Search results for: the foreign language effect

Authors: Hoi Yan Lau

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In Hong Kong, most families have working parents, and the primary caregivers of young children are helpers. This leads to a lack of interaction and language expression in children’s home environment, which affects their language development. This study aims to explore the effectiveness of parent-child reading in improving young children’s language skills. A 4-year-old girl and her mother are recruited to a 3 months’ parent-child reading program. There is a total of 26 reading sessions which target to enhance the parent’s skill of parent-child reading and to assess the child’s language ability. At the same time, the child’s use of language in normal classroom settings is analyzed by anecdotal records. It is shown that the parent is able to use more and better guiding questions during parent-child reading after this program, which in turn leads to more and longer response of the child during the reading sessions. The child also has an increase in Mean Length of Utterance and has a higher frequency of using complete sentences when interacting with other classmates in the classroom. It is worthwhile to further investigate the inclusion of promoting parent-child reading to enhance children’s language development in preschool curriculum planning.

Keywords: Hong Kong, language skills, parent-child reading, preschoolers

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Authors: Brady, Imelda Katherine, Da Cunha Fanego, Iria

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Today's university students are considered digital natives and the use of Information Technologies (ITs) forms a large part of their study and learning. In the context of language studies, applications that help with revisions of grammar or vocabulary are particularly useful, especially if they are open access. There are studies that show the effectiveness of this type of application in the learning of English as a foreign language and that using IT can help learners become more autonomous in foreign language acquisition, given that these applications can enhance awareness of the learning process; this means that learners are less dependent on the teacher for corrective feedback. We also propose that the exploitation of these technologies also enhances the work of the language instructor wishing to incorporate IT into his/her practice. In this context, the aim of this paper is to present the creation of a repository of tools that provide support in the writing and correction of texts in English and the assessment of their usefulness on behalf of university students enrolled in the English Studies Degree. The project seeks to encourage the development of autonomous learning through the acquisition of skills linked to the self-correction of written work in English. To comply with the above, our methodology follows five phases. First of all, a selection of the main open-access online applications available for the correction of written texts in English is made: AutoCrit, Hemingway, Grammarly, LanguageTool, OutWrite, PaperRater, ProWritingAid, Reverso, Slick Write, Spell Check Plus and Virtual Writing Tutor. Secondly, the functionalities of each of these tools (spelling, grammar, style correction, etc.) are analyzed. Thirdly, explanatory materials (texts and video tutorials) are prepared on each tool. Fourth, these materials are uploaded into a repository of our university in the form of an institutional blog, which is made available to students and the general public. Finally, a survey was designed to collect students’ feedback. The survey aimed to analyse the usefulness of the blog and the quality of the explanatory materials as well as the degree of usefulness that students assigned to each of the tools offered. In this paper, we present the results of the analysis of data received from 33 students in the 1st semester of the 21-22 academic year. One result we highlight in our paper is that the students have rated this resource very highly, in addition to offering very valuable information on the perceived usefulness of the applications provided for them to review. Our work, carried out within the framework of a teaching innovation project funded by our university, emphasizes that teachers need to design methodological strategies that help their students improve the quality of their productions written in English and, by extension, to improve their linguistic competence.

Keywords: academic blog, open access tools, online self-correction, written production in English, university learning

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Authors: Thi Phuong Lan Nguyen

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The English Language Teacher Education (ELTE) in Vietnam is rapidly changing to address the new requirements of the globalization and socialization era. Although there has been a range of investments and innovation in policy and curriculum, tertiary educators and learners do not engage in the enactment. It is vital to understand the practices at the tertiary education level. The study is to understand the higher education curriculum development policy, both in theory and in practice across four representatives of ELTE institutions in the North of Vietnam. The lecturers’ perceptions about the extent to which the enacted curriculum is aligned with national standards will be explored. Nineteen policy documents, seventy surveys, and twelve interviews with lecturers and instructional leaders across these four Vietnamese Northern ELTE institutions have been analyzed to investigate how the policy shape the practice. The two most significant findings are (i) a low level of alignment between curriculum and soft-skills standards of the graduates required by the Vietnamese Ministry of Education and Training (MOET) and (ii) incoherence between current national policy and these institutions’ implementation. In order to address these gaps, it is strongly recommended that curriculum needs to be further developed, focusing more on the institutional outcomes, MOET’s standards, and the social demands in times of globalization. More importantly, professional development in ELTE is vital for a range of curriculum and educational policy stakeholders. The study helps to develop the English teaching profession in Vietnam in a systematic way, from policymakers to implementers, and from instructors to learners. Its significance lies in its relevance to English teaching careers, particularly within the researcher’s specific context, yet also remains relevant to ELTE in other parts of Vietnam and in other EFL (English as a Foreign Language) countries.

