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Israel</title> <meta name="description" content="Search results for: English in Israel"> <meta name="keywords" content="English in Israel"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="English in Israel"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 2166</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: English in Israel</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2166</span> The Status of English Learning in the Israeli Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ronit%20German">Ronit German</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Beytenbrat"> Alexandra Beytenbrat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although English seems to be prevalent in every sphere of Israeli daily life, not many Israeli students have a sufficient level of writing and speaking in English which is necessary for academic studies. The inadequate level of English among Israeli students is because the sole focus is on teaching reading comprehension, and the need to adapt to the trends of the professional worldwide demands triggered a reform that requires implementing Common European Framework of Reference (CEFR) and English as a Medium of Instruction (EMI) courses in the Israeli academic institutions. However, it will be argued that this reform is challenging to implement. The fact that modern Hebrew is a revived language, and that English is L3 for more than 30% of the population, the diverse social and cultural students’ background, and psychological factors stand in the way of the new reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CEFR" title="CEFR">CEFR</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=EMI%20courses" title=" EMI courses"> EMI courses</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel" title=" English in Israel"> English in Israel</a>, <a href="https://publications.waset.org/abstracts/search?q=reform" title=" reform"> reform</a> </p> <a href="https://publications.waset.org/abstracts/139693/the-status-of-english-learning-in-the-israeli-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2165</span> The Status of English in the Israeli Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ronit%20German">Ronit German</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Beytenbrat"> Alexandra Beytenbrat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although English seems to be prevalent in every sphere of Israeli daily life, not many Israeli students have a sufficient level of writing and speaking in English which is necessary for academic studies. The inadequate level of English among Israeli students, almost the sole focus on teaching reading comprehension, and the need to adapt to the trends of the professional worldwide demands triggered a reform that requires to implement Common European Framework of Reference (CEFR) and English as a Medium of Instruction (EMI) courses in the Israeli academic institutions. However, it will be argued that this reform is challenging to implement. The fact that modern Hebrew is a revived language, and that English is L3 for more than 30% of the population, the diverse social and cultural students’ background, and psychological factors stand in the way of the new reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CEFR" title="CEFR">CEFR</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=EMI%20courses" title=" EMI courses"> EMI courses</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel" title=" English in Israel"> English in Israel</a>, <a href="https://publications.waset.org/abstracts/search?q=reform" title=" reform"> reform</a> </p> <a href="https://publications.waset.org/abstracts/139657/the-status-of-english-in-the-israeli-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2164</span> English Language Teaching and Learning Analysis in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Zarrabi">F. Zarrabi</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20R.%20Brown"> J. R. Brown</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although English is not a second language in Iran, it has become an inseparable part of many Iranian people’s lives and is becoming more and more widespread. This high demand has caused a significant increase in the number of private English language institutes in Iran. Although English is a compulsory course in schools and universities, the majority of Iranian people are unable to communicate easily in English. This paper reviews the current state of teaching and learning English as an international language in Iran. Attitudes and motivations about learning English are reviewed. Five different aspects of using English within the country are analysed, including: English in public domain, English in Media, English in organizations/businesses, English in education, and English in private language institutes. Despite the time and money spent on English language courses in private language institutes, the majority of learners seem to forget what has been learned within months of completing their course. That is, when they are students with the support of the teacher and formal classes, they appear to make progress and use English more or less fluently. When this support is removed, their language skills either stagnant or regress. The findings of this study suggest that a dependant approach to learning is potentially one of the main reasons for English language learning problems and this is encouraged by English course books and approaches to teaching. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Iran" title="English in Iran">English in Iran</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning" title=" English language learning"> English language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a> </p> <a href="https://publications.waset.org/abstracts/59754/english-language-teaching-and-learning-analysis-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59754.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2163</span> When English Learners Speak “Non-Standard” English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gloria%20Chen">Gloria Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past, when we complimented someone who had a good command of English, we would say ‘She/He speaks/writes standard English,’ or ‘His/Her English is standard.’ However, with English has becoming a ‘global language,’ many scholars and English users even create a plural form for English as ‘world Englishes,’ which indicates that national/racial varieties of English not only exist, but also are accepted to a certain degree. Now, a question will be raised when it comes to English teaching and learning: ‘What variety/varieties of English should be taught?’ This presentation will first explore Braj Kachru’s well-known categorization of the inner circle, the outer circle, and the expanding circle of English users, as well as inner circle varieties such as ‘Ebonics’ and ‘cockney’. The presentation then will discuss the purposes and contexts of English learning, and apply different approaches to different purposes and contexts. Three major purposes of English teaching/learning will be emphasized and considered: (1) communicative competence, (2) academic competence, and (3) intercultural competence. This presentation will complete with the strategies of ‘code switch’ and ‘register switch’ in teaching English to non-standard English speakers in both speaking and writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=world%20Englishes" title="world Englishes">world Englishes</a>, <a href="https://publications.waset.org/abstracts/search?q=standard%20and%20non-standard%20English" title=" standard and non-standard English"> standard and non-standard English</a>, <a href="https://publications.waset.org/abstracts/search?q=inner" title=" inner"> inner</a>, <a href="https://publications.waset.org/abstracts/search?q=outer" title=" outer"> outer</a>, <a href="https://publications.waset.org/abstracts/search?q=expanded%20circle%20communicative" title=" expanded circle communicative"> expanded circle communicative</a>, <a href="https://publications.waset.org/abstracts/search?q=academic" title=" academic"> academic</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a> </p> <a href="https://publications.waset.org/abstracts/52620/when-english-learners-speak-non-standard-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52620.