Search results for: illustrated language activities

Authors: Wanqing He

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The current study explores aspects of exploratory behaviors and social capacities in urban Chinese infants to examine whether these factors mediate the link between infant walking and receptive and productive vocabularies. The linkage between the onset of walking and language attainment proves solid, but little is known about the factors that drive such link. This study examined whether joint attention, gesture use, and object activities mediate the association between locomotion and language development. Results showed that both the frequency (p = .05) and duration (p = .03) of carrying an object are strong mediators that afford opportunities for word comprehension. Also, accessing distal objects may be beneficial to infants’ language expression. Further studies on why object carrying may account for word comprehension and why infants with autism could not benefit from walking onset in terms of language development may yield valuable clinical implications.

Keywords: exploratory behaviors, infancy, language acquisition, motor development, social communicative skills

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Authors: Tek Nath Subedi

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Violent activities used previously to erupt in specific societies owing to unequal, oppressive and unjust social practices have crossed out of their usual place of occurrence and entered the peace-zones such as schools and universities. The recent history of Universities in Nepal is marked with violent activities of students targeting to professors and other university officials. A student in a university is supposed to involve in scholarly activities and cooperate the teacher so as to achieve the academic degree and to enhance knowledge. Besides, the relationship between a teacher and a student is supposed to be the most sacred, which, in other words, is explained as the relationship between deity and devotee in a spiritual ground, carer and the kid in a moral ground, and mutually dependent in a functionalist view. Above all, the interdependence between teacher and student is illustrated as the two sides of the same coin. But the targeted attack on teachers and the degrading relationship between university and students raises serious questions on what makes a student violent and why the academia is terrorized. Therefore, this research aims to find the nexus of deviant activities of students to other social, political, economic and cultural areas of their life. To find possible answer of a few analytical questions, this paper takes an in-depth interview into consideration based on a snowball sampling and inquires some professors and officials how and why they are terrorized. It also reaches to some students who have witnessed or been part of any terror, following the same research method and ask them why violence has become recurring in the university and how university can be converted into a peace-zone. This research has simply hypothesized that the terror-inspired activities carried out by students in the university are the extended version of their deviant activities out of the university premises. But, it was found that the deviant activities of students were connected in particular to their culture and political identity.

Keywords: deviance, relationship, student, teacher, terror, university

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Authors: Marlon P. Perez

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The study entitled “The Effect of Leader Motivating Language on Work Performance and Job Satisfaction as Perceived by the Employees of SoroSoro Ibaba Development Cooperative (SIDC)” primarily aims to evaluate the effect of leader’s use of motivating language in terms of the three types of speech acts namely, direction-giving language, empathetic language and meaning-making language with regard to the work performance and job satisfaction of the employees. The study made use of the descriptive method of this research that it followed certain processes in gathering the necessary and accurate information. Furthermore, survey questionnaires were used in order to congregate the respondents’ outlooks, opinions, and insight in the study. These survey questionnaires were distributed to one hundred fifty (150) employees from the five (5) outlets of SoroSoro Ibaba Development Cooperative (SIDC) in Batangas City who were chosen as the respondents of the study. However, only hundred twenty (120) out of one hundred fifty (150) or eighty (80) percent of the questionnaires were retrieved. Moreover, to accomplish the objectives of the study, different statistical treatments were used for the interpretation and analysis of the gathered data. These were the relative frequency, weighted mean, one-way analysis of variance and Pearson r. Based on those statistical treatments, researchers came up with the following results: first, most of the respondents were below 35 years old, males, college graduates and in regular status; second, direction-giving language, empathetic language, and meaning-making language affect the work performance and job satisfaction of the employees to a great extent; third, there was a non-significant difference with regards to the effect of leader motivating language on the work performance and job satisfaction of the employee; and, last, there was a significant relationship on the assessment of the effect of leader motivating language on work performance and job satisfaction when grouped according to respondents’ profile. Based on these results, various recommendations were conceptualized such as the designing of proposed activities like communication workshop and team-building to augment the communication between the leader and an employee. These activities could help for the development and attainment of an excellent communication within the different organizations and companies that are very important to any business success.