Keywords: curriculum, English language teaching education, policy implementation, standard, teaching practice

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Authors: Elnaz Dabiri, Somayeh Hamidnezhad

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Background and Objective: This study aims at investigating the effect of whole word method on Mean Length of Utterance (MLU) of 3 to 6 years old children with cochlear implants having normal IQ. Materials and Methods: In this quasi-experimental and interventional study, 20 children with cochlear implants, aged between 3and 6 years, and normal IQ were selected from Tabriz cochlear implants center using convenience sampling. Afterward, they were randomly bifurcated. The first group was educated by whole-word reading method along with traditional methods and the second group by traditional methods. Both groups had three sessions of 45-minutes each, every week continuously for a period of 3 months. Pre-test and post-test language abilities of both groups were assessed using the TOLD test. Results: Both groups before training have the same age, IQ, and MLU, but after training the first group shows a considerable improvement in MLU in comparison with the second group. Conclusions: Reading training by the whole word method have more effect on MLU of children with cochlear implants in comparison of the traditional method.

Keywords: cochlear implants, reading training, traditional methods, language therapy, whole word method, Mean Length of Utterance (MLU)

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Authors: H. Alqunayeer, S. Zamir

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Blended learning, an ideal amalgamation of online learning and face to face traditional approach is a new approach that may result in outstanding outcomes in the realm of teaching and learning. The dexterity and effectiveness offered by e-learning experience cannot be guaranteed in a traditional classroom, whereas one-to-one interaction the essential element of learning that can only be found in a traditional classroom. In recent years, a spectacular expansion in the incorporation of technology in language teaching and learning is observed in many universities of Saudi Arabia. Some universities recognize the importance of blending face-to-face with online instruction in language pedagogy, Qassim University is one of the many universities adopting Blackboard Learning Management system (LMS). The university has adopted this new mode of teaching/learning in year 2015. Although the experience is immature; however great pedagogical transformations are anticipated in the university through this new approach. This paper examines the role of blended language learning with particular reference to the influence of Blackboard Learning Management System on the development of English language learning for EFL learners registered in Bachelors of English language program. This paper aims at exploring three main areas: (i) the present status of Blended learning in the educational process in Saudi Arabia especially in Qassim University by providing a survey report on the number of training courses on Blackboard LMS conducted for the male and female teachers at various colleges of Qassim University, (ii) a survey on teachers perception about the utility, application and the outcome of using blended Learning approach in teaching English language skills courses, (iii) the students’ views on the efficiency of Blended learning approach in learning English language skills courses. Besides, analysis of students’ limitations and challenges related to the experience of blended learning via Blackboard, the suggestion and recommendations offered by the language learners have also been thought-out. The study is empirical in nature. In order to gather data on the afore mentioned areas survey questionnaire method has been used: in order to study students’ perception, a 5 point Likert-scale questionnaire has been distributed to 200 students of English department registered in Bachelors in English program (level 5 through level 8). Teachers’ views have been surveyed with the help of interviewing 25 EFL teachers skilled in using Blackboard LMS in their lectures. In order to ensure the validity and reliability of questionnaire, the inter-rater approach and Cronbach’s Alpha analysis have been used respectively. Analysis of variance (ANOVA) has been used to analyze the students’ perception about the productivity of the Blended approach in learning English language skills. The analysis of feedback by Saudi teachers and students about the usefulness, ingenuity, and productivity of Blended Learning via Blackboard LMS highlights the need of encouraging and expanding the implementation of this new approach into the field of English language teaching in Saudi Arabia, in order to augment congenial learning aura. Furthermore, it is hoped that the propositions and practical suggestions offered by the study will be functional for other similar learning environments.

Keywords: blended learning, black board learning management system, English as foreign language (EFL) learners, EFL teachers

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Authors: Japhet Asanji

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The bases of this research were to explore student’s perception of home background and the acquisition of English Language in Mbonge Municipality by examining how financial status, level of education, marital status and parenting styles of their parents influence English Language Acquisition. Using random sampling techniques, closed-ended questionnaires were administered to 60 students, and the data was analysed using descriptive statistical analysis. The results reaffirm the positive relationship between student’s perception of home background and the acquisition of English language. Contributions, limitations, and direction for further research are also discussed.

Keywords: student, home background, English language acquisition, Cameroon

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Authors: Wanghongshu Zhou

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This study aims to explore the relationship between the L2MSS and WTC among Chinese non-English major students in order to provide pedagogical implications for English as a Foreign Language (EFL) classrooms in Chinese universities. By employing a mixed methods approach, we involved 103 Chinese non-English major students from a typical university in China, conducted questionnaire survey to measure their levels of L2WTC and L2MSS level, and then analyzed the correlation between the two above mentioned variables. Semi-structured interviews were conducted with eight participants to provide a deeper understanding and explanation of the questionnaire data. Findings show that 1) Chinese non-English major students’ ideal L2 self and L2 learning experience could positively predict their L2 WTC in EFL class; 2) Chinese non-English major students’ ought-to L2 self might have no significant impact on their L2 WTC in EFL class; and 3) self-confidence might be another main factor that will influence Chinese non-English major students’ L2 WTC in EFL class. These findings might shed light on the second language acquisition field and provide pedagogical recommendations for pre-service as well as in-service EFL teachers.

