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language</title> <meta name="description" content="Search results for: general language"> <meta name="keywords" content="general language"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="general language"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 8484</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: general language</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8484</span> The Instruction of Imagination: A Theory of Language as a Social Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Daniel%20Dor">Daniel Dor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research presents a new general theory of language as a socially-constructed communication technology, designed by cultural evolution for a very specific function: the instruction of imagination. As opposed to all the other systems of intentional communication, which provide materials for the interlocutors to experience, language allows speakers to instruct their interlocutors in the process of imagining the intended meaning-instead of experiencing it. It is thus the only system that bridges the experiential gaps between speakers. This is the key to its enormous success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experience" title="experience">experience</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20theory%20of%20language" title=" general theory of language"> general theory of language</a>, <a href="https://publications.waset.org/abstracts/search?q=imagination" title=" imagination"> imagination</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20as%20technology" title=" language as technology"> language as technology</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20essence%20of%20language" title=" social essence of language"> social essence of language</a> </p> <a href="https://publications.waset.org/abstracts/45356/the-instruction-of-imagination-a-theory-of-language-as-a-social-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45356.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">586</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8483</span> English for Specific Purposes: Its Definition, Characteristics, and the Role of Needs Analysis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karima%20Tayaa">Karima Tayaa</a>, <a href="https://publications.waset.org/abstracts/search?q=Amina%20Bouaziz"> Amina Bouaziz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapid expansion in the scientific fields and the growth of communication technology increased the use of English as international language in the world. Hence, over the past few decades, many researchers have been emphasizing on how the teaching and learning of English as a foreign or as an additional language can best help students to perform successfully. English for specific purpose is today quite literally regarded as the most global language discipline which existed practically in every country in the world. ESP (English for Specific Purposes) involves teaching and learning the specific skills and language needed by particular learners for a particular purpose. The P in ESP is always a professional purpose which is a set of skills that learners currently need in their work or will need in their professional careers. It has had an early origin since 1960’s and has grown to become one of the most prominent of English language teaching today. Moreover, ESP learners are usually adults who have some quittances with English and learn the language so as to communicate and perform particular profession. Related activities are based on specific purposes and needs. They are integrated into subject matter area important to the learners. Unlike general English which focuses on teaching general language courses and all four language skills are equally stressed, ESP and practically needs analysis determine which language skills are the most needed by the learners and syllabus designed accordingly. This paper looked into the origin, characteristics, development of ESP, the difference between ESP and general English. Finally, the paper critically reviews the role of needs analysis in the ESP. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title="English language teaching">English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20general%20purposes" title=" English for general purposes"> English for general purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20for%20specific%20purposes" title=" English for specific purposes"> English for specific purposes</a>, <a href="https://publications.waset.org/abstracts/search?q=needs%20analysis" title=" needs analysis"> needs analysis</a> </p> <a href="https://publications.waset.org/abstracts/43586/english-for-specific-purposes-its-definition-characteristics-and-the-role-of-needs-analysis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">405</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8482</span> Literacy in First and Second Language: Implication for Language Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Inuwa%20Danladi%20Bawa">Inuwa Danladi Bawa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the challenges of African states in the development of education in the past and the present is the problem of literacy. Literacy in the first language is seen as a strong base for the development of second language; they are mostly the language of education. Language development is an offshoot of language planning; so the need to develop literacy in both first and second language affects language education and predicts the extent of achievement of the entire education sector. The need to balance literacy acquisition in first language for good conditioning the acquisition of second language is paramount. Likely constraints that includes; non-standardization, underdeveloped and undeveloped first languages are among many. Solutions to some of these include the development of materials and use of the stages and levels of literacy acquisition. This is with believed that a child writes well in second language if he has literacy in the first language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20language" title="first language">first language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language" title=" second language"> second language</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20language" title=" english language"> english language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/3745/literacy-in-first-and-second-language-implication-for-language-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3745.