Keywords: leader motivating language, work performance, job satisfaction, employees

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Authors: Sunil Dutta

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Synchronization is defined as ‘the sequencing and re-sequencing of all relative and absolute activities in time and space and continuous alignment of those actions with purposeful objective in a complex and dynamic atmosphere. In a complex and dynamic production / maintenance setup, no single group can work in isolation for long. In addition, many activities in projects take place simultaneously at the same time. Work of every section / group is interwoven with work of others. The various activities / interactions which take place in production / overhaul workshops are interlinked because of physical requirements (information, material, workforces, equipment, and space) and dependencies. The activity sequencing is determined by physical dependencies of various department / sections / units (e.g., inventory availability must be ensured before stripping and disassembling of equipment), whereas resource dependencies do not. Theory of constraint facilitates identification, analyses and exploitation of the constraint in methodical manner. These constraints (equipment, manpower, policies etc.) prevent the department / sections / units from getting optimum exploitation of available resources. The significance of theory of constraints for achieving synchronization at overhaul workshop is illustrated in this paper.

Keywords: synchronization, overhaul, throughput, obsolescence, uncertainty

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Authors: Oublal Ali

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Due scholarly attention given to Ludwig Wittgenstein since the appearance of Tractatus is resulted from revolutionary shift he has made in the conception of language. True, his first and foremost concern was to solve the issue of language philosophers failed to recognize. Not only Tracturain’s approach to language that argues for philosophers failure of understanding the logic of language, but also his later conception which is developed in philosophical investigations and the reminder of all his remarks. On such a basis, it is claimed that Wittgenstein’s theory of language should not be confined to the language within philosophical streams with this premise we therefore propose to analytically read one of the literary propositions in the sympathizer as linguistic corpus. Our investigation of the literary proposition weaves us into claiming that Wittgenstein’s language games -later philosophy- is apposite to the analysis of literary works thanks to the shift Wittgenstein has made from demarcated use of language to the multiplicity and non-uniformity of its use.

Keywords: language, context, use, language games, literary propositions

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Authors: Marie-Josée Morneau

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A literacy-based approach, centred on the use of the language of instruction as a cognitive tool, can increase the L2 communication skills of French immersion students. Academic subject areas such as science and mathematics offer an authentic language learning context where students can become more proficient speakers while using specific vocabulary and language structures to learn, interact and communicate their reasoning, when provided the opportunities and guidance to do so. In this Canadian quasi-experimental study, the effects of teaching specific language elements during mathematic classes through literacy-based activities in Early French Immersion programming were compared between two Grade 7/8 groups: the experimental group, which received literacy-based teaching for a 6-week period, and the control group, which received regular teaching instruction. The results showed that the participants from the experimental group made more progress in their mathematical communication skills, which suggests that targeting L2 language as a cognitive tool can be beneficial to immersion learners who learn mathematic concepts and remind us that all L2 teachers are language teachers.

Keywords: mathematics, French immersion, literacy-based, oral communication, L2

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Authors: Tamara Matevosyan

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In this globalized world, intercultural communication is becoming essential for understanding communication among people, for developing understanding of cultures, to appreciate the opportunities and challenges that each culture presents to people. Moreover, it plays an important role in developing an ideal personification to understand different behaviors in different cultures. Native speakers assimilate sociolinguistic knowledge in natural conditions, while it is a great problem for language learners, and in this context feature films reveal cultural peculiarities and involve students in real communication. As we know nowadays the key role of language learning is the development of intercultural competence as communicating with someone from a different cultural background can be exciting and scary, frustrating and enlightening. Intercultural competence is important in FL learning classroom and here feature films can perform as essential tools to develop this competence and overcome the intercultural gap that foreign students face. Current proposal attempts to reveal the correlation of the given culture and language through feature films. To ensure qualified, well-organized and practical classes on Intercultural Communication for language learners a number of methods connected with movie watching have been implemented. All the pre-watching, while watching and post-watching methods and techniques are aimed at developing students’ communicative competence. The application of such activities as Climax, Role-play, Interactive Language, Daily Life helps to reveal and overcome mistakes of cultural and pragmatic character. All the above-mentioned activities are directed at the assimilation of the language vocabulary with special reference to the given culture. The study dwells into the essence of culture as one of the core concepts of intercultural communication. Sometimes culture is not a priority in the process of language learning which leads to further misunderstandings in real life communication. The application of various methods and techniques with feature films aims at developing students’ cultural competence, their understanding of norms and values of individual cultures. Thus, feature film activities will enable learners to enlarge their knowledge of the particular culture and develop a fundamental insight into intercultural communication.