Keywords: L2 willingness to communicate, L2 motivation, self-confidence, Chinese non-English major students

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Authors: Belkhadir Radouane

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In this study, author tried to explore the beliefs of some Moroccan teachers working in the delegations of Safi and Youcefia about the usefulness of first and second languages in learning the third language. More specifically, author attempted to see the extent to which these teachers believe that a first and second language can serve students in learning a third one. The first language in this context is Arabic, the second is French, and the third is English. The teachers’ beliefs were gathered through a questionnaire that was addressed via Google Forms. Then, the results were analyzed using the same application. It was found that teachers are positive about the usefulness of the first and second language in learning the third one, but most of them rarely use in a conscious way activities that serve this purpose.

Keywords: Bilinguilism, teachers beliefs, English as ESL, Morocco

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Authors: Manthekeleng Linake, Fesi Liziwe

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The ongoing argument over the use of English as a learning and teaching language in schools was examined in this study. The nature of the language proficiency gap is particularly relevant in light of the present emphasis on learning and educational quality in contemporary debates, as well as the education sustainable development goal. As a result, an interpretivist paradigm, a qualitative technique, and a case study-based research design were used in the work. Two school principals, two teachers, two members of the School Governing Body (SGB), and four learners were chosen using purposive sampling from two schools in the Amathole West Education District. The researchers were able to acquire in-depth information on the disputes surrounding the use of English as a language of learning and teaching by using semi-structured interview questions and focus groups. Despite knowing that they do not have the potential to do well in English, teachers found that despite appreciating the value of mother tongue and cultural identity, they prefer to use English as the language of teaching in schools. The findings, on the other hand, revealed that proponents of mother-language-based education argue that learning one's mother tongue is a human right.

Keywords: English first additional language learners, social justice, human capabilities, language proficiency

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Authors: Nasir Umar Abdullahi

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The social media profoundly causes the reading culture to decline in Nigeria, where the English language is a second language (SL), a language of instruction (LI), as well as the target language (TL). This is because the university students have, over the years, failed to make extensive reading their closest companion, with much emphasis on reading the European novels, newspapers, magazines, etc., so as to learn language from its original or native speakers for linguistic competence. Instead, they squander the most part of their day and nocturnal hours, sending and receiving messages through social media. The end result is their vocabulary become stagnant or ebbs, and that they cannot acquire the Cox head’s 570 vocabulary, let alone the Nation’s 2000 vocabulary to use the language fluently in writing, reading, listening, and speaking and to further compete with the native speaker in varying degrees of language usages. Be that as it may, if the social media is a monster in worsening the decline in reading culture, which degenerates in the Northern part of the country in contradistinction to the Southern part, it boosts it as well, for aside the social media language, slangs, cliché, for instance, students improve their vocabulary power, and at the same time it allows the students to privately and leisurely put the language into use, by using practically some of the vocabulary they have acquired to chart, to comment, socialize to adjudge, etc. This is what this paper tries to explore in Umaru Musa Yar’adua University Al-qalam University and the Federal University Dutin-ma.

Keywords: social media, reading, vocabulary, universities

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Authors: Khaled M. Alhawiti

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Natural Language Processing (NLP) is an effective approach for bringing improvement in educational setting. This involves initiating the process of learning through the natural acquisition in the educational systems. It is based on following effective approaches for providing the solution for various problems and issues in education. Natural Language Processing provides solution in a variety of different fields associated with the social and cultural context of language learning. It is based on involving various tools and techniques such as grammar, syntax, and structure of text. It is effective approach for teachers, students, authors, and educators for providing assistance for writing, analysis, and assessment procedure. Natural Language Processing is widely integrated in the large number of educational contexts such as research, science, linguistics, e-learning, evaluations system, and various other educational settings such as schools, higher education system, and universities. Natural Language Processing is based on applying scientific approach in the educational settings. In the educational settings, NLP is an effective approach to ensure that students can learn easily in the same way as they acquired language in the natural settings.

Keywords: natural language processing, education, application, e-learning, scientific studies, educational system

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Authors: Genady Grabarnik, Serge Yaskolko

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Generative Artificial Intelligence (AI) has significantly expanded its applicability with the incorporation of Large Language Models (LLMs) and become a technology with promise to automate some areas that were very difficult to automate before. The paper describes the introduction of generative Artificial Intelligence into Introductory Computer and Data Science courses and analysis of effect of such introduction. The generative Artificial Intelligence is incorporated in the educational process two-fold: For the instructors, we create templates of prompts for generation of tasks, and grading of the students work, including feedback on the submitted assignments. For the students, we introduce them to basic prompt engineering, which in turn will be used for generation of test cases based on description of the problems, generating code snippets for the single block complexity programming, and partitioning into such blocks of an average size complexity programming. The above-mentioned classes are run using Large Language Models, and feedback from instructors and students and courses’ outcomes are collected. The analysis shows statistically significant positive effect and preference of both stakeholders.