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">452</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8481</span> Morphology of Cartographic Words: A Perspective from Chinese Characters</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xinyu%20Gong">Xinyu Gong</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhilin%20Li"> Zhilin Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Xintao%20Liu"> Xintao Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Maps are a means of communication. Cartographic language involves established theories of natural language for understanding maps. “Cartographic words’, or “map symbols”, are crucial elements of cartographic language. Personalized mapping is increasingly popular, with growing demands for customized map-making by the general public. Automated symbol-making and customization play a key role in personalized mapping. However, formal representations for the automated construction of map symbols are still lacking. In natural language, the process of word and sentence construction can be formalized. Through the analogy between natural language and graphical language, formal representations of natural language construction can be used as a reference for constructing cartographic language. We selected Chinese character structures (i.e., S <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personalized%20mapping" title="personalized mapping">personalized mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese%20character" title=" Chinese character"> Chinese character</a>, <a href="https://publications.waset.org/abstracts/search?q=cartographic%20language" title=" cartographic language"> cartographic language</a>, <a href="https://publications.waset.org/abstracts/search?q=map%20symbols" title=" map symbols"> map symbols</a> </p> <a href="https://publications.waset.org/abstracts/131340/morphology-of-cartographic-words-a-perspective-from-chinese-characters" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131340.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8480</span> A Detailed Study of Sexism in Mizo Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20C.%20Laltleipuii">H. C. Laltleipuii</a>, <a href="https://publications.waset.org/abstracts/search?q=Lalruatdiki%20Siakeng"> Lalruatdiki Siakeng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Mizo is a language spoken by the natives of Mizoram in North-East India. The Mizo society is a patriarchal society and hence is encumbered with trails of sexism in its language. Sexist language expresses discrimination on the basis of gender. While women are primarily affected, it is not however limited to just the female gender. This paper focuses on the sexist language that reflects the discrimination of women in the male-dominated, male-centered society of the Mizo. The main purpose of this paper is to emphasize with details, sexism that can be found in three aspects of language: in the naming of animate and inanimate objects or words in general, in the idioms and phrases and proverbs. This study will also take into account the gender neutral terms that are in use in the language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=Mizo" title=" Mizo"> Mizo</a>, <a href="https://publications.waset.org/abstracts/search?q=patriarchy" title=" patriarchy"> patriarchy</a>, <a href="https://publications.waset.org/abstracts/search?q=sexism" title=" sexism"> sexism</a> </p> <a href="https://publications.waset.org/abstracts/64627/a-detailed-study-of-sexism-in-mizo-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64627.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">411</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8479</span> Transportation Language Register as One of Language Community</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diyah%20Atiek%20Mustikawati">Diyah Atiek Mustikawati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language register refers to a variety of a language used for particular purpose or in a particular social setting. Language register also means as a concept of adapting one’s use of language to conform to standards or tradition in a given professional or social situation. This descriptive study tends to discuss about the form of language register in transportation aspect, factors, also the function of use it. Mostly, language register in transportation aspect uses short sentences in form of informal register. The factor caused language register used are speaker, word choice, background of language. The functions of language register in transportations aspect are to make communication between crew easily, also to keep safety when they were in bad condition. Transportation language register developed naturally as one of variety of language used. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20register" title="language register">language register</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20variety" title=" language variety"> language variety</a>, <a href="https://publications.waset.org/abstracts/search?q=communication" title=" communication"> communication</a>, <a href="https://publications.waset.org/abstracts/search?q=transportation" title=" transportation"> transportation</a> </p> <a href="https://publications.waset.org/abstracts/37039/transportation-language-register-as-one-of-language-community" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37039.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">487</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8478</span> Attitudes of University Students toward English Language Education Policy in Iraqi Kurdistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Momen%20Yaseen%20M.%20Amin">Momen Yaseen M. Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and in the case of higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated the results of a questionnaire on attitudes toward English language education policy in terms of attitudes toward the English language in general, the current English education policy, and the purposes for learning English among Kurdish EFL university students. Moreover, this study aimed to investigate this topic in light of the participants’ gender and major. To this end, an adapted version of Yang’s (2012) questionnaire was administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%, four and two disciplines, respectively) at two-state and private universities in Iraqi Kurdistan. The findings revealed positive attitudes toward English as an international language in both soft and hard sciences. While strongly subscribing to the idea that all Iraqi Kurdish students should learn the English language and the courses to be offered in English as well as Kurdish, the majority of the participants expressed their readiness and enthusiasm to excel in English and considered such competency a significant academic accomplishment. However, a good number felt dissatisfied with the status quo of English education at their institutions. This paper provides some implications and recommendations for English education policies makers, administrators, and English language instructors at tertiary levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20education" title=" English language education"> English language education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraqi%20Kurdistan" title=" Iraqi Kurdistan"> Iraqi Kurdistan</a> </p> <a href="https://publications.waset.org/abstracts/143751/attitudes-of-university-students-toward-english-language-education-policy-in-iraqi-kurdistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8477</span> Task Based Language Learning: A Paradigm Shift in ESL/EFL Teaching and Learning: A Case Study Based Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zehra%20Sultan">Zehra Sultan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is based on the task-based language teaching approach which is found to be very effective in the EFL/ESL classroom. This approach engages learners to acquire the usage of authentic language skills by interacting with the real world through sequence of pedagogical tasks. The use of technology enhances the effectiveness of this approach. This study throws light on the historical background of TBLT and its efficacy in the EFL/ESL classroom. In addition, this study precisely talks about the implementation of this approach in the General Foundation Programme of Muscat College, Oman. It furnishes the list of the pedagogical tasks embedded in the language curriculum of General Foundation Programme (GFP) which are skillfully allied to the College Graduate Attributes. Moreover, the study also discusses the challenges pertaining to this approach from the point of view of teachers, students, and its classroom application. Additionally, the operational success of this methodology is gauged through formative assessments of the GFP, which is apparent in the students’ progress. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=task-based%20language%20teaching" title="task-based language teaching">task-based language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=authentic%20language" title=" authentic language"> authentic language</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach"> communicative approach</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20world%20activities" title=" real world activities"> real world activities</a>, <a href="https://publications.waset.org/abstracts/search?q=ESL%2FEFL%20activities" title=" ESL/EFL activities"> ESL/EFL activities</a> </p> <a href="https://publications.waset.org/abstracts/147884/task-based-language-learning-a-paradigm-shift-in-eslefl-teaching-and-learning-a-case-study-based-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147884.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">124</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8476</span> Language Activation Theory: Unlocking Bilingual Language Processing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Leorisyl%20D.%20Siarot">Leorisyl D. Siarot</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is conventional to see and hear Filipinos, in general, speak two or more languages. This phenomenon brings us to a closer look on how our minds process the input and produce an output with a specific chosen language. This study aimed to generate a theoretical model which explained the interaction of the first and the second languages in the human mind. After a careful analysis of the gathered data, a theoretical prototype called Language Activation Model was generated. For every string, there are three specialized banks: lexico-semantics, morphono-syntax, and pragmatics. These banks are interrelated to other banks of other language strings. As the bilingual learns more languages, a new string is replicated and is filled up with the information of the new language learned. The principles of the first and second languages' interaction are drawn; these are expressed in laws, namely: law of dominance, law of availability, law of usuality and law of preference. Furthermore, difficulties encountered in the learning of second languages were also determined. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=psycholinguistics" title=" psycholinguistics"> psycholinguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20learning" title=" second language learning"> second language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=languages" title=" languages"> languages</a> </p> <a href="https://publications.waset.org/abstracts/7232/language-activation-theory-unlocking-bilingual-language-processing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">512</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8475</span> The Relation between Subtitling and General Translation from a Didactic Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Gonzalez%20Cruz">Sonia Gonzalez Cruz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Subtitling activities allow for acquiring and developing certain translation skills, and they also have a great impact on the students' motivation. Active subtitling is a relatively recent activity that has generated a lot of interest particularly in the field of second-language acquisition, but it is also present within both the didactics of general translation and language teaching for translators. It is interesting to analyze the level of inclusion of these new resources into the existent curricula and observe to what extent these different teaching methods are being used in the translation classroom. Although subtitling has already become an independent discipline of study and it is considered to be a type of translation on its own, it is necessary to do further research on the different didactic varieties that this type of audiovisual translation offers. Therefore, this project is framed within the field of the didactics of translation, and it focuses on the relationship between the didactics of general translation and active subtitling as a didactic tool. Its main objective is to analyze the inclusion of interlinguistic active subtitling in general translation curricula at different universities. As it has been observed so far, the analyzed curricula do not make any type of reference to the use of this didactic tool in general translation classrooms. However, they do register the inclusion of other audiovisual activities such as dubbing, script translation or video watching, among others. By means of online questionnaires and interviews, the main goal is to confirm the results obtained after the observation of the curricula and find out to what extent subtitling has actually been included into general translation classrooms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=subtitling" title="subtitling">subtitling</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20translation" title=" general translation"> general translation</a>, <a href="https://publications.waset.org/abstracts/search?q=didactics" title=" didactics"> didactics</a>, <a href="https://publications.waset.org/abstracts/search?q=translation%20competence" title=" translation competence"> translation competence</a> </p> <a href="https://publications.waset.org/abstracts/83484/the-relation-between-subtitling-and-general-translation-from-a-didactic-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83484.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">176</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8474</span> Vocabulary Paradigm in Learning Romanian As a Foreign Language</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Georgiana%20Ciobotaru">Georgiana Ciobotaru</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The vocabulary that foreign students assimilate once they start studying the Romanian language must allow them to develop the linguistic competence of oral and written expression, but also the intercultural one, necessary for their integration into the new socio-cultural environment. Therefore, the familiarization courses with Romanian as a foreign language aim at fundamental language acquisitions in order to obtain the expected level of Romanian language. They also relate differently to the new culture and the new language they come in contact with, having a distinct way of expressing themselves. Foreign students want to continue their university and postgraduate studies at specialized faculties in the country; therefore, they need both a general language for their integration into society and for interaction with others, Romanians or students from countries other than their own, but also from a specialized language that facilitates didactic communication and professional development. The complexity of the vocabulary must thus cover the daily communication needs, but also the subsequent evolution of each one. This paper aims to illustrate the most important semantic fields that students must assimilate in order to crystallize a linguistic identity in the new context of their personal and professional development and to help them cope with the culture shock. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integration" title="integration">integration</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural" title=" intercultural"> intercultural</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic" title=" linguistic"> linguistic</a>, <a href="https://publications.waset.org/abstracts/search?q=vocabulary" title=" vocabulary"> vocabulary</a> </p> <a href="https://publications.waset.org/abstracts/135953/vocabulary-paradigm-in-learning-romanian-as-a-foreign-language" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135953.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">195</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8473</span> Transmigration of American Sign Language from the American Deaf Community to the American Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Russell%20Rosen">Russell Rosen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> American Sign Language (ASL) has been developed and used by signing deaf and hard of hearing (DHH) individuals in the American Deaf community since early nineteenth century. In the last two decades, secondary schools in the US offered ASL for foreign language credit to secondary school learners. The learners who learn ASL as a foreign language are largely American native speakers of English. They not only learn ASL in US schools but also create spaces under certain interactional and social conditions in their home communities outside of classrooms and use ASL with each other instead of their native English. This phenomenon is a transmigration of language from a native social group to a non-native, non-kin social group. This study looks at the transmigration of ASL from signing Deaf community to the general speaking and hearing American society. Theoretical implications of this study are discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=American%20Sign%20Language" title="American Sign Language">American Sign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Foreign%20Language" title=" Foreign Language"> Foreign Language</a>, <a href="https://publications.waset.org/abstracts/search?q=Language%20transmission" title=" Language transmission"> Language transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=United%20States" title=" United States"> United States</a> </p> <a href="https://publications.waset.org/abstracts/64273/transmigration-of-american-sign-language-from-the-american-deaf-community-to-the-american-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64273.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">419</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8472</span> The Lexical Eidos as an Invariant of a Polysemantic Word</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Pesina">S. Pesina</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Solonchak"> T. Solonchak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Phenomenological analysis is not based on natural language, but ideal language which is able to be a carrier of ideal meanings – eidos representing typical structures or essences. For this purpose, it’s necessary to release from the spatio-temporal definiteness of a subject and then state its noetic essence (eidos) by means of free fantasy generation. Herewith, as if a totally new objectness is created - the universal, confirming the thesis that thinking process takes place in generalizations passing by numerous means through the specific to the general and from the general through the specific to the singular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lexical%20eidos" title="lexical eidos">lexical eidos</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenology" title=" phenomenology"> phenomenology</a>, <a href="https://publications.waset.org/abstracts/search?q=noema" title=" noema"> noema</a>, <a href="https://publications.waset.org/abstracts/search?q=polysemantic%20word" title=" polysemantic word"> polysemantic word</a>, <a href="https://publications.waset.org/abstracts/search?q=semantic%20core" title=" semantic core"> semantic core</a> </p> <a href="https://publications.waset.org/abstracts/10619/the-lexical-eidos-as-an-invariant-of-a-polysemantic-word" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10619.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8471</span> Glossematics and Textual Structure</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdelhadi%20Nadjer">Abdelhadi Nadjer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The structure of the text to the systemic school -(glossématique-Helmslev). At the beginning of the note we have a cursory look around the concepts of general linguistics The science that studies scientific study of human language based on the description and preview the facts away from the trend of education than we gave a detailed overview the founder of systemic school and most important customers and more methods and curriculum theory and analysis they extend to all humanities, practical action each offset by a theoretical and the procedure can be analyzed through the elements that pose as another method we talked to its links with other language schools where they are based on the sharp criticism of the language before and deflected into consideration for the field of language and its erection has outside or language network and its participation in the actions (non-linguistic) and after that we started our Valglosamatik analytical structure of the text is ejected text terminal or all of the words to was put for expression. This text Negotiable divided into types in turn are divided into classes and class should not be carrying a contradiction and be inclusive. It is on the same materials as described relationships that combine language and seeks to describe their relations and identified. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=text" title="text">text</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20schools" title=" language schools"> language schools</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20language" title=" human language"> human language</a> </p> <a href="https://publications.waset.org/abstracts/29435/glossematics-and-textual-structure" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29435.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">459</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8470</span> Formation of an Artificial Cultural and Language Environment When Teaching a Foreign Language in the Material of Original Films</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Konysbek%20Aksaule">Konysbek Aksaule</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this work is to explore new and effective ways of teaching English to students who are studying a foreign language since the timeliness of the problem disclosed in this article is due to the high level of English proficiency that potential specialists must have due to high competition in the context of global globalization. The article presents an analysis of the feasibility and effectiveness of using an authentic feature film in teaching English to students. The methodological basis of the study includes an assessment of the level of students' proficiency in a foreign language, the stage of evaluating the film, and the method of selecting the film for certain categories of students. The study also contains a list of practical tasks that can be applied in the process of viewing and perception of an original feature film in a foreign language, and which are aimed at developing language skills such as speaking and listening. The results of this study proved that teaching English to students through watching an original film is one of the most effective methods because it improves speech perception, speech reproduction ability, and also expands the vocabulary of students and makes their speech fluent. In addition, learning English through watching foreign films has a huge impact on the cultural views and knowledge of students about the country of the language being studied and the world in general. Thus, this study demonstrates the high potential of using authentic feature film in English lessons for pedagogical science and methods of teaching English in general. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=university" title="university">university</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=feature%20film" title=" feature film"> feature film</a> </p> <a href="https://publications.waset.org/abstracts/126665/formation-of-an-artificial-cultural-and-language-environment-when-teaching-a-foreign-language-in-the-material-of-original-films" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126665.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8469</span> Factors of English Language Learning and Acquisition at Bisha College of Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khlaid%20Albishi">Khlaid Albishi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title="language acquisition">language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=factors" title=" factors"> factors</a>, <a href="https://publications.waset.org/abstracts/search?q=Bisha%20college" title=" Bisha college"> Bisha college</a> </p> <a href="https://publications.waset.org/abstracts/22544/factors-of-english-language-learning-and-acquisition-at-bisha-college-of-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22544.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">499</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8468</span> Arabic as a Foreign Language in the Curriculum of Higher Education in Nigeria: Problems, Solutions, and Prospects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazeem%20Oluwatoyin%20Ajape">Kazeem Oluwatoyin Ajape</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study is concerned with the problem of how to improve the teaching of Arabic as a foreign language in Nigerian Higher Education System. The paper traces the historical background of Arabic education in Nigeria and also outlines the problems facing the language in Nigerian Institutions. It lays down some of the essential foundation work necessary for bringing about systematic and constructive improvements in the Teaching of Arabic as a Foreign Language (TAFL) by giving answers to the following research questions: what is the appropriate medium of instruction in teaching a foreign or second language? What is the position of English language in the teaching and learning of Arabic/Islamic education? What is the relevance of the present curriculum of Arabic /Islamic education in Nigerian institutions to the contemporary society? A survey of the literature indicates that a revolution is currently taking place in FL teaching and that a new approach known as the Communicative Approach (CA), has begun to emerge and influence the teaching of FLs in general, over the last decade or so. Since the CA is currently being adapted to the teaching of most major FLs and since this revolution has not yet had much impact on TAPL, the study explores the possibility of the application of the CA to the teaching of Arabic as a living language and also makes recommendations towards the development of the language in Nigerian Institutions of Higher Learning. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20Language" title="Arabic Language">Arabic Language</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20language" title=" foreign language"> foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigerian%20institutions" title=" Nigerian institutions"> Nigerian institutions</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum" title=" curriculum"> curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=communicative%20approach" title=" communicative approach "> communicative approach </a> </p> <a href="https://publications.waset.org/abstracts/21395/arabic-as-a-foreign-language-in-the-curriculum-of-higher-education-in-nigeria-problems-solutions-and-prospects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">612</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8467</span> The effect of Reflective Thinking on Iranian EFL Learners’ Language Learning Strategy Use, L2 Proficiency, and Beliefs about Second Language Learning and Teaching</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Hadi%20Mahmoodi">Mohammad Hadi Mahmoodi</a>, <a href="https://publications.waset.org/abstracts/search?q=Mojtaba%20Farahani"> Mojtaba Farahani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study aimed at investigating whether reflective thinking differentiates Iranian EFL learners regarding language learning strategy use, beliefs about language learning and teaching, and L2 proficiency. To this end, the researcher adopted a mixed method approach. First, 94 EFL learners were asked to complete Reflective Thinking Questionnaire (Kember et al., 2000), Beliefs about Language Learning and Teaching Inventory (Horwitz, 1985), Strategy Inventory for Language Learning (Oxford, 1990), and Oxford Quick Placement Test. The results of three separate one-way ANOVAs indicated that reflective thinking significantly differentiates Iranian EFL learners concerning: (a)language learning strategy use, (b) beliefs about language learning and teaching, and (c) general language proficiency. Furthermore, to see where the differences lay, three separate post-hoc Tukey tests were run the results of which showed that learners with different levels of reflectivity (high, mid, and low) were significantly different from each other in all three dependent variables. Finally, to increase the validity of the findings thirty of the participants were interviewed and the results were analyzed through template organizing style method (Crabtree & Miller, 1999). The results of the interview analysis supported the results of quantitative data analysis. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reflective%20thinking" title="reflective thinking">reflective thinking</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning%20strategy%20use" title=" language learning strategy use"> language learning strategy use</a>, <a href="https://publications.waset.org/abstracts/search?q=beliefs%20toward%20language%20learning%20and%20teaching" title=" beliefs toward language learning and teaching"> beliefs toward language learning and teaching</a> </p> <a href="https://publications.waset.org/abstracts/19148/the-effect-of-reflective-thinking-on-iranian-efl-learners-language-learning-strategy-use-l2-proficiency-and-beliefs-about-second-language-learning-and-teaching" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">656</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8466</span> Improving Listening Comprehension for EFL Pre-Intermediate Students through a Blended Learning Strategy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Heba%20Mustafa%20Abdullah">Heba Mustafa Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research aimed at examining the effect of using a suggested blended learning (BL) strategy on developing EFL pre- intermediate students. The study adopted the quasi-experimental design. The sample of the research consisted of a group of 26 EFL pre- intermediate students. Tools of the study included a listening comprehension checklist and a pre-post listening comprehension test. Results were discussed in relation to several factors that affected the language learning process. Finally, the research provided beneficial contributions in relation to manipulating BL strategy with respect to language learning process in general and oral language learning in particular. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20learning" title="blended learning">blended learning</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20foreign%20language" title=" english as a foreign language"> english as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20comprehension" title=" listening comprehension"> listening comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20language%20instruction" title=" oral language instruction"> oral language instruction</a> </p> <a href="https://publications.waset.org/abstracts/35749/improving-listening-comprehension-for-efl-pre-intermediate-students-through-a-blended-learning-strategy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/35749.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">561</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8465</span> Opacity Synthesis with Orwellian Observers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moez%20Yeddes">Moez Yeddes</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The property of opacity is widely used in the formal verification of security in computer systems and protocols. Opacity is a general language-theoretic scheme of many security properties of systems. Opacity is parametrized with framework in which several security properties of a system can be expressed. A secret behaviour of a system is opaque if a passive attacker can never deduce its occurrence from the system observation. Instead of considering the case of static observability where the set of observable events is fixed off-line or dynamic observability where the set of observable events changes over time depending on the history of the trace, we introduce Orwellian partial observability where unobservable events are not revealed provided that downgrading events never occurs in the future of the trace. Orwellian partial observability is needed to model intransitive information flow. This Orwellian observability is knwon as ipurge function. We show in previous work how to verify opacity for regular secret is opaque for a regular language L w.r.t. an Orwellian projection is PSPACE-complete while it has been proved undecidable even for a regular language L w.r.t. a general Orwellian observation function. In this paper, we address two problems of opacification of a regular secret ϕ for a regular language L w.r.t. an Orwellian projection: Given L and a secret ϕ ∈ L, the first problem consist to compute some minimal regular super-language M of L, if it exists, such that ϕ is opaque for M and the second consists to compute the supremal sub-language M′ of L such that ϕ is opaque for M′. We derive both language-theoretic characterizations and algorithms to solve these two dual problems. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=security%20policies" title="security policies">security policies</a>, <a href="https://publications.waset.org/abstracts/search?q=opacity" title=" opacity"> opacity</a>, <a href="https://publications.waset.org/abstracts/search?q=formal%20verification" title=" formal verification"> formal verification</a>, <a href="https://publications.waset.org/abstracts/search?q=orwellian%0D%0Aobservation" title=" orwellian observation"> orwellian observation</a> </p> <a href="https://publications.waset.org/abstracts/41268/opacity-synthesis-with-orwellian-observers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41268.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">225</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8464</span> Application of Natural Language Processing in Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20M.%20Alhawiti">Khaled M. Alhawiti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading capability is a major segment of language competency. On the other hand, discovering topical writings at a fitting level for outside and second language learners is a test for educators. We address this issue utilizing natural language preparing innovation to survey reading level and streamline content. In the connection of outside and second-language learning, existing measures of reading level are not appropriate to this errand. Related work has demonstrated the profit of utilizing measurable language preparing procedures; we expand these thoughts and incorporate other potential peculiarities to measure intelligibility. In the first piece of this examination, we join characteristics from measurable language models, customary reading level measures and other language preparing apparatuses to deliver a finer technique for recognizing reading level. We examine the execution of human annotators and assess results for our finders concerning human appraisals. A key commitment is that our identifiers are trainable; with preparing and test information from the same space, our finders beat more general reading level instruments (Flesch-Kincaid and Lexile). Trainability will permit execution to be tuned to address the needs of specific gatherings or understudies. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20processing" title="natural language processing">natural language processing</a>, <a href="https://publications.waset.org/abstracts/search?q=trainability" title=" trainability"> trainability</a>, <a href="https://publications.waset.org/abstracts/search?q=syntactic%20simplification%20tools" title=" syntactic simplification tools"> syntactic simplification tools</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/21289/application-of-natural-language-processing-in-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/21289.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">490</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8463</span> Enhancing English Language Learning through Learners Cultural Background</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Attahiru">A. Attahiru</a>, <a href="https://publications.waset.org/abstracts/search?q=Rabi%20Abdullahi%20Danjuma"> Rabi Abdullahi Danjuma</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Bint"> Fatima Bint</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language and culture are two concepts which are closely related that one affects the other. This paper attempts to examine the definition of language and culture by discussing the relationship between them. The paper further presents some instructional strategies for the teaching of language and culture as well as the influence of culture on language. It also looks at its implication to language education and finally some recommendation and conclusion were drawn. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=culture" title="culture">culture</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=relationship" title=" relationship"> relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=strategies" title=" strategies"> strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching" title=" teaching"> teaching</a> </p> <a href="https://publications.waset.org/abstracts/22922/enhancing-english-language-learning-through-learners-cultural-background" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22922.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8462</span> Popularization of Persian Scientific Articles in the Public Media: An Analysis Based on Experimental Meta-function View Point</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Behnaz%20Zolfaghari">Behnaz Zolfaghari</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In civilized societies, linguists seek to find suitable equivalents for scientific terms in the common language of their society. Many researches have conducted surveys about language of science on one hand and media discourse on the other, but the goal of this research is the comparative analysis of science discourse in Persian academic media and public discourse in the general Persian media by applying experimental meta-function as one of the four theoretical tools introduced by Holiday’s Systemic Functional Grammar .The said analysis aims to explore the processes that can convert the language in which scientific facts are published to a language well suited to the interested layman. The results of comparison show that these two discourses use differently six processes of experimental meta-function. Comparing the redundancy of different processes, the researcher tried to re-identify these differences in these two discourses and present a model for the procedures of converting science discourse to popularized discourse. This model can be useful for those journalists and textbook authors who want to restate scientific technical texts in a simple style for inexpert addresser including general people and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=systemic%20functional%20grammar" title="systemic functional grammar">systemic functional grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20analysis" title=" discourse analysis"> discourse analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20language" title=" science language"> science language</a>, <a href="https://publications.waset.org/abstracts/search?q=popularization" title=" popularization"> popularization</a>, <a href="https://publications.waset.org/abstracts/search?q=media%20discourse" title=" media discourse"> media discourse</a> </p> <a href="https://publications.waset.org/abstracts/130514/popularization-of-persian-scientific-articles-in-the-public-media-an-analysis-based-on-experimental-meta-function-view-point" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130514.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8461</span> Aspects of Diglossia in Arabic Language Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adil%20Ishag">Adil Ishag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Diglossia emerges in a situation where two distinctive varieties of a language are used alongside within a certain community. In this case, one is considered as a high or standard variety and the second one as a low or colloquial variety. Arabic is an extreme example of a highly diglossic language. This diglossity is due to the fact that Arabic is one of the most spoken languages and spread over 22 Countries in two continents as a mother tongue, and it is also widely spoken in many other Islamic countries as a second language or simply the language of Quran. The geographical variation between the countries where the language is spoken and the duality of the classical Arabic and daily spoken dialects in the Arab world on the other hand; makes the Arabic language one of the most diglossic languages. This paper tries to investigate this phenomena and its relation to learning Arabic as a first and second language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arabic%20language" title="Arabic language">Arabic language</a>, <a href="https://publications.waset.org/abstracts/search?q=diglossia" title=" diglossia"> diglossia</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20and%20second%20language" title=" first and second language"> first and second language</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a> </p> <a href="https://publications.waset.org/abstracts/24533/aspects-of-diglossia-in-arabic-language-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24533.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">564</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8460</span> Models and Metamodels for Computer-Assisted Natural Language Grammar Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Evgeny%20Pyshkin">Evgeny Pyshkin</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxim%20Mozgovoy"> Maxim Mozgovoy</a>, <a href="https://publications.waset.org/abstracts/search?q=Vladislav%20Volkov"> Vladislav Volkov</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper follows a discourse on computer-assisted language learning. We examine problems of foreign language teaching and learning and introduce a metamodel that can be used to define learning models of language grammar structures in order to support teacher/student interaction. Special attention is paid to the concept of a virtual language lab. Our approach to language education assumes to encourage learners to experiment with a language and to learn by discovering patterns of grammatically correct structures created and managed by a language expert. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=computer-assisted%20instruction" title="computer-assisted instruction">computer-assisted instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=natural%20language%20grammar%20models" title=" natural language grammar models"> natural language grammar models</a>, <a href="https://publications.waset.org/abstracts/search?q=HCI" title=" HCI"> HCI</a> </p> <a href="https://publications.waset.org/abstracts/15680/models-and-metamodels-for-computer-assisted-natural-language-grammar-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15680.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">519</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8459</span> The Queer Language: A Case Study of the Hyderabadi Queers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sreerakuvandana%20Vandana">Sreerakuvandana Vandana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although the term third gender is relatively new, the language that is in use has already made its way to the concept of identity. With the vast recognition and the transparency in expressing their identity without a tint of embarrassment, it is highly essential to take into account the idea of “identity” and “language”. The community however picks up language as a tool to assert their presence in the “mainstream”, albeit contradictory practices. The paper is an attempt to see how Koti claims and tries to be a language just like any other language. With that, it also identifies how the community wants to be identified as a unique group, but yet want to remain grounded to the ‘mainstream’. The work is an attempt to bring out the secret language of the LGBT community and understand their desire to be recognized as "main stream." The paper is also an attempt to bring into light this language and see if it qualifies to be a language at all. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=identity" title="identity">identity</a>, <a href="https://publications.waset.org/abstracts/search?q=language" title=" language"> language</a>, <a href="https://publications.waset.org/abstracts/search?q=queer" title=" queer"> queer</a>, <a href="https://publications.waset.org/abstracts/search?q=transgender" title=" transgender"> transgender</a> </p> <a href="https://publications.waset.org/abstracts/62333/the-queer-language-a-case-study-of-the-hyderabadi-queers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62333.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">541</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8458</span> Exploring Non-Native English Language Teachers' Understandings and Attitudes towards the Integration of Intercultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sasani">Simin Sasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> 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. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teachers" title=" English language teachers"> English language teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communications" title=" intercultural communications"> intercultural communications</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-natives" title=" non-natives"> non-natives</a> </p> <a href="https://publications.waset.org/abstracts/24609/exploring-non-native-english-language-teachers-understandings-and-attitudes-towards-the-integration-of-intercultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8457</span> 2L1, a Bridge between L1 and L2</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Elena%20Ginghina">Elena Ginghina</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There are two major categories of language acquisition: first and second language acquisition, which distinguish themselves in their learning process and in their ultimate attainment. However, in the case of a bilingual child, one of the languages he grows up with receives gradually the features of a second language. This phenomenon characterizes the successive first language acquisition, when the initial state of the child is already marked by another language. Nevertheless, the dominance of the languages can change throughout the life, if the exposure to language and the quality of the input are better in 2L1. Related to the exposure to language and the quality of the input, there are cases even at the simultaneous bilingualism, where the two languages although learned from birth one, differ from one another at some point. This paper aims to see, what makes a 2L1 to become a second language and under what circumstances can a L2 learner reach a native or a near native speaker level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=first%20language%20acquisition" title=" first language acquisition"> first language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers%20of%20German" title=" native speakers of German"> native speakers of German</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20acquisition" title=" second language acquisition"> second language acquisition</a> </p> <a href="https://publications.waset.org/abstracts/24096/2l1-a-bridge-between-l1-and-l2" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24096.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">574</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8456</span> Developing Language Ownership: An Autoethnographic Perspective on Transformative Learning</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thomas%20Abbey">Thomas Abbey</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is part of an ongoing research addressing the experience of language learners in developing a sense of language ownership in their second language. For the majority of language learners, the main goal of learning a second or foreign language is to develop proficiency in the target language. Language proficiency comprises numerous intersecting competency skills ranging from causally listening to speaking using certain registers. This autoethnography analyzes lived experiences related to transitioning from learning a language in a classroom to being in an environment where the researcher's second language is the primary means of communication. Focused on lived experiences, the purpose of this research is to provide an insight into the experiences of language learners entering new environments and needing to navigate life within another language. Through reflections, this paper offers a critical account of experience traveling to Baku, Azerbaijan as a Russian language learner. The analysis for this paper focuses on the development of a sense of language ownership. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=autoethnography" title="autoethnography">autoethnography</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20learning" title=" language learning"> language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20ownership" title=" language ownership"> language ownership</a>, <a href="https://publications.waset.org/abstracts/search?q=transformative%20learning" title=" transformative learning"> transformative learning</a> </p> <a href="https://publications.waset.org/abstracts/180528/developing-language-ownership-an-autoethnographic-perspective-on-transformative-learning" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/180528.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8455</span> Linguistic Attitudes and Language Learning Needs of Heritage Language Learners of Spanish in the United States</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sheryl%20Bernardo-Hinesley">Sheryl Bernardo-Hinesley</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Heritage language learners are students who have been raised in a home where a minority language is spoken, who speaks or merely understand the minority heritage language, but to some degree are bilingual in the majority and the heritage language. In view of the rising university enrollment by Hispanics in the United States who have chosen to study Spanish, university language programs are currently faced with challenges of accommodating the language needs of heritage language learners of Spanish. The present study investigates the heritage language perception and language attitudes by heritage language learners of Spanish, as well as their classroom language learning experiences and needs. In order to carry out the study, a qualitative survey was used to gather data from university students. Analysis of students' responses indicates that heritage learners are motivated to learn the heritage language. In relation to the aspects of focus of a language course for heritage learners, results show that the aspects of interest are accent marks and spelling, grammatical accuracy, vocabulary, writing, reading, and culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=heritage%20language%20learners" title="heritage language learners">heritage language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20acquisition" title=" language acquisition"> language acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistic%20attitudes" title=" linguistic attitudes"> linguistic attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=Spanish%20in%20the%20US" title=" Spanish in the US"> Spanish in the US</a> </p> <a 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