Keywords: climax, intercultural competence, interactive language, role-play

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Authors: Yukiko Fujiwara

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As a language learning methodology, Content and Language Integrated Learning (CLIL) has become increasingly prevalent in Japan. Most CLIL classroom practice and its research are conducted in EFL fields. However, much less research has been done in the Japanese language learning setting. Therefore, there are still many issues to work out using CLIL in the Japanese language teaching (JLT) setting. it is expected that more research will be conducted on both authentically and academically. Under such circumstances, this is one of the few classroom-based CLIL researches experiments in JLT and aims to find an effective course design for a class with students at different proficiency levels. The class was called ‘Japanese culture A’. This class was offered as one of the elective classes for International exchange students at a Japanese university. The Japanese proficiency level of the class was above the Japanese Language Proficiency Test Level N3. Since the CLIL approach places importance on ‘authenticity’, the class was designed with materials and activities; such as books, magazines, a film and TV show and a field trip to Kyoto. On the field trip, students experienced making traditional Japanese desserts, by receiving guidance directly from a Japanese artisan. Through the course, designated task sheets were used so the teacher could get feedback from each student to grasp what the class proficiency gap was. After reading an article on Japanese culture, students were asked to write down the words they did not understand and what they thought they needed to learn. It helped both students and teachers to set learning goals and work together for it. Using questionnaires and interviews with students, this research examined whether the attempt was effective or not. Essays they wrote in class were also analyzed. The results from the students were positive. They were motivated by learning authentic, natural Japanese, and they thrived setting their own personal goals. Some students were motivated to learn Japanese by studying the language and others were motivated by studying the cultural context. Most of them said they learned better this way; by setting their own Japanese language and culture goals. These results will provide teachers with new insight towards designing class materials and activities that support students in a multilevel CLIL class.

Keywords: authenticity, CLIL, Japanese language and culture, multilevel class

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Authors: Musbah Abdussayed

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The washback effect refers to the influence of assessment on teaching and learning, and this washback effect can either be positive or negative. This study implemented, sequentially, self-assessment (SA) and peer assessment (PA) and examined the washback effect of self and peer assessment (SPA) activities on the writing growth during the revision phase in the writing process. Twenty advanced Arabic as a second language learners from a private school in the USA participated in the study. The participants composed and then revised a short Arabic story as a part of a midterm grade. Qualitative data was collected, analyzed, and synthesized from ten interviews with the learners and from the twenty learners’ post-reflective journals. The findings indicate positive washback effects on the learners’ writing growth. The PA activity enhanced descriptions and meaning, promoted creativity, and improved textual coherence, whereas the SA activity led to detecting editing issues. Furthermore, both SPA activities had washback effects in common, including helping the learners meet the writing genre conventions and developing metacognitive awareness. However, the findings also demonstrate negative washback effects on the learners’ attitudes during the revision phase in the writing process, including bias toward self-evaluation during the SA activity and reluctance to rate peers’ writing performance during the PA activity. The findings suggest that self-and peer assessment activities are essential teaching and learning tools that can be utilized sequentially to help learners tackle multiple writing areas during the revision phase in the writing process.

Keywords: self assessment, peer assessment, washback effect, second language writing, writing process

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Authors: Ozlem Bozok, Yusuf Bozok

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The importance of using mother tongue and translation in foreign language classrooms cannot be ignored and translation can be utilized as a method in English Language Teaching courses. There exist researches advocating or objecting to the use of translation in foreign language learning but they all have a point in common: Translation should be used as an aid to teaching, not an end in itself. In this research, prospective English language teachers’ opinions about translation use and use of mother tongue in foreign language teaching are investigated and according to the findings, some explanations and recommendations are made.