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">265</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2162</span> An Exploratory of the Use of English in Contemporary Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saksit%20%20Saengboon">Saksit Saengboon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study of English in Thailand receives comparatively little attention in the world of Englishes scholarship despite a complex and dynamic linguistic landscape. Like many countries in the region, English is used in predictable contexts, such as schools and at work. However, English is being increasingly used as a contact language among Thais and non-Thais, requiring much needed empirical attention. This study aims to address this neglected issue by examining how Thais perceive and use English in contemporary Thai society. This study explored the ways in which English has been used in public signage, mass media, especially about Thai food, and perceptions of Thais (N = 80) regarding English. Findings indicate that English in Thailand is used in a complicated manner portraying both standard and non-standard English. Thais still hold a static or traditional view of English, making it impractical, if not impossible, to have Thai English as an established variety. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thai%20english" title="Thai english">Thai english</a>, <a href="https://publications.waset.org/abstracts/search?q=thainess%20in%20english" title=" thainess in english"> thainess in english</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20signage" title=" public signage"> public signage</a>, <a href="https://publications.waset.org/abstracts/search?q=mass%20media" title=" mass media"> mass media</a>, <a href="https://publications.waset.org/abstracts/search?q=thai%20food" title=" thai food"> thai food</a>, <a href="https://publications.waset.org/abstracts/search?q=thai%20linguistic%20landscape" title=" thai linguistic landscape"> thai linguistic landscape</a> </p> <a href="https://publications.waset.org/abstracts/150712/an-exploratory-of-the-use-of-english-in-contemporary-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/150712.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2161</span> Language Education Policy in Arab Schools in Israel</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatin%20Mansour%20Daas">Fatin Mansour Daas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Language education responds to and is reflective of emerging social and political trends. Language policies and practices are shaped by political, economic, social and cultural considerations. Following this, Israeli language education policy as implemented in Arab schools in Israel is influenced by the particular political and social situation of Arab-Palestinian citizens of Israel. This national group remained in their homeland following the war in 1948 between Israel and its Arab neighbors and became Israeli citizens following the establishment of the State of Israel. This study examines language policy in Arab schools in Israel from 1948 until the present time in light of the unique experience of the Palestinian Arab homeland minority in Israel with a particular focus on questions of politics and identity. The establishment of the State of Israel triggered far-reaching political, social and educational transformations within Arab Palestinian society in Israel, including in the area of language and language studies. Since 1948, the linguistic repertoire of Palestinian Arabs in Israel has become more complex and diverse, while the place and status of different languages have changed. Following the establishment of the State of Israel, only Hebrew and Arabic were retained as the official languages, and Israeli policy reflected this in schools as well: with the advent of the Jewish state, Hebrew language education among Palestinians in Israel has increased. Similarly, in Arab Palestinian schools in Israel, English is taught as a third language, Hebrew as a second language, and Arabic as a first language – even though it has become less important to native Arabic speakers. This research focuses on language studies and language policy in the Arab school system in Israel from 1948 onwards. It will analyze the relative focus of language education between the different languages, the rationale of various language education policies, and the pedagogic approach used to teach each language and student achievements vis-à-vis language skills. This study seeks to understand the extent to which Arab schools in Israel are multi-lingual by examining successes, challenges and difficulties in acquiring the respective languages. This qualitative study will analyze five different components of language education policy: (1) curriculum, (2) learning materials; (3) assessment; (4) interviews and (5) archives. Firstly, it consists of an analysis examining language education curricula, learning materials and assessments used in Arab schools in Israel from 1948-2018 including a selection of language textbooks for the compulsory years of study and the final matriculation (Bagrut) examinations. The findings will also be based on archival material which traces the evolution of language education policy in Arabic schools in Israel from the years 1948-2018. This archival research, furthermore, will reveal power relations and general decision-making in the field of the Arabic education system in Israel. The research will also include interviews with Ministry of Education staff who provide instructional oversight in the instruction of the three languages in the Arabic education system in Israel. These interviews will shed light on the goals of language education as understood by those who are in charge of implementing policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language%20education%20policy" title="language education policy">language education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=languages" title=" languages"> languages</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education" title=" language education"> language education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20policy" title=" educational policy"> educational policy</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=Palestinian-Arabs" title=" Palestinian-Arabs"> Palestinian-Arabs</a>, <a href="https://publications.waset.org/abstracts/search?q=Arabs%20in%20Israel" title=" Arabs in Israel"> Arabs in Israel</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20school%20system" title=" educational school system"> educational school system</a> </p> <a href="https://publications.waset.org/abstracts/158321/language-education-policy-in-arab-schools-in-israel" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158321.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">91</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2160</span> British English vs. American English: A Comparative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Halima%20Benazzouz">Halima Benazzouz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is often believed that British English and American English are the foremost varieties of the English Language serving as reference norms for other varieties;that is the reason why they have obviously been compared and contrasted.Meanwhile,the terms “British English” and “American English” are used differently by different people to refer to: 1) Two national varieties each subsuming regional and other sub-varieties standard and non-standard. 2) Two national standard varieties in which each one is only part of the range of English within its own state, but the most prestigious part. 3) Two international varieties, that is each is more than a national variety of the English Language. 