Keywords: introductory computer and data science education, generative AI, large language models, application of LLMS to computer and data science education

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Authors: Jabulani Sibanda, Clemence Chikiwa

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This paper traces diverse language practices representative of equally diverse conceptions of language. To be dynamic with languaging practices, one needs to appreciate nuanced languaging practices, their challenges, prospects, and opportunities. The paper presents what we envision as three major conceptions of language that give impetus to diverse language practices. It examines theoretical models of the bilingual mental lexicon and how they inform language practices. The paper explores classroom languaging practices that have been promulgated and experimented with. The paper advocates the deployment of multisensory semiotic systems to complement linguistic classroom communication and the acknowledgement of learners’ linguistic and semiotic resources as valid in the learning enterprise. It recommends the enactment of specific clauses on language in education policies and curriculum documents that empower classroom interactants to exercise discretion in languaging practices.

Keywords: languaging, monolingual, multilingual, semiotic and linguistic repertoire

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Authors: Khlaid Albishi

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This paper participates in giving new vision and explains the learning and acquisition processes of English language by analyzing a certain context. Five important factors in English language acquisition and learning are discussed and suitable solutions are provided. The factors are compared with the learners' linguistic background at Bisha College of Technology BCT attempting to link the issues faced by students and the research done on similar situations. These factors are phonology, age of acquisition, motivation, psychology and courses of English. These factors are very important; because they interfere and affect specific learning processes at BCT context and general English learning situations.

Keywords: language acquisition, language learning, factors, Bisha college

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Authors: Benyamin Ahmadnia, Javier Serrano

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In this paper we compare two different approaches for translating from Persian to Spanish, as a language pair with scarce parallel corpus. The first approach involves direct transfer using an statistical machine translation system, which is available for this language pair. The second approach involves translation through English, as a pivot language, which has more translation resources and more advanced translation systems available. The results show that, it is possible to achieve better translation quality using English as a pivot language in either approach outperforms direct translation from Persian to Spanish. Our best result is the pivot system which scores higher than direct translation by (1.12) BLEU points.

Keywords: statistical machine translation, direct translation approach, pivot language translation approach, parallel corpus

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Authors: Bheki R. Mngomezulu

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The present paper cogently and systematically traces the history of Umkhonto Wesizwe (MK) and identifies its important role in shaping South Africa’s post-apartheid foreign policy and international relations under black leadership. It provides the political and historical contexts within which we can interpret and better understand South Africa’s controversial ‘Quiet Diplomacy’ approach to Zimbabwe’s endemic political and economic crises, which have dragged for too long. On 16 December 1961, the African National Congress (ANC) officially launched the MK as its military wing. The main aim was to train liberation fighters outside South Africa who would return into the country to topple the apartheid regime. Subsequently, the ANC established links with various countries across Africa and the globe in order to solicit arms, financial resources and military training for its recruits into the MK. Drawing from archival research and empirical data obtained through oral interviews that were conducted with some of the former MK cadres, this paper demonstrates how the ANC forged relations with a number of countries that were like-minded in order to ensure that its dream of removing the apartheid government became a reality. The findings reveal that South Africa’s foreign policy posture and international relations after the demise of apartheid in 1994 built on these relations. As such, even former and current socialist countries that were frowned upon by the Western world became post-apartheid South Africa’s international partners. These include countries such as Cuba and China, among others. Even countries that were not recognized by the Western world as independent states received good reception in post-apartheid South Africa’s foreign policy agenda. One of these countries is Palestine. Within Africa, countries with questionable human rights records such as Nigeria and Zimbabwe were accommodated in South Africa’s foreign policy agenda after 1994. Drawing from this history, the paper concludes that it would be difficult to fully understand and appreciate South Africa’s foreign policy direction and international relations after 1994 without bringing the history and the politics of the MK into the equation. Therefore, the paper proposes that the utilitarian role of history should never be undermined in the analysis of a country’s foreign policy direction and international relations. Umkhonto Wesizwe and South Africa are used as examples to demonstrate how such a link could be drawn through archival and empirical evidence.

