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English</title> <meta name="description" content="Search results for: Yemeni English"> <meta name="keywords" content="Yemeni English"> <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 navbar-toggler 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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="Yemeni English"> <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> 1957</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Yemeni English</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1957</span> Investigating the Pronunciation of '-S' and '-Ed' Suffixes in Yemeni English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saif%20Bareq">Saif Bareq</a>, <a href="https://publications.waset.org/abstracts/search?q=Vivek%20Mirgane"> Vivek Mirgane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper seeks to explicate the pronunciation of the ‘-s’ and ‘-ed’ suffixes when applied in their relative places in word endings. It attempts to investigate the problems faced by Yemenis in the pronunciation of these suffixes in all occurrences and realizations. It discusses the realization of ‘s’ in the four areas of plural, 3rd person singular and genitive markers, and contraction of ‘has’ and ‘is’ as in he’s, it’s ..,etc. and shows how they are differently represented by three different sounds /s/, /z/ and /z/ based on the phonological structure of the words in which they occur. Similarly, it explains the realization of the ‘-ed’ suffix of the past and past participle marker and how it is realized differently by three sounds governed by the phonological structure of these words. Besides, it tries to shed some light on the English morphophonemic and phonological rules that govern the pronunciation of such troublesome endings. It is hypothesized that the absence of such phenomenon in the mother tongue pronunciation of these suffixes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suffixes%27%20Pronunciation" title="Suffixes' Pronunciation">Suffixes' Pronunciation</a>, <a href="https://publications.waset.org/abstracts/search?q=Phonological%20Structure" title=" Phonological Structure"> Phonological Structure</a>, <a href="https://publications.waset.org/abstracts/search?q=Phonological%20Rules" title=" Phonological Rules"> Phonological Rules</a>, <a href="https://publications.waset.org/abstracts/search?q=Morpho-Phonemics" title=" Morpho-Phonemics"> Morpho-Phonemics</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20English" title=" Yemeni English"> Yemeni English</a> </p> <a href="https://publications.waset.org/abstracts/66130/investigating-the-pronunciation-of-s-and-ed-suffixes-in-yemeni-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/66130.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">294</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">1956</span> Determination of Iron, Zinc, Copper, Cadmium and Lead in Different Cigarette Brands in Yemen by Atomic Absorption Spectrometry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ali%20A.%20Mutair">Ali A. Mutair</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concentration levels of iron (Fe), copper (Cu), zinc (Zn), cadmium (Cd) and lead (Pb) in different cigarette brands commonly produced and sold in Yemen were determined. Convenient sample treatment for cigarette tobacco of freshly opened packs was achieved by a sample preparation method based on dry digestion, and the concentrations of the analysed metals were measured by Flame Atomic Absorption Spectrometry (FAAS). The mean values obtained for Fe, Zn, Cu, Cd, and Pb in different Yemeni cigarette tobacco were 311, 52.2, 10.11, 1.71 and 4.06 µg/g dry weight, respectively. There is no more significant difference among cigarette brands tested. It was found that Fe was at the highest concentration, followed by Zn, Cu, Pb and Cd. The average relative standard deviation (RSD) ranged from 1.77% to 19.34%. The accuracy and precision of the results were checked by blank and recovery tests. The results show that Yemeni cigarettes contain heavy metal concentration levels that are similar to those in foreign cigarette brands reported by other studies in the worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=iron" title="iron">iron</a>, <a href="https://publications.waset.org/abstracts/search?q=zinc" title=" zinc"> zinc</a>, <a href="https://publications.waset.org/abstracts/search?q=copper" title=" copper"> copper</a>, <a href="https://publications.waset.org/abstracts/search?q=lead" title=" lead"> lead</a>, <a href="https://publications.waset.org/abstracts/search?q=cadmium" title=" cadmium"> cadmium</a>, <a href="https://publications.waset.org/abstracts/search?q=tobacco" title=" tobacco"> tobacco</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20cigarette%20brands" title=" Yemeni cigarette brands"> Yemeni cigarette brands</a>, <a href="https://publications.waset.org/abstracts/search?q=atomic%20absorption%20spectrometry" title=" atomic absorption spectrometry"> atomic absorption spectrometry</a> </p> <a href="https://publications.waset.org/abstracts/4809/determination-of-iron-zinc-copper-cadmium-and-lead-in-different-cigarette-brands-in-yemen-by-atomic-absorption-spectrometry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4809.