4) Two international standard varieties that may or may not each subsume other standard varieties.Furthermore,each variety serves as a reference norm for users of the language elsewhere. Moreover, without a clear identification, as primarily belonging to one variety or the other, British English(Br.Eng) and American English (Am.Eng) are understood as national or international varieties. British English and American English are both “variants” and “varieties” of the English Language, more similar than different.In brief, the following may justify general categories of difference between Standard American English (S.Am.E) and Standard British English (S.Br.e) each having their own sociolectic value: A difference in pronunciation exists between the two foremost varieties, although it is the same spelling, by contrast, a divergence in spelling may be recognized, eventhough the same pronunciation. In such case, the same term is different but there is a similarity in spelling and pronunciation. Otherwise, grammar, syntax, and punctuation are distinctively used to distinguish the two varieties of the English Language. Beyond these differences, spelling is noted as one of the chief sources of variation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Greek" title="Greek">Greek</a>, <a href="https://publications.waset.org/abstracts/search?q=Latin" title=" Latin"> Latin</a>, <a href="https://publications.waset.org/abstracts/search?q=French%20pronunciation%20expert" title=" French pronunciation expert"> French pronunciation expert</a>, <a href="https://publications.waset.org/abstracts/search?q=varieties%20of%20English%20language" title=" varieties of English language"> varieties of English language</a> </p> <a href="https://publications.waset.org/abstracts/15569/british-english-vs-american-english-a-comparative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15569.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">501</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2159</span> From Theory to Practice: An Iterative Design Process in Implementing English Medium Instruction in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linda%20Weinberg">Linda Weinberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Symon"> Miriam Symon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While few institutions of higher education in Israel offer international programs taught entirely in English, many Israeli students today can study at least one content course taught in English during their degree program. In particular, with the growth of international partnerships and opportunities for student mobility, English medium instruction is a growing phenomenon. There are however no official guidelines in Israel for how to develop and implement content courses in English and no training to help lecturers prepare for teaching their materials in a foreign language. Furthermore, the implications for the students and the nature of the courses themselves have not been sufficiently considered. In addition, the institution must have lecturers who are able to teach these courses effectively in English. An international project funded by the European Union addresses these issues and a set of guidelines which provide guidance for lecturers in adapting their courses for delivery in English have been developed. A train-the-trainer approach is adopted in order to cascade knowledge and experience in English medium instruction from experts to language teachers and on to content teachers thus maximizing the scope of professional development. To accompany training, a model English medium course has been created which serves the dual purpose of highlighting alternatives to the frontal lecture while integrating language learning objectives with content goals. This course can also be used as a standalone content course. The development of the guidelines and of the course utilized backwards, forwards and central design in an iterative process. The goals for combined language and content outcomes were identified first after which a suitable framework for achieving these goals was constructed. The assessment procedures evolved through collaboration between content and language specialists and subsequently were put into action during a piloting phase. Feedback from the piloting teachers and from the students highlight the need for clear channels of communication to encourage frank and honest discussion of expectations versus reality. While much of what goes on in the English medium classroom requires no better teaching skills than are required in any classroom, the understanding of students' abilities in achieving reasonable learning outcomes in a foreign language must be rationalized and accommodated within the course design. Concomitantly, preparatory language classes for students must be able to adapt to prepare students for specific language and cognitive skills and activities that courses conducted in English require. This paper presents findings from the implementation of a purpose-designed English medium instruction course arrived at through an iterative backwards, forwards and central design process utilizing feedback from students and lecturers alike leading to suggested guidelines for English medium instruction in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20medium%20instruction" title="English medium instruction">English medium instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=iterative%20design%20process" title=" iterative design process"> iterative design process</a>, <a href="https://publications.waset.org/abstracts/search?q=train-the-trainer" title=" train-the-trainer"> train-the-trainer</a> </p> <a href="https://publications.waset.org/abstracts/51001/from-theory-to-practice-an-iterative-design-process-in-implementing-english-medium-instruction-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2158</span> Challenges in Learning Legal English from the Students’ Perspective at Hanoi Law University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nhac%20Thanh%20Huong">Nhac Thanh Huong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Legal English, also known as Language of the Law (Mellinkoff, David. 2004), is an indispensable factor contributing to the development of legal field. At Hanoi Law University, legal English is a compulsory subject in the syllabus of legal English major; International Trade law and Fast-track law training program. The question that what obstacles students face with when dealing with legal English, however, has not been answered at that institution. Therefore, this present research, which makes use of survey questionnaires as the main method, aims to study the challenges of learning legal English from the students’ perspective, from which some useful solutions are drawn up to overcome these difficulties and improve the effectiveness of learning legal English. The results indicate notable difficulties arising from the level of general English skills, the characteristics of legal English and legal background knowledge. These findings lay a scientific foundation for suggesting some solutions for practical applications in teaching as well as learning legal English among both teachers and students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=HLU" title=" HLU"> HLU</a>, <a href="https://publications.waset.org/abstracts/search?q=Legal%20English" title=" Legal English"> Legal English</a>, <a href="https://publications.waset.org/abstracts/search?q=students%27%20perspective" title=" students' perspective"> students' perspective</a> </p> <a href="https://publications.waset.org/abstracts/95596/challenges-in-learning-legal-english-from-the-students-perspective-at-hanoi-law-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95596.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">193</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2157</span> Reflections of AB English Students on Their English Language Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Roger%20G.%20Pagente%20Jr.">Roger G. Pagente Jr.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study seeks to investigate the language learning experiences of the thirty-nine AB-English majors who were selected through fish-bowl technique from the 157 students enrolled in the AB-English program. Findings taken from the diary, questionnaire and unstructured interview revealed that motivation, learners’ belief, self-monitoring, language anxiety, activities and strategies were the prevailing factors that influenced the learning of English of the participants. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=diary" title="diary">diary</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learning%20experiences" title=" English language learning experiences"> English language learning experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=self-monitoring" title=" self-monitoring"> self-monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20anxiety" title=" language anxiety"> language anxiety</a> </p> <a href="https://publications.waset.org/abstracts/29231/reflections-of-ab-english-students-on-their-english-language-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">607</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2156</span> The Impact of Globalization on the Development of Israel Advanced Changes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Erez%20Cohen">Erez Cohen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study examines the socioeconomic impact of development of an advanced industry in Israel. The research method is based on data collected from the Israel Central Bureau of Statistics and from the National Insurance Institute (NII) databases, which provided information that allows to examine the Economic and Social Changes during the 1990s. The study examined the socioeconomic effects of the development of advanced industry in Israel. The research findings indicate that as a result of globalization processes, the weight of traditional industry began to diminish as a result of factory closures and the laying off of workers. These circumstances led to growing unemployment among the weaker groups in Israeli society, detracting from their income and thus increasing inequality among different socioeconomic groups in Israel and enhancement of social disparities. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=globalization" title="globalization">globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=Israeli%20advanced%20industry" title=" Israeli advanced industry"> Israeli advanced industry</a>, <a href="https://publications.waset.org/abstracts/search?q=public%20policy" title=" public policy"> public policy</a>, <a href="https://publications.waset.org/abstracts/search?q=socio-economic%20indicators" title=" socio-economic indicators"> socio-economic indicators</a> </p> <a href="https://publications.waset.org/abstracts/99960/the-impact-of-globalization-on-the-development-of-israel-advanced-changes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/99960.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">164</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2155</span> Non-Native Expatriate English: An Emerging Variety (Category of Users) in Cameroon?</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Valentine%20Ubanako">Valentine Ubanako</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates a situation that has given rise to a particular kind of variety or category of users of English in Cameroon which I have called here Non-native expatriate English (Users). This paper asserts that Non-expatriates in Cameroon (those who work for native speakers of English) use English in a peculiar manner which is worth investigating. This paper thus looks into the kind of English they use and their attitudes towards other users of different varieties of English and how these non-native expatriates form new identities and try to negotiate social ascendency within a local context. Data for this paper is collected through observation, interviews and questionnaires. Some Cameroonians, especially the educated, believe that they must move to Europe or America, study to a very high level and struggle to be like the white man whereas, the lowly educated (working with native English expatriates), are living their European and American dream in Cameroon among their brothers. Thus, educational attainment is not a necessary criterion for social ascendency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=non-native%20expatriate%20English" title="non-native expatriate English">non-native expatriate English</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20expatriates" title=" native expatriates"> native expatriates</a>, <a href="https://publications.waset.org/abstracts/search?q=varieties%20of%20English" title=" varieties of English"> varieties of English</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=linguistics" title=" linguistics"> linguistics</a> </p> <a href="https://publications.waset.org/abstracts/4770/non-native-expatriate-english-an-emerging-variety-category-of-users-in-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4770.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">323</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2154</span> English Loanwords in Nigerian Languages: Sociolinguistic Survey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Surajo%20Ladan">Surajo Ladan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English has been in existence in Nigeria since colonial period. The advent of English in Nigeria has caused a lot of linguistic changes in Nigerian languages especially among the educated elites and to some extent, even the ordinary people were not spared from this phenomenon. This scenario has generated a linguistic situation which culminated into the creation of Nigerian Pidgin that are conglomeration of English and other Nigerian languages. English has infiltrated the Nigerian languages to a point that a typical Nigerian can hardly talk without code-switching or using one English word or the other. The existence of English loanwords in Nigerian languages has taken another dimension in this scientific and technological age. Most of scientific and technological inventions are products of English language which are virtually adopted into the languages with phonological, morphological, and sometimes semantic variations. This paper is of the view that there should be a re-think and agitation from Nigerians to protect their languages from the linguistic genocide of English which are invariably facing extinction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=linguistic%20change" title="linguistic change">linguistic change</a>, <a href="https://publications.waset.org/abstracts/search?q=loanword" title=" loanword"> loanword</a>, <a href="https://publications.waset.org/abstracts/search?q=phenomenon" title=" phenomenon"> phenomenon</a>, <a href="https://publications.waset.org/abstracts/search?q=pidgin" title=" pidgin"> pidgin</a> </p> <a href="https://publications.waset.org/abstracts/43617/english-loanwords-in-nigerian-languages-sociolinguistic-survey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43617.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">863</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2153</span> Error Analysis in English Essays Writing of Thai Students with Different English Language Experiences</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sirirat%20Choophan%20Atthaphonphiphat">Sirirat Choophan Atthaphonphiphat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of the study is to analyze errors in English essay writing of Thai (Suratthani Rajabhat University)’s students with different English language experiences. 16 subjects were divided into 2 groups depending on their English language experience. The data were collected from English essay writing about 'My daily life'. The finding shows that 275 tokens of errors were found from 240 English sentences. The errors were categorized into 4 types based on frequency counts: grammatical errors, mechanical errors, lexical errors, and structural errors, respectively. The findings support all of the researcher’s hypothesizes, i.e. 1) the students with low English language experience made more errors than those with high English language experience; 2) all errors in English essay writing of Suratthani Rajabhat University’s students, the interlingual errors are more than the intralingual ones; 3) systemic and structural differences between English (target language) and Thai (mother-tongue language) lead to the errors in English essays writing of Suratthani Rajabhat University’s students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=applied%20linguistics" title="applied linguistics">applied linguistics</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=interference" title=" interference"> interference</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20transfer" title=" language transfer"> language transfer</a> </p> <a href="https://publications.waset.org/abstracts/33087/error-analysis-in-english-essays-writing-of-thai-students-with-different-english-language-experiences" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/33087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">622</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2152</span> The