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An Ethnographic Insight into the Causal Factors of Degrading English Education in Ethiopia, Libya, and India
Issue:
Volume 2, Issue 2, March 2014
Pages:
44-55
Received:
11 February 2014
Published:
28 February 2014
DOI:
10.11648/j.ijll.20140202.11
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Abstract: This paper is a holistic account of seven-year long ethnographic observations of EFL learners in Ethiopia, Libya, and India (E-L-I) where I found that the learners, despite acquiring linguistic competence for several years, are unable to convert their competence into performance. Given this, the study aimed at exploring the causes of learners’ failure in mastering English language in particular and poor quality of English education in Ethiopia, Libya, and India in general. To attain this objective, three data gathering tools: participant observation, unstructured interview, and document analysis were used; whereas, descriptive statistics and analytic induction were used to analyze the data respectively. As part of findings, the paper discusses thirty causal factors attributable to degrading English Education in E-L-I.
Abstract: This paper is a holistic account of seven-year long ethnographic observations of EFL learners in Ethiopia, Libya, and India (E-L-I) where I found that the learners, despite acquiring linguistic competence for several years, are unable to convert their competence into performance. Given this, the study aimed at exploring the causes of learners’ fail...
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Pre-emptive and Reactive FF on Intermediate Iranian EFL Learners’ Vocabulary Learning
Zohreh Seifoori,
Jafar Zamanian
Issue:
Volume 2, Issue 2, March 2014
Pages:
56-61
Received:
4 February 2014
Published:
20 March 2014
DOI:
10.11648/j.ijll.20140202.12
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Abstract: This quasi-experimental study investigated the effect of pre-emptive focus on form (PFF) and reactive focus on form (RFF) on vocabulary learning of Iranian English language learners. Ninety female language learners in three intact classes participated in the study at Iran Language Institute (ILI) in Qazvin, Iran. The groups were randomly assigned as two experimental groups and one control group. For eight weeks, the experimental group 1 was taught using the pre-emptive technique while the experimental group 2 received reactive FF instruction while doing their reading comprehension and vocabulary tasks. The control group did not receive any forms of focus on form techniques on their tasks. The research data obtained from the Preliminary English Test (PET) as a pre-test and post-test were analyzed via a One- Way ANOVA test and T-test. The results from paired samples t-test analysis of the pre-test and post-test data revealed that both PFF and RFF techniques improved vocabulary learning of Iranian learners at intermediate level. However, the results of a One-Way ANOVA test indicated that the differences between the two experimental groups were not statistically significant. Based upon the conclusion drawn from the study, FF techniques are recommended to be integrated into English instruction.
Abstract: This quasi-experimental study investigated the effect of pre-emptive focus on form (PFF) and reactive focus on form (RFF) on vocabulary learning of Iranian English language learners. Ninety female language learners in three intact classes participated in the study at Iran Language Institute (ILI) in Qazvin, Iran. The groups were randomly assigned a...
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Does Peripheral Learning Improve EFL Learners’ Spelling
Seyed Jalal Abdolmanafi Rokni
Issue:
Volume 2, Issue 2, March 2014
Pages:
62-67
Received:
9 February 2014
Published:
20 March 2014
DOI:
10.11648/j.ijll.20140202.13
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Abstract: The aim of this mixed-method study was to explore the effect of peripheral learning on spelling skill of EFL learners. Two pre-intermediate classes were selected and randomly divided into two groups, namely experimental and control groups. They were studying English at Simin Language Institute in Qaemshahr, north of Iran. Before starting the treatment, a spelling test was administered to both groups as a pretest. Then, as treatment, the experimental group was exposed to realia, pictures, and posters plus texts, while the control group was not. Then, after the term-long treatment for 20 sessions, the two groups were administered the same spelling test as posttest. The results indicated that peripheral learning had a significant effect on spelling ability of the experimental group. The finding of the study paves the possible way for teachers to provide the grounds for peripheral learning and for learners to acquire knowledge without concentrating on the material all the time.
