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class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Advances in Language and Literary Studies [ALLS]</h1><div class="affiliations-container fake-truncate js-profile-affiliations"></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Advances in Language and Literary Studies" data-follow-user-id="8602709" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="8602709"><span class="material-symbols-outlined" style="font-size: 20px" 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The purpose of this journal is to report new insight and foster cutting-edge research about the role that language and linguistics as well as language and literature. The journal encourages authors to submit original unpublished works and provides an immense opportunity for them to submit articles in the area of applied linguistics, linguistics and literary studies, in that its significance to theoretical or practical implications is clearly demonstrated. ALLS engages these approaches to deepen understanding of the relationship between language and literature. The journals welcomes papers from all prospective authors, especially from scholars and practitioners who come from low and middle income countries. The contributors are expected to treat new research, be well written and be of interest to a significant segment of the science community. The content is disseminated for free on the world wide web.<br /><span class="u-fw700">Phone: </span>+61(3)9028 6880<br /><b>Address: </b>VIC 3011  Australia<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://independent.academia.edu/ArabWorldEnglishJournalAWEJ"><img class="profile-avatar u-positionAbsolute" alt="Arab World English Journal (AWEJ) related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" 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LTD". All papers published in this book are accessible online.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ca3ecf57d2004b835a5ed84a5c406c2e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67331861,"asset_id":48929061,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67331861/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="48929061"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="48929061"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48929061; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48929061]").text(description); $(".js-view-count[data-work-id=48929061]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 48929061; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='48929061']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "ca3ecf57d2004b835a5ed84a5c406c2e" } } $('.js-work-strip[data-work-id=48929061]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":48929061,"title":"ALLS, Vol 11, No 6 (2020)","translated_title":"","metadata":{"ai_title_tag":"Accessible Academic Papers in ALLS Volume 11","grobid_abstract":"All papers on which this is printed in this book meet the minimum requirements of \"Australian International Academic Centre PTY. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44919770"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44919770/ALLS_Vol_11_No_5_2020_"><img alt="Research paper thumbnail of ALLS, Vol 11, No 5 (2020)" class="work-thumbnail" src="https://attachments.academia-assets.com/65443692/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44919770/ALLS_Vol_11_No_5_2020_">ALLS, Vol 11, No 5 (2020)</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="ed08401be112e859dce9add5c6cf6bb6" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65443692,"asset_id":44919770,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65443692/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44919770"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44919770"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44919770; 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B. Yeats in 1916 by the time he had turned 50 years ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Men Improve With The Years was written by W. B. Yeats in 1916 by the time he had turned 50 years old. This paper argues that in this poem, Yeats presents his philosophical thoughts of the tragic life among human beings, highlighting that the joy in tragedy is "the way to survive" while the sorrow in tragedy is "being towards death". Influenced by Nietzsche's aesthetic notions of the Apollonian and Dionysian art, Yeats holds a kind of tragic aesthetic view towards death-"the unity of being" of individual life and nature, and aims to seek the joy of growing old and the freedom to create life out of life. As Apollonian dream covers the tragedy of life and Dionysian intoxication discloses it, the nameless old protagonist in the poem or Yeats himself attempts to bear the plight with stoicism and fortitude like a marble Triton so as to conquer and welcome all the sorrows in the process of aging and dying. Since men improve with the years, "being towards death" is the nature of living. Yeats hopes to achieve the aesthetic redemption from the tragic life in his early fifties, thus giving enlightenment to the predicament of human existence.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-44743012-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-44743012-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803529/table-9-inter-character-sentiment-stance-for-sample"><img alt="Table 9. Inter-character sentiment stance for sample 3 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803541/table-10-contextual-specifics-of-sample"><img alt="Table 10. Contextual specifics of sample 4 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803501/table-18-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803513/table-4-contextual-specifics-of-sample"><img alt="Table 4. Contextual specifics of sample 2 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803011/figure-1-the-stages-of-ecrif-taxonomy-clarify-stage-at-this"><img alt="Figure 1. The stages of ECRIF taxonomy Clarify Stage: At this stage, students try to understand the meaning and form of the new language or structure. They Internalize Stage: Internalization, is to interpret and accept the results by examining an idea, a knowledge and a belief t hrough learning and socialization. In terms of foreign language teaching and learning, Vygotsky who emphasizes that thought and language are closely related, thinks that interna ization of complex ideas is necessary for language development (Yurdakul, 2005, 45). Considering the meaning and effectiveness of internalization for language develop- ment, t ECRIF he internalization stage which is the fourth step of the taxonomy, relies on freer and less controlled prac- tices and without any outside support, students determine the suitable decisions and select from the choices depending on their own information (Mezied, 2017). At this stage, students try to engage the new knowledge and skills to their prior " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803032/figure-2-graph-scree-plot"><img alt="Graph 1. Scree plot " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803126/figure-1-confirmatory-factor-analysis-path-diagram"><img alt="Figure 1. Confirmatory factor analysis path diagram " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803142/figure-1-inter-character-affection-stance-along-the"><img alt="Figure 1. Inter-Character Affection Stance along the Narrative Line between Isabella Swan and Edward Cullen The location of the markers and the progression pat- tern of the graphs above share a couple of pivotal points of By progressing down the subsections of tables 2, 5, 8, 11, 14 and 17, the degree of relevance for each type of impli- cated conclusion decreases and with it the processing effort required for each type of implicated conclusion increases. As predicted by Sperber and Wilson (1995, 2002), with the increasing of processing effort for the calculation of impli- cated conclusion, the cognitive reward or positive cogni- tive effect received as a result of the calculation increases. It seems apparent that one of the fundamental requirements for Furlong’s (1996) notion of maximal relevance is that the " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803148/figure-2-inter-character-affection-stance-along-the"><img alt="Figure 2. Inter-Character Affection Stance along the Narrative Line between Beatrice Prior and Tobias Eaton connection. First and foremost, instances of inter-character verbal interaction where characters deliver implicit mes- sages by exchanging implicata are used by the author in accordance with the inter-character sentiment intensity at the point the conversation is held, which corroborates a partial responsibility for the intensity to trigger the impli- cating. Second, the implicit information conveyed through exchanges of implicata between the characters helps shape the status quo of the relation along the narrative. Table 1. Contextual specifics of sample 1 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803165/figure-3-bottom-up-process-of-causal-inter-relations-between"><img alt="Figure 3. Bottom-up Process of Causal Inter-Relations between Implicata within Character Discourse and and Character's Communicative Intents, Inter-Character Sentimentality and Character Traits behind Them " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803178/figure-1-approaches-to-ellipsis-adopted-from-merchant"><img alt="Figure 1. Approaches to Ellipsis, adopted from Merchant (2005: 3) " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803187/figure-2-nonstrutural-approach-hierarchy"><img alt="Figure 2. Nonstrutural approach hierarchy " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803193/figure-3-hierarchy-of-the-structural-pf-deletion-approach"><img alt="Figure 3. Hierarchy of the Structural PF-deletion approach " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803202/figure-10-the-head-is-essential-in-forming-constituent"><img alt="the head C° is essential in forming constituent questions. These features, following Merchant (2001), are also needed in sluicing structures that are characterized by the E[llipsis] feature [E], which works only with interrogative C° (wh,Q). We will elaborate more no this in Section (5). The next section discusses the basic structure of HA interrogatives, which are essential to the discussion of sluicing, and the how the sluicing conditions are applied to HA. " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803209/figure-5-feature-and-the-sluicing-licensing-head"><img alt="Figure 5. [E]-feature and the sluicing licensing head " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803217/figure-6-the-feature-and-its-relation-to-the-interrogative"><img alt="Figure 6. The [E]-feature and its Relation to the Interrogative C° " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803224/figure-7-ha-sluicing-structure"><img alt="Figure 7. HA sluicing structure " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803228/figure-8-movement-and-deltion-operations-in-ha-sluicing"><img alt="Figure 8. Movement and deltion operations in HA sluicing " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803232/figure-15-graph-text-type-of-listening-materials"><img alt="Graph 1. Text Type of Listening Materials " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803236/figure-16-graph-skills-embedded-in-the-activities-and-tasks"><img alt="Graph 3. Skills embedded in the activities and tasks Graph 2. Types of listening tasks " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803245/figure-17-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803250/table-3-the-item-analysis-for-academic-achievement-listening"><img alt="Table 3. The item analysis for academic achievement (listening) test " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803258/table-5-comparison-of-the-control-group-scores-of-pretest"><img alt="Table 5. Comparison of the control group scores of pretest and posttest academic achievement (listening) test p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803267/table-4-comparison-of-the-experimental-group-scores-of"><img alt="Table 4. Comparison of the experimental group scores of pretest and posttest academic achievement (listening) test p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803281/table-7-comparison-of-the-experimental-group-scores-of"><img alt="Table 7. Comparison of the experimental group scores of pretest and posttest academic achievement (speaking) p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803296/table-5-alls-vol-no"><img alt="P<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803313/table-6-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803323/table-8-comparison-of-the-control-group-scores-of-pretest"><img alt="Table 8. Comparison of the control group scores of pretest and posttest academic achievement (speaking) p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803337/table-1-alls-vol-no"><img alt="Table 1. Error categories " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803356/table-2-frequency-of-errors-word-choice"><img alt="Table 2. Frequency of errors Word choice " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803384/table-10-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803395/table-2-distribution-of-factor-item-factor-loads-and-factor"><img alt="Table 2. Distribution of factor, item factor loads and factor variances regarding the attitude scale to be used for education planning " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803415/table-3-model-data-fit-for-the-cyber-academic-self-efficacy"><img alt="Table 3. Model-data fit for the Cyber Academic Self-efficacy scale " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803430/table-4-correlation-values-between-factors"><img alt="Table 4. Correlation values between factors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803443/table-5-item-total-statistics"><img alt="Table 5. Item-total statistics " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803456/table-6-test-results-related-to-item-distinctiveness"><img alt="Table 6. T-test results related to item distinctiveness CONCLUSION AND SUGGESTIONS " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803469/table-7-cronbachs-alpha-coefficients-of-the-factors"><img alt="Table 7. Cronbach’s Alpha coefficients of the factors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803478/table-17-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803556/table-13-contextual-specifics-of-sample-the-scope-of-the"><img alt="Table 13. Contextual specifics of sample 5 the scope of the current research, this might even be taken to suggest that there seems to be a concept of hierarchy among the elements of a character’s mental world. Which falls under or above which can be addressed in future research. Taking as a whole the data in Tables 1-18 also suggests that inter-character sentiment intensity is governed by the narrative line. The data also indicates that readers’ awareness of contextual aspects, characters’ communicative intents and sentiment intensity between characters interlocutors in part govern, with a considerable extent of control, their " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803568/table-12-inter-character-sentiment-stance-for-sample"><img alt="Table 12. Inter-character sentiment stance for sample 4 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803579/table-16-contextual-specifics-of-sample-interpretation-of"><img alt="Table 16. Contextual specifics of sample 6 interpretation of a character’s choice of leaning on implica- tion in their speech as opposed to the more overt and explicit imparting of propositions in addition to reaching maximal relevance in their interpretation of the implications charac- ters make when addressing one another. " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803595/table-15-inter-character-sentiment-stance-for-sample"><img alt="Table 15. Inter-character sentiment stance for sample 5 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803612/table-18-inter-character-sentiment-stance-for-sample-summary"><img alt="Table 18. Inter-character sentiment stance for sample 6 SUMMARY AND CONCLUSION ry fo determine how inter-character relationships are linked to the implicata exchanged between characters and how critically these implicata may be interpreted by readers, this research applied a relevance-theoretic treatment to six instances of implicata exchanged between the female protag- onists in Stephenie Meyer’s ‘Twilight’ and Veronica Roth’s ‘Divergent’, namely Isabella Swan and Beatrice Prior, and their male potential partners in romance, respectively Edward Cullen and Tobias Eaton. Each sample was analysed for its context, how the two characters care for one another at that point in the narrative line, and why writers choose to convey implicit messages between characters. We propose that both writers implicate through their characters while taking into consideration the sentiments between them, the intensity of the sentiments in question and where on the storyline the conversation between the characters occur. It was already suggested by Mohammadpanah et al. (2018) that to achieve maximal relevance in their non-spontaneous interpretation of instances of implicata exchange between characters, it is essential that readers have awareness of a) contextual spec- ifications, b) implicated premises, c) strongly-implicated conclusions, d) weakly-implicated conclusions, e) under- pinning presuppositional grounds based on which certain information is presupposed by the writer and the reader, and " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803631/table-1-speech-functions-and-typical-mood-of-clause-adapted"><img alt="Table 1. Speech functions and typical Mood of a clause (adapted from Eggins, 2004, p. 147) " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803662/table-2-overall-frequency-of-mood-structure-of-the-clauses"><img alt="Table 2. Overall frequency of Mood structure of the clauses of all interlocutors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803676/table-3-frequency-and-percentage-of-mood-structures-used-by"><img alt="Table 3. Frequency and percentage of Mood structures used by Ramsay vs. Abby " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803694/table-4-frequency-of-mood-structures-used-by-ramsay-and-abby"><img alt="Table 4. Frequency of mood structures used by Ramsay and Abby vs. The staff " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803705/table-6-types-and-frequency-of-modality-among-interlocutors"><img alt="Table 6. Types and frequency of modality among interlocutors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803716/table-5-types-of-adjuncts-used-by-the-interlocutors"><img alt="Table 5. Types of Adjuncts used by the interlocutors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803733/table-7-types-and-frequency-of-modality-of-ramsay-vs-abby"><img alt="Table 7. Types and frequency of modality of Ramsay vs. Abby " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803742/table-7-the-degrees-of-modalization-and-modulation-low"><img alt="The degrees of modalization and modulation (low, median, or high) used by both Ramsay and Abby are detailed in Table 7. Ramsay and Abby are again considered separately in this section, as they both are superiors to the servers, and it is an area of interest to investigate whether Abby displays The results reveal that the two superiors (1.e., Ramsay and Abby) employed relatively equal high and median degrees " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803750/table-9-types-and-frequency-of-modality-of-abby-vs-staff"><img alt="Table 9. Types and frequency of modality of Abby vs. staff " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803766/table-8-types-and-frequency-of-modality-of-ramsay-vs-staff"><img alt="Table 8. Types and frequency of modality of Ramsay vs. Staff " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803793/table-37-with-regard-to-modulation-like-ramsay-abby"><img alt="With regard to modulation, like Ramsay, Abby expressed judgment far more often than the staff (21 times compared to just 2 times), with various degrees of obligation and incli- nation. Abby’s use of lower degree modulation may be explained by her pre-existing social role with the staff, and therefore, she may not have needed to express obligation and inclina- tion to the same extent as Ramsay, since her relationship with the staff was already clearly established as one of a superior and subordinates. REFERENCES discussed in Section 4.3.2, the data show a significant dif- ference between the groups, revealing that Abby had more power than her staff, shown by the use of both modalization and modulation. In terms of modalization, Abby expressed her attitude toward what she was saying when interacting with her employees using high to median degrees, which, again, was not the case for the staff (12 and 7 times, respec- ively). This is illustrated in the excerpt below, Abby she employs the verb going to to express probability. " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803819/table-1-list-of-wcs-in-saudi-arabia"><img alt="Table 1. List of WCs in Saudi Arabia " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803838/table-4-alls-vol-no"><img alt="Table 4. Cronbach’s alpha " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803853/table-5-correlation-coefficient-of-the-students"><img alt="Table 5. Correlation coefficient of the students’ questionnaire between each individual item and the total score of the domain. ** Significant at the 0.01 level of significance or less, * Significant at the 0.05 level of significance or less " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803873/table-41-significant-at-the-level-of-significance-or-less"><img alt="** Significant at the 0.01 level of significance or less " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803890/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803908/table-7-significant-at-the-level-of-significance-or-less"><img alt="** Significant at the 0.01 level of significance or less, * Significant at the 0.05 level of significance or less Table 7. Correlation coefficient of the tutors’ questionnaire between each individual item and the total score of the questionnaire " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803924/table-9-learners-knowledge-tutors-and-learners-priorities"><img alt="Table 9. Learners’ knowledge Table 10. Tutors’ and learners’ priorities " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803960/table-11-pre-visit-attitudes-of-male-and-female-learners"><img alt="Table 11. Pre-visit attitudes of male and female learners " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803981/table-12-during-visit-attitudes-of-male-and-female-learners"><img alt="Table 12. During-visit attitudes of male and female learners " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803990/table-13-post-visit-attitudes-of-male-and-female-learners"><img alt="Table 13. Post-visit attitudes of male and female learners " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804003/table-14-male-and-female-tutors-practices-in-the-cltwcs"><img alt="Table 14. Male and female tutors’ practices in the CLTWCs Learners’ and Tutors’ Priorities that much of the current debate revolves around the num- ber of visits and required visits. Gordon (2008) noted that visiting the center regularly, at least three or four times a month, would be fruitful, and not to do so would be a dereliction. He added that learners need to understand the fact that regular visits to the WC would provide them with the support they really need. Barnawi and Christie (2018) acknowledged that teachers may encourage learners to use he center “by offering some incentives, such as extra credit for regular visits” (p. 34). This belief is fostered by educa- tors and researchers in the field who conducted a number of studies to examine the effectiveness of frequent visits to he WC (e.g., Bishop, 1990; Bredtmann, Crede, & Otten, 2013; Clark, 1985; Gordon, 2008; Irvin, 2014; Pfrenger, Blasiman, & Winter, 2017). " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804021/table-15-alls-vol-no"><img alt="Table 15. Writing features " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804033/table-50-appendix-ha-consonants-and-vowels-adopted-from-al"><img alt="Appendix 1. HA Consonants and Vowels (adopted from Al Zahrani (2013) " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804047/table-51-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804061/table-52-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804080/table-53-alls-vol-no"><img alt="Appendix 2. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44742788"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44742788/ALLS_Vol_11_No_2_2020_"><img alt="Research paper thumbnail of ALLS, Vol 11, No 2 (2020)" class="work-thumbnail" src="https://attachments.academia-assets.com/65228990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44742788/ALLS_Vol_11_No_2_2020_">ALLS, Vol 11, No 2 (2020)</a></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-44742788-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-44742788-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930800/table-7-one-way-analysis-of-variance-was-used-to-test"><img alt="One-way analysis of variance was used to test whether there was a difference between the number of siblings of the students and the success of the Turkish language course, and no significant difference was observed between the mean scores of the groups (F = 1.22, p> 0.05). Table 7. One-way ANOVA results about the difference between the number of siblings variable and success score According to Graph 1, students’ attitudes towards Turkish language lessons were 59% ‘I like’ for boys and 74% for girls. According to Graph 1, most of the 7th grade students have positive attitudes towards Turkish lessons. " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930813/figure-4-effects-of-pair-work-on-english-language-learning"><img alt="Figure 4.3. Effects of pair work on english language learning Figure 4.2. Reasons for not enjoying pair work (q.2) " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930820/figure-4-mean-for-practice-pair-work-in-classroom-how-helpfu"><img alt="Figure 4.1. Mean for practice pair work in classroom, how helpfu pair work is to study, and reaction to pair work by gender An Exploration of Libyan Learners’ Attitudes Towards Pair Work Activity i English Language Learning Development " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930833/figure-4-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930844/figure-1-categories-and-frequencies-of-errors-as-is-seen-in"><img alt="Figure 1. Categories and frequencies of errors As is seen in Figure 1, the most frequent error type is preposition errors (f=56). The second most frequent error " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930850/figure-2-error-types-in-surface-strategy-taxonomy-type"><img alt="Figure 2. Error types in surface strategy taxonomy type consists of the errors concerned with the use of verb “to be” (f=50). Misspelling errors (f=48), article errors (f=36), singular/plural errors (f=30), word form errors (f=26), tense errors (f=22), word choice errors (f=21), subject-verb agree- ment errors (f=14), capitalisation errors (f=13), verb errors (f=13), pronoun errors (f=11), word order errors (f=11) and other errors followed the major error categories. These errors, which were analysed in accordance with Surface Strategy Taxonomy, were classified under the categories of omission, addition, misformation and misordering as seen in Figure 2. " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930858/figure-3-subgroups-under-the-category-of-misformation-and"><img alt="Figure 3. Subgroups under the category of misformation and their frequencies " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930866/figure-4-the-second-most-frequent-error-type-is-omission"><img alt="The second most frequent error type is omission errors. It is observed that students made 113 omission errors, which makes up 29.65% of total errors. Omission errors are char- acterised by the absence of a word or structure, the existence of which is necessary for the sentence to be correct. Figure 4 given below shows the types of omission errors with respect to their frequencies. Figure 4. Types of omission errors " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930873/figure-5-are-preposition-article-singular-plural-verb-to-be"><img alt="are; preposition, article, singular-plural, verb to be, verb, adjective, conjunction, modal auxiliary and tense errors. The figure demonstrating error types under the category of addition errors together with their frequencies is given below Figure 5. Figure 5. Error types under addition category " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930880/figure-2-alls-vol-no"><img alt="Figure 2. Conjunctions REFERENCES " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930892/figure-1-alls-vol-no"><img alt="Figure 1. Determiners " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930899/figure-12-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930903/figure-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930909/table-1-the-use-of-javanese-language-and-script-at-schools"><img alt="Table 1. The use of javanese language and script at schools (from the Academic Draft of the Javanese Language and Script Revitalization Act, 2019, p. 51) Grenoble’s (2018, p. 6) words, “it is a social movement, and brings benefits to society as well as to individuals”. Besides, language is a medium for expressing personal values, beliefs, and experience (Alshehri, 2016). language in the midst of other languages domination. The research literature also acknowledged issues of essential variables of effective Javanese language preservation through education sector, such as focus- ing more on the use of this local language during the teaching and learning process at primary school level, investigating the role of the central government, and examining the importance of local languages teach- ing and promotion program. These variables are recognized as reliable guides for the local government and schools in the effort to manage Javanese language and script crisis effectively. Another aspect highlighted in the study of the literature was the need for the Indonesian government to pay more attention to local languages plan- ning and policy. It was reported that support from the gov- ernment is vital in terms of ensuring stakeholders, such as Center for Language in each province that local lan- guages, including Javanese, will be able to survive in the global era. " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930913/table-2-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930922/table-4-results-of-one-way-anova-related-to-differences"><img alt="Table 4. Results of One-Way ANOVA related to differences between mother education status and attitude score Table 5. Results of One-Way ANOVA related to differences between attitude score and father education status variable " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930937/table-4-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930946/table-2-difference-between-turkish-language-course-attitude"><img alt="Table 2. Difference between Turkish language course attitude scores by gender Table 3. The results of one-way analysis of variance on the difference between the number of siblings variable and attitude score " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930956/table-1-correlation-between-students-attitude-scores-and"><img alt="Table 1. Correlation between students’ attitude scores and achievement scores " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930961/table-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930967/table-4-demographics-information-of-libyan-learners-practice"><img alt="Table 4.1. Demographics information of libyan learners Table 4.2. Practice pair work in classroom " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930973/table-9-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930976/table-4-reaction-to-pair-work"><img alt="Table 4.3. Reaction to pair work " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930981/table-4-descriptive-statistics-for-practice-pair-work-in"><img alt="Table 4.4. Descriptive statistics for practice pair work in classroom, how helpful pair work is to study, and reaction to pair work " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930985/table-1-cefr-level-distribution-determiners-and-conjunctions"><img alt="Table 1. CEFR level distribution (Determiners and Conjunctions) " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930990/table-2-alls-vol-no"><img alt="Table 2. Function summary " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930993/table-1-distributions-of-process-types-in-selected-ghanaian"><img alt="Table 1. Distributions of process types in selected Ghanaian university anthems " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_014.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-44742788-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9fc68940d35f5e3429eff98991dcd5a5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":65228990,"asset_id":44742788,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/65228990/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="44742788"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="44742788"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44742788; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44742788]").text(description); $(".js-view-count[data-work-id=44742788]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44742788; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='44742788']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "9fc68940d35f5e3429eff98991dcd5a5" } } $('.js-work-strip[data-work-id=44742788]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":44742788,"title":"ALLS, Vol 11, No 2 (2020)","translated_title":"","metadata":{"ai_abstract":"This paper explores the concept of female individuality and the psychological mechanisms that women employ to assert their equality in a patriarchal society. 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It analyzes how Mahama utilized concepts of apologia, image repair, and rhetoric to defend himself, restore his reputation, and reposition the National Democratic Congress (NDC) for the upcoming 2020 elections. By exploring these dynamic interactions, the study aims to provide insights into the effective management of political image in a multi-dimensional discourse context, contributing to broader discussions on political communication and reputation management."},"translated_abstract":null,"internal_url":"https://www.academia.edu/40879313/ALLS_Vol_10_No_3_2019_","translated_internal_url":"","created_at":"2019-11-08T11:56:28.653-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":33264355,"work_id":40879313,"tagging_user_id":8602709,"tagged_user_id":45391200,"co_author_invite_id":null,"email":"s***4@gmail.com","display_order":1,"name":"秀卉張","title":"ALLS, Vol 10, No 3 (2019)"},{"id":33264356,"work_id":40879313,"tagging_user_id":8602709,"tagged_user_id":5507358,"co_author_invite_id":null,"email":"f***g@gmail.com","affiliation":"Universitas Sulawesi Tenggara","display_order":2,"name":"Fernandes Arung","title":"ALLS, Vol 10, No 3 (2019)"}],"downloadable_attachments":[{"id":61166412,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61166412/thumbnails/1.jpg","file_name":"10.320191108-125057-1301ker.pdf","download_url":"https://www.academia.edu/attachments/61166412/download_file","bulk_download_file_name":"ALLS_Vol_10_No_3_2019.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61166412/10.320191108-125057-1301ker.pdf?1738390342=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_10_No_3_2019.pdf\u0026Expires=1742953956\u0026Signature=BNcW0mVtMG23TEdc4SAGX33UBmqLQVVaF8eqxv0dE4B~97D~fd2XBjSSF1XXLS2nqqD82hBcsCCUV3ZbrpfA4LtudWDuy69qEarmuUTDdiZMqi-8T6e45Aei4qRPc~9KytNjtZoJhDhdIY8J8c7m8~mqWBQ6P0bN4YxBWCOphwZDQM0wUXhUvDCAt5yQl-TEnL6Zb0MPjcLGipEm6RPF62btT9Sp1a5msCZpN2qPfIFN6TvV844Fc2rNm6M5hMiV7DDaypSChgzbdvv5WZsFkA7dJB7wsI3du4bU1LrG6YZwBMsNDyt1fqetLMH8P55W3hvIzS8hmWgNLO5Ixs34pA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_10_No_3_2019_","translated_slug":"","page_count":164,"language":"en","content_type":"Work","summary":null,"owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":61166412,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/61166412/thumbnails/1.jpg","file_name":"10.320191108-125057-1301ker.pdf","download_url":"https://www.academia.edu/attachments/61166412/download_file","bulk_download_file_name":"ALLS_Vol_10_No_3_2019.