological context, including cultural, historical, and political situations. This will be explained with characteristic Chinese political terminologies and their renderings in English. Second, when the ideology in the source language fails to match with the ideology in the target language, the decisions to highlight or disregard these conflicts are shaped by power relations, political engagement, social context, etc. It thus is necessary to go beyond linguisticanalysis of the context by deciphering ideology in political documents to provide a faithful or equivalent rendering of certain messages. Finally, one of the practical issues is about equivalence in political translation by redefining the notion of faithfulness and retainment of ideological messages in the source language in translations of political texts. To avoid distortion, the translator should be liberated from grip the literal meaning, instead diving into functional meanings of the text.

Keywords: translation, ideology, politics, society

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Authors: Julieta Alos

Abstract:

Following the explicitation hypothesis, it has been proposed that explicitation is a translation universal, i.e., one of those features that characterize translated texts, and cannot be traced back to interference from a particular language. The explicitation hypothesis has been enthusiastically endorsed by some scholars, and firmly rejected by others. Focusing on the translation of promotional material from English into Arabic, specifically in the luxury goods market, the aims of this study are twofold: First, to contribute to the debate regarding the notion of explicitation in order to advance our understanding of what has become a contentious concept. Second, to add to the growing body of literature on non-professional translation by shedding light on this particular aspect of it. To this end, our study uses a combination of qualitative and quantitative methods to explore a corpus of brochures pertaining to the luxury industry, translated into Arabic at the local marketing agencies promoting the brands in question, by bilingual employees who have no translation training. Our data reveals a preference to avoid creative language choices in favor of more direct advertising messages, suggestive of a general tendency towards explicitation in non-professional translation, beyond what is dictated by the grammatical and stylistic constraints of Arabic. We argue, further, that this translation approach is at odds with the principles of luxury advertising, which emphasize implicitness and ambiguity, and view language as an extension of the creative process involved in the production of the luxury item.

Keywords: English-Arabic translation, explicitation, non-professional translation, promotional texts

Procedia PDF Downloads 355