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">359</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">1955</span> Pharyngealization Spread in Ibbi Dialect of Yemeni Arabic: An Acoustic Study </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fadhl%20Qutaish">Fadhl Qutaish</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the pharyngealization spread in one of the Yemeni Arabic dialects, namely, Ibbi Arabic (IA). It investigates how pharyngealized sounds spread their acoustic features onto the neighboring vowels and change their default features. This feature has been investigated quietly well in MSA but still has to be deeply studied in the different dialect of Arabic which will bring about a clearer picture of the similarities and the differences among these dialects and help in mapping them based on the way this feature is utilized. Though the studies are numerous, no one of them has illustrated how far in the multi-syllabic word the spread can be and whether it takes a steady or gradient manner. This study tries to fill this gap and give a satisfactory explanation of the pharyngealization spread in Ibbi Dialect. This study is the first step towards a larger investigation of the different dialects of Yemeni Arabic in the future. The data recorded are represented in minimal pairs in which the trigger (pharyngealized or the non-pharyngealized sound) is in the initial or final position of monosyllabic and multisyllabic words. A group of 24 words were divided into four groups and repeated three times by three subjects which will yield 216 tokens that are tested and analyzed. The subjects are three male speakers aged between 28 and 31 with no history of neurological, speaking or hearing problems. All of them are bilingual speakers of Arabic and English and native speakers of Ibbi-Dialect. Recordings were done in a sound-proof room and praat software was used for the analysis and coding of the trajectories of F1 and F2 for the low vowel /a/ to see the effect of pharyngealization on the formant trajectory within the same syllable and in other syllables of the same word by comparing the F1 and F2 formants to the non-pharyngealized environment. The results show that pharyngealization spread is gradient (progressively and regressively). The spread is reflected in the gradual raising of F1 as we move closer towards the trigger and the gradual lowering of F2 as well. The results of the F1 mean values in tri-syllabic words when the trigger is word initially show that there is a raise of 37.9 HZ in the first syllable, 26.8HZ in the second syllable and 14.2HZ in the third syllable. F2 mean values undergo a lowering of 239 HZ in the first syllable, 211.7 HZ in the second syllable and 176.5 in the third syllable. This gradual decrease in the difference of F2 values in the non-pharyngealized and pharyngealized context illustrates that the spread is gradient. A similar result was found when the trigger is word-final which proves that the spread is gradient (progressively and regressively. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pharyngealization" title="pharyngealization">pharyngealization</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20Arabic" title=" Yemeni Arabic"> Yemeni Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=Ibbi%20dialect" title=" Ibbi dialect"> Ibbi dialect</a>, <a href="https://publications.waset.org/abstracts/search?q=pharyngealization%20spread" title=" pharyngealization spread"> pharyngealization spread</a> </p> <a href="https://publications.waset.org/abstracts/46023/pharyngealization-spread-in-ibbi-dialect-of-yemeni-arabic-an-acoustic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46023.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">222</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">1954</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">1953</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">1952</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">1951</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">1950</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">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1949</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">1948</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">1947</span> On Copular Constructions in Yemeni Arabic and the Cartography of Subjects</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ameen%20Alahdal">Ameen Alahdal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates copular constructions in Raimi Yemeni Arabic (RYA). The aim of the paper is actually twofold. First it explores the types of copular constructions in Raimi Yemeni Arabic, a variety of Arabic that has not attracted a lot of attention. In this connection, the paper shows that RYA manifests ‘bare’, verbal and pronominal/PRON copular constructions, just like other varieties of Arabic and indeed other Semitic languages like Hebrew. The sentences below from RYA represent the three constructions, respectively. (1) a. nada Hilwah Nada pretty.3sf ‘Nada is pretty’ b. kan al-banat hina was the-girls here ‘The girls were here c. ali hu-l mudiir Ali he-the manager ‘Ali is the manager’ Interestingly, in addition to these common types of copular constructions, RYA seems to exhibit dual copula sentences, a construction that features both a pronominal copula and a verbal copula. Such a construction is attested neither in Standard Arabic nor in other modern varieties of Arabic such as Lebanese, Moroccan, Egyptian, Jordanian. Remarkably, dual copular sentences do not appear even in other dialects of Yemeni Arabic such as Sanaani, Adeni and Tehami. (2) is an example. (2) maha kan-ih mudarrisah maha was-she teacher.3sf ‘Maha was a teacehr’ Second, the paper considers the cartography of subject positions in copular constructions proposed by Shlonsky and Rizzi (2018). Different copular constructions seem to involve different subject positions (which might eventually correlate with different interpretations – not our concern in this paper). Here, it is argued that in a bare copular sentence, as in (1a), RYA might exploit two criterial subject positions (in Rizzi’s sense), in addition to the canonical Spec,TP position. Under mainstream minimalist assumption, a copular sentence is analyzed as a PredP. Thus, in addition to the PredP-related thematic subject position, a criterial subject position is posited outside of PredP. (3) below represents the cartography of subject positions in a bare copular construction. (3) [……..DP subj PredP DP Pred DP/AP/PP ] In PRON sentences, as exemplified in (1c), another two subject positions are postulated high in the clause, particularly