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/61166412/10.320191108-125057-1301ker.pdf?1738390342=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_10_No_3_2019.pdf\u0026Expires=1742953956\u0026Signature=BNcW0mVtMG23TEdc4SAGX33UBmqLQVVaF8eqxv0dE4B~97D~fd2XBjSSF1XXLS2nqqD82hBcsCCUV3ZbrpfA4LtudWDuy69qEarmuUTDdiZMqi-8T6e45Aei4qRPc~9KytNjtZoJhDhdIY8J8c7m8~mqWBQ6P0bN4YxBWCOphwZDQM0wUXhUvDCAt5yQl-TEnL6Zb0MPjcLGipEm6RPF62btT9Sp1a5msCZpN2qPfIFN6TvV844Fc2rNm6M5hMiV7DDaypSChgzbdvv5WZsFkA7dJB7wsI3du4bU1LrG6YZwBMsNDyt1fqetLMH8P55W3hvIzS8hmWgNLO5Ixs34pA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature"},{"id":1186,"name":"Translation Studies","url":"https://www.academia.edu/Documents/in/Translation_Studies"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"}],"urls":[{"id":8886896,"url":"https://www.journals.aiac.org.au/index.php/alls/issue/view/217"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40473712"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40473712/ALLS_Vol_10_No_2_2019_"><img alt="Research paper thumbnail of ALLS, Vol 10, No 2 (2019)" class="work-thumbnail" src="https://attachments.academia-assets.com/60739707/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40473712/ALLS_Vol_10_No_2_2019_">ALLS, Vol 10, No 2 (2019)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical bac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical background, this paper examines the ways in which Malcolm Bradbury's academic novel Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong between past and present moods and modes of thought and to illuminate the emotional and intellectual sterility afflicting the modern academy and its population. It will be clear that although their names and conduct resonate with echoes of the celebrations and rites of savage tribes and subsequent societies, Bradbury's characters fail to enact the roles of ancient fertility divinities and to maintain the essential flavour of remote antiquity's culture. This is best illustrated by the vain attempts of a number of ardent suitors to marry the leading but misleading character Emma Fielding, a latter-day fertility goddess who heartlessly hurts their hearts. While ancient fertility goddesses' suitors or consorts were concerned about the welfare of the community on the whole, alongside their own welfare, their modern counterparts merely seek to enhance their narrow interests. Predictably, all the characters in the novel finish up helpless and hopeless. Finally, grounded on the premise that scholarly disciplines tend to crisscross in a mutually enriching manner, this investigation aims to prove how helpful it is for Bradbury to explore the academic soul and soil through the employment of studies from other fields and how interesting it is for the researcher to spot out this cultural trend and to bring it to the attention of the reader. man presiding over the bear-feast organized by a primitive tribe called the Aino or Ainu passed around the attendees (587), ascertaining that everyone tasted a little of the boiled bear's meat therein. Having just been offered to the dead bear, this cup is called "the cup of offering" (588).</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-40473712-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-40473712-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795784/figure-6-phonological-mapping-of-the-kiswahili-in-standard"><img alt="Figure 6. Phonological mapping of the Kiswahili /y/ in Standard Kisukuma To illustrate the phonemic proximity, Standard Kiswahili straightforwardly maps the Arabic /6°/, /t'/, /s‘/, /x/, /q/, and " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795791/figure-1-mean-ratings-elementary-lower-intermediate-and"><img alt="Figure 1. Mean ratings elementary, lower intermediate and native speakers of English (NP-level) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795798/figure-2-mean-ratings-elementary-lower-intermediate-and"><img alt="Figure 2. Mean ratings elementary, lower intermediate and native English speakers (sentence-level) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795804/figure-1-map-of-east-and-west-pakistan-the-struggle-this"><img alt="Figure 1. Map of East and West Pakistan The Struggle this Time is the Struggle for Our Independence: A Critical Discourse Analysis of Bangabandhu Sheikh Mujibur Rahman’s Historic 7" March Speech " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796010/table-2-independent-pair-test-analysis-for-the-comparison-of"><img alt="Table 2. Independent pair t-test analysis for the comparison of the participants’ demotivation level by gender " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796014/table-3-descriptive-statistics-for-the-comparison-of-the"><img alt="Table 3. Descriptive statistics for the comparison of the participants’ perceptions of their self-motivation to learn Englisl by gender " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795992/table-16-results-related-to-overall-writing-success-between"><img alt="Results related to overall writing success between groups " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796001/figure-2-sample-responses-relating-to-attitudes-from"><img alt="Figure 2. Sample responses relating to attitudes from WhatsApp group " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796007/table-1-profile-of-the-participants"><img alt="Table 1. Profile of the participants " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795693/figure-1-whatsapp-and-pen-and-paper-dialogue-journaling"><img alt="Figure 1. WhatsApp and pen and paper dialogue journaling samples from session 1 " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795698/figure-3-sample-responses-relating-to-the-attitudes-from-pen"><img alt="Figure 3. Sample responses relating to the attitudes from Pen and Paper group " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795701/figure-1-semantic-map-of-the-data-from-the-first-open-ended"><img alt="Figure 1. Semantic map of the data from the first open-ended question. Table 5. Students’ responses on the major strategies for dealing with demotivation t Eighteen-point-six percent of the participants declared hat they feel demotivated because of some personal issues such as, lack of self-confidence, shyness, fear of negative evaluation, and anxiety. They do not feel secure or confi- ent enough to use the target language freely because of hese affective factors. As some of them claimed: “I am not he questions of the teacher”, “I don’t want to participate in he classroom activities, just because I am shy”. “I am an d t self-confident enough to talk in front of the class or answer t t anxious person, whenever a teacher asks me a question, I feel anxiety and I necessarily make mistakes”. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795703/figure-2-semantic-map-of-the-data-obtained-from-open-ended"><img alt="Figure 2. Semantic map of the data obtained from open-ended question 2. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795706/figure-1-acceptance-rates-of-the-senior-and-fresher"><img alt="Figure 1. Acceptance rates of the senior and fresher subgroups " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795709/figure-3-freshers-acceptance-rates-of-the-grammatical"><img alt="Figure 3. Freshers’ acceptance rates of the grammatical " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795711/figure-2-seniors-acceptance-rates-of-the-grammatical-process"><img alt="Figure 2. Seniors’ acceptance rates of the grammatical process " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795714/figure-8-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795716/figure-9-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795719/figure-10-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795725/figure-6-fresher-subgroups-ratings-on-item-type"><img alt="Figure 6. Fresher subgroup’s ratings on item type " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795729/figure-5-senior-subgroups-ratings-on-item-type-the-effect-of"><img alt="Figure 5. Senior subgroup’s ratings on item type Figure 4. The effect of L2er’s level and grammaticality " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795739/figure-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795747/figure-2-phonological-mapping-of-the-arabic-onto-the"><img alt="Figure 2. Phonological mapping of the Arabic /d‘/ onto the Standard Kiswahili /6/ Figure 1. Phonological mapping of the Arabic /6‘/,/t'/, and /s‘/ in Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795754/figure-15-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795765/figure-3-phonolgical-mapping-of-the-arabic-and-in-standard"><img alt="Figure 3. Phonolgical mapping of the Arabic /x/ and /q/ in Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795771/figure-17-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795777/figure-5-phonological-mapping-of-the-standard-kiswahili-and"><img alt="Figure 5. Phonological mapping of the Standard Kiswahili /@/ and /6/ in Standard Kisukuma " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795807/figure-23-researcher-asked-in-question-paper-which-resource"><img alt="Researcher asked in question paper which resource stu- dents used for using Facebook more. As a result Majority of the students used Facebook on their android phones. More- over 23 percent were using on their laptops and minority students were using other resources. Actually, they find an- droid very easy as compare to other sources. (Plant, 2000), " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795811/figure-24-in-the-response-of-above-question-responded-with"><img alt="In the response of above question, 54% responded with YES, However, 33% were among NO but Majority of them did not know. In addition, many of them know well that women’s are badly treated on Facebook and how women construct their identity through Facebook Of course most of participants viewed that woman more than men are on the verge of abuse and defame. Some users tag weird pages to some women in order to tease them simultaneously. Despite taking care of moral values women are soft target by these bloggers. According to(Rosenberg, 1986), identity is an im- portant part of the self-concept. Self-concept is the totality of a person’s thoughts and feelings in reference to oneself as an object and (Altheide, 2000, p. 2).Identity is that part of the self ““by which we are known to others”. Thus, findings highlighted the others behavior towards women is rough and embracing. It was astonishing to see that 57% men make irritating comments against women, 33% were women while 10% was randomly observed. So, according to result men takes more interest to use irrelevant language or comments for women also they have stereotype thinking in their mind for women. According to Frank Hornell (2003), bothering comments were suggested by men in all grounds. However, women do misbehave but she cares some limits. According to Fairclough (1997: 80), it is that leftover, which is kept " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795815/figure-4-form-where-you-access-facebook-do-you-use-facebook"><img alt="Figure 4. Form where you access facebook? Figure 3. Do you use facebook? unsaid be made important to the actual contents for a text. Thus, men are more aggressive than women using Facebook pages. The outcome of findings tells that men are making more irritating comments against women. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795827/figure-26-majority-of-the-people-become-reactive-on-womens"><img alt="Majority of the people become reactive on women’s post while seeing their posts unconsciously they react.As a result even they are not aware how it impacts on women’s person- ality and 17 percent are unaware but 3 percent are also some- time involved in reactions of post. Surely, men feel proud in pointing out women as they find no subject other than making " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795834/figure-27-disgusting-comments-according-to-woodward-am"><img alt="disgusting comments. According to (Woodward, 2004).I am different from you in some ways, emotionally, morally, men- tally and so forth. Although, men pretend to be righteous but on the women context they show their real colors. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795840/figure-28-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795849/figure-29-do-you-agree-people-use-sexit-remarks-on-women"><img alt="Do you agree people use sexit remarks on women's posts? " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795856/figure-30-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795864/figure-1-quirk-and-greenbaums-performance-and-judgement-test"><img alt="Figure 1. Quirk and Greenbaum’s (1973) performance and judgement test scale A Linguistic (Critical Discourse) Analysis of Consumer Products’ Advertising in Nigeria " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795869/figure-2-braddocks-communication-model"><img alt="Figure 2. Braddock’s (1958) Communication Model " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795875/table-1-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795880/table-1-male-ancestors-upbringing"><img alt="Table 1. Male ancestors’ upbringing " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795886/table-4-male-ancestors-and-guardianships"><img alt="Table 4. Male ancestors and guardianships " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795889/table-5-male-ancestors-and-daily-issues"><img alt="Table 5. Male ancestors and daily issues " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795892/table-6-the-positivity-and-negativity-of-each-entry-across"><img alt="Table 6. The positivity and negativity of each entry across the entire corpus The total number of tokens for fathers’ entries was 287. Out these tokens, 25% were used in positive contexts, 17% in neutral contexts, and 57% in negative contexts. The con- exts of grandfathers’ entries were noticeably different, with 49% positive, 27% neutral, and 24% negative. This trend can be linked to Almujaiwel’s (2016) study, reviewed above, in hat feminist voices in the texts written by female authors could have led to negative representations of fathers’ roles as family members (see Table 2) and as “guardians” of their female relatives (see Table 4), as well as to negative discus- sions of fathers’ roles in daily issues (see Table 5). " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795899/table-1-descriptive-statistics-of-pre-test-and-post-test-for"><img alt="Table 1. Descriptive statistics of pre-test and post-test for all participants " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795903/table-2-descriptive-statistics-of-pre-test-and-post-test-and"><img alt="Table 2. Descriptive statistics of pre-test and post-test, and gain for each group " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795909/table-4-wilcoxon-signed-ranks-test-for-group-as-is-seen"><img alt="Table 4. Wilcoxon signed ranks test for group 2 As is seen above, the difference between pre-test and post-test performance within group 2 is not statistically sig- nificant (p=0.166>0.05). " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795925/table-3-wilcoxon-signed-ranks-test-for-group"><img alt="Table 3. Wilcoxon signed ranks test for group | " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795935/table-5-groups-test-scores"><img alt="Table 5. Groups-test scores p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795950/table-11-appendix-the-diagnostic-cloze-test-pre-and-post"><img alt="Appendix 3. The diagnostic cloze test (pre- and post-test) AL 1” OURS UVUSCD MIS EERUEIL E Indonesia is a beautiful country. It has many islands. It is a hot country. Most people live on the island of Java. Java is a rich island. But too many people live there and life is not easy. His name was Sugeng. ‘Sugeng’ means ‘happy’ or ‘safe’, but Sugeng’s life was not always happy or safe. There were many people in Sugeng’s family. He had five brothers and four sisters. But one of his sisters died when she was only two months old. One of his brothers died when he fell from a tree. Sugeng’s family lived near a mountain. This was a dangerous place because sometimes fire and rocks came down from the mountain. But the land was good and there was a lot of water. Sugeng was happy on the farm. He had, a lot of work to do, but he liked his work. Because he was small and strong he climbed coconut trees to get the coconuts. He took the cows to the river to wash them. Sugeng liked the river very much. He rode on the back of one of his cows and swam in the river with them. (Retrieved from httn://ai3000.com/wn/free-eraded-readers/fire-on-the-mountain-chapter-1/) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795957/table-12-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795968/table-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795979/table-14-comparative-study-on-the-effect-of-varied-reading"><img alt="A Comparative Study on the Effect of Varied Reading Input on Discourse Signaling Awareness " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795984/table-1-paired-samples-test-results-relating-to-the-overall"><img alt="Table 1: Paired Samples T-test results relating to the overall writing success clearly shows that students in all groups made a significant progress during the target one-month intervention session. Table 2: ANOVA results between groups in terms of overall writing success on the post-tests " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796020/table-4-students-perspectives-on-the-major-sources-of-their"><img alt="Table 4. Students’ perspectives on the major sources of their demotivation when they make mistakes/errors, teachers sometimes react negatively towards them. That’s why students suffer from both fears of negative evaluation and speaking anxiety. As some of the participants expressed: “When I make mistakes Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkis EFL Learners to Overcome Their Demotivation " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796025/table-2-number-and-percent-of-sentence-pattern"><img alt="Table 2. Number and percent of sentence pattern " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796029/table-1-numbers-and-percent-of-personal-pronouns"><img alt="Table 1. Numbers and percent of personal pronouns " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796037/table-24-alls-vol-no"><img alt="Network link: https://mr.daidu.com/xcjo6j9?f=cp " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796045/table-2-acceptance-rates-of-grammatical-and-ungrammatical"><img alt="Table 2. Acceptance rates of grammatical and ungrammatical translations by seniors and freshers Table 3. Acceptance rates of the present continuous sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796051/table-4-acceptance-rates-of-the-past-continuous-sentences"><img alt="Table 4. Acceptance rates of the past continuous sentences Table 5. Acceptance rates of the present perfect sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796062/table-6-acceptance-rates-of-the-past-perfect-sentences"><img alt="Table 6. Acceptance rates of the past perfect sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796082/table-7-acceptance-rates-of-the-affirmative-sentences"><img alt="Table 7. Acceptance rates of the affirmative sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796097/table-8-acceptance-rates-of-the-interrogative-sentences"><img alt="Table 8. Acceptance rates of the interrogative sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796101/table-9-acceptance-rates-of-the-negative-sentences"><img alt="Table 9. Acceptance rates of the negative sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796107/table-31-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796110/table-12-coefficients-of-generalised-linear-mixed-model"><img alt="Table 12. Coefficients of a generalised linear mixed model fitted to the rejection rates. (Reference levels: Rating2: Good, L2er.level: Fresher, Grammaticality: FALSE, Item.type: Past.continuous) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796116/table-10-coefficients-for-the-random-effects-of-the-data"><img alt="Table 10. Coefficients for the random effects of the data " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796125/table-11-model-comparison-statistics-for-the-data"><img alt="Table 11. Model comparison statistics for the data " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796153/table-35-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796174/table-36-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796179/table-3-the-phonemic-consonantal-inventory-of-standard"><img alt="Table 3. The phonemic consonantal inventory of Standard Kisukuma " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796182/table-2-the-phonemic-consonantal-inventory-of-standard"><img alt="Table 2. The phonemic consonantal inventory of Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796189/table-6-adaptation-of-the-arabic-velar-and-uvular-in"><img alt="Table 6. Adaptation of the Arabic velar /x/ and uvular /q/ in Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796197/table-7-adaptation-of-the-arabic-pharyngeal-in-standard"><img alt="Table 7. Adaptation of the Arabic pharyngeal /h/ in Standard Kiswahili 5 and between /s/ and /{/ in the phonemic consonantal inven- tory of Standard Kiswahili. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796205/table-8-adaptation-of-the-standard-kiswahili-and-in-standard"><img alt="Table 8. Adaptation of the Standard Kiswahili /0/ and /6/ in Standard Kisukuma. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796213/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796224/table-10-attested-phonological-and-phonetic-adaptations-of"><img alt="Table 10. Attested phonological and phonetic adaptations of Arabic loanwords in Standard Kiswahili and Standard Kisukuma " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796235/table-2-mann-whitney-results-for-elementary-lower"><img alt="Table 2. Mann-Whitney results for elementary, lower intermediate and native control groups (NP-level) Between-group Results " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796240/table-4-np-level-vs-sentence-level-genericity-coxon-signed"><img alt="Table 4. NP-level vs. sentence-level genericity coxon Signed-Ranks tests were run between the two types of genericity in each sentence type. ty type (NP-level vs. sentence-level). The research questions are as follows: " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796246/table-3-mann-whitney-results-for-elementary-lower"><img alt="Table 3. Mann-Whitney results for elementary, lower intermediate and native control groups (sentence-level) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796255/table-2-the-occurrence-of-pronouns-in-the-original-speech-in"><img alt="Table 2. The occurrence of pronouns in the original speech (in Bangla) I, My (mine), We, and Our. While I and My (mine) expressed his personal feelings, self-responsibility or reference, the pronouns We and Our denoted his sense of inclusiveness, unity, and solidarity towards the audience. For example: " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796261/table-3-summary-of-the-scores"><img alt="Table 3. Summary of the scores " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796266/table-2-marks-obtained-by-group-of-students"><img alt="Table 2. Marks obtained by group of students " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796274/table-1-comprehension-test-scores"><img alt="Table 1. Comprehension test scores " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796288/table-4-shows-mean-scores-of-teachers-qualification"><img alt="Table 4. Shows mean scores of teachers’ qualification " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796303/table-5-shows-mean-scores-of-students-academic-background"><img alt="Table 5. Shows mean scores of students’ academic background " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796326/table-6-shows-mean-scores-of-instructional-materials"><img alt="Table 6. Shows mean scores of instructional materials " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796355/table-7-shows-mean-scores-of-parents-educational-background"><img alt="Table 7. Shows mean scores of parents’ educational background " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796382/table-55-summary-of-findings-using-quirk-and-greenbaums"><img alt="Fig Summary of Findings (using Quirk and Greenbaum’s, 1973) Performance and Judgement Test " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796397/table-56-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796420/table-57-test-statistics-cells-have-expected-frequencies"><img alt="TEST STATISTICS *6 cells (100.0%) have expected frequencies less than 5. The minimum expected cell frequency is 1.5, °5 cells (100%) have expected frequencies less than 5. The minimum expected cell frequency is 1.6 " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796427/table-58-correlation-is-significant-at-the-level-tailed"><img alt="** Correlation is significant at the.01 level (2-tailed) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_058.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-40473712-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6b21f49fdb469d05643f89f503aeb604" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60739707,"asset_id":40473712,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60739707/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40473712"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40473712"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40473712; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40473712]").text(description); $(".js-view-count[data-work-id=40473712]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40473712; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40473712']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6b21f49fdb469d05643f89f503aeb604" } } $('.js-work-strip[data-work-id=40473712]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40473712,"title":"ALLS, Vol 10, No 2 (2019)","translated_title":"","metadata":{"grobid_abstract":"Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical background, this paper examines the ways in which Malcolm Bradbury's academic novel Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong between past and present moods and modes of thought and to illuminate the emotional and intellectual sterility afflicting the modern academy and its population. It will be clear that although their names and conduct resonate with echoes of the celebrations and rites of savage tribes and subsequent societies, Bradbury's characters fail to enact the roles of ancient fertility divinities and to maintain the essential flavour of remote antiquity's culture. This is best illustrated by the vain attempts of a number of ardent suitors to marry the leading but misleading character Emma Fielding, a latter-day fertility goddess who heartlessly hurts their hearts. While ancient fertility goddesses' suitors or consorts were concerned about the welfare of the community on the whole, alongside their own welfare, their modern counterparts merely seek to enhance their narrow interests. Predictably, all the characters in the novel finish up helpless and hopeless. Finally, grounded on the premise that scholarly disciplines tend to crisscross in a mutually enriching manner, this investigation aims to prove how helpful it is for Bradbury to explore the academic soul and soil through the employment of studies from other fields and how interesting it is for the researcher to spot out this cultural trend and to bring it to the attention of the reader. man presiding over the bear-feast organized by a primitive tribe called the Aino or Ainu passed around the attendees (587), ascertaining that everyone tasted a little of the boiled bear's meat therein. Having just been offered to the dead bear, this cup is called \"the cup of offering\" (588).","grobid_abstract_attachment_id":60739707},"translated_abstract":null,"internal_url":"https://www.academia.edu/40473712/ALLS_Vol_10_No_2_2019_","translated_internal_url":"","created_at":"2019-09-29T13:08:08.571-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":60739707,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60739707/thumbnails/1.jpg","file_name":"10.0220190929-80756-1wcmn31.pdf","download_url":"https://www.academia.edu/attachments/60739707/download_file","bulk_download_file_name":"ALLS_Vol_10_No_2_2019.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60739707/10.0220190929-80756-1wcmn31-libre.pdf?1569788273=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_10_No_2_2019.pdf\u0026Expires=1743256551\u0026Signature=CrfpoEBO--ogJ6dWtfmsjVq5Ge6LPUZStt2S92oSVNcujiD9SctmlgggfQPtZy9kmYG5FlKJj4zLJ~glUPlM~uH3CjP6CJBE1Zq6c1S6Hps70qCiI7Uw6g4PdEqT1hNrBjvIKF1lzVbJq0Tpia3ah~aQzSPDbDBIERmwFRMNSkPjyiUau5lK2rh~azWZe0Myg77pQg3OaCd2mzSoSvtJ2EExhj~PKKj5aJfVOImZipXWxgRbIkYij~sk54mUVorSHh5E-lbYE2tqqGhzRb3LJkWtYGwhRRNPndFzf40I-myMcxXy87aQYwc3969bKoXByzohqExoag6QsZZ4GPkpNw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_10_No_2_2019_","translated_slug":"","page_count":171,"language":"en","content_type":"Work","summary":"Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical background, this paper examines the ways in which Malcolm Bradbury's academic novel Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong between past and present moods and modes of thought and to illuminate the emotional and intellectual sterility afflicting the modern academy and its population. It will be clear that although their names and conduct resonate with echoes of the celebrations and rites of savage tribes and subsequent societies, Bradbury's characters fail to enact the roles of ancient fertility divinities and to maintain the essential flavour of remote antiquity's culture. This is best illustrated by the vain attempts of a number of ardent suitors to marry the leading but misleading character Emma Fielding, a latter-day fertility goddess who heartlessly hurts their hearts. While ancient fertility goddesses' suitors or consorts were concerned about the welfare of the community on the whole, alongside their own welfare, their modern counterparts merely seek to enhance their narrow interests. Predictably, all the characters in the novel finish up helpless and hopeless. Finally, grounded on the premise that scholarly disciplines tend to crisscross in a mutually enriching manner, this investigation aims to prove how helpful it is for Bradbury to explore the academic soul and soil through the employment of studies from other fields and how interesting it is for the researcher to spot out this cultural trend and to bring it to the attention of the reader. man presiding over the bear-feast organized by a primitive tribe called the Aino or Ainu passed around the attendees (587), ascertaining that everyone tasted a little of the boiled bear's meat therein. Having just been offered to the dead bear, this cup is called \"the cup of offering\" (588).","owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":60739707,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60739707/thumbnails/1.jpg","file_name":"10.0220190929-80756-1wcmn31.pdf","download_url":"https://www.academia.edu/attachments/60739707/download_file","bulk_download_file_name":"ALLS_Vol_10_No_2_2019.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60739707/10.0220190929-80756-1wcmn31-libre.pdf?1569788273=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_10_No_2_2019.pdf\u0026Expires=1743256551\u0026Signature=CrfpoEBO--ogJ6dWtfmsjVq5Ge6LPUZStt2S92oSVNcujiD9SctmlgggfQPtZy9kmYG5FlKJj4zLJ~glUPlM~uH3CjP6CJBE1Zq6c1S6Hps70qCiI7Uw6g4PdEqT1hNrBjvIKF1lzVbJq0Tpia3ah~aQzSPDbDBIERmwFRMNSkPjyiUau5lK2rh~azWZe0Myg77pQg3OaCd2mzSoSvtJ2EExhj~PKKj5aJfVOImZipXWxgRbIkYij~sk54mUVorSHh5E-lbYE2tqqGhzRb3LJkWtYGwhRRNPndFzf40I-myMcxXy87aQYwc3969bKoXByzohqExoag6QsZZ4GPkpNw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":56281,"name":"English language and literature","url":"https://www.academia.edu/Documents/in/English_language_and_literature"}],"urls":[{"id":8860295,"url":"https://journals.aiac.org.au/index.php/alls/issue/view/216"}]}, dispatcherData: dispatcherData }); 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It addresses the strict ideals and stereotypes of masculinity according to Victorian societal norms and examines how these concepts influenced children's literature of the time. The work argues that Victorian literature reflects these cultural ideals while also contrasting them with modern interpretations that have evolved past these conventions. 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The participants were the second-year English major students who enrolled the course entitled "Teaching English Writing skill 1" at Bansomdejchaopraya Rajabhat University in 2018. The data were collected from the students' writing in the Facebook closed group's posts and comments and analysed with the qualitative method. The finding showed that the posts were mainly about life-learning. For linguistic features, syntactic features were mostly found in parts of speech, punctuation, verb tenses, and capitalisation, and lexical features were mostly found in word choices and spelling. In the aspects of localised features of Thai in English writing, the characteristics of translation and transfer were found the most, and the rest were code-switching, code-mixing, shift, and reduplication.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8fb1107041e0b4bbe8465bb3d9e5c0d2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58490034,"asset_id":38429977,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58490034/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38429977"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38429977"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38429977; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38429977]").text(description); $(".js-view-count[data-work-id=38429977]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38429977; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38429977']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8fb1107041e0b4bbe8465bb3d9e5c0d2" } } $('.js-work-strip[data-work-id=38429977]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38429977,"title":"ALLS, Vol 9, No 6 (2018)","translated_title":"","metadata":{"ai_title_tag":"Investigating Thai Localized English Features in Facebook Posts","grobid_abstract":"The research aimed at 1) To investigate students' linguistic features of Englishes found in writing in the Facebook closed group's posts and comments, and 2) To investigate types of characteristics of localised features of Thai in English writing found in students' writing in the Facebook closed group's posts and comments. 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The significance of understanding these verbs is emphasized, particularly in enhancing language proficiency and comprehension. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37424225"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37424225/ALLS_Vol_9_No_4_2018_"><img alt="Research paper thumbnail of ALLS, Vol 9, No 4 (2018)" class="work-thumbnail" src="https://attachments.academia-assets.com/57389307/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37424225/ALLS_Vol_9_No_4_2018_">ALLS, Vol 9, No 4 (2018)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">French science students do not read much in English. Does this reflect their reading habits in th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-37424225-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-37424225-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928525/figure-13-the-word-however-adapted-in-modern-per-sian-using"><img alt="The word/mad.re.se/is, however, adapted in Modern Per- sian using the metathesis of the heterosyllabic cluster/d.r/in order to comply with the Syllable Contact Law as shown in the following representation of sonority: The following representation of the sonority of the word/ mad.re.se/‘school’ in Standard Persian shows how sonori- ty rises across a syllable boundary which is consequently against the Syllable Contact Law: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928425/figure-1-similarly-in-we-have-case-of-two-interrogative"><img alt="Similarly, in (2) we have a case of two interrogative words, one in the main clause and the second one in the rel- ative or imbedded clause, [leef sa?al mmu ma: t]. To drive the structure of 3 we start with merging the verb die [maat] with the interrogative pronoun what [minu] to form the VP [ma: t minu]. The past tense affix merges with this VP to form the T-bar [past-ma: t mmu], and this in turn merg- es with the null pronoun, to form the TP (O maat miu). The resulting TP is merged with a null declarative com- plementiser with an edge feature, to form the C-bar. The edge of feature on C enables it to attract a wh-expression which it c-commands to move to become the specifier of C, the wh-word ‘minw’ is moved to spec_C via Wh-Move- ment leaving its silent copy as complement on VP. In fact, Wh-movement leads to deletion of the edge of feature on C, and to the original occurrence of miu ultimately being given a null spellout. In (3) we have another case that a sentence contains two wh-words, namely a wh-word with a wh-phrase ‘QP’. In deriving the structure of [mmu 1Xtartaj ?aj dikto: r], we start from merging the quantifier [?aj] with the noun [dik- to: r] to form the QP. This in turn merged with the verb choose [zXtartaj] with the interrogative pronoun what [minu] to form the VP [minu :Xtartaj|. This in turn merged with the verb choose [:Xtartaj] to form the VP [:Xtartaj Pay dikto: r]. The resulting VP is subsequently merged with the past tense female singular affix to form the T-bar, which in itself merged with the interrogative pronoun whom [minu] to form the TP. The resulting TP is merged with a null declarative complementiser with an edge of feature, to form the C-bar. Here also the edge feature on C enables it to attract a wh-word which it c-commands to move to become the specifier of C. Therefore, the edge feature on C attracts the closest interrogative pronoun, namely [mnu] to it follows that no more than one wh-word can be moved to the front of any given clause (Radford, 2009), so forming the following structure: words, one in the main clause and the second one in the rel- " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928428/figure-2-then-merging-the-cp-as-the-complement-of-the-verb"><img alt="Then merging the CP as the complement of the verb ask [sa?al], to form VP. This VP is then merged with the tense affix that indicates the T-bar, and this 7 ative pronoun [lee] merged with a nul to form 7 he past tense and third person to form [-bar in turn merges with the interrog- [P. The resulting TP is then declarative Complementiser with an edge feature to form the C-bar. The edge feature on C en- ables it to attract a wh-word w to become the speci fier of C. T hich it c-commands to move herefore, the edge feature on C attracts the closest interrogative pronoun, namely [leef] to move to become the structure: specifier o fC, so forming the following " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928434/figure-3-besides-the-ug-principles-number-of-evidences-are"><img alt="Besides the UG principles, a number of evidences are used to support the previous analysis. The first evidence is, given the assumption that in KA, which is similar to English, the edge of feature on C is immediately deleted once C has attracted the closest wh-expression. It follows that no more than one wh-expeession can be moved to the front of any given clause (Radford, 2009). move to become the specifier of C, so forming the follow- ing structure: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928440/figure-2-the-category-distribution-in-math-class-category"><img alt="Figure 2. The category distribution in math class Figure 1. Category distribution in biology class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928446/figure-2-shows-the-classroom-interaction-in-mathematics-as"><img alt="Figure 2 shows the classroom interaction in Mathematics. As it is always assumed that students do not interact much " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928454/figure-3-the-category-distribution-in-physics-class"><img alt="Figure 3. The category distribution in physics class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928463/figure-4-the-category-distribution-in-english-class"><img alt="Figure 4. The category distribution in english class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928472/figure-5-the-category-distribution-in-it-tik-class"><img alt="Figure 5. The Category Distribution in IT/TIK Class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928482/figure-6-the-recapitulation-of-teacher-and-students-talk-in"><img alt="Figure 6. The recapitulation of teacher and students talk in five lessons " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928494/figure-10-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928503/figure-11-picture-the-equipment-of-congklak-dakon-patterns"><img alt="Picture 1. The Equipment of Congklak/Dakon patterns of learning enable students to understand that there are different language varieties, styles, and registers. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928514/figure-12-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928535/figure-14-in-terms-of-phonological-derivation-metathesis-to"><img alt="In terms of phonological derivation, metathesis to obey the Syllable Contact Law in Modern Persian is accomplished by two phonological rules being in a particular bleeding or- der. This is illustrated below in the bleeding order of the in- put/mad.re.se/in Modern Persian: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928545/figure-15-the-syllcon-constraint-successfully-helps-to"><img alt="The SYLLCON constraint successfully helps to identi- fy candidate (a) as optimal since this constraint is violated by the wrong candidate (b). The rest of candidates violate a range of highly-ranked constraints including ONS, COM- PLEX,..., MAX-IO, DEP-IO, and SSP. ‘ONS? " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928555/figure-16-in-the-au-above-the-wrong-candidate-is-identified"><img alt="In the tableau above, the wrong candidate (b) is identified as optimal as it has no violation of highly-ranked constraints on the LINEARITY constraint. Candidate (a), the desired output, fails to be optimal due to violation of the LINEAR- ITY constraint. The rest of candidates are eliminated from being optimal due to violation of highly-ranked constraints including ONS, COMPLEX,,,,, MAX-IO, DEP-IO and SSP. To determine candidate (a) as optimal, the following con- straint is introduced to eliminate candidate (b): " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928567/figure-17-references-ons-complexons-max-io-dep-io-ssp"><img alt="REFERENCES ONS>>*COMPLEXons>>MAX-IO>>DEP-IO>>SSP>>SYLLCON>> LINEARITY>>*COMPLEXcop " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928577/figure-18-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928590/figure-19-the-rankshifted-clause-as-an-element-of-clause"><img alt="The rankshifted clause as an element of clause structure Simple sentences manifesting rankshifted clauses as elements of clause structure represent a significant 21 per cent (281). Their presence is indicative of syntactic complexity and gram- matical sophistication, the absence of subject-complement-ad- junct and subject-adjunct subtypes notwithstanding. Rankshift- ed clauses generally made more explicit debaters’ intentions because of their capacity to contain large amount of informa- tion that would have probably taken several simple sentences to convey. Each variant is examined closely as follows. (a)The Rankshifted Clause as Subject ({[S]]) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928602/figure-1-an-example-of-how-to-narrow-down-topic-original"><img alt="Figure 1. An example of how to narrow down a topic (Original Idea: Oshima and Hogue, 2006) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928615/figure-2-an-example-of-clustering-activity-original-idea"><img alt="Figure 2. An example of clustering activity (Original Idea: Oshima and Hogue, 2006) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928627/figure-4-the-process-of-process-writing"><img alt="Figure 4. The Process of Process Writing " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928641/figure-23-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928653/figure-1-summary-of-the-sub-features-for-the-analysis-of"><img alt="Figure 1. A Summary of the sub-features for the analysis of tasks " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928662/table-1-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928673/table-1-reading-on-paper-vs-the-internet"><img alt="Table 1. Reading on paper vs. the internet " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928681/table-4-reading-french-books-articles-for-academic-purposes"><img alt="Table 4. Reading French books/articles for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928687/table-5-reading-english-books-article-for-academic-purposes"><img alt="Table 5. Reading English books/article for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928692/table-2-reading-required-french-texts-for-academic-purposes"><img alt="Table 2. Reading required French texts for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928697/table-3-reading-required-english-texts-for-academic-purposes"><img alt="Table 3. Reading required English texts for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928704/table-8-types-of-reading-on-paper"><img alt="Table 8. Types of reading on paper " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928710/table-9-types-of-reading-on-the-internet"><img alt="Table 9. Types of reading on the internet " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928714/table-7-reading-in-english-for-leisure"><img alt="Table 7. Reading in English for leisure " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928720/table-6-reading-in-french-for-leisure"><img alt="Table 6. Reading in French for leisure " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928726/table-2-teachers-preference-and-justifications-on-the"><img alt="Table 2. Teachers’ preference and Justifications on the scoring method " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928732/table-1-profile-of-the-participants"><img alt="Table 1. Profile of the participants " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928738/table-1-independent-samples-test-pretest-of-scores"><img alt="Table 1. Independent samples t-test, pretest of scores P<.05 " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928746/table-2-independent-samples-test-posttest-of-reading"><img alt="Table 2. Independent samples t-test; posttest of reading " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928751/table-1-flanders-interaction-analysis-category-fiac"><img alt="Table 1. Flanders’ interaction analysis category (FIAC) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928756/table-1-sill-internal-consistency-reliability"><img alt="Table 1. SILL internal consistency reliability " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928762/table-2-descriptive-statistics-of-language-learning"><img alt="Table 2. Descriptive statistics of language learning strategies use " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928768/table-5-one-way-anova-results-according-to-students"><img alt="Table 5. One way ANOVA results according to students’ proficiency Are there Significant Differences between Low, Medium, and High-Proficiency Students in causing LLSs? To answer question three, one way ANOVA was used to ex- amine if there is statistically significant difference among groups based on their proficiency level in using SILL. Fur- ther. The researcher used post hoc tests to identify which level is more significant when he finds statistical differences among groups through running ANOVA. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928774/table-3-the-difference-between-male-and-female-in-using-llss"><img alt="Table 3. The difference between male and female in using LLSs Table 4. One-way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928787/table-5-compensation-as-indicated-in-the-significance-value"><img alt="Compensation As indicated in Table 5, the significance value is greater than 0.05 (P=.560). We conclude that there is no statistically sig- nificant difference between low, middle, and high proficien- cy levels in using compensation strategies. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928791/table-7-one-way-anova-results-according-to-students"><img alt="Table 7. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928800/table-8-one-way-anova-results-according-to-students"><img alt="Table 8. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928807/table-6-one-way-anova-results-according-to-students"><img alt="Table 6. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928820/table-9-one-way-anova-results-according-to-students"><img alt="Table 9. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928831/table-2-inter-rater-reliability"><img alt="Table 2. Inter-rater reliability " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928838/table-26-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928845/table-3-test-of-homogeneity-of-variances-for-qpt"><img alt="Table 3. Test of homogeneity of variances for QPT " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928853/table-5-test-of-homogeneity-of-variances-for-pretest"><img alt="Table 5. Test of homogeneity of variances for pretest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928861/table-6-anova-for-pretest"><img alt="Table 6. ANOVA for pretest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928867/table-4-anova-for-qpt"><img alt="Table 4. ANOVA for QPT " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928881/table-8-anova-for-posttest"><img alt="Table 8. ANOVA for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928872/table-9-robust-tests-of-equality-of-means-for-posttest"><img alt="Table 9. Robust tests of equality of means for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928888/table-7-test-of-homogeneity-of-variances-for-posttest"><img alt="Table 7. Test of homogeneity of variances for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928890/table-12-test-of-homogeneity-of-variances-for-delayed"><img alt="Table 12. Test of homogeneity of variances for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928895/table-11-descriptives-for-posttest"><img alt="Table 11. Descriptives for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928900/table-13-anova-for-delayed-posttest"><img alt="Table 13. ANOVA for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928905/table-14-robust-tests-of-equality-of-means-for-delayed"><img alt="Table 14. Robust tests of equality of means for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928911/table-10-tukey-hsd-multiple-comparisons-for-posttest-the"><img alt="Table 10. Tukey HSD: Multiple comparisons for posttest *The mean difference is significant at the 0.05 level. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928918/table-16-descriptives-for-delayed-posttest-level-of-noticing"><img alt="Table 16. Descriptives for delayed-posttest level of noticing leads to mere intake of linguistic informa- tion” (Leow, 2006, p. 127). finding corroborates some scholars’ argument, which stated that even under the condition of no revision opportunity, WCF can be effective (Shintani & Ellis, 2015) and learn- ers can succeed in noticing corrections (Ellis, 2009) as long as learners are required to notice and process the received corrections (Shintani & Ellis, 2015). Further, the finding is in line with the statement that drawing learner attention can be achieved by asking them to take time to look over the received feedback and carefully examine their errors (Ellis, 2009; Polio, 2012). " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928928/table-15-the-mean-difference-is-significant-at-the-level"><img alt="* The mean difference is significant at the 0.05 level. Table 15. Tukey’s HSD: Multiple comparisons for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928944/table-1-mapping-sinhala-graphemes-to-phonemes-vowels"><img alt="Table 1. Mapping Sinhala Graphemes to phonemes: Vowels (Karunatillake, 2004, p.23) Table 2. The exposure to the English Language " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928955/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928966/table-4-production-of-the-low-back-and-the-mid-back-learner"><img alt="Table 4. Production of the low back and the mid back Table 5. Learner awareness " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928977/table-6-feedback-on-inaccurate-production-according-to-their"><img alt="Table 6: Feedback on inaccurate production according to their L1 phonological system as they perceived the two distinct sounds belonging to a single vowel category. This highlights that the lack of awareness of the existence of the vowel contrast may be yet another contributory factor for unintelligible vowel production. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928992/table-2-average-length-of-sentence"><img alt="Table 2. Average Length of Sentence " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929002/table-1-typological-distribution-of-sentences"><img alt="Table 1. Typological Distribution of Sentences " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929009/table-3-typological-distribution-of-major-sentences"><img alt="Table 3. Typological Distribution of Major Sentences " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929024/table-4-thematic-distribution-of-the-simple-sentence"><img alt="Table 4. Thematic distribution of the simple sentence " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929032/table-5-syntactic-variants-of-the-simple-sentence-and-their"><img alt="Table 5. Syntactic Variants of the Simple Sentence and their Distribution " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929045/table-1-category-for-web-based-language-learning-tools"><img alt="Table 1. A Category for Web-based Language learning tools tative among many other educational websites that can be utilized to enhance learners’ presentation skill. EFL learners in Taiwan the six speech acts in English, i.e. greeting, saying goodbye, request, complaint, apology, and compliment. The web-based environment guided the students through different situational conversations and re- quired them to record their oral responses based on the given contexts. The participants practiced with the technology in class and at home during a course of six weeks. They were then administered a self-developed Discourse Completion Test. The findings showed that while students’ appropriate- ness of speech act use improved, the comprehensibility lev- el, i.e. how easy it is to understand the speech act utterances, id not. It seems that the study could only partially address $ purpose in enhancing the learners’ communication ability n using speech acts. In this case, the researchers developed hemselves the website to provide linguistic input. Q a ee. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929058/table-4-the-homogenity-test-of-mean-in-the-experimental"><img alt="Table 4. The homogenity test of mean in the experimental group and the control group Table 5. Frequency of the post-test data in the control group Form the table above F,,, obtained 3.959 with signifi- cance of 0.051 and the significance > is 0,050.The null hy- pothesis is accepted. It can be concluded that the data was homogeneous, and it meant two groups had the same ability. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929070/table-8-analysis-of-student-test"><img alt="Table 8. Analysis of student test " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929080/table-7-normality-test-in-the-experimental-group-and-the"><img alt="Table 7. Normality test in the experimental group and the control group a: Lilliefors Significance Correction, Ho: Normal Distribution of Data " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929091/table-1-goals-and-values-interpretations-from-student"><img alt="Table 1. Goals and values interpretations from student allegories based on the Rokeach value survey, 1973 " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929102/table-55-indicates-statistical-significance-at-or-less-na"><img alt="Indicates statistical significance at p=0.05 or less. NA=North Americans, AS=Asians, LAT=Latinx, E=European, AF=Africans " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929117/table-2-participants-satisfaction-on-the-foreign-language"><img alt="Table 2. Participants’ satisfaction on the Foreign Language Training Course for Local Youth Guides " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929129/table-3-satisfaction-on-the-contents-the-speakers-learning"><img alt="Table 3. Satisfaction on the contents, the speakers, learning activities, and the media and tools " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929139/table-1-the-comparison-of-learning-achievement-before-and"><img alt="Table 1. The comparison of learning achievement before and after taking the Foreign Language training course for loca youth guides " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_058.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929147/table-2-the-number-and-types-of-errors-students-who-had"><img alt="Table 2. The number and types of errors *Students who had received input, ** Students who had not received input " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_059.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929155/table-1-alls-vol-no"><img alt="Table 1. Topics chosen " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_060.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929164/table-61-tick-the-appropriate-time-and-match-the-sentences"><img alt="Tick the appropriate time and match the sentences with the following functions: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_061.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929174/table-62-alls-vol-no"><img alt="Introduction " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_062.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929183/table-63-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_063.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929191/table-64-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_064.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929198/table-2-chi-square-tests-between-the-gender-variable-and"><img alt="Table 2. Chi-Square tests between the gender variable and language shift " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_065.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929210/table-1-distribution-of-public-secondary-schools-in-the"><img alt="Table 1. Distribution of public secondary schools in the three sub-counties of Nairobi County, Kenya, in 2016 " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_066.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929218/table-4-cross-tabulation-of-gender-and-language-used-by"><img alt="Table 4. Cross tabulation of gender and language used by students in school " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_067.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929225/table-68-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_068.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929232/table-69-from-the-above-sentences-it-appears-that-proclit-ic"><img alt="From the above sentences it appears that proclit- ic /on- is attached to the verb meuruno ‘learn’ (1), proclit- ic ku-is attached to the verb pajoh ‘eat’ (2), proclitic meu- is attached to the verb koh ‘cut’ (3), and proclitic fa- is at- tached to the verb pubuet ‘create’ (4). These four prolifera- tions are the conformity of the actors: Jon is the conformity of /ontuan ‘me’, ku- is the conformity of kee ‘me’, meu- is the conformity of kamoe ‘us’, and ta-is the conformity of geutanyoe ‘us’. The word /ontuan ‘me’ is more polite to use than the word kee ‘I’. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_069.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929238/table-1-clitic-in-acehnese-proclitic-of-second-personal"><img alt="Table 1. Clitic in acehnese Proclitic of Second Personal Pronouns " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_070.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929244/table-71-the-above-sentences-have-shown-that-proclitic-fa-is"><img alt="The above sentences have shown that proclitic fa is at- tached to the verb teume or ‘find’ (5), proclitic neu is at- tached to the verb piléh ‘choose’ (6), and proclitic ka- is attached to the verb pajOh ‘eat’ (7). The three proclitics are the conformity of the actors that can be explained as follows: ta- is the conformity of gata ‘you’, neu- is con- formity of drouneuh ‘you’, and ka-is the conformity of kah ‘you’. The word drouneuh ‘you’ is more polite to use than the word gata ‘you’; while the word gata ‘you’ is more po- lite to use than kah ‘you’. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_071.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929251/table-72-as-djunaidi-points-out-the-proclitic-ji-is-not-only"><img alt="As Djunaidi (1992) points out, the proclitic ji- is not only used as a single personal pronoun, but is also used to refer to noun agents or noun phrase of animals, plants, or other nouns as in the following examples. (11) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_072.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929256/table-73-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_073.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929266/table-2-the-combination-of-the-action-verbs-and-proclitic"><img alt="Table 2. The combination of the action verbs and proclitic " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_074.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929272/table-75-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_075.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929278/table-76-from-the-sentences-above-the-enclitic-on-isattached"><img alt="From the sentences above, the enclitic -/on isattached to the verb weuh or ‘pitty’ (16), enclitic -kuh is attached to the verb sijuek ‘cold’ (17), enclitic -meuh is attached to the verb glak ‘disgusted’ (18), and enclitic -teuh is attached to the verb gugob ‘hot’ (19). The four enclitics is the conformi- ty of the actors: -/on is the conformity of Jontuan ‘Tl, kuh- is the conformity of kée ‘I’, meuh- is the conformity of ka- moe or ‘we’, and -teuh is the conformity of geutanyoe ‘we’. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_076.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929282/table-77-from-the-sentences-above-it-can-be-seen-that-the"><img alt="From the sentences above, it can be seen that the enclit- ic -teuh is attached to the verb teungeut ‘sleep’ (20), enclit- ic -neuh is attached to the verb buhak ‘lie’ (21), andenclitic -keuh is attached to the verb jeumot ‘dilligent’ (22). The three enclit- ics are the conformity of the actors: -teuh is the conformi- ty of gata ‘you’, -neuh is the conformity of droeneuh ‘you’ and keuh- is the adjustment from kah ‘you’. The use of enclitic of the second personal pronoun in the Acehnese phrase can be observed in the following sentences. (20) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_077.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929287/table-78-enclitic-is-required-when-verb-or-an-adjective-in"><img alt="Enclitic is required when a verb or an adjective in a sentence is followed by an object. The object following the adjective is always preceded by the preposition keu ‘for’. While the verbs can be followed by the object without the preposi- tion keu, although generally use the preposition keu. Verbs and adjectives that can be followed by objects such as gal- ak ‘love’, banci ‘hate’, peurumen ‘care’, beungeh ‘angry’, weueh ‘sad’, and ceumuru ‘jealous’ as the example of the following sentence. me oN " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_078.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929291/table-79-from-the-sentences-above-it-can-be-seen-that-enclit"><img alt="From the sentences above, it can be seen that enclit- ic -ih is attached to the verb Jisék ‘smart’ (23), enclit- ic -geuh is attached to the verb yo ‘afraid’ (24), and enclit- ic -neuh is atached to the verb carong ‘clever’ (25). These three enclitics are the conformity of the actors: -ih is the conformity of jih ‘him/her’, -geuh is the conformity of gobnyan ‘him/her’, and —neuh is the conformity of droe- neuhnyan ‘him/her’. Morphosintaxis Analysis of Acehnese Clitic " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_079.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929296/table-80-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_080.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929302/table-81-in-acehnese-clitic-and-enclitic-can-be-attached-to"><img alt="In Acehnese, clitic and enclitic can be attached to the same verb in one sentence as presented in the following examples. (32) From the above examples, we can see that proclitic geu- and enclitic -geuh are attached to the verb manoe or ‘bath’ (32), proclitic ji- and enclitic -ih are attached to the verb woe ‘go home’ (33), proclitic neu- and enclitic -neuh are attached to the verb éh ‘sleep’ (34), and proclitic ta- and enclitic -neuh are attached to the verb jak ‘go’ (35). The function of using the " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_081.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929307/table-82-the-above-sentence-shows-that-enclitic-geuh-is-not"><img alt="The above sentence shows that enclitic geuh is not at- tached on the verb or adjective, however, it is attached on the noun krueng ‘river’ (28) and rumoh ‘house’ (29). " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_082.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929315/table-83-in-another-form-enclitic-is-also-attached-on-the"><img alt="In another form, enclitic is also attached on the word lo- cated at the end of a sentence. 720\ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_083.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929326/table-84-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_084.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929342/table-85-the-verb-bloh-jump-can-be-attached-to-proclitic-jon"><img alt="The verb bloh ‘jump’ can be attached to proclitic Jon-bloh (38), but it cannot be attached to enclitic geu-bloh (*-geuh) (39) because the subject is doing an action mentioned in the predicate, so enclitic cannot be attached. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_085.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929391/table-1-summary-of-the-stages-and-aims-of-analysis"><img alt="Table 1. Summary of the stages and aims of analysis " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_086.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929402/table-2-analysis-of-the-textbooks"><img alt="Table 2. Analysis of the textbooks " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_087.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929408/table-3-percentages-of-tasks-and-their-averages-regarding"><img alt="Table 3. Percentages of tasks and their averages regarding ‘What is the learner expected to do?’ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_088.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929413/table-5-percentages-of-tasks-and-their-average-regarding"><img alt="Table 5. Percentages of tasks and their average regarding “With what content?’ and ‘Who decides?’ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_089.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929420/table-4-percentages-of-tasks-and-their-average-regarding"><img alt="Table 4. Percentages of tasks and their average regarding ‘With whom?’ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_090.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929427/table-91-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_091.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929433/table-92-coursebook-analysis-sheets-an-extract-from-grade"><img alt="Coursebook analysis sheets: An extract from Grade Twelve (Continued...) 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Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.","grobid_abstract_attachment_id":57389307},"translated_abstract":null,"internal_url":"https://www.academia.edu/37424225/ALLS_Vol_9_No_4_2018_","translated_internal_url":"","created_at":"2018-09-16T03:45:11.560-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":31880227,"work_id":37424225,"tagging_user_id":8602709,"tagged_user_id":45391200,"co_author_invite_id":null,"email":"s***4@gmail.com","display_order":1,"name":"秀卉張","title":"ALLS, Vol 9, No 4 (2018)"},{"id":31880228,"work_id":37424225,"tagging_user_id":8602709,"tagged_user_id":5507358,"co_author_invite_id":null,"email":"f***g@gmail.com","affiliation":"Universitas Sulawesi Tenggara","display_order":2,"name":"Fernandes Arung","title":"ALLS, Vol 9, No 4 (2018)"}],"downloadable_attachments":[{"id":57389307,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57389307/thumbnails/1.jpg","file_name":"9.4.pdf","download_url":"https://www.academia.edu/attachments/57389307/download_file","bulk_download_file_name":"ALLS_Vol_9_No_4_2018.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57389307/9.4-libre.pdf?1537095031=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_9_No_4_2018.pdf\u0026Expires=1743194686\u0026Signature=IUU4aU1c0OvlxuA4dR9mzfgESuE1--BY0w8auKfw9ap~~8uOAqhJ4tZ7gNLzzPyMKGo6YiiPTyFXZC8XfYAJhEXIF1XL0vr-cBnDuls5k77aPbygQ~kwjRG9WCp2aO61We5DSJsLkKWrrC4kqwUZF403p0ZREAXmoxsOBuWFhRrqzPYqIStxWSoKZ93CJf7Xn-DcdI9b7I-~mnZe1-8JwhwLHWPjne~rttvEy-nih5dadFT1hs5tOb1SeY9~tt3T~o41upOkkhANn3t5U27ysuw2Y8QCiWZ~VgeAw2r5Zod~jdBNPp7Thty7RqWuM4q7M1GIXOwdrlqogD01IXfP2g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_9_No_4_2018_","translated_slug":"","page_count":241,"language":"en","content_type":"Work","summary":"French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.","owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":57389307,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57389307/thumbnails/1.jpg","file_name":"9.4.pdf","download_url":"https://www.academia.edu/attachments/57389307/download_file","bulk_download_file_name":"ALLS_Vol_9_No_4_2018.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57389307/9.4-libre.pdf?1537095031=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_9_No_4_2018.pdf\u0026Expires=1743194686\u0026Signature=IUU4aU1c0OvlxuA4dR9mzfgESuE1--BY0w8auKfw9ap~~8uOAqhJ4tZ7gNLzzPyMKGo6YiiPTyFXZC8XfYAJhEXIF1XL0vr-cBnDuls5k77aPbygQ~kwjRG9WCp2aO61We5DSJsLkKWrrC4kqwUZF403p0ZREAXmoxsOBuWFhRrqzPYqIStxWSoKZ93CJf7Xn-DcdI9b7I-~mnZe1-8JwhwLHWPjne~rttvEy-nih5dadFT1hs5tOb1SeY9~tt3T~o41upOkkhANn3t5U27ysuw2Y8QCiWZ~VgeAw2r5Zod~jdBNPp7Thty7RqWuM4q7M1GIXOwdrlqogD01IXfP2g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature"},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"}],"urls":[{"id":8587589,"url":"https://journals.aiac.org.au/index.php/alls/issue/view/194"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-37424225-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37133847"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37133847/ALLS_Vol_9_No_3_2018_"><img alt="Research paper thumbnail of ALLS, Vol 9, No 3 (2018)" class="work-thumbnail" src="https://attachments.academia-assets.com/57084353/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37133847/ALLS_Vol_9_No_3_2018_">ALLS, Vol 9, No 3 (2018)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALLS">Advances in Language and Literary Studies [ALLS]</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unsultra.academia.edu/FernandesArung">Fernandes Arung</a></span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-37133847-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-37133847-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311802/table-5-attributive-relational-processes-the-material"><img alt="Table 5. Attributive relational processes Table 6. The material process with creature as the actor " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312150/table-66-appendix-oral-presentation-evaluation-checklist"><img alt="Appendix: Oral presentation evaluation checklist " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_066.