Keywords: African National Congress, apartheid, foreign policy, international relations

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Authors: Jimoh Olumide Yusuf

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Various factors have continued to bedevil the effective teaching and learning of English Language in Nigeria and prominent among these factors are learners’ characteristics. Unfortunately, these particular factors seem to have recorded paucity of research efforts by scholars and the problem of lack of proficiency in the target language continues to linger. This study therefore investigates the relationship between specific learners’ characteristics and effective teaching of English as a Second Language (ESL) in senior secondary schools in Nigeria. To this end, Self-Determination, and Integrative Motivation Theories were applied to investigate motivation, language learning, learners’ characteristics and its relationship to language proficiency. A survey of 500 students and 100 English Language teachers across 20 schools was conducted. Descriptive statistics was used to analyze the data and findings revealed that; specific learners’ characteristics such as learners’ age, learning style and motivation significantly determine the performance of students in English Language. Specifically, students with appropriate school age, visual learning style and intrinsic motivation, demonstrated English Language proficiency; as they performed better than students with extrinsic motivation, audio and kinaesthetic learning styles. Moreover, teachers related factors such as teaching experience; teaching strategies and teachers’ extrinsic motivation also emerged as essential correlates of effective language teaching. The findings conclude that learning characteristics are significant factors that should be considered by the teachers and education planners for adequate, sequential and effective implementation of the ESL curriculum in Nigeria.

Keywords: senior secondary school, English as a second language, intrinsic motivation, Kinaesthetic learning style

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Authors: M. Caporale

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French Curricula across the US have recently suffered low enrollment and have experienced difficulties with retention, thus resulting in fewer students minoring and majoring in French and enrolling in upper-level classes. Successful undergraduate programs offer French courses with a strong cultural and interdisciplinary or multidisciplinary component. The World Language Curriculum in liberal arts colleges in America needs to take into account the cultural aspects of the language and encourage students to think critically about the country or countries they are studying. Limiting the critical inquiry to language or literature narrowly defined provides and incomplete and stagnant picture of France and the Francophone world in today's global community. This essay discusses the creation and implementation of a hybrid interdisciplinary L1/L2 course titled "Topics in Francophone Cinema" (subtitle "Francophone Women on Screen and Behind the Camera"). Content-based interdisciplinary courses undoubtedly increase the profile of French and Francophone cultural Studies by introducing students of other disciplines to fundamental questions relating to the French and Francophone cultures (in this case, women's rights in the Francophone world). At the same time, this study determines that through targeted reading and writing assignments, sustained aural exposure to L2 through film,and student participation in a one-credit supplementary weekly practicum (creative film writing workshop), significant advances in L2 competence are achieved with students' oral and written production levels evolving from Advanced Low to Advanced-mid, as defined by the ACFL guidelines. Use of differentiated assessment methods for L1/L2 and student learning outcomes for both groups will also be addressed.

Keywords: interdisciplinary, Francophone cultural studies, language competency, content-based

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Authors: Sulistyaningtyas

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Examining the role of Middle Eastern freedom activists’ speech based on gender perspective is considered noteworthy because the society in the Middle East is patriarchal. This research aims to examine the language use of the Middle Eastern freedom activists’ speeches through gender perspective. The data sources are from male and female Middle Eastern freedom activists’ speech videos. In analyzing the data, the theories employed are about Language Style from Gender Perspective and The Language for Speech. The result reveals that there are sets of spoken language differences between male and female speakers. In using the language for speech, both male and female speakers produce metaphor, euphemism, the ‘rule of three’, parallelism, and pronouns in random frequency of production, which cannot be separated by genders. Moreover, it cannot be concluded that one gender is more potential than the other to influence the audience in delivering speech. There are other factors, particularly non-verbal factors, existing to give impacts on how a speech can influence the audience.

Keywords: gender perspective, language use, Middle Eastern freedom activists, speech

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Authors: Eleni Ioanna Levantinou

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Gestures play a major role in comprehension and memory recall due to the fact that aid the efficient channel of the meaning and support listeners’ comprehension and memory. In the present study, the assistance of two kinds of gestures (iconic and beat gestures) is tested in regards to memory and recall. The hypothesis investigated here is whether or not iconic and beat gestures provide assistance in memory and recall in Greek and in Greek speakers’ second language. Two groups of participants were formed, one comprising Greeks that reside in Athens and one with Greeks that reside in Copenhagen. Three kinds of stimuli were used: A video with words accompanied with iconic gestures, a video with words accompanied with beat gestures and a video with words alone. The languages used are Greek and English. The words in the English videos were spoken by a native English speaker and by a Greek speaker talking English. The reason for this is that when it comes to beat gestures that serve a meta-cognitive function and are generated according to the intonation of a language, prosody plays a major role. Thus, participants that have different influences in prosody may generate different results from rhythmic gestures. Memory recall was assessed by asking the participants to try to remember as many words as they could after viewing each video. Results show that iconic gestures provide significant assistance in memory and recall in Greek and in English whether they are produced by a native or a second language speaker. In the case of beat gestures though, the findings indicate that beat gestures may not play such a significant role in Greek language. As far as intonation is concerned, a significant difference was not found in the case of beat gestures produced by a native English speaker and by a Greek speaker talking English.