Abstract: The aim of this mixed-method study was to explore the effect of peripheral learning on spelling skill of EFL learners. Two pre-intermediate classes were selected and randomly divided into two groups, namely experimental and control groups. They were studying English at Simin Language Institute in Qaemshahr, north of Iran. Before starting the treatm...
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Code-switching and Learning General Knowledge of Vocabulary in the Iranian University Context
Issue:
Volume 2, Issue 2, March 2014
Pages:
68-73
Received:
25 February 2014
Published:
20 March 2014
DOI:
10.11648/j.ijll.20140202.14
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Abstract: This study focused on the issue of code-switching(CS) (brief switches to the first language of the learners) in the classroom and provided insight into the functions and the roles of the first language (L1) in the foreign language (FL) class for the purpose of facilitating vocabulary learning .The question this study tried to answer was whether or not using code switching (CS) affects Iranian EFL university students’ vocabulary knowledge .To this end, one group of 30 junior university students was chosen from among 50 Iranian university students. Their linguistic homogeneity was established through an Oxford Placement Test (OPT). There was only one group which was on two different occasions. Once code switching was forbidden in the classroom in the process of learning foreign vocabulary and then it was allowed. In the first occasion, the teacher taught vocabularies without code switching in six sessions. Then, the whole participants were asked to participate in vocabulary tests (pre-test). In the second occasion, the teacher taught the same content during the six sessions but both the students and the teacher were allowed to shift to Persian when they faced difficulty for better explanation and making sure that they had understood the contents. After three weeks intervals the learners participated in the post-test. For collecting data from the participants on two different occasions paired-samples t-test was used. The results indicated that there was no statistically significant difference between the two conditions and this revealed that the differences between condition means are likely due to chance. Therefore, the use of mother tongue in foreign language classes cannot facilitate learning and CS environment does not have better learning results, in terms of vocabulary gains, than English-only instruction.
Abstract: This study focused on the issue of code-switching(CS) (brief switches to the first language of the learners) in the classroom and provided insight into the functions and the roles of the first language (L1) in the foreign language (FL) class for the purpose of facilitating vocabulary learning .The question this study tried to answer was whether o...
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Language Complexity: An Insight from Complex-System Theory
Issue:
Volume 2, Issue 2, March 2014
Pages:
74-89
Received:
28 January 2014
Published:
20 March 2014
DOI:
10.11648/j.ijll.20140202.15
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Abstract: This paper aims to establish a more direct relation between the studies of complexity in the field of typological-evolutionary linguistics and complex-system theory. The article explains what complex-system theory can tell us about language complexity and how insights from the science of complex systems can be important to the analysis of linguistic complexity. By founding his argumentation on the principles of complex-system theory, the author maintains that linguistic complexity cannot be equaled to cardinality. Although a comparison of complexities can be effectuated only in numerical or set-theoretical terms, the cardinality of a series or a set is neither unique nor the most important property of a complex system. Equally or even more relevant features are openness, situatedness, lack of boundaries, individual instability, uncertainty, non-linearity, exponential sensitivity to initial conditions, dynamicity, metastability, path dependency, emergence, regional chaos, non-additivity, non-modularization, irreducibility, organizational intricacy, and models’ incompressibility, incompleteness, provisionality or plurality. The author argues that, following complex-system theory, once a distinction between the complexity of language as a real-world phenomenon and the complexity of its model is made, any numerical comparison of the overall or local complexity of languages becomes either futile or deeply theory conditioned. In realistic complex systems, complexity is always infinite, while in models – where, by means of fictionalized approximations adopted by an observer or explainer, it can be made finite – complexity entirely depends on a scientific frame of reference and approach with which it has been quantified. Accordingly, any quantification of the complexity of natural languages is either identical, as it is infinite (in realistic languages), or relative (in scientific models). In this manner, no measurement may claim to establish the ultimate hierarchy of less or more complex languages.