Keywords: exposure to foreign language translation, foreign language learning, prospective teachers’ opinions, use of L1

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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: 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: Chuan Yang, Jing Bie, Zhong Wang, Panagiotis Psimoulis

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Contemporary studies investigating the association between the spatial configuration of the urban network and economic activities at the street level were mostly conducted within space syntax conceptual framework. These findings supported the theory of 'movement economy' and demonstrated the impact of street configuration on the distribution of pedestrian movement and land-use shaping, especially retail activities. However, the effects varied between different urban contexts. In this paper, the relationship between economic activity distribution and the urban configurational characters was examined at the segment level. In the study area, three kinds of neighbourhood types, urban, suburban, and rural neighbourhood, were included. And among all neighbourhoods, three kinds of urban network form, 'tree-like', grid, and organic pattern, were recognised. To investigate the nested effects of urban configuration measured by space syntax approach and urban context, multilevel zero-inflated negative binomial (ZINB) regression models were constructed. Additionally, considering the spatial autocorrelation, spatial lag was also concluded in the model as an independent variable. The random effect ZINB model shows superiority over the ZINB model or multilevel linear (ML) model in the explanation of economic activities pattern shaping over the urban environment. And after adjusting for the neighbourhood type and network form effects, connectivity and syntax centrality significantly affect economic activities clustering. The comparison between accumulative and new established economic activities illustrated the different preferences for economic activity location choice.

Keywords: space syntax, economic activities, multilevel model, Chinese city

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Authors: Hebe Wong, Luz Fernandez Calventos

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Tandem language learning, a language exchange process based on the principles of autonomy and reciprocity, provides opportunities for interlocutors to learn each other’s language by communicating online or face-to-face. While much attention has been paid to the process and outcomes of tandem learning via email, little has been discussed about the effectiveness of face-to-face tandem learning on language and culture exchange for university students. The LACTS (Language and Culture Tandem Scheme), an 8-week project, was set up to study students’ perceptions of conducting tandem learning to assist their language and culture exchange. Students of both post-graduate and undergraduate programmes (N=103) from a Hong Kong SAR university were put in groups of 4 to 6 according to their availability and language preferences and met for an hour a week. While sample task sheets on a range of topics were provided to assist the language exchange, all groups were encouraged to take charge of their meeting format and choose their own topics. At the end of the project, a 19-item questionnaire, which included both open-and closed-ended questions investigating students’ perceptions of reciprocal teaching and cultural exchange, was administered. Thirty-minute individual interviews were conducted to elicit students’ views and experiences in the LACTS activities. Quantitative and qualitative data analysis showed that most students agreed that the project had enhanced their cultural awareness and helped create an inclusive and participatory learning environment. Significant differences were found in students’ confidence in speaking their targeted language after joining the scheme. The interviews also provided rich data on the variety of formats and leadership patterns in student-led meetings, which could shed light on student autonomy and future tandem language learning projects.

Keywords: autonomy, reciprocity, tandem language learning, university students

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Authors: M. Zezou

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This paper focuses on the design of a Massive Open Online Course (MOOC) about Content Language Integrated Learning (CLIL) and more specifically about how teachers can use CLIL as an educational approach incorporating technology in their teaching as well. All the four weeks of the MOOC will be presented and a step-by-step analysis of each lesson will be offered. Additionally, the paper includes detailed lesson plans about CLIL lessons with proposed CLIL activities and games in which technology plays a central part. The MOOC is structured based on certain criteria, in order to ensure success, as well as a positive experience that the learners need to have after completing this MOOC. It addresses to all language teachers who would like to implement CLIL into their teaching. In other words, it presents the methodology that needs to be followed so as to successfully carry out a CLIL lesson and achieve the learning objectives set at the beginning of the course. Firstly, in this paper, it is very important to give the definitions of MOOCs and LMOOCs, as well as to explore the difference between a structure-based MOOC (xMOOC) and a connectivist MOOC (cMOOC) and present the criteria of a successful MOOC. Moreover, the notion of CLIL will be explored, as it is necessary to fully understand this concept before moving on to the design of the MOOC. Onwards, the four weeks of the MOOC will be introduced as well as lesson plans will be presented: The type of the activities, the aims of each activity and the methodology that teachers have to follow. Emphasis will be placed on the role of technology in foreign language learning and on the ways in which we can involve technology in teaching a foreign language. Final remarks will be made and a summary of the main points will be offered at the end.