Investigation of Students’ Learning Preference from Native English Speaking Instructor and Non-Native Speaking Instructor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingling%20Chen">Yingling Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most current research has been focused on whether NESTs have advantages over NNESTs in English language Teaching. The purpose of this study was to investigate English learners’ preferences toward native English speaking teachers and non-English speaking teachers in four skills of English language learning. This qualitative study consists of 12 participants. Two open-ended questions were investigated and analyzed. The findings revealed that the participants held an overall preference for NESTs over NNESTs in reading, writing, and listening English skills; nevertheless, they believed both NESTs and NNESTs offered learning experiences strengths, and weaknesses to satisfy students’ need in their English instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Student%20Rating%20of%20Instructions%20%28SRI%29" title=" Student Rating of Instructions (SRI)"> Student Rating of Instructions (SRI)</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/77959/the-investigation-of-students-learning-preference-from-native-english-speaking-instructor-and-non-native-speaking-instructor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2151</span> Japanese English in Travel Brochures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Premvadee%20Na%20Nakornpanom">Premvadee Na Nakornpanom</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigates the role and impact of English loan words on Japanese language in travel brochures. The issues arising from a potential switch to English as a tool to absorb the West’s advanced knowledge and technology in the modernization of Japan to a means of linking Japan with the rest of the world and enhancing the country’s international presence. Sociolinguistic contexts were used to analyze data collected from the Nippon Travel agency "HIS"’s brochures in Thailand, revealing that English plays the most important role as lexical gap fillers and special effect givers. An increasing mixer of English to Japanese affects how English is misused, the way the Japanese see the world and the present generation’s communication gap. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=Japanese" title=" Japanese"> Japanese</a>, <a href="https://publications.waset.org/abstracts/search?q=loan%20words" title=" loan words"> loan words</a>, <a href="https://publications.waset.org/abstracts/search?q=travel%20brochure" title=" travel brochure"> travel brochure</a> </p> <a href="https://publications.waset.org/abstracts/12420/japanese-english-in-travel-brochures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12420.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2150</span> Disequilibrium between the Demand and Supply of Teachers of English at the Junior Secondary Schools in Gashua, Yobe State: Options for 2015 and Beyond</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clifford%20Irikefe%20Gbeyonron">Clifford Irikefe Gbeyonron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Nigerian educational system, which has English language as a major medium of instruction, has been designed in such a way that the cognitive, psychomotor and affective endowments of the Nigerian learner could be explored. However, the human resources that would impart the desired knowledge, skills and values in the learners seem to be in short supply. This paucity is more manifest in the area of teachers of English. As a result, this research was conducted on the demand and supply of teachers of English at the junior secondary schools in Gashua, Yobe State. The results indicate that there was dearth of teachers of English the domain under review. This thus presents a challenge that should propel English language teacher education industries to produce more teachers of English. As a result, this paper recommends that the teacher production process should make use of qualified and enthusiastic teacher trainers that would be able to inculcate in-depth linguistic and communicative competence of English language and English language teaching skills in the potential teachers of English. In addition, English language education service providers should attract and retain the trained teachers of English in the business of English language teaching in such a way that all the states of Nigeria could experience educational development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=demand" title="demand">demand</a>, <a href="https://publications.waset.org/abstracts/search?q=supply" title=" supply"> supply</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20of%20English" title=" teachers of English"> teachers of English</a>, <a href="https://publications.waset.org/abstracts/search?q=Yobe%20State" title=" Yobe State"> Yobe State</a> </p> <a href="https://publications.waset.org/abstracts/37476/disequilibrium-between-the-demand-and-supply-of-teachers-of-english-at-the-junior-secondary-schools-in-gashua-yobe-state-options-for-2015-and-beyond" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2149</span> Integrating Blogging into Peer Assessment on College Students’ English Writing</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Su-Lien%20Liao">Su-Lien Liao</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most of college students in Taiwan do not have sufficient English proficiency to express themselves in written English. Teachers spent a lot of time correcting students’ English writing, but the results are not satisfactory. This study aims to use blogs as a teaching and learning tool in written English. Before applying peer assessment, students should be trained to be good reviewers. The teacher starts the course by posting the error analysis of students’ first English composition on blogs as the comment models for students. Then the students will go through the process of drafting, composing, peer response and last revision on blogs. Evaluation Questionnaires and interviews will be conducted at the end of the course to see the impact and students’ perception for the course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blog" title="blog">blog</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20assessment" title=" peer assessment"> peer assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20writing" title=" English writing"> English writing</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20analysis" title=" error analysis"> error analysis</a> </p> <a href="https://publications.waset.org/abstracts/2326/integrating-blogging-into-peer-assessment-on-college-students-english-writing" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2148</span> Teaching Speaking Skills to Adult English Language Learners through ALM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wichuda%20Kunnu">Wichuda Kunnu</a>, <a href="https://publications.waset.org/abstracts/search?q=Aungkana%20Sukwises"> Aungkana Sukwises</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Audio-lingual method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20English" title="teaching English">teaching English</a>, <a href="https://publications.waset.org/abstracts/search?q=audio%20lingual%20method" title=" audio lingual method"> audio lingual method</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/12355/teaching-speaking-skills-to-adult-english-language-learners-through-alm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2147</span> Language Processing in Arabic: Writing Competence Across L1 (Arabic) and L2 (English)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdullah%20Khuwaileh">Abdullah Khuwaileh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The central aim of this paper is to investigate writing skills in the two languages involved, English and Arabic, and to see whether there is an association between poor writing across languages. That is to say, and it is thought that learners might be excellent in their L1 (Language 1: Arabic) but not in L2 (language 2: English). However, our experimental research findings resulted in an interesting association between L1 and L2. Data were collected from 150 students (chosen randomly) who wrote about the same topic in English and Arabic. Topics needed no preparation as they were common and well-known. Scripts were assessed respectively by ELT (English Language Teaching) and Arabic specialists. The study confirms that poor writing in English correlates with similar deficiencies in the mother tongue (Arabic). Thus, the common assumption in ELT that all learners are fully competent in their first language skills is unfounded. Therefore, the criticism of ELT programs for speakers of Arabic, based on poor writing skills in English and good writing in Arabic is not justified. The findings of this paper can be extended to other learners of English who speak Arabic as a first language and English as a foreign and/or second language. The study is concluded with several research and practical recommendations <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=language" title="language">language</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=l1" title=" l1"> l1</a> </p> <a href="https://publications.waset.org/abstracts/158789/language-processing-in-arabic-writing-competence-across-l1-arabic-and-l2-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158789.