Keywords: first language, gestures, memory, second language acquisition

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Authors: Bowen Ding, Yihao Kuang

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In recent years, large-scale pre-trained language models have achieved state-of-the-art performance on a variety of natural language processing tasks. The word vectors produced by these language models can be viewed as dense encoded presentations of natural language that in text form. However, it is unknown how much linguistic information is encoded and how. In this paper, we construct several corresponding probing tasks for multiple linguistic information to clarify the encoding capabilities of different language models and performed a visual display. We firstly obtain word presentations in vector form from different language models, including BERT, ELMo, RoBERTa and GPT. Classifiers with a small scale of parameters and unsupervised tasks are then applied on these word vectors to discriminate their capability to encode corresponding linguistic information. The constructed probe tasks contain both semantic and syntactic aspects. The semantic aspect includes the ability of the model to understand semantic entities such as numbers, time, and characters, and the grammatical aspect includes the ability of the language model to understand grammatical structures such as dependency relationships and reference relationships. We also compare encoding capabilities of different layers in the same language model to infer how linguistic information is encoded in the model.

Keywords: language models, probing task, text presentation, linguistic information

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Authors: Malak Alasli

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Hungarians come to use geographic names that are foreign to their environment and language in diverse settings, hence the aim of trying to adapt them to their own linguistic context. The Maghreb region (Morocco, Algeria, and Tunisia) uses both Arabic and French in presenting the place names. Consequently, the lexicographical treatment of the toponym will, therefore, consist of both the presentation of the toponymic term and the pronunciation of the entries. The motivation behind this approach is the need for a better identification of the place in question by avoiding ambiguities, and for more respect to the heritage by conforming to the right use of toponyms both in written as well as in oral practice. The goal is to provide Hungarians with a set of data by attempting a system of transliteration from French/Arabic to Hungarian, where the place names of the Maghreb are transliterated for more efficient usage. To examine the importance of toponyms’ pronunciation, the latter were collected from several 20th and 21st Hungarian school atlases. Most people meet, for the first time, foreign place names in school, hence the choice of solely extracting place names from school atlases as sample data. Interviews targeted university students, where they were asked to pronounce the place names collected. Results revealed the intricacy behind the pronunciation. Two main conclusions emerged; Hungarian students encountered challenges reading the toponyms, and Arabic speakers could not identify the names either, which causes a cut in communication. Ergo, the importance of elaborating on the pronunciation of toponyms. Concordance is where you find variants of a name. Therefore, a chart was put forward including all the name variants obtained from various references with their Arabic transcription indicating any changes that may have occurred, and the origin of the denomination (Roman, Berber, etc.). A case will also be added for comments and observations. This work embraces a dual purpose. It will provide information to Hungarians on the official names of foreign places in case of occurring changes; for instance, 'El-goléa, Algeria' (used in a latest edition of a school atlas) has now the official name of 'El Ménia'. It will also serve as a reference for knowing the correct and precise forms of place names’ pronunciation.

Keywords: concordance, onomastics, settlement names, school atlases

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Authors: Zixi You

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With the demand of multilingual speakers increasing in the job market, multi-language learning programs have become more and more popular among undergraduate students. A study on multi-language learning strategies is therefore highly demanded on both practical and theoretical levels. Based on previous classification of learning strategies in SLA, and an investigation of BA Modern Language program students (with post-A level L2 and ab initio L3 learning experience from year one), this study explores and compares different types of learning strategies used by multi-language speakers and learners, transferable learning strategies between L2 and L3, and factors affecting the transfer. The results indicate that all the 23 types of learning strategies of L2 are employed when learning L3 from ab initio level, yet with different tendencies. Learning strategy transfer from L2 to L3 (i.e., the learners attribute the applying of these L3 learning strategies to be a direct result of their L2 learning experience) are observed in all 23 types of learning strategies. Comparatively, six types of “cognitive strategies” have higher transfer tendency than others. With regard to the failure of the transfer of some particular L2 strategies and the development of independent L3 strategies of individual learners, factors such as language proficiency, language typology and learning environment have played important roles among others. The presentation of this study will provide audiences with detailed data, insightful analysis and discussion on both theoretical and practical aspects of multi-language learning that will benefit both students and educators.