Keywords: CLIL, cMOOC, lesson plan, LMOOC, MOOC criteria, MOOC, technology, xMOOC

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Authors: Lee Bih Ni, Kiu Su Na

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This paper discusses the Chinese Language Teaching as a Second Language by focusing on Immersion Teaching. Researchers used narrative literature review to describe the current states of both art and science in focused areas of inquiry. Immersion teaching comes with a standard that teachers must reliably meet. Chinese language-immersion instruction consists of language and content lessons, including functional usage of the language, academic language, authentic language, and correct Chinese sociocultural language. Researchers used narrative literature reviews to build a scientific knowledge base. Researchers collected all the important points of discussion, and put them here with reference to the specific field where this paper is originally based on. The findings show that Chinese Language in immersion teaching is not like standard foreign language classroom; immersion setting provides more opportunities to teach students colloquial language than academic. Immersion techniques also introduce a language’s cultural and social contexts in a meaningful and memorable way. It is particularly important that immersion teachers connect classwork with real-life experiences. Immersion also includes more elements of discovery and inquiry based learning than do other kinds of instructional practices. Students are always and consistently interpreted the conclusions and context clues.

Keywords: a second language, Chinese language teaching, immersion teaching, instructional strategies

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Authors: Numra Qayyum, Samina Sarwat, Noor ul Ain

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Bilingual speakers generally can speak both languages with the same competency without mixing them intentionally and making mistakes, but sometimes errors occur in language selection. This quantitative study particularly deals with the language errors made by Urdu-English bilinguals. In this research, researchers have given special attention to the part played by bottom-up priming and top-down cognitive control in these errors. Unstable Urdu-English bilingual participants termed pictures and were prompted to shift from one language to another under the pressure of time. Different situations were given to manipulate the participants. The long and short runs trials of the same language were also given before switching to another language. The study is concluded with the findings that bilinguals made more errors when switching to the first language from their second language, and these errors are large in number, especially when a speaker is switching from L2 (second language) to L1 (first language) after a long run. When the switching is reversed, i.e., from L2 to LI, it had no effect at all. These results gave the clear responsibility of all these errors to top-down cognitive control.

Keywords: bottom up priming, language error, language switching, top down cognitive control

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Authors: Ekaterina Lukianchenko

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This article sums up a six-year experience of teaching English as a foreign language to over 900 university students at MGIMO (Moscow University of International Relations, Russia), all of them native speakers of Russian aged 16 to 23. By combining modern communicative approach to teaching with cognitive linguistics theories, one can deal more effectively with deeply rooted mistakes which particular students have of which conventional methods have failed to eliminate. If language items are understood as concepts and frames, and classroom activities as meaningful parts of language competence development, this might help to solve such problems as incorrect use of words, unsuitable register, and confused tenses - as well as logical or structural mistakes, and even certain psychological issues concerning essay writing. Along with classic teaching methods, such classroom practice includes plenty of interaction between students - playing special classroom games aimed at eliminating particular mistakes, working in pairs and groups, integrating all skills in one class. The main conclusions that the author of the experiment makes consist in an assumption that academic essay writing classes demand a balanced plan. This should not only include writing as such, but additionally feature elements of listening, reading, speaking activities specifically chosen according to the skills and language students will need to write the particular type of essay.