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2146</span> Francophone University Students' Attitudes Towards English Accents in Cameroon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Eric%20Agrie%20Ambele">Eric Agrie Ambele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The norms and models for learning pronunciation in relation to the teaching and learning of English pronunciation are key issues nowadays in English Language Teaching in ESL contexts. This paper discusses these issues based on a study on the attitudes of some Francophone university students in Cameroon towards three English accents spoken in Cameroon: Cameroon Francophone English (CamFE), Cameroon English (CamE), and Hyperlectal Cameroon English (near standard British English). With the desire to know more about the treatment that these English accents receive among these students, an aspect that had hitherto received little attention in the literature, a language attitude questionnaire, and the matched-guise technique was used to investigate this phenomenon. Two methods of data analysis were employed: (1) the percentage count procedure, and (2) the semantic differential scale. The findings reveal that the participants’ attitudes towards the selected accents vary in degree. Though Hyperlectal CamE emerged first, CamE second and CamFE third, no accent, on average, received a negative evaluation. It can be deduced from this findings that, first, CamE is gaining more and more recognition and can stand as an autonomous accent; second, that the participants all rated Hyperlectal CamE higher than CamE implies that they would be less motivated in a context where CamE is the learning model. By implication, in the teaching of English pronunciation to francophone learners learning English in Cameroon, Hyperlectal Cameroon English should be the model. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20pronunciation" title="teaching pronunciation">teaching pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20accents" title=" English accents"> English accents</a>, <a href="https://publications.waset.org/abstracts/search?q=Francophone%20learners" title=" Francophone learners"> Francophone learners</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a> </p> <a href="https://publications.waset.org/abstracts/108718/francophone-university-students-attitudes-towards-english-accents-in-cameroon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/108718.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">197</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2145</span> English as a Lingua Franca Elicited in ASEAN Accents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Choedchoo%20Kwanhathai">Choedchoo Kwanhathai </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study explores attitudes towards ASEAN plus ONE (namely ASEAN plus China) accents of English as a Lingua Franca. The study draws attention to features of ASEAN’s diversity of English and specifically examines the extent of which the English accent in ASEAN countries of three of the ten members plus one were perceived in terms of correctness, acceptability, pleasantness, and familiarity. Three accents were used for this study; Chinese, Philippine and Thai. The participants were ninety eight Thai students enrolled in a foundation course of Suan Dusit Rajabhat University, Bangkok Thailand. The students were asked in questionnaires to rank how they perceived each specifically ASEAN plus One English accent after listening to audio recordings of three stories spoken by the three different ASEAN plus ONE English speakers. SPSS was used to analyze the data. The findings of attitudes towards varieties of English accent from the 98 respondents regarding correctness, acceptability, pleasantness, and familiarity of Thai English accents found that Thai accent was overall at level 3 (X = 2.757, SD= o.33), %Then Philippines accents was at level 2 (X = 2.326, SD = 16.12), and Chinese accents w2as at level 3 (X 3.198, SD = 0.18). Finally, the present study proposes pedagogical implications for teaching regarding awareness of ‘Englishes’ of ASEAN and their respective accents and their lingua cultural background of instructors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20lingua%20franca" title="English as a lingua franca">English as a lingua franca</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20accents" title=" English accents"> English accents</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20an%20international%20language" title=" English as an international language"> English as an international language</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20plus%20one" title=" ASEAN plus one"> ASEAN plus one</a>, <a href="https://publications.waset.org/abstracts/search?q=ASEAN%20English%20varieties" title=" ASEAN English varieties"> ASEAN English varieties</a> </p> <a href="https://publications.waset.org/abstracts/31610/english-as-a-lingua-franca-elicited-in-asean-accents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31610.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">421</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2144</span> A Contrastive Analysis of English and Ukwuani Front Vowels</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omenogor">Omenogor</a>, <a href="https://publications.waset.org/abstracts/search?q=Happy%20Dumbi"> Happy Dumbi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the areas of convergence and divergence between English and Ųkwųanį (a language in Nigeria) vowel systems with particular emphasis on the front vowels. It specifies areas of difficulty for the average Ųkwųanį users of English and Ųkwųanį L1 users of English as a second language. The paper explains the nature of contrastive analysis, the geographical locations where Ųkwųanį is spoken as mother tongue as well as English and Ųkwųanį front vowels. The principles of establishing phonemes, minimal pairs in Ųkwųanį as well as the vowel charts in both languages are among the issues highlighted in this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=convergence" title="convergence">convergence</a>, <a href="https://publications.waset.org/abstracts/search?q=divergence" title=" divergence"> divergence</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=Ukw%C5%B3an%C4%AF" title=" Ukwųanį"> Ukwųanį</a> </p> <a href="https://publications.waset.org/abstracts/34630/a-contrastive-analysis-of-english-and-ukwuani-front-vowels" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/34630.