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311811/table-34-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311820/table-35-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311235/figure-1-design-after-research-criticism-suggestions-and"><img alt="Figure 1. Design after Research Criticism, suggestions, and responses of teachers into con- sideration of the researcher into a very meaningful input for improvement of teaching materials; 1) teaching materials materials in accordance with the curriculum, only the theme needs to be expanded again; 2) interesting and simple ma- terial. After the trial was limited to small groups and revised the model based on the deficiencies at the time of small group trial, then the expert judgment. The activity aims to perfect the results of developing a model of learning to write a decent poem and in accordance with the needs of students and teach- ers. Validation is executed when the design is ready to be test- " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311249/figure-1-kharim-august-cartoon-retrieved-from"><img alt="Figure 1. Kharim, H. (2014, August 10) [Cartoon]. Retrieved from http://www.almadenahnews.com/mobile/article/11181 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311264/figure-2-kharim-june-cartoon-retrieved-from"><img alt="Figure 2. Kharim, H. (2016, June 12) [Cartoon]. Retrieved from http://www.almadenahnews.com/mobile/article/4367 1 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311277/figure-3-al-jafari-december-cartoon-retrieved-from"><img alt="Figure 3. Al Jafari, N. (2014, December 8) [Cartoon]. Retrieved from http://www.alghad.com/articles/841061 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311303/figure-4-al-jafari-december-cartoon-retrieved-from"><img alt="Figure 4. Al Jafari, N. (2014, December 8) [Cartoon]. Retrieved from http://www.alghad.com/articles/841061 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311321/figure-5-kharim-october-cartoon-retrieved-from"><img alt="Figure 5. Kharim, H. (2015, October 29) [Cartoon]. Retrieved from http://www.almadenahnews.com/article/423769 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311335/figure-6-kharim-june-cartoon-retrieved-from"><img alt="Figure 6. Kharim, H. (2015, June 7) [Cartoon]. ‘Retrieved from http://www.almadenahnews.com/article/385789 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311346/figure-7-al-rifai-january-cartoon-retrieved-from"><img alt="Figure 7. Al Rifai, J. (2012, January 30) [Cartoon]. Retrieved from http://www.hkjtoday.com/article.php?id=18929 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311350/figure-8-albuzum-may-cartoon-retrieved-from"><img alt="Figure 8. Albuzum, N. (2016, May 29) [Cartoon]. Retrieved from http://islahjo.com/35161 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311357/figure-9-al-jafari-march-cartoon-alghad-retrieved-from-lue"><img alt="Figure 9. Al Jafari, N. (2015, March 1) [Cartoon] alghad. Retrieved from http://comicarabia.com/AI_ seas >-e 6 8-lUE Neos se \Se2-25/ " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311362/figure-10-kharim-september-cartoon-retrieved-from"><img alt="Figure 10. Kharim, H. (2015, September 20) [Cartoon]. Retrieved from http://www.almadenahnews.com/article/4 13057 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311373/figure-1-alls-vol-no"><img alt="Figure 1. Readers’ characteristic " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311384/figure-1-the-spiral-of-knowledge-formation-source-adapted"><img alt="Figure 1. The spiral of knowledge formation Source: Adapted from Nonaka and Takeuchi (1995) " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311786/table-4-the-material-processes-with-human-being-as-the-actor"><img alt="Table 4. The material processes with human being as the actor (NO.1,2,3,8,12,19,23,25), they are occupied (NO.36, 37), and they eat or bear the harmful pollutant human beings produce (NO.12,14). " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311401/figure-1-the-pragmatic-analytical-framework"><img alt="Figure 1. The Pragmatic Analytical Framework " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311412/figure-2-percentages-of-the-speech-acts-used-in-headlines-on"><img alt="Figure 2. Percentages of the Speech Acts Used in Headlines on CNN News Channel " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311421/figure-3-percentages-of-the-speech-acts-used-in-headlines-on"><img alt="Figure 3. Percentages of the Speech Acts Used in Headlines on BBC News Channel As the same table shows, assertives are the most frequent speech acts employed in the headlines of CNN and BBC with frequencies of use that amounts to 18 and 21 and per- centages of 69.23% and 70% respectively. There is only one directive speech act used in both CNN and BBC headlines with percentages of 3.84% and 3.33% respectively. Com- missives are more commonly used with a frequency of ap- pearance that amounts to 4 and a percentage of 15.38% in the headlines of CNN whereas they are used with a frequency of 2 and a percentage of 6.66% in BBC headlines. This may in- dicate that CNN news channel focuses on future events more than BBC news channel. Expressives are identified in CNN with a frequency of appearance that amounts to 2 and a per- centage of 7.69% whereas they are identified in BBC with a frequency of 6 and a percentage of 20%. The abundant use of expressives in BBC headlines may reveal that headlines re- ports are more sympathetic with the Syrians. In the headlines As illustrated by Table (4), both explicit and implicit speech acts are used in the headlines of CCN and BBC news channels. Moreover, explicit speech acts have higher perce- tages in CNN than those in BBC news channels. They are singled out with a frequency of appearance that amounts to 18 and a percentage of 69.23% in CNN headlines whereas implicit speech acts are identified with a frequency of ap- pearance that amounts to 20 and a percentage of 66.66% in BBC headlines.Implicit speech acts have a frequency of appearance in the headlines of CNN that amounts to 8 and a percentage of 30.76% while they are identified with a fre- quency of appearance that amounts to 10 and a percentage of 33.33% in BBC headlines. From the above mentioned data, it is quite clear that explicit and implicit speech acts are em- ployed in the headlines of both channels.Moreover, explicit speech acts have higher percentages of employment than im- plicit speech acts. The percentages of using explicit speech acts and implicit speech acts in the headlines of CNN on the one hand and those of BBC on the other indicate no signifi- cant differences between the headlines of the two channels. This can be attributed to the fact that as the events are urgent in all the headlines, the writers of headlines try to convey the illocutionary force of these headlines depending on the saying verbs. This leads to employ explicit speech acts more. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311427/figure-4-percentages-of-the-speech-acts-employed-in"><img alt="Figure 4. Percentages of the Speech Acts Employed in Headlines on CNN and BBC News Channels A Pragmatic Study of CNN and BBC News Headlines Covering the Syrian Conflict " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311438/figure-5-percentages-of-explicit-and-implicit-speech-acts"><img alt="Figure 5. Percentages of Explicit and Implicit Speech Acts Employed in the Headlines on CNN and BBC News Channels " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311439/figure-19-sherlock-holmes-silhouette-the-hound-of-the-basker"><img alt="Sherlock Holmes’ Silhouette The Hound of the Basker- by Sidney Paget villes by Sidney Paget the Hound of the Baskervilles posterior to its attack on Sir Henry Baskerville (Doyle, The Hound of the Baskervilles 224). With a brief scrutiny of the slain hellhound, Dr Watson finds out that Stapleton used phosphorus to give the beast a diabolical semblance (Doyle, The Hound of the Baskervilles 225). Consequently, their backstage position enables them to unravel Stapleton’s illusion of magic realism. After their abortive quest for Stapleton, Sherloc son infer that he has drowned in the k Holmes and Dr Wat- Grimpen Mire (Doyle, The Hound of the Baskervilles 232). In their office in Baker Street, Sherlock Holmes tells Dr Wa son that Stapleton was indeed a Baskerville (Doyle, The Hound of the Baskervilles 236). Furthermore, he informs Dr Watson that Stapleton’s purpose was to own the Baskerville Hall as the family heir- loom of the Baskervilles (Doyle, The Hound of the Bask- ervilles 237). Based on Sherlock Holmes’ words, Stapleton was using the illusion of magic rea obtain wealth. ism as a stratagem to CONCLUSION According to the discussions made in the present article, it can be concluded since one of the characters in the novel creates the illusion of magic realism, the events narrated in " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311446/figure-2-the-pacte-translation-model-is-often-referred-to"><img alt="Figure 2. The PACTE translation model is often referred to pedagogical translation (Heltai, 1996; Malmkjaer, 1998). It means that a prospective English teacher should apply translation as an important technique on teaching and learn- ing a foreign language that can be used to understand the source text or to show one’s understanding of the message in the original text. In so doing, if the purpose of the model is different, the competence that should be applied will be different. For instance, if the purpose is for professional translation or career, the competence that should be applied will be for professional translation. But if the purpose is for teaching English as foreign language, the competence that should be applied will be competence that related to teaching En- glish purpose. Therefore, strongly agree with Liu (2000). He said that the pedagogical translation is for the purpose of foreign language learning so that prospective teachers of foreign language (English) should understand the linguistic competence and stop at the level of linguistic competence. Therefore, translation competence for prospective En- glish teacher should be on basic competence and linguistics competence. It means that the students of EESP only need to know about linguistics competence in translation like se- mantic and pragmatic meanings in the certain text provid- ed. But, to realize this competence to the students of EESP needs a study to arrange the material, topic, assessment and evaluation on related the basic and linguistic competence for prospective English teachers or the students of EESP. Veed Analysis for Developing Translation’s Textbook base on TEFL Pedagogic Purpose in Indonesia: English Teachers’ Perspectives " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311457/figure-3-percentage-of-need-analysis-on-textbook-of"><img alt="Figure 3. Percentage of Need Analysis on Textbook of Translation based on TEFL Pedagogical Purpose " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311466/figure-1-textual-metadiscourse-sub-categories-in-three"><img alt="Figure 1. Textual metadiscourse sub-categories in three corpora " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311481/figure-2-interpersonal-metadiscourse-sub-categories-in-three"><img alt="Figure 2. Interpersonal metadiscourse sub-categories in three corpora " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311487/table-1-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311495/table-1-step-by-step-development-of-teaching-material-model"><img alt="Table 1. Step-by-step development of teaching material model of poetry writing using pictures Table 2. Needs of syllabus recapitulation " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311503/table-3-sd-very-needed-needed-kd-less-needed-td-not-needed"><img alt="SD: Very Needed, D: Needed, KD: Less Needed, TD: Not Needed, STD: Very Unneeded " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311512/table-3-recapitulation-of-writing-poetry-teaching-material"><img alt="Table 3. Recapitulation of writing poetry teaching material needs The next stage is the realization of pedagogic that is re- alized by the preparation of learning instructions, materials, exercises, evaluations presented in writing materials pantun results of development. The activity chosen to help students understand the writing of poetry is the practice of writing poetry. researcher analyzes the learning objectives to be achieved. As a result, researchers developed the goal of writing poetry writing. Furthermore, in order to realize the contextual eval- uation problem, the researcher performs the performance test of poetry writing according to the chosen theme. Thus, students are given the freedom to pour ideas or ideas in ac- cordance with the chosen theme but still pay attention to as- pects or requirements of writing poetry. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311521/table-4-recapitulation-assessment-of-three-validators"><img alt="Table 4. Recapitulation assessment of three validators " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311532/table-5-descriptive-statistics-normality-test-writing-poetry"><img alt="Table 5. Descriptive statistics Table 6. Normality test writing poetry test result One-sample kolmogrov-smirnov test " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311545/table-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311553/table-7-test-result-of-writing-poetry-test-descriptive"><img alt="Table 7. T-test result of writing poetry test Table 8. Descriptive statistics " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311790/table-2-the-material-processes-with-polluter-as-the-actor"><img alt="Table 2. The material processes with Polluter as the actor " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311793/table-8-the-role-of-creatures-ecosystems-and-resources"><img alt="Table 8. The Role of Creatures, Ecosystems and Resources " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311561/table-9-ing-materials-theme-design-of-teaching-materials"><img alt="ing materials; 2) theme; 3) design of teaching materials; 4) objectives, evaluation/training; and 5) benefits. However, in particular there are some of these points received major at- tention in the improvement of teaching materials at the next stage. Comments and suggestions submitted by notes are best used in the revision of instructional materials. The test results of each meeting always show an increase in the value before applying the teaching materials with after applying the teaching materials. The increase in value occurs because of the students’ interest to write poetry. The results of limit- ed trials also indicate that in general teaching materials that have been tested, feasible, and good, and able to improve the Fourth, the results of product effectiveness test of ex- perimental model conducted by using experiment proves that t-test of teaching materials developed is very signif- icant. Because results obtained t,, greater than t,,, HO rejected, m of the three schools sampled in the study i, OF in critical areas, eaning that the process of writing poetry of students grade V SD proved effective. Thus, this can be concluded t teaching materi hat the research product development of als for writing poetry for grade V SD stu- dents in Lubuklinggau has its own characteristics with other teaching materials. Thus, the model of teaching ma- " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311570/table-12-normality-test-writing-poetry-test-result"><img alt="Table 12. Normality test writing poetry test result " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311589/table-10-test-result-of-writing-poetry-test-descriptive"><img alt="Table 10. T-test result of writing poetry test Table 11. Descriptive statistics " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311599/table-9-normality-test-writing-poetry-test-result"><img alt="Table 9. Normality test writing poetry test result " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311608/table-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311614/table-14-pradopo-beberapa-teori-sastra-metode-kri-oping-the"><img alt="Pradopo, R.D. (2005). Beberapa Teori Sastra, Metode Kri- oping the creativity of writing in literary materials. Fifth, for students and students, with the presence of teaching materials of Poetry Writing Using Picture to be an example to always do writing activities in the form of research and other works. Teaching materials can be illustrations to develop learning materials to suit the users’ wishes. Development of Teaching Materials of Poetry Writing Using Pictures for the Elementary Students REFERENCES " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311619/table-3-the-mean-score-and-standard-deviation-of-students"><img alt="Table 3. The mean score and standard deviation of students’ reading speed in pretest and posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311624/table-4-the-mean-score-and-standard-deviation-of-students"><img alt="Table 4. The mean score and standard deviation of students’ reading speed in pretest and posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311630/table-5-the-mean-score-and-standard-deviation-of-students"><img alt="Table 5. The mean score and standard deviation of students’ comprehension in pretest and posttest Test of Significance category. In control group, 3 (20%) students are in very poor category, 4 (27%) students are in poor category, and 8 (53%) students are in fair category. The data indicates homogeneity in terms of comprehension conducted in pretest. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311639/table-6-the-mean-score-and-standard-deviation-of-students"><img alt="Table 6. The mean score and standard deviation of students’ comprehension in pretest and posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311642/table-7-the-probability-value-of-test-of-the-experimental"><img alt="Table 7. The probability value of t-test of the experimental group and control group in reading speed test value (p-value) is lower than level of significance; that is .00 <.05. It indicates that there is significance different between the students’ reading speed and comprehension in experimental group and control group after the treat- ment. The significance of t-test can be seen in the follow- ing table. DISCUSSION " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311656/table-9-the-probability-value-of-test-of-the-experimental"><img alt="Table 9. The probability value of t-test of the experimental group and control group in comprehension test Regarding the results of this research, an important note drawn is that standard deviation in pretest of experimen- tal group — in both reading speed and reading comprehen- sion tests — tends to be high. Dispersion found in standard deviation of experimental group in pretest indicates that heterogeneity may exist in terms of reading speed and com- prehension in pretest. If it is compared to mean scores as il- lustrated in Table 3 and Table 5, points scored by students of experimental group in pretest are relatively the same. Then, it can simply be interpreted as a weakness in handling the pretest particularly for experimental group in both reading speed test and reading comprehension test. Point to be emphasized i skimming, and scanning strategies are possib ticed in on-screen reading ac s that rate-buildup reading, e to be prac- ivity. That case, size, color, and text readability influence reading speed and comprehen- sion (Weber, 2002) is in line w since the author modifies the Moodle by considering fon’ However, suggestion that spee ed (Thielen et al., 2016) migh of the reading — as indicated that narrates a student speed. ith the results of this research earning management system case, size, as well as color. d reading is not recommend- depend on the (i) objectives by participants in a 1952 study up when the stuff is not im- S portant and slow down when i to the students — as narrated th slow depends on what the stud is; and (ii) suggestion given at a student can read fast and ents are told to do (Andrews, 1952, p. 356). Besides, previous studies claim that compre- hension does not influenced by speed in reading (Tran & Nation, 2014). It can be concluded that comprehension de- pends not only on speed but focus, purposes, and range of concentration matter. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311666/table-8-the-significance-difference"><img alt="Table 8. The significance difference " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311673/table-3-the-participants-perception-towards-enhancing-their"><img alt="Table 3. The participants’ perception towards enhancing their intercultural pragmatic competence through ISSECI model ers due to limited knowledge of idioms or vocabulary. Other spent such a longer time to find those expatriates or foreign tourists who were aware of the differences in English pro- ficiency among Thais. As a results, they felt worried about completion of the task. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311675/table-2-types-of-speech-acts-and-their-percentages-of-use-in"><img alt="Table 2. Types of speech acts and their percentages of use in headlines on BBC news channel " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311681/table-3-the-cumulative-types-of-speech-acts-and-their"><img alt="Table 3. The cumulative types of speech acts and their percentages of use in headlines on CNN and BBC news channels " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311692/table-25-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311717/table-26-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311760/table-27-throughout-transcription-methods-the-scientific"><img alt="throughout: transcription methods; the scientific medial ap- proach which affects the as the integration of pronunciation are the clues to avoid the overlap encoding and decoding processes; and the physiology of sound waves as well be- tween phonemes and segments. To clarify the overlap be- tween segments and phonemes, the following table shows the simple differences between the two: " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311766/table-1-the-distribution-of-six-processes"><img alt="Table 1. The distribution of six processes " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311778/table-3-the-material-processes-with-environmental-study"><img alt="Table 3. The material processes with environmental study/organization as the actor " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311826/table-36-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311837/table-9-the-passive-group-and-positive-group-of-creatures"><img alt="Table 9: The passive group and positive group of creatures, ecosystems and resources invaluable assets and we need all of them, but we should give priority to the formers). If we look at it from the per- spective of deep ecology, this slogan can be regarded as an ambivalent discourse, as on the one hand, it emphasizes the protection of environment, and on the other hand, it regards natural world as assets to be used. However, if we look at it from the perspective of shallow ecology, it is a beneficial one, because it encourages us to keep a balance between economic development and environment protection, which is more practical for China’s and other developing coun- tries’ current situation. All in all, if we can make best use of our languages by promoting beneficial ones, change ambiv- alent ones, and resist destructive ones, we can make a great difference in protecting our earth -- the only homeland we have so far. en, and harmed by human beings (NO.11,12,16), and in the bottom of the food chain (NO.17). For ecosystems, one the one hand, they are relied by human beings as they provide necessary elements (NO.1,2,19,23,24), whereas on the other hand, they are harmed—polluted by human beings’ activ- ity(NO.35). The same thing also happens to the resources (NO.8,25,36,37). Secondly, very few of them are in the pos- itive group in which they are doing something out of their own will, and they are still influenced by human beings. Creatures eat food out of their biological habits; however, what they eat is harmful substance like plastic particles. Ecosystems exist and running every day, but what they are carrying is a bad attribute, for example, the ocean is acidic. So through transitivity analysis, we now have a detailed and concrete understanding of how the piling is actually happen- ing, and it is also easy to find that no matter what position the more-than-human beings are in, they are always the victims. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311839/table-38-ecological-discourse-analysis-of-an-un"><img alt="Ecological Discourse Analysis of An UN Environmental Story in Terms of Transitivity Process " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311848/table-39-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311857/table-40-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311870/table-41-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311877/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311882/table-1-the-form-of-translation-subject-in-english-education"><img alt="Table 1. The form of translation subject in English education study program in 5 universities in north sumatera, indonesia " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311889/table-2-alls-vol-no"><img alt="Table 2. Likert scale " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311898/table-1-group-comparisons-of-total-metacognitive-strategies"><img alt="Table 1. Group comparisons of total metacognitive strategies in four English for domestic tourism lessons " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311902/table-2-stands-for-high-proficiency-group-stands-for-low"><img alt="*H stands for high-proficiency group, L stands for low-proficiency group Table 2. Differences in the use of total metacognitive strategies in four English for domestic tourism lessons " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311908/table-3-group-comparisons-in-the-use-of-four-individual"><img alt="Table 3. Group comparisons in the use of four individual metacognitive strategies " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311914/table-6-cells-have-expected-count-less-than-the-minimum"><img alt="a. 15 cells (100.0%) have expected count less than 5. The minimum expected count is 0.06. Table 6. Relationships between of English language study and planning strategy in lesson three " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311921/table-4-cells-have-expected-count-less-than-the-minimum"><img alt="a. 10 cells (100.0%) have expected count less than 5. The minimum expected count is 1.00. Table 4. Relationship between proficiency levels and goal setting strategy in lesson four " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311928/table-5-relationships-between-proficiency-level-in-english"><img alt="Table 5. Relationships between proficiency level in English language and the use of control of linguistic execution strategy in lesson two " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311933/table-7-relationships-between-of-english-language-study-and"><img alt="Table 7. Relationships between of English language study and control of linguistics execution strategy in lesson three a. 15 cells (100.0%) have expected count less than 5. The minimum expected count is 0.11. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311940/table-52-ne-ii-ed-eee-ene-vestigated-from-variety-of"><img alt="NE I II I I I I I ED EEE ENE vestigated from a variety of perspectives including cross-lin- guistic, cross-cultural (Dahl, 2004; Dafouz-Milne, 2008), cross-disciplinary (Hyland & Tse, 2004; Lin & Evans, 2012) and across genres (Fu & Hyland, 2014). For example, in her comparative study Dahl (2004) explored writers’ manifesta- tion of themselves in three languages (English, French and Norwegian), and three disciplines (Economics, Linguistics and Medicine). She found that in Economics and Linguis- tics, English and Norwegian researchers use more metadis- course than their French counterparts. However, within the field of Medicine, texts published in all three languages dis- play a uniform pattern demonstrating little use of metadis- course. In another study, Dafouz-Milne (2008) investigated the use of textual and interpersonal markers in Spanish and English newspaper columns. The findings suggested that although both textual and interpersonal MDMs are present in English and Spanish newspaper columns, distributional variations exist in certain categories. Variety in the use of metadiscourse has also been noted in studies comparing dif- ferent genres. For instance, comparing popular science and opinion texts, Fu and Hyland (2014) explored how authors engage with their readers. They reported that despite the similarity in audience and sources, authors structure their interactions very differently. One remarkable implication of these comparative studies is that the use of metadiscourse is not uniform across languages, disciplines and genres, lend- ing support to the claim that while constructing texts, writers To date, various classifications of metadiscourse mark- ers have been proposed (e.g. Adel, 2006; Crismore, Mark- kanen & Steffensen, 1993; Vande Kopple, 1985). Among these taxonomies, one of the most cited frameworks was proposed by Crismore et al. (1993). Following Halliday’s macro-functions of text and modifying Vande Kopple’s sys- tem of classification, Crismore and his colleagues (1993) grouped metadiscourse under two main categories as textual and interpersonal. While the former enables the writer “to relate and connect bits of ideational material within a text " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311949/table-2-yildiz-learner-writer-ylw-corpus"><img alt="Table 2. Yildiz learner writer (YLW) corpus " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311986/table-4-bnc-corpus-query-limitation-criterion"><img alt="Table 4. BNC corpus query limitation criterion " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312002/table-3-bawe-corpus-query-limitation-criterion"><img alt="Table 3. BAWE corpus query limitation criterion " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312010/table-5-distribution-of-mdms-in-three-corpora-frequencies"><img alt="Table 5. Distribution of MDMs in three corpora (frequencies per 1000) " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312028/table-1-alls-vol-no"><img alt="Table 1: Interviewees’ profile " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312042/table-4-influence-of-research-on-elps-ning-and-they-are"><img alt="Table 4: Influence of L2 research on ELPs ning, and they are planned to serve, for example, institution- al goals or other purposes. In this regard, literature offers several recommendations on the use of L1 and L2 in EFL " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_058.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312058/table-3-use-of-english-to-maintain-language-proficiency"><img alt="Table 3: Use of English to maintain language proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_059.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312067/table-2-using-english-because-it-is-department-specialty"><img alt="Table 2: Using English because it is a department specialty " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_060.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312079/table-5-allow-the-use-of-arabic"><img alt="Table 5: Allow the use of Arabic " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_061.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312083/table-6-limiting-elps-to-member-student-interaction"><img alt="Table 6: Limiting ELPs to member-student interaction " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_062.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312097/table-2-frequency-distribution-of-students-reflective"><img alt="Table 2. Frequency distribution of students’ reflective entries before and after video observation and develop themselves. Sample quotations illustrating the findings are: " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_063.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312107/table-1-coding-categories-of-the-content-of-students"><img alt="Table 1. Coding categories of the content of students’ reflective entries " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_064.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312119/table-3-level-recall-level-rationalization-level"><img alt="Level 1=recall; Level 2=rationalization; Level 3=reflectivity Table 3. Distribution of the students’ reflection levels before and after video observation " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_065.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312168/table-1-animal-plant-and-object-metaphors-in-amasomo"><img alt="Table 1. Animal, plant and object metaphors in amasomo (education) EkeGusii pop song " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_067.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-37133847-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3726cc86d9494c6497e1dbbd69e2ea71" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57084353,"asset_id":37133847,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57084353/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37133847"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37133847"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37133847; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37133847]").text(description); $(".js-view-count[data-work-id=37133847]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37133847; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37133847']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "3726cc86d9494c6497e1dbbd69e2ea71" } } $('.js-work-strip[data-work-id=37133847]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37133847,"title":"ALLS, Vol 9, No 3 (2018)","translated_title":"","metadata":{"ai_abstract":"Writing is a complex yet vital activity that requires continuous practice for proficiency. The relationship between motivation and the success of writing, particularly poetry, is emphasized, indicating that students' achievement is deeply influenced by their desire to express creative ideas. Learning poetry writing is depicted as a way to enhance students' expressive abilities, enabling them to convey life's realities through beautiful language. 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All papers published in this book are accessible online.","owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":67331861,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/67331861/thumbnails/1.jpg","file_name":"11.6.pdf","download_url":"https://www.academia.edu/attachments/67331861/download_file","bulk_download_file_name":"ALLS_Vol_11_No_6_2020.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/67331861/11.6-libre.pdf?1621114548=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_11_No_6_2020.pdf\u0026Expires=1742953955\u0026Signature=T~HTK2Pzmdd9jSl4CJWfj5EkWpva-pcEQYHi~B1HuKsGDsx-wblmJzz8kfFgDfnsS~gGaeQDE-90ITjKaz08p8B9j~86JiDlE2hgnTz0hNl3qN2MrhBSydROOFAruMF6kvFM1rhc-k9-wf2rY2YigLTmzIzSQGB2sgRmROVs9yLcxrbNEJG9X-zLIynunKy8ujawGUVMJ6aV-GTaBsxxnSbPS5Og~KKkfapx-R~x9SBF4ObJPS9yWBjYBNryRh7tcS8xaD1nZmhpCBMFrzbxqLc0CXIvtijqS1TFgiBjkOfEnFh2TlyPlsZuD2k~EYAwXo~764doGwy4xyFYHo09PQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature"},{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"}],"urls":[]}, dispatcherData: dispatcherData }); 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It analyzes the distribution of elements related to both identities, exploring how representations of national figures, social values, and universal concepts are presented. The findings indicate a predominance of global identity narratives over national identity, suggesting implications for educational content in shaping students' perceptions of identity.","ai_title_tag":"National vs Global Identity in Textbooks"},"translated_abstract":null,"internal_url":"https://www.academia.edu/44919770/ALLS_Vol_11_No_5_2020_","translated_internal_url":"","created_at":"2021-01-17T01:27:46.030-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36168024,"work_id":44919770,"tagging_user_id":8602709,"tagged_user_id":45391200,"co_author_invite_id":null,"email":"s***4@gmail.com","display_order":1,"name":"秀卉張","title":"ALLS, Vol 11, No 5 (2020)"},{"id":36168025,"work_id":44919770,"tagging_user_id":8602709,"tagged_user_id":5507358,"co_author_invite_id":null,"email":"f***g@gmail.com","affiliation":"Universitas Sulawesi Tenggara","display_order":2,"name":"Fernandes Arung","title":"ALLS, Vol 11, No 5 (2020)"}],"downloadable_attachments":[{"id":65443692,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65443692/thumbnails/1.jpg","file_name":"11.5.pdf","download_url":"https://www.academia.edu/attachments/65443692/download_file","bulk_download_file_name":"ALLS_Vol_11_No_5_2020.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65443692/11.5-libre.pdf?1610877095=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_11_No_5_2020.pdf\u0026Expires=1742953955\u0026Signature=KfbO~pHmzYoV4vbRIqFXbtuEJ0rsc64Y5VM38fLm7y5UyVGHrDdZfsPlLuhb4UyT-w0AvQe8Jth4wKr8XhU-0mJ5FLc5lIt-zz3AtPc8-kdjPHgS7o5S7l60o-xL8qdzNNo8L2AvF9Ziuwo9~UuwPt1V~nhjK7ThMHL~XDNzLst-4NgPGKUs2epl79c6cEQ169tqHlr1oHEhqAQQDKOeQ6OmgCdmR8CQaGPj9ecg~XGrU7S9r78mVHmHUGqPgflmoU5EIuu4VxpbLYhsbBnkYoTYO2ke6K0j5sZH~p9jjBj5vz8qqmIVgiJ~T-q53Ljji4YasChmk3gpTTxCxL1IVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_11_No_5_2020_","translated_slug":"","page_count":75,"language":"en","content_type":"Work","summary":null,"owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":65443692,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65443692/thumbnails/1.jpg","file_name":"11.5.pdf","download_url":"https://www.academia.edu/attachments/65443692/download_file","bulk_download_file_name":"ALLS_Vol_11_No_5_2020.