Keywords: academic essay writing, creative teaching, cognitive linguistics, competency-based approach, communicative language teaching, frame, concept

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Authors: Christopher Schwarz, Katrin Riegler, Erwin Zinser

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The management of outsourcing relationships between IT service providers and their customers proofs to be a critical issue that has to be stipulated by means of Service Level Agreements (SLAs). Since service requirements differ from customer to customer, SLA content and language structures vary largely, standardized SLA templates may not be used and an automated processing of SLA content is not possible. Hence, SLA management is usually a time-consuming and inefficient manual process. For overcoming these challenges, this paper presents an innovative and ITIL V3-conform approach for automated SLA design and management using controlled natural language in enterprise collaboration portals. The proposed novel concept is based on a self-developed controlled natural language that follows a subject-predicate-object approach to specify well-defined SLA content structures that act as templates for customized contracts and support automated SLA processing. The derived results eventually enable IT service providers to automate several SLA request, approval and negotiation processes by means of workflows and business rules within an enterprise collaboration portal. The illustrated prototypical realization gives evidence of the practical relevance in service-oriented scenarios as well as the high flexibility and adaptability of the presented model. Thus, the prototype enables the automated creation of well defined, customized SLA documents, providing a knowledge representation that is both human understandable and machine processable.

Keywords: automated processing, controlled natural language, knowledge representation, information technology outsourcing, service level management

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Authors: Orlyn Joyce D. Esquivel

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This study analyzed 50 selected research papers from professional language and linguistic academic journals to portray the differences between Kachru’s (1994) outer circle and expanding circle Englishes. The selected outer circle Englishes include those of Bangladesh, Malaysia, the Philippines, India, and Singapore; and the selected expanding circle Englishes are those of China, Indonesia, Japan, Korea, and Thailand. The researcher built ten corpora (five research papers for each corpus) to represent each variety of Englishes. The corpora were examined under grammatical and lexical features using Modified English TreeTagger in Sketch Engine. Results revealed the distinct grammatical and lexical features through the table and textual analyses, illustrated from the most to least dominant linguistic elements. In addition, comparative analyses were done to distinguish the features of each of the selected Englishes. The Language Change Theory was used as a basis in the discussion. Hence, the findings suggest that the ‘outer circle’ Englishes and ‘expanding circle’ Englishes will continue to drift from International English.

Keywords: applied linguistics, English as a global language, expanding circle Englishes, global Englishes, outer circle Englishes

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Authors: Aaidha Hammad

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The age a child to be exposed to a second language is a controversial issue in communities such as the Maldives where English is taught as a second language. It has been observed that different stakeholders have different viewpoints towards the issue. Some believe that the earlier children are exposed to a second language, the better they learn, while others disagree with the notion. Hence, this case study investigates whether children learn a second language better when they are exposed at an earlier age or not. The spoken and written data collected confirm that earlier exposure helps in mastering the sound pattern and speaking fluency with more native-like accent, while a later age is better for learning more abstract and concrete aspects such as grammar and syntactic rules.

Keywords: age, fluency, second language acquisition, development of language skills

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Authors: Mahmudjon Kuchkarov, Marufjon Kuchkarov

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The origin of ‘Human Language’ is still a secret and the most interesting subject of historical linguistics. The core element is the nature of labeling or coding the things or processes with symbols and sounds. In this paper, we investigate human’s involuntary Paired Sounds and Shape Production (PSSP) and its contribution to the development of early human communication. Aimed at twenty-six volunteers who provided many physical movements with various difficulties, the research team investigated the natural, repeatable, and paired sounds and shape productions during human activities. The paper claims the involvement of Paired Sounds and Shape Production (PSSP) in the phonetic origin of some modern words and the existence of similarities between elements of PSSP with characters of the classic Latin alphabet. The results may be used not only as a supporting idea for existing theories but to create a closer look at some fundamental nature of the origin of the languages as well.