above PolP. (4) illustrates the hierarchy of the subject positions in a PRON copular construction. The subject resides in Spec,SUBJ2P. (4) …DP SUBJ2 …DP SUBJ1 … Pol … DP subj PredP Another related phenomenon in RYA which sets it apart from other languages like Hebrew is that of negative bare copular construction. This construction involves a PRON, which is not found in its affirmative counterpart. PRON, however, is hosted neither by SUBJ20 nor by SUBJ10. Rather, PRON occurs below Neg0 (Pol0 in the hierarchy). This situation raises interesting issues for the hierarchy of subjects in copular constructions as well as to the syntax of the left periphery in general. With regard to what causes the subject to move, there are different potential triggers. For instance, movement of the subject at the base, i.e., out of PredP is triggered by a labeling failure. Other movements of the subject can be driven by a formal feature like EPP, or a criterial feature like [subj]. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20Arabic" title="Yemeni Arabic">Yemeni Arabic</a>, <a href="https://publications.waset.org/abstracts/search?q=copular%20constructions" title=" copular constructions"> copular constructions</a>, <a href="https://publications.waset.org/abstracts/search?q=cartography%20of%20subjects" title=" cartography of subjects"> cartography of subjects</a>, <a href="https://publications.waset.org/abstracts/search?q=labeling" title=" labeling"> labeling</a>, <a href="https://publications.waset.org/abstracts/search?q=criterial%20positions" title=" criterial positions"> criterial positions</a> </p> <a href="https://publications.waset.org/abstracts/142229/on-copular-constructions-in-yemeni-arabic-and-the-cartography-of-subjects" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142229.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">113</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">1946</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">864</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">1945</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">1944</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">1943</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">1942</span> Exploring the Characteristics of Three Elements of the Mountainous Cultural Landscape in Yemen: Mountainous Cities, Mountainous Villages, and Cultivated Terraces</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abdulfattah%20A.%20Q.%20Alwah">Abdulfattah A. Q. Alwah</a>, <a href="https://publications.waset.org/abstracts/search?q=Amal%20Al%E2%80%91Attar"> Amal Al‑Attar</a>, <a href="https://publications.waset.org/abstracts/search?q=Sumyah%20M.%20Al-Fanini"> Sumyah M. Al-Fanini</a>, <a href="https://publications.waset.org/abstracts/search?q=Ellen%20Fetzer"> Ellen Fetzer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Cultural landscapes enhance the spiritual relationship between people and their environment. They represent civilized evidence of peoples' interaction with nature and the exploitation of its resources to build their civilization. Yemeni urban and rural environments are rich in many cultural landscape elements that reflect the ingenuity of Yemeni people in interacting with nature. Yemen's mountain cities and villages appear in harmony with mountains, with vertical tower building patterns, local building materials, and unique architectural and urban elements and features. Such cities and villages are still full of life today, such as the cities of Taiz, Ibb, Lahj, and historical Jableh and hundreds of mountain villages in the provinces of the mountainous highlands. The cultivated mountain terraces reflect the ability of Yemenis to create arable areas in the tall mountains and to use successful means of irrigation and rainwater drainage. Unfortunately, there is a severe shortage of research studies that discuss the cultural landscapes in Yemen and the mechanisms for their preservation. Therefore, this study aimed to shed light on the types of mountain cultural landscapes in Yemen and discuss the means of their preservation. The study achieved its objectives through a theoretical review of available studies and field visits to some sites in Ibb, Jableh, and Taiz cities. The study highlighted the human contribution to these sites and elements and showed the Yemenis’ skills in adapting to nature and benefiting from it ideally. This study can guide the competent authorities to assess, develop, and protect cultural landscape sites in Yemen. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=civilization" title="civilization">civilization</a>, <a href="https://publications.waset.org/abstracts/search?q=urban%20environment" title=" urban environment"> urban environment</a>, <a href="https://publications.waset.org/abstracts/search?q=Yemeni%20mountain%20architecture" title=" Yemeni mountain architecture"> Yemeni mountain architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20heritage%20conservation" title=" human heritage conservation"> human heritage conservation</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20identity" title=" cultural identity"> cultural identity</a> </p> <a href="https://publications.waset.org/abstracts/171687/exploring-the-characteristics-of-three-elements-of-the-mountainous-cultural-landscape-in-yemen-mountainous-cities-mountainous-villages-and-cultivated-terraces" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171687.