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65443692/11.5-libre.pdf?1610877095=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_11_No_5_2020.pdf\u0026Expires=1742953955\u0026Signature=KfbO~pHmzYoV4vbRIqFXbtuEJ0rsc64Y5VM38fLm7y5UyVGHrDdZfsPlLuhb4UyT-w0AvQe8Jth4wKr8XhU-0mJ5FLc5lIt-zz3AtPc8-kdjPHgS7o5S7l60o-xL8qdzNNo8L2AvF9Ziuwo9~UuwPt1V~nhjK7ThMHL~XDNzLst-4NgPGKUs2epl79c6cEQ169tqHlr1oHEhqAQQDKOeQ6OmgCdmR8CQaGPj9ecg~XGrU7S9r78mVHmHUGqPgflmoU5EIuu4VxpbLYhsbBnkYoTYO2ke6K0j5sZH~p9jjBj5vz8qqmIVgiJ~T-q53Ljji4YasChmk3gpTTxCxL1IVw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44743012"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44743012/ALLS_Vol_11_No_4_2020_"><img alt="Research paper thumbnail of ALLS, Vol 11, No 4 (2020)" class="work-thumbnail" src="https://attachments.academia-assets.com/65229236/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44743012/ALLS_Vol_11_No_4_2020_">ALLS, Vol 11, No 4 (2020)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Men Improve With The Years was written by W. B. Yeats in 1916 by the time he had turned 50 years ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Men Improve With The Years was written by W. B. Yeats in 1916 by the time he had turned 50 years old. This paper argues that in this poem, Yeats presents his philosophical thoughts of the tragic life among human beings, highlighting that the joy in tragedy is "the way to survive" while the sorrow in tragedy is "being towards death". Influenced by Nietzsche's aesthetic notions of the Apollonian and Dionysian art, Yeats holds a kind of tragic aesthetic view towards death-"the unity of being" of individual life and nature, and aims to seek the joy of growing old and the freedom to create life out of life. As Apollonian dream covers the tragedy of life and Dionysian intoxication discloses it, the nameless old protagonist in the poem or Yeats himself attempts to bear the plight with stoicism and fortitude like a marble Triton so as to conquer and welcome all the sorrows in the process of aging and dying. Since men improve with the years, "being towards death" is the nature of living. Yeats hopes to achieve the aesthetic redemption from the tragic life in his early fifties, thus giving enlightenment to the predicament of human existence.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-44743012-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-44743012-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803529/table-9-inter-character-sentiment-stance-for-sample"><img alt="Table 9. Inter-character sentiment stance for sample 3 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803541/table-10-contextual-specifics-of-sample"><img alt="Table 10. Contextual specifics of sample 4 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803501/table-18-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803513/table-4-contextual-specifics-of-sample"><img alt="Table 4. Contextual specifics of sample 2 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803011/figure-1-the-stages-of-ecrif-taxonomy-clarify-stage-at-this"><img alt="Figure 1. The stages of ECRIF taxonomy Clarify Stage: At this stage, students try to understand the meaning and form of the new language or structure. They Internalize Stage: Internalization, is to interpret and accept the results by examining an idea, a knowledge and a belief t hrough learning and socialization. In terms of foreign language teaching and learning, Vygotsky who emphasizes that thought and language are closely related, thinks that interna ization of complex ideas is necessary for language development (Yurdakul, 2005, 45). Considering the meaning and effectiveness of internalization for language develop- ment, t ECRIF he internalization stage which is the fourth step of the taxonomy, relies on freer and less controlled prac- tices and without any outside support, students determine the suitable decisions and select from the choices depending on their own information (Mezied, 2017). At this stage, students try to engage the new knowledge and skills to their prior " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803032/figure-2-graph-scree-plot"><img alt="Graph 1. Scree plot " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803126/figure-1-confirmatory-factor-analysis-path-diagram"><img alt="Figure 1. Confirmatory factor analysis path diagram " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803142/figure-1-inter-character-affection-stance-along-the"><img alt="Figure 1. Inter-Character Affection Stance along the Narrative Line between Isabella Swan and Edward Cullen The location of the markers and the progression pat- tern of the graphs above share a couple of pivotal points of By progressing down the subsections of tables 2, 5, 8, 11, 14 and 17, the degree of relevance for each type of impli- cated conclusion decreases and with it the processing effort required for each type of implicated conclusion increases. As predicted by Sperber and Wilson (1995, 2002), with the increasing of processing effort for the calculation of impli- cated conclusion, the cognitive reward or positive cogni- tive effect received as a result of the calculation increases. It seems apparent that one of the fundamental requirements for Furlong’s (1996) notion of maximal relevance is that the " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803148/figure-2-inter-character-affection-stance-along-the"><img alt="Figure 2. Inter-Character Affection Stance along the Narrative Line between Beatrice Prior and Tobias Eaton connection. First and foremost, instances of inter-character verbal interaction where characters deliver implicit mes- sages by exchanging implicata are used by the author in accordance with the inter-character sentiment intensity at the point the conversation is held, which corroborates a partial responsibility for the intensity to trigger the impli- cating. Second, the implicit information conveyed through exchanges of implicata between the characters helps shape the status quo of the relation along the narrative. Table 1. Contextual specifics of sample 1 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803165/figure-3-bottom-up-process-of-causal-inter-relations-between"><img alt="Figure 3. Bottom-up Process of Causal Inter-Relations between Implicata within Character Discourse and and Character's Communicative Intents, Inter-Character Sentimentality and Character Traits behind Them " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803178/figure-1-approaches-to-ellipsis-adopted-from-merchant"><img alt="Figure 1. Approaches to Ellipsis, adopted from Merchant (2005: 3) " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803187/figure-2-nonstrutural-approach-hierarchy"><img alt="Figure 2. Nonstrutural approach hierarchy " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803193/figure-3-hierarchy-of-the-structural-pf-deletion-approach"><img alt="Figure 3. Hierarchy of the Structural PF-deletion approach " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803202/figure-10-the-head-is-essential-in-forming-constituent"><img alt="the head C° is essential in forming constituent questions. These features, following Merchant (2001), are also needed in sluicing structures that are characterized by the E[llipsis] feature [E], which works only with interrogative C° (wh,Q). We will elaborate more no this in Section (5). The next section discusses the basic structure of HA interrogatives, which are essential to the discussion of sluicing, and the how the sluicing conditions are applied to HA. " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803209/figure-5-feature-and-the-sluicing-licensing-head"><img alt="Figure 5. [E]-feature and the sluicing licensing head " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803217/figure-6-the-feature-and-its-relation-to-the-interrogative"><img alt="Figure 6. The [E]-feature and its Relation to the Interrogative C° " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803224/figure-7-ha-sluicing-structure"><img alt="Figure 7. HA sluicing structure " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803228/figure-8-movement-and-deltion-operations-in-ha-sluicing"><img alt="Figure 8. Movement and deltion operations in HA sluicing " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803232/figure-15-graph-text-type-of-listening-materials"><img alt="Graph 1. Text Type of Listening Materials " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803236/figure-16-graph-skills-embedded-in-the-activities-and-tasks"><img alt="Graph 3. Skills embedded in the activities and tasks Graph 2. Types of listening tasks " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803245/figure-17-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803250/table-3-the-item-analysis-for-academic-achievement-listening"><img alt="Table 3. The item analysis for academic achievement (listening) test " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803258/table-5-comparison-of-the-control-group-scores-of-pretest"><img alt="Table 5. Comparison of the control group scores of pretest and posttest academic achievement (listening) test p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803267/table-4-comparison-of-the-experimental-group-scores-of"><img alt="Table 4. Comparison of the experimental group scores of pretest and posttest academic achievement (listening) test p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803281/table-7-comparison-of-the-experimental-group-scores-of"><img alt="Table 7. Comparison of the experimental group scores of pretest and posttest academic achievement (speaking) p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803296/table-5-alls-vol-no"><img alt="P<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803313/table-6-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803323/table-8-comparison-of-the-control-group-scores-of-pretest"><img alt="Table 8. Comparison of the control group scores of pretest and posttest academic achievement (speaking) p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803337/table-1-alls-vol-no"><img alt="Table 1. Error categories " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803356/table-2-frequency-of-errors-word-choice"><img alt="Table 2. Frequency of errors Word choice " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803384/table-10-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803395/table-2-distribution-of-factor-item-factor-loads-and-factor"><img alt="Table 2. Distribution of factor, item factor loads and factor variances regarding the attitude scale to be used for education planning " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803415/table-3-model-data-fit-for-the-cyber-academic-self-efficacy"><img alt="Table 3. Model-data fit for the Cyber Academic Self-efficacy scale " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803430/table-4-correlation-values-between-factors"><img alt="Table 4. Correlation values between factors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803443/table-5-item-total-statistics"><img alt="Table 5. Item-total statistics " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803456/table-6-test-results-related-to-item-distinctiveness"><img alt="Table 6. T-test results related to item distinctiveness CONCLUSION AND SUGGESTIONS " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803469/table-7-cronbachs-alpha-coefficients-of-the-factors"><img alt="Table 7. Cronbach’s Alpha coefficients of the factors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803478/table-17-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803556/table-13-contextual-specifics-of-sample-the-scope-of-the"><img alt="Table 13. Contextual specifics of sample 5 the scope of the current research, this might even be taken to suggest that there seems to be a concept of hierarchy among the elements of a character’s mental world. Which falls under or above which can be addressed in future research. Taking as a whole the data in Tables 1-18 also suggests that inter-character sentiment intensity is governed by the narrative line. The data also indicates that readers’ awareness of contextual aspects, characters’ communicative intents and sentiment intensity between characters interlocutors in part govern, with a considerable extent of control, their " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803568/table-12-inter-character-sentiment-stance-for-sample"><img alt="Table 12. Inter-character sentiment stance for sample 4 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803579/table-16-contextual-specifics-of-sample-interpretation-of"><img alt="Table 16. Contextual specifics of sample 6 interpretation of a character’s choice of leaning on implica- tion in their speech as opposed to the more overt and explicit imparting of propositions in addition to reaching maximal relevance in their interpretation of the implications charac- ters make when addressing one another. " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803595/table-15-inter-character-sentiment-stance-for-sample"><img alt="Table 15. Inter-character sentiment stance for sample 5 " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803612/table-18-inter-character-sentiment-stance-for-sample-summary"><img alt="Table 18. Inter-character sentiment stance for sample 6 SUMMARY AND CONCLUSION ry fo determine how inter-character relationships are linked to the implicata exchanged between characters and how critically these implicata may be interpreted by readers, this research applied a relevance-theoretic treatment to six instances of implicata exchanged between the female protag- onists in Stephenie Meyer’s ‘Twilight’ and Veronica Roth’s ‘Divergent’, namely Isabella Swan and Beatrice Prior, and their male potential partners in romance, respectively Edward Cullen and Tobias Eaton. Each sample was analysed for its context, how the two characters care for one another at that point in the narrative line, and why writers choose to convey implicit messages between characters. We propose that both writers implicate through their characters while taking into consideration the sentiments between them, the intensity of the sentiments in question and where on the storyline the conversation between the characters occur. It was already suggested by Mohammadpanah et al. (2018) that to achieve maximal relevance in their non-spontaneous interpretation of instances of implicata exchange between characters, it is essential that readers have awareness of a) contextual spec- ifications, b) implicated premises, c) strongly-implicated conclusions, d) weakly-implicated conclusions, e) under- pinning presuppositional grounds based on which certain information is presupposed by the writer and the reader, and " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803631/table-1-speech-functions-and-typical-mood-of-clause-adapted"><img alt="Table 1. Speech functions and typical Mood of a clause (adapted from Eggins, 2004, p. 147) " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803662/table-2-overall-frequency-of-mood-structure-of-the-clauses"><img alt="Table 2. Overall frequency of Mood structure of the clauses of all interlocutors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803676/table-3-frequency-and-percentage-of-mood-structures-used-by"><img alt="Table 3. Frequency and percentage of Mood structures used by Ramsay vs. Abby " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803694/table-4-frequency-of-mood-structures-used-by-ramsay-and-abby"><img alt="Table 4. Frequency of mood structures used by Ramsay and Abby vs. The staff " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803705/table-6-types-and-frequency-of-modality-among-interlocutors"><img alt="Table 6. Types and frequency of modality among interlocutors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803716/table-5-types-of-adjuncts-used-by-the-interlocutors"><img alt="Table 5. Types of Adjuncts used by the interlocutors " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803733/table-7-types-and-frequency-of-modality-of-ramsay-vs-abby"><img alt="Table 7. Types and frequency of modality of Ramsay vs. Abby " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803742/table-7-the-degrees-of-modalization-and-modulation-low"><img alt="The degrees of modalization and modulation (low, median, or high) used by both Ramsay and Abby are detailed in Table 7. Ramsay and Abby are again considered separately in this section, as they both are superiors to the servers, and it is an area of interest to investigate whether Abby displays The results reveal that the two superiors (1.e., Ramsay and Abby) employed relatively equal high and median degrees " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803750/table-9-types-and-frequency-of-modality-of-abby-vs-staff"><img alt="Table 9. Types and frequency of modality of Abby vs. staff " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803766/table-8-types-and-frequency-of-modality-of-ramsay-vs-staff"><img alt="Table 8. Types and frequency of modality of Ramsay vs. Staff " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803793/table-37-with-regard-to-modulation-like-ramsay-abby"><img alt="With regard to modulation, like Ramsay, Abby expressed judgment far more often than the staff (21 times compared to just 2 times), with various degrees of obligation and incli- nation. Abby’s use of lower degree modulation may be explained by her pre-existing social role with the staff, and therefore, she may not have needed to express obligation and inclina- tion to the same extent as Ramsay, since her relationship with the staff was already clearly established as one of a superior and subordinates. REFERENCES discussed in Section 4.3.2, the data show a significant dif- ference between the groups, revealing that Abby had more power than her staff, shown by the use of both modalization and modulation. In terms of modalization, Abby expressed her attitude toward what she was saying when interacting with her employees using high to median degrees, which, again, was not the case for the staff (12 and 7 times, respec- ively). This is illustrated in the excerpt below, Abby she employs the verb going to to express probability. " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803819/table-1-list-of-wcs-in-saudi-arabia"><img alt="Table 1. List of WCs in Saudi Arabia " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803838/table-4-alls-vol-no"><img alt="Table 4. Cronbach’s alpha " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803853/table-5-correlation-coefficient-of-the-students"><img alt="Table 5. Correlation coefficient of the students’ questionnaire between each individual item and the total score of the domain. ** Significant at the 0.01 level of significance or less, * Significant at the 0.05 level of significance or less " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803873/table-41-significant-at-the-level-of-significance-or-less"><img alt="** Significant at the 0.01 level of significance or less " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803890/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803908/table-7-significant-at-the-level-of-significance-or-less"><img alt="** Significant at the 0.01 level of significance or less, * Significant at the 0.05 level of significance or less Table 7. Correlation coefficient of the tutors’ questionnaire between each individual item and the total score of the questionnaire " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803924/table-9-learners-knowledge-tutors-and-learners-priorities"><img alt="Table 9. Learners’ knowledge Table 10. Tutors’ and learners’ priorities " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803960/table-11-pre-visit-attitudes-of-male-and-female-learners"><img alt="Table 11. Pre-visit attitudes of male and female learners " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803981/table-12-during-visit-attitudes-of-male-and-female-learners"><img alt="Table 12. During-visit attitudes of male and female learners " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8803990/table-13-post-visit-attitudes-of-male-and-female-learners"><img alt="Table 13. Post-visit attitudes of male and female learners " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804003/table-14-male-and-female-tutors-practices-in-the-cltwcs"><img alt="Table 14. Male and female tutors’ practices in the CLTWCs Learners’ and Tutors’ Priorities that much of the current debate revolves around the num- ber of visits and required visits. Gordon (2008) noted that visiting the center regularly, at least three or four times a month, would be fruitful, and not to do so would be a dereliction. He added that learners need to understand the fact that regular visits to the WC would provide them with the support they really need. Barnawi and Christie (2018) acknowledged that teachers may encourage learners to use he center “by offering some incentives, such as extra credit for regular visits” (p. 34). This belief is fostered by educa- tors and researchers in the field who conducted a number of studies to examine the effectiveness of frequent visits to he WC (e.g., Bishop, 1990; Bredtmann, Crede, & Otten, 2013; Clark, 1985; Gordon, 2008; Irvin, 2014; Pfrenger, Blasiman, & Winter, 2017). " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804021/table-15-alls-vol-no"><img alt="Table 15. Writing features " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804033/table-50-appendix-ha-consonants-and-vowels-adopted-from-al"><img alt="Appendix 1. HA Consonants and Vowels (adopted from Al Zahrani (2013) " class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804047/table-51-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804061/table-52-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65229236/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/8804080/table-53-alls-vol-no"><img alt="Appendix 2. 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B. Yeats in 1916 by the time he had turned 50 years old. This paper argues that in this poem, Yeats presents his philosophical thoughts of the tragic life among human beings, highlighting that the joy in tragedy is \"the way to survive\" while the sorrow in tragedy is \"being towards death\". Influenced by Nietzsche's aesthetic notions of the Apollonian and Dionysian art, Yeats holds a kind of tragic aesthetic view towards death-\"the unity of being\" of individual life and nature, and aims to seek the joy of growing old and the freedom to create life out of life. As Apollonian dream covers the tragedy of life and Dionysian intoxication discloses it, the nameless old protagonist in the poem or Yeats himself attempts to bear the plight with stoicism and fortitude like a marble Triton so as to conquer and welcome all the sorrows in the process of aging and dying. Since men improve with the years, \"being towards death\" is the nature of living. Yeats hopes to achieve the aesthetic redemption from the tragic life in his early fifties, thus giving enlightenment to the predicament of human existence.","grobid_abstract_attachment_id":65229236},"translated_abstract":null,"internal_url":"https://www.academia.edu/44743012/ALLS_Vol_11_No_4_2020_","translated_internal_url":"","created_at":"2020-12-20T06:29:47.918-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":36076749,"work_id":44743012,"tagging_user_id":8602709,"tagged_user_id":45391200,"co_author_invite_id":null,"email":"s***4@gmail.com","display_order":1,"name":"秀卉張","title":"ALLS, Vol 11, No 4 (2020)"},{"id":36076750,"work_id":44743012,"tagging_user_id":8602709,"tagged_user_id":5507358,"co_author_invite_id":null,"email":"f***g@gmail.com","affiliation":"Universitas Sulawesi Tenggara","display_order":2,"name":"Fernandes Arung","title":"ALLS, Vol 11, No 4 (2020)"}],"downloadable_attachments":[{"id":65229236,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/65229236/thumbnails/1.jpg","file_name":"11.4.pdf","download_url":"https://www.academia.edu/attachments/65229236/download_file","bulk_download_file_name":"ALLS_Vol_11_No_4_2020.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/65229236/11.4-libre.pdf?1608475363=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_11_No_4_2020.pdf\u0026Expires=1743256551\u0026Signature=CvmideATwjgRF0tm42wMcVQ1BoupGhgs7WzmEK0VuEptV3bI4ko1mlRoQXts0~KWem1p1Ecb2YuhrKHItPzrJGQPHsjGtuBOvy8~qzD8c7vsjeYD3mbPYm-kZ74EagUqJLRWy1Ez-w2ELWjDXrVyAZ29GcR8yIRiOFwA-XseKiHMR4hG0J2HG6jBeQa388qu51LT~mM4b76j87WdYiRDTq9Bj9FV-jE9KjCU435cONOsgyv3PzD9rwgh5aIXijkcYNXacgNF-WUcsrudUyWnjZoHtCtl~2nzhjyOULEAuiUv8~lzkBY~zfYesiBhYu44s4xIHlOEaDAI2ytFo9Rrxg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_11_No_4_2020_","translated_slug":"","page_count":98,"language":"en","content_type":"Work","summary":"Men Improve With The Years was written by W. B. Yeats in 1916 by the time he had turned 50 years old. This paper argues that in this poem, Yeats presents his philosophical thoughts of the tragic life among human beings, highlighting that the joy in tragedy is \"the way to survive\" while the sorrow in tragedy is \"being towards death\". Influenced by Nietzsche's aesthetic notions of the Apollonian and Dionysian art, Yeats holds a kind of tragic aesthetic view towards death-\"the unity of being\" of individual life and nature, and aims to seek the joy of growing old and the freedom to create life out of life. As Apollonian dream covers the tragedy of life and Dionysian intoxication discloses it, the nameless old protagonist in the poem or Yeats himself attempts to bear the plight with stoicism and fortitude like a marble Triton so as to conquer and welcome all the sorrows in the process of aging and dying. Since men improve with the years, \"being towards death\" is the nature of living. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="44742788"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/44742788/ALLS_Vol_11_No_2_2020_"><img alt="Research paper thumbnail of ALLS, Vol 11, No 2 (2020)" class="work-thumbnail" src="https://attachments.academia-assets.com/65228990/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/44742788/ALLS_Vol_11_No_2_2020_">ALLS, Vol 11, No 2 (2020)</a></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-44742788-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-44742788-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930800/table-7-one-way-analysis-of-variance-was-used-to-test"><img alt="One-way analysis of variance was used to test whether there was a difference between the number of siblings of the students and the success of the Turkish language course, and no significant difference was observed between the mean scores of the groups (F = 1.22, p> 0.05). Table 7. One-way ANOVA results about the difference between the number of siblings variable and success score According to Graph 1, students’ attitudes towards Turkish language lessons were 59% ‘I like’ for boys and 74% for girls. According to Graph 1, most of the 7th grade students have positive attitudes towards Turkish lessons. " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930813/figure-4-effects-of-pair-work-on-english-language-learning"><img alt="Figure 4.3. Effects of pair work on english language learning Figure 4.2. Reasons for not enjoying pair work (q.2) " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930820/figure-4-mean-for-practice-pair-work-in-classroom-how-helpfu"><img alt="Figure 4.1. Mean for practice pair work in classroom, how helpfu pair work is to study, and reaction to pair work by gender An Exploration of Libyan Learners’ Attitudes Towards Pair Work Activity i English Language Learning Development " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930833/figure-4-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930844/figure-1-categories-and-frequencies-of-errors-as-is-seen-in"><img alt="Figure 1. Categories and frequencies of errors As is seen in Figure 1, the most frequent error type is preposition errors (f=56). The second most frequent error " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930850/figure-2-error-types-in-surface-strategy-taxonomy-type"><img alt="Figure 2. Error types in surface strategy taxonomy type consists of the errors concerned with the use of verb “to be” (f=50). Misspelling errors (f=48), article errors (f=36), singular/plural errors (f=30), word form errors (f=26), tense errors (f=22), word choice errors (f=21), subject-verb agree- ment errors (f=14), capitalisation errors (f=13), verb errors (f=13), pronoun errors (f=11), word order errors (f=11) and other errors followed the major error categories. These errors, which were analysed in accordance with Surface Strategy Taxonomy, were classified under the categories of omission, addition, misformation and misordering as seen in Figure 2. " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930858/figure-3-subgroups-under-the-category-of-misformation-and"><img alt="Figure 3. Subgroups under the category of misformation and their frequencies " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930866/figure-4-the-second-most-frequent-error-type-is-omission"><img alt="The second most frequent error type is omission errors. It is observed that students made 113 omission errors, which makes up 29.65% of total errors. Omission errors are char- acterised by the absence of a word or structure, the existence of which is necessary for the sentence to be correct. Figure 4 given below shows the types of omission errors with respect to their frequencies. Figure 4. Types of omission errors " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930873/figure-5-are-preposition-article-singular-plural-verb-to-be"><img alt="are; preposition, article, singular-plural, verb to be, verb, adjective, conjunction, modal auxiliary and tense errors. The figure demonstrating error types under the category of addition errors together with their frequencies is given below Figure 5. Figure 5. Error types under addition category " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930880/figure-2-alls-vol-no"><img alt="Figure 2. Conjunctions REFERENCES " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930892/figure-1-alls-vol-no"><img alt="Figure 1. Determiners " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930899/figure-12-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930903/figure-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930909/table-1-the-use-of-javanese-language-and-script-at-schools"><img alt="Table 1. The use of javanese language and script at schools (from the Academic Draft of the Javanese Language and Script Revitalization Act, 2019, p. 51) Grenoble’s (2018, p. 6) words, “it is a social movement, and brings benefits to society as well as to individuals”. Besides, language is a medium for expressing personal values, beliefs, and experience (Alshehri, 2016). language in the midst of other languages domination. The research literature also acknowledged issues of essential variables of effective Javanese language preservation through education sector, such as focus- ing more on the use of this local language during the teaching and learning process at primary school level, investigating the role of the central government, and examining the importance of local languages teach- ing and promotion program. These variables are recognized as reliable guides for the local government and schools in the effort to manage Javanese language and script crisis effectively. Another aspect highlighted in the study of the literature was the need for the Indonesian government to pay more attention to local languages plan- ning and policy. It was reported that support from the gov- ernment is vital in terms of ensuring stakeholders, such as Center for Language in each province that local lan- guages, including Javanese, will be able to survive in the global era. " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930913/table-2-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930922/table-4-results-of-one-way-anova-related-to-differences"><img alt="Table 4. Results of One-Way ANOVA related to differences between mother education status and attitude score Table 5. Results of One-Way ANOVA related to differences between attitude score and father education status variable " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930937/table-4-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930946/table-2-difference-between-turkish-language-course-attitude"><img alt="Table 2. Difference between Turkish language course attitude scores by gender Table 3. The results of one-way analysis of variance on the difference between the number of siblings variable and attitude score " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930956/table-1-correlation-between-students-attitude-scores-and"><img alt="Table 1. Correlation between students’ attitude scores and achievement scores " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930961/table-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930967/table-4-demographics-information-of-libyan-learners-practice"><img alt="Table 4.1. Demographics information of libyan learners Table 4.2. Practice pair work in classroom " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930973/table-9-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930976/table-4-reaction-to-pair-work"><img alt="Table 4.3. Reaction to pair work " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930981/table-4-descriptive-statistics-for-practice-pair-work-in"><img alt="Table 4.4. Descriptive statistics for practice pair work in classroom, how helpful pair work is to study, and reaction to pair work " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930985/table-1-cefr-level-distribution-determiners-and-conjunctions"><img alt="Table 1. CEFR level distribution (Determiners and Conjunctions) " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930990/table-2-alls-vol-no"><img alt="Table 2. Function summary " class="figure-slide-image" src="https://figures.academia-assets.com/65228990/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/5930993/table-1-distributions-of-process-types-in-selected-ghanaian"><img alt="Table 1. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="40473712"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/40473712/ALLS_Vol_10_No_2_2019_"><img alt="Research paper thumbnail of ALLS, Vol 10, No 2 (2019)" class="work-thumbnail" src="https://attachments.academia-assets.com/60739707/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/40473712/ALLS_Vol_10_No_2_2019_">ALLS, Vol 10, No 2 (2019)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical bac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical background, this paper examines the ways in which Malcolm Bradbury's academic novel Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong between past and present moods and modes of thought and to illuminate the emotional and intellectual sterility afflicting the modern academy and its population. It will be clear that although their names and conduct resonate with echoes of the celebrations and rites of savage tribes and subsequent societies, Bradbury's characters fail to enact the roles of ancient fertility divinities and to maintain the essential flavour of remote antiquity's culture. This is best illustrated by the vain attempts of a number of ardent suitors to marry the leading but misleading character Emma Fielding, a latter-day fertility goddess who heartlessly hurts their hearts. While ancient fertility goddesses' suitors or consorts were concerned about the welfare of the community on the whole, alongside their own welfare, their modern counterparts merely seek to enhance their narrow interests. Predictably, all the characters in the novel finish up helpless and hopeless. Finally, grounded on the premise that scholarly disciplines tend to crisscross in a mutually enriching manner, this investigation aims to prove how helpful it is for Bradbury to explore the academic soul and soil through the employment of studies from other fields and how interesting it is for the researcher to spot out this cultural trend and to bring it to the attention of the reader. man presiding over the bear-feast organized by a primitive tribe called the Aino or Ainu passed around the attendees (587), ascertaining that everyone tasted a little of the boiled bear's meat therein. Having just been offered to the dead bear, this cup is called "the cup of offering" (588).