Keywords: body shape, body language, coding, Latin alphabet, merging method, movement language, movement sound, natural sound, origin of language, pairing, phonetics, sound and shape production, word origin, word semantic

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Authors: Dinda N. Lestari

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Sundanese language is one of heritage language in Indonesia that must be maintained especially the formal type of it because teenagers nowadays do not speak Sundanese language formally in their daily lives. To maintain it, Cultural and Education Ministry of Indonesia has input Sundanese language lesson at senior high school in West Java area. The aim of this study was to observe whether the existence of Sundanese language lesson in senior high school in the big town of Karawang, West Java - Indonesia give the contribution to the formal type of Sundanese language maintenance or not. For gathering the data, the researcher interviewed the senior high school students who have learned Sundanese language to observe their acquisition of it. As a result of the interview, the data was presented in qualitative research by using the interviewing method. Then, the finding indicated that the existence of Sundanese language in Senior High School also the educational program which is related to it, for instance, Kemis Nyunda seemed to do not effective enough in maintaining the formal type of Sundanese language. Therefore, West Java government must revise the learning strategy of it, including the role of the Sundanese language teacher.

Keywords: heritage language, language maintenance and shift, senior high school, Sundanese language, Sundanese language lesson

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Authors: Jessica Chakowa

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Learning a foreign language requires practice that needs to be undertaken beyond the classroom. Nowadays, learners can find a lot of resources online, but it can be challenging for them to find suitable material, receive timely and effective feedback on their progress, and, more importantly practice the target language with native speakers. This paper focuses on the development of interactive activities combined with online tutoring sessions to consolidate and enhance the learning experience of beginner students of French at * University. This project is based on collaboration with four pre-service teachers from a French university. It calls for authentic language learning material, real-life situations, cultural awareness, and aims for the sustainability of learning and teaching. The paper will first present the design of the project as part of a holistic approach. It will then provide some examples of activities before commenting on the learners and the teachers’ experiences based on quantitative and qualitative data obtained through activity reports, surveys and focus groups. The main findings of the study lie in the tension between the willingness to achieve pedagogical goals and to be involved in authentic interactions, highlighting the complementary between the role of the learner and the role of teacher. The paper will conclude on benefits, challenges and recommendations when implementing such educational projects.

Keywords: authenticity, language teaching and learning, online interaction, sustainability

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Authors: Suriani Oxley

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All teachers aim to conduct a successful and an effective teaching. Teacher will use a variety of teaching techniques and methods to ensure that students achieve the learning objectives but often the teaching and learning processes are interrupted by a number of things such as noisy students, students not paying attention, the students play and so on. Such disturbances must be addressed to ensure that students can concentrate on their learning activities. This qualitative study observed and captured a video of numerous tricks that teachers in Labuan have implemented in helping the students to pay attentions in the classroom. The tricks are such as Name Calling, Non-Verbal Clues, Body Language, Ask Question, Offer Assistance, Echo Clapping, Call and Response & Cues and Clues. All of these tricks are simple but yet interesting language learning strategies that helped students to focus on their learning activities.

Keywords: paying attention, observation, tricks, learning strategies, classroom

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Authors: Edith Lotachukwu Ochege

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Nations stay together when citizens share enough values and preferences and can communicate with each other. Homogeneity among people can be built with education, teaching a common language to facilitate communication, infrastructure for easier travel, but also by brute force such as prohibiting local cultures. This paper discusses the role of language education in nation building. It defines education, highlights the functions of language. Furthermore, it expresses socialization agents that aid culture which are all embodied in language, problems of nation building.

Keywords: nation building, language education, function of language, socialization

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Authors: Hanan K. Hassanein

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Task-based language teaching (TBLT) and focus on form instruction (FFI) methods were proven to improve quality and quantity of immediate language production. However, studies that compare between the effectiveness of the language production when using TBLT versus FFI are very little with results that are not consistent. Moreover, teaching Arabic using TBLT is a new field with few research that has investigated its application inside classrooms. Furthermore, to the best knowledge of the researcher, there are no prior studies that compared teaching Arabic as a foreign language in a classroom setting using computer-assisted task-based language teaching (CATBLT) with computer-assisted form focused language instruction (CAFFI). Accordingly, the focus of this presentation is to display CATBLT and CAFFI tools when teaching Arabic as a foreign language as well as demonstrate an experimental study that aims to identify whether or not CATBLT is a more effective instruction method. The effectiveness will be determined through comparing CATBLT and CAFFI in terms of accuracy, lexical complexity, and fluency of language produced by students. The participants of the study are 20 students enrolled in two intermediate-level Arabic as a foreign language classes. The experiment will take place over the course of 7 days. Based on a study conducted by Abdurrahman Arslanyilmaz for teaching Turkish as a second language, an in-house computer assisted tool for the TBLT and another one for FFI will be designed for the experiment. The experimental group will be instructed using the in-house CATBLT tool and the control group will be taught through the in-house CAFFI tool. The data that will be analyzed are the dialogues produced by students in both the experimental and control groups when completing a task or communicating in conversational activities. The dialogues of both groups will be analyzed to understand the effect of the type of instruction (CATBLT or CAFFI) on accuracy, lexical complexity, and fluency. Thus, the study aims to demonstrate whether or not there is an instruction method that positively affects the language produced by students learning Arabic as a foreign language more than the other.