Abstract: This paper aims to establish a more direct relation between the studies of complexity in the field of typological-evolutionary linguistics and complex-system theory. The article explains what complex-system theory can tell us about language complexity and how insights from the science of complex systems can be important to the analysis of linguisti...
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On Cyber-language Style from Philosophy of Mind: Taking A Bite of X (X on the Tip of Tongue) as an Example
Issue:
Volume 2, Issue 2, March 2014
Pages:
90-94
Received:
4 March 2014
Published:
30 March 2014
DOI:
10.11648/j.ijll.20140202.16
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Abstract: With the rapid development of Internet and global media, cyber-language style becomes popular immediately. Based on the popularity of the documentary A Bite of China in China Central Television, the catchphrase A Bite of X (X on the Tip of Tongue) comes into being and finally becomes a format frame filling. On its way of popularity, China is replaced by many words, so we put an X here to symbolize the words. In this way, the catchphrase A Bite of X (X on the Tip of Tongue) is widely used not only in the mass media, but also in people’s daily life. From the perspective of the philosophy of mind, language is based on mind and it is the result of intentionality. In order to clarify the quality of language, we should understand the mental ability of language first. Just like any other remarks, A Bite of X (X on the Tip of Tongue) is the result of intentionality. In this sense, this paper analyzes the generating, evolving and description of the structure A Bite of X (X on the Tip of Tongue) from the perspective of format frame filling and analyzes the root of its formation and popularity as well as the pragmatic effects.
Abstract: With the rapid development of Internet and global media, cyber-language style becomes popular immediately. Based on the popularity of the documentary A Bite of China in China Central Television, the catchphrase A Bite of X (X on the Tip of Tongue) comes into being and finally becomes a format frame filling. On its way of popularity, China is replac...
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The Reflection of Markedness in Prototype Category Theory on Semantic Level and Its Implications for Second Language Acquisition
Issue:
Volume 2, Issue 2, March 2014
Pages:
95-101
Received:
4 March 2014
Published:
30 March 2014
DOI:
10.11648/j.ijll.20140202.17
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Abstract: Markedness is one of the analytical principles of linguistics; it indicates the existence of asymmetric relationship inside the language category, and this concept is widely used in phonology, semantics, syntax analysis, sentence structures, pragmatics and applied linguistics. Therefore, the markedness is quite valuable to the analysis of languages. Prototype category theory is an important theory in cognitive linguistics. It is totally different from the traditional category theory and claims that categories are constituted by the Family Resemblance among the members but not by the essential and enough circumstances. This paper mainly discusses the markedness phenomenon on semantic level and tries to explain it by using the prototype category theory which belongs to the category of cognitive linguistics. With the analysis of different word meanings, this paper tries to explore the reflection of markedness by using prototype category theory in three different areas, that is, antonyms, gender nouns and polysemous words in English. With the research results obtained from the analysis of markedness on semantic level, the paper will discuss the implications of markedness for language transfer and vocabulary teaching and learning in second language acquisition.
Abstract: Markedness is one of the analytical principles of linguistics; it indicates the existence of asymmetric relationship inside the language category, and this concept is widely used in phonology, semantics, syntax analysis, sentence structures, pragmatics and applied linguistics. Therefore, the markedness is quite valuable to the analysis of languages...
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Contributions to the Ontology of Language – Opening, Logos, Limit, Being and the Conditions for Co-Authoring and Possibilities of Meaning
Wellington Amâncio Da Silva
Issue:
Volume 2, Issue 2, March 2014
Pages:
102-114
Received:
22 February 2014
Published:
30 March 2014
DOI:
10.11648/j.ijll.20140202.18
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Abstract: The objective of this paper is to discuss the possibilities of language through a phenomenological approach, the existential perspective situated determining the presence / meaning of the world, among the subjects. The concept of limit and opening will be observed-as well as the possibilities of the logos while a "college" ontological, shared in the contexts of the lifeworld coauthored. We emphasize the value of inter-subjective aspects of the seizure of Being Involved in the language (Dasein) and its constituent and constituted representations, through the modes of intelligibility (hermeneutics, representation, discourse), as open and accessible to the world, instead of the co-belong ζῷον λόγον ἔχον. This production is the partial result of bibliographic research between the years 2009-2013
Abstract: The objective of this paper is to discuss the possibilities of language through a phenomenological approach, the existential perspective situated determining the presence / meaning of the world, among the subjects. The concept of limit and opening will be observed-as well as the possibilities of the logos while a "college" ontological, shared in th...