</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-40473712-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-40473712-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795784/figure-6-phonological-mapping-of-the-kiswahili-in-standard"><img alt="Figure 6. Phonological mapping of the Kiswahili /y/ in Standard Kisukuma To illustrate the phonemic proximity, Standard Kiswahili straightforwardly maps the Arabic /6°/, /t'/, /s‘/, /x/, /q/, and " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795791/figure-1-mean-ratings-elementary-lower-intermediate-and"><img alt="Figure 1. Mean ratings elementary, lower intermediate and native speakers of English (NP-level) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795798/figure-2-mean-ratings-elementary-lower-intermediate-and"><img alt="Figure 2. Mean ratings elementary, lower intermediate and native English speakers (sentence-level) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795804/figure-1-map-of-east-and-west-pakistan-the-struggle-this"><img alt="Figure 1. Map of East and West Pakistan The Struggle this Time is the Struggle for Our Independence: A Critical Discourse Analysis of Bangabandhu Sheikh Mujibur Rahman’s Historic 7" March Speech " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796010/table-2-independent-pair-test-analysis-for-the-comparison-of"><img alt="Table 2. Independent pair t-test analysis for the comparison of the participants’ demotivation level by gender " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796014/table-3-descriptive-statistics-for-the-comparison-of-the"><img alt="Table 3. Descriptive statistics for the comparison of the participants’ perceptions of their self-motivation to learn Englisl by gender " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795992/table-16-results-related-to-overall-writing-success-between"><img alt="Results related to overall writing success between groups " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796001/figure-2-sample-responses-relating-to-attitudes-from"><img alt="Figure 2. Sample responses relating to attitudes from WhatsApp group " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796007/table-1-profile-of-the-participants"><img alt="Table 1. Profile of the participants " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795693/figure-1-whatsapp-and-pen-and-paper-dialogue-journaling"><img alt="Figure 1. WhatsApp and pen and paper dialogue journaling samples from session 1 " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795698/figure-3-sample-responses-relating-to-the-attitudes-from-pen"><img alt="Figure 3. Sample responses relating to the attitudes from Pen and Paper group " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795701/figure-1-semantic-map-of-the-data-from-the-first-open-ended"><img alt="Figure 1. Semantic map of the data from the first open-ended question. Table 5. Students’ responses on the major strategies for dealing with demotivation t Eighteen-point-six percent of the participants declared hat they feel demotivated because of some personal issues such as, lack of self-confidence, shyness, fear of negative evaluation, and anxiety. They do not feel secure or confi- ent enough to use the target language freely because of hese affective factors. As some of them claimed: “I am not he questions of the teacher”, “I don’t want to participate in he classroom activities, just because I am shy”. “I am an d t self-confident enough to talk in front of the class or answer t t anxious person, whenever a teacher asks me a question, I feel anxiety and I necessarily make mistakes”. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795703/figure-2-semantic-map-of-the-data-obtained-from-open-ended"><img alt="Figure 2. Semantic map of the data obtained from open-ended question 2. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795706/figure-1-acceptance-rates-of-the-senior-and-fresher"><img alt="Figure 1. Acceptance rates of the senior and fresher subgroups " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795709/figure-3-freshers-acceptance-rates-of-the-grammatical"><img alt="Figure 3. Freshers’ acceptance rates of the grammatical " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795711/figure-2-seniors-acceptance-rates-of-the-grammatical-process"><img alt="Figure 2. Seniors’ acceptance rates of the grammatical process " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795714/figure-8-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795716/figure-9-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795719/figure-10-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795725/figure-6-fresher-subgroups-ratings-on-item-type"><img alt="Figure 6. Fresher subgroup’s ratings on item type " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795729/figure-5-senior-subgroups-ratings-on-item-type-the-effect-of"><img alt="Figure 5. Senior subgroup’s ratings on item type Figure 4. The effect of L2er’s level and grammaticality " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795739/figure-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795747/figure-2-phonological-mapping-of-the-arabic-onto-the"><img alt="Figure 2. Phonological mapping of the Arabic /d‘/ onto the Standard Kiswahili /6/ Figure 1. Phonological mapping of the Arabic /6‘/,/t'/, and /s‘/ in Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795754/figure-15-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795765/figure-3-phonolgical-mapping-of-the-arabic-and-in-standard"><img alt="Figure 3. Phonolgical mapping of the Arabic /x/ and /q/ in Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795771/figure-17-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795777/figure-5-phonological-mapping-of-the-standard-kiswahili-and"><img alt="Figure 5. Phonological mapping of the Standard Kiswahili /@/ and /6/ in Standard Kisukuma " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795807/figure-23-researcher-asked-in-question-paper-which-resource"><img alt="Researcher asked in question paper which resource stu- dents used for using Facebook more. As a result Majority of the students used Facebook on their android phones. More- over 23 percent were using on their laptops and minority students were using other resources. Actually, they find an- droid very easy as compare to other sources. (Plant, 2000), " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795811/figure-24-in-the-response-of-above-question-responded-with"><img alt="In the response of above question, 54% responded with YES, However, 33% were among NO but Majority of them did not know. In addition, many of them know well that women’s are badly treated on Facebook and how women construct their identity through Facebook Of course most of participants viewed that woman more than men are on the verge of abuse and defame. Some users tag weird pages to some women in order to tease them simultaneously. Despite taking care of moral values women are soft target by these bloggers. According to(Rosenberg, 1986), identity is an im- portant part of the self-concept. Self-concept is the totality of a person’s thoughts and feelings in reference to oneself as an object and (Altheide, 2000, p. 2).Identity is that part of the self ““by which we are known to others”. Thus, findings highlighted the others behavior towards women is rough and embracing. It was astonishing to see that 57% men make irritating comments against women, 33% were women while 10% was randomly observed. So, according to result men takes more interest to use irrelevant language or comments for women also they have stereotype thinking in their mind for women. According to Frank Hornell (2003), bothering comments were suggested by men in all grounds. However, women do misbehave but she cares some limits. According to Fairclough (1997: 80), it is that leftover, which is kept " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795815/figure-4-form-where-you-access-facebook-do-you-use-facebook"><img alt="Figure 4. Form where you access facebook? Figure 3. Do you use facebook? unsaid be made important to the actual contents for a text. Thus, men are more aggressive than women using Facebook pages. The outcome of findings tells that men are making more irritating comments against women. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795827/figure-26-majority-of-the-people-become-reactive-on-womens"><img alt="Majority of the people become reactive on women’s post while seeing their posts unconsciously they react.As a result even they are not aware how it impacts on women’s person- ality and 17 percent are unaware but 3 percent are also some- time involved in reactions of post. Surely, men feel proud in pointing out women as they find no subject other than making " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795834/figure-27-disgusting-comments-according-to-woodward-am"><img alt="disgusting comments. According to (Woodward, 2004).I am different from you in some ways, emotionally, morally, men- tally and so forth. Although, men pretend to be righteous but on the women context they show their real colors. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795840/figure-28-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795849/figure-29-do-you-agree-people-use-sexit-remarks-on-women"><img alt="Do you agree people use sexit remarks on women's posts? " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795856/figure-30-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795864/figure-1-quirk-and-greenbaums-performance-and-judgement-test"><img alt="Figure 1. Quirk and Greenbaum’s (1973) performance and judgement test scale A Linguistic (Critical Discourse) Analysis of Consumer Products’ Advertising in Nigeria " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795869/figure-2-braddocks-communication-model"><img alt="Figure 2. Braddock’s (1958) Communication Model " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/figure_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795875/table-1-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795880/table-1-male-ancestors-upbringing"><img alt="Table 1. Male ancestors’ upbringing " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795886/table-4-male-ancestors-and-guardianships"><img alt="Table 4. Male ancestors and guardianships " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795889/table-5-male-ancestors-and-daily-issues"><img alt="Table 5. Male ancestors and daily issues " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795892/table-6-the-positivity-and-negativity-of-each-entry-across"><img alt="Table 6. The positivity and negativity of each entry across the entire corpus The total number of tokens for fathers’ entries was 287. Out these tokens, 25% were used in positive contexts, 17% in neutral contexts, and 57% in negative contexts. The con- exts of grandfathers’ entries were noticeably different, with 49% positive, 27% neutral, and 24% negative. This trend can be linked to Almujaiwel’s (2016) study, reviewed above, in hat feminist voices in the texts written by female authors could have led to negative representations of fathers’ roles as family members (see Table 2) and as “guardians” of their female relatives (see Table 4), as well as to negative discus- sions of fathers’ roles in daily issues (see Table 5). " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795899/table-1-descriptive-statistics-of-pre-test-and-post-test-for"><img alt="Table 1. Descriptive statistics of pre-test and post-test for all participants " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795903/table-2-descriptive-statistics-of-pre-test-and-post-test-and"><img alt="Table 2. Descriptive statistics of pre-test and post-test, and gain for each group " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795909/table-4-wilcoxon-signed-ranks-test-for-group-as-is-seen"><img alt="Table 4. Wilcoxon signed ranks test for group 2 As is seen above, the difference between pre-test and post-test performance within group 2 is not statistically sig- nificant (p=0.166>0.05). " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795925/table-3-wilcoxon-signed-ranks-test-for-group"><img alt="Table 3. Wilcoxon signed ranks test for group | " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795935/table-5-groups-test-scores"><img alt="Table 5. Groups-test scores p<0.05 " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795950/table-11-appendix-the-diagnostic-cloze-test-pre-and-post"><img alt="Appendix 3. The diagnostic cloze test (pre- and post-test) AL 1” OURS UVUSCD MIS EERUEIL E Indonesia is a beautiful country. It has many islands. It is a hot country. Most people live on the island of Java. Java is a rich island. But too many people live there and life is not easy. His name was Sugeng. ‘Sugeng’ means ‘happy’ or ‘safe’, but Sugeng’s life was not always happy or safe. There were many people in Sugeng’s family. He had five brothers and four sisters. But one of his sisters died when she was only two months old. One of his brothers died when he fell from a tree. Sugeng’s family lived near a mountain. This was a dangerous place because sometimes fire and rocks came down from the mountain. But the land was good and there was a lot of water. Sugeng was happy on the farm. He had, a lot of work to do, but he liked his work. Because he was small and strong he climbed coconut trees to get the coconuts. He took the cows to the river to wash them. Sugeng liked the river very much. He rode on the back of one of his cows and swam in the river with them. (Retrieved from httn://ai3000.com/wn/free-eraded-readers/fire-on-the-mountain-chapter-1/) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795957/table-12-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795968/table-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795979/table-14-comparative-study-on-the-effect-of-varied-reading"><img alt="A Comparative Study on the Effect of Varied Reading Input on Discourse Signaling Awareness " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13795984/table-1-paired-samples-test-results-relating-to-the-overall"><img alt="Table 1: Paired Samples T-test results relating to the overall writing success clearly shows that students in all groups made a significant progress during the target one-month intervention session. Table 2: ANOVA results between groups in terms of overall writing success on the post-tests " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796020/table-4-students-perspectives-on-the-major-sources-of-their"><img alt="Table 4. Students’ perspectives on the major sources of their demotivation when they make mistakes/errors, teachers sometimes react negatively towards them. That’s why students suffer from both fears of negative evaluation and speaking anxiety. As some of the participants expressed: “When I make mistakes Factors Causing Demotivation in EFL Learning Process and the Strategies Used by Turkis EFL Learners to Overcome Their Demotivation " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796025/table-2-number-and-percent-of-sentence-pattern"><img alt="Table 2. Number and percent of sentence pattern " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796029/table-1-numbers-and-percent-of-personal-pronouns"><img alt="Table 1. Numbers and percent of personal pronouns " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796037/table-24-alls-vol-no"><img alt="Network link: https://mr.daidu.com/xcjo6j9?f=cp " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796045/table-2-acceptance-rates-of-grammatical-and-ungrammatical"><img alt="Table 2. Acceptance rates of grammatical and ungrammatical translations by seniors and freshers Table 3. Acceptance rates of the present continuous sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796051/table-4-acceptance-rates-of-the-past-continuous-sentences"><img alt="Table 4. Acceptance rates of the past continuous sentences Table 5. Acceptance rates of the present perfect sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796062/table-6-acceptance-rates-of-the-past-perfect-sentences"><img alt="Table 6. Acceptance rates of the past perfect sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796082/table-7-acceptance-rates-of-the-affirmative-sentences"><img alt="Table 7. Acceptance rates of the affirmative sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796097/table-8-acceptance-rates-of-the-interrogative-sentences"><img alt="Table 8. Acceptance rates of the interrogative sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796101/table-9-acceptance-rates-of-the-negative-sentences"><img alt="Table 9. Acceptance rates of the negative sentences " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796107/table-31-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796110/table-12-coefficients-of-generalised-linear-mixed-model"><img alt="Table 12. Coefficients of a generalised linear mixed model fitted to the rejection rates. (Reference levels: Rating2: Good, L2er.level: Fresher, Grammaticality: FALSE, Item.type: Past.continuous) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796116/table-10-coefficients-for-the-random-effects-of-the-data"><img alt="Table 10. Coefficients for the random effects of the data " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796125/table-11-model-comparison-statistics-for-the-data"><img alt="Table 11. Model comparison statistics for the data " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796153/table-35-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796174/table-36-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796179/table-3-the-phonemic-consonantal-inventory-of-standard"><img alt="Table 3. The phonemic consonantal inventory of Standard Kisukuma " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796182/table-2-the-phonemic-consonantal-inventory-of-standard"><img alt="Table 2. The phonemic consonantal inventory of Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796189/table-6-adaptation-of-the-arabic-velar-and-uvular-in"><img alt="Table 6. Adaptation of the Arabic velar /x/ and uvular /q/ in Standard Kiswahili " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796197/table-7-adaptation-of-the-arabic-pharyngeal-in-standard"><img alt="Table 7. Adaptation of the Arabic pharyngeal /h/ in Standard Kiswahili 5 and between /s/ and /{/ in the phonemic consonantal inven- tory of Standard Kiswahili. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796205/table-8-adaptation-of-the-standard-kiswahili-and-in-standard"><img alt="Table 8. Adaptation of the Standard Kiswahili /0/ and /6/ in Standard Kisukuma. " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796213/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796224/table-10-attested-phonological-and-phonetic-adaptations-of"><img alt="Table 10. Attested phonological and phonetic adaptations of Arabic loanwords in Standard Kiswahili and Standard Kisukuma " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796235/table-2-mann-whitney-results-for-elementary-lower"><img alt="Table 2. Mann-Whitney results for elementary, lower intermediate and native control groups (NP-level) Between-group Results " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796240/table-4-np-level-vs-sentence-level-genericity-coxon-signed"><img alt="Table 4. NP-level vs. sentence-level genericity coxon Signed-Ranks tests were run between the two types of genericity in each sentence type. ty type (NP-level vs. sentence-level). The research questions are as follows: " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796246/table-3-mann-whitney-results-for-elementary-lower"><img alt="Table 3. Mann-Whitney results for elementary, lower intermediate and native control groups (sentence-level) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796255/table-2-the-occurrence-of-pronouns-in-the-original-speech-in"><img alt="Table 2. The occurrence of pronouns in the original speech (in Bangla) I, My (mine), We, and Our. While I and My (mine) expressed his personal feelings, self-responsibility or reference, the pronouns We and Our denoted his sense of inclusiveness, unity, and solidarity towards the audience. For example: " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796261/table-3-summary-of-the-scores"><img alt="Table 3. Summary of the scores " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796266/table-2-marks-obtained-by-group-of-students"><img alt="Table 2. Marks obtained by group of students " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796274/table-1-comprehension-test-scores"><img alt="Table 1. Comprehension test scores " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796288/table-4-shows-mean-scores-of-teachers-qualification"><img alt="Table 4. Shows mean scores of teachers’ qualification " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796303/table-5-shows-mean-scores-of-students-academic-background"><img alt="Table 5. Shows mean scores of students’ academic background " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796326/table-6-shows-mean-scores-of-instructional-materials"><img alt="Table 6. Shows mean scores of instructional materials " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796355/table-7-shows-mean-scores-of-parents-educational-background"><img alt="Table 7. Shows mean scores of parents’ educational background " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796382/table-55-summary-of-findings-using-quirk-and-greenbaums"><img alt="Fig Summary of Findings (using Quirk and Greenbaum’s, 1973) Performance and Judgement Test " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796397/table-56-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796420/table-57-test-statistics-cells-have-expected-frequencies"><img alt="TEST STATISTICS *6 cells (100.0%) have expected frequencies less than 5. The minimum expected cell frequency is 1.5, °5 cells (100%) have expected frequencies less than 5. The minimum expected cell frequency is 1.6 " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/13796427/table-58-correlation-is-significant-at-the-level-tailed"><img alt="** Correlation is significant at the.01 level (2-tailed) " class="figure-slide-image" src="https://figures.academia-assets.com/60739707/table_058.jpg" /></a></figure></div><div class="next-slide-container js-next-button-container"><button aria-label="Next" class="carousel-navigation-button js-profile-work-40473712-figures-next"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_forward_ios</span></button></div></div></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6b21f49fdb469d05643f89f503aeb604" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":60739707,"asset_id":40473712,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/60739707/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="40473712"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="40473712"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40473712; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40473712]").text(description); $(".js-view-count[data-work-id=40473712]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40473712; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='40473712']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6b21f49fdb469d05643f89f503aeb604" } } $('.js-work-strip[data-work-id=40473712]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":40473712,"title":"ALLS, Vol 10, No 2 (2019)","translated_title":"","metadata":{"grobid_abstract":"Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical background, this paper examines the ways in which Malcolm Bradbury's academic novel Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong between past and present moods and modes of thought and to illuminate the emotional and intellectual sterility afflicting the modern academy and its population. It will be clear that although their names and conduct resonate with echoes of the celebrations and rites of savage tribes and subsequent societies, Bradbury's characters fail to enact the roles of ancient fertility divinities and to maintain the essential flavour of remote antiquity's culture. This is best illustrated by the vain attempts of a number of ardent suitors to marry the leading but misleading character Emma Fielding, a latter-day fertility goddess who heartlessly hurts their hearts. While ancient fertility goddesses' suitors or consorts were concerned about the welfare of the community on the whole, alongside their own welfare, their modern counterparts merely seek to enhance their narrow interests. Predictably, all the characters in the novel finish up helpless and hopeless. Finally, grounded on the premise that scholarly disciplines tend to crisscross in a mutually enriching manner, this investigation aims to prove how helpful it is for Bradbury to explore the academic soul and soil through the employment of studies from other fields and how interesting it is for the researcher to spot out this cultural trend and to bring it to the attention of the reader. man presiding over the bear-feast organized by a primitive tribe called the Aino or Ainu passed around the attendees (587), ascertaining that everyone tasted a little of the boiled bear's meat therein. Having just been offered to the dead bear, this cup is called \"the cup of offering\" (588).","grobid_abstract_attachment_id":60739707},"translated_abstract":null,"internal_url":"https://www.academia.edu/40473712/ALLS_Vol_10_No_2_2019_","translated_internal_url":"","created_at":"2019-09-29T13:08:08.571-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[],"downloadable_attachments":[{"id":60739707,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/60739707/thumbnails/1.jpg","file_name":"10.0220190929-80756-1wcmn31.pdf","download_url":"https://www.academia.edu/attachments/60739707/download_file","bulk_download_file_name":"ALLS_Vol_10_No_2_2019.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/60739707/10.0220190929-80756-1wcmn31-libre.pdf?1569788273=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_10_No_2_2019.pdf\u0026Expires=1743256551\u0026Signature=CrfpoEBO--ogJ6dWtfmsjVq5Ge6LPUZStt2S92oSVNcujiD9SctmlgggfQPtZy9kmYG5FlKJj4zLJ~glUPlM~uH3CjP6CJBE1Zq6c1S6Hps70qCiI7Uw6g4PdEqT1hNrBjvIKF1lzVbJq0Tpia3ah~aQzSPDbDBIERmwFRMNSkPjyiUau5lK2rh~azWZe0Myg77pQg3OaCd2mzSoSvtJ2EExhj~PKKj5aJfVOImZipXWxgRbIkYij~sk54mUVorSHh5E-lbYE2tqqGhzRb3LJkWtYGwhRRNPndFzf40I-myMcxXy87aQYwc3969bKoXByzohqExoag6QsZZ4GPkpNw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_10_No_2_2019_","translated_slug":"","page_count":171,"language":"en","content_type":"Work","summary":"Employing James George Frazer's anthropological book The Golden Bough (1890) as a theoretical background, this paper examines the ways in which Malcolm Bradbury's academic novel Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong (1959) builds on ancient fertility rituals to delineate the divide Eating People Is Wrong between past and present moods and modes of thought and to illuminate the emotional and intellectual sterility afflicting the modern academy and its population. It will be clear that although their names and conduct resonate with echoes of the celebrations and rites of savage tribes and subsequent societies, Bradbury's characters fail to enact the roles of ancient fertility divinities and to maintain the essential flavour of remote antiquity's culture. This is best illustrated by the vain attempts of a number of ardent suitors to marry the leading but misleading character Emma Fielding, a latter-day fertility goddess who heartlessly hurts their hearts. While ancient fertility goddesses' suitors or consorts were concerned about the welfare of the community on the whole, alongside their own welfare, their modern counterparts merely seek to enhance their narrow interests. Predictably, all the characters in the novel finish up helpless and hopeless. Finally, grounded on the premise that scholarly disciplines tend to crisscross in a mutually enriching manner, this investigation aims to prove how helpful it is for Bradbury to explore the academic soul and soil through the employment of studies from other fields and how interesting it is for the researcher to spot out this cultural trend and to bring it to the attention of the reader. man presiding over the bear-feast organized by a primitive tribe called the Aino or Ainu passed around the attendees (587), ascertaining that everyone tasted a little of the boiled bear's meat therein. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="38429977"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/38429977/ALLS_Vol_9_No_6_2018_"><img alt="Research paper thumbnail of ALLS, Vol 9, No 6 (2018)" class="work-thumbnail" src="https://attachments.academia-assets.com/58490034/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/38429977/ALLS_Vol_9_No_6_2018_">ALLS, Vol 9, No 6 (2018)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The research aimed at 1) To investigate students' linguistic features of Englishes found in writi...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The research aimed at 1) To investigate students' linguistic features of Englishes found in writing in the Facebook closed group's posts and comments, and 2) To investigate types of characteristics of localised features of Thai in English writing found in students' writing in the Facebook closed group's posts and comments. The participants were the second-year English major students who enrolled the course entitled "Teaching English Writing skill 1" at Bansomdejchaopraya Rajabhat University in 2018. The data were collected from the students' writing in the Facebook closed group's posts and comments and analysed with the qualitative method. The finding showed that the posts were mainly about life-learning. For linguistic features, syntactic features were mostly found in parts of speech, punctuation, verb tenses, and capitalisation, and lexical features were mostly found in word choices and spelling. In the aspects of localised features of Thai in English writing, the characteristics of translation and transfer were found the most, and the rest were code-switching, code-mixing, shift, and reduplication.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8fb1107041e0b4bbe8465bb3d9e5c0d2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":58490034,"asset_id":38429977,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/58490034/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="38429977"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="38429977"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38429977; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38429977]").text(description); $(".js-view-count[data-work-id=38429977]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38429977; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='38429977']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "8fb1107041e0b4bbe8465bb3d9e5c0d2" } } $('.js-work-strip[data-work-id=38429977]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":38429977,"title":"ALLS, Vol 9, No 6 (2018)","translated_title":"","metadata":{"ai_title_tag":"Investigating Thai Localized English Features in Facebook Posts","grobid_abstract":"The research aimed at 1) To investigate students' linguistic features of Englishes found in writing in the Facebook closed group's posts and comments, and 2) To investigate types of characteristics of localised features of Thai in English writing found in students' writing in the Facebook closed group's posts and comments. 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In the aspects of localised features of Thai in English writing, the characteristics of translation and transfer were found the most, and the rest were code-switching, code-mixing, shift, and reduplication.","owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":58490034,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58490034/thumbnails/1.jpg","file_name":"9.6.pdf","download_url":"https://www.academia.edu/attachments/58490034/download_file","bulk_download_file_name":"ALLS_Vol_9_No_6_2018.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58490034/9.6.pdf?1738381176=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_9_No_6_2018.pdf\u0026Expires=1742953956\u0026Signature=dYLq3ZbmpTHQkGNYKUEXc9xhH-gMhO-w7BFkTsGy~gXKLo3peKxMtYEz7ZTe4nLElOMF9PbKM7WXIrnwDYee5OiueVfZzJGgvg78JMwqYuPAdFMB-wJ6leteQM68olJ0mNxnHwCxIVWGrfxNcBeQqvP60y~jcZkSvEOQUE7r4fMkO6d4RjkJWfmCBlY7L3OsiBqawSP9KUF6O6UEC~J4se4x0skqPHeON6XBbc-ZogMybaKBc6j6pAhgJLRsuYNWeKRF~oQPRhKfjmNQrmmDvf~WX01R7ktDruFM5piyF8QFdm5fVJdF2gIcvk2Bw-QOKsZB5MA9cb~J0tW4sBUabA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"}],"urls":[{"id":8706421,"url":"https://journals.aiac.org.au/index.php/alls/issue/view/204"}]}, dispatcherData: dispatcherData }); 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The significance of understanding these verbs is emphasized, particularly in enhancing language proficiency and comprehension. Statistical analysis demonstrates the impact of teaching these phrasal verbs on learners' performance, highlighting the need for improved pedagogical strategies."},"translated_abstract":null,"internal_url":"https://www.academia.edu/38062698/ALLS_Vol_9_No_5_2018_","translated_internal_url":"","created_at":"2018-12-30T14:58:46.260-08:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":32169282,"work_id":38062698,"tagging_user_id":8602709,"tagged_user_id":45391200,"co_author_invite_id":null,"email":"s***4@gmail.com","display_order":1,"name":"秀卉張","title":"ALLS, Vol 9, No 5 (2018)"},{"id":32169283,"work_id":38062698,"tagging_user_id":8602709,"tagged_user_id":5507358,"co_author_invite_id":null,"email":"f***g@gmail.com","affiliation":"Universitas Sulawesi Tenggara","display_order":2,"name":"Fernandes Arung","title":"ALLS, Vol 9, No 5 (2018)"}],"downloadable_attachments":[{"id":58087393,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58087393/thumbnails/1.jpg","file_name":"9.5.pdf","download_url":"https://www.academia.edu/attachments/58087393/download_file","bulk_download_file_name":"ALLS_Vol_9_No_5_2018.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58087393/9.5-libre.pdf?1546211114=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_9_No_5_2018.pdf\u0026Expires=1742953956\u0026Signature=FE0Kc83Mf5s3bfa1YhE4EpQnXkyMIbZBXrvwRRR3kOiKY0cb9NFNfeA0PgtaV4aSfWd6ZKvIG1MFqy4v3X1SDqGtF-JLlCeAI1vjoSC2c66gzVUwHPjiPffytDbIIHnUFK6J~XR-6oG40Z027WezB7MRo0Olxo70v1qnh42uu2wQYYGGKM7KnPEvnVHv~dMQgQy~ksYxsDXo6vrCm8Ii47BUWS5EUvKCVejvegj2Q5ZAj9zOHngqIoFZaWM~MIDTE05EGqO9xjiFVnP1sfEhgulsFHIMzYC1GU4oV~eefmVUVCl5keU-8web0ner6ROkJ5ivjDohq1aliOcN0F0Itw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_9_No_5_2018_","translated_slug":"","page_count":160,"language":"en","content_type":"Work","summary":null,"owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":58087393,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/58087393/thumbnails/1.jpg","file_name":"9.5.pdf","download_url":"https://www.academia.edu/attachments/58087393/download_file","bulk_download_file_name":"ALLS_Vol_9_No_5_2018.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/58087393/9.5-libre.pdf?1546211114=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_9_No_5_2018.pdf\u0026Expires=1742953956\u0026Signature=FE0Kc83Mf5s3bfa1YhE4EpQnXkyMIbZBXrvwRRR3kOiKY0cb9NFNfeA0PgtaV4aSfWd6ZKvIG1MFqy4v3X1SDqGtF-JLlCeAI1vjoSC2c66gzVUwHPjiPffytDbIIHnUFK6J~XR-6oG40Z027WezB7MRo0Olxo70v1qnh42uu2wQYYGGKM7KnPEvnVHv~dMQgQy~ksYxsDXo6vrCm8Ii47BUWS5EUvKCVejvegj2Q5ZAj9zOHngqIoFZaWM~MIDTE05EGqO9xjiFVnP1sfEhgulsFHIMzYC1GU4oV~eefmVUVCl5keU-8web0ner6ROkJ5ivjDohq1aliOcN0F0Itw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"},{"id":56281,"name":"English language and literature","url":"https://www.academia.edu/Documents/in/English_language_and_literature"}],"urls":[{"id":8664992,"url":"http://journals.aiac.org.au/index.php/alls/issue/view/197"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37424225"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37424225/ALLS_Vol_9_No_4_2018_"><img alt="Research paper thumbnail of ALLS, Vol 9, No 4 (2018)" class="work-thumbnail" src="https://attachments.academia-assets.com/57389307/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37424225/ALLS_Vol_9_No_4_2018_">ALLS, Vol 9, No 4 (2018)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">French science students do not read much in English. Does this reflect their reading habits in th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.