Keywords: learning strategy, multi-language acquisition, second language acquisition, strategy transfer

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Authors: Stephen Wagman

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This paper identifies three common structures in English sentences that are important for understanding academic texts, regardless of the characteristics or background of the readers or whether they are reading English as a second or a foreign language. Adapting a model from the Humanities, the explication of texts used in literary studies, the paper analyses sample sentences to reveal structures that enable the reader not only to decide which words are necessary for understanding the main ideas but to make the decision without knowing the meaning of the words. By their very syntax noun structures point to the key word for understanding them. As a rule, the key noun is followed by easily identifiable prepositions, relative pronouns, or verbs and preceded by single adjectives. With few exceptions, the modifiers are unnecessary for understanding the idea of the sentence. In addition, sentences are often structured by lists in which the items frequently consist of parallel groups of words. The principle of a list is that all the items are similar in meaning and it is not necessary to understand all of the items to understand the point of the list. This principle is especially important when the items are long or there is more than one list in the same sentence. The similarity in meaning of these items enables readers to reduce sentences that are hard to grasp to an understandable core without excessive use of a dictionary. Finally, the idea of subordination and the identification of the subordinate parts of sentences through connecting words makes it possible for readers to focus on main ideas without having to sift through the less important and more numerous secondary structures. Sometimes a main idea requires a subordinate one to complete its meaning, but usually, subordinate ideas are unnecessary for understanding the main point of the sentence and its part in the development of the argument from sentence to sentence. Moreover, the connecting words themselves indicate the functions of the subordinate structures. These most frequently show similarity and difference or reasons and results. Recognition of all of these structures can not only enable students to read more efficiently but to focus their attention on the development of the argument and this rather than a multitude of unknown vocabulary items, the repetition in lists, or the subordination in sentences are the one necessary element for comprehension of academic articles.

Keywords: development of the argument, lists, noun structures, subordination

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Authors: Salah Algabli

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As online learning takes center stage; Arabic language instructors face the imperative to adapt their practices for the digital realm. This study investigates the experiences of online Arabic instructors to unveil the pedagogical opportunities and challenges this format presents. Utilizing a transcendental phenomenological approach with 15 diverse participants, the research shines a light on the unique realities of online language teaching at the university level, specifically in the United States. The study proposes theoretical and practical solutions to maximize the benefits of online language learning while mitigating its challenges. Recommendations cater to instructors, researchers, and program coordinators, paving the way for enhancing the quality of online Arabic language education. The findings highlight the need for pedagogical approaches tailored to the online environment, ultimately shaping a future where both instructors and learners thrive in this digital landscape.

Keywords: online Arabic language learning, pedagogical opportunities and challenges, online Arabic teachers, online language instruction, digital pedagogy

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Authors: Simin Sasani

Abstract:

This study will explore a group of English language teachers’ understanding of intercultural competence to find out if they are aware of the concept and how important it is for them. It will investigate how much they are concerned about the challenges that the learners might face in their intercultural communications and to what extent they can help the learners to overcome the barriers to increase students’ insight into cultural differences. In addition, it will explore how a group of non-native English language teachers define culture in relation to their English language teaching practices. More specifically, the research tries to take the how and why of inclusion of intercultural competence into consideration and how non-native teachers think they can improve their learners’ knowledge and skills in this domain. The study will be conducted in the UK and the participants are eight non-native English language teachers who are currently teaching general English language courses for foreigners. A pilot study have been conducted for this research which its results show three non-native English teachers are aware of the notion although they have not had any formal education about intercultural competence. Their challenges and limitation were also highlighted through interviews and observations.

Keywords: English, English language teachers, intercultural communications, intercultural competence, non-natives

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Authors: Jabulani Sibanda, Clemence Chikiwa

Abstract:

This paper traces diverse language practices representative of equally diverse conceptions of language. To be dynamic with languaging practices, one needs to appreciate nuanced languaging practices, their challenges, prospects, and opportunities. The paper presents what we envision as three major conceptions of language that give impetus to diverse language practices. It examines theoretical models of the bilingual mental lexicon and how they inform language practices. The paper explores classroom languaging practices that have been promulgated and experimented with. The paper advocates the deployment of multisensory semiotic systems to complement linguistic classroom communication and the acknowledgement of learners’ linguistic and semiotic resources as valid in the learning enterprise. It recommends the enactment of specific clauses on language in education policies and curriculum documents that empower classroom interactants to exercise discretion in languaging practices.

Keywords: languaging, monolingual, multilingual, semiotic and linguistic repertoire

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Authors: Sara Canas Pedrosa, Esther Moraleda SepuLveda

Abstract:

Angelman Syndrome (AS) and Prader-Willi Syndrome (PWS) are considered rare genetic disorders that share the same chromosomal region: 15q11.2-q13. This is why both share some common characteristics, such as, delay in language development. However, there is still little research that specifically focuses on the linguistic profile in these populations. Therefore, the objective of this study was to know the characteristics of oral and written language that Angelman Syndrome and Prader-Willi Syndrome present from the point of view of parents. The sample consisted of 36 families (with children between 6 and 17 years old), of which 23 had children with AS and 13 had children with PWS. All of them answered the Language Assessment Scale of the standardized test CELF-4, Spanish Clinical Evaluation of Language Fundamentals-4 (Wiig, Secord & Semel, 2006). The scale is made up of 40 items that assesses the perception of parents in areas such as: difficulty of listening, speaking, reading and writing. The results indicate that the majority of parents manifest problems in almost all the sub-areas related to oral language and written language, taking into account that many do not achieve a literacy level, with similar results in comparison with both syndromes. These data support the importance of working on oral language delay and its relationship with the subsequent learning of literacy throughout its development.