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">98</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">1941</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">1940</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">422</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">1939</span> Prevalence of Lower Third Molar Impactions and Angulations Among Yemeni Population</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khawlah%20Al-Khalidi">Khawlah Al-Khalidi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Prevalence of lower third molar impactions and angulations among Yemeni population The purpose of this study was to look into the prevalence of lower third molars in a sample of patients from Ibb University Affiliated Hospital, as well as to study and categorise their position by using Pell and Gregory classification, and to look into a possible correlation between their position and the indication for extraction. Materials and methods: This is a retrospective, observational study in which a sample of 200 patients from Ibb University Affiliated Hospital were studied, including patient record validation and orthopantomography performed in screening appointments in people aged 16 to 21. Results and discussion: Males make up 63% of the sample, while people aged 19 to 20 make up 41.2%. Lower third molars were found in 365 of the 365 instances examined, accounting for 91% of the sample under study. According to Pell and Gregory's categorisation, the most common position is IIB, with 37%, followed by IIA with 21%; less common classes are IIIA, IC, and IIIC, with 1%, 3%, and 3%, respectively. It was feasible to determine that 56% of the lower third molars in the sample were recommended for extraction during the screening consultation. Finally, there are differences in third molar location and angulation. There was, however, a link between the available space for third molar eruption and the need for tooth extraction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=lower%20third%20molar" title="lower third molar">lower third molar</a>, <a href="https://publications.waset.org/abstracts/search?q=extraction" title=" extraction"> extraction</a>, <a href="https://publications.waset.org/abstracts/search?q=Pell%20and%20Gregory%20classification" title=" Pell and Gregory classification"> Pell and Gregory classification</a>, <a href="https://publications.waset.org/abstracts/search?q=lower%20third%20molar%20impaction" title=" lower third molar impaction"> lower third molar impaction</a> </p> <a href="https://publications.waset.org/abstracts/181945/prevalence-of-lower-third-molar-impactions-and-angulations-among-yemeni-population" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/181945.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">55</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">1938</span> Confirmatory Factor Analysis of Smartphone Addiction Inventory (SPAI) in the Yemeni Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammed%20Al-Khadher">Mohammed Al-Khadher</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Currently, we are witnessing rapid advancements in the field of information and communications technology, forcing us, as psychologists, to combat the psychological and social effects of such developments. It also drives us to continually look for the development and preparation of measurement tools compatible with the changes brought about by the digital revolution. In this context, the current study aimed to identify the factor analysis of the Smartphone Addiction Inventory (SPAI) in the Republic of Yemen. The sample consisted of (1920) university students (1136 males and 784 females) who answered the inventory, and the data was analyzed using the statistical software (AMOS V25). The factor analysis results showed a goodness-of-fit of the data five-factor model with excellent indicators, as RMSEA-(.052), CFI-(.910), GFI-(.931), AGFI-(.915), TLI-(.897), NFI-(.895), RFI-(.880), and RMR-(.032). All within the ideal range to prove the model's fit of the scale’s factor analysis. The confirmatory factor analysis results showed factor loading in (4) items on (Time Spent), (4) items on (Compulsivity), (8) items on (Daily Life Interference), (5) items on (Craving), and (3) items on (Sleep interference); and all standard values of factor loading were statistically significant at the significance level (>.001). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=smartphone%20addiction%20inventory%20%28SPAI%29" title="smartphone addiction inventory (SPAI)">smartphone addiction inventory (SPAI)</a>, <a href="https://publications.waset.org/abstracts/search?q=confirmatory%20factor%20analysis%20%28CFA%29" title=" confirmatory factor analysis (CFA)"> confirmatory factor analysis (CFA)</a>, <a href="https://publications.waset.org/abstracts/search?q=yemeni%20students" title=" yemeni students"> yemeni students</a>, <a href="https://publications.waset.org/abstracts/search?q=people%20at%20risk%20of%20smartphone%20addiction" title=" people at risk of smartphone addiction"> people at risk of smartphone addiction</a> </p> <a href="https://publications.waset.org/abstracts/169823/confirmatory-factor-analysis-of-smartphone-addiction-inventory-spai-in-the-yemeni-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/169823.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">95</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">1937</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">1936</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">1935</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">1934</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">1933</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">1932</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">1931</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">494</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">1930</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">1929</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">1928</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> <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=Yemeni%20English&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Yemeni%20English&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Yemeni%20English&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Yemeni%20English&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=Yemeni%20English&page=6">6</a></li> <li class="page-item"><a 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