</span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-37424225-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-37424225-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928525/figure-13-the-word-however-adapted-in-modern-per-sian-using"><img alt="The word/mad.re.se/is, however, adapted in Modern Per- sian using the metathesis of the heterosyllabic cluster/d.r/in order to comply with the Syllable Contact Law as shown in the following representation of sonority: The following representation of the sonority of the word/ mad.re.se/‘school’ in Standard Persian shows how sonori- ty rises across a syllable boundary which is consequently against the Syllable Contact Law: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928425/figure-1-similarly-in-we-have-case-of-two-interrogative"><img alt="Similarly, in (2) we have a case of two interrogative words, one in the main clause and the second one in the rel- ative or imbedded clause, [leef sa?al mmu ma: t]. To drive the structure of 3 we start with merging the verb die [maat] with the interrogative pronoun what [minu] to form the VP [ma: t minu]. The past tense affix merges with this VP to form the T-bar [past-ma: t mmu], and this in turn merg- es with the null pronoun, to form the TP (O maat miu). The resulting TP is merged with a null declarative com- plementiser with an edge feature, to form the C-bar. The edge of feature on C enables it to attract a wh-expression which it c-commands to move to become the specifier of C, the wh-word ‘minw’ is moved to spec_C via Wh-Move- ment leaving its silent copy as complement on VP. In fact, Wh-movement leads to deletion of the edge of feature on C, and to the original occurrence of miu ultimately being given a null spellout. In (3) we have another case that a sentence contains two wh-words, namely a wh-word with a wh-phrase ‘QP’. In deriving the structure of [mmu 1Xtartaj ?aj dikto: r], we start from merging the quantifier [?aj] with the noun [dik- to: r] to form the QP. This in turn merged with the verb choose [zXtartaj] with the interrogative pronoun what [minu] to form the VP [minu :Xtartaj|. This in turn merged with the verb choose [:Xtartaj] to form the VP [:Xtartaj Pay dikto: r]. The resulting VP is subsequently merged with the past tense female singular affix to form the T-bar, which in itself merged with the interrogative pronoun whom [minu] to form the TP. The resulting TP is merged with a null declarative complementiser with an edge of feature, to form the C-bar. Here also the edge feature on C enables it to attract a wh-word which it c-commands to move to become the specifier of C. Therefore, the edge feature on C attracts the closest interrogative pronoun, namely [mnu] to it follows that no more than one wh-word can be moved to the front of any given clause (Radford, 2009), so forming the following structure: words, one in the main clause and the second one in the rel- " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928428/figure-2-then-merging-the-cp-as-the-complement-of-the-verb"><img alt="Then merging the CP as the complement of the verb ask [sa?al], to form VP. This VP is then merged with the tense affix that indicates the T-bar, and this 7 ative pronoun [lee] merged with a nul to form 7 he past tense and third person to form [-bar in turn merges with the interrog- [P. The resulting TP is then declarative Complementiser with an edge feature to form the C-bar. The edge feature on C en- ables it to attract a wh-word w to become the speci fier of C. T hich it c-commands to move herefore, the edge feature on C attracts the closest interrogative pronoun, namely [leef] to move to become the structure: specifier o fC, so forming the following " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928434/figure-3-besides-the-ug-principles-number-of-evidences-are"><img alt="Besides the UG principles, a number of evidences are used to support the previous analysis. The first evidence is, given the assumption that in KA, which is similar to English, the edge of feature on C is immediately deleted once C has attracted the closest wh-expression. It follows that no more than one wh-expeession can be moved to the front of any given clause (Radford, 2009). move to become the specifier of C, so forming the follow- ing structure: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928440/figure-2-the-category-distribution-in-math-class-category"><img alt="Figure 2. The category distribution in math class Figure 1. Category distribution in biology class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928446/figure-2-shows-the-classroom-interaction-in-mathematics-as"><img alt="Figure 2 shows the classroom interaction in Mathematics. As it is always assumed that students do not interact much " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928454/figure-3-the-category-distribution-in-physics-class"><img alt="Figure 3. The category distribution in physics class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928463/figure-4-the-category-distribution-in-english-class"><img alt="Figure 4. The category distribution in english class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928472/figure-5-the-category-distribution-in-it-tik-class"><img alt="Figure 5. The Category Distribution in IT/TIK Class " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928482/figure-6-the-recapitulation-of-teacher-and-students-talk-in"><img alt="Figure 6. The recapitulation of teacher and students talk in five lessons " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928494/figure-10-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928503/figure-11-picture-the-equipment-of-congklak-dakon-patterns"><img alt="Picture 1. The Equipment of Congklak/Dakon patterns of learning enable students to understand that there are different language varieties, styles, and registers. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928514/figure-12-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928535/figure-14-in-terms-of-phonological-derivation-metathesis-to"><img alt="In terms of phonological derivation, metathesis to obey the Syllable Contact Law in Modern Persian is accomplished by two phonological rules being in a particular bleeding or- der. This is illustrated below in the bleeding order of the in- put/mad.re.se/in Modern Persian: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928545/figure-15-the-syllcon-constraint-successfully-helps-to"><img alt="The SYLLCON constraint successfully helps to identi- fy candidate (a) as optimal since this constraint is violated by the wrong candidate (b). The rest of candidates violate a range of highly-ranked constraints including ONS, COM- PLEX,..., MAX-IO, DEP-IO, and SSP. ‘ONS? " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928555/figure-16-in-the-au-above-the-wrong-candidate-is-identified"><img alt="In the tableau above, the wrong candidate (b) is identified as optimal as it has no violation of highly-ranked constraints on the LINEARITY constraint. Candidate (a), the desired output, fails to be optimal due to violation of the LINEAR- ITY constraint. The rest of candidates are eliminated from being optimal due to violation of highly-ranked constraints including ONS, COMPLEX,,,,, MAX-IO, DEP-IO and SSP. To determine candidate (a) as optimal, the following con- straint is introduced to eliminate candidate (b): " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928567/figure-17-references-ons-complexons-max-io-dep-io-ssp"><img alt="REFERENCES ONS>>*COMPLEXons>>MAX-IO>>DEP-IO>>SSP>>SYLLCON>> LINEARITY>>*COMPLEXcop " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928577/figure-18-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928590/figure-19-the-rankshifted-clause-as-an-element-of-clause"><img alt="The rankshifted clause as an element of clause structure Simple sentences manifesting rankshifted clauses as elements of clause structure represent a significant 21 per cent (281). Their presence is indicative of syntactic complexity and gram- matical sophistication, the absence of subject-complement-ad- junct and subject-adjunct subtypes notwithstanding. Rankshift- ed clauses generally made more explicit debaters’ intentions because of their capacity to contain large amount of informa- tion that would have probably taken several simple sentences to convey. Each variant is examined closely as follows. (a)The Rankshifted Clause as Subject ({[S]]) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928602/figure-1-an-example-of-how-to-narrow-down-topic-original"><img alt="Figure 1. An example of how to narrow down a topic (Original Idea: Oshima and Hogue, 2006) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928615/figure-2-an-example-of-clustering-activity-original-idea"><img alt="Figure 2. An example of clustering activity (Original Idea: Oshima and Hogue, 2006) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928627/figure-4-the-process-of-process-writing"><img alt="Figure 4. The Process of Process Writing " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928641/figure-23-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928653/figure-1-summary-of-the-sub-features-for-the-analysis-of"><img alt="Figure 1. A Summary of the sub-features for the analysis of tasks " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/figure_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928662/table-1-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928673/table-1-reading-on-paper-vs-the-internet"><img alt="Table 1. Reading on paper vs. the internet " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928681/table-4-reading-french-books-articles-for-academic-purposes"><img alt="Table 4. Reading French books/articles for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928687/table-5-reading-english-books-article-for-academic-purposes"><img alt="Table 5. Reading English books/article for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928692/table-2-reading-required-french-texts-for-academic-purposes"><img alt="Table 2. Reading required French texts for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928697/table-3-reading-required-english-texts-for-academic-purposes"><img alt="Table 3. Reading required English texts for academic purposes " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928704/table-8-types-of-reading-on-paper"><img alt="Table 8. Types of reading on paper " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928710/table-9-types-of-reading-on-the-internet"><img alt="Table 9. Types of reading on the internet " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928714/table-7-reading-in-english-for-leisure"><img alt="Table 7. Reading in English for leisure " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928720/table-6-reading-in-french-for-leisure"><img alt="Table 6. Reading in French for leisure " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928726/table-2-teachers-preference-and-justifications-on-the"><img alt="Table 2. Teachers’ preference and Justifications on the scoring method " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928732/table-1-profile-of-the-participants"><img alt="Table 1. Profile of the participants " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928738/table-1-independent-samples-test-pretest-of-scores"><img alt="Table 1. Independent samples t-test, pretest of scores P<.05 " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928746/table-2-independent-samples-test-posttest-of-reading"><img alt="Table 2. Independent samples t-test; posttest of reading " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928751/table-1-flanders-interaction-analysis-category-fiac"><img alt="Table 1. Flanders’ interaction analysis category (FIAC) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928756/table-1-sill-internal-consistency-reliability"><img alt="Table 1. SILL internal consistency reliability " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928762/table-2-descriptive-statistics-of-language-learning"><img alt="Table 2. Descriptive statistics of language learning strategies use " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928768/table-5-one-way-anova-results-according-to-students"><img alt="Table 5. One way ANOVA results according to students’ proficiency Are there Significant Differences between Low, Medium, and High-Proficiency Students in causing LLSs? To answer question three, one way ANOVA was used to ex- amine if there is statistically significant difference among groups based on their proficiency level in using SILL. Fur- ther. The researcher used post hoc tests to identify which level is more significant when he finds statistical differences among groups through running ANOVA. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928774/table-3-the-difference-between-male-and-female-in-using-llss"><img alt="Table 3. The difference between male and female in using LLSs Table 4. One-way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928787/table-5-compensation-as-indicated-in-the-significance-value"><img alt="Compensation As indicated in Table 5, the significance value is greater than 0.05 (P=.560). We conclude that there is no statistically sig- nificant difference between low, middle, and high proficien- cy levels in using compensation strategies. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928791/table-7-one-way-anova-results-according-to-students"><img alt="Table 7. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928800/table-8-one-way-anova-results-according-to-students"><img alt="Table 8. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928807/table-6-one-way-anova-results-according-to-students"><img alt="Table 6. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928820/table-9-one-way-anova-results-according-to-students"><img alt="Table 9. One way ANOVA results according to students’ proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928831/table-2-inter-rater-reliability"><img alt="Table 2. Inter-rater reliability " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928838/table-26-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928845/table-3-test-of-homogeneity-of-variances-for-qpt"><img alt="Table 3. Test of homogeneity of variances for QPT " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928853/table-5-test-of-homogeneity-of-variances-for-pretest"><img alt="Table 5. Test of homogeneity of variances for pretest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928861/table-6-anova-for-pretest"><img alt="Table 6. ANOVA for pretest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928867/table-4-anova-for-qpt"><img alt="Table 4. ANOVA for QPT " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928881/table-8-anova-for-posttest"><img alt="Table 8. ANOVA for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928872/table-9-robust-tests-of-equality-of-means-for-posttest"><img alt="Table 9. Robust tests of equality of means for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928888/table-7-test-of-homogeneity-of-variances-for-posttest"><img alt="Table 7. Test of homogeneity of variances for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928890/table-12-test-of-homogeneity-of-variances-for-delayed"><img alt="Table 12. Test of homogeneity of variances for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928895/table-11-descriptives-for-posttest"><img alt="Table 11. Descriptives for posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928900/table-13-anova-for-delayed-posttest"><img alt="Table 13. ANOVA for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928905/table-14-robust-tests-of-equality-of-means-for-delayed"><img alt="Table 14. Robust tests of equality of means for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928911/table-10-tukey-hsd-multiple-comparisons-for-posttest-the"><img alt="Table 10. Tukey HSD: Multiple comparisons for posttest *The mean difference is significant at the 0.05 level. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928918/table-16-descriptives-for-delayed-posttest-level-of-noticing"><img alt="Table 16. Descriptives for delayed-posttest level of noticing leads to mere intake of linguistic informa- tion” (Leow, 2006, p. 127). finding corroborates some scholars’ argument, which stated that even under the condition of no revision opportunity, WCF can be effective (Shintani & Ellis, 2015) and learn- ers can succeed in noticing corrections (Ellis, 2009) as long as learners are required to notice and process the received corrections (Shintani & Ellis, 2015). Further, the finding is in line with the statement that drawing learner attention can be achieved by asking them to take time to look over the received feedback and carefully examine their errors (Ellis, 2009; Polio, 2012). " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928928/table-15-the-mean-difference-is-significant-at-the-level"><img alt="* The mean difference is significant at the 0.05 level. Table 15. Tukey’s HSD: Multiple comparisons for delayed-posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928944/table-1-mapping-sinhala-graphemes-to-phonemes-vowels"><img alt="Table 1. Mapping Sinhala Graphemes to phonemes: Vowels (Karunatillake, 2004, p.23) Table 2. The exposure to the English Language " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928955/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928966/table-4-production-of-the-low-back-and-the-mid-back-learner"><img alt="Table 4. Production of the low back and the mid back Table 5. Learner awareness " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928977/table-6-feedback-on-inaccurate-production-according-to-their"><img alt="Table 6: Feedback on inaccurate production according to their L1 phonological system as they perceived the two distinct sounds belonging to a single vowel category. This highlights that the lack of awareness of the existence of the vowel contrast may be yet another contributory factor for unintelligible vowel production. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11928992/table-2-average-length-of-sentence"><img alt="Table 2. Average Length of Sentence " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929002/table-1-typological-distribution-of-sentences"><img alt="Table 1. Typological Distribution of Sentences " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929009/table-3-typological-distribution-of-major-sentences"><img alt="Table 3. Typological Distribution of Major Sentences " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929024/table-4-thematic-distribution-of-the-simple-sentence"><img alt="Table 4. Thematic distribution of the simple sentence " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929032/table-5-syntactic-variants-of-the-simple-sentence-and-their"><img alt="Table 5. Syntactic Variants of the Simple Sentence and their Distribution " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929045/table-1-category-for-web-based-language-learning-tools"><img alt="Table 1. A Category for Web-based Language learning tools tative among many other educational websites that can be utilized to enhance learners’ presentation skill. EFL learners in Taiwan the six speech acts in English, i.e. greeting, saying goodbye, request, complaint, apology, and compliment. The web-based environment guided the students through different situational conversations and re- quired them to record their oral responses based on the given contexts. The participants practiced with the technology in class and at home during a course of six weeks. They were then administered a self-developed Discourse Completion Test. The findings showed that while students’ appropriate- ness of speech act use improved, the comprehensibility lev- el, i.e. how easy it is to understand the speech act utterances, id not. It seems that the study could only partially address $ purpose in enhancing the learners’ communication ability n using speech acts. In this case, the researchers developed hemselves the website to provide linguistic input. Q a ee. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929058/table-4-the-homogenity-test-of-mean-in-the-experimental"><img alt="Table 4. The homogenity test of mean in the experimental group and the control group Table 5. Frequency of the post-test data in the control group Form the table above F,,, obtained 3.959 with signifi- cance of 0.051 and the significance > is 0,050.The null hy- pothesis is accepted. It can be concluded that the data was homogeneous, and it meant two groups had the same ability. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929070/table-8-analysis-of-student-test"><img alt="Table 8. Analysis of student test " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929080/table-7-normality-test-in-the-experimental-group-and-the"><img alt="Table 7. Normality test in the experimental group and the control group a: Lilliefors Significance Correction, Ho: Normal Distribution of Data " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929091/table-1-goals-and-values-interpretations-from-student"><img alt="Table 1. Goals and values interpretations from student allegories based on the Rokeach value survey, 1973 " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929102/table-55-indicates-statistical-significance-at-or-less-na"><img alt="Indicates statistical significance at p=0.05 or less. NA=North Americans, AS=Asians, LAT=Latinx, E=European, AF=Africans " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929117/table-2-participants-satisfaction-on-the-foreign-language"><img alt="Table 2. Participants’ satisfaction on the Foreign Language Training Course for Local Youth Guides " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929129/table-3-satisfaction-on-the-contents-the-speakers-learning"><img alt="Table 3. Satisfaction on the contents, the speakers, learning activities, and the media and tools " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929139/table-1-the-comparison-of-learning-achievement-before-and"><img alt="Table 1. The comparison of learning achievement before and after taking the Foreign Language training course for loca youth guides " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_058.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929147/table-2-the-number-and-types-of-errors-students-who-had"><img alt="Table 2. The number and types of errors *Students who had received input, ** Students who had not received input " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_059.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929155/table-1-alls-vol-no"><img alt="Table 1. Topics chosen " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_060.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929164/table-61-tick-the-appropriate-time-and-match-the-sentences"><img alt="Tick the appropriate time and match the sentences with the following functions: " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_061.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929174/table-62-alls-vol-no"><img alt="Introduction " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_062.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929183/table-63-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_063.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929191/table-64-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_064.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929198/table-2-chi-square-tests-between-the-gender-variable-and"><img alt="Table 2. Chi-Square tests between the gender variable and language shift " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_065.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929210/table-1-distribution-of-public-secondary-schools-in-the"><img alt="Table 1. Distribution of public secondary schools in the three sub-counties of Nairobi County, Kenya, in 2016 " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_066.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929218/table-4-cross-tabulation-of-gender-and-language-used-by"><img alt="Table 4. Cross tabulation of gender and language used by students in school " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_067.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929225/table-68-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_068.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929232/table-69-from-the-above-sentences-it-appears-that-proclit-ic"><img alt="From the above sentences it appears that proclit- ic /on- is attached to the verb meuruno ‘learn’ (1), proclit- ic ku-is attached to the verb pajoh ‘eat’ (2), proclitic meu- is attached to the verb koh ‘cut’ (3), and proclitic fa- is at- tached to the verb pubuet ‘create’ (4). These four prolifera- tions are the conformity of the actors: Jon is the conformity of /ontuan ‘me’, ku- is the conformity of kee ‘me’, meu- is the conformity of kamoe ‘us’, and ta-is the conformity of geutanyoe ‘us’. The word /ontuan ‘me’ is more polite to use than the word kee ‘I’. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_069.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929238/table-1-clitic-in-acehnese-proclitic-of-second-personal"><img alt="Table 1. Clitic in acehnese Proclitic of Second Personal Pronouns " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_070.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929244/table-71-the-above-sentences-have-shown-that-proclitic-fa-is"><img alt="The above sentences have shown that proclitic fa is at- tached to the verb teume or ‘find’ (5), proclitic neu is at- tached to the verb piléh ‘choose’ (6), and proclitic ka- is attached to the verb pajOh ‘eat’ (7). The three proclitics are the conformity of the actors that can be explained as follows: ta- is the conformity of gata ‘you’, neu- is con- formity of drouneuh ‘you’, and ka-is the conformity of kah ‘you’. The word drouneuh ‘you’ is more polite to use than the word gata ‘you’; while the word gata ‘you’ is more po- lite to use than kah ‘you’. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_071.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929251/table-72-as-djunaidi-points-out-the-proclitic-ji-is-not-only"><img alt="As Djunaidi (1992) points out, the proclitic ji- is not only used as a single personal pronoun, but is also used to refer to noun agents or noun phrase of animals, plants, or other nouns as in the following examples. (11) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_072.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929256/table-73-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_073.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929266/table-2-the-combination-of-the-action-verbs-and-proclitic"><img alt="Table 2. The combination of the action verbs and proclitic " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_074.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929272/table-75-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_075.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929278/table-76-from-the-sentences-above-the-enclitic-on-isattached"><img alt="From the sentences above, the enclitic -/on isattached to the verb weuh or ‘pitty’ (16), enclitic -kuh is attached to the verb sijuek ‘cold’ (17), enclitic -meuh is attached to the verb glak ‘disgusted’ (18), and enclitic -teuh is attached to the verb gugob ‘hot’ (19). The four enclitics is the conformi- ty of the actors: -/on is the conformity of Jontuan ‘Tl, kuh- is the conformity of kée ‘I’, meuh- is the conformity of ka- moe or ‘we’, and -teuh is the conformity of geutanyoe ‘we’. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_076.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929282/table-77-from-the-sentences-above-it-can-be-seen-that-the"><img alt="From the sentences above, it can be seen that the enclit- ic -teuh is attached to the verb teungeut ‘sleep’ (20), enclit- ic -neuh is attached to the verb buhak ‘lie’ (21), andenclitic -keuh is attached to the verb jeumot ‘dilligent’ (22). The three enclit- ics are the conformity of the actors: -teuh is the conformi- ty of gata ‘you’, -neuh is the conformity of droeneuh ‘you’ and keuh- is the adjustment from kah ‘you’. The use of enclitic of the second personal pronoun in the Acehnese phrase can be observed in the following sentences. (20) " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_077.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929287/table-78-enclitic-is-required-when-verb-or-an-adjective-in"><img alt="Enclitic is required when a verb or an adjective in a sentence is followed by an object. The object following the adjective is always preceded by the preposition keu ‘for’. While the verbs can be followed by the object without the preposi- tion keu, although generally use the preposition keu. Verbs and adjectives that can be followed by objects such as gal- ak ‘love’, banci ‘hate’, peurumen ‘care’, beungeh ‘angry’, weueh ‘sad’, and ceumuru ‘jealous’ as the example of the following sentence. me oN " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_078.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929291/table-79-from-the-sentences-above-it-can-be-seen-that-enclit"><img alt="From the sentences above, it can be seen that enclit- ic -ih is attached to the verb Jisék ‘smart’ (23), enclit- ic -geuh is attached to the verb yo ‘afraid’ (24), and enclit- ic -neuh is atached to the verb carong ‘clever’ (25). These three enclitics are the conformity of the actors: -ih is the conformity of jih ‘him/her’, -geuh is the conformity of gobnyan ‘him/her’, and —neuh is the conformity of droe- neuhnyan ‘him/her’. Morphosintaxis Analysis of Acehnese Clitic " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_079.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929296/table-80-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_080.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929302/table-81-in-acehnese-clitic-and-enclitic-can-be-attached-to"><img alt="In Acehnese, clitic and enclitic can be attached to the same verb in one sentence as presented in the following examples. (32) From the above examples, we can see that proclitic geu- and enclitic -geuh are attached to the verb manoe or ‘bath’ (32), proclitic ji- and enclitic -ih are attached to the verb woe ‘go home’ (33), proclitic neu- and enclitic -neuh are attached to the verb éh ‘sleep’ (34), and proclitic ta- and enclitic -neuh are attached to the verb jak ‘go’ (35). The function of using the " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_081.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929307/table-82-the-above-sentence-shows-that-enclitic-geuh-is-not"><img alt="The above sentence shows that enclitic geuh is not at- tached on the verb or adjective, however, it is attached on the noun krueng ‘river’ (28) and rumoh ‘house’ (29). " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_082.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929315/table-83-in-another-form-enclitic-is-also-attached-on-the"><img alt="In another form, enclitic is also attached on the word lo- cated at the end of a sentence. 720\ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_083.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929326/table-84-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_084.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929342/table-85-the-verb-bloh-jump-can-be-attached-to-proclitic-jon"><img alt="The verb bloh ‘jump’ can be attached to proclitic Jon-bloh (38), but it cannot be attached to enclitic geu-bloh (*-geuh) (39) because the subject is doing an action mentioned in the predicate, so enclitic cannot be attached. " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_085.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929391/table-1-summary-of-the-stages-and-aims-of-analysis"><img alt="Table 1. Summary of the stages and aims of analysis " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_086.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929402/table-2-analysis-of-the-textbooks"><img alt="Table 2. Analysis of the textbooks " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_087.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929408/table-3-percentages-of-tasks-and-their-averages-regarding"><img alt="Table 3. Percentages of tasks and their averages regarding ‘What is the learner expected to do?’ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_088.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929413/table-5-percentages-of-tasks-and-their-average-regarding"><img alt="Table 5. Percentages of tasks and their average regarding “With what content?’ and ‘Who decides?’ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_089.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929420/table-4-percentages-of-tasks-and-their-average-regarding"><img alt="Table 4. Percentages of tasks and their average regarding ‘With whom?’ " class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_090.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929427/table-91-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57389307/table_091.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/11929433/table-92-coursebook-analysis-sheets-an-extract-from-grade"><img alt="Coursebook analysis sheets: An extract from Grade Twelve (Continued...) 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Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.","grobid_abstract_attachment_id":57389307},"translated_abstract":null,"internal_url":"https://www.academia.edu/37424225/ALLS_Vol_9_No_4_2018_","translated_internal_url":"","created_at":"2018-09-16T03:45:11.560-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":8602709,"coauthors_can_edit":true,"document_type":"other","co_author_tags":[{"id":31880227,"work_id":37424225,"tagging_user_id":8602709,"tagged_user_id":45391200,"co_author_invite_id":null,"email":"s***4@gmail.com","display_order":1,"name":"秀卉張","title":"ALLS, Vol 9, No 4 (2018)"},{"id":31880228,"work_id":37424225,"tagging_user_id":8602709,"tagged_user_id":5507358,"co_author_invite_id":null,"email":"f***g@gmail.com","affiliation":"Universitas Sulawesi Tenggara","display_order":2,"name":"Fernandes Arung","title":"ALLS, Vol 9, No 4 (2018)"}],"downloadable_attachments":[{"id":57389307,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57389307/thumbnails/1.jpg","file_name":"9.4.pdf","download_url":"https://www.academia.edu/attachments/57389307/download_file","bulk_download_file_name":"ALLS_Vol_9_No_4_2018.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57389307/9.4-libre.pdf?1537095031=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_9_No_4_2018.pdf\u0026Expires=1743194686\u0026Signature=IUU4aU1c0OvlxuA4dR9mzfgESuE1--BY0w8auKfw9ap~~8uOAqhJ4tZ7gNLzzPyMKGo6YiiPTyFXZC8XfYAJhEXIF1XL0vr-cBnDuls5k77aPbygQ~kwjRG9WCp2aO61We5DSJsLkKWrrC4kqwUZF403p0ZREAXmoxsOBuWFhRrqzPYqIStxWSoKZ93CJf7Xn-DcdI9b7I-~mnZe1-8JwhwLHWPjne~rttvEy-nih5dadFT1hs5tOb1SeY9~tt3T~o41upOkkhANn3t5U27ysuw2Y8QCiWZ~VgeAw2r5Zod~jdBNPp7Thty7RqWuM4q7M1GIXOwdrlqogD01IXfP2g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"ALLS_Vol_9_No_4_2018_","translated_slug":"","page_count":241,"language":"en","content_type":"Work","summary":"French science students do not read much in English. Does this reflect their reading habits in their native language? A study in the form of online questionnaires was conducted at Toulouse university which compared their reading habits in French and in English. A further study examined the way one particular group of students conducted their prescribed reading task in English. Finally, a questionnaire was used to assess their reading in English after university. The results show that these students do a fair amount of reading in French and therefore can and should be encouraged to read in English. Extensive reading programmes proved useful at the incidental learning, fluency and enjoyment levels.","owner":{"id":8602709,"first_name":"Advances in Language and Literary Studies","middle_initials":null,"last_name":"[ALLS]","page_name":"ALLS","domain_name":"independent","created_at":"2014-01-26T02:24:45.217-08:00","display_name":"Advances in Language and Literary Studies [ALLS]","url":"https://independent.academia.edu/ALLS"},"attachments":[{"id":57389307,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/57389307/thumbnails/1.jpg","file_name":"9.4.pdf","download_url":"https://www.academia.edu/attachments/57389307/download_file","bulk_download_file_name":"ALLS_Vol_9_No_4_2018.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57389307/9.4-libre.pdf?1537095031=\u0026response-content-disposition=attachment%3B+filename%3DALLS_Vol_9_No_4_2018.pdf\u0026Expires=1743194686\u0026Signature=IUU4aU1c0OvlxuA4dR9mzfgESuE1--BY0w8auKfw9ap~~8uOAqhJ4tZ7gNLzzPyMKGo6YiiPTyFXZC8XfYAJhEXIF1XL0vr-cBnDuls5k77aPbygQ~kwjRG9WCp2aO61We5DSJsLkKWrrC4kqwUZF403p0ZREAXmoxsOBuWFhRrqzPYqIStxWSoKZ93CJf7Xn-DcdI9b7I-~mnZe1-8JwhwLHWPjne~rttvEy-nih5dadFT1hs5tOb1SeY9~tt3T~o41upOkkhANn3t5U27ysuw2Y8QCiWZ~VgeAw2r5Zod~jdBNPp7Thty7RqWuM4q7M1GIXOwdrlqogD01IXfP2g__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":94,"name":"Discourse Analysis","url":"https://www.academia.edu/Documents/in/Discourse_Analysis"},{"id":885,"name":"English Literature","url":"https://www.academia.edu/Documents/in/English_Literature"},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language"},{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics"},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature"},{"id":3979,"name":"English language","url":"https://www.academia.edu/Documents/in/English_language"},{"id":7709,"name":"Applied Linguistics","url":"https://www.academia.edu/Documents/in/Applied_Linguistics"},{"id":10633,"name":"Critical Discourse Analysis","url":"https://www.academia.edu/Documents/in/Critical_Discourse_Analysis"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics"}],"urls":[{"id":8587589,"url":"https://journals.aiac.org.au/index.php/alls/issue/view/194"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") if (true) { Aedu.setUpFigureCarousel('profile-work-37424225-figures'); } }); </script> <div class="js-work-strip profile--work_container" data-work-id="37133847"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37133847/ALLS_Vol_9_No_3_2018_"><img alt="Research paper thumbnail of ALLS, Vol 9, No 3 (2018)" class="work-thumbnail" src="https://attachments.academia-assets.com/57084353/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37133847/ALLS_Vol_9_No_3_2018_">ALLS, Vol 9, No 3 (2018)</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/ALLS">Advances in Language and Literary Studies [ALLS]</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://unsultra.academia.edu/FernandesArung">Fernandes Arung</a></span></div><div class="wp-workCard_item"><div class="carousel-container carousel-container--sm" id="profile-work-37133847-figures"><div class="prev-slide-container js-prev-button-container"><button aria-label="Previous" class="carousel-navigation-button js-profile-work-37133847-figures-prev"><span class="material-symbols-outlined" style="font-size: 24px" translate="no">arrow_back_ios</span></button></div><div class="slides-container js-slides-container"><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311802/table-5-attributive-relational-processes-the-material"><img alt="Table 5. Attributive relational processes Table 6. The material process with creature as the actor " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_033.