Keywords: computer assisted language teaching, foreign language teaching, form-focused instruction, task based language teaching

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Authors: Nhung T. Bui

Abstract:

Part of the dilemma facing educational reforms in Vietnam as in other Asian contexts is how to encourage more independence in students’ learning approaches. Since 2005, the Ministry of Education and Training of Vietnam has included the students’ ability to learn independently in its national education objectives. While learner autonomy has been viewed as a goal in the teaching and learning English as a foreign language (EFL) and there has been a considerable literature on strategies to stimulate autonomy in learners, teachers’ voices have rarely been heard. Given that teachers play a central role in helping their students to be more autonomous, especially in an inherent Confucian heritage culture like Vietnam, their attitudes towards learner autonomy should be investigated before any practical implementations could be undertaken. This paper reports significant findings of a survey questionnaire with 262 lecturers of English from 5 universities in Hanoi, Vietnam giving opinions regarding the practices and prospects of learner autonomy in their classrooms. The study reveals that lecturers perceive they should be more responsible than their students in all class-related activities; they most appreciate their students’ ability to learn cooperatively and that they consider stimulating students’ interest as the most important teaching strategy to promote learner autonomy. Lecturers, then, are strongly suggested to gradually ‘empower’ their students through the application of out-of-classroom activities; of learning activities which requires collaboration and team spirit; and of activities which could boost students’ interest in learning English.

Keywords: English as a foreign language, higher education, learner autonomy, Vietnam

Procedia PDF Downloads 267

Authors: Galit Harel

Abstract:

Deborah was referred for psychoanalytic psychotherapy following a suicide attempt and depression. She began a fascinating journey spanning more than 10 years. During therapy, many questions arose concerning the suicidal episode, which she could not register consciously. The author tried to understand the reasons for her depression and the attempted suicide through the unconscious process in the therapeutic relationship and through the music and poetry that she brought to sessions. In this paper, the author describes the process of listening for the signifiers of semiotic and symbolic language, both metaphoric and metonymic, as revealed in poetry and music according to the theories of Kristeva and Lacan. The poetry enabled the patient to retrieve childhood memories, experience the movement from unconscious to conscious, and mourn through the experience of transference and countertransference in the therapeutic relationship. Also illustrated is the transition from singing the music to more symbolic language, turning the patient’s sensory experience into language, and connecting her personal experience with the culture of her past. The patient’s mourning and the lost love objects are discussed through the prism of classical and object relations theories.

Keywords: depression, lost love object, psychoanalytic psychotherapy, suicide attempt, symbolization of desire

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Authors: Ratna Elizabeth

Abstract:

Motivation is a very important factor since it contributes a lot to the students’ success in learning a language. Using authentic materials is believed as a mean of increasing the motivation. The materials define as authentic if they are not specifically written for the purpose of language teaching. They are genuine spoken or written language data which are drawn from many different sources. The intention of this study is to investigate the impact of using of authentic materials on students’ motivation. A single case study is conducted to the grade 9 students who learn Indonesian Language as a Foreign Language (ILFL) at an international school in Jakarta, Indonesia. Questionnaires are also distributed to the students to know their perceptions on the using of authentic materials. The results show that the using of authentic materials has increased the students’ motivation in learning the language.

Keywords: authentic materials, ILFL, language learning, motivation

Procedia PDF Downloads 388