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The Role of Input Enhancement on Using Conjunctions in Iranian EFL Learners' Written Performance
Farnaz Sahebkheir,
Hanieh Davatgari Asl
Issue:
Volume 2, Issue 2, March 2014
Pages:
115-120
Received:
6 March 2014
Published:
30 March 2014
DOI:
10.11648/j.ijll.20140202.19
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Abstract: The aim of the present study was to examine the impact of the input enhancement of three types of conjunctions on Iranian EFL learners to produce coherent and well-organized texts. Experimental group received an enhanced version of a model essay in which three kinds of conjunctions were bolded and underlined. Students were supposed to read these enhanced models and write summaries. Control group had the same materials without typographical modifications (i.e. there were no changes made to the text). The treatment was an eight session program. The researcher uses the mean number of conjunctions per T-unit for measuring the cohesive ties density both in the pre-test and post-test. In the post-test both groups wrote about the same topic. The results show that the experimental group outperformed the control group
Abstract: The aim of the present study was to examine the impact of the input enhancement of three types of conjunctions on Iranian EFL learners to produce coherent and well-organized texts. Experimental group received an enhanced version of a model essay in which three kinds of conjunctions were bolded and underlined. Students were supposed to read these e...
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The Role of Explicit Instruction on Using Conjunctions in Iranian EFL Learners' Written Performance
Farnaz Sahebkheir,
Nader Asadi Aidinlou
Issue:
Volume 2, Issue 2, March 2014
Pages:
121-126
Received:
6 March 2014
Accepted:
8 April 2014
Published:
10 April 2014
DOI:
10.11648/j.ijll.20140202.20
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Abstract: The aim of this study was to examine the effects of a process oriented program focused on the teaching of three types of conjunctions on Iranian EFL learners’ ability to produce coherent and well –organized texts. The researcher as the teacher explained about the different usage of conjunctions for the experimental group. Furthermore, this group received model essays in the form of cloze tests (conjunctions were omitted). Students should complete the cloze tests by using conjunctions. Later on they had access to the completed form of those cloze tests and then summarized the texts. Control group did not get any explicit instruction about using conjunctions or any cloze test. They just received the same model essays and summarized them. In the post-test, both groups wrote about the same writing task. The results show that students in the experimental group outperformed the control group in terms of using conjunctions appropriately.
Abstract: The aim of this study was to examine the effects of a process oriented program focused on the teaching of three types of conjunctions on Iranian EFL learners’ ability to produce coherent and well –organized texts. The researcher as the teacher explained about the different usage of conjunctions for the experimental group. Furthermore, this group re...
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Context: from Static to Dynamic
Issue:
Volume 2, Issue 2, March 2014
Pages:
127-133
Received:
4 March 2014
Accepted:
16 April 2014
Published:
20 April 2014
DOI:
10.11648/j.ijll.20140202.21
Downloads:
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Abstract: Context plays an important role in verbal communication. In recent years, more and more scholars have devoted themselves to the dynamic research of utterances. They hold that both communication and the generation of meaning are dynamic processes which involve contexts. This paper depicts the study of static context and point out its deficiency, and then it will expound the dynamic properties of context through the application of the Theory of Adaptation and the Relevance Theory.
Abstract: Context plays an important role in verbal communication. In recent years, more and more scholars have devoted themselves to the dynamic research of utterances. They hold that both communication and the generation of meaning are dynamic processes which involve contexts. This paper depicts the study of static context and point out its deficiency, and...
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