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312150/table-66-appendix-oral-presentation-evaluation-checklist"><img alt="Appendix: Oral presentation evaluation checklist " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_066.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311811/table-34-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_034.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311820/table-35-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_035.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311235/figure-1-design-after-research-criticism-suggestions-and"><img alt="Figure 1. Design after Research Criticism, suggestions, and responses of teachers into con- sideration of the researcher into a very meaningful input for improvement of teaching materials; 1) teaching materials materials in accordance with the curriculum, only the theme needs to be expanded again; 2) interesting and simple ma- terial. After the trial was limited to small groups and revised the model based on the deficiencies at the time of small group trial, then the expert judgment. The activity aims to perfect the results of developing a model of learning to write a decent poem and in accordance with the needs of students and teach- ers. Validation is executed when the design is ready to be test- " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311249/figure-1-kharim-august-cartoon-retrieved-from"><img alt="Figure 1. Kharim, H. (2014, August 10) [Cartoon]. Retrieved from http://www.almadenahnews.com/mobile/article/11181 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311264/figure-2-kharim-june-cartoon-retrieved-from"><img alt="Figure 2. Kharim, H. (2016, June 12) [Cartoon]. Retrieved from http://www.almadenahnews.com/mobile/article/4367 1 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311277/figure-3-al-jafari-december-cartoon-retrieved-from"><img alt="Figure 3. Al Jafari, N. (2014, December 8) [Cartoon]. Retrieved from http://www.alghad.com/articles/841061 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311303/figure-4-al-jafari-december-cartoon-retrieved-from"><img alt="Figure 4. Al Jafari, N. (2014, December 8) [Cartoon]. Retrieved from http://www.alghad.com/articles/841061 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311321/figure-5-kharim-october-cartoon-retrieved-from"><img alt="Figure 5. Kharim, H. (2015, October 29) [Cartoon]. Retrieved from http://www.almadenahnews.com/article/423769 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311335/figure-6-kharim-june-cartoon-retrieved-from"><img alt="Figure 6. Kharim, H. (2015, June 7) [Cartoon]. ‘Retrieved from http://www.almadenahnews.com/article/385789 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311346/figure-7-al-rifai-january-cartoon-retrieved-from"><img alt="Figure 7. Al Rifai, J. (2012, January 30) [Cartoon]. Retrieved from http://www.hkjtoday.com/article.php?id=18929 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311350/figure-8-albuzum-may-cartoon-retrieved-from"><img alt="Figure 8. Albuzum, N. (2016, May 29) [Cartoon]. Retrieved from http://islahjo.com/35161 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311357/figure-9-al-jafari-march-cartoon-alghad-retrieved-from-lue"><img alt="Figure 9. Al Jafari, N. (2015, March 1) [Cartoon] alghad. Retrieved from http://comicarabia.com/AI_ seas >-e 6 8-lUE Neos se \Se2-25/ " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311362/figure-10-kharim-september-cartoon-retrieved-from"><img alt="Figure 10. Kharim, H. (2015, September 20) [Cartoon]. Retrieved from http://www.almadenahnews.com/article/4 13057 " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311373/figure-1-alls-vol-no"><img alt="Figure 1. Readers’ characteristic " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311384/figure-1-the-spiral-of-knowledge-formation-source-adapted"><img alt="Figure 1. The spiral of knowledge formation Source: Adapted from Nonaka and Takeuchi (1995) " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311786/table-4-the-material-processes-with-human-being-as-the-actor"><img alt="Table 4. The material processes with human being as the actor (NO.1,2,3,8,12,19,23,25), they are occupied (NO.36, 37), and they eat or bear the harmful pollutant human beings produce (NO.12,14). " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_030.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311401/figure-1-the-pragmatic-analytical-framework"><img alt="Figure 1. The Pragmatic Analytical Framework " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311412/figure-2-percentages-of-the-speech-acts-used-in-headlines-on"><img alt="Figure 2. Percentages of the Speech Acts Used in Headlines on CNN News Channel " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311421/figure-3-percentages-of-the-speech-acts-used-in-headlines-on"><img alt="Figure 3. Percentages of the Speech Acts Used in Headlines on BBC News Channel As the same table shows, assertives are the most frequent speech acts employed in the headlines of CNN and BBC with frequencies of use that amounts to 18 and 21 and per- centages of 69.23% and 70% respectively. There is only one directive speech act used in both CNN and BBC headlines with percentages of 3.84% and 3.33% respectively. Com- missives are more commonly used with a frequency of ap- pearance that amounts to 4 and a percentage of 15.38% in the headlines of CNN whereas they are used with a frequency of 2 and a percentage of 6.66% in BBC headlines. This may in- dicate that CNN news channel focuses on future events more than BBC news channel. Expressives are identified in CNN with a frequency of appearance that amounts to 2 and a per- centage of 7.69% whereas they are identified in BBC with a frequency of 6 and a percentage of 20%. The abundant use of expressives in BBC headlines may reveal that headlines re- ports are more sympathetic with the Syrians. In the headlines As illustrated by Table (4), both explicit and implicit speech acts are used in the headlines of CCN and BBC news channels. Moreover, explicit speech acts have higher perce- tages in CNN than those in BBC news channels. They are singled out with a frequency of appearance that amounts to 18 and a percentage of 69.23% in CNN headlines whereas implicit speech acts are identified with a frequency of ap- pearance that amounts to 20 and a percentage of 66.66% in BBC headlines.Implicit speech acts have a frequency of appearance in the headlines of CNN that amounts to 8 and a percentage of 30.76% while they are identified with a fre- quency of appearance that amounts to 10 and a percentage of 33.33% in BBC headlines. From the above mentioned data, it is quite clear that explicit and implicit speech acts are em- ployed in the headlines of both channels.Moreover, explicit speech acts have higher percentages of employment than im- plicit speech acts. The percentages of using explicit speech acts and implicit speech acts in the headlines of CNN on the one hand and those of BBC on the other indicate no signifi- cant differences between the headlines of the two channels. This can be attributed to the fact that as the events are urgent in all the headlines, the writers of headlines try to convey the illocutionary force of these headlines depending on the saying verbs. This leads to employ explicit speech acts more. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311427/figure-4-percentages-of-the-speech-acts-employed-in"><img alt="Figure 4. Percentages of the Speech Acts Employed in Headlines on CNN and BBC News Channels A Pragmatic Study of CNN and BBC News Headlines Covering the Syrian Conflict " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311438/figure-5-percentages-of-explicit-and-implicit-speech-acts"><img alt="Figure 5. Percentages of Explicit and Implicit Speech Acts Employed in the Headlines on CNN and BBC News Channels " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311439/figure-19-sherlock-holmes-silhouette-the-hound-of-the-basker"><img alt="Sherlock Holmes’ Silhouette The Hound of the Basker- by Sidney Paget villes by Sidney Paget the Hound of the Baskervilles posterior to its attack on Sir Henry Baskerville (Doyle, The Hound of the Baskervilles 224). With a brief scrutiny of the slain hellhound, Dr Watson finds out that Stapleton used phosphorus to give the beast a diabolical semblance (Doyle, The Hound of the Baskervilles 225). Consequently, their backstage position enables them to unravel Stapleton’s illusion of magic realism. After their abortive quest for Stapleton, Sherloc son infer that he has drowned in the k Holmes and Dr Wat- Grimpen Mire (Doyle, The Hound of the Baskervilles 232). In their office in Baker Street, Sherlock Holmes tells Dr Wa son that Stapleton was indeed a Baskerville (Doyle, The Hound of the Baskervilles 236). Furthermore, he informs Dr Watson that Stapleton’s purpose was to own the Baskerville Hall as the family heir- loom of the Baskervilles (Doyle, The Hound of the Bask- ervilles 237). Based on Sherlock Holmes’ words, Stapleton was using the illusion of magic rea obtain wealth. ism as a stratagem to CONCLUSION According to the discussions made in the present article, it can be concluded since one of the characters in the novel creates the illusion of magic realism, the events narrated in " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311446/figure-2-the-pacte-translation-model-is-often-referred-to"><img alt="Figure 2. The PACTE translation model is often referred to pedagogical translation (Heltai, 1996; Malmkjaer, 1998). It means that a prospective English teacher should apply translation as an important technique on teaching and learn- ing a foreign language that can be used to understand the source text or to show one’s understanding of the message in the original text. In so doing, if the purpose of the model is different, the competence that should be applied will be different. For instance, if the purpose is for professional translation or career, the competence that should be applied will be for professional translation. But if the purpose is for teaching English as foreign language, the competence that should be applied will be competence that related to teaching En- glish purpose. Therefore, strongly agree with Liu (2000). He said that the pedagogical translation is for the purpose of foreign language learning so that prospective teachers of foreign language (English) should understand the linguistic competence and stop at the level of linguistic competence. Therefore, translation competence for prospective En- glish teacher should be on basic competence and linguistics competence. It means that the students of EESP only need to know about linguistics competence in translation like se- mantic and pragmatic meanings in the certain text provid- ed. But, to realize this competence to the students of EESP needs a study to arrange the material, topic, assessment and evaluation on related the basic and linguistic competence for prospective English teachers or the students of EESP. Veed Analysis for Developing Translation’s Textbook base on TEFL Pedagogic Purpose in Indonesia: English Teachers’ Perspectives " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311457/figure-3-percentage-of-need-analysis-on-textbook-of"><img alt="Figure 3. Percentage of Need Analysis on Textbook of Translation based on TEFL Pedagogical Purpose " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311466/figure-1-textual-metadiscourse-sub-categories-in-three"><img alt="Figure 1. Textual metadiscourse sub-categories in three corpora " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311481/figure-2-interpersonal-metadiscourse-sub-categories-in-three"><img alt="Figure 2. Interpersonal metadiscourse sub-categories in three corpora " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/figure_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311487/table-1-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_001.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311495/table-1-step-by-step-development-of-teaching-material-model"><img alt="Table 1. Step-by-step development of teaching material model of poetry writing using pictures Table 2. Needs of syllabus recapitulation " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_002.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311503/table-3-sd-very-needed-needed-kd-less-needed-td-not-needed"><img alt="SD: Very Needed, D: Needed, KD: Less Needed, TD: Not Needed, STD: Very Unneeded " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_003.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311512/table-3-recapitulation-of-writing-poetry-teaching-material"><img alt="Table 3. Recapitulation of writing poetry teaching material needs The next stage is the realization of pedagogic that is re- alized by the preparation of learning instructions, materials, exercises, evaluations presented in writing materials pantun results of development. The activity chosen to help students understand the writing of poetry is the practice of writing poetry. researcher analyzes the learning objectives to be achieved. As a result, researchers developed the goal of writing poetry writing. Furthermore, in order to realize the contextual eval- uation problem, the researcher performs the performance test of poetry writing according to the chosen theme. Thus, students are given the freedom to pour ideas or ideas in ac- cordance with the chosen theme but still pay attention to as- pects or requirements of writing poetry. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_004.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311521/table-4-recapitulation-assessment-of-three-validators"><img alt="Table 4. Recapitulation assessment of three validators " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_005.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311532/table-5-descriptive-statistics-normality-test-writing-poetry"><img alt="Table 5. Descriptive statistics Table 6. Normality test writing poetry test result One-sample kolmogrov-smirnov test " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_006.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311545/table-7-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_007.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311553/table-7-test-result-of-writing-poetry-test-descriptive"><img alt="Table 7. T-test result of writing poetry test Table 8. Descriptive statistics " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_008.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311790/table-2-the-material-processes-with-polluter-as-the-actor"><img alt="Table 2. The material processes with Polluter as the actor " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_031.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311793/table-8-the-role-of-creatures-ecosystems-and-resources"><img alt="Table 8. The Role of Creatures, Ecosystems and Resources " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_032.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311561/table-9-ing-materials-theme-design-of-teaching-materials"><img alt="ing materials; 2) theme; 3) design of teaching materials; 4) objectives, evaluation/training; and 5) benefits. However, in particular there are some of these points received major at- tention in the improvement of teaching materials at the next stage. Comments and suggestions submitted by notes are best used in the revision of instructional materials. The test results of each meeting always show an increase in the value before applying the teaching materials with after applying the teaching materials. The increase in value occurs because of the students’ interest to write poetry. The results of limit- ed trials also indicate that in general teaching materials that have been tested, feasible, and good, and able to improve the Fourth, the results of product effectiveness test of ex- perimental model conducted by using experiment proves that t-test of teaching materials developed is very signif- icant. Because results obtained t,, greater than t,,, HO rejected, m of the three schools sampled in the study i, OF in critical areas, eaning that the process of writing poetry of students grade V SD proved effective. Thus, this can be concluded t teaching materi hat the research product development of als for writing poetry for grade V SD stu- dents in Lubuklinggau has its own characteristics with other teaching materials. Thus, the model of teaching ma- " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_009.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311570/table-12-normality-test-writing-poetry-test-result"><img alt="Table 12. Normality test writing poetry test result " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_010.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311589/table-10-test-result-of-writing-poetry-test-descriptive"><img alt="Table 10. T-test result of writing poetry test Table 11. Descriptive statistics " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_011.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311599/table-9-normality-test-writing-poetry-test-result"><img alt="Table 9. Normality test writing poetry test result " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_012.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311608/table-13-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_013.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311614/table-14-pradopo-beberapa-teori-sastra-metode-kri-oping-the"><img alt="Pradopo, R.D. (2005). Beberapa Teori Sastra, Metode Kri- oping the creativity of writing in literary materials. Fifth, for students and students, with the presence of teaching materials of Poetry Writing Using Picture to be an example to always do writing activities in the form of research and other works. Teaching materials can be illustrations to develop learning materials to suit the users’ wishes. Development of Teaching Materials of Poetry Writing Using Pictures for the Elementary Students REFERENCES " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_014.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311619/table-3-the-mean-score-and-standard-deviation-of-students"><img alt="Table 3. The mean score and standard deviation of students’ reading speed in pretest and posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_015.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311624/table-4-the-mean-score-and-standard-deviation-of-students"><img alt="Table 4. The mean score and standard deviation of students’ reading speed in pretest and posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_016.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311630/table-5-the-mean-score-and-standard-deviation-of-students"><img alt="Table 5. The mean score and standard deviation of students’ comprehension in pretest and posttest Test of Significance category. In control group, 3 (20%) students are in very poor category, 4 (27%) students are in poor category, and 8 (53%) students are in fair category. The data indicates homogeneity in terms of comprehension conducted in pretest. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_017.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311639/table-6-the-mean-score-and-standard-deviation-of-students"><img alt="Table 6. The mean score and standard deviation of students’ comprehension in pretest and posttest " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_018.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311642/table-7-the-probability-value-of-test-of-the-experimental"><img alt="Table 7. The probability value of t-test of the experimental group and control group in reading speed test value (p-value) is lower than level of significance; that is .00 <.05. It indicates that there is significance different between the students’ reading speed and comprehension in experimental group and control group after the treat- ment. The significance of t-test can be seen in the follow- ing table. DISCUSSION " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_019.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311656/table-9-the-probability-value-of-test-of-the-experimental"><img alt="Table 9. The probability value of t-test of the experimental group and control group in comprehension test Regarding the results of this research, an important note drawn is that standard deviation in pretest of experimen- tal group — in both reading speed and reading comprehen- sion tests — tends to be high. Dispersion found in standard deviation of experimental group in pretest indicates that heterogeneity may exist in terms of reading speed and com- prehension in pretest. If it is compared to mean scores as il- lustrated in Table 3 and Table 5, points scored by students of experimental group in pretest are relatively the same. Then, it can simply be interpreted as a weakness in handling the pretest particularly for experimental group in both reading speed test and reading comprehension test. Point to be emphasized i skimming, and scanning strategies are possib ticed in on-screen reading ac s that rate-buildup reading, e to be prac- ivity. That case, size, color, and text readability influence reading speed and comprehen- sion (Weber, 2002) is in line w since the author modifies the Moodle by considering fon’ However, suggestion that spee ed (Thielen et al., 2016) migh of the reading — as indicated that narrates a student speed. ith the results of this research earning management system case, size, as well as color. d reading is not recommend- depend on the (i) objectives by participants in a 1952 study up when the stuff is not im- S portant and slow down when i to the students — as narrated th slow depends on what the stud is; and (ii) suggestion given at a student can read fast and ents are told to do (Andrews, 1952, p. 356). Besides, previous studies claim that compre- hension does not influenced by speed in reading (Tran & Nation, 2014). It can be concluded that comprehension de- pends not only on speed but focus, purposes, and range of concentration matter. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_020.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311666/table-8-the-significance-difference"><img alt="Table 8. The significance difference " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_021.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311673/table-3-the-participants-perception-towards-enhancing-their"><img alt="Table 3. The participants’ perception towards enhancing their intercultural pragmatic competence through ISSECI model ers due to limited knowledge of idioms or vocabulary. Other spent such a longer time to find those expatriates or foreign tourists who were aware of the differences in English pro- ficiency among Thais. As a results, they felt worried about completion of the task. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_022.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311675/table-2-types-of-speech-acts-and-their-percentages-of-use-in"><img alt="Table 2. Types of speech acts and their percentages of use in headlines on BBC news channel " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_023.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311681/table-3-the-cumulative-types-of-speech-acts-and-their"><img alt="Table 3. The cumulative types of speech acts and their percentages of use in headlines on CNN and BBC news channels " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_024.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311692/table-25-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_025.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311717/table-26-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_026.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311760/table-27-throughout-transcription-methods-the-scientific"><img alt="throughout: transcription methods; the scientific medial ap- proach which affects the as the integration of pronunciation are the clues to avoid the overlap encoding and decoding processes; and the physiology of sound waves as well be- tween phonemes and segments. To clarify the overlap be- tween segments and phonemes, the following table shows the simple differences between the two: " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_027.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311766/table-1-the-distribution-of-six-processes"><img alt="Table 1. The distribution of six processes " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_028.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311778/table-3-the-material-processes-with-environmental-study"><img alt="Table 3. The material processes with environmental study/organization as the actor " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_029.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311826/table-36-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_036.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311837/table-9-the-passive-group-and-positive-group-of-creatures"><img alt="Table 9: The passive group and positive group of creatures, ecosystems and resources invaluable assets and we need all of them, but we should give priority to the formers). If we look at it from the per- spective of deep ecology, this slogan can be regarded as an ambivalent discourse, as on the one hand, it emphasizes the protection of environment, and on the other hand, it regards natural world as assets to be used. However, if we look at it from the perspective of shallow ecology, it is a beneficial one, because it encourages us to keep a balance between economic development and environment protection, which is more practical for China’s and other developing coun- tries’ current situation. All in all, if we can make best use of our languages by promoting beneficial ones, change ambiv- alent ones, and resist destructive ones, we can make a great difference in protecting our earth -- the only homeland we have so far. en, and harmed by human beings (NO.11,12,16), and in the bottom of the food chain (NO.17). For ecosystems, one the one hand, they are relied by human beings as they provide necessary elements (NO.1,2,19,23,24), whereas on the other hand, they are harmed—polluted by human beings’ activ- ity(NO.35). The same thing also happens to the resources (NO.8,25,36,37). Secondly, very few of them are in the pos- itive group in which they are doing something out of their own will, and they are still influenced by human beings. Creatures eat food out of their biological habits; however, what they eat is harmful substance like plastic particles. Ecosystems exist and running every day, but what they are carrying is a bad attribute, for example, the ocean is acidic. So through transitivity analysis, we now have a detailed and concrete understanding of how the piling is actually happen- ing, and it is also easy to find that no matter what position the more-than-human beings are in, they are always the victims. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_037.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311839/table-38-ecological-discourse-analysis-of-an-un"><img alt="Ecological Discourse Analysis of An UN Environmental Story in Terms of Transitivity Process " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_038.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311848/table-39-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_039.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311857/table-40-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_040.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311870/table-41-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_041.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311877/table-42-alls-vol-no"><img alt="" class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_042.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311882/table-1-the-form-of-translation-subject-in-english-education"><img alt="Table 1. The form of translation subject in English education study program in 5 universities in north sumatera, indonesia " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_043.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311889/table-2-alls-vol-no"><img alt="Table 2. Likert scale " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_044.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311898/table-1-group-comparisons-of-total-metacognitive-strategies"><img alt="Table 1. Group comparisons of total metacognitive strategies in four English for domestic tourism lessons " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_045.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311902/table-2-stands-for-high-proficiency-group-stands-for-low"><img alt="*H stands for high-proficiency group, L stands for low-proficiency group Table 2. Differences in the use of total metacognitive strategies in four English for domestic tourism lessons " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_046.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311908/table-3-group-comparisons-in-the-use-of-four-individual"><img alt="Table 3. Group comparisons in the use of four individual metacognitive strategies " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_047.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311914/table-6-cells-have-expected-count-less-than-the-minimum"><img alt="a. 15 cells (100.0%) have expected count less than 5. The minimum expected count is 0.06. Table 6. Relationships between of English language study and planning strategy in lesson three " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_048.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311921/table-4-cells-have-expected-count-less-than-the-minimum"><img alt="a. 10 cells (100.0%) have expected count less than 5. The minimum expected count is 1.00. Table 4. Relationship between proficiency levels and goal setting strategy in lesson four " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_049.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311928/table-5-relationships-between-proficiency-level-in-english"><img alt="Table 5. Relationships between proficiency level in English language and the use of control of linguistic execution strategy in lesson two " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_050.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311933/table-7-relationships-between-of-english-language-study-and"><img alt="Table 7. Relationships between of English language study and control of linguistics execution strategy in lesson three a. 15 cells (100.0%) have expected count less than 5. The minimum expected count is 0.11. " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_051.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311940/table-52-ne-ii-ed-eee-ene-vestigated-from-variety-of"><img alt="NE I II I I I I I ED EEE ENE vestigated from a variety of perspectives including cross-lin- guistic, cross-cultural (Dahl, 2004; Dafouz-Milne, 2008), cross-disciplinary (Hyland & Tse, 2004; Lin & Evans, 2012) and across genres (Fu & Hyland, 2014). For example, in her comparative study Dahl (2004) explored writers’ manifesta- tion of themselves in three languages (English, French and Norwegian), and three disciplines (Economics, Linguistics and Medicine). She found that in Economics and Linguis- tics, English and Norwegian researchers use more metadis- course than their French counterparts. However, within the field of Medicine, texts published in all three languages dis- play a uniform pattern demonstrating little use of metadis- course. In another study, Dafouz-Milne (2008) investigated the use of textual and interpersonal markers in Spanish and English newspaper columns. The findings suggested that although both textual and interpersonal MDMs are present in English and Spanish newspaper columns, distributional variations exist in certain categories. Variety in the use of metadiscourse has also been noted in studies comparing dif- ferent genres. For instance, comparing popular science and opinion texts, Fu and Hyland (2014) explored how authors engage with their readers. They reported that despite the similarity in audience and sources, authors structure their interactions very differently. One remarkable implication of these comparative studies is that the use of metadiscourse is not uniform across languages, disciplines and genres, lend- ing support to the claim that while constructing texts, writers To date, various classifications of metadiscourse mark- ers have been proposed (e.g. Adel, 2006; Crismore, Mark- kanen & Steffensen, 1993; Vande Kopple, 1985). Among these taxonomies, one of the most cited frameworks was proposed by Crismore et al. (1993). Following Halliday’s macro-functions of text and modifying Vande Kopple’s sys- tem of classification, Crismore and his colleagues (1993) grouped metadiscourse under two main categories as textual and interpersonal. While the former enables the writer “to relate and connect bits of ideational material within a text " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_052.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311949/table-2-yildiz-learner-writer-ylw-corpus"><img alt="Table 2. Yildiz learner writer (YLW) corpus " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_053.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6311986/table-4-bnc-corpus-query-limitation-criterion"><img alt="Table 4. BNC corpus query limitation criterion " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_054.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312002/table-3-bawe-corpus-query-limitation-criterion"><img alt="Table 3. BAWE corpus query limitation criterion " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_055.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312010/table-5-distribution-of-mdms-in-three-corpora-frequencies"><img alt="Table 5. Distribution of MDMs in three corpora (frequencies per 1000) " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_056.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312028/table-1-alls-vol-no"><img alt="Table 1: Interviewees’ profile " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_057.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312042/table-4-influence-of-research-on-elps-ning-and-they-are"><img alt="Table 4: Influence of L2 research on ELPs ning, and they are planned to serve, for example, institution- al goals or other purposes. In this regard, literature offers several recommendations on the use of L1 and L2 in EFL " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_058.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312058/table-3-use-of-english-to-maintain-language-proficiency"><img alt="Table 3: Use of English to maintain language proficiency " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_059.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312067/table-2-using-english-because-it-is-department-specialty"><img alt="Table 2: Using English because it is a department specialty " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_060.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312079/table-5-allow-the-use-of-arabic"><img alt="Table 5: Allow the use of Arabic " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_061.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312083/table-6-limiting-elps-to-member-student-interaction"><img alt="Table 6: Limiting ELPs to member-student interaction " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_062.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312097/table-2-frequency-distribution-of-students-reflective"><img alt="Table 2. Frequency distribution of students’ reflective entries before and after video observation and develop themselves. Sample quotations illustrating the findings are: " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_063.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312107/table-1-coding-categories-of-the-content-of-students"><img alt="Table 1. Coding categories of the content of students’ reflective entries " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_064.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312119/table-3-level-recall-level-rationalization-level"><img alt="Level 1=recall; Level 2=rationalization; Level 3=reflectivity Table 3. Distribution of the students’ reflection levels before and after video observation " class="figure-slide-image" src="https://figures.academia-assets.com/57084353/table_065.jpg" /></a></figure><figure class="figure-slide-container"><a href="https://www.academia.edu/figures/6312168/table-1-animal-plant-and-object-metaphors-in-amasomo"><img alt="Table 1. 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The relationship between motivation and the success of writing, particularly poetry, is emphasized, indicating that students' achievement is deeply influenced by their desire to express creative ideas. Learning poetry writing is depicted as a way to enhance students' expressive abilities, enabling them to convey life's realities through beautiful language. 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