Keywords: Angelman Syndrome , development, language, Prader-Willi Syndrome

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Authors: Nurah Saleh Alfares

Abstract:

An aim of TS in EFL is to help learners to understand how they learn, which could help them in using the target language with other learners in language classrooms, and in their social life. The early researchers have criticised the system of teaching methods in EFL applied in Saudi schools, as they claim that it does not produce students who are highly proficient in English. Some of them suggested that enhancing learners’ TS would help to improve the learners’ proficiency of using the EFL. The textbook in Saudi schools is the central material for teachers to follow in the EFL classroom. Thus, this study is investigating the main issues that could promote TS in Saudi EFL: the textbook and the teachers. The purposes of the study are: to find out the extent to which the tasks in the textbook have the potential to support teachers in promoting TS; to discover insights into the nature of classroom activities that teachers use to encourage TS from the textbook and to explore the teachers’ views on the role of the textbook in promoting TS in the English language. These aims will improve understanding of the connection between the potential of the textbook content and the participants’ theoretical knowledge and their teaching practice. The investigation employed research techniques including the following: (1) analysis of the textbook; (2) questionnaire for EFL teachers; (3) observation for EFL classroom; (4) interviews with EFL teachers. Analysis of the third intermediate grade textbook has been undertaken, and six EFL teachers from five intermediate schools were involved in the study. Data analysis revealed that 36.71 % of the tasks in the textbook could have the potential to promote TS, and 63.29 % of the tasks in the textbook could not have the potential to promote TS. Therefore, the result of the textbook analysis showed that the majority of the tasks do not have the potential to help teachers to promote TS. Although not all teachers of the observed lessons displayed behaviour helpful to promote TS, teachers, who presented potential TS tasks in their lesson encouraged learners’ interaction and students’ engagement more than teachers who presented tasks that did not have the potential to promote TS. Therefore, the result of the teachers’ data showed that having a textbook that has the potential to promote TS is not enough to develop teaching TS in Saudi EFL since teachers’ behaviour could make the task more or less productive.

Keywords: English as a Foreign Language, metacognitive skills, textbook, thinking skills

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Authors: Adeola Adenikinju, Olusanya E. Olubusoye, Lateef O. Akinpelu, Dilinna L. Nwobi

Abstract:

Since the enactment of the Fiscal Responsibility Act (2007), the Federal Government of Nigeria (FGN) has made public its fiscal budget and the subsequent implementation report. A critical review of these documents shows significant variations in the five macroeconomic variables which are inputs in each Presidential budget; oil Production target (mbpd), oil price ($), Foreign exchange rate(N/$), and Gross Domestic Product growth rate (%) and inflation rate (%). This results in underperformance of the Federal budget expected output in terms of non-oil and oil revenue aggregates. This paper evaluates first the existing variance between budgeted and actuals, then the relationship and causality between the determinants of Federal fiscal budget assumptions, and finally the determinants of FGN’s Gross Oil Revenue. The paper employed the use of descriptive statistics, the Autoregressive distributed lag (ARDL) model, and a Profit oil probabilistic model to achieve these objectives. This model permits for both the static and dynamic effect(s) of the independent variable(s) on the dependent variable, unlike a static model that accounts for static or fixed effect(s) only. It offers a technique for checking the existence of a long-run relationship between variables, unlike other tests of cointegration, such as the Engle-Granger and Johansen tests, which consider only non-stationary series that are integrated of the same order. Finally, even with small sample size, the ARDL model is known to generate a valid result, for it is the dependent variable and is the explanatory variable. The results showed that there is a long-run relationship between oil revenue as a proxy for budget performance and its determinants; oil price, produced oil quantity, and foreign exchange rate. There is a short-run relationship between oil revenue and its determinants; oil price, produced oil quantity, and foreign exchange rate. There is a long-run relationship between non-oil revenue and its determinants; inflation rate, GDP growth rate, and foreign exchange rate. The grangers’ causality test results show that there is a mono-directional causality between oil revenue and its determinants. The Federal budget assumptions only explain 68% of oil revenue and 62% of non-oil revenue. There is a mono-directional causality between non-oil revenue and its determinants. The Profit oil Model describes production sharing contracts, joint ventures, and modified carrying arrangements as the greatest contributors to FGN’s gross oil revenue. This provides empirical justification for the selected macroeconomic variables used in the Federal budget design and performance evaluation. The research recommends other variables, debt and money supply, be included in the Federal budget design to explain the Federal budget revenue performance further.

Keywords: ARDL, budget performance, oil price, oil quantity, oil revenue

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