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">492</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2143</span> A Study of the Use of English by Thai: A Case Study of English in Thai songs </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jutharat%20Nawarungreung">Jutharat Nawarungreung</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As an international language, English is used as a medium in formal and informal settings including all kinds of entertainment. As it were, the use of English in such an arena is of no less importance and interest, and indeed it becomes a valuable tool for EFL learners to learn and improve their language. In addition, it is a social perspective in the way that English is incorporated in other nationalities’ music, as well as the attitudes of listeners toward it. This research principally aimed to find out the level of comprehensibility of English inserted in Thai pop music. There were three groups of participants, namely Thais, non-native speakers who are non-Thai and native speakers, 35 each group. The research tools comprised song lyrics, interviews, questionnaires, and video recorder. The participants listened to Thai songs and wrote down the English words and their meanings they heard. They were video-recorded when listening to the songs, and then asked on particular actions and facial expressions. Afterwards, they were interviewed to account for their attitudes toward the incorporation of English into Thai songs. Finally, the participants completed a questionnaire. Data was analysed by the way of comparison of all the participants’ pronunciation. In doing so, the number of correct and incorrect answers was revealed. The study has shown that those who attained the highest level of understanding the English words in Thai music were Thais, native speakers, and non-native speakers who are non-Thai respectively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20throughout%20the%20world" title="English throughout the world">English throughout the world</a>, <a href="https://publications.waset.org/abstracts/search?q=varieties%20of%20English" title=" varieties of English"> varieties of English</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Thai%20songs" title=" English in Thai songs"> English in Thai songs</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligibility" title=" intelligibility"> intelligibility</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a> </p> <a href="https://publications.waset.org/abstracts/39447/a-study-of-the-use-of-english-by-thai-a-case-study-of-english-in-thai-songs" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/39447.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2142</span> Wh-Movement in Second Language Acquisition: Evidence from Magnitude Estimation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dong-Bo%20Hsu">Dong-Bo Hsu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Universal Grammar (UG) claims that the constraints that are derived from this should operate in language users’ L2 grammars. This study investigated this hypothesis on knowledge of Subjacency and resumptive pronoun usage among Chinese learners of English. Chinese fulfills two requirements to examine the existence of UG, i.e., Subjacency does not operate in Chinese and resumptive pronouns in English are very different from those in Chinese and second L2 input undermines the knowledge of Subjacency. The results indicated that Chinese learners of English demonstrated a nearly identical pattern as English native speakers do but the resumptive pronoun in the embedding clauses. This may be explained in terms of the case that Chinese speakers’ usage of pronouns is not influenced by the number of embedding clauses. Chinese learners of English have full access to knowledge endowed by UG but their processing of English sentences may be different from native speakers as a general slow rate for processing in their L2 English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=universal%20grammar" title="universal grammar">universal grammar</a>, <a href="https://publications.waset.org/abstracts/search?q=Chinese" title=" Chinese"> Chinese</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=wh-questions" title=" wh-questions"> wh-questions</a>, <a href="https://publications.waset.org/abstracts/search?q=resumption" title=" resumption"> resumption</a> </p> <a href="https://publications.waset.org/abstracts/36394/wh-movement-in-second-language-acquisition-evidence-from-magnitude-estimation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/36394.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">469</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2141</span> The Evolution of the Israel Defence Forces’ Information Operations: A Case Study of the Israel Defence Forces' Activities in the Information Domain 2006–2014</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Teemu%20Saressalo">Teemu Saressalo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article examines the evolution of the Israel Defence Forces’ information operation activities during an eight-year timespan from the 2006 war with Hezbollah to more recent operations such as Pillar of Defence and Protective Edge. To this end, the case study will show a change in the Israel Defence Forces’ activities in the information domain. In the 2006 war with Hezbollah in Lebanon, Israel inflicted enormous damage on the Lebanese infrastructure, leaving more than 1,200 people dead and 4,400 injured. Casualties among Hezbollah, Israel’s main adversary, were estimated to range from 250 to 700 fighters. Damage to the Lebanese infrastructure was estimated at over USD 2.5bn, with almost 2,000 houses and buildings damaged and destroyed. Even this amount of destruction did not force Hezbollah to yield and while both sides were claiming victory in the war, Israel paid a heavier price in political backlashes and loss of reputation, mainly due to failures in the media and the way in which the war was portrayed and perceived in Israel and abroad. Much of this can be credited to Hezbollah’s efficient use of the media, and Israel’s failure to do so. Israel managed the next conflict it was engaged in completely differently – it had learnt its lessons and built up new ways to counter its adversary’s propaganda and media operations. In Operation Cast Lead at the turn of 2009, Hamas, Israel’s adversary and Gaza’s dominating faction, was not able to utilize the media in the same way that Hezbollah had. By creating a virtual and physical barrier around the Gaza Strip, Israel almost totally denied its adversary access to the worldwide media, and by restricting the movement of journalists in the area, Israel could let its voice be heard above all. The operation Cast Lead began with a deception operation, which caught Hamas totally off guard. The 21-day campaign left the Gaza Strip devastated, but did not cause as much protest in Israel during the operation as the 2006 war did, mainly due to almost total Israeli dominance in the information dimension. The most important outcome from the Israeli perspective was the fact that Operation Cast Lead was assessed to be a success and the operation enjoyed domestic support along with support from many western nations, which had condemned Israeli actions in the 2006 war. Later conflicts have shown the same tendency towards virtually total dominance in the information domain, which has had an impact on target audiences across the world. Thus, it is clear that well-planned and conducted information operations are able to shape public opinion and influence decision-makers, although Israel might have been outpaced by its rivals. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hamas" title="Hamas">Hamas</a>, <a href="https://publications.waset.org/abstracts/search?q=Hezbollah" title=" Hezbollah"> Hezbollah</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20operations" title=" information operations"> information operations</a>, <a href="https://publications.waset.org/abstracts/search?q=Israel%20Defence%20Forces" title=" Israel Defence Forces"> Israel Defence Forces</a> </p> <a href="https://publications.waset.org/abstracts/96767/the-evolution-of-the-israel-defence-forces-information-operations-a-case-study-of-the-israel-defence-forces-activities-in-the-information-domain-2006-2014" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/96767.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">237</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2140</span> Morphological and Syntactic Meaning: An Interactive Crossword Puzzle Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ibrahim%20Garba">Ibrahim Garba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research involved the use of word distributions and morphological knowledge by speakers of Arabic learning English connected different allomorphs in order to realize how the morphology and syntax of English gives meaning through using interactive crossword puzzles (ICP). Fifteen chapters covered with a class of nine learners over an academic year of an intensive English program were reviewed using the ICP. Learners were questioned about how the use of this gaming element enhanced and motivated their learning of English. The findings were positive indicating a successful implementation of ICP both at creational and user levels. This indicated a positive role technology had when learning and teaching English through adopting an interactive gaming element for learning English. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=distribution" title="distribution">distribution</a>, <a href="https://publications.waset.org/abstracts/search?q=gaming" title=" gaming"> gaming</a>, <a href="https://publications.waset.org/abstracts/search?q=interactive-crossword-puzzle" title=" interactive-crossword-puzzle"> interactive-crossword-puzzle</a>, <a href="https://publications.waset.org/abstracts/search?q=morphology" title=" morphology"> morphology</a> </p> <a href="https://publications.waset.org/abstracts/44307/morphological-and-syntactic-meaning-an-interactive-crossword-puzzle-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44307.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">331</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2139</span> Attitudes of University Students toward English Language Education Policy in Iraqi Kurdistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Momen%20Yaseen%20M.%20Amin">Momen Yaseen M. Amin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite widespread coverage of language policy in the literature, there has been scant research probing into English language education policy at tertiary levels in general and in the case of higher education context of Iraqi Kurdistan in particular. The present qualitative study investigated the results of a questionnaire on attitudes toward English language education policy in terms of attitudes toward the English language in general, the current English education policy, and the purposes for learning English among Kurdish EFL university students. Moreover, this study aimed to investigate this topic in light of the participants’ gender and major. To this end, an adapted version of Yang’s (2012) questionnaire was administered to university EFL students majoring in soft and hard sciences (N=300, male 34%, female 67%, four and two disciplines, respectively) at two-state and private universities in Iraqi Kurdistan. The findings revealed positive attitudes toward English as an international language in both soft and hard sciences. While strongly subscribing to the idea that all Iraqi Kurdish students should learn the English language and the courses to be offered in English as well as Kurdish, the majority of the participants expressed their readiness and enthusiasm to excel in English and considered such competency a significant academic accomplishment. However, a good number felt dissatisfied with the status quo of English education at their institutions. This paper provides some implications and recommendations for English education policies makers, administrators, and English language instructors at tertiary levels. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy" title=" language policy"> language policy</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20education" title=" English language education"> English language education</a>, <a href="https://publications.waset.org/abstracts/search?q=Iraqi%20Kurdistan" title=" Iraqi Kurdistan"> Iraqi Kurdistan</a> </p> <a href="https://publications.waset.org/abstracts/143751/attitudes-of-university-students-toward-english-language-education-policy-in-iraqi-kurdistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">179</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2138</span> Exploring Non-Native English Language Teachers' Understandings and Attitudes towards the Integration of Intercultural Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sasani">Simin Sasani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study will explore a group of English language teachers’ understanding of intercultural competence to find out if they are aware of the concept and how important it is for them. It will investigate how much they are concerned about the challenges that the learners might face in their intercultural communications and to what extent they can help the learners to overcome the barriers to increase students’ insight into cultural differences. In addition, it will explore how a group of non-native English language teachers define culture in relation to their English language teaching practices. More specifically, the research tries to take the how and why of inclusion of intercultural competence into consideration and how non-native teachers think they can improve their learners’ knowledge and skills in this domain. The study will be conducted in the UK and the participants are eight non-native English language teachers who are currently teaching general English language courses for foreigners. A pilot study have been conducted for this research which its results show three non-native English teachers are aware of the notion although they have not had any formal education about intercultural competence. Their challenges and limitation were also highlighted through interviews and observations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English" title="English">English</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teachers" title=" English language teachers"> English language teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20communications" title=" intercultural communications"> intercultural communications</a>, <a href="https://publications.waset.org/abstracts/search?q=intercultural%20competence" title=" intercultural competence"> intercultural competence</a>, <a href="https://publications.waset.org/abstracts/search?q=non-natives" title=" non-natives"> non-natives</a> </p> <a href="https://publications.waset.org/abstracts/24609/exploring-non-native-english-language-teachers-understandings-and-attitudes-towards-the-integration-of-intercultural-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24609.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">466</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2137</span> Corpus-Based Description of Core English Nouns of Pakistani English, an EFL Learner Perspective at Secondary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Hussain%20Qureshi">Abrar Hussain Qureshi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vocabulary has been highlighted as a key indicator in any foreign language learning program, especially English as a foreign language (EFL). It is often considered a potential tool in foreign language curriculum, and its deficiency impedes successful communication in the target language. The knowledge of the lexicon is very significant in getting communicative competence and performance. Nouns constitute a considerable bulk of English vocabulary. Rather, they are the bones of the English language and are the main semantic carrier in spoken and written discourse. As nouns dominate the bulk of the English lexicon, their role becomes all the more potential. The undertaken research is a systematic effort in this regard to work out a list of highly frequent list of Pakistani English nouns for the EFL learners at the secondary level. It will encourage autonomy for the EFL learners as well as will save their time. The corpus used for the research has been developed locally from leading English newspapers of Pakistan. Wordsmith Tools has been used to process the research data and to retrieve word list of frequent Pakistani English nouns. The retrieved list of core Pakistani English nouns is supposed to be useful for English language learners at the secondary level as it covers a wide range of speech events. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corpus" title="corpus">corpus</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=frequency%20list" title=" frequency list"> frequency list</a>, <a href="https://publications.waset.org/abstracts/search?q=nouns" title=" nouns"> nouns</a> </p> <a href="https://publications.waset.org/abstracts/152043/corpus-based-description-of-core-english-nouns-of-pakistani-english-an-efl-learner-perspective-at-secondary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152043.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">103</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel&page=6